This study explores how students' thinking styles are related to their engagement, by administering the Thinking Styles Inventory-Revised II and the Student Engagement Scale to 225 deaf or hard-of-hearing (DHH) school students in mainland China. Results show that, among all participants, those with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher levels of student engagement, while those with Type II styles (i.e., more norm-favoring, more structured, and cognitively more simplistic) had lower levels. The contributions, limitations, and implications of the present research are discussed. Copyright © 2020 Springer Science+Business Media, LLC, part of Springer Nature.
|Journal||Journal of Developmental and Physical Disabilities|
|Early online date||May 2020|
|Publication status||Published - Apr 2021|
CitationCheng, S., Wang, T., & Sin, K. (2021). Thinking styles and student engagement among deaf and hard of hearing students. Journal of Developmental and Physical Disabilities, 33(2), 217–232. doi: 10.1007/s10882-020-09745-x
- Thinking styles
- Student engagement
- Deaf or hard-of-hearing