Revisiting the predictive power of thinking styles for academic performance

Revisiting the predictive power of thinking styles for academic performance

• Zhang, Lifang Faculty of Education, University of Hong Kong

Journal of Psychology, 138(4), 351-370, 2004

Heldref Publications

2004

• C Psychology & Learning

Students Thought & Thinking Academic Achievement Psychology Abilities Thinking Styles

• 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

• 10.3200/JRLP.138.4.351-370

https://bibliography.lib.eduhk.hk/en/bibs/1f7b0733

2010-09-27