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Related Experiment Video

Updated: Jun 19, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

[Intellectual styles and academic achievement: a developmental perspective].

Ana Belén Bernardo¹, José Carlos Núñez, Julio Antonio González-Pienda

¹Universidad de Oviedo, Spain.

|October 29, 2009

Summary

Thinking styles significantly predict academic achievement in secondary students, explaining approximately 10% of the variance. This study explores the connection between cognitive approaches and educational success in adolescents.

Related Experiment Videos

Last Updated: Jun 19, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Educational Psychology
Cognitive Science

Background:

Understanding factors influencing academic achievement is crucial for educational interventions.
The role of cognitive styles in student success requires further investigation.

Purpose of the Study:

To investigate the predictive relationship between thinking styles and academic achievement.
To quantify the extent to which thinking styles explain academic success in secondary education.

Main Methods:

A quantitative study involving 1466 students aged 12-16 from Compulsory Secondary Education (Spanish ESO).
Analysis utilized a parsimonious model of covariances across four grade levels and the total sample.

Main Results:

Thinking styles were found to significantly explain a portion of the variance in academic achievement.
Approximately 10% of the variance in academic achievement was attributable to thinking styles.

Conclusions:

Thinking styles are a significant, albeit moderate, predictor of academic achievement in adolescents.
Further research could explore other cognitive and environmental factors contributing to academic success.