Revisiting the predictive power of thinking styles for academic performance

The Journal of Psychology
Li-Fang Zhang

Abstract

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. Sternberg, 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. Sternberg & R. K. Wagner, 1992) were used to predict their academic achievement in 16 subjects after age, gender, school class level, and performance on the Sternberg Triarchic Abilities Test (R. J. Sternberg, 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.

References

Feb 1, 1994·Journal of Personality and Social Psychology·C E CutronaD W Russell
Jun 1, 1996·The British Journal of Educational Psychology·D C Kwok, H Lytton
Apr 3, 1999·The Journal of Psychology·L F Zhang
Oct 18, 2000·The Journal of Psychology·L F Zhang, R J Sternberg
Jul 4, 2002·The Journal of Genetic Psychology·Allan B I BernardoCarmelo M Callueng
Jul 4, 2002·The Journal of Genetic Psychology·Li-Fang Zhang
Sep 11, 2002·The Journal of Psychology·Li-Fang Zhang

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Citations

Jun 9, 2010·Psychological Reports·Guo-Hai Chen, David Watkins

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