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Thinking Styles and Academic Performance Among Tribal and Non-tribal Students

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Abstract

This study examines differences in thinking styles among tribal (n = 272) and non-tribal (n = 229) secondary school students, and their relationship with academic performance. Based on Sternberg’s (1997) theory of mental self government, MANOVA results indicated that thinking style of tribal and non-tribal students differed. Regression results revealed that hierarchic and local thinking styles contributed positively while legislative, monarchic, anarchic and global thinking styles contributed negatively to academic achievement of the students.

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Authors and Affiliations

  1. Tribal Development, Bastar District, C.G., India

    Stanley V. John

  2. Pt. Ravishankar Shukla University, Raipur, C.G., India

    Bansh Gopal Singh & Om Prakash Verma

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  1. Stanley V. John
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  2. Bansh Gopal Singh
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  3. Om Prakash Verma
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Correspondence to Bansh Gopal Singh.

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John, S.V., Gopal Singh, B. & Verma, O.P. Thinking Styles and Academic Performance Among Tribal and Non-tribal Students. Psychol Stud 56, 220–231 (2011). https://doi.org/10.1007/s12646-011-0076-z

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