中国大学生的智力风格 英文PDF电子书下载

Chapter 1 Introduction 1

1.1 Why should we examine this issue 4

1.2 Goal of the book 6

1.3 Organization of the book 7

Chapter 2 Review of the Literature 9

2.1 Intellectual styles in education 11

2.1.1 General trends:major approaches to studying intellectual styles 11

2.1.2 Theory of thinking styles:Mental Self-Government 16

2.1.3 Styles versus strategies 18

2.1.4 Summary 21

2.2 Hypermedia in the classroom:a psychological and educational perspective 21

2.2.1 What is hypermedia 22

2.2.2 Constructivism:psychological perspectives on hypermedia learning 30

2.3 Relationships of intellectual styles with ability,personality,and achievement motivation 41

2.3.1 Relationships between intellectual styles and ability 42

2.3.2 Relationships between intellectual styles and personality 46

2.3.3 Relationships between intellectual styles and achievement motivation 50

2.4 Changes in intellectual styles 52

2.4.1 Changes in cognitive and learning styles 54

2.4.2 Changes in thinking styles 60

2.5 Relationships between intellectual styles and academic achievement 65

2.5.1 Relationships between intellectual styles and academic achievement in traditional learning environments 66

2.5.2 Relationships between intellectual styles and academic achievement in hypermedia learning environments 72

2.6 Research questions and hypotheses of the book 80

2.6.1 Research questions 80

2.6.2 Hypotheses 81

Chapter 3 Methodology 84

3.1 Introduction to methods 84

3.2 Participants 86

3.2.1 Students 86

3.2.2 The teacher of the General Psychology course 87

3.3 Measures before the instruction 88

3.3.1 Demographic information 88

3.3.2 Ability 88

3.3.3 Personality traits 89

3.3.4 Achievement motivation 91

3.3.5 Pretest of thinking styles 92

3.4 The instruction 93

3.4.1 Instructional design 93

3.4.2 Instructional materials in the experiment 95

3.4.3 The traditional instructional environment 96

3.4.4 The hypermedia instructional environment 97

3.4.5 Instructional procedures 116

3.5 Measures after the instruction 119

3.5.1 The academic achievement in the General Psychology course 119

3.5.2 Posttest of thinking styles 123

3.6 Ways of testing hypotheses 123

3.6.1 A data screening before data analyses 124

3.6.2 Reliability and validity of TSI-R,APM,NEO-FFI,and AMS 125

3 6.3 Reliability and item analysis of End-Of-Semester Test 126

3.6.4 Analysis of variance for changes and differences in thinking styles 127

3.6.5 Correlation analyses and regression analyses for the relationships between thinking styles and academic achievement 127

Chapter 4 Results Ⅰ:Reliability and Validity of Instruments 129

4.1 Reliability and validity of TSI-R,APM,NEO-FFI,and AMS 129

4.1.1 Reliability of TSI-R,APM,NEO-FFI,and AMS 130

4.1.2 Validity of TSl-R,APM,NEO-FFl,and AMS 132

4.2 Reliability and item analysis of the End-Of-Semester Test 143

Chapter 5 ResultsⅡ:Changes in Thinking Styles and the Relationships Between Thinking Styles and Academic Achievement 146

5.1 Changes in thinking styles 147

5.1.1 Multivariate analyses on changes in thinking styles 147

5.1.2 Changes in Type Ⅰ thinking styles 155

5.1.3 Changes in Type Ⅱ thinking styles 161

5.1.4 Changes in Type Ⅲ thinking styles 167

5.1.5 Summary 171

5.2 The relationships between thinking styles and academic achievement 173

5.2.1 Zero-order correlations between thinking styles and academic achievement among the social science students in both traditional and hypermedia groups 179

5.2.2 Predicting academic achievement from thinking styles among the social science students in both the traditional and hypermedia groups 181

5.2.3 Summary 183

Chapter 6 A Supplement to the Experimental Longitudinal Study:Individual Interviews 185

6.1 Purpose of the interviews 186

6.2 Participants and interview questions 187

6.3 A supplement to the quantitative findings from the student and teacher interviews 193

6.3.1 Changes in thinking styles 194

6.3.2 The relationships between thinking styles and academic achievement 197

6.3.3 Summary 201

Chapter 7 Discussion Ⅰ:Changes and Differences in Thinking Styles in the Traditional and Hypermedia Environments 202

7.1 Significant changes in thinking styles in both instructional environments 204

7.1.1 Increase in the use of particular thinking styles due to the traditional instructional environment 205

7.1.2 Decrease in the use of particular thinking styles due to the traditional instructional environment 212

7.1.3 Increase in the use of particular thinking styles due to the hypermedia instructional environment 214

7.1.4 Contributions of personality traits and achievement motivation to the changes in thinking styles 215

7.2 Comparing the changes in thinking styles in the traditional and hypermedia instructional environments 223

7.2.1 Type Ⅰ styles 224

7.2.2 Type Ⅱ styles 226

7.2.3 Type Ⅲ styles 228

7.2.4 Summary 230

7.3 Approaches to teaching thinking and other intellectual styles 231

7.3.1 Can thinking styles and other intellectual styles be taught? 231

7.3.2 Possible approaches to teaching thinking and other intellectual styles 235

7.3.3 Summary 238

Chapter 8 Discussion Ⅱ:The Contributions of Thinking Styles to Academic Achievement 240

8.1 The social science students:the contributions of thinking styles to academic achievement 241

8.1.1 The contributions of Type Ⅰ thinking styles 242

8.1.2 The contributions of Type Ⅱ thinking styles 245

8.1.3 The contributions of Type Ⅲ thinking styles 246

8.2 The social science and science students:the differences in the contributions of thinking styles to academic achievement 249

8.2.1 The distribution of thinking styles by discipline:further analyses 249

8.2.2 The differences in the contributions of thinking styles by discipline 250

8.3 Thinking styles matter 257

Chapter 9 Conclusions 260

9.1 Contributions of the book 260

9.2 Implications of the book 264

9.3 Limitations of the book 266

9.4 Future directions 269

Appendices 272

Appendix 1 Models of Intellectual Styles 272

Appendix 2 Demographic Information Sheet(Chinese Version) 275

Appendix 3 A Sample Item of the Raven's Advanced Progressive Matrices 276

Appendix 4 Sample Items of the NEO Five-Factor Inventory(Chinese Version) 276

Appendix 5 Sample Items of the Achievement Motives Scale(Chinese Version) 277

Appendix 6 Sample Items of the Thinking Styles Inventory-Revised 277

Appendix 7 The End-Of-Semester Test and Reference Answers 279

Appendix 8 Zero-order Correlations of EOST with APM,NEO-FFI,and AMS 282

Appendix 9 The Differences in the Academic Achievement in EOST by Discipline 283

Appendix 10 Zero-order Correlations between TSI,NEO-FFI,and AMS 285

Appendix 11 The Differences in Thinking Styles by Discipline 288

References 291

Postscript 324