Zhang L F, Sternberg R J
Department of Education, The University of Hong Kong.
J Psychol. 2000 Sep;134(5):469-89. doi: 10.1080/00223980009598230.
This article presents the results of an investigation of the construct validity of J. B. Biggs's (1987) theory of learning approaches and of R. J. Sternberg's (1988) theory of thinking styles in two Chinese populations. The study is also an examination of the nature of the relations between the two theories. University students from Hong Kong (n = 854) and from Nanjing, mainland China (n = 215), completed the Study Process Questionnaire (J. B. Biggs, 1992) and the Thinking Styles Inventory (R. J. Sternberg & R. K. Wagner, 1992). Results indicated that both inventories were reliable and valid for assessing the constructs underlying their respective theories among both Hong Kong and Nanjing university students. Results also showed that the learning approaches and thinking styles are related in the hypothesized ways: The surface approach was hypothesized to be positively and significantly correlated with styles associated with less complexity, and negatively and significantly correlated with the legislative, judicial, liberal, and hierarchical styles. The deep approach was hypothesized to be positively and significantly correlated with styles associated with more complexity, and negatively and significantly correlated with the executive, conservative, local, and monarchic styles. Implications of these relations are discussed.
本文呈现了对J. B. 比格斯（1987）的学习方法理论和R. J. 斯滕伯格（1988）的思维风格理论在两组中国人群中的结构效度进行调查的结果。该研究还考察了这两种理论之间关系的本质。来自香港的大学生（n = 854）和中国大陆南京的大学生（n = 215）完成了学习过程问卷（J. B. 比格斯，1992）和思维风格量表（R. J. 斯滕伯格和R. K. 瓦格纳，1992）。结果表明，这两份量表在评估香港和南京大学生各自理论所依据的结构方面都是可靠且有效的。结果还表明，学习方法和思维风格以假设的方式相关：表面学习法被假设与复杂度较低的风格呈显著正相关，与立法型、司法型、自由型和层级型风格呈显著负相关。深层学习法被假设与复杂度较高的风格呈显著正相关，与执行型、保守型、局部型和君主型风格呈显著负相关。文中讨论了这些关系的意义。
