Collaborative-style preservice teachers score higher on continuous and intentional thinking than avoidant and dependent styles¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Games Howell post hoc analysis showed individuals with collaborative learning style scored significantly higher on continuous and intentional thinking than those with avoidant and dependent learning styles. → Balta 2018

Evidence¶

Balta 2018¶

Balta, E. E. (2018). Reflective Thinking Tendencies and Epistemological Beliefs in Terms of Learning Styles. International Journal of Higher Education, 7(6). https://doi.org/10.5430/ijhe.v7n6p106

q3 · i? · associational · r1

Games Howell post hoc comparisons following the ANOVA in Table 4 (collaborative n=97, avoidant n=33, dependent n=90). The article reports the collaborative group's significantly higher continuous and intentional thinking scores; printed means were 4.19 (collaborative), 3.83 (avoidant), 3.90 (dependent).

"Individuals with collaborative learning style had significantly higher scores from dimension of continuous and intentional thinking than those with avoidant and dependent learning styles."

Discussion¶

Learner Variables¶

Learning-Style Preferences — predictor: learners reporting different styles differed here; not a test of matching instruction to style

Independent-style preservice teachers score higher on open-mindedness than avoidant, collaborative, and competitive styles — related
Avoidant-style preservice teachers hold stronger certainty-of-knowledge beliefs than participant-style peers — related
Preservice teachers' epistemological beliefs differ significantly by learning style in all four dimensions — a broader claim this one bears on
Preservice teachers' reflective thinking tendencies differ statistically by learning style in all seven dimensions — a broader claim this one bears on
Reflective thinking dimensions correlate positively with learning process/expert knowledge, and most correlate positively with learning effort and negatively with innate/fixed ability and certainty of knowledge — related

Page metadata

Field	Value
`type`	`claim`
`id`	`collaborative-style-higher-continuous-thinking`
`title`	`Collaborative-style preservice teachers score higher on continuous and intentional thinking than avoidant and dependent styles`
`description`	`Collaborative-style preservice teachers score higher on continuous and intentional thinking than avoidant and dependent styles`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2018`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-09-26`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `balta-2018`

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