28th International Congress of Psychology August 8 ... - U-netSURF

evised Writing Skills Self-efficacy Scale with a sample of high school students (N=505), ranging
in age from 14 to 21 years, in Chinese Mainland. After a series of work such as translating,
preliminary measuring, modifying, and examining of reliability and validity, we got a reasonable
revised scale. Results indicated that a modified two-factor model had a better overall fit to the data
than the two-factor model reported by Pajares, Hartley, and Valiante (2001) with a sample of
middle school students in the USA.
3028.27 The affection of the college students’ personality traits on their academic help-seeking
behaviors, Dongmei Jin 1 , Qingmao Meng 2 , 1 Beijing Industry and Business University, Beijing,
China; 2 Beijing Normal University, China.
In Study 1, a questionnaire of the college students’ academic help-seeking behaviors was
developed, in which the behaviors were divided into instrumental, executive and avoidance of
academic help-seeking behaviors. Confirmatory-factor-analysis (N=723) indicated the
three-factor-model fitted well. In Study 2, the affection of the college students’ personality traits
on their academic help-seeking behaviors was explored. Through the stepwise selection regression
of the big five personality traits on the academic help-seeking behaviors, attractiveness,
responsibility and extroversion are the personality factors to significantly affect the instrumental
and avoidance of behaviors. Responsibility is the single personality factor to significantly affect
the executive behaviors.
3028.28 Thinking styles on graduate students at the Universidad Nacional Mayor de San Marcos,
Ana Esther Delgado, Luis Miguel Escurra, Universidad Nacional Mayor de San Marcos, Peru
This study tries to compare the thinking styles of Graduate Students at San Marcos University, a
public college located on Lima Peru. The comparisons were made considering students from five
fields of interest: Sciences, Health, Engineering, Economy, and Humanities. The participants were
334 graduate students who were evaluated using Sternberg-Wagner Thinking Styles Inventory.
The comparisons were made considering the types of styles related to function, forms, levels,
scope, and related learning styles. It was found differences only on scope (internal and external).
3028.29 Association between “implicit rules of classroom discussions” and children’s perception
of how teacher and peers perceive their question-asking, Shunichi Maruno, Kazuo Kato, Kyushu
University, Japan
This study investigated how "implicit rules of classroom discussions (IRCD)" (which children are
assumed to hold implicitly and were empirically shown to inhibit their discussion behaviors) are
related to children's perception of how teacher and peers perceive their question-asking in
elementary through high schools. 1221 children (4th to 12th graders) responded to a questionnaire,
including the "Implicit Rules of Classroom Discussions" Scale (Maruno & Kato, 2002) and 3
types of questions on children's perception of others' perception. Results suggested that those two
factors are related in the theoretically meaningful ways through 4th to 12 grades. Its educational
implications were discussed.
3028.30 Teacher’s scaffolding and development of discussion behaviors in Japanese children,
Kazuo Kato, Shunichi Maruno, Kyushu University, JP
This study investigated (1) teacher's scaffolding behaviors for children's question-asking in
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