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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Thinking style preference, emotional intelligence and leadership effectiveness

Herbst, THH, Maree, KG 04 September 2008 (has links)
In this study, the researchers investigate the relationship between thinking style preference, emotional intelligence and leadership effectiveness in an institution of higher education. The measuring instruments used were the Neethling Brain Preference Profile (NBPP) and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT), as well as the Kouzes and Posner Leadership Practices Inventory (LPI). The sample comprised 138 managers within a higher education institution. The researchers found some evidence to support the relationship between thinking style, emotional intelligence (EI) and leadership effectiveness. The researchers concluded that facets of brain dominance and emotional intelligence may be potentially useful predictors of transformational leadership behaviours.
2

none

Chang, Jui-Feng 27 July 2000 (has links)
none
3

An investigation of the relationships between thinking style, participation in classroom dialogue and learning outcomes : a study based in mainland China

Song, Yu January 2018 (has links)
The study reported in this dissertation investigated the relationships between thinking style, participation in classroom dialogue and learning outcomes. Classroom dialogue is a commonly used method for teaching and learning, and ways/strategies of taking advantage of classroom dialogue to optimise learning need to be specified. The study addresses this issue. Talking has traditionally been viewed as the main way of participation in classroom dialogue, and there is evidence for its learning benefit. However, silent participants have largely been overlooked and little is known about the function of listening with regard to learning. There is arguably a need to investigate the effects of both talking and listening on learning outcome. At an individual level, talking and listening do not serve all students equally well and individual characteristics should be considered when studying how students benefit from diverse participation behaviours. Thinking style, one aspect of individuality, is rarely related to participation in classroom dialogue nor has the corresponding learning outcomes been investigated previously: this will be addressed in the study. The study focuses particularly on high school students in mainland China, a group of people about whom there is relatively little material. A mixed-method research design was adopted, with the quantitative approach dominating. The Thinking Style Inventory - Revised II (Sternberg, Wagner & Zhang, 2007) was used to measure thinking styles. Talking and listening were considered as two forms of participation in classroom dialogue, with systematic observation being employed to collect data on talk and a newly designed questionnaire used to measure listening. Learning outcomes were illustrated through academic achievement and cognitive ability, with the former being measured by final-examination scores and the latter by the Sternberg Triarchic Ability Test (Sternberg, 1993). A series of statistical analyses were conducted and the results can be summarized as follows. Both talking and listening in classroom dialogue were found to be likely to facilitate academic achievement. Thinking style was significantly associated with participation in classroom dialogue. No relationship was found between thinking style and learning outcomes. Students’ thinking styles affected how they benefited from talking and listening, especially in mathematics. This study provides new perspectives on making use of classroom dialogue at both classroom and individual levels.
4

Thinking Holistically versus Analytically: Exploring the Impact of Culture on Consumers' Cognitive Responses to Ads

Feng, Yang 01 May 2014 (has links)
Along with China's economic growth and opening to the outside world, Chinese young people (mainly the post-80s and the post-90s) are affected by the commercialized culture. When targeting young consumers across cultures, many international advertisers prefer to use standardized visual advertisements. However, culture plays a key role in international advertising as the interpretation of advertising messages varies across cultures. Based on the framework of Analytic/Holistic Thought and Hybridity Theory, this study argued that Chinese and American young consumers adopt different thought patterns to process advertising messages. Looking at two important factors in advertising---image type and product type, this study advocated that marketers need to match the image type with their advertised products or brands, and to adopt congruous images that fit into young Chinese and American consumers' thought patterns. Past research on cultural studies and sociology has contributed to our understanding of how culture shapes the construction and deconstruction of advertising messages, and of the importance of image type used in advertising. In addition, marketing research helps us understand global consumer behaviors, the relationship between consumers' interpretations of ad messages and their attitudinal responses, and the importance of product type. Further, studies from cognitive psychology have provided useful framework for us to analyze the nature of human advertising behaviors and responses. Given the literature, this study sought to understand how culture influences consumers' interpretations of ad messages and how the interpretations further influence their evaluations of the ad and product, and their purchase intentions. This study employed a quantitative experimental design that included qualitative open-ended questions. The experiment tested the effect of culture on generating product/brand thoughts, examined the interaction effect of image type and product type on young consumers' attitudes and purchase intentions, and explored the relationship between the number of generated product/brand thoughts and ad effectiveness. The qualitative questions sought to explore how consumers across cultures recalled different types of objects from the ads and generated different types of product/brand thoughts. In conclusion, the study noted the following two key points: First, Chinese young consumers are less analytic than their American counterparts and tend to be more likely influenced by ad setting while recalling people portrayed in ads. Therefore, advertisers targeting young Chinese consumers may consider using a lifestyle format ad and focusing on portraying the attributes of focal people and objects as well as adding more visual pieces of context information. In contrast, advertising targeting American young consumers can adopt a personalized format, and focus on portraying the attributes of focal people and objects and on linking the attributes of focal people/objects to the product. Second, there is an interactive effect between product type and image type on ad effectiveness. For functional product advertising, using implicit images can be a creative strategy, especially for young Chinese consumers, as they may still infer the performance-related attributes (utilitarian attributes) of the products from background information. However, for symbolic product advertising, it is found that using implicit images discourages both Chinese and American participants from generating product/brand thoughts and from endowing the product with a typical product-user image from the ad.
5

