Do students' thinking styles predict students' motivation and performance in project learning?

by Ng, Siu-ping

(Uncorrected OCR) Abstract This study explored the relationship between studentsthinking styles and studentsmotivation, skill acquisition and performance in project learning. Two hundred Form Two students responded to Sternberg Thinking Styles Inventory and Hayamizu Stepping Motivation scale and questions related to skill acquisition in the project. Studentsachievement scores in the project were also obtained. Correlation and regression analyses partially supported the predictions that students with legislative, judicial and external styles, versus internal and executive styles are more motivated, have acquired more skills and better performed in the project learning. Contrary to the prediction, executive students reported higher scores in all these variables. Implications of results on teaching and learning were discussed. Do studentsthinking styles predict studentsmotivation and Performance in project learning? Individual Differences in Learning Outcomes It is not uncommon to find that children with similar abilities have quite different