弈棋风格的结构研究

弈棋风格是指弈者在围棋活动中所表现出来的一致的、稳定的方式和行棋特点.通过对弈棋风格的形容匈评定数据进行探索性因素分析和验证性因素分析,研究得到弈棋风格结构的五个因素(维度),即严谨稳健、机敏轻灵、好胜力战、大局观和犹豫忍让.     

中学生考试心理问题结构的验证性因素分析

在访谈、开放式调查和探索性因素分析的基础上,对中学生考试心理问题的结构进行了验证性因素分析并考察了《中学生考试心理和行为问题症状自评量表》的有效性。结果发现:中学生考试心理和行为问题包括人际敏感、焦虑、怯场、自责、家庭压力感、身体症状、动力问题、强迫、抑郁、自卑和精神病性等11种类型,该11因素共同解释着中学生考试心理问题。所研制量表具有较高的信效度,可以作为中学生考试心理问题的测量工具。     

中学生责任心的理论构建研究

责任心是一种自觉地把分内的事做好的重要人格特质,具有多维度多层次的心理结构.参照有关文献建立了中学生责任心结构模型,编制出我国中学生责任心量表.通过对747名中学生的探索性因素分析和1009名中学生的验证性因素分析,结果表明该量表结构清晰,信度和效度较好,可以作为评鉴中学生责任心的有效工具.     

中学生的思维风格与人格特质的关系

以497名中学生为被试,采用四种不同的统计方法,从多角度考察中学生的思维风格与人格特质之间的关系,为进一步探讨思维风格是否为介于智力和人格之间的一个中间变量奠定基础。结果发现,中学生的思维风格与人格特质之间存在稳定的对应关系,思维风格对人格特质的影响作用大于人格特质对思维风格的作用。     

中学生抑郁与焦虑的关系研究

本研究运用了探索性因素分析和验证性因素分析对中学生抑郁和焦虑情绪二者之间的关系进行了探讨。结果表明抑郁和焦虑并不是同一种负性情绪,各自有着自己的独立性。同时,抑郁和焦虑之间存在共同的成份,在同一个体身上二者往往相互伴随发生。     

中学生SCL-90评定结果分析及其常模的建立

随机抽取厦门市10所中学5251名中学生为样本,对SCL-90进行项目分析、信度和效度检验,并运用验证性因素分析探讨该量表结构的适合性;建立厦门市中学生SCL-90的性别与初高中常模并与已有的常模作跨时间和地域的比较。结果表明:SCL-90的同质性信度为0.97,分半信度为0.94,一阶和二阶验证性因素分析的各指标均有较为理想的拟合;有59.0%的中学生存在各种轻微的不良心理反应,有16.1%的中学生存在各种明显的心理症状,这些心理症状主要表现为敌对、强迫、人际关系敏感、抑郁、偏执和焦虑并存在不同程度的性别和年级差异;SCL-90的评定结果存在时段和地域差异,持续时间和强度是该量表使用和结果解释的关键。     

中学生英语阅读能力结构及其发展初探

本研究选择上海有代表性的三类学校、三类初级中学初一至高三六个年级的４８１７人次的学生进行了英语阅读能力测试。因素分析的结构表明,涉及中学生英语阅读能力结构因素,在词、词组、句子方面有：词的外部、内部解码;词组的搭配;词义、词组辨析;句型辨认;句子意义理解;词句在语境中的理解应用以及语法掌握等。     

我国中学生的一般能力因素结构探讨

该研究在对一般能力倾向测验的因素分析基础上,提出了三因素能力结构模型,揭示了中国中学生有一般能力包括。数理能力,知觉能力,心理运动能力三个因素,共８种性向。     

中学生思维风格发展特点的研究

采用心理测验法与横断法相结合的综合性研究方法,利用自行修订的《Sternberg—Wagner思维风格量表》对826名中学生被试进行了测试。结果发现:(1)在解决问题的过程中,初中生比高中生具有更为明显的执法、司法、等级制、寡头统治、外向性和开放性等思维风格;高中生比初中生具有更为明显的整体性思维风格。(2)男生比女生具有更为明显的内向性思维风格,而女生比男生具有更为明显的等级制和寡头统治思维风格。     

