TESTING THE THREE-FOLD MODEL OF INTELLECTUAL STYLES ON ADOLESCENTS' SCHOOL PERFORMANCES: A LONGITUDINAL INVESTIGATION
Abstract
This survey project aims to examine changes and malleability of intellectual styles employed by students during the transition from Secondary 3 to Secondary 4, in relation to their school performances (academic, extra-curriculum and social) and streaming (science, pure arts, technical and commerce). Specifically, the styles concept refers to an application of a threefold model of intellectual styles proposed by Zhang and Sternberg (2005). Six schools from both Malaysia and Hong Kong comprising students of the four streams will be selected. For measurement, back-translated revised Thinking Styles Inventories (TSI) and Iowa Managing Emotions Inventory (IMEI) will be used. Data analyses are primarily latent class analysis (LCA), aided with other complimentary analyses. Additionally, 6 focus group discussions will be conducted in between two survey data collection using another sample. Based on the results, the relationship of intellectual styles, performances, school subjects and intelligence following Sternberg's Triarchic intellectual components (Analytical, Creativity and Practical) are further explored. The project's major academic novelty lies in being the first longitudinal study, and in relation to multiple performances. The results are expected to provide new evidences on several contested issues on styles such as values ascribed to styles, malleability, and styles as traits or states. (198 words).
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