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9 +,*- /*#)( / '% ` )#%@)#%)#) /# A# & ).(83 +, ( L. 6 :Hierarchic Style %.D L #$ $. :' 8 5 #$ M- 1 /. 64 8& A. : < 8.. ( +&4 8 % :- 8 :"3 :3 :4 = :M (&) :&' N. 2-/& 3 #$ 3 5 :>.2-/ 6 34 "3 G $) 1<E L:Monarchic Style % % &M 8) (54 :- < 86= A :. : 6 4) :&' 8:3 : 8a/ 2-/&.#3-6& +&4 8& b (&. :&' :@ $) :Oligarchic Style % %. ' :- R # 8 ) : 3 :4$ &5) : &4 -. : 86= < A :. : - 82-/& '.'5 3 ) : 8:// 8: 37 $) 1<E L :Anarchic Style 83 %.C #$ :=/4 8 ) : &; 62; : :4$ 1 0$ (L 8' R $. 82-/&. "3 :- 85 #$ :$ :// 8-& :(G )%G). A & )G :3 37 $) 1<E L :Internal Style #&; (&).D :&' 8#&; >- :> :" 84 < 52 #$ 6 #$ = -@ ; (&) N@ :4 :;Q #4.# ; ( L. L :External Style # ; (&). 6 : 8 3< +, :& :&' 37

10 DB : 52 M-. #4 80 # BD 83 8Grigorenko &Sternberg, 1995,.^ ;/). (DBU] 8BBS 8/. 8D] UDF #& - "3 $ - (. Zhang, 2006 Z3 > ' : 4 2M +, &4 +&4 6 8Pc 1 :' :< 8#/) -& ( ) ' $ 3 : M-.. (# 8# 8# 8#- +&4 6 M-. * 1 :' ::5 8#& 8N@3) - (. ' #$ : +3..(#-& 8"$ 8#&5)) /4 2M - (. : # 6/ :55 :" ( )?@ N@ : ^ ;/) (# ; 8#&; 8N'. G& +&4 d1 3 : :4 2- : ^= L; : M-. H :- :. :- 8- (. * T' '. &; (. 8;Q :4 G&' (&. 8GL;/ 8G3 " 8 && $ 8 5 2; 8G : & GE 8G3?/? G3 G@ GE.- (. #$ ME # = 6 9 _ 3 :. +, $ 'K _ 3 :. +, Zhang& Sternberg, 2005 J3 b3> / $ M :6/ - (. #$ ME 6 : 4." 8& 8 3) e : 4 J3 "3 > - UDB 8BD 8G 8XUC 8BBS 8/.) 8(Sternberg.1997.pp ,) : 3 (DD. 3 ; #$ 2' # ( ) UD.$ &. ( ) : 6$ :- 3 U. 2; &; ( ) U. 5 & :- ( ) UC

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13 +,*- /*#)( / '% D.34 3 :;Q > 3 / 6.G L ; 5 +&4 >- ^3 Marigold, Holmes. Ross, > :: 6- /K :3 N@ $) :. ) L :' :;Q (3 : 9$ _/ 52& &;. 5 & : #$ & :. :(Tokinan & Bilen, 2010)&% &: J ^ ; - 8 & #$ ME 8L;/& 4. # 5 L ; < 8 5E 8G. #$ 1 3 $) $ 8- M N@ $) 3 8 -) L. M-. 6& J 3, +&4 : 5 83 M <2.2-/& : : : : 52 +, $ # (Elisabetta, 2013) > 8 c : (2 83 : 6- - (. ; 8: : (DB) 34 A& : Z= 3 ) &L 8D`` J3 = (&) :# +&4 - : 6- : 524.# 8#-& 8#= ' 8N@3 8#/ : 52 $ :(+,*+) K L8% F (DD]) 4 y& 34 +&4. 8@ - (. : ) ; 8=> 8$ (. (S) , - (. 4 : Z= 3 ) : *$ < 8@ - (. : 524.@ - (. :: 6- ^L; (

14 DC - (. : 52 +, Zhang 2001 Z3 > $ (S`C) : (2 8- ( ) J3 ; 8y3- Z3 : 524 : Z= 3 ) &L.@ - (2 # (2 :. 8@ - (. 8#= ' 8#/) : - ( 7 #';3 - ( ';3 (2 > 3 ( 8#.("$ 8#& 8N@3) : : - (. 1 L +, $ (+,*+) L1: 83) & H - "3 1' #$ = / 83 3K & &- : (DDSC) : Z= 3. +, &L.3 J3 ; ( ) : #$ 8#-& M #& M "$ (&) P/ :.# ; $ # $ #/ (&) :# 4/ : (. :3 (+,*+) : F &- (2 H # 6L # -) ^L; & (. : 6- - (. : 52 : +, $ 8:> # 6L # -) ^L; & (. - (. = 5 ; 8 &- #$ (D]`) : ) &L.- & (. = 5 8D`` 3 J3 - (. 9 : = L, 524 : Z= 3 8# ;) 34 H &' - (. 8& (. : = L, 524 Z= 3 ". - 8 (#/ 8#.# 6L (# ; 8# 8 8#/) - ( (. 1 L +, (+,,M) 10-3 & H & ( 7 &/ H. : (DSFB) : (. = 5 ; 8 LL; 0

