published_or_final_version / abstract / Psychology / Doctoral / Doctor of Philosophy

published_or_final_version / Social Work and Social Administration / Doctoral / Doctor of Philosophy

by Wong Ding Pang. / Includes questionaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 107-120). / LIST OF TABLES --- p.v / LIST OF FIGURES --- p.vii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter I. --- Background of the Study --- p.1 / Chapter II. --- Purpose of the Study --- p.4 / Chapter III. --- Significance of the Study --- p.5 / Chapter CHAPTER TWO --- REVIEW OF THE LITERATURE --- p.8 / Chapter I. --- Attributional Theory --- p.8 / Chapter A. --- Weiner's Model --- p.8 / Chapter B. --- Specific Causal Ascriptions and Causal Dimensions --- p.10 / Chapter C. --- An Attributional Approach to Expectancy Change --- p.12 / Chapter D. --- Attributions and Academic Behavior --- p.13 / Chapter II. --- Causal Attributions and Affective Reactions --- p.17 / Chapter A. --- The Cognition-Emotion Process --- p.17 / Chapter B. --- Specific Causes and Affective Reactions --- p.19 / Chapter C. --- Causal Dimensions and Affective Reactions --- p.20 / Chapter D. --- Guilt versus Shame --- p.21 / Chapter E. --- Anger and Pity --- p.26 / Chapter F. --- Pride --- p.28 / Chapter G. --- Gender Differences in Emotional Responses --- p.30 / Chapter H. --- Specific Causes versus Causal Dimensions --- p.31 / Chapter III. --- Depression --- p.33 / Chapter A. --- Cognitive Theories of Depression --- p.33 / Chapter B. --- Depressogenic Style --- p.35 / Chapter C. --- Hopelessness Theory of Depression --- p.38 / Chapter D. --- Measurement of Depression --- p.42 / Chapter CHAPTER THREE --- RESEARCH METHODOLOGY --- p.43 / Chapter I. --- Definition of Variables --- p.43 / Chapter II. --- Theoretical Framework --- p.45 / Chapter III. --- Hypotheses --- p.46 / Chapter IV. --- Instrumentation --- p.48 / Chapter V. --- Sampling and Procedures --- p.52 / Chapter CHAPTER FOUR --- RESULTS --- p.54 / Chapter I. --- Psychometric Properties of Instruments --- p.54 / Chapter II. --- "Relations among Performance, Attributions, Expectancy and Affects" --- p.62 / Chapter III. --- Gender Differences --- p.69 / Chapter IV. --- Relations between Attributions and Affects --- p.74 / Chapter CHAPTER FIVE --- DISCUSSION AND CONCLUSION --- p.94 / Chapter I. --- Attribution and Affect --- p.95 / Chapter II. --- Causal Cognitions and Behavior --- p.97 / Chapter III. --- Cultural Differences --- p.99 / Chapter IV. --- Gender Differences --- p.103 / Chapter V. --- Limitations and Further Researches --- p.104 / REFERENCES --- p.107 / APPENDICES --- p.121 / Chapter I. --- Beck Depression Inventory (Chinese Version) --- p.121 / Chapter II. --- Actual Attainment and Perceptions of Performance and Success on Mathematics Final Examination --- p.124 / Chapter III. --- Examination Attribution Questionnaire --- p.125 / Chapter IV. --- Causal Dimension Scale --- p.126 / Chapter V. --- Affect Scales --- p.127 / Chapter VI. --- Expectancies and Approach Towards Mathematics --- p.128

