TY - JOUR
T1 - Thinking styles and academic achievement among filipino students
AU - Bernardo, Allan B.I.
AU - Zhang, Li Fang
AU - Callueng, Carmelo M.
N1 - Funding Information:
This research was supported by a grant to Allan B. I. Bernardo from the College of Education Research Council, De La Salle University, Manila, and a grant to Li-fang Zhang from the Wu Jieh-Yee Research Fund, The University of Hong Kong. The authors thank Elena Reyes, Denise Mitzi Roman, Hazel Marie Joy Ordenes, Maila Q. Castro, Marvin Reynold Agustin, and Keith Lozada for their assistance in preparing the research materials and in encoding the research data, and the numerous faculty members of De La Salle Universiw for allowing their students to participate in the study. The authors also thank the anonymous reviewers for their helpful comments on earlier drafts of this article.
PY - 2002/6
Y1 - 2002/6
N2 - 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 academic achievement. 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.
AB - 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 academic achievement. 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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U2 - 10.1080/00221320209598674
DO - 10.1080/00221320209598674
M3 - Article
C2 - 12095086
AN - SCOPUS:0036618062
SN - 0022-1325
VL - 163
SP - 149
EP - 163
JO - Journal of Genetic Psychology
JF - Journal of Genetic Psychology
IS - 2
ER -