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The Investigation of the Thinking Styles Profile of Students in the Department of Elementary Education

Year 2005, Volume: 6 Issue: 1, 1 - 24, 01.04.2005

Abstract

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References

  • Amato, P., ve Ochiltree, G. (1986). Family resources and the development of child competence. Journal of Marriage and the Family, 48, 47-56.
  • Anderson, M., ve Hughes, H. (1989). Parenting attitudes and self-esteem of young children. Journal of Genetic Psychology, 150, 463-465.
  • Balkıs, M. ve Işıker, B. G. (2005). The relationship between thinking styles and personality types. International Journal of Social Behavior and Personality, 33 3, 283-294.
  • Bernardo, A. B. I.; Zhang, L. F., ve Callueng, C. M. (2002). Thinking styles and academic achievement among Filipino students. The Journal of Genetic Psychology, 163 2, 149- 163.
  • Buluş, M. (2001). Eğitimde Gözardı Edilen Bir Konu: Düşünme Stilleri. Yaşadıkça Eğitim, Sayı 72, 2-7.
  • Buluş, M. (2006). Assessment of Thinking Styles Inventory, Academic Achievement and Student Teachers’ Characteristics, Eğitim ve Bilim, Ocak sayısı.
  • Cano-Garcia, F., ve Hewitt Hughes, E. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20 4, 413-432.
  • Cohen, D., Dibble, E., ve Grawe, J. (1977). Companion instrument for measuring childrens’ competence and parental style. Archives of Genetic Psychiatry, 30, 805-815.
  • Curry, L. (1983). An organization of learning styles theory and constructs. Erıc Document, p. 185.
  • Duru, E. (2004). Düşünme Stilleri: Kavramsal ve Kuramsal Çerçeve. Eğitim Araştırmaları, Sayı 15. Field, D. (1988). Family Personalities. Oregon: Harvest House Publishers.
  • Gonzalez, A., Greenwood, G., ve WenHsu, J. (2001). Undergraduate students’ goal orientations and their relationship to perceived parenting style. College Student Journal, 35 2, 182-193.
  • Grigorenko, E. L., ve Sternberg, R. J. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children, 63 3, 295-312. Miller, A. (1987). Cognitive Styles: An integrated model. Educational Psychology, 7, 251-268.
  • Neal, J. ve Frick-Horbury, D. (2001). The effects of parenting styles and childhood attachment patterns on intimate relationships. Journal of Instructional Psychology, 28 3, 178-184.
  • Olson, S. L., Bates, J. E., ve Bayles, K. (1990). Early antecedents of childhood impulsivity: The role of parent-child interaction, cognitive competence, and temperament. Journal of Abnormal Child Psychology, 18, 317-334.
  • Pettit, G. S., Bates, J. E., ve Dodge, K. A. (1997). Supportive parenting, ecological context, and children’s adjustment: A 7-year longitudinal study. Child Development, 68, 908- 923.
  • Pianta, R., Nimetz, S., ve Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes on preschool and kindergarten. Early Childhood Research Quarterly, 12, 263-280.
  • Reynolds, A. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7, 441-462.
  • Rıdıng, R., ve Cheema, I. (1991). Cognitive styles: An overview and integration. Educational Psychology, 11, 193-215.
  • Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development, Human Development, 31, 197-224.
  • Sternberg, R. J. (1994a). Thinking styles: Theory and assessment at the interface between intelligence and personality, in: R. J. STERNBERG and P. RUZGIS (Eds) Intelligence and Personality, 169-187. New York: Cambridge University Press. Sternberg, R. J. (1994b). Allowing for thinking styles. Educational Leadership, 52 3, 36- 40. Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press.
  • Sternberg, R. J., ve Grigorenko, E. L. (1993). Thinking styles and the gifted. Roeper Review, 16 2, 122-130.
  • Sternberg, R. J., ve Grigorenko, E. L. (1995). Styles of thinking in the school. European Journal for High Ability, 6, 201-219.
  • Sternberg, R. J., ve Wagner, R. K. (1992). Thinking Styles Inventory, Unpublished test. Yale University.
  • Stevens, J. (1996). Applied multivariate statistics for the social sciences. Third Edition, Lawrence Erlbaum Associates, New Jersey.
  • Thompson, J. (2004). A Monte Carlo comparision of tests for the number of factors under alternative factor models. Ph D. University of California.
  • Warash, B. G., ve Markstrom, C. A. (2001). Parental perceptions of parenting styles in relation to academic self-esteem of preschoolers. Education, 121 3, 485-494.
  • Yıldırım, A. (1997). Gender role influences on Turkish adolescents’ self-identity. Adolescence,3 22.
  • Zhang, L. F. (1999). Further cross-cultural validation of the theory of mental self- goverment. The Journal of Psychology Interdisciplinary and Applied, 133 2, 165-181.
  • Zhang, L. F. (2000a). Are thinking styles and personality types related?. Educational Psychology, 20 3, 271-284.
  • Zhang, L. F. (2000b). Relationship between thinking styles inventory and study process questionnaire. Personality and Individual Differences, 29, 841-856.
  • Zhang, L. F. (2001a). Thinking styles and personality types revisited. Personality and Individual Differences, 31 6, 883-894.
  • Zhang, L. F. (2001b). Approaches and thinking styles in teaching. The Journal of Psychology, 135 5, 547-561.
  • Zhang, L. F. (2001c). Thinking styles, self-esteem, and extracurricular experiences. International Journal of Psychology, 36 2, 100–107.
  • Zhang, L. F. (2001d). Do thinking styles contribute to academic achievement beyond self- rated abilities. The Journal of Psychology, 135 6, 621-637.
  • Zhang, L. F. (2002a). Measuring thinking styles ın addition to measuring personality traits?. Personality and Individual Differences, 33 3, 445-458.
  • Zhang, L. F. (2002b). Thinking styles and cognitive development. The Journal of Genetic Psychology, 163 2, 179-195.
  • Zhang, L. F. (2002c). Thinking styles: Their relationships with modes of thinking and academic performance. Educational Psychology, 22 3, 331-348.
  • Zhang, L. F. (2002d). Thinking styles and the Big Five Personality traits. Educational Psychology, 22, 17-31.
  • Zhang, L. F. (2002e). Thinking styles and modes of thinking: Implications for education and research. The Journal of Psychology, 136, 245-261.
  • Zhang, L. F. (2003). Contributions of thinking styles to critical thinking dispositions, Journal of Psychology, 137 6.
  • Zhang, L. F., ve Huang, J. F. (2001). Thinking styles and the five-factor model of personality. European Journal of Personality, 15, 465-476.
  • Zhang, L. F., ve Postiglione, G. A. (2001). Thinking styles, self-esteem, and socio- economic status. Personality and Individual Differences, 31 8, 1333-1346.
  • Zhang, L. F., ve Sachs, J. (1997). Assessing thinking styles in the theory of mental self- government: A Hong Kong validity study. Psychological Reports, 81, 915-928.
  • Zhang, L. F., ve Sternberg, R. J. (1998). Thinking styles, abilities, and academic achievement among Hong Kong university students. Educational Research Journal, 13, 41-62.
  • Zhang, L. F., ve Sternberg, R. J. (2000). Are learning approaches and thinking styles related? A study in two Chinese Populations. Journal of Psychology Interdisciplinary and Applied, 134 5, 469-490. Zhang, L. F., ve Sternberg, R. J. (2002). Thinking styles and teachers’ characteristics. International Journal of Psychology, 37 1, 3-12.

