How to Improve Grit Among Deaf or Hard of Hearing Students: The Effect of Thinking Style
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View abstract on PubMed
Summary
This summary is machine-generated.Students with Type I thinking styles, characterized by creativity and complexity, demonstrated higher grit levels. This finding is significant for supporting deaf and hard-of-hearing students in higher education.
Area Of Science
- Psychology
- Educational Psychology
- Cognitive Science
Background
- Grit, a crucial factor for academic success, is influenced by cognitive processes.
- Understanding the relationship between thinking styles and grit is vital for student support.
- Deaf and hard-of-hearing (DHH) students may face unique challenges impacting their perseverance.
Purpose Of The Study
- To investigate the association between diverse thinking styles and grit in university students.
- To compare these associations between deaf or hard-of-hearing (DHH) and hearing students.
- To identify potential protective factors for DHH students' academic perseverance.
Main Methods
- Cross-sectional study design with data collected over two weeks.
- Utilized the Thinking Styles Inventory-Revised II and the Grit Scale.
- Employed Confirmatory Factor Analysis (CFA), MANOVA, hierarchical multiple regression, and multi-group analysis with 365 DHH and 443 hearing students in mainland China.
Main Results
- Students exhibiting Type I thinking styles (creative, less structured, cognitively complex) showed significantly higher grit levels.
- These associations were consistent across both DHH and hearing student groups, with large effect sizes.
- No significant differences were found in the relationship patterns between the two groups.
Conclusions
- Type I thinking styles are positively associated with grit in both DHH and hearing university students.
- These findings suggest that fostering creative and complex thinking can enhance student grit.
- Interventions targeting thinking styles may help mitigate psychological pressure and support DHH students' academic and rehabilitation needs.
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