The Role of Thinking Styles in Program Satisfaction and Perceived Intellectual Competence among STEM Doctoral Students

Autor/inn/en	Zhang, Li-fang; Horta, Hugo; Jung, Jisun; Chen, Gaowei; Postiglione, Gerard A.
Titel	The Role of Thinking Styles in Program Satisfaction and Perceived Intellectual Competence among STEM Doctoral Students
Quelle	In: Journal of Educational Psychology, 111 (2019) 4, S.573-589 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000304
Schlagwörter	Role; Cognitive Style; Graduate Students; Doctoral Programs; Student Attitudes; Outcomes of Education; Educational Experience; Foreign Countries; Individual Differences; Measures (Individuals); Gender Differences; Validity; Reliability; Intellectual Disciplines; Self Concept; Intellectual Development; Hong Kong + Suchen Sie Ihr Suchwort? Rollen; Cognitive styles; Kognitiver Stil; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Schülerverhalten; Lernleistung; Schulerfolg; Bildungserfahrung; Ausland; Individueller Unterschied; Messdaten; Geschlechterkonflikt; Gültigkeit; Reliabilität; Geisteswissenschaften; Selbstkonzept; Mental development; Geistige Entwicklung; Hongkong
Abstract	This research pioneered the investigation of the role of doctoral students' thinking styles in their program satisfaction and perceived intellectual competence. Participants were 285 STEM (science, technology, engineering, mathematics) students in Hong Kong. Results showed that students' thinking styles as measured by the Thinking Styles Inventory--Revised II (Sternberg, Wagner, & Zhang, 2007) statistically significantly predicted their program satisfaction and perceived intellectual competence as assessed by two of the scales in the newly constructed Graduate Student Survey (Shin et al., 2015)--beyond their gender, program year, and academic discipline. Findings have brought new insights into the assessment of doctoral students' program satisfaction and perceived intellectual competence. At the same time, findings have contributed to the literature on intellectual styles and that on doctoral education in STEM fields. Practical implications of the findings are proposed for STEM doctoral students in understanding their own ways of thinking and program experiences and outcomes, as well as for academics and senior managers in their efforts to enhance students' access to positive program experiences and outcomes. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01