İLKÖĞRETİM BÖLÜMÜ ÖĞRENCİLERİNİN DÜŞÜNME STİLLERİ PROFİLİ AÇISINDAN İNCELENMESİ

Year 2005, Volume: 6 Issue: 1, 1 - 24, 01.04.2005

Abstract

Bu çalışma ile üç amaca ulaşılmaya çalışılmıştır Bunlardan birincisi ilköğretim bölümü öğretmen adaylarının düşünme stilleri profilini araştırmaktır İkincisi düşünme stilleri ile akademik başarı ilişkisini incelemektir Üçüncüsü ise öğretmen adaylarına ilişkin bazı demografik ve psikososyal özellikler ile düşünme stilleri arasındaki ilişkiyi test etmektir Araştırmaya Pamukkale Üniversitesi Eğitim Fakültesi’nde çeşitli anabilim dallarında öğrenim gören toplam 488 birinci 260 ve dördüncü 228 sınıf öğrencisi 343 kız ve 141 erkek katılmıştır Çalışma sonuçları öğretmen adaylarının genel olarak birinci tip düşünme stillerini kullanma eğiliminde olduklarını göstermiştir Ayrıca yasama hiyerarşik local dışsal ve muhafazakar düşünme stilinin akademik başarı ile ilişkili olduğu bulunmuştur Bunlara ek olarak araştırmada belirli düşünme stillerinin incelenen öğrenci özellikleri ile anlamlı düzeyde ilişkili olduğu da görülmüştür Çalışmada elde edilen bulgular ve doğurguları öğretim öğrenme ve değerlendirme açısından tartışılmıştır

