[Intellectual styles and academic achievement: a developmental perspective].
The aim of the present study is to provide additional information to highlight some aspects concerning the relationship between thinking styles and academic achievement. In order to understand the extent to which thinking styles predict academic achievement, 1466 students, between 12 and 16 years old, from first to fourth grades of Compulsory Secondary Education (Spanish ESO) took part in the research. A parsimonious model of covariances was assumed in each of the four samples corresponding to the four different grades of Secondary School as well as in the total sample. Data show that thinking styles significantly explain part of the variance of academic achievement, although only about 10%.
Bernardo
Ana Belén
AB
Universidad de Oviedo, Spain.
Núñez
José Carlos
JC
González-Pienda
Julio Antonio
JA
Rosário
Pedro
P
Alvarez
Luis
L
González-Castro
Paloma
P
Valle
Antonio
A
Rodríguez
Susana
S
Cerezo
Rebeca
R
Alvarez
David
D
Rodríguez
Celestino
C
D000293:Adolescent; D041923:Adolescent Development; D001290:Attitude; D002648:Child; D002657:Child Development; D004522:Educational Status; D056344:Executive Function; D005260:Female; D006801:Humans; D007600:Judgment; D007858:Learning; D008297:Male; D000297:Psychology, Adolescent; D002666:Psychology, Child; D011795:Surveys and Questionnaires; D013850:Thinking / Q000145:classification*