Journal Articles
Revisiting the predictive power of thinking styles for academic performance
- Revisiting the predictive power of thinking styles for academic performance
- Journal of Psychology, 138(4), 351-370, 2004
- Heldref Publications
- 2004
-
- Hong Kong
-
- 1997.7 onwards
-
- Secondary Education
- The present study is a further examination of the contributions of thinking styles to academic achievement (see L-F. Zhang, 2001a, 2001b, 2002f; L-F. Zhang & R. J. Stemberg, 1998). Secondary school students in Hong Kong {N = 250; 131 from a Catholic boys' school and 119 from a Protestant girls' school) participated in the study. Students' scores on the Thinking Styles Inventory (R. J. Stemberg & R. K. Wagner, 1992) were used to predict their academic achievement in 16 subjects after age, gender, school class level, and performance on the Stemberg Triarchic Abilities Test (R. I. Stemberg, 1993) were controlled. Results indicated that the use of the hierarchical thinking style significantly contributed to better achievement in the social sciences and humanities and that the use of the judicial style uniquely contributed to better achievement in the natural sciences. The use of the monarchic thinking style significantly predicted students' achievement in design and technology. The results of this study suggest that thinking styles should be taken into account in school settings and that thinking styles that generate creativity should be cultivated in students. [Copyright of Journal of Psychology is the property of Heldref Publications. Full article may be available at the publisher's website: http://dx.doi.org/10.3200/JRLP.138.4.351-370 ]
-
- English
- Journal Articles
-
- 00223980
- https://bibliography.lib.eduhk.hk/en/bibs/1f7b0733
- 2010-09-27
Recent Journal Articles
Towards home-school partnership: Parents’ perspectives on school-based parent activities in childcare centres in Hong KongJournal Articles
Delayed school start time is associated with better sleep, mental health, and life satisfaction among residential high-school students: A prospective studyJournal Articles
Exploring language teacher education through researcher-practitioner co-construction of differentiated instructionJournal Articles
The benefits of PROSPER-based intervention for international preschool teachers in Hong Kong: Evidence from the EASP programJournal Articles
Examining teachers’ behavioural intention of using generative artificial intelligence tools for teaching and learning based on the extended technology acceptance modelJournal Articles
The influence of religious beliefs on bullying and cheating among secondary school students in Hong KongJournal Articles
Examining factors influencing teachers' intentions in implementing inclusive practices in Hong Kong classroomsJournal Articles
The texture of parental experiences with online learning: The interplay of norms, relationships, and emotionsJournal Articles