15 +,*- /*#)( / '% DX : Z= 3& &L.> 3K. 8J3 : 524 8# - & 4/ ( ) M-. 8 & (. H : 8& (. - (. H& & (. - (. #$ = L, *$.# #$ & : * $ +,,+ / F 34 A& 8 & 83 NA d - (. &L.v3 "3 *$ A & :. (D`X) -@ : = L, *$ _ 3 < :Q Z= 3 +, (&) 1 3M #$, / - (. 6- #$ 3K T L = L, *$ _ 3 :7 Z= 3 ". #/.-@ +, :(BB) Bernardo & et al :;\ 3 $ 8:3& (2 H # -) 6L - (. : 52 :4 /- Manila, # (2 : z (C`) : 3 3-6L +, $ 'K 8- (. = 5 &4 De la Salle (. : 6 ( +, &L 8 # 6L (#&; 8N' 8# 8"$ 8#- 8N@3) -.# (. : 52 +, :(+,,+) %/ 10 8P3 # ^L; 6M A : 4 # 6L - &4 * L3 z (CBS) : &L 8"& L" 3 J3 - (. = 5 :- (. +&4 # ^L;& M7 : Z= 3 ) 8# 8"$ 8# 8+&- 8#- 8N@3 8#/ (&) *& $ < 4 8# ; 8#&; 8N' 8#-& +&- #/ (&) : 6- : z = L, 6 ( 8+&5) # (&) z = L, 6 ( 8# 6L 0 6L H;) ( ) : 4 # 6L.#

16 DF : 52 :4 /- +, $ # :(Zhang, 2002) Z3 > : # 6L (. 8J3 - (. = 5 ; 8 (D) : = L, 524 : Z= 3 ) &L ( # ) - (. # -) 6L."$ - (&. 0 = L, +, $ :(BBD) : ' 8: ' 8&; & 6 #$ (2 : 34 H = / - (. = 5 ; 8 3 M (2 : ) &L J3 - (. - (.) 3 M & - (. M-. : Z= 3 - (. #$ 2; " 8( U#&U#- N@3.^L; 2; & - (. +, $ # Chen, 2001 :/ = 5 ; 8:L (2 H = &' : Z= 3 ) &L 8- (. 3 J3 3K H 8#/ #&; (&) (2& - (.. : :..#/ N@3 : <% N% :#& "23 62; : 6L - (. +&4. # &5 UD 4 3 M (2 +&4 3.. : +&4 <, M. 3 #$ : ' 3-3 M & (2 +&4 4 +, &L 3 - (. : 524.@ - (. : 524 6L - ( U +)?@ 9 * : &; 3-8#. -& +&4 43 :

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18 D] (D) 6 J3 - ( = 5 $ 0> : : FB 8CS 8C 8D 8] # X 8CB 8S 8DC 8D #/ FD 8C] 8X 8 8` #-& XC 8CD 8] 8DX 8 N@3 F 8C` 8F 8 8DB #&5) XX 8C 8` 8DF 8 #- F 8XB 8S 8C 8DD N' XF 8C 8B 8DS 8C # FC 8XD 8] 8X 8D #&; XS 8CC 8D 8D] 8X +& FX 8X 8` 8F 8D # ; X] 8CX 8 8D` 8F X` 8CF 8 8B 8S "$ 5L : * 3) L #$ = 5 :K N : < 6 ( 4 & #&; * < 62; : #&; * :4 Z= 3 /- 8#4 & &-.4 & /. 65 : 5L : * $ L #$ =.. = #$ *L : +&4 &L BBS :% N (. = ; : _@ * :809 N = 3 = 1 '4. : 4 +&4 : O * 3 +&4 &L 8 & 3& ; =& 2 *L H : * _@ 8% DBB :%`B (S) : < (X) 6= :- : 5 :- & $. & N " *L * _@ M 6 ( 3) L #$ = 5 :K 5 } 3- / 6 ( _@ 4 ;2 M 6 ( #$ M 5 9 (XB) : 3-42< 34 +&4 } 3- : M 2 +&4 &L 6 )