中学生特质焦虑影响因素的问卷编制

本论文通过对中学生访谈、开放式问卷调查．用探索性因素分析、验证性因素分析的方法建构了一个包含44个项目、8个因子的中学生特质焦虑影响因素问卷。八个影响中学生特质焦虑的因素分别是学业压力、社会不良影响、自卑倾向、学校适应不良、内向性格、身体虚弱,人际关系困扰和父母不良教养方式,其中学业压力是特质焦虑形成的首要原因。     

Contributions of thinking styles to vocational purpose beyond self-rated abilities

The present study predicted vocational purpose from thinking styles, a construct at the interface of intelligence and personality. 233 students majoring in history and computer science from a large research-oriented university in the People's Republic of China completed the Thinking Styles Inventory and the Iowa Vocational Purpose Inventory. The participants also rated their own analytical, creative, and practical abilities. In general, results indicated that thinking styles contributed to vocational purpose beyond self-rated abilities. Specifically, the more creativity-generating and complex thinking styles tended to contribute positively to vocational purpose, whereas the more conforming and simplistic thinking styles tended to contribute negatively to vocational purpose. This article points to the need theoretically for integrating the construct of thinking style into the definition of differential psychology. Practical data argue for a collaborative working relationship between teachers and vocational counselors in institutions of higher education.     

Thinking styles and modes of thinking: implications for education and research

The author investigated the relationship of thinking styles to modes of thinking. Participants were 371 freshmen (aged 18 and 19) from the University of Hong Kong. Participants responded to the Thinking Styles Inventory (R. J. Sternnberg & R. K. Wagner, 1992) and the Style of Learning and Thinking (Youth Form; E. P. Torrance, B. McCarthy, & M. T. Kolesinski, 1988). A major finding was that creativity generating and complex thinking styles were significantly positively correlated with the holistic mode of thinking but significantly negatively correlated with the analytic mode of thinking. Thinking styles that denote the tendency to norm favoring and simplistic information processing were significantly positively correlated with the analytic mode of thinking and significantly negatively correlated with the holistic mode of thinking. In a preliminary conclusion, it appears that the thinking style construct overlaps the mode of thinking construct. Implications of this finding for teachers and researchers are delineated.     

Dialectical thinking and health behaviors: The effects of theory of planned behavior

The primary purpose of this study was to investigate whether the theory of planned behavior (TPB) mediated the relationship between dialectical thinking and health behaviors. A sample of 285 undergraduates was tested with a dialectical thinking styles scale, health promoting lifestyle profiles, and TPB questionnaires. Structural equation modeling was used for data analysis. Results indicated that all the three dimensions of thinking styles (belief in the connection, acceptance of change, and acceptance of contradiction) exerted significant effects on TPB constructs. Specifically, the connection and the change dimensions had positive effects on health behaviors mediated by TPB, whereas the contradiction dimension had a negative effect. Model 2 showed a satisfactory fit, demonstrating the influential pathways between dialectical thinking and health behaviors. Implications in issues of health promotion and future research are discussed.     

Thinking styles and academic achievement among Filipino students

The authors' objective in this study was to determine whether the precepts of R. J. Sternberg's (1988, 1997) theory of mental self-government apply to a non-Western culture. They administered R. J. Sternberg and R. K. Wagner's (1992) Thinking Styles Inventory, which is based on the theory of mental self-government, to 429 Filipino university students. The results of item analysis, scale intercorrelations, and factor analysis were consistent with the general provisions of the theory. Correlational analysis between thinking styles and grade point average showed that thinking styles are related to acade micachievement. The results are explained with respect to the concepts and practices of Philippine culture and schools and discussed in relation to the developmental assumptions of the theory of mental self-government.     

