Zhang Li-Fang
Faculty of Education, The University of Hong Kong, Hong Kong.
Psychol Rep. 2003 Oct;93(2):617-30. doi: 10.2466/pr0.2003.93.2.617.
This study extends the investigation of the validity of Sternberg's theory of mental self-government to mainland Chinese secondary school students and their parents. The assumption of a 'socialization effect' underlying the theory was subjected to broader investigation. 232 students and their parents responded to a range of demographic questions and to the Thinking Styles Inventory which is based on Sternberg's theory. The two major findings are that (1) Sternberg's theory is valid with both samples, and (2) students' thinking styles are related not only to their personal factors, e.g., sex, grade, and self-rated abilities, but also to their parents' thinking styles. These findings have implications for school teachers and counselors as well as for parents.
本研究将斯滕伯格心理自我管理理论的有效性研究扩展至中国大陆的中学生及其家长。该理论所蕴含的“社会化效应”假设得到了更广泛的调查。232名学生及其家长回答了一系列人口统计学问题，并完成了基于斯滕伯格理论的思维方式量表。两项主要研究结果为：（1）斯滕伯格理论在两个样本中均有效；（2）学生的思维方式不仅与他们的个人因素（如性别、年级和自我评定能力）有关，还与他们父母的思维方式有关。这些研究结果对学校教师、辅导员以及家长均具有启示意义。