References

  • Amato, P., ve Ochiltree, G. (1986). Family resources and the development of child competence. Journal of Marriage and the Family, 48, 47-56.
  • Anderson, M., ve Hughes, H. (1989). Parenting attitudes and self-esteem of young children. Journal of Genetic Psychology, 150, 463-465.
  • Balkıs, M. ve Işıker, B. G. (2005). The relationship between thinking styles and personality types. International Journal of Social Behavior and Personality, 33 3, 283-294.
  • Bernardo, A. B. I.; Zhang, L. F., ve Callueng, C. M. (2002). Thinking styles and academic achievement among Filipino students. The Journal of Genetic Psychology, 163 2, 149- 163.
  • Buluş, M. (2001). Eğitimde Gözardı Edilen Bir Konu: Düşünme Stilleri. Yaşadıkça Eğitim, Sayı 72, 2-7.
  • Buluş, M. (2006). Assessment of Thinking Styles Inventory, Academic Achievement and Student Teachers’ Characteristics, Eğitim ve Bilim, Ocak sayısı.
  • Cano-Garcia, F., ve Hewitt Hughes, E. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20 4, 413-432.
  • Cohen, D., Dibble, E., ve Grawe, J. (1977). Companion instrument for measuring childrens’ competence and parental style. Archives of Genetic Psychiatry, 30, 805-815.
  • Curry, L. (1983). An organization of learning styles theory and constructs. Erıc Document, p. 185.
  • Duru, E. (2004). Düşünme Stilleri: Kavramsal ve Kuramsal Çerçeve. Eğitim Araştırmaları, Sayı 15. Field, D. (1988). Family Personalities. Oregon: Harvest House Publishers.
  • Gonzalez, A., Greenwood, G., ve WenHsu, J. (2001). Undergraduate students’ goal orientations and their relationship to perceived parenting style. College Student Journal, 35 2, 182-193.
  • Grigorenko, E. L., ve Sternberg, R. J. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children, 63 3, 295-312. Miller, A. (1987). Cognitive Styles: An integrated model. Educational Psychology, 7, 251-268.
  • Neal, J. ve Frick-Horbury, D. (2001). The effects of parenting styles and childhood attachment patterns on intimate relationships. Journal of Instructional Psychology, 28 3, 178-184.
  • Olson, S. L., Bates, J. E., ve Bayles, K. (1990). Early antecedents of childhood impulsivity: The role of parent-child interaction, cognitive competence, and temperament. Journal of Abnormal Child Psychology, 18, 317-334.
  • Pettit, G. S., Bates, J. E., ve Dodge, K. A. (1997). Supportive parenting, ecological context, and children’s adjustment: A 7-year longitudinal study. Child Development, 68, 908- 923.
  • Pianta, R., Nimetz, S., ve Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes on preschool and kindergarten. Early Childhood Research Quarterly, 12, 263-280.
  • Reynolds, A. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7, 441-462.
  • Rıdıng, R., ve Cheema, I. (1991). Cognitive styles: An overview and integration. Educational Psychology, 11, 193-215.
  • Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development, Human Development, 31, 197-224.
  • Sternberg, R. J. (1994a). Thinking styles: Theory and assessment at the interface between intelligence and personality, in: R. J. STERNBERG and P. RUZGIS (Eds) Intelligence and Personality, 169-187. New York: Cambridge University Press. Sternberg, R. J. (1994b). Allowing for thinking styles. Educational Leadership, 52 3, 36- 40. Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press.
  • Sternberg, R. J., ve Grigorenko, E. L. (1993). Thinking styles and the gifted. Roeper Review, 16 2, 122-130.
  • Sternberg, R. J., ve Grigorenko, E. L. (1995). Styles of thinking in the school. European Journal for High Ability, 6, 201-219.
  • Sternberg, R. J., ve Wagner, R. K. (1992). Thinking Styles Inventory, Unpublished test. Yale University.