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21 +,*- /*#)( / '% D $. 8 5 #$ M- 1 /. 64 : R +&4 $) : 5 :> 8& A. : < '.3 M7 6 >> - #$ ( )?@ 6M P/ :c$ 6 G. +&4 0 * -@ = / - ( 7$ 8- (. #$ $ M =.? G 4 0 $ M ( % ;) ( +&4 6L :- -& 0 3 G37 N' #- # (&) :, 6; 0 6; : = ) $ M :&< ' 0 6 :&' # (&) ( L. 6 6L :&' :$ _@ -4 1<E :- 6L & #- (&) ;) #$ 1 M 8' A /) 6& :;Q +&4 - +, 6 ( L.._@ #, :&< : 0 => * 8(BD 83) : 6-0 Z= 3?@ * ( % (2 6' +, &L # (BD 8) # ; (&) 6 &$ (# 8# ; N@3) # +&4 (. 1 M - M M # (&) 3 M 0 >- #$ (N@3 UU#&5<U#-&) - : ( % ( 1 M 8# 3 ; 0 * 8 (#&U#&;U # U#- UN' "$ ) &;.# (&) 4/ ( ) M-. :. ". # (BBS) 5 (&. :&' (2 :7 /. # (Chen, 2001) : 6-0 6$3 0 &- $2; &; - 8(N@3 8#/ #&;) - 8"$ (&)) #& 4/ ( ) M-. :. +, &L # (BD) # 4/ ( ) (#-& (&) 8#& (&) 0 => * 8(# ; (&) 8# (&) 8#/ (&)) (2 4/ ( ) M-. :. -. # (BBD) : ' Z= 3 : 2;< H> 8 8#& 8#- 8N@3 N3 M - (. :. +, J3?-@ +,

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27 +,*- /*#)( / '% S ( : ( )@ 524 (J3) - (. :(+,*+) # '# L7 3 L ; (2 : 34 "3 &.J 8F 83 &4 #$ 4 8.L '3 8 8@ 6 :(+,,-) 8 L 9 8O & & H - (. :(+,*+) &R L%> 83 &4 & & 8 L & 6 <.#3 M 8/ & #$ 6M - (. 9 : 52 :(+,,-) L 8C 83 & L & 8#4K - +&4.CUD 84 < ; 4 < ; 5 :(+,,,) N / L 8. $ 83-K 86 ) & 8 & H - (. :(+,,+) L/.* 8A () 8: 4.* "3 :#$ 3 &4 :(+,,-) &:# L'.0> /3& L "3 8- ( :(+,,S) % ' L.(- 4 * -& 2-/ :(+,,-) J1 &" L4/ 8*> 5> &- 83 & 8Z 6> # "3 6" #$.DDUF` 8(DC) 8D #3 1 -@ : 6- : 52& #= 3 J@3 :(+,*U) T L: H #3 :) / E3 #$ 4 < 3 8@ UXD 8#3 M & 8(`C) 8 3 &- & 8 &.]X & (. : (. :(+,*+) L: 8 &- (2 H # 6L # -) ^L; : M & 8 &- & & 8:>.#3 M 8:/

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ernardo, A., Zhang, Li.& Callueng, C. (2002). Thinking Styles and Academic Achievement Among Filipino Students. The Journal of Genetic Psychology.163, (2), pp

29 +,*- /*#)( / '% ` Chen,H.(2001): Preferred learning styles and predominant thinking styles of Taiwanese students in accounting classes, University of South Dakota, DIS Elisabetta Sagone (2013): Relationships between Resilience, Self- Efficacy, and Thinking Styles in Italian Middle Adolescents. Procedia - Social and Behavioral Sciences. 92.p Grigorenko,E.&Sternberg,R.( 1995): Styles of thinking in the sghool.european Journal for High Ability.,6, Grigorenko, E. & Sternberg, R. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children. 63, pp Marigold, D. C Holmes, John. G.C& Ross, M. (2010): Fostering relationship resilience: An intervention for low selfesteem individuals, journal of Experimental Social Psychology, 46,P Ostrowsky, Michael K. (2010): Are violent people more likely to have low self-esteem or high self-esteem? Aggression and Violent Behavior. 15, (1),69-75 Richter, A, Ridout, N: (2011). Self-esteem moderates affective reactions to briefly presented emotional faces. Journal of research in personality, 45 (3), pp Sternberg, R. (1997). Thinking styles. New York: Cambridge University press. Tokinan,B.O.&Bilen,S.(2010). Self-esteem assessment from development study, Procedia Social and Behavior Sciences,2, Zhang, (2006). Thinking styles and the big five personality traits revisited,,personality and individual differences, 40( 6),

30 B Zhang, L. (2001). Approaches and thinking style in teaching. Journal of Psychology, 135 (.5), PP Zhang, L. (2002). Thinking styles: Their relationship with modes of thinking and academic performance. Educational psychology.22. (.3), pp Zhang, L. & Sternberg, R. (2005). "Three Fold Model of Intellectual Style". Education Psychology Review. 17 (1)

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