Thinking styles and experiential learning among first-generation university students from low income families

Abstract

The purpose of this study was to investigate the effect of experiential learning on thinking styles among first-generation university students from low income families. 93 students were administered Thinking Style Inventory-Revised II (TSI-R2, Sternberg, Wagner & Zhang, 2007) (TSI) and Coopersmith Self-Esteem Inventory-Adult Form (SEI-A). To examine the effect of experiential learning experience on thinking styles, participants responded to the TSI and SEI-A twice and reported the number of extra-curricular activities they joined over a 5-month period. It was found that experiential learning experience was positively correlated with more complex and creativity-generating thinking styles and higher levels of self-esteem for female students and in fact the aforementioned thinking styles were desirable and preferred for students. Findings of this study indicated that different kinds of extra-curricular activities were statistically significant for contributing to the development of certain thinking styles. Such as Volunteering contributed to the Judicial style, Exchange programme facilitated the development of the Hierarchical style and Internship discouraged the Conservative style development. Implications of these findings for teachers were discussed.