自我構念、自我監控及思考模式對自我表達產品之購買意願 / Customers' self construal and self-control effect on the purchase of self-expressive products

李宜安, Lee, Yi An Unknown Date (has links)
本研究由人格特質出發,觀察消費的思考途徑所產生的效果。研究的對象主要分成單人與朋友陪伴,經由網路進行問卷調查,影響消費者行為的幾個重要因素及心理機制。更明確的說,本研究由個人層次著手,直接探討獨立/互賴自我構念的人格特質在思考模式上的差異,並且藉由思考途徑,推出個人對產品價值需求上的關係。 接續研究朋友的影響,將其視為「捷思式線索」,探討消費者在友人的陪伴之下,是否形成對產品形象購買意願上的改變。「捷思式線索」顧名思義即為能供消費者透過簡單決策影響消費者判斷之變數。而這樣的線索,可能會導致獨立自我構念者的消費者轉向捷思式的思考途徑而反向改變原本對產品形象與自我形象一致性的消費習慣。 本研究由捷思式-系統式訊息處理模型推論:在朋友的陪同之下,獨立自我構念者同時會進行捷思式之訊息處理途徑。運用便捷快速的捷思式線索作為判斷與決策之基礎下,將對形象一致性的效果差距較不明顯,甚至可能出現追求與自身人格特質相反的產品需求。 下一步本研究以自我監控為調節變數,探討自我監控的人格特質為個人對社會情境做調適的行為模式。面對有朋友陪伴的情境,高度自我監控者會調適自己的行為,亦之,只有在社會情境提供過少的線索的情況之下,高度自我監控者的表現出最原始的自己。因此獨自購物時,表現應如上述所預期。但當高自我監控者與朋友相約一同消費,對於社會的適切性相對有較迫切的需求,而會根據朋友的性格或相處方式而注意或調適自己的行為;相反地,低自我監控者對是否符合社會適切性感到不關心,傾向表達自我內心的真正的感受,依據原本的思考途徑做選擇,而不會因為身旁的友人而刻意調整自己的行為。 本研究發現互賴自我的消費者對自我表達產品的需求會因為消費者本身是否為高自我監控者而受到影響。若能採用心理測試工具,相信可準確發現不同自我構念及自我監控的消費者對自我表達產品的歸因基礎,並以此結果對消費者的選擇做更符合需求的預測。 關鍵字: 自我構念、思考模式、自我監控 / Social influences play a persuasive role when it comes to spending. Previous research has shown that friends help shape our affects, behavior and cognitions (Argo, Dahl, and Machanda 2005; Ratner and Kahn 2002). Thus, the presence of an accompanying friend might to an extent influence the original consumption due the course that consumers have the opportunity and the motivation to conform to the expectation that their friends have in them (Funder and Colvin 1988; Stinson and Ickes 1992). To date, researchers have studied many social characteristics to which the presence of a friend determines the consumer’s purchase. Across studies show that friends can influence consumers’ purchase intentions in a positive way by providing information in reducing perceived risk (Urbany, Dickson and Wilkie 1989). Further on, studies demonstrates that the mere presence of a friend might cause agentic (oppose to communal) shoppers to spend more (Kurt, Inman and J.Argo 2010). Based on preceding studies, we implement experiments to first determine which factors with the influence of social presence matters, followed by studying how they change the way we perceive information and eventually lead to purchase intentions of either self or non-self expressive products. Study 1, measuring the orientations by the effect of the social environment ( ie, presence vs. absence of a friend). Study 2 used self-monitoring as moderator. In the findings, this research shows that independent construct is correlated with systemic thinking while dependent construct is related to both thinking style. It was unpredicted the way dependent construal person thought, and the results was therefore insignificantly related to the types of product chosen. With friends, however, findings show that systemic thinking has no effect on buying self-effective products when it comes to co-consumption. On the other hand, customers that are accustomed to heuristic thinking bring out higher willingness to buy self-expressive products.
6

