Article2001

Thinking styles, self‐esteem, and extracurricular experiences

66 citations0/0 files storedInternational Journal of Psychology

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Learning Styles and Cognitive Differences Personality Traits and Psychology Creativity in Education and Neuroscience

Abstract

This study had two objectives. The first was to examine the relationship between thinking styles and self‐esteem. The second objective was to investigate the relationship of the participants' extracurricular experiences to both thinking styles and self‐esteem. Seven‐hundred and ninety‐four university students from Hong Kong participated in the study. Participants responded to the Thinking Styles Inventory (Sternberg & Wagner, 1992) and the Self‐Esteem Inventory (Adult Form, Coopersmith, 1981) as well as to a questionnaire designed to elicit both personal and situational characteristics. It was found that thinking styles and self‐esteem are statistically related. Meanwhile, both thinking styles and self‐esteem are statistically related to the participants' extracurricular experiences. Implications of these findings for teachers are discussed.

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References

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Cited by

2001Thinking styles and the five‐factor model of personality 2005Does Student–Teacher Thinking Style Match/Mismatch Matter in Students’ Achievement?2004Do university students’ thinking styles matter in their preferred teaching approaches?2020Una revisión sistemática del concepto de actividad extracurricular en Educación Superior 2017Extracurricular involvement and psychological adjustment in the transition from adolescence to emerging adulthood: The role of mastery and creative self-efficacy 2012The Influence of Learners’ Participation in School Co-curricular Activities on Academic Performance: Assessment of Educators’ Perceptions

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