The Mediating Effect Of Learning Strategies In The Relationship Between Thinking Styles And Academic Achievement In The Study

We administrated thinking style scale and learning strategy scale which were revised by myself to 605 middle school students and 227 undergraduates , So that we can explore the developmental characteristics of thinking style and learning strategy among middle school students in the learning math context, and the mediation of learning strategy between thinking style and math academic achievement. The results were as follows:(1)Developmental characteristics of middle school students' thinking style were that: junior middle school students, comparing with those of senior middle school, tended to show more legislative style, judicial style, hierarchic style, anarchic style, global style, conservative style.(2)School types and gender difference among thinking styles were found: comparing with those of the key middle school, the regular middle school students tended to monarchic style, local style; while those of the key middle school tended to anarchic style. Boys were significant global style than girls. The interaction of school types, grade, gender existed significant difference, senior middle school students of the regular middle school tended to internal style than those of the junior middle school; the junior middle school students of the key middle school tended to external style than those of the senior school; students of the senior middle school tended to oligarchic style; the key middle school boys tend to liberal style than girls, girls of the junior middle school tended to liberal style than those of the senior school.(3)It existed significant grade difference among cognitive strategies, students of the junior middle school tended to use more cognitive strategies than those of the senior middle school. The interaction of school types and grades among self-regulated strategies existed significant difference. Regular senior middle school students tended to use more self-regulated strategies than students of junior middle school; students of key junior middle school tended to use more self-regulated strategies than students of senior middle school. Besides senior 1, students of the key middle school tended to use more self-regulated strategies than students of the regular middle school.(4)For middle students, Self-regulated learning strategies partially mediate the relationship between legislative style and math academic achievement, fully mediate between oligarchic style and math academic achievement; Cognitive strategies, Self-regulated learning strategies partially mediate the relationship between monarchic style and math academic achievement, between anarchic style and math academic achievement, and between local style and math academic achievement.(5)For undergraduates, cognitive strategies, meta-cognitive strategies together fully mediate the relationship between hierarchic style and math academic achievement, partially mediate the relationship between global style and math academic achievement.Cognitive strategies, meta-cognitive strategies and resource management strategies partially mediate the relationship between liberal style and math academic achievement.