[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%.
Universidad de Oviedo, Spain.
Ana Belén
AB
Bernardo
José Carlos
JC
Núñez
Julio Antonio
JA
González-Pienda
Pedro
P
Rosário
Luis
L
Alvarez
Paloma
P
González-Castro
Antonio
A
Valle
Susana
S
Rodríguez
Rebeca
R
Cerezo
David
D
Alvarez
Celestino
C
Rodríguez
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*