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Individual differences in thinking style and dealing with contradiction: The mediating role of mixed emotions.

ABSTRACT: The present research examined how individuals' thinking style (holistic vs. analytic) is associated with the way they deal with contradictory information and whether experiencing mixed emotions can mediate this relationship. Participants first completed the thinking style measure and then were exposed to two contradictory pieces of information (Studies 1 and 2). In study 2, we also measured the experience of mixed emotions to test the mediating role of this variable. Across two studies, we found that individuals with a holistic thinking style were more able to reconcile contradictory information compared to individuals with an analytic thinking style. Study 2 showed that the relationship between thinking style and dealing with contradiction was mediated by the experience of mixed emotions. This research extends previous findings on confrontation of contradiction and mixed emotions by using an individual-differences rather than a cultural-differences approach, and establishes mixed emotions as a plausible mediating variable.

SUBMITTER: Santos D

PROVIDER: S-EPMC8462706 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Individual differences in thinking style and dealing with contradiction: The mediating role of mixed emotions.

Santos David D Requero Blanca B Martín-Fernández Manuel M

PloS one 20210924 9

The present research examined how individuals' thinking style (holistic vs. analytic) is associated with the way they deal with contradictory information and whether experiencing mixed emotions can mediate this relationship. Participants first completed the thinking style measure and then were exposed to two contradictory pieces of information (Studies 1 and 2). In study 2, we also measured the experience of mixed emotions to test the mediating role of this variable. Across two studies, we found ...[more]

PMID: 34559841

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Project description:Metacognition, otherwise known as 'thinking about one's thinking,' leads to greater academic success and is foundational. Given this importance, metacognitive behaviors need to be developed within early years contexts to provide young children the opportunity to practice these behaviors and receive feedback. However, literature continues to focus on the development of metacognition in later grades. This mixed methods study explored metacognition in eight Kindergarten classrooms. Participants included eight Kindergarten teachers, six early childhood educators (ECEs), and 80 students. Data collection was conducted at two time periods separated by 12 weeks. Data collection included the Children's Independent Learning Development (CHILD) measure, semi-structured interviews, and classroom observations. The quantitative data from the CHILD were analyzed using a paired samples t-test in SPSS. All qualitative data were analyzed thematically. Qualitatively, three themes were identified: (1) Conceptualization of metacognition, (2) Barriers to developing metacognition, and (3) Operationalization of strategies to facilitate metacognitive development. Evidence demonstrated that participants had incomplete conceptualizations of metacognition. Some articulated simple understandings by reporting the literal translation and were unable to articulate more fulsome conceptions. However, some teachers had more developed conceptions of metacognition that included different facets such as planning and reflective thinking. All participants were forthcoming with identifying ways in which they struggled with implementing metacognitive practices or encouraging the development of metacognition. These barriers included large classroom sizes, developmental readiness, and wide student ability. Despite having an incomplete understanding of metacognition, early years educators were trying a variety of different strategies to help promote metacognitive thinking within their Kindergarten classrooms. Surprisingly, teacher ratings using the CHILD did not change significantly from Time 1 (M = 1.88, SD = 0.744) to Time 2 (M = 1.85, SD = 0.66), t (72) = 0.72, p > 0.05. A similar trend was observed for ECE ratings using the CHILD as they did not change significantly from Time 1 (M = 1.89, SD = 0.70) to Time 2 (M = 1.80, SD = 0.79), t (52) = 1.36, p > 0.05. This research highlights empirical practices that Kindergarten educators can use to help facilitate metacognitive thinking. Furthermore, it identifies a need to better support Kindergarten educators by integrating practices aimed at developing metacognitive thinking in their students through explicit examples of strategies.

Dataset Information

Individual differences in thinking style and dealing with contradiction: The mediating role of mixed emotions.

Publications

Individual differences in thinking style and dealing with contradiction: The mediating role of mixed emotions.

Similar Datasets

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