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Article: Revisiting the predictive power of thinking styles for academic performance

TitleRevisiting the predictive power of thinking styles for academic performance
Authors
KeywordsAbilities
Academic achievement
Thinking styles
Issue Date2004
PublisherHeldref Publications. The Journal's web site is located at http://www.heldref.org/jp.php
Citation
Journal Of Psychology: Interdisciplinary And Applied, 2004, v. 138 n. 4, p. 351-370 How to Cite?
AbstractThe 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.
Persistent Identifierhttp://hdl.handle.net/10722/53494
ISSN
2015 Impact Factor: 1.25
2015 SCImago Journal Rankings: 0.482
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorZhang, LFen_HK
dc.date.accessioned2009-04-03T07:21:27Z-
dc.date.available2009-04-03T07:21:27Z-
dc.date.issued2004en_HK
dc.identifier.citationJournal Of Psychology: Interdisciplinary And Applied, 2004, v. 138 n. 4, p. 351-370en_HK
dc.identifier.issn0022-3980en_HK
dc.identifier.urihttp://hdl.handle.net/10722/53494-
dc.description.abstractThe 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.en_HK
dc.languageengen_HK
dc.publisherHeldref Publications. The Journal's web site is located at http://www.heldref.org/jp.phpen_HK
dc.relation.ispartofJournal of Psychology: Interdisciplinary and Applieden_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe Journal of Psychology: interdisciplinary and applied. Copyright © Heldref Publications.en_HK
dc.subjectAbilitiesen_HK
dc.subjectAcademic achievementen_HK
dc.subjectThinking stylesen_HK
dc.titleRevisiting the predictive power of thinking styles for academic performanceen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0022-3980&volume=138&issue=4&spage=351&epage=370&date=2004&atitle=Revisiting+the+predictive+power+of+thinking+styles+for+academic+performanceen_HK
dc.identifier.emailZhang, LF: lfzhang@hkucc.hku.hken_HK
dc.identifier.authorityZhang, LF=rp00988en_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.pmid15379011-
dc.identifier.scopuseid_2-s2.0-4344611475en_HK
dc.identifier.hkuros102132-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-4344611475&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume138en_HK
dc.identifier.issue4en_HK
dc.identifier.spage351en_HK
dc.identifier.epage370en_HK
dc.identifier.isiWOS:000223432900005-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridZhang, LF=15039838600en_HK

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