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The key purpose of this research was to investigate the mediating role of academics' self-efficacy in teaching and research (termed 'academic self-efficacy') in the relationship between emotions in teaching and teaching styles. Two hundred and thirty-two academics from 13 higher educational institutions in Shanghai, mainland China, responded to three self-report inventories, each assessing academics' emotions in teaching, efficacy in teaching and research, and teaching styles, respectively. Results showed that academics' emotions in teaching statistically predicted teaching styles, both directly and indirectly -- through academic self-efficacy. Findings have enriched the literature on emotions in teaching, that on teaching styles, and that on teacher/academic self-efficacy. Practical implications are proposed in relation to academics and university senior managers.

The article describes the development and validation of the Career Personality Styles Inventory (CPSI). The CPSI comprehensively assesses Holland's career personality styles with only 22 items. Based on a series of 3 studies, we found satisfactory internal consistency, factor structure, and criterion validities of the newly constructed CPSI.

Academics are expected to craft their jobs to keep up with changes in the teaching environment. Improving academics' willingness to engage in job crafting presents a significant challenge in higher education. Based on the Broaden-and-Build Theory, this study examines the association between teaching emotions and job crafting, and the mediating effect of teaching efficacy. Three hundred and thirty-two Chinese academics reported their demographic information, teaching emotions, teaching efficacy, and job crafting via an online platform. After controlling for gender, age, academic rank, and discipline category, the results of the mediation model indicated positive relations between teaching emotions and job crafting. Teaching efficacy fully mediated the relations between negative teaching emotions and job crafting. These findings offer valuable insights for future research on academics' job crafting and provide practical recommendations for both university managers and academics. [ABSTRACT FROM AUTHOR]

This study was a pioneering attempt to determine the statistical effect of inclusive education teachers' self-efficacy on their work motivation. Five hundred and thirty-four inclusive education teachers in Beijing, China, participated in the study through responding to two inventories: the Teacher Efficacy for Inclusive Practices Scale and the Multidimensional Work Motivation Scale. Results suggested that age, experience in teaching students with special educational needs, training, and subject taught had statistical influence on teacher self-efficacy but not on work motivation. Teacher self-efficacy made a unique positive contribution to three of the four types of work motivation examined, with efficacy in using inclusive instructions, efficacy in collaboration, and efficacy in managing behaviour demonstrating the strongest predictive effect on introjected regulation, identified regulation, and intrinsic motivation, respectively. The findings enrich the literature on self-efficacy and on work motivation in an inclusive education context, and have practical implications concerning teacher preparation for inclusive education. [ABSTRACT FROM AUTHOR]

The authors explored how thinking styles relate to quality of university life among deaf or hard of hearing (DHH) and hearing university students in mainland China. The first of two studies affirmed the validity and reliability of a modified version of the Quality of University Life Measure (QULM; Sirgy, Grezskowiak, & Rahtz, 2007) among 833 university students (366 DHH, 467 hearing). The second investigated relationships between thinking styles and quality of university life; the Thinking Styles Inventory--Revised II (Sternberg, Wagner, & Zhang, 2007) and modified QULM were administered to 542 students (256 DHH, 286 hearing). Students scoring higher on Type I styles (i.e., more creativity-generating, less structured, cognitively more complex) tended toward greater satisfaction with university life; those scoring higher on Type II (i.e., more norm-favoring, more structured, cognitively more simplistic) tended toward less satisfaction. Contributions, limitations, and implications of the research are discussed.

This study investigated the predictive power of thinking styles for academic stress coping. Participants were 563 (280 males, 275 females, 8 gender unspecified) secondary school students in grades 7 through 12 from mainland China. Thinking styles were measured using the Thinking Styles Inventory-Revised II which was based on the theory of mental self-government. Coping strategies were measured by the COPE-Revised, which was derived from Carver's COPE (1989). Results showed that thinking styles had statistically significant predictive power for academic stress-coping strategies beyond age and gender, largely in the expected directions. Theoretical implications for research on intellectual styles and coping are discussed; and some practical implications for school teachers and students are proposed.

