1998．第13卷第1期（Vol. 13 No. 1）．pp. 4162
Thinking Styles, Abilities, and Academic Achievement among Hong Kong University Students
Li-Fang ZHANG & Robert J. STERNBERG
622 entering freshmen from The University of Hong Kong responded to the Thinking Styles Inventory, based on Sternberg's theory of mental self-government. Data also included the participants' university entrance-examination test scores as well as their self-rated analytical, creative, and practical ability levels. Multiple-regression analysis procedures showed that (1) thinking styles served as predictors of academic achievement over and above abilities; (2) male students' academic achievement was positively related to analytical thinking, whereas female students' academic achievement was negatively related to either analytical or creative thinking; and (3) in general, the higher the participants rated themselves on the creative scale, the poorer their academic achievement was. Implications of these results are discussed.
Keywords: thinking styles; abilities; academic achievement