Abstract The study investigated the thinking styles of teachers and students in junior high schools and, by using R. J. Sternberg¡¦s theoretical framework of thinking styles, further explored (a) their associations with teaching practices as well as students¡¦ performance (i.e., satisfaction of instructional practices, academic achievement), (b) the influence of the similarities of teachers¡¦ and students¡¦ thinking styles on students¡¦ performance, and (c) factors involved in teachers¡¦/students¡¦ thinking styles. A total of 793 participants (277 teachers, 516 7th-grade students) were studied. Data collected through rating scales, self-report, checklist, classroom observation and semi-structured interview of teachers were analyzed with t-test, Pearson product-moment correlation, MANOVA, and canonical correlation analysis. The results indicated : a) among the 5 background variables involved in teachers¡¦ thinking styles, both ¡§parents¡¦ education¡¨ and ¡§teaching subjects¡¨ did not show significant relations with any of the 7 teachers¡¦ thinking styles, but the other 3 variables (i.e., ¡§gender¡¨, ¡§age¡¨, ¡§teaching experience in terms of years¡¨) did, b) among the 3 background variables involved in students¡¦ thinking styles, ¡§parents¡¦ education¡¨ showed no significant relations with any of the 13 students¡¦ thinking styles, but ¡§gender¡¨ and ¡§birth order¡¨ did, c) teachers¡¦ thinking styles were significantly related with their background variables and teaching practices, d) among the 7 kinds of teaching practices, the ¡§developmental method¡¨ showed significant relations with 3 types of students¡¦ thinking styles, including ¡§legislative¡¨, ¡§external¡¨, ¡§liberal¡¨, e) among 7 teaching practices, students showed greatest satisfaction and highest academic achievement in ¡§rote style teaching,¡¨ f) academically underachieved students tend to be more of ¡§global style of thinking,¡¨ and g) no significant relations between teachers¡¦ and students¡¦ thinking styles were found, nor were the similarities of teachers¡¦ and students¡¦ thinking styles on students¡¦ satisfaction of instructional practices and their academic achievement.

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The main purpose of this study is to investigate the relationship between lived experiences and thinking styles for college students in Taiwan.Investigation method is employed in the study.There are 2443 college students are served as the standardization sample in order to develop their percentile norm in Taiwan.In addition,there are 346 college students to write Thinking Style Inventory with Lived Experience Inventory of the norm sample. The data is analyzed through descriptive statistics,t-test,One-Way ANOVA and canonical correlation. The results indicate that: 1.College students¡¦lived experiences styles tend to be group activities style, and then thinking styles tend to be monarchic style.There are no significant differences in the mean scores of all kinds of lived experiences and thinking styles. 2.Gender has significant differents in the college students¡¦lived experiences and thinking styles.Birth order has no significant differents in the college students¡¦lived experiences and thinking styles.Then education level of parents has significant differents in the college students¡¦lived experiences,but in the thinking styles is not. 3.The shool background have no significant differents in the college students¡¦lived experiences and thinking styles. 4.College students¡¦lived experiences have canonical correlation with college students¡¦thinking styles.The first canonical factor of college students¡¦lived experiences efficacy explains 4¢H of all the college students¡¦thinking styles.

Abstract The purposes of this study were (1) to compare the relationship among teachers and students¡¦ thinking styles and their background. (2) to explore the relationship among teachers¡¦ background,teachers¡¦ thinking styles, and teaching behaviors. (3)to investigate the relationship among teaching behavior, students¡¦ thinking styles, learning perception satisfaction, and achievement. (4)to explore the influences of different matching of teachers¡¦ thinking styles and students¡¦ thinking styles on learning perception satisfaction and achievement. Two groups of subjects were arranged: with one including 374 high school teachers in Taiwan area, and the other including 30 teachers and their 1217 students in Koashuing. Teachers were asked to fill out ¡¨ Thinking Styles Questionnaire for Teacher(TSQT)¡¨ and ¡§Teaching Behavior Scale(TBS)¡¨, while students ¡§Thinking Styles Questionnaire(TSQ)¡¨ and ¡¨ Learning Perception Satisfaction Check List(LPSCL)¡¨. The data were analyzed by Pearson¡¦s product-moment correlation, t-test, canonical correlation, one-way ANOVA, and one-way MANOVA. The conclusion were drawn as follows: 1. On teachers¡¦ background: (1) There were significant differences between male and female in legislative, global, liberal, local, conservative thinking styles. (2) There were significant differences between high, mid and low age groups in executive, local, conservative thinking styles. (3) There were significant differences between high, mid and low years groups in conservative thinking styles. (4) There were significant differences between high, mid and low father¡¥s education in executive, global, conservative thinking styles. (5) There were significant differences between high, mid and low mother¡¦s education in executive, conservative thinking styles. 2. On students¡¦ background: (1) There were significant differences between male and female in legislative, executive, judicial, global thinking styles. (2) Birth order have no significant differences with thinking styles. (3) There were significant differences between high, mid and low father¡¥s education in executive, judicial, global thinking styles. (4) There were significant differences between high, mid and low mother¡¦s education in judicial, global of thinking styles. 3. Teachers¡¦ background has canonical correlation with teachers¡¦ thinking styles. The one canonical factor of Teachers¡¦ background efficacy explains 4% of all the teachers¡¦ thinking styles. 4. Teachers¡¦ thinking styles have canonical correlation with teaching behavior. Three canonical factors of Teachers¡¦ thinking styles efficacy explains 37% of all the teacher behavior. 5. The relationship between teaching behavior and teachers¡¦ thinking styles has significant correlative with legislative, local, liberal of teachers¡¦ thinking on discovery teaching. 6. Teaching behavior has significant correlation with learning perception satisfaction, but achievement does not. 7. Executive thinking styles have significant correlation with achievement. 8. Teachers¡¦ thinking styles have no significant correlation with students¡¦ thinking styles. 9. Matching of teachers¡¦ thinking styles and students¡¦ thinking styles has no significant correlation with learning perception satisfaction and achievement.

