Thinking Styles and Academic Achievement Among Filipino Students

College of Education, De La Salle University, Manila, Philippines.
The Journal of Genetic Psychology (Impact Factor: 0.69). 07/2002; 163(2):149-63. DOI: 10.1080/00221320209598674
Source: PubMed


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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    • "Research on mental self-government is well represented in the literature, and the theory has been tested in a number of different regions, including the United States (Richmond, Krank, & Cummings, 2006), China (Zhang, 2005), Hong Kong (Zhang, 1999), Taiwan (Tsai, Chang, Lin, & Yeh, 2007), the Philippines (Bernardo, Zhang, & Callueng, 2002), India (Atttri, 2014), and Jordan (Turki, 2012). Additionally, a number of studies have been conducted to inspect the correlation between thinking styles and other variables, such as personality (Zhang, 2002a), cognitive development (Zhang, 2002b), academic performance (Bernardo et al., 2002), learning styles (Zhang & Sternberg, 2000), and teaching styles (Zhang, 2008). "

    02/2015; 7(1). DOI:10.5539/ijps.v7n1p67
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    • "Variables predictoras del rendimiento académico en el EEES 28 investigaciones los estilos de pensamiento más conservadores y ajustados a estructuras o normas son los que han correlacionado con un rendimiento más óptimo (ej. Bernardo, Zhang y Callueng, 2002), en otras, han resultado ser los estilos más liberales y creativos (ej. Sternberg y Zhang, 2001). "

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    • "In addition, compared with those having lower levels of creative thinking, adolescents having higher levels of creative thinking were found to have higher levels of internal control and self-acceptance [58], lower levels of depression and more likely to adopt a positive attributional style [59]. A series of research studies, which were mainly conducted with Chinese university students by Zhang and her colleagues also demonstrated that creativity-generating styles (i.e., type I intellectual style) were positively related to academic achievement [60–62], self-esteem [63] and emotion management [64], and contributory to cognitive development [16], psychosocial development [17, 65], and identity development [18]. The long-term positive effects of creative thinking was also demonstrated, as an 18-year longitudinal research study found that creative thinking and creative performance, rather than school grade at adolescence were better predictors of life accomplishment in adulthood [66]. "
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    ABSTRACT: This paper focuses on discussing critical thinking and creative thinking as the core cognitive competence. It reviews and compares several theories of thinking, highlights the features of critical thinking and creative thinking, and delineates their interrelationships. It discusses cognitive competence as a positive youth development construct by linking its relationships with adolescent development and its contributions to adolescents' learning and wellbeing. Critical thinking and creative thinking are translated into self-regulated cognitive skills for adolescents to master and capitalize on, so as to facilitate knowledge construction, task completion, problem solving, and decision making. Ways of fostering these thinking skills, cognitive competence, and ultimately positive youth development are discussed.
    The Scientific World Journal 04/2012; 2012:210953. DOI:10.1100/2012/210953 · 1.73 Impact Factor
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