Thinking styles and academic achievement among Filipino students.

College of Education, De La Salle University, Manila, Philippines.
The Journal of Genetic Psychology (Impact Factor: 0.83). 07/2002; 163(2):149-63. DOI: 10.1080/00221320209598674
Source: PubMed

ABSTRACT The authors' objective in this study was to determine whether the precepts of R. J. Sternberg's (1988, 1997) theory of mental self-government apply to a non-Western culture. They administered R. J. Sternberg and R. K. Wagner's (1992) Thinking Styles Inventory, which is based on the theory of mental self-government, to 429 Filipino university students. The results of item analysis, scale intercorrelations, and factor analysis were consistent with the general provisions of the theory. Correlational analysis between thinking styles and grade point average showed that thinking styles are related to acade micachievement. The results are explained with respect to the concepts and practices of Philippine culture and schools and discussed in relation to the developmental assumptions of the theory of mental self-government.

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    Silliman Journal. 01/2011; 52(1):19-42.
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    ABSTRACT: SUMMARY Objective: To describe the thinking styles of a group of students in the second and fourth year of studies of pre grade of medicine. Material and Method: Not experimental, longitudinal, and descriptive study, in a group of 71 students. Results: The predominant thinking styles, in the 2000 and 2002 respectively, were: executive function 53(74.65%) and 58(81.69%), monarchical 51(71.83%) and oligarchy form 49(69.01%), global 44(61.97%) and local level 41(57.75%), internal reach 45(63.38%) and 48(67.61%), and conservative and liberal inclination 28(39.44%) each one and liberal 38(53.52%). Conclusions: Results agree partially with thinking styles of the future medical doctor, judicial function, hierarchical form, global level, external reach and liberal inclination. (Rev Med Hered 2005;16:190-198).
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    ABSTRACT: This study examined the thinking styles of scientifically gifted students on the basis of Sternberg's theory of mental self-government, and the relationship between thinking styles and self-regulated learning ability of the students and their scientific inquiry ability by the different types of thinking styles. 110 middle school students who belonging to the university science-gifted education center participated in this study. 13 thinking styles were postulated that fall along 5 dimensions which are functions, forms, levels, scopes and leanings of the mental self-government. Scientifically gifted students responded to the Thinking Style Inventory (TSI) that standardized Korean version, Self-regulated Ability Inventory and Test of Science Inquiry Skills Inventory (TSIS). The results indicated that scientifically gifted students prefer legislative, liberal, external, hierarchical and judical thinking styles, rather than conservative style. This result also showed that subscales of thinking styles were significantly correlated with self-regulated learning ability and scientific inquiry ability. The legislative style, hierarchical style, local style and liberal style were significant predictors of self-regulation learning ability. The legislative style was significant predictor, whereas oligarchic style was negative predictor of scientific inquiry ability. The results of k-means clustering analysis and MANOVA showed that the self-regulated learning ability and scientific inquiry ability were significantly correlated with the pattern and level of thinking style.
    Journal of Gifted/Talented Education. 01/2011; 21(3).

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