Do thinking styles contribute to academic achievement beyond self-rated abilities?
This 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.
Zhang
L F
LF
Department of Education, The University of Hong Kong, Hong Kong. lfzhang@hkucc.hku.hk
D000124:Achievement; D000328:Adult; D005260:Female; D006801:Humans; D008297:Male; D012647:Self-Assessment; D013850:Thinking