Message Order and Culture: The Relationship between Cognitive Thinking Styles, Response Mode, and Order Effects

Xiong, Tracy 28 August 2012 (has links)
Previous research has documented the prevalent effects of message order on message persuasiveness. Based on the Belief Updating Model (Hogarth and Einhorn, 1992), response mode has been found as one moderator of primacy versus recency effects. The present study considers additionally the role of culture as a moderator. Because internalized cultural values and norms affect how messages are processed and interpreted, we propose that cultural differences in cognitive processing styles will impact whether primacy or recency effects are stronger under different message order conditions in for Easterners and Westerners. Results from the current work offer evidence that both culture and cognitive style (holistic versus analytical thinking) serve as moderators to explain message order effects. Results replicate prior studies showing a primacy effect with End of Sequence response mode and a recency effect with Step-by-Step response mode. Further, we found that Easterners were more influenced by the primacy effect when compared to Westerners. However, the effect of primacy was attenuated by response mode. Westerners were equally influenced by both primacy and recency effects.
7

Message Order and Culture: The Relationship between Cognitive Thinking Styles, Response Mode, and Order Effects

Xiong, Tracy 28 August 2012 (has links)
Previous research has documented the prevalent effects of message order on message persuasiveness. Based on the Belief Updating Model (Hogarth and Einhorn, 1992), response mode has been found as one moderator of primacy versus recency effects. The present study considers additionally the role of culture as a moderator. Because internalized cultural values and norms affect how messages are processed and interpreted, we propose that cultural differences in cognitive processing styles will impact whether primacy or recency effects are stronger under different message order conditions in for Easterners and Westerners. Results from the current work offer evidence that both culture and cognitive style (holistic versus analytical thinking) serve as moderators to explain message order effects. Results replicate prior studies showing a primacy effect with End of Sequence response mode and a recency effect with Step-by-Step response mode. Further, we found that Easterners were more influenced by the primacy effect when compared to Westerners. However, the effect of primacy was attenuated by response mode. Westerners were equally influenced by both primacy and recency effects.
8

