conducted. First, we need to go beyond cross-sectional studies. That is, longitudinal studies are required to capture the socialization process of people's thinking styles. Second, we need to go beyond quantitative investigations. That is, much qualitative work needs to be done. A true understanding of a theoretical construct requires both quantification and a deep understanding of what goes through people's minds.
Ahmed, S. M. S., Valliant, P. M., & Swindle, D. (1985). Psychometric properties of Coopersmith Self-Esteem Inventory. Perceptual and Motor Skills, 61, 1235–1241.
Albaili, M. A. (1995). An Arabic version of the Study Process Questionnaire: Reliability and validity. Psychological Reports, 77 (3), 1083–1089.
Allen, G. L., Woodard, E. A., Jones, R. J., Terranova, M., & Morgan, B. B. (1990). Measures of learning rate and scholastic aptitude as predictors of performance in training-oriented academic courses. The Journal of General Psychology, 117 (3), 277–293.
Allen, W. R. (1992). The color of success: African-American college student outcomes at predominantly White and historically Black public colleges and universities. Harvard Educational Review, 62 (1), 26–44.
Astin, A. W. (1989). Student involvement: A developmental theory for higher education. In G. D. Kuh, J. B. Bean, D. Hossler, & F. K. Stage (Eds.), ASHE reader on college students (pp. 226–236). Needham Heights, MA: Ginn Press.
Biggs, J. B. (1987). Student approaches to learning and studying. Hawthorn, Australia: Australian Council for Educational Research.
Biggs, J. B. (1990, July). Asian students' approaches to learning: Implications for teaching overseas students. Paper presented at the Eighth Australian Leaning and Language Conference, Queensland University of Technology.
Biggs, J. B. (1992). Why and how do Hong Kong students learn? Using the Learning and Study Process Questionnaires (Education Paper No. 14). Hong Kong: The University of Hong Kong, Faculty of Education.
Biggs, J. B. (1995). Learning in the classroom. In J. Biggs and D. Watkins (Eds.), Classroom learning: Educational psychology for the Asian teacher (pp. 147–166). Singapore: Prentice-Hall.
Bishop-Clark, C. (1995). Cognitive style, personality, and computer programming. Computers in Human Behavior, 11 (2), 241–260.
Bolen, L. M., Wurm, T. R., & Hall, C. W. (1994). Factorial structure of the Study Process Questionnaire. Psychological Reports, 75 (3), 1235–1241.
Bosacki, S., Innerd, W., & Towson, S. (1997). Field independence-dependence and self-esteem in preadolescents: Does gender make a difference? Journal of Youth and Adolecence, 26 (6) 691–703.
Buss, A., & Durkee, A. (1957). An inventory for assessing different kinds of hostility. Journal of Consulting Psychology, 21, 343–349.
Carter, G., & Jones, M. G. (1994). Relationship between ability-paired interactions and the development of fifth graders' concepts of balance. Journal of Research in Science Teaching, 31 (8), 847–856.