Thinking styles and academic stress coping among Chinese secondary school students

References

• Amirkhan, J. H. (1994). Seeking person-related predictors of coping: Exploratory analyses. European Journal of Personality, 8, 13–30.10.1002/(ISSN)1099-0984
   Web of Science ®Google Scholar
• Andrews, M., Ainley, M., & Frydenberg, E. (2011). Adolescent coping styles and task-specific responses: Does style foreshadow action? In G. M. Reevy & E. Frydenberg (Eds.), Personality, stress, and coping: Implication for education (pp. 3–24). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Appelhans, B. M., & Schmeck, R. R. (2002). Learning styles and approach versus avoidant coping during academic exam preparation. College Student Journal, 36, 157–161.
   Google Scholar
• Betoret, F. D. (2007). The influence of students’ and teachers’ thinking styles on student course satisfaction and on their learning process. Educational Psychology, 27, 219–234.10.1080/01443410601066701
   Web of Science ®Google Scholar
• Cairnes, E., & Cammock, T. (1978). Development of a more reliable version of the matching familiar figures test. Developmental Psychology, 14, 555–560.10.1037/0012-1649.14.5.555
   Web of Science ®Google Scholar
• Carver, C. S. (1997). You want to measure coping but your protocol’s too long: Consider the brief COPE. International Journal of Behavioral Medicine, 4, 92–100.10.1207/s15327558ijbm0401_6
   PubMed Web of Science ®Google Scholar
• Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56, 267–283.10.1037/0022-3514.56.2.267
   PubMed Web of Science ®Google Scholar
• Chen, C. F., Yang, N., & Sages, J. (2014). A comparative investigation on the learning stress and extracurricular activities between senior high school students in China and Sweden. Journal of Huzhou University, 36, 97–102.
   Google Scholar
• Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin, 127, 87–127.10.1037/0033-2909.127.1.87
   PubMed Web of Science ®Google Scholar
• Doron, J., Stephan, Y., Maiano, C., & Le Scanff, C. (2011). Motivational predictors of coping with academic examination. The Journal of Social Psychology, 151, 87–104.10.1080/00224540903366768
   PubMed Web of Science ®Google Scholar
• Fjell, A. M., & Walhovd, K. B. (2004). Thinking styles in relation to personality traits: An investigation of the thinking styles inventory and NEO-PI-R. Scandinavian Journal of Psychology, 45, 293–300.10.1111/sjop.2004.45.issue-4
   PubMed Web of Science ®Google Scholar
• Gras, R. M. L., Berná, J. C., & López, P. S. (2009). Thinking styles and coping when caring for a child with severe spina bifida. Journal of Developmental and Physical Disabilities, 21, 169–183.10.1007/s10882-009-9133-0
   Web of Science ®Google Scholar
• Guo, Y. C. (2012). A report of learning burden of the primary and middle school students. Central China Normal University Journal of Postgraduates, 19, 73–78.
   Google Scholar
• Hassan, F. S. (2014). Relationship between coping strategies and thinking styles among university students. ASEAN Journal of Psychiatry, 15, 14–22.
   Google Scholar
• He, Y. F. (2006). The roles of thinking styles in learning and achievement among Chinese university students ( Unpublished doctoral dissertation). The University of Hong Kong, Hong Kong.
   Google Scholar
• Hu, X. (2001). Comparison of middle school students’ daily life among China, Japan, and the United States. Contemporary Youth Research, 4, 45–48.
   Google Scholar
• Kara, B., & Açıkel, C. H. (2012). Predictors of coping in a group of Turkish patients with physical disability. Journal of Clinical Nursing, 21, 983–993.10.1111/j.1365-2702.2011.03890.x
   PubMed Web of Science ®Google Scholar
• Khan, A., Hamdan, A. R., Ahmad, R., Mustaffa, M. S., & Mahalle, S. (2015). Problem-solving coping and social support as mediators of academic stress and suicidal ideation among Malaysian and Indian adolescents. Community Mental Health Journal, 52, 245–250.
   Web of Science ®Google Scholar
• Lamontagne, L. L. (1984). Children’s locus of control beliefs as predictors of preoperative coping behavior. Nursing Research, 33, 76–79, 85.
   PubMed Web of Science ®Google Scholar
• Lau, C. H. (2014). Thinking styles, motivational orientations, and achievements in physics: Do teachers’ teaching styles make a difference? (Unpublished doctoral dissertation). The University of Hong Kong, Hong Kong.
   Google Scholar
• Lazarus, R. S. & Folkman, S. (1984). Stress, appraisal, and coping. New York, NY: Springer.
   Google Scholar
• Millon, T. (1994). Millon index of personality styles (MIPS). San Antonio, TX: Psychological Corporation.
   Google Scholar
• Moos, R. H., & Billings, A. G. (1982). Conceptualization and measuring coping resources and processes. In L. Goldberger & S. Breznitz (Eds.), Handbook of stress: Theoretical and clinical aspects (pp. 212–230). London: Collier Macmillan.
   Google Scholar
• Shokri, O., Kadivar, P., & Daneshvarpour, Z. (2007). The role of coping styles in academic stress and academic achievement. Journal of Iranian Psychologists, 3(11), 249–257.