Figure-Ground Phenomena in the Perception of Physical and Social Stimuli

An instrument, the Grasha-Riechmann Student Learning Style Scales (GRSLSS), was developed to assess six student learning styles. These styles are Independent, Dependent, Avoidant, Participant, Collaborative, and Competitive. A “rational approach” was used to develop the GRSLSS and evaluate its construct validity. The process included professional and student inputs in special procedures for selecting scale items and designing criterion items. The utility of this approach is considered and problems critiqued. The rational approach yielded relatively high temporal reliability coefficients (range across scales r = .76 to r = .83; N = 269) and numerous meaningful correlations between criterion items and scale scores.     

Thinking Styles and Academic Achievement Among Filipino Students

The authors' objective in this study was to determine whether the precepts of R. J. Sternberg's (1988, 1997) theory of mental self-government apply to a non-Western culture. They administered R. J. Sternberg and R. K. Wagner's (1992) Thinking Styles Inventory, which is based on the theory of mental self-government, to 429 Filipino university students. The results of item analysis, scale intercorrelations, and factor analysis were consistent with the general provisions of the theory. Correlational analysis between thinking styles and grade point average showed that thinking styles are related to academic achievement. The results are explained with respect to the concepts and practices of Philippine culture and schools and discussed in relation to the developmental assumptions of the theory of mental self-government.     

Psychometric Evaluation of the Career Decision Scale With Iranian Undergraduate Students

The authors examined the reliability and construct validity of the Career Decision Scale (Osipow, Carney, & Barak, 1976 ) with 1,610 freshman and sophomore students from public universities from a southwestern state in Iran. A Cronbach's alpha of .80 provided strong support for the scale's reliability. Exploratory factor analysis results indicated a 2‐factor model (Diffusion and Internal/External Barriers) of the scale with Iranian students, which was confirmed by confirmatory factor analysis. Implications and recommendations for further research are discussed.     

Contributions of thinking styles to critical thinking dispositions

The main purpose of the author's research was to investigate whether thinking styles significantly contribute to critical thinking dispositions. Two samples of Chinese university students, one from Beijing and the other from Nanjing, participated in the study. The participants responded to the Thinking Styles Inventory (R. J. Sternberg & R. K. Wagner, 1992) based on Sternberg's theory of mental self-government and to the California Critical Thinking Disposition Inventory (P. Facione & N. Facione, 1992), which assessed the 7 dimensions of the critical thinking construct as defined in The Delphi Report (see P. Facione, N. Facione, & C. Giancarlo, 2001). Results from both samples supported the prediction that thinking styles statistically contribute to individual differences in critical thinking dispositions. These findings have implications not only for classroom instruction and assessment but also for academic and nonacademic program development.     

Do thinking styles contribute to academic achievement beyond self-rated abilities?

This research identifies individual differences in academic achievement attributable to thinking styles over and above what can be explained by self-rated abilities. Participants were 209 university students from Hong Kong and 215 university students from mainland China. Participants responded to the Thinking Styles Inventory (Chinese version) that is based on Sternberg's theory of mental self-government (R. J. Sternberg, 1988). They also rated their own analytical, creative, and practical abilities on a 10-point scale based on R. J. Sternberg's (1985) triarchic theory of human intelligence. Participants' academic achievement scores were also used. The prediction that thinking styles statistically predict academic achievement was supported by data from both Hong Kong and mainland China. Academic achievement and thinking styles are related differently in the two groups. Implications of these findings for both teaching and research are discussed.     

青少年学生生活满意度的结构和量表编制

本研究在文献分析的基础上,结合国外已有的生活满意度量表,通过访谈、开放式问卷等方法,构建了我国青少年学生生活满意度的理论维度,并据此编制了青少年学生生活满意度量表。对量表进行探索性因素分析和验证性因素分析后表明：生活满意度是一个多层次、多维度的结构,包括2个层次和6个维度。