scholarly journals The Relationship between Thinking Styles and the Need for Cognition of Students in the Faculty of Education

2018 ◽  
Vol 11 (11) ◽  
pp. 1
Author(s):  
Nesrin Uyanık Sağlam ◽  
Erhan Tunç
Keyword(s):  
Secondary School ◽  
Need For Cognition ◽  
Thinking Styles ◽  
Thinking Style ◽  
Class Level ◽  
Significant Difference ◽  
Scale Scores ◽  
Faculty Of Education ◽  
The Relationship ◽  
Cognition Scale

This study aims to identify the relationship between thinking styles and the need for cognition in students of the faculty of education, as well as the existence of significant differences between these two variables according to gender, department of study, class level, educational background from secondary school level, monthly incomes of families and the place where families have resided longest. The study was conducted with 820 students studying at different departments of the Faculty of Education at Gaziantep University, during the 2014-2015 academic year. In the study, data was collected using the Thinking Styles Scale and the Need for Cognition Scale, while demographic details of students were obtained through a Personal Information Form created by the researcher. Pearson’s correlation test, t-test and one-way analysis of variance (ANOVA) were employed in SPSS 20 software for data analysis. According to the findings of the study, students of the education faculty use the legislative thinking style the most and the conservative thinking style the least among the others given in the Thinking Styles Scale. According to the findings regarding the relationship between thinking styles and the need for cognition; the Thinking Styles Scale shows that there are significant differences between the legislative, executive, judicial, hierarchic, oligarchic, anarchic, local, internal, liberal dimensions of thinking and the need for cognition, while there is no significant difference between the global and conservative thinking styles and the need for cognition. It is seen that legislative, executive and hierarchic dimensions of the Thinking Styles Scale differ significantly according to the gender variable. Local, conservative and oligarchic dimensions of the Thinking Style Scale also show significant differences according to the department where the students study. This differentiation is seen in favor of the classroom teaching department against the Psychological Counselling and Guidance (PCG) students in the local thinking style dimension, while it is more favorable for the mathematics teaching department against the PCG students in both conservative and oligarchic dimensions. It is also seen that the legislative and local dimensions of the Thinking Styles Scale differ significantly according to the monthly incomes of families. This differentiation is in favor of the 2000 TL and above income group in each of these thinking styles, against those with monthly incomes between 500-1000 TL. On the other hand, the place where families have resided the longest, which is often the same place where students have completed their secondary education, do not differ significantly according to class levels. The Need for Cognition Scale scores differ significantly in favor of the 4th grade students according to the class level variable. A similar significant differentiation in the Need for Cognition Scale scores is also seen in favor of urban areas (provinces) against rural areas (villages) according to the place where families have resided the longest. Finally, the Need for Cognition Scale scores do not show any significant difference in terms of the departments students study at, their secondary school majors and monthly incomes of families.

scholarly journals Entrepreneurial passion, orientation and behavior: the moderating role of linear and nonlinear thinking styles

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lamberto Zollo ◽  
Riccardo Rialti ◽  
Alberto Tron ◽  
Cristiano Ciappei
Keyword(s):  
Dual Process ◽  
Dual Process Theory ◽  
Process Theory ◽  
Thinking Styles ◽  
Thinking Style ◽  
Content Type ◽  
Entrepreneurial Passion ◽  
And Behavior ◽  
The Relationship

PurposeThe purpose of this paper is to unpack the underlying mechanisms of entrepreneurs' passion, orientation and behavior by investigating the role of rational and nonrational cognitive elements. Building on dual process theory and sociointuitionism, a conceptual model is proposed in order to explore the relationship between entrepreneurial passion, entrepreneurial orientation (EO) and strategic entrepreneurship behavior (SEB). Specifically, entrepreneurs' linear thinking styles (System 2) and nonlinear thinking styles (System 1) are hypothesized as being significant moderators of such a relationship.Design/methodology/approachCovariance-based structural equation modeling (CB-SEM) is used to empirically validate the proposed conceptual model and test the moderating hypotheses on a sample of 300 entrepreneurs actively involved in European small and medium enterprises (SMEs).FindingsEntrepreneurial passion is shown to be a significant antecedent of EO, which, in turn, strongly influences SEB. Moreover, entrepreneurs' linear thinking style positively moderates the EO-SEB relationship, but not the link between passion and EO. Instead, a nonlinear thinking style positively moderates the relationship between passion and EO, but not the links between EO and SEB.Practical implicationsEntrepreneurs should trust their nonlinear thinking style – related to affective/emotive and intuitive information processing systems – to foster the effect of their entrepreneurial passion on EO. Furthermore, entrepreneurs should rely on a linear thinking style, namely the rational and deliberative cognitive processes, to enhance the impact of their EO on SEB.Originality/valueDual process theory and sociointuitionism are integrated to simultaneously investigate the effect of nonrational and rational cognitive mechanisms on entrepreneurs' orientation and behavior. Moreover, the proposed model is empirically tested on a sample of entrepreneurs working in SMEs located in Europe, which have received little attention from entrepreneurship scholars in comparison to their US counterparts. The authors’ findings suggest important implications for entrepreneurs, policymakers and entrepreneurial universities educators.

