Are Learning Approaches and Thinking Styles Related? A Study in Two Chinese Populations
Are Learning Approaches and Thinking Styles Related? A Study in Two Chinese Populations
复制标题
学习方法和思维方式相关吗？
DOI：
10.1080/00223980009598230
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发表时间：
2000
期刊：
影响因子：
--
通讯作者：
R. Sternberg
中科院分区：
文献类型：
--
作者：
Li‐fang Zhang;R. Sternberg
本文介绍了比格斯(1987)的学习方法理论和斯特恩伯格(1988)的思维方式理论在两个中国人群中的结构效度的研究结果。这项研究也是对这两种理论之间关系的本质的考察。来自香港和南京的大学生中国完成了学习过程问卷(J.B.Biggs，1992)和思维方式问卷(R.J.Sternberg&R.K.Wagner，1992)。结果表明，这两个量表都能在香港和南京两地的大学生中有效地评估各自理论所支持的结构。研究结果还表明，学习方式与思维方式之间存在假设关系：表层学习方式与复杂性较低的学习方式呈显著正相关，与立法、司法、自由、等级四种学习方式呈显著负相关。深度方法被假设为与更复杂的风格呈显著正相关，与执行型、保守型、地方性和君主型风格呈显著负相关。讨论了这些关系的含义。
Abstract This article presents the results of an investigation of the construct validity of J. B. Biggs's (1987) theory of learning approaches and of R. J. Sternberg's (1988) theory of thinking styles in two Chinese populations. The study is also an examination of the nature of the relations between the two theories. University students from Hong Kong (n = 854) and from Nanjing, mainland China (n = 215), completed the Study Process Questionnaire (J. B. Biggs, 1992) and the Thinking Styles Inventory (R. J. Sternberg & R. K. Wagner, 1992). Results indicated that both inventories were reliable and valid for assessing the constructs underlying their respective theories among both Hong Kong and Nanjing university students. Results also showed that the learning approaches and thinking styles are related in the hypothesized ways: The surface approach was hypothesized to be positively and significantly correlated with styles associated with less complexity, and negatively and significantly correlated with the legislative, judicial, liberal, and hierarchical styles. The deep approach was hypothesized to be positively and significantly correlated with styles associated with more complexity, and negatively and significantly correlated with the executive, conservative, local, and monarchic styles. Implications of these relations are discussed.