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Article: Hardiness and thinking styles: Implications for higher education
Title | Hardiness and thinking styles: Implications for higher education |
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Authors | |
Keywords | Hardiness Thinking styles Higher education |
Issue Date | 2011 |
Publisher | Springer Publishing Company. The Journal's web site is located at http://www.springerpub.com/journal.aspx?jid=1945-8959 |
Citation | Journal of Cognitive Education and Psychology, 2011, v. 10 n. 3, p. 294-307 How to Cite? |
Abstract | The principal objective of this study was to investigate the predictive power of thinking styles for hardiness—a healthy personality disposition. Four hundred (146 males and 254 females) students from a large, comprehensive university in Shanghai, the People's Republic of China, responded to the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) and the hardiness scale (Bartone, Ursano, Wright, & Ingraham, 1989). Results showed that after students' age and gender were controlled for, creativity-generating styles (also known as Type I styles) and a style that allows students to work in collaboration with others (i.e., external style) positively contributed to hardiness, whereas norm-favoring styles (also known as Type II styles) and a style that denotes a lack of discipline and planning (i.e., anarchic style) negatively contributed to hardiness. Implications of these findings are discussed in relation to university students, faculty members, and for university senior managers. |
Persistent Identifier | http://hdl.handle.net/10722/164691 |
ISSN | 2023 Impact Factor: 0.3 2023 SCImago Journal Rankings: 0.140 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Zhang, LF | en_US |
dc.contributor.author | Wong, YH | en_US |
dc.date.accessioned | 2012-09-20T08:08:03Z | - |
dc.date.available | 2012-09-20T08:08:03Z | - |
dc.date.issued | 2011 | en_US |
dc.identifier.citation | Journal of Cognitive Education and Psychology, 2011, v. 10 n. 3, p. 294-307 | en_US |
dc.identifier.issn | 1945-8959 | - |
dc.identifier.uri | http://hdl.handle.net/10722/164691 | - |
dc.description.abstract | The principal objective of this study was to investigate the predictive power of thinking styles for hardiness—a healthy personality disposition. Four hundred (146 males and 254 females) students from a large, comprehensive university in Shanghai, the People's Republic of China, responded to the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) and the hardiness scale (Bartone, Ursano, Wright, & Ingraham, 1989). Results showed that after students' age and gender were controlled for, creativity-generating styles (also known as Type I styles) and a style that allows students to work in collaboration with others (i.e., external style) positively contributed to hardiness, whereas norm-favoring styles (also known as Type II styles) and a style that denotes a lack of discipline and planning (i.e., anarchic style) negatively contributed to hardiness. Implications of these findings are discussed in relation to university students, faculty members, and for university senior managers. | - |
dc.language | eng | en_US |
dc.publisher | Springer Publishing Company. The Journal's web site is located at http://www.springerpub.com/journal.aspx?jid=1945-8959 | en_US |
dc.relation.ispartof | Journal of Cognitive Education and Psychology | en_US |
dc.subject | Hardiness | - |
dc.subject | Thinking styles | - |
dc.subject | Higher education | - |
dc.title | Hardiness and thinking styles: Implications for higher education | en_US |
dc.type | Article | en_US |
dc.identifier.email | Zhang, LF: lfzhang@hkucc.hku.hk | en_US |
dc.identifier.authority | Zhang, LF=rp00988 | en_US |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1891/1945-8959.10.3.294 | - |
dc.identifier.hkuros | 209153 | en_US |
dc.identifier.volume | 10 | en_US |
dc.identifier.issue | 3 | en_US |
dc.identifier.spage | 294 | en_US |
dc.identifier.epage | 307 | en_US |
dc.identifier.isi | WOS:000211762400006 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 1810-7621 | - |