This research investigated the statistical predictive power of organisational commitments for academics' teaching approaches. Participants were 268 academics working in six elite universities in Beijing, mainland China. Results showed that academics' organisational commitments as measured by the Organisational Commitment Inventory significantly predicted their teaching approaches as assessed by the Approaches to Teaching Inventory--beyond gender, age, taught academic discipline, academic rank and type of institution. Limitations and theoretical contributions of the study are noted; and practical implications of the findings are discussed in relation to academics and university senior managers.

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This research aimed at identifying the statistically predictive relationship of personality traits to teaching approaches. The NEO Five-Factor Inventory and the Approaches to Teaching Inventory were administered to 268 academics from six elite universities in mainland China. Results showed that personality traits significantly contributed to teaching approaches beyond gender, type of institution, and taught academic discipline. Specifically, as expected, openness was beneficial to the conceptual-change teaching approach, whereas neuroticism was conducive to the information-transmission teaching approach. Furthermore, extraversion was related to the conceptual-change teaching approach, whereas agreeableness was associated with the information-transmission teaching approach. Implications of these findings are discussed with respect to academics and university senior managers.

To overcome the major weakness in the response format of the Defense Mechanisms Inventory and to use the information most relevant to the population concerned in the present study, an alternative form of the Defense Mechanisms Inventory (DMI-AF) was designed. The 80 Likert-scaled items in the inventory were tested among 385 university students in mainland China. Good psychometric data were obtained for the DMI-AF. Although no age difference was found in any of the defense styles, statistically significant differences were discovered in particular defense styles based on gender, academic discipline and social desirability. Both similarities and differences were identified between the present findings and the past findings obtained through using the 200-item Likert-scaled DMI and the 200-item forced-choice DMI. Limitations, significance and practical implications for university education are discussed.

This study explores how students' thinking styles are related to their university self-efficacy, by administering the Thinking Styles Inventory-Revised II and the University Self-Efficacy Scale to 366 deaf or hard-of-hearing (DHH) and 467 hearing university students in mainland China. Results showed that, among all participants, those with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher levels of university self-efficacy. At the same time, DHH students with Type II styles (i.e., more norm-favoring, more structured, and cognitively more simplistic) had lower levels of university self-efficacy. The contributions, limitations, and implications of the present research are discussed.

This research pioneered the investigation of the predictive power of organisational commitments for academics' teaching styles. Participants were 370 faculty members from 15 higher educational institutions in Beijing, the People's Republic of China. Results showed that academics' organisational commitments as measured by the Organisational Commitment Inventory statistically significantly predicted their teaching styles as assessed by the Thinking Styles in Teaching Inventory over and above their gender, age, taught academic discipline and academic rank. Practical implications of the findings are proposed for academics and for university senior managers.

This study investigated the extent to which learning approaches can be accounted for by personal factors (i.e., demographics, ability, and personality). The participants were 443 students in a university in mainland China. The Revised Two-factor Study Process Questionnaire, the NEO Five-Factor Inventory-3, and the short form of Raven's Advanced Progress Matrices were respectively applied to test students' learning approaches, personality, and ability. The results of correlations and structural equation modeling indicated that male students were more likely to be deep learners than female students; relative to Year-one students, Year-three students were more likely to use the surface learning approach and less likely to use the deep learning approach. Openness to experience and conscientiousness had strong positive effects on the deep learning approach. Neuroticism had positive effect, whereas conscientiousness had negative effect on the surface learning approach. Approximately 44 % of the variance in the deep learning approach and approximately 18 % of the variance in the surface learning approach could be explained by the three personal factors. Personality was the strongest predictor of learning approaches, whereas ability was the weakest predictor. The implications of the results were discussed.

For long, the research-teaching nexus has maintained the interest of the scholarly community. The present study introduced a process variable--teaching styles--into the investigation of the association between research and teaching. The study adopted a predominantly quantitative-driven, mixed research method design, with a questionnaire survey supplemented by insiders' views. Three hundred and fifty-four academics from 15 institutions in Beijing, P. R. China, responded to the "Thinking Styles in Teaching Inventory" and reported their research publications for 3 years. The quantitative findings suggested that after key demographics and contextual factors were controlled for, teaching styles were related to research productivity largely in the anticipated directions. Subsequently, four additional academics who met the criteria of possessing expertise in teaching styles and of having experiences as academics in China were invited to explain the quantitative findings concerning the relationships between specific teaching styles and particular types of publications. It was concluded that although the magnitude of the relationship between teaching and research is rather small, the research-teaching nexus does exist. Theoretical significance is discussed and practical implications of the findings are proposed for academics and for university senior managers.

