Abstract
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.
Original language | English |
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Journal | Journal of Developmental and Physical Disabilities |
Early online date | May 2020 |
DOIs | |
Publication status | E-pub ahead of print - May 2020 |
Citation
Cheng, S., Wang, T., & Sin, K. (2020). Thinking styles and student engagement among deaf and hard of hearing students. Journal of Developmental and Physical Disabilities. Advance online publication. doi: 10.1007/s10882-020-09745-xKeywords
- Thinking styles
- Student engagement
- Deaf or hard-of-hearing