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Article: Do thinking styles contribute to academic achievement beyond self-rated abilities?

TitleDo thinking styles contribute to academic achievement beyond self-rated abilities?
Authors
KeywordsAcademic achievement
Self-rated abilities
Thinking styles
Issue Date2001
PublisherHeldref Publications. The Journal's web site is located at http://www.heldref.org/jp.php
Citation
Journal Of Psychology: Interdisciplinary And Applied, 2001, v. 135 n. 6, p. 621-637 How to Cite?
AbstractThis research identifies individual differences in academic achievement attributable to thinking styles over and above what can be explained by self-rated abilities. Participants were 209 university students from Hong Kong and 215 university students from mainland China. Participants responded to the Thinking Styles Inventory (Chinese version) that is based on Sternberg's theory of mental self-government (R. J. Sternberg, 1988). They also rated their own analytical, creative, and practical abilities on a 10-point scale based on R. J. Sternberg's (1985) triarchic theory of human intelligence. Participants' academic achievement scores were also used. The prediction that thinking styles statistically predict academic achievement was supported by data from both Hong Kong and mainland China. Academic achievement and thinking styles are related differently in the two groups. Implications of these findings for both teaching and research are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/53501
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.accessioned2009-04-03T07:21:37Z-
dc.date.available2009-04-03T07:21:37Z-
dc.date.issued2001en_HK
dc.identifier.citationJournal Of Psychology: Interdisciplinary And Applied, 2001, v. 135 n. 6, p. 621-637en_HK
dc.identifier.issn0022-3980en_HK
dc.identifier.urihttp://hdl.handle.net/10722/53501-
dc.description.abstractThis research identifies individual differences in academic achievement attributable to thinking styles over and above what can be explained by self-rated abilities. Participants were 209 university students from Hong Kong and 215 university students from mainland China. Participants responded to the Thinking Styles Inventory (Chinese version) that is based on Sternberg's theory of mental self-government (R. J. Sternberg, 1988). They also rated their own analytical, creative, and practical abilities on a 10-point scale based on R. J. Sternberg's (1985) triarchic theory of human intelligence. Participants' academic achievement scores were also used. The prediction that thinking styles statistically predict academic achievement was supported by data from both Hong Kong and mainland China. Academic achievement and thinking styles are related differently in the two groups. Implications of these findings for both teaching and research are discussed.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.rightsThe Journal of Psychology: interdisciplinary and applied. Copyright © Heldref Publications.en_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectAcademic achievementen_HK
dc.subjectSelf-rated abilitiesen_HK
dc.subjectThinking stylesen_HK
dc.subject.meshAchievementen_HK
dc.subject.meshAdulten_HK
dc.subject.meshFemaleen_HK
dc.subject.meshHumansen_HK
dc.subject.meshMaleen_HK
dc.subject.meshSelf-Assessmenten_HK
dc.subject.meshThinkingen_HK
dc.titleDo thinking styles contribute to academic achievement beyond self-rated abilities?en_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0022-3980&volume=135&issue=6&spage=621&epage=637&date=2001&atitle=Do+thinking+styles+contribute+to+academic+achievement+beyond+self-rated+abilities?en_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.doi10.1080/00223980109603724-
dc.identifier.pmid11931003-
dc.identifier.scopuseid_2-s2.0-9444235685en_HK
dc.identifier.hkuros69168-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-9444235685&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume135en_HK
dc.identifier.issue6en_HK
dc.identifier.spage621en_HK
dc.identifier.epage637en_HK
dc.identifier.isiWOS:000174589100004-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridZhang, LF=15039838600en_HK

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