Intellectual styles refer to people's preferred ways of processing information and dealing with tasks. Individuals who have a propensity for using a wide range of styles--always including creativity-generating styles--are said to possess successful intellectual styles. The author argues that teachers should and can encourage creativity among students by cultivating successful intellectual styles. To make this argument, the author first presents two main controversial issues over the nature of intellectual styles: style value and style malleability. She then cites research evidence revealing that creativity-generating intellectual styles are more adaptive than are norm-favoring styles; that the positive growth in some domains of student learning and development calls for successful intellectual styles; and that styles can be developed. Following this, the author points out the limitations of the existing research and suggests ways to overcome the limitations. Finally, the author proposes strategies that teachers could use in promoting creativity through fostering successful intellectual styles among students.

This study explores how university students' thinking styles changed over a single academic year by twice administering the Thinking Styles Inventory-Revised II to 256 deaf or hard-of-hearing (DHH) students and 286 hearing students from art and design academic disciplines in China. Results showed that after having studied at the university for one academic year, hearing students showed increased use of Type I thinking styles (more creativity generated, less structured, and more complex) and less use of Type II thinking styles (more norm favoring, more structured, and more simplistic), whereas DHH students demonstrated increased use of both Type I and Type II thinking styles. Moreover, students' changes in thinking styles differed across university class levels. The contributions, limitations, and implications of the present research are discussed.

The present study examined the association between students' perceived general learning environment and their thinking styles (a specific term for "intellectual styles"). Seven hundred and fifty-two undergraduates in Shanghai responded to the Thinking Style Inventory-Revised II and the Inventory of Students' Perceived Learning Environment. Results indicated that students' perceived learning environment statistically predicted their thinking styles beyond gender, grade, major, and socio-economic status. Specifically, constructivist-oriented teaching, as well as peer morale and identities, were mainly associated with thinking styles that are characterised by cognitive complexity, nonconformity, autonomy and low degrees of structure (known as Type I styles), while clear goals and coherence of curricula mainly statistically predicted thinking styles that are characterised by cognitive simplicity, conformity, authority, and high degrees of structure (known as Type II styles). Student-student cooperation, the nature of assessment and assignments and learning facilities also statistically contributed to thinking styles to varying extents. The implications and limitations of the present findings are discussed.

The present study pioneered in adopting test accommodations to validate the Thinking Styles Inventory-Revised II (TSI-R2; Sternberg, Wagner, & Zhang, 2007) among Chinese university students with hearing impairment. A series of three studies were conducted that drew their samples from the same two universities, in which accommodating test directions (N = 213), combining test directions with language accommodations from students' perspectives (N = 366), and integrating test directions with language accommodations from teachers' perspectives (N = 129) were used. The accommodated TSI-R2 generally indicated acceptable internal scale reliabilities and factorial validity for Chinese university students with hearing loss. Limitations in relation to the study participants are discussed, as well as test accommodations and the significance and implications of the study.

Background: Intellectual style, an encompassing term for such constructs as learning style, teaching style, teaching approach, and thinking style, refers to one's preferred way of processing information. For the past several decades, whether or not there is a need for a match between teachers' teaching styles and students' learning styles has been the focal point for debate among researchers, educators, and the general public. Aims: The preliminary objective of this research was to investigate the psychometric properties of the Preferred Teaching Approach Inventory (PTAI). The research's primary objective was to re-examine the concept of "style match" through testing the predictive power of students' thinking styles for their preferred teaching approaches. Samples: Data were collected from two samples of university students, one each from Shanghai, mainland China ("N" = 236), and Hong Kong ('N" = 123). Methods: Participants provided the required demographic information and responded to two self-report inventories: the Thinking Styles Inventory-Revised II and the PTAI. Results: Acceptable reliability and good validity were found for the PTAI. All of the eight multiple regressions indicated that students' thinking styles significantly contributed to their preferences for teachers' teaching approaches. These contributions varied by gender among the Shanghai students and by academic discipline among the Hong Kong students. Conclusions: Students, especially Shanghai female students and Hong Kong natural science students, are open to teaching approaches that do not precisely match their thinking styles. The concept of "style match" requires new understanding. Findings have implications for research and education. (Contains 2 tables and 2 footnotes.)