Do You Want to Learn Physics? Please PlayAngry Birds(But With Epistemic Goals)

2019 ◽  
Vol 58 (1) ◽  
pp. 3-28
Author(s):  
Carlos de Aldama ◽  
Juan-Ignacio Pozo
Keyword(s):  
Secondary School ◽  
Qualitative Data ◽  
Mental Representations ◽  
Object Motion ◽  
Learning Tools ◽  
Significant Difference ◽  
The World ◽  
Epistemic Goals ◽  
Learn Physics ◽  
The Relationship

For some years now, the scientific community has been studying how videogames foster acquisition of mental representations of the world around us. Research to date suggests that the efficiency of videogames as learning tools largely depends on the instructional design in which they are included. This article provides empirical evidence related to the use of the videogame Angry Birds and how it can modify students’ conceptions regarding object motion. We selected a sample of 110 16- to 17-year-old students in postcompulsory secondary school. Both quantitative and qualitative data are provided. Our results show that (a) merely playing Angry Birds does not produce significant learning, (b) learning occurs when Angry Birds is guided by epistemic goals. Students who used the videogame in this way were able to recognize more variables, provide better explanations, and understand more fully the relationship between angle and distance, (c) naïf belief regarding the effect of mass on falling objects (“mass-speed belief”) remained unchanged after using Angry Birds guided either pragmatic or epistemic goals, and (d) there was no significant difference between students who worked collaboratively in pairs and those who worked individually. In the light of these results, we discuss potential implications for the future.

Authoritarianism and Sociopolitical Attitudes in Response to Threats of Terror

2005 ◽  
Vol 97 (2) ◽  
pp. 623-630 ◽  
Author(s):  
Brad M. Hastings ◽  
Barbara A. Shaffer
Keyword(s):  
Significant Variation ◽  
Right Wing ◽  
Democratic Values ◽  
Right Wing Authoritarianism ◽  
Significant Difference ◽  
Scale Scores ◽  
Sociopolitical Attitudes ◽  
The Relationship ◽  
Linear Regressions

The relationship between threat and authoritarianism in relation to support for democratic values and military aggression was examined. Participants completed Altemeyer's Right-Wing Authoritarianism Scale, read a scenario concerning 9/11/01 that was either threatening or nonthreatening, and completed the Democratic Values Scale and the Militarism Scale. Simple linear regressions indicate RWA scores contributed significant variation to Democratic Value Scale scores (43% of the variance) and Militarism Scale Scores (22% of the variance). There was a significant difference in the contribution of RWA scores between the threatening and nonthreatening conditions on the Democratic Values Scale (34% and 17%, respectively). These results suggest that in the presence of threat, there is increased activation of authoritarian responses.

scholarly journals Mathematical Thinking Styles and the features of Modeling Process

2020 ◽  
Vol 11 (1) ◽  
pp. 59-68
Author(s):  
Juhaina Awawdeh Shahbari
Keyword(s):  
Mathematical Thinking ◽  
Modeling Processes ◽  
Thinking Styles ◽  
Thinking Style ◽  
Analytic Thinking ◽  
Modeling Process ◽  
Real Model ◽  
Eighth Grade Students ◽  
The Relationship ◽  
Model Phase

The current study investigated the relationship between students’ mathematical thinking style and their modeling processes and routes. Thirty-five eighth-grade students were examined. In the first stage, the students solved questions, and according to their solutions, they were assigned to one of two thinking style groups: visual and analytic. The two groups engaged in three modeling activities. Findings indicated differences in the groups’ modeling processes in performing the three activities. The primary differences in the modeling processes were manifested in simplifying, mathematizing, and eliciting a mathematical model. In addition, the analytic thinking group skipped the real-model phase in the three activities, while the visual group built a real model for each activity.

