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 th...
| Publicado en: | Journal of Psychology Vol. 135; no. 6; pp. 621 - 638 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
November 2001
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510202799&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510202799 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00223980 JPY jtl: Journal of Psychology issn: 00223980 maglogo: N pubinfo: dt: November 2001 vid: 135 iid: 6 pid: 58221 pub: Taylor & Francis Ltd artinfo: ui: 510202799 10.1080/00223980109603724 ppf: 621 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 906KB tig: atl: Do Thinking Styles Contribute to Academic Achievement Beyond Self-Rated Abilities? aug: au: Zhang, Li-Fang su: Ability Self-evaluation Cognitive styles Academic achievement sug: subj: Ability Self-evaluation Cognitive styles Academic achievement ab: 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. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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