  • Stevens, J. (1996). Applied multivariate statistics for the social sciences. Third Edition, Lawrence Erlbaum Associates, New Jersey.
  • Thompson, J. (2004). A Monte Carlo comparision of tests for the number of factors under alternative factor models. Ph D. University of California.
  • Warash, B. G., ve Markstrom, C. A. (2001). Parental perceptions of parenting styles in relation to academic self-esteem of preschoolers. Education, 121 3, 485-494.
  • Yıldırım, A. (1997). Gender role influences on Turkish adolescents’ self-identity. Adolescence,3 22.
  • Zhang, L. F. (1999). Further cross-cultural validation of the theory of mental self- goverment. The Journal of Psychology Interdisciplinary and Applied, 133 2, 165-181.
  • Zhang, L. F. (2000a). Are thinking styles and personality types related?. Educational Psychology, 20 3, 271-284.
  • Zhang, L. F. (2000b). Relationship between thinking styles inventory and study process questionnaire. Personality and Individual Differences, 29, 841-856.
  • Zhang, L. F. (2001a). Thinking styles and personality types revisited. Personality and Individual Differences, 31 6, 883-894.
  • Zhang, L. F. (2001b). Approaches and thinking styles in teaching. The Journal of Psychology, 135 5, 547-561.
  • Zhang, L. F. (2001c). Thinking styles, self-esteem, and extracurricular experiences. International Journal of Psychology, 36 2, 100–107.
  • Zhang, L. F. (2001d). Do thinking styles contribute to academic achievement beyond self- rated abilities. The Journal of Psychology, 135 6, 621-637.
  • Zhang, L. F. (2002a). Measuring thinking styles ın addition to measuring personality traits?. Personality and Individual Differences, 33 3, 445-458.
  • Zhang, L. F. (2002b). Thinking styles and cognitive development. The Journal of Genetic Psychology, 163 2, 179-195.
  • Zhang, L. F. (2002c). Thinking styles: Their relationships with modes of thinking and academic performance. Educational Psychology, 22 3, 331-348.
  • Zhang, L. F. (2002d). Thinking styles and the Big Five Personality traits. Educational Psychology, 22, 17-31.
  • Zhang, L. F. (2002e). Thinking styles and modes of thinking: Implications for education and research. The Journal of Psychology, 136, 245-261.
  • Zhang, L. F. (2003). Contributions of thinking styles to critical thinking dispositions, Journal of Psychology, 137 6.
  • Zhang, L. F., ve Huang, J. F. (2001). Thinking styles and the five-factor model of personality. European Journal of Personality, 15, 465-476.
  • Zhang, L. F., ve Postiglione, G. A. (2001). Thinking styles, self-esteem, and socio- economic status. Personality and Individual Differences, 31 8, 1333-1346.
  • Zhang, L. F., ve Sachs, J. (1997). Assessing thinking styles in the theory of mental self- government: A Hong Kong validity study. Psychological Reports, 81, 915-928.
  • Zhang, L. F., ve Sternberg, R. J. (1998). Thinking styles, abilities, and academic achievement among Hong Kong university students. Educational Research Journal, 13, 41-62.
  • Zhang, L. F., ve Sternberg, R. J. (2000). Are learning approaches and thinking styles related? A study in two Chinese Populations. Journal of Psychology Interdisciplinary and Applied, 134 5, 469-490. Zhang, L. F., ve Sternberg, R. J. (2002). Thinking styles and teachers’ characteristics. International Journal of Psychology, 37 1, 3-12.
There are 45 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Mustafa Buluş This is me

Publication Date April 1, 2005
Published in Issue Year 2005 Volume: 6 Issue: 1

Cite

APA Buluş, M. (2005). İLKÖĞRETİM BÖLÜMÜ ÖĞRENCİLERİNİN DÜŞÜNME STİLLERİ PROFİLİ AÇISINDAN İNCELENMESİ. Ege Eğitim Dergisi, 6(1), 1-24.