Thinking styles and preferred teacher interpersonal behavior among Hong Kong students

article i nfo This study investigated the relationship between thinking styles and preferred teacher interpersonal behav- ior based on the Model for Interpersonal Teacher Behavior (MITB, Wubbels, Creton, & Hooymayers, 1985) among 247 Hong Kong secondary school female students. The Thinking Style Inventory Revised (TSI-R, Sternberg, Wagner, & Zhang, 2003) and the Questionnaire for Teacher Interaction (QTI, Wubbels et al., 1985) were used to measure students' thinking styles and their preferred teacher interpersonal behavior. Research results showed that Type I global and liberal styles positively and negatively predicted student- centered teacher interpersonal behavior respectively, while Type I legislative and judicial styles negatively and positively predicted teacher-centered interpersonal behavior respectively. Type II conservative and exec- utive styles positively predicted teacher-centered interpersonal behavior, while Type II executive and conser- vative styles positively and negatively predicted student-centered interpersonal behavior respectively. Implications of the research findings are discussed.

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