Middle School Students' Thinking Style, The Relationship Between Mathematical Learning Strategies And Academic Achievement

With459middle school students for investigation, the study used Sternberg’s short editionof <Thought Style Meter> and the scale of the mathematics learning strategies, to investigatethinking style of middle school students and their characteristics of the mathematical learningstyle as well as the relationship between thinking style and mathematics achievement,mathematics learning strategies and academic performance, and then to explore relations amongthinking style, learning strategies and academic performance, and found that:（1）In psychological self-control function dimension, middle school students favorexecutive and legislative type, most do not favor judicial type; In management forms dimension,they tend to hierarchic type, and most do not tend to oligarchic type; In management leveldimension, they are more inclined to local type; In management scope dimension, they are favorexternal type; In management tendency dimension, they are tend to conventional type.（2）The all scores of female students in legislative，judicial，executive，monarchic，hierarchic，anarchic，external and conventional style are higher than the male students, But onlyin legislative and executive style reached a notable level (p <0.05), and the type of externalachieved a very significant level(P=0.01).（3）The four thought styles of legislative, judicial, hierarchic and external type areextremely remarkable difference between the three grades of junior high school, and there aresignificant differences in executive and liberal style. The three grades of senior high schoolexists significant difference in the type of legislative, judicial and anarchic. Junior high schoolstudents’ score is higher than senior high school students’ except in internal type.