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Article: Intellectual styles and academic achievement among senior secondary school students in rural China

TitleIntellectual styles and academic achievement among senior secondary school students in rural China
Authors
Issue Date2007
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp
Citation
Educational Psychology, 2007, v. 27 n. 5, p. 675-692 How to Cite?
AbstractThe present study empirically addresses two longstanding controversial issues in the field of intellectual styles. The first concerns the distinction (or similarity) between various style constructs. The second relates to whether or not intellectual styles make a difference to students' academic achievement. Specifically, the study investigated the relationship between Torrance's modes of thinking and Sternberg's thinking styles. It also examined the role of the two style constructs in achievement in Chinese, English, and mathematics. Three self-report inventories were administered to 452 students from a senior secondary school in rural China. After students' age, gender, and self-rated abilities were controlled for, thinking styles predicted modes of thinking. In general, conservative intellectual styles predicted better achievement across the three subjects among students in lower grade levels, whereas creative intellectual styles contributed to achievement in Chinese among students in higher grade levels. It is concluded that each of the two style constructs has a unique value in explaining individual differences in human performance. Furthermore, the study makes another call for cultivating creative intellectual styles among school students. © 2007 Taylor & Francis.
Persistent Identifierhttp://hdl.handle.net/10722/85299
ISSN
2015 Impact Factor: 1.157
2015 SCImago Journal Rankings: 0.750
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorZhang, LFen_HK
dc.date.accessioned2010-09-06T09:03:07Z-
dc.date.available2010-09-06T09:03:07Z-
dc.date.issued2007en_HK
dc.identifier.citationEducational Psychology, 2007, v. 27 n. 5, p. 675-692en_HK
dc.identifier.issn0144-3410en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85299-
dc.description.abstractThe present study empirically addresses two longstanding controversial issues in the field of intellectual styles. The first concerns the distinction (or similarity) between various style constructs. The second relates to whether or not intellectual styles make a difference to students' academic achievement. Specifically, the study investigated the relationship between Torrance's modes of thinking and Sternberg's thinking styles. It also examined the role of the two style constructs in achievement in Chinese, English, and mathematics. Three self-report inventories were administered to 452 students from a senior secondary school in rural China. After students' age, gender, and self-rated abilities were controlled for, thinking styles predicted modes of thinking. In general, conservative intellectual styles predicted better achievement across the three subjects among students in lower grade levels, whereas creative intellectual styles contributed to achievement in Chinese among students in higher grade levels. It is concluded that each of the two style constructs has a unique value in explaining individual differences in human performance. Furthermore, the study makes another call for cultivating creative intellectual styles among school students. © 2007 Taylor & Francis.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.aspen_HK
dc.relation.ispartofEducational Psychologyen_HK
dc.titleIntellectual styles and academic achievement among senior secondary school students in rural Chinaen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0144-3410&volume=27&issue=5&spage=675&epage=692&date=2007&atitle=Intellectual+styles+and+academic+achievement+among+senior+secondary+school+students+in+rural+Chinaen_HK
dc.identifier.emailZhang, LF: lfzhang@hkucc.hku.hken_HK
dc.identifier.authorityZhang, LF=rp00988en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/01443410601159969en_HK
dc.identifier.scopuseid_2-s2.0-34848852662en_HK
dc.identifier.hkuros145678en_HK
dc.identifier.hkuros143175-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-34848852662&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume27en_HK
dc.identifier.issue5en_HK
dc.identifier.spage675en_HK
dc.identifier.epage692en_HK
dc.identifier.isiWOS:000252200800007-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridZhang, LF=15039838600en_HK
dc.identifier.citeulike2044564-
dc.customcontrol.immutablesml 140625-

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