scholarly journals PROFESSIONAL DEVELOPMENT OF SECONDARY SCHOOL TEACHERS: ASSOCIATING THINKING STYLE PROFILES AND INSTRUCTIONAL PRACTICES

2021 ◽  
Vol 9 (3) ◽  
pp. 372-283
Author(s):  
Abdul Qayyum ◽  
Sidra Rizwan ◽  
Nasir Mahmood
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Instructional Practices ◽  
Secondary School Teachers ◽  
School Level ◽  
Thinking Styles ◽  
Thinking Style ◽  
Chi Square ◽  
Secondary School Level ◽  
Teacher Training Programs

Purpose of the study: The study aimed to find the association between teachers' thinking style profile types (TSPT-I, II, and III) instructional practices (IPs) at the secondary school level in Pakistan. Methodology: The sample of the study was 550 teachers in public sector schools of district Sialkot. Thinking style inventory (TSI-RII) based on a 7-point Likert type scale was used to collect data for the identification of (TS). Frequency distribution and Pearson chi-square were used to analyze the data. Main Findings: The results revealed that the teachers in (TSPT-I) preferred using Concept Accomplishment, Simulations, cooperative Learning, Homework, and Reinforcement, whereas teachers in (TSPT-II)Rich Vocabulary, Lecturing, Daily Assessment, Concept Accomplishment, and teachers in(TSPT-III)Cooperative Learning, Rich Vocabulary, Reinforcement, Simulations, and Daily Assessment as a set of (IPs). Application of the study: This study may help the teacher trainers and school principals to understand the thinking styles of the teachers and their preferences for the certain set of instructional practices to focus the preferences of the teachers according to their thinking style profiles to save time and money. Novelty/Originality of this study: Teacher training programs are conducted on the assumption that all the teachers can be trained uniformly regardless of their preferences for instructional practices. But this study has shown the association between thinking style profiles and set of instructional practices and secondary school level.

STUDY OF PUNCTUALITY AMONG SCHOOL GOING ADOLESCENTS IN RELATION TO THEIR HOME ENVIRONMENT

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Sandeep Kataria
Keyword(s):  
Secondary School ◽  
Home Environment ◽  
Significant Relationship ◽  
Secondary School Students ◽  
Urban Adolescents ◽  
Rural Adolescents ◽  
School Students ◽  
Rural And Urban ◽  
Significant Difference ◽  
The Relationship

The main objective of the present study was to find out the relationship between Punctuality and Home Environment among school going adolescents. To achieve this objective, Punctuality and home environment Scale developed by the investigator were used. The sample consisted of 100 Government Secondary School students of 9th Class were selected randomly from Sri Muktsar Sahib District of Punjab, India. The sample was equally categorized between Boys- Girls and Rural- Urban students. The results revealed that there exists significant relationship between Punctuality and Home Environment among school going adolescents. It is also found out that urban adolescents are more punctual as compare to rural adolescents. No significant difference was found among rural and urban adolescents as well as boys and girls on the variable of Home environment.

scholarly journals The relationship between musical self-concept and musical creativity among secondary school music students

2018 ◽  
Vol 37 (1) ◽  
pp. 78-90
Author(s):  
Lucy Lugo Mawang ◽  
Edward M. Kigen ◽  
Samuel M. Mutweleli
Keyword(s):  
Gender Difference ◽  
Secondary School ◽  
Positive Relationship ◽  
Self Concept ◽  
Music Students ◽  
Creativity Assessment ◽  
Significant Difference ◽  
School Music ◽  
Musical Creativity ◽  
The Relationship

The purpose of this study was to establish the relationship between musical self-concept and musical creativity, and to determine the best predictors of musical creativity given the musical self-concept dimensions. Participants ( N = 201) were music students, drawn from 21 secondary schools in Kenya. Music Self-perception Inventory-Version 2 (MUSPI) was used to gather data on participants’ musical self-concept. Musical creativity was measured using the Consensual Musical Creativity Assessment Scale (CMCAS). Results indicated a positive relationship between musical self-concept and musical creativity ( r = .25, p < .01). All the musical self-concept dimensions, except singing and dancing showed positive associations with musical creativity. Further, a significant mean difference in musical creativity for positive and negative musical self-concept was observed. Multiple regression indicated that the best predictors of musical creativity were sense of rhythm and dancing self-concepts and the strongest predictor of musical creativity was sense of rhythm self-concept. A significant gender difference in musical creativity was observed, with males scoring higher than females. However, there was no significant difference in participants’ musical creativity based on age. The study recommends interventions and conducive environments for the development of positive musical self-concept.

