Thinking Styles and Emotions

References

• Bagley, C., & Mallick, K. (1998). Field independence, cultural context and academic achievement: A commentary. British Journal of Educational Psychology, 68, 581-587.
   Google Scholar
• Beck, A. T., Steer, R. A., & Brown, G. K. (1996). Beck Depression Inventory-II (2nd ed.). San Antonio, TX: Psychological Corporation.
   Google Scholar
• Bhatnager, P., & Rastogi, M. (1986). Cognitive style and basic ideal disparity in males and females. Indian Journal of Current Psychological Research, 1, 36-40.
   Google Scholar
• Biggs, J. B. (1978). Individual and group differences in study processes. British Journal of Educational Psychology, 48, 266-279.
   Google Scholar
• Campbell, S. B., & Douglas, V. I. (1972). Cognitive styles and responses to the threat of frustration. Canadian Journal of Behavioral Science, 4(1), 30-42.
   Google Scholar
• Cattell, R. B., Cattell, A. K., & Cattell, H. E. (1978). 16 personality factor questionnaire. Champaign, IL: Institute for Personality and Ability Testing.
   Google Scholar
• Chickering, A. (1969). Education and identity. San Francisco: Jossey-Bass.
   Google Scholar
• Chickering, A., & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco: Jossey-Bass.
   Google Scholar
• Ciarrochi, J., Deane, F. P., Wilson, C. J., & Rickwood, D. (2002). Adolescents who need help the most are the least likely to seek it: The relationship between low emotional competence and low intention to seek help. British Journal of Guidance & Counselling, 30, 173-188.
   Google Scholar
• Costa, P. T., Jr., & McCrae, R. R. (1992). The NEO-PI-R: Professional manual. Odessa, FL: Psychological Assessment Resources.
   Google Scholar
• Deng, Z., Li, D., & Zhang, Q. (2000). Cognitive styles, scholastic attainments with the Cattell's 16PF: A correlative approach. Psychological Science China, 23, 234-235.
   Google Scholar
• Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125, 276-302.
   Google Scholar
• Erikson, E. H. (1959). Identity and the life cycle. Psychological Issues Monograph (Vol. 1). New York: International Universities Press.
   Google Scholar
• Eysenck, H. J., & Eysenck, S. B. G. (1964). Manual of the Eysenck Personality Inventory. London: Hodder and Stoughton.
   Google Scholar
• Fan, W. Q. (2006). Thinking styles among university students in Shanghai: Comparing traditional and hypermedia instructional environments. Unpublished doctoral dissertation, University of Hong Kong.
   Google Scholar
• Gadzella, B. M. (1999). Differences among cognitive-processing styles groups on personality traits. Journal of Instructional Psychology, 26, 161-166.
   Google Scholar
• Globerson, T., & Zelniker, T., eds. (1989). Cognitive style and cognitive development. Human development (Vol. 3, edited). Norwood, NJ: Ablex.
   Google Scholar
• Gregorc, A. F. (1979). Learning/teaching styles: Potent forces behind them. Educational Leadership, 36, 234-236.
   Google Scholar
• Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.
   Google Scholar
• Hayden, E. P., Klein, D. N., Durbin, C. E., & Olino, T. M. (2006). Positive emotionality at age 3 predicts cognitive styles in 7-year-old children. Development and Psychopathology, 18, 409-423.
   Google Scholar
• Hilliard, R. I. (1995). How do medical students learn: Medical student learning styles and factors that affect these learning styles. Teaching and Learning in Medicine, 7, 201-210.
   Google Scholar
• Holland, J. L. (1973). Making vocational choices: A theory of careers. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Hood, A. B. (Ed.). (1986). The Iowa Student Development Inventories (1st ed.). Iowa City, IA: HITECH Press.
   Google Scholar
• Hood, A. B. (Ed.). (1997). The Iowa Student Development Inventories (2nd ed.). Iowa City, IA: HITECH Press.
   Google Scholar
• Hood, A. B., & Jackson, L. M. (1997). The Iowa Managing Emotions Inventory. In A. B. Hood (Ed.), The Iowa student development inventories (2nd ed.; pp. 22-31). Iowa City, IA: HITECH Press.
   Google Scholar
• Jong, P. J. D., Merckelbach, H., & Nijman, H. (1995). Hemisphere preference, anxiety, and covariation bias. Personality and Individual Differences, 18, 363-371.
   Google Scholar
• Jung, C. (1923). Psychological types. New York: Harcourt Brace.
   Google Scholar
• Kagan, J. (1965). Individual differences in the resolution of response uncertainty. Journal of Personality and Social Psychology, 2, 154-160.
   Google Scholar
• Kaufman, J. C. (2001). Thinking styles in creative writers and journalists. Dissertation Abstracts International (Section B): The Physical Sciences and Engineering, 62(3B), 1069.
   Google Scholar
• Kirton, M. J. (1976). Adaptors and innovators: A description and measure. Journal of Applied Psychology, 61, 622-629.
   Google Scholar
• Kogan, N. (1980). A style of life, a life of style (review of cognitive styles in personal and cultural adaptation). Contemporary Psychology, 25, 595-598.
   Google Scholar
• Mansfield, E. A. (1998). Working memory development in adolescents: A neo-Piagetian investigation. Dissertation Abstracts International (Section A): Humanities and Social Sciences, 58(8-A), 3001.
   Google Scholar
• Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2001). Emotional intelligence as a standard intelligence. Emotion, 1, 232-242.
   Google Scholar
• Messick, S. (1996). Bridging cognition and personality in education: The role of style in performance and development. European Journal of Personality, 10, 353-376.