A MODELAGEM MATEMÁTICA NA EDUCAÇÃO MATEMÁTICA COMO EIXO METODOLÓGICO DA PRÁTICA DO PROFESSOR DE MATEMÁTICA

Ferreira, Carlos Roberto 10 June 2016 (has links)
Made available in DSpace on 2017-07-21T20:31:33Z (GMT). No. of bitstreams: 1 Carlos R Ferreira.pdf: 5967253 bytes, checksum: 5fd7b5b0c41cf311b44ad9b11eebb787 (MD5) Previous issue date: 2016-06-10 / Fundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Paraná / The Mathematical Modeling has experienced great advances in theoretical and practical discussions in academic circles in recent decades (BIEMBENGUT, 2009). However, what is observed is that the progress made timidly reach the classrooms and in a timely manner on some initiatives. We are convinced that specific activities are not sufficient for understanding the modeling and to be present in the practice of teacher. In the scope of this problem, we observed that investigate the practice of teacher who conducts modeling activities for a long time constituted the main core of our concerns, which prompted us to ask: What shows the practice of mathematics teachers of Basic Education when predominantly adopt the Mathematical Modeling as a methodological axis assumed a perspective of mathematics education? And with the answers, we aim "Understanding and theorizing about the practice of mathematics teacher, when adopting the mathematical modeling as the main methodological axis in mathematics education perspective." The theoretical framework is based on the most current views on mathematics education and the teaching of mathematics, which are present in the work of Fiorentini and Lorenzato (2006) and Rius (1989). As for the mathematical modeling of concepts, we sought to dialogue with other authors, however, we assume the design proposed by Burak (2004). Regarding the training of mathematics teachers in modeling, we focus on the reflective method and autonomy based on the work of Schön (2000), Freire (2001), Garcia (1999), Martins (2002) and Gatti (2008). Other theoretical elements and distinct authors were included in the discussions, as proved necessary inroads to understanding the constructed categories. The theoretical framework is articulated to the epistemology of Fleck (1986), which may elucidate the modes of thinking and acting teacher. The approach was qualitative, with interpretative paradigm and inductive method, and the researcher took the participant observation posture. The subjects are three teachers of Basic Education of Paraná. For data collection and analysis, we use a mixed approach between Grounded Theory and Ethnography, with the help of ATLAS.ti software that assisted in the organization of analytical data, specifically the diary of teachers and direct the researcher comments. The free categorization, axial and selective enabled the creation of eleven categories linked to a central category. The data shows that when the teacher adopts modeling as a methodological axis for a long period of time, this does not guarantee that it will adopt permanently Modeling in their practice, but experience has shown significant changes in their thinking style and its practice. Willingness to change was the central category found that strongly connects to other categories and demonstrated reduction of insecurity of teachers, greater job satisfaction, increased motivation, understanding the importance of planning before and during the modeling activities, progress in understanding on evaluation, attention to student behavior, evolution regarding their autonomy and recognition of the importance of constant reflection of their practice. / A Modelagem Matemática tem experimentado grandes avanços nas discussões teóricas e práticas no meio acadêmico nas últimas décadas (BIEMBENGUT, 2009). Entretanto, o que se observa é que os avanços obtidos chegam timidamente às salas de aula e de forma pontual em algumas iniciativas. Estamos convencidos de que atividades pontuais não são suficientes para a compreensão da Modelagem e para estar presente na prática do professor. No escopo dessa problemática, observamos que investigar a prática do professor que conduz as atividades de Modelagem por tempo prolongado se constituía no principal núcleo de nossas inquietações, o que nos impulsionou a interrogar: O que se mostra da prática de professores de Matemática da Educação Básica, quando adotam predominantemente a Modelagem Matemática como eixo metodológico numa perspectiva assumida de Educação Matemática? E com as respostas obtidas, temos por objetivo “Compreender e teorizar sobre a prática do professor de Matemática, quando adota a Modelagem Matemática como principal eixo metodológico numa perspectiva de Educação Matemática”. O referencial teórico sustenta-se nas visões mais atuais sobre Educação Matemática e o ensino de matemática, que estão presentes nos trabalhos de Fiorentini e Lorenzato (2006) e Rius (1989). Quanto às concepções de Modelagem Matemática, buscou-se dialogar com diversos autores, no entanto, assumimos a concepção proposta por Burak (2004). No tocante à formação de professores de matemática em Modelagem, focamos no método reflexivo e na autonomia com base nos trabalhos de Schön (2000), Freire (2001), García (1999), Martins (2002) e Gatti (2008). Outros elementos teóricos e distintos autores foram agregados às discussões, conforme se mostraram necessárias incursões para a compreensão das categorias construídas. O referencial teórico está articulado à epistemologia de Fleck (1986), que pode elucidar os modos da forma de pensar e de agir dos professores. A abordagem foi qualitativa, com paradigma interpretativo e método indutivo, sendo que o pesquisador assumiu a postura de observação participante. Os sujeitos da pesquisa são três professoras da Educação Básica do Paraná. Para coleta e análise dos dados, utilizamos uma abordagem mista entre a Grounded Theory e a Etnografia, com auxílio do Softwares Atlas.Ti que auxiliou na organização analítica dos dados, mais especificamente o diário das professoras e as observações diretas do pesquisador. A categorização livre, axial e seletiva possibilitou a criação de onze categorias vinculadas a uma categoria central. Os dados revelam que, quando o professor adota a Modelagem como eixo metodológico por um longo período de tempo, isso não garante que ele adotará de forma permanente a Modelagem em sua prática, mas a experiência revelou mudanças importantes em seu estilo de pensamento e na sua prática. Disposição para mudança foi a categoria central encontrada, que se conecta fortemente às outras categorias e que demostraram redução da insegurança das professoras, maior satisfação com o trabalho, maior motivação, compreensão da importância do planejamento antes e durante as atividades de Modelagem, avanço na compreensão sobre avaliação, atenção ao comportamento dos estudantes, evolução em relação a sua autonomia e reconhecimento da importância da reflexão constante da sua prática.
9