In 2013, military leadership took action to lift the ban on women participating in combat roles, thus creating a vital need to understand protective cognitive factors in women veterans exposed to combat. There is no prior research examining the relationship between resilience and thinking styles in this population. The purpose of this quantitative survey study was to examine the predictive relationship between resilience, measured with the Connor-Davidson Resilience Scale, and thinking styles, measured with the Thinking Styles Inventory-Revised 2, on posttraumatic stress disorder (PTSD) scores, measured by PCL-5, in women with combat exposure (CE). A cross-sectional design was used. A convenience sample size of 130 female veterans ages 30 to 55 who had been deployed to Iraq and Afghanistan with a spectrum of PTSD scores and CE was recruited through Facebook's various women veterans organizations. The theoretical framework for this study was Sternberg's theory of mental self-government, which suggests there are different ways individuals will organize, govern their lives, and complete tasks. A Pearson's correlation analysis found significant relationships between the criterion (PSTD scores) and predictor variables (resilience, hierarchical, and liberal thinking styles). A multiple regression analysis found only resilience significantly predicted PTSD symptom scores. The results contribute to social change by adding to the limited research on resilience and thinking styles, which may further cognitive treatment for women veterans and, as the military female population increases, promote additional training for women veterans to increase resilience and enhance positive thinking styles.

Study of Teachers¡¦ and Students¡¦ Thinking Styles and their Interactions in Instruction Abstract The purposes of this study were (1) to compare the relationship among teachers and students¡¦ thinking styles and their background. (2) to explore the relationship among teachers¡¦ background, teachers¡¦ thinking styles, and teaching behaviors. (3) to investigate the relationship among teaching behavior, students¡¦ thinking styles, learning perception satisfaction, and achievement. (4) to explore the influences of different matching of teachers¡¦ thinking styles and students¡¦ thinking styles on learning perception satisfaction and achievement. (5) to investigate the changing condition of students¡¦ thinking styles. (6) to explore the impact of teachers¡¦ thinking styles on students¡¦ thinking styles. Two groups of subjects were arranged: with one including 254 high school teachers in Taiwan area, and the other including 14 teachers and their 507 students in Koashuing. Teachers were asked to fill out Thinking Styles Questionnaire for Teacher (TSQT¡¨ and Teaching Behavior Scale (TBS), while students Thinking Styles Questionnaire (TSQ) and Learning Perception Satisfaction Check List (LPSCL). Qualitative research (Classroom observation) is applied to explore the interaction of teachers and students. The data were analyzed by Pearson¡¦s product-moment correlation, t-test, canonical correlation, Hotelling¡¦s T , one-way MANOVA, Repeat Measure Analysis, and Multivariate Analysis of Covariance. The conclusion were drawn as follows: 1. On teachers¡¦ background: (1) There were significant differences between male and female in judicial, and liberal styles. (2) There were no significant differences between high, mid and low years groups in thinking styles. (3) There were significant differences between high, mid and low age groups in executive thinking styles. (4) There were significant differences between high, mid and low father¡¥s education in conservative thinking styles. (5) There were significant differences between high, mid and low mother¡¦s education in conservative thinking styles. 2. On students¡¦ background: (1) There were significant differences between male and female in executive, judicial, and local thinking styles. (2) Birth orders, father¡¦s education, and mother¡¦s education have no significant differences with thinking styles. 3. Students¡¦ is more inclined to legislative, global, liberal, and conservative styles in pre-test than in post-test. 4. Teachers¡¦ background had no canonical correlation with teachers¡¦ thinking styles. Teachers¡¦ thinking styles had canonical correlation with teaching behavior. Three canonical factors of Teachers¡¦ thinking styles efficacy explained 43.4% of all teacher behavior. 5. Teachers¡¦ legislative, executive, and liberal thinking styles had significant effects on students¡¦ thinking styles. 6. Some teaching behavior had significant correlation with students¡¦ thinking styles. 7. Teaching behavior had significant correlation with learning perception satisfaction, but not achievement. 8. Teachers¡¦ thinking styles had significant correlation with students¡¦ thinking styles. 9. Matching of teacher-student¡¦s thinking styles had significant correlation with learning perception satisfaction and achievement.

