Thinking Styles and University Self-Efficacy Among Deaf, Hard-of-Hearing, and Hearing Students.
This study explores how students' thinking styles are related to their university self-efficacy, by administering the Thinking Styles Inventory-Revised II and the University Self-Efficacy Scale to 366 deaf or hard-of-hearing (DHH) and 467 hearing university students in mainland China. Results showed that, among all participants, those with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher levels of university self-efficacy. At the same time, DHH students with Type II styles (i.e., more norm-favoring, more structured, and cognitively more simplistic) had lower levels of university self-efficacy. The contributions, limitations, and implications of the present research are discussed.
Hong Kong Institute of Education, ccnu1314@163.com.
Sanyin
S
Cheng
University of Hong Kong, and.
Li-Fang
LF
Zhang
Shan Dong University.
Xiaozhong
X
Hu
D000293:Adolescent; D000328:Adult; D016022:Case-Control Studies; D002681:China; D036262:Empirical Research; D005260:Female; D034381:Hearing Loss / Q000523:psychology*; D006801:Humans; D008297:Male; D019986:Persons with Hearing Disabilities / Q000523:psychology*; D020377:Self Efficacy; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires; D013850:Thinking; D014495:Universities; D055815:Young Adult