Abstract
Abstract This article answers the question “Do styles of thinking matter among Hong Kong secondary school students?” The theoretical foundation for this work is Sternberg's theory of mental self-government. Three-hundred and ninety-nine Hong Kong secondary school boys responded to the Thinking Styles Inventory and provided a range of demographic information. Students' academic achievement scores also were utilized. It was found that thinking styles statistically predicted academic achievement beyond self-rated abilities. Also, particular thinking styles are related to age, leadership experience, travel experience, and the number of hobbies one reported.
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