   Google Scholar
• Mischel, W., & Ayduk, O. (2004). Willpower in a cognitive-affective processing system: The dynamics of delay of gratification. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 99-129). New York: Guilford Press.
   Google Scholar
• Mischel, W., & Shoda, Y. (1999). Integrating dispositions and processing dynamics within a unified theory of personality: The cognitive-affective personality system. In L. A. Pervin & O. P. John (Eds), Handbook of personality: Theory and research (2nd ed.; pp. 197-218). New York: Guilford Press.
   Google Scholar
• Morgan, H. (1997). Cognitive styles and classroom learning. Westport, CT: Praeger Publishers.
   Google Scholar
• Mortenson, S. T. (2006). Cultural differences and similarities in seeking social support as a response to academic failure: A comparison of American and Chinese college students. Communication Education, 55, 127-146.
   Google Scholar
• Riding, R., & Cheema, I. (1991). Cognitive styles: An overview and integration. Educational Psychology, 11, 193-215.
   Google Scholar
• Riding, R. J., & Wigley, S. (1997). The relationship between cognitive style and personality in further education students. Personality and Individual Differences, 23, 379-389.
   Google Scholar
• Saleh, A. I. (1998). The nexus of brain hemisphericity, personality types, temperaments, learning styles, learning strategies, gender, majors, and cultures. Dissertation Abstracts International (Section A): Humanities and Social Sciences, 58(8-A), 3004.
   Google Scholar
• Schleifer, M., & Douglas, V. I. (1973). Moral judgments, behavior and cognitive style in young children. Canadian Journal of Behavioral Science, 5, 133-144.
   Google Scholar
• Spangler, G., Pekrun, R., Kramer, K., & Hofmann, H. (2002). Students' emotions, physiological reactions, and coping in academic exams. Anxiety, Stress, and Coping, 15, 413-432.
   Google Scholar
• Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31, 197-224.
   Google Scholar
• Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press.
   Google Scholar
• Sternberg, R. J., & Wagner, R. K. (1992). Thinking Styles Inventory. Unpublished manuscript, Yale University, New Haven, Connecticut.
   Google Scholar
• Sternberg, R. J., Wagner, R. K., & Zhang, L. F. (2003). Thinking Styles Inventory—Revised. Unpublished manuscript, Yale University, New Haven, Connecticut.
   Google Scholar
• Torrance, E. P. (1988). SOLAT (style of learning and thinking) manual. Bensenville, IL: Scholastic Testing Service.
   Google Scholar
• Torrance, E. P., Taggart, B., & Taggart, W. (1984). Human information processing survey. Bensenville, IL: Scholastic Testing Service.
   Google Scholar
• Westreich, A. H., Ritzler, B., Duncan, J. (1997). Relationship between cognitive style and defensive style. Perceptual and Motor Skills, 84, 1011-1023.
   Google Scholar
• White, D. B. (1986). An assessment and validation of Chickering's seven vectors of student development. Unpublished doctoral dissertation, University of Iowa, Iowa City.
   Google Scholar
• White, D. B., & Hood, A. B. (1989). An assessment of the validity of Chickering's theory of student development. Journal of College Student Development, 30, 354-361.
   Google Scholar
• Winston, R. B., Jr., Miller, T. K., & Prince, J. S. (1987). Student developmental task and lifestyle inventory. Athens, GA: Student Development Associates.
   Google Scholar
• Witkin, H. A. (1962). Psychological differentiation: Studies of development. New York: Wiley.
   Google Scholar
• Zhang, L. F. (2000). Are thinking styles and personality types related? Educational Psychology, 20, 271-283.
   Google Scholar
• Zhang, L. F. (2002a). The role of thinking styles in psychosocial development. Journal of College Student Development, 43, 696-711.
   Google Scholar
• Zhang, L. F. (2002b). Thinking styles and cognitive development. The Journal of Genetic Psychology, 163, 179-195.
   Google Scholar
• Zhang, L. F. (2003). Contributions of thinking styles to critical thinking dispositions. The Journal of Psychology, 137, 517-544.
   Google Scholar
• Zhang, L. F. (2004a). Do university students' thinking styles matter in their preferred teaching approaches? Personality and Individual Differences, 37, 1551-1564.
   Google Scholar
• Zhang, L. F. (2004b). Thinking styles: University students' preferred teaching styles and their conceptions of effective teachers. The Journal of Psychology, 138, 233-252.
   Google Scholar
• Zhang, L. F. (2005). Validating the theory of mental self-government in a non-academic setting. Personality and Individual Differences, 38, 1915-1925.
   Google Scholar
• Zhang, L. F. (2008). Thinking styles and identity development among Chinese university students. American Journal of Psychology, 121(2), 255-271.
   Google Scholar
• Zhang, L. F., & Higgins, P. (2008). The predictive power of socialization variables for thinking styles among adults in the workplace. Learning and Individual Differences, 18, 11-18.
   Google Scholar
• Zhang, L. F., & Huang, J. F. (2001). Thinking styles and the five-factor model of personality. European Journal of Personality, 15, 465-476.
   Google Scholar
• Zhang, L. F., & Postiglione, G. A. (2001). Thinking styles, self-esteem, and socio-economic status. Personality and Individual Differences, 31, 1333-1346.
   Google Scholar
• Zhang, L. F., & Sachs, J. (1997). Assessing thinking styles in the theory of mental self-government: A Hong Kong validity study. Psychological Reports, 81, 915-928.
   Google Scholar
• Zhang, L. F., & Sternberg, R. J. (2005). A threefold model of intellectual styles. Educational Psychology Review, 17, 1-53.
   Google Scholar
• Zhang, L. F., & Sternberg, R. J. (2006). The nature of intellectual styles. Mahwah, NJ: Erlbaum.
   Google Scholar