The Relationship Between Teachers’ Thinking Styles And Girl Students’ Spiritual Intelligence (SI) In Tehran’s High Schools

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Mona Omidi ◽  
Shirin Sadat Shafiei
Keyword(s):  
High Schools ◽  
Problem Solving ◽  
Negative Relationship ◽  
Spiritual Intelligence ◽  
Thinking Styles ◽  
Self Awareness ◽  
Thinking Style ◽  
High Level ◽  
The Relationship ◽  
Girl Students

The main goal of this study is to examine the relationship between teachers’ thinking styles and girl students’ Spiritual Intelligence (SI) in Tehran’s high schools. The population included all 155859 students and 12571 teachers in Tehran’s girl high schools. According to “Morgan table” 384 students and 375 teachers were selected using cluster random sampling method. Research tools were two standardized questionnaires: Emren & Demir’s (2007) Spiritual Intelligence Questionnaire and Sternberg’s thinking style inventory. Their validity indexes were evaluated by Mehrjou (2009). The reliability of the instruments was also calculated using Alpha Cronbach as 0.89 and 0.81 respectively. The research results revealed that teachers used a high level of executive and legislative thinking styles and a medium use of judicial style. There was also a negative relationship between executive style and problem solving. There was no meaningful relationship between executive thinking style and self-awareness consciousness, being holistic and grace. A negative relationship between legislative style and grace was also observed. However, there wasn’t a meaningful relation between this thinking style and problem solving. However, no positive relationship between this thinking style and grace was observed.   Keywords - thinking styles, executive, legislative, judicial thinking, spiritual intelligence

THE IMPACT OF ANXIETY AND GENDER ON PERCEIVING THE MUELLER-LYER ILLUSION

2005 ◽  
Vol 33 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Khader A. Baroun ◽  
Bader M. Al-Ansari
Keyword(s):  
Undergraduate Students ◽  
Anxiety Scale ◽  
Kuwait University ◽  
Lyer Illusion ◽  
Significant Difference ◽  
Scale Scores ◽  
Males And Females ◽  
And Gender ◽  
The Impact ◽  
The Relationship

This study aimed at investigating the relationship between anxiety, gender and the Mueller-Lyer illusion perception among a sample of 242 undergraduate students (66 males and 176 females), of Kuwait University, Kuwait, to the Mueller-Lyer and Horizontal-Vertical illusion forms. The subjects were divided into 3 groups (high, middle and low anxiety) in accordance with their anxiety scale scores. Although the overall analysis showed no significant difference between males and females with respect to most variables, a significant difference in anxiety was observed where females scored higher than males. The results also showed that gender had no significant correlation to the Mueller-Lyer perception and Horizontal-Vertical illusion. In addition, no significant difference was found as regards the anxiety and gender relationship to degree of illusion. However, the data did show some significant difference in relationship between anxiety and the perception of illusion, with males exhibiting higher scores for anxiety tending to have higher illusion error scores than males with low anxiety scores. Females with higher anxiety scores also were found to have higher illusion error scores than females with low anxiety scores.

scholarly journals Academic Achievement of Secondary School Students In Relation To Their Problem Solving Ability and Examination Anxiety

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Ms. Preeti Bala ◽  
Ms. Kausar Quraish Shaafiu
Keyword(s):  
Academic Achievement ◽  
Problem Solving ◽  
Secondary School ◽  
Secondary School Students ◽  
Survey Method ◽  
School Students ◽  
Significant Difference ◽  
The Difference ◽  
Descriptive Survey ◽  
The Relationship

With special reference to Maldives the secondary school student’s academic achievement is studied in the present study in relation to their problem solving ability and examination anxiety. In the present study descriptive survey method was used to obtain pertinent and precise information. The objectives of the study were to explore the relationship between academic achievement and examination anxiety and the relationship between academic achievement and problem solving ability. Study also evaluated the difference of female and male student’s academic achievement, problem solving ability and examination anxiety. The sample of the study consists of 200 secondary school students of Maldives. 100 males and 100 females were randomly selected to participate in the study. Two standardized questionnaire and previous years mark sheet of the participants collected as data for the research. Examination Anxiety scale and Problem Solving Ability scale were administered on 10 different secondary schools of Maldives. The study concluded that there exists no significant difference between male and female students in academic achievement, problem solving ability and examination anxiety. The study also revealed that there exists a positive correlation between academic achievement and problem solving ability and also showed that there exists a negative correlation between examination anxiety and academic achievement.

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