   Google Scholar
• Singh, A., & Upadhyay, A. (2010). Academic stress and psychological health: An indigenous approach. Social Science International, 26, 87–96.
   Google Scholar
• Skinner, E. A., Edge, K., Altman, J., & Sherwood, H. (2003). Searching for the structure of coping: A review and critique of category systems for classifying ways of coping. Psychological Bulletin, 129, 216–269.10.1037/0033-2909.129.2.216
   PubMed Web of Science ®Google Scholar
• Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The development of coping. Annual Review of Psychology, 58, 119–144.10.1146/annurev.psych.58.110405.085705
   PubMed Web of Science ®Google Scholar
• Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31, 197–224.10.1159/000275810
   Web of Science ®Google Scholar
• Sternberg, R. J., & Wagner, R. K. (1992). Thinking styles inventory. Yale University. Unpublished test.
   Google Scholar
• Sternberg, R. J., Wagner, R. K., & Zhang, L. F. (2003). Thinking styles inventory – Revised II. Yale University. Unpublished test.
   Google Scholar
• Sternberg, R. J., Wagner, R. K., & Zhang, L. F. (2007). Thinking styles inventory – Revised II. Tufts University. Unpublished test.
   Google Scholar
• Survey: Chinese students stressed most about school. (2010, April 9). People’s Daily Online. Retrieved from http://en.people.cn/
   Google Scholar
• Tai, R. (2012). The impact of teaching styles on students’ learning styles and career interests (Unpublished PhD thesis). The University of Hong Kong, Hong Kong.
   Google Scholar
• Terry, D. J. (1991). Coping resources and situational appraisals as predictors of coping behavior. Personality and Individual Differences, 12, 1031–1047.10.1016/0191-8869(91)90033-8
   Web of Science ®Google Scholar
• Torsheim, T., & Wold, B. (2001). School-related stress, support, and subjective health complaints among early adolescents: A multilevel approach. Journal of Adolescence, 24, 701–713.10.1006/jado.2001.0440
   PubMed Web of Science ®Google Scholar
• Vollrath, M., Torgersen, S., & Alnæs, R. (1995). Personality as long-term predictor of coping. Personality and Individual Differences, 18, 117–125.10.1016/0191-8869(94)00110-E
   Web of Science ®Google Scholar
• Wang, G. P., & Chen, H. C. (2001). Coping style of adolescents under academic stress their locus of control, self-esteem and mental health. Chinese Mental Health Journal, 15, 431–434.
   Google Scholar
• Woodward, J. C., & Kalyan-Masih, V. (1990). Loneliness, coping strategies and cognitive styles of the gifted rural adolescent. Adolescence, 25, 977–988.
   PubMed Web of Science ®Google Scholar
• Yang, X., & Tao, L. (2013). Investigation on Chinese students’ perception of learning burden. Modern Primary and Secondary Education, 4, 73–77.
   Google Scholar
• Ye, S. (2008). A longitudinal study of subjective well-being among Chinese university students: The roles of personality, attribution, and coping (Unpublished doctoral dissertation). The University of Hong Kong, Hong Kong.
   Google Scholar
• Young, S. (2005). Coping strategies used by adults with ADHD. Personality and Individual Differences, 38, 809–816.10.1016/j.paid.2004.06.005
   Web of Science ®Google Scholar
• Yuan, W., Zhang, L. F., & Li, B. (2017). Adapting the Brief COPE for Chinese adolescents with visual impairment. Journal of Visual Impairment & Blindness, 111(1).
   Web of Science ®Google Scholar
• Zhang, L. F. (2002). Thinking styles and cognitive development. The Journal of Genetic Psychology, 163, 179–195.10.1080/00221320209598676
   PubMed Web of Science ®Google Scholar
• Zhang, L. F. (2004). Revisiting the predictive power of thinking styles for academic performance. The Journal of Psychology, 138, 351–370.10.3200/JRLP.138.4.351-370
   PubMed Web of Science ®Google Scholar
• Zhang, L. F. (2007). Teaching styles and occupational stress among Chinese university faculty members. Educational Psychology, 27, 823–841.10.1080/01443410701366043
   Web of Science ®Google Scholar
• Zhang, L. F. (2008). Thinking styles and identity development among Chinese university students. The American Journal of Psychology, 121, 255–271.10.2307/20445460
   PubMed Web of Science ®Google Scholar
• Zhang, L. F. (2011). The developing field of intellectual styles: Four recent endeavours. Learning and Individual Differences, 21, 311–318.10.1016/j.lindif.2010.11.018
   Web of Science ®Google Scholar
• Zhang, L. F. (in press). The value of intellectual styles. New York, NY: Cambridge University Press.
   Google Scholar
• Zhang, L. F., & Sternberg, R. J. (2005). A threefold model of intellectual styles. Educational Psychology Review, 17(1), 1–53.10.1007/s10648-005-1635-4
   Web of Science ®Google Scholar
• Zhang, L. F., & Sternberg, R. J. (2009). Revisiting the value issue in intellectual styles. In L. F. Zhang & R. J. Sternberg (Eds.), Perspectives on the nature of intellectual styles (pp. 63–85). New York, NY: Springer.
   Google Scholar