Neethling's thinking style preferences instrument to enhance team performance in an organisation in South Africa

Swart, Christine 06 1900 (has links)
Teams play a key role in organisational success and it is imperative to proactively manage team performance needs in order to influence team effectiveness. The purpose of this study was to explore the perceptions of a group of employees in a sales-driven organisation on how the application of Neethling’s thinking style preferences influenced team performance following their participation in Neethling’s thinking style preferences training. The qualitative exploratory study was conducted with 19 employees in the Finance and Insurance department of a sales-driven organisation. The data were collected by means of in-depth individual interviews and focus group interviews. A nonprobability purposive sample technique was used to identify participants for the two focus group interviews and six individual interviews. Evidence provided in the findings concluded that Neethling's thinking style preferences can be used as a viable tool to enhance team performance in an organisation as the participants’ perceptions and experiences of the advantages of these preferences and the findings in the literature on effective teams, concurred. There were also strong indications that the team performed better in terms of their internal team processes, leading to team outputs such as better communication, cooperation, understanding and relationships between team members. Participants also recognised that the team’s performance led to the achievement of organisational results or outcome goals such as improved productivity, profitability, organisational image and customer satisfaction. The study represents original research, extending the current body of knowledge on the perceptions of employees’ team performance related to Neethling’s thinking style preferences. Neethling’s thinking style preferences could have a high influence on identified elements of team performance and could be viewed by employees as a viable tool for enhancing team performance. / Business Management / M. Com. (Business Management)
10

Mentoring academic staff at a higher education institution : a whole brain approach

Scheepers, Hannelie January 2013 (has links)
As the Head of Department, Department of Tourism at Centurion Academy, I identified an innovative idea to transform my mentoring practice. The Advanced Diploma in Tourism Management is offered at two campuses – the main campus in Centurion and the campus situated in Klerksdorp. I was based on the main campus and served as a peer mentor for my mentee, who was based on the Klerksdorp campus. The concept of blended mentoring that focuses on face-to-face mentoring and e-mentoring was opted for, due to the distance between my mentee and me. The purpose of the mentoring was to facilitate my mentee’s professional development by adapting a whole brain® approach. My mentee, on the other hand, transformed her teaching practice by means of facilitating whole brain® learning in the Accounting module. We were both responsible for presenting the Accounting module – I was the examiner and followed a whole brain® approach (derived from previous study) and it was my mentee’s second year of lecturing Accounting. Adapting a whole brain® approach empowered us to transform our respective practices. Whole brain® learning focuses on the theoretical framework of the metaphorical Herrmann whole brain® model. The Hermann Brain Dominance Instrument (HBDI®), which quantifies the degree of an individual’s preference for specific thinking modes, was used to assess my mentee, my mentee’s students who were enrolled for the Accounting module and my own thinking style preference. The data derived from the HBDI® served as baseline data for the study. An action research design was followed by both my mentee and me. We both followed our own action research spiral, which overlapped. My action research cycle commenced with a face-to-face mentoring session in Pretoria with my mentee. The study included two visits by me to the Klerksdorp campus. During these visits I observed learning opportunities presented by my mentee. Quantitative and qualitative data, a part from the HBDI®, was gathered during the study. Quantitative data included a feedback questionnaire that my mentee’s students had to complete after the completion of each Accounting theme and included the students’ marks. Qualitative data that was gathered included interviews with my mentee and her students, field notes from observations, audio-visual material from my mentee’s learning opportunities and personal documents. The findings indicate that a whole brain® approach to mentoring and a whole brain® approach to facilitating learning in a teaching practice contributed to my and my mentee’s professional development. Other additional aspects that can be incorporated in a mentoring and teaching practice to ensure lifelong learning and a continuous transformation of one’s practice were identified during the final reflection on the action research cycle that was recorded. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Humanities Education / unrestricted

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