by Wong Tai Yuen. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 112-128). / Acknowledgements --- p.i / Abstract --- p.iii / Contents --- p.v / List of Tables --- p.ix / List of Figures --- p.x / Chapter Chapter I --- Introduction / Chapter 1.1 --- The Problem --- p.1 / Chapter 1.2 --- Statement of the Problem --- p.7 / Chapter 1.3 --- Hypotheses --- p.7 / Chapter 1.4 --- Limitations --- p.9 / Chapter 1.5 --- Definitions of Terms --- p.10 / Chapter 1.5.1 --- Text / Chapter 1.5.2 --- Discourse / Chapter 1.5.3 --- Texture / Chapter 1.5.4 --- Context of Situation / Chapter 1.5.5 --- Cohesion / Chapter 1.5.6 --- Cohesive Ties / Chapter 1.5.7 --- Cohesive Harmony / Chapter 1.5.8 --- Coherence / Chapter 1.5.9 --- T-unit / Chapter 1.5.10 --- Holistic Rating / Chapter 1.6 --- Significance of the Study --- p.16 / Chapter Chapter II --- Review of the Literature / Chapter 2.1 --- "Language, Context and Text" --- p.18 / Chapter 2.2 --- Relationship of the Text to its Context of Situation --- p.18 / Chapter 2.3 --- Cohesion --- p.20 / Chapter 2.4 --- Coherence --- p.21 / Chapter 2.5 --- Cohesion and Coherence --- p.23 / Chapter 2.6 --- Cohesion and Coherence as Defined in this Study --- p.26 / Chapter 2.7 --- "Cohesion, Coherence and Reading Comprehension" --- p.27 / Chapter 2.8 --- "Cohesion, Coherence and Writing" --- p.29 / Chapter 2.9 --- The Connections between Reading and Writing --- p.30 / Chapter 2.10 --- Cohesive Ties --- p.33 / Chapter 2.11 --- How Cohesion Works --- p.41 / Chapter 2.11.1 --- Cohesive Devices as Signals / Chapter 2.11.2 --- How Cohesive Devices Help to Integrate Text / Chapter 2.11.3 --- Cohesion and Processing Efficiency / Chapter 2.11.4 --- The Given-New Contract / Chapter 2.12 --- Measuring Cohesion --- p.44 / Chapter 2.13 --- Measuring Coherence --- p.46 / Chapter 2.14 --- How Cohesion and Coherence Are Measured in this Study --- p.47 / Chapter Chapter III --- Procedure and Design of the Study / Chapter 3.1 --- Sampling --- p.49 / Chapter 3.2 --- Design of the Scale to Measure Students' Control over the Use of Cohesive Devices in Writing --- p.51 / Chapter 3.2.1 --- The Writing Test / Chapter 3.2.2 --- Measure of Cohesion / Chapter 3.2.3 --- Cohesive Errors / Chapter 3.2.4 --- Measure of Coherence / Chapter 3.3 --- Design of the Scale to Measure Students' Ability to Understand and Interpret Text --- p.68 / Chapter 3.4 --- Statistical Design --- p.71 / Chapter Chapter IV --- Results and Discussion / Chapter 4.1 --- Linguistic Competence of the Subjects --- p.73 / Chapter 4.2 --- Analysis of the Reading Test --- p.74 / Chapter 4.3 --- Analysis of the Written Test --- p.78 / Chapter 4.3.1 --- Frequency Count of Cohesive Features / Chapter 4.3.2 --- Holistic Rating Scores / Chapter 4.4 --- Multiple Regression Analysis --- p.82 / Chapter 4.4.1 --- Line of Regression / Chapter 4.4.2 --- Test of Multicol1inearity / Chapter 4.4.3 --- Test of Autocorrelation / Chapter 4.5 --- Discussion of the Findings of the Multiple Regression Analysis --- p.85 / Chapter Chapter V --- Conclusions and Implications / Chapter 5.1 --- Summing up --- p.98 / Chapter 5.2 --- Further Discussion: Limitations and Possibilities --- p.102 / Chapter 5.3 --- Implications for Instruction --- p.108 / Bibliography --- p.112 / Appendices --- p.129 / Chapter Appendix A --- Reading Test / Chapter Appendix B --- Writing Test

謝淸美. / 複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 48-54). / Xie Qingmei. / Thesis (M.A.)--Xianggang Zhong wen da xue.

Anthony Chan Yuk Cheung. / Theses (M.Ed.)--Chinese University of Hong Kong. / Bibliography: leaves [57]-60.

This research aimed to investigate whether or not intellectual styles are malleable and to study the effects of intellectual styles on learning achievement. These aims were achieved through investigating whether or not teachers’ teaching behavior could lead students to change their intellectual styles in learning, and examining the relationship between students’ intellectual styles and learning achievement. Surveys and an experiment were employed in this research. The surveys consisted of two pilot studies (Study 1 and Study 2), while the experiment formed the main study (Study 3). The pilot studies were performed to evaluate the two inventories (the Questionnaire for Teacher Interaction and the Thinking Styles Inventory-Revised) used in the main study, and to investigate the relationship between thinking styles and preferred teacher teaching behavior among students and teachers. Two hundred and forty-seven students and 94 teachers were recruited in Studies 1 and 2, respectively. Findings in these two pilot studies verified that the two inventories were applicable to Chinese secondary school teachers and students. These two studies also revealed that preferred teacher teaching behavior and thinking styles of students and teachers were related. In particular, students and teachers with a dominant preference for Type I thinking styles preferred student-centered teaching behavior to teacher-centered teaching behavior. Moreover, they preferred a wider range of teaching behavior than did the students and teachers with a dominant preference for Type II thinking styles. Also, in the teacher sample, the relationship between thinking styles and preferred teaching behavior exhibited a clearer pattern than in the student sample. The experiment was an eight-month instructional research. Five experimental classes were formed, with five teachers and 139 students as participants. Each teacher taught one class, after being trained to adopt only one type of teaching behavior to teach and to interact with students. Dominant, oppositional, and submissive teaching behaviors were the respective types adopted for three of the classes. The remaining two classes were taught by teachers adopting cooperative teaching behavior. Hence, the experiment adopted a 2 (time) × 5 (learning environment) repeated-measures design. Students’ thinking styles were measured by the Thinking Styles Inventory-Revised before and after the experiment. Also, an investigation of student learning achievement was conducted after classroom instruction. The results showed that students’ thinking styles changed in all of the five experimental classes, with teachers’ teaching behavior in teaching being the main factor contributing to the changes. Moreover, teacher-centered and student-centered teaching behaviors led to student thinking style changes along different directions. Teacher-centered teaching behavior tended to cause student thinking style changes that diverged from the teachers’ own preferred thinking styles, while student-centered teaching behavior tended to shift students’ thinking styles in a direction towards their teachers’ preferred thinking styles. Furthermore, students’ thinking styles and their learning achievement were related. Specifically, Type II styles and the internal style tended to positively predict student learning achievement, while Type I styles and the external style tended to negatively predict learning achievement. Theoretical and practical implications of these findings are also discussed. / published_or_final_version / Education / Doctoral / Doctor of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Education / Master / Master of Education