Thinking Styles and Academic Achievement Among Filipino Students

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.

Mathematical thinking styles of undergraduate students and their achievement in mathematics

“…According to research from Van der Walt [5] a learner's thinking style is a factor that influences the effective learning and teaching of mathematics and could predict achievement of mathematics in school. Bernardo and his colleagues [1] tried to apply Sternberg's theory of mental self-government applies to a non-Western culture. 429 Filipino university students responded to the inventory.…”

“…In the field of education, scholars identified that thinking styles contribute significantly to students' academic achievement, learning approaches, cognitive development and social development [1,2]. Thinking styles also affect teaching behaviors, such as teaching approaches, interaction styles, and styles of humor [3].…”

Estilos de pensamiento y elección profesional en tres universidades mexicanas

“…El puntaje de cada estilo se formó con el promedio de las 8 respuestas correspondientes. La confiabilidad del instrumento ha sido reportada por otros autores en poblaciones distintas (Bernardo, Zhang y Callueng, 2002;Zhang, 2004 (Bernardo, Zhang y Callueng, 2002;Zhang, 2004).…”

“…Se ha reportado que los EP orientados tanto a la creatividad como al conservadurismo influyen en el rendimiento académico, según el valor que les otorga el entorno educativo (Bernardo, Zhang y Callueng, 2002;Cano-García y Hughes, 2000;Zhang y Sternberg, 2000).…”

The Impact of Lecturers’ Thinking Styles on Students’ Creativity in Distance Higher Education

“…In the field of education, scholars identified that thinking styles contribute significantly to students' academic achievement, learning approaches, cognitive development and social development (Bernardo, Zhang, & Callueng, 2002). Thinking styles also affect teaching behaviors, such as teaching approaches and interaction styles.…”