Thinking styles and student engagement among deaf and hard of hearing students

Sanyin CHENG, Tingzhao WANG, Kuen Fung SIN

Research output: Contribution to journalArticlespeer-review

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 languageEnglish
Pages (from-to)217–232
JournalJournal of Developmental and Physical Disabilities
Volume33
Issue number2
Early online dateMay 2020
DOIs
Publication statusPublished - Apr 2021

Citation

Cheng, 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

Keywords

  • Thinking styles
  • Student engagement
  • Deaf or hard-of-hearing

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