This study explores how psychosocial development and personality traits are related. In particular, the study investigates the predictive power of the successful resolution of the Eriksonian psychosocial crises for the Big Five personality traits beyond age and gender. Four hundred university students in mainland China responded to the Measures of Psychosocial Development and to the NEO Five-Factor Inventory. Results indicate that the successful resolution of particular Eriksonian crises reversely predicted neuroticism, but positively predicted extraversion, openness, agreeableness, and conscientiousness. The amounts of these contributions went substantially beyond what was predicted by age and gender. Implications of the findings are discussed in relation to research and university education. (Contains 3 tables.)

This research had two objectives. The first was to determine the reliability and validity of the multifaceted assessment of creativity (MAC) for evaluating Hong Kong university students' conceptions of creativity. The second was to establish if the theory-practice and gender gaps discovered among mainland Chinese university students would be replicated. The theoretical foundation for the MAC is the investment theory of creativity. Participants were 156 university students in Hong Kong. Results showed that Hong Kong university students' conceptions of creativity fit well with the six resources for creativity measured by the MAC: intelligence, knowledge, intellectual style, personality, motivation and environment. The present data not only confirmed the theory-practice and gender discrepancies previously found among mainland Chinese university students, but also revealed an additional gap -- a theory-practice gap found only in participants' evaluation of female school students. Implications are discussed for research and for the psychology of teaching and learning.

Objective To investigate the risk factors for neonatal asphyxia in Hubei Enshi Tujia and Miao Autonomous Prefecture and establish a nomogram model for predicting the risk of neonatal asphyxia. Methods A retrospective study was conducted with 613 cases of neonatal asphyxia treated in 20 cooperative hospitals in Enshi Tujia and Miao Autonomous Prefecture from January to December 2019 as the asphyxia group, and 988 randomly selected non-asphyxia neonates born and admitted to the neonatology department of these hospitals during the same period as the control group. Univariate and multivariate analyses were used to identify risk factors for neonatal asphyxia. R software (4.2.2) was used to establish a nomogram model. Receiver operator characteristic curve, calibration curve, and decision curve analysis were used to assess the discrimination, calibration, and clinical usefulness of the model for predicting the risk of neonatal asphyxia, respectively. Results Multivariate logistic regression analysis showed that minority (Tujia), male sex, premature birth, congenital malformations, abnormal fetal position, intrauterine distress, maternal occupation as a farmer, education level below high school, fewer than 9 prenatal check-ups, threatened abortion, abnormal umbilical cord, abnormal amniotic fluid, placenta previa, abruptio placentae, emergency caesarean section, and assisted delivery were independent risk factors for neonatal asphyxia (P<0.05). The area under the curve of the model for predicting the risk of neonatal asphyxia based on these risk factors was 0.748 (95%CI: 0.723-0.772). The calibration curve indicated high accuracy of the model for predicting the risk of neonatal asphyxia. The decision curve analysis showed that the model could provide a higher net benefit for neonates at risk of asphyxia. Conclusions The risk factors for neonatal asphyxia in Hubei Enshi Tujia and Miao Autonomous Prefecture are multifactorial, and the nomogram model based on these factors has good value in predicting the risk of neonatal asphyxia, which can help clinicians identify neonates at high risk of asphyxia early, and reduce the incidence of neonatal asphyxia. [ABSTRACT FROM AUTHOR]

The primary objective of this study was to examine the predictive power of personality traits for occupational stress among Chinese university academics. Two hundred and forty-six participants responded to the NEO Five-Factor Inventory and the Occupational Stress Inventory-Revised. Results indicated that the strongest predictor for occupational stress is neuroticism, with those higher on neuroticism being more vulnerable to role overload and psychological strain. An equally important predictor is conscientiousness, with academics higher on conscientiousness reporting more frequent use of adaptive coping strategy and less susceptible to the feeling of role insufficiency. Extraversion and openness contributed modestly to occupational stress, while agreeableness was the least important factor in occupational stress. Implications of these findings are discussed concerning faculty members and university senior managers. (Contains 3 tables.)