Abstract
The primary objective of the present research was to explore the statistical predictive power of thinking styles in coping strategies beyond demographic factors. One hundred and forty-eight mainland postgraduate students were administered to the Thinking Styles Inventory-Revised II (TSI-R2) and the Coping Orientation to Problems Experienced (COPE) Revised. Results indicated that Type I thinking styles primarily predicted adaptive coping strategies, while Type II thinking styles positively contributed to maladaptive coping strategies. Results in the present research were largely in the expected directions beyond the influence of demographic factors. Furthermore, thinking styles varied as a function of age, gender, gender-role orientation, and marital status. Implications for postgraduate students, academics, university administrators, and the limitations of the research, are discussed.
Highlights
With the internationalization of higher education, a growing number of mainland postgraduate students have been attracted to Hong Kong and taken up the largest proportion of nonlocal students
This study examined the influential roles of demographic factors in thinking styles and the predictive role of thinking styles for coping strategies with the control of demographic factors among mainland postgraduate students
The first primary objective concerned the influential roles of demographic factors on thinking styles
Summary
With the internationalization of higher education, a growing number of mainland postgraduate students have been attracted to Hong Kong and taken up the largest proportion of nonlocal students. Of non-local postgraduate students, 5,831 mainland postgraduate students occupied the largest proportion of 83.5% (University Grants Committee, 2020). Previous studies reported that these students face high levels of stressors in fields of acculturation (Bhowmik et al, 2018), academic sojourn (Brown and Holloway, 2008), and psychological stress (Yu et al, 2019). These are harmful to their emotional, psychosocial, psychological aspects, and academic performance (Demes and Geeraert, 2015; Tummala-Narra et al, 2016). To cope with these stressful situations, coping strategies are of great significance to these specific cohorts of students
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