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Thinking styles, decision-making styles, and the need for cognitive closure were measured using established 15-point scales. One-way variance analysis and Scheffe/Tamhane tests identify group sources of differences. Significant disparities emerge across many thinking styles and several decision-making styles, with cognitive closure showing the highest contrast.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the aim of the study?","Question",{"text":62,"@type":63},"To compare Turkish, Uzbek, and Kyrgyz university students regarding their thinking styles, decision-making styles, and need for cognitive closure.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the data collected?",{"text":67,"@type":63},"The study used 15-point versions of thinking styles, decision-making styles, and need for cognitive closure scales.",{"name":69,"@type":60,"acceptedAnswer":70},"What statistical methods were used to locate differences among groups?",{"text":71,"@type":63},"One-way variance analysis was applied, followed by Scheffe and Tamhane T2 tests to identify sources of differences where group effects were 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10.20448/journal.522.2018.44.309.318  \nComparison of the University Students in Turkey and Central Asia with Regards to Their Characteristics of Thinking, Decision Making and Cognitive Closure  \nHasan Yilmaz1   \n1Kyrgyz-Turkish Manas University, Faculty of Literature, Department of Educational Sciences, Kyrgyzstan  \nAbstract  \nThe aim of this study is to compare the Turkish, Uzbek and Kyrgyz university students with regards to their thinking and decision making styles and as well as their cognitive closure. 141 Turkish, 69 Uzbek and 89 Kyrgyz students at the Kyrgyz-Turkish Manas University participated in the study. As the data collection tool, the 15-point version of the thinking styles scale, decision making styles scale and the need for cognitive closure scale were used. The data were examined with the one-way variance analysis and the T2 test of Scheffe and Tamhane was applied to find the source of the difference in groups where a difference was determined. As a result of the study, significant differences were found between the Turkish, Uzbek and Kyrgyz students in 11 of the  \n13 thinking styles and in 3 of the 5 decision making styles. The highest difference in 3 sample groups was found for the need for cognitive closure. The importance of knowing the thinking and decision making styles of different cultures as a prerequisite for intercultural communication and cooperation was highlighted and some recommendations were made on this matter.  \nKeywords: Thinking styles, Decision making styles, Need for cognitive closure.  \nFunding: This study received no specific financial support.  \nCompeting Interests: The author declares that there are no conflicts of interests regarding the publication of this paper.  \nTransparency: The author confirms that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nEthical: This study follows all ethical practices during writing.  \nContents  \n1. Introduction .................................................................................................................................................................................... 310  \n2. Method ............................................................................................................................................................................................. 311  \n3. Findings ........................................................................................................................................................................................... 312  \n4. Discussion........................................................................................................................................................................................ 316  \n5. Limitations and Recommendations............................................................................................................................................ 317  \n6. Conclusion ....................................................................................................................................................................................... 317  \nReferences ............................................................................................................................................................................................ 317  \n1. Introduction  \nTwo basic distinct features and obligation of being a human are thinking and decision making. Either aware or unaware, we think and make decision in every moments of our lives. These decisions may be related to the clothes to put on, the person to marry, the profession or the person to rule a country. Shortly, everything we have and the position we are in right now is the result of the decisions","cbCaitIHXPrGw15Z","https://ap.wps.com/l/cbCaitIHXPrGw15Z","pdf",447984,"English","# Contents\n## 1. Introduction\n## 2. Method\n## 3. Findings\n## 4. Discussion\n## 5. Limitations and Recommendations\n## 6. Conclusion\n## References","[{\"question\":\"What is the aim of the study?\",\"answer\":\"To compare Turkish, Uzbek, and Kyrgyz university students regarding their thinking styles, decision-making styles, and need for cognitive closure.\"},{\"question\":\"How was the data collected?\",\"answer\":\"The study used 15-point versions of thinking styles, decision-making styles, and need for cognitive closure scales.\"},{\"question\":\"What statistical methods were used to locate differences among groups?\",\"answer\":\"One-way variance analysis was applied, followed by Scheffe and Tamhane T2 tests to identify sources of differences where group effects were found.\"}]","Comparison of the University Students in Turkey and Central Asia with Regards to Their Characteristics of Thinking, Decision Making and Cognitive Closure | PDF",1792074889,25]