The Relationships Between Work Sheets, Thinking Styles, Self-Concept and Technological Creativity among Fifth and Sixth Graders Ping-Huang Chen Abstract The main purpose of this study was to investigate the relationships between worksheets, thinking styles, self-concept and technological creativity among fifth and sixth graders. The participants included 19 teachers and 535 pupils (291 fifth graders and 244 sixth graders) in Taipei and kaohsiung city. The employed instruments were Worksheets Appraisal, Self- Concept Appraisal, Thinking Styles Appraisal. The employed analysis methods were Descriptives, Multivariate Analysis of Variance, and Discriminant Analysis. The findings of this study revealed that (a) grade and gender had significant effects on technological creativity among the fifth and sixth Graders; (b) the teachers¡¦ application of worksheets in instruction, especially in teaching activity and evaluation, contributed to their pupils¡¦ development of technological creativity; (c) the legislative and the judicial thinking style had effects on the pupils¡¦ technological creativity; (d) self-concept, especially that about schools, had effects on the pupils¡¦ technological creativity; and (e) the teachers¡¦ use of worksheets and the pupils¡¦ thinking styles as well as self-concept could effectively predict the ability groups of the pupils¡¦ technological creativity. Finally, some suggestions were proposed for educational authorities, schools, teachers, and future studies.

Since personal computers and broadband Internet connections have become more and more prevalent, the application of e-Learning using the Internet is regarded as an important issue. In the literature, reflection plays an important role on improving learning performance. Hence, the issue on how to promote learners¡¦ reflection levels in a web-based learning environment becomes an essential research topic. The purposes of this research were to explore whether there are fits between reflection teaching strategies and thinking styles for better promoting learners¡¦ reflection levels. Further, learners¡¦ satisfactions on reflection learning were also discussed. A total of 223 graduate and undergraduate students, voluntarily participated to use the developed reflection learning system in this research. Twenty four learning situations are presented in the experiment according to the differences of reflection teaching strategies (constructive, guiding, and inductive) and thinking styles (legislative, executive, and judicial). And these learning situations are simplistically classified as fit or non-fit group. Learners were randomly assigned to either fit or non-fit group, and their reflection content was evaluated by two experts who have been well-trained. The results showed that there are fits between reflection teaching strategies and thinking styles for better improving learners¡¦ reflection levels. On the other hand, there is no significant difference on learners¡¦ satisfactions of reflection learning, but learners¡¦ average satisfactions on this kind of reflection learning is positive. Furthermore, this research also finds out that learners with at least one thinking style ranking on top of 25% adopting inductive reflection teaching strategy have higher satisfactions on reflection learning than learners adopting guiding reflection teaching strategy.

Kirton's adaption-innovation theory suggests adaptors and innovators have different approaches to decision-making. The relationship between thinking styles in conjunction with decriminalization has not been investigated thoroughly, and this study addressed the relationship based on thinking styles and 6 demographics (race, age, gender, religion, education, and geographical location). The main research question examined whether innovators and adaptors have different attitudes about decriminalization. The hypotheses were tested with: (a) t tests to compare responses, (b) analysis of variance for comparing multiple groups and investigating moderator effects, and (c) correlation tests to determine whether Kirton's adaption-innovation inventory scores are associated with decriminalization attitudes. A correlational research design and 4 research questions were used to understand the relationships utilizing 123 participants. Results found that innovators are more open to the support of drug use and prostitution decriminalization while adaptors perceived danger and social threat of this step. Out of 6 variables analyzed, 3 (age, gender, and religion) significantly moderated the relationships between adaptor and innovator attitudes to decriminalization of prostitution, drug use, and drug possession. Race, education, and geographical location were found to be insignificant factors. The body of work is important, as there is a lack of empirical data on how thinking styles may affect people's perceptions of the legal status of certain activities. The findings of this study are relevant to the process of developing legal policies through legislative actions, as public opinions are considered for specific policy issues. More importantly, it highlights that people's perceptions regarding ambiguous social issues are complex and formed under the influence of numerous factors.

Private sector, government and the academia have been recognizing the value of a \'designerly\' approach to business problems, in the context that the traditional technical-rationality has been insufficient to address issues in the contemporary volatile, uncertain, complex and ambiguous environment. Design Thinking has been growing since Tim Brown, CEO of a prestigious global design agency, started advocating and disseminating this approach in the business environment ten years ago. As more organizations are implementing Design Thinking (DT), this research aims to analyze the relation between individuals\' Readiness for adopting DT in organizations and their thinking styles, namely Rationality and Experientiality. From the literature review, some authors characterize Design Thinking by its focus on human needs, open objectives so creativity can arise, iteratively, reliance on qualitative methods, intuition and experience, - to name some of the characteristics. Accordingly, the initial hypothesis of this research stated that individuals with high Experientiality score would be the ones with higher Readiness to adopt Design Thinking. A quantitative survey was designed based on existing instruments in the academic literature. For assessing the thinking styles, the Rationality-Experientiality Inventory (REI) developed by Pacini & Epstein (1999) was integrally applied; for measuring the individual\'s Readiness for adoption of Design Thinking, the Readiness for Organizational Change Measure (ROCM) developed by Holt, Armenakis, Feild, & Harris (2007b) was partially applied; and to collect the respondents\' understanding on Design Thinking, questions were designed based on the paper published by Glen, Suciu & Baughn (2014). The sample size had 251 valid respondents from the state of Sao Paulo (Brazil), with declared knowledge or experience with Design Thinking. One-way ANOVA was conducted to determine significant differences within the terciles of Rationality, Experientiality and Readiness-for-change and between the thinking styles terciles and the score of Readiness for adopting Design Thinking; Regression Analysis was conducted to determine, among all variables in the research, which are the ones explaining Readiness for adopting Design Thinking. The results pointed out that the group of individuals with high score of Rationality (third tercile) presented higher Readiness for adopting Design Thinking, as well as the third and first terciles of Experientiality. Furthermore, when Rationality and Experientiality scores were analyzed together, both thinking styles did have influence on the individuals\' Readiness for adopting Design Thinking. The understanding of the level of individual\'s thinking styles provides some light on the challenges ahead regarding the acceptance of Design Thinking. Smoother and more efficient change management programs can be designed for educational programs relying on Design Thinking or for departments in organizations implementing Design Thinking. These findings may implicate in further researches in the cognitive field of Design Thinking, as the success of DT adoption in organizations can be influenced by the thinking style profile which is dominant in the selected department or functional area to be implemented. / Private sector, government and the academia have been recognizing the value of a \'designerly\' approach to business problems, in the context that the traditional technical-rationality has been insufficient to address issues in the contemporary volatile, uncertain, complex and ambiguous environment. Design Thinking has been growing since Tim Brown, CEO of a prestigious global design agency, started advocating and disseminating this approach in the business environment ten years ago. As more organizations are implementing Design Thinking (DT), this research aims to analyze the relation between individuals\' Readiness for adopting DT in organizations and their thinking styles, namely Rationality and Experientiality. From the literature review, some authors characterize Design Thinking by its focus on human needs, open objectives so creativity can arise, iteratively, reliance on qualitative methods, intuition and experience, - to name some of the characteristics. Accordingly, the initial hypothesis of this research stated that individuals with high Experientiality score would be the ones with higher Readiness to adopt Design Thinking. A quantitative survey was designed based on existing instruments in the academic literature. For assessing the thinking styles, the Rationality-Experientiality Inventory (REI) developed by Pacini & Epstein (1999) was integrally applied; for measuring the individual\'s Readiness for adoption of Design Thinking, the Readiness for Organizational Change Measure (ROCM) developed by Holt, Armenakis, Feild, & Harris (2007b) was partially applied; and to collect the respondents\' understanding on Design Thinking, questions were designed based on the paper published by Glen, Suciu & Baughn (2014). The sample size had 251 valid respondents from the state of Sao Paulo (Brazil), with declared knowledge or experience with Design Thinking. One-way ANOVA was conducted to determine significant differences within the terciles of Rationality, Experientiality and Readiness-for-change and between the thinking styles terciles and the score of Readiness for adopting Design Thinking; Regression Analysis was conducted to determine, among all variables in the research, which are the ones explaining Readiness for adopting Design Thinking. The results pointed out that the group of individuals with high score of Rationality (third tercile) presented higher Readiness for adopting Design Thinking, as well as the third and first terciles of Experientiality. Furthermore, when Rationality and Experientiality scores were analyzed together, both thinking styles did have influence on the individuals\' Readiness for adopting Design Thinking. The understanding of the level of individual\'s thinking styles provides some light on the challenges ahead regarding the acceptance of Design Thinking. Smoother and more efficient change management programs can be designed for educational programs relying on Design Thinking or for departments in organizations implementing Design Thinking. These findings may implicate in further researches in the cognitive field of Design Thinking, as the success of DT adoption in organizations can be influenced by the thinking style profile which is dominant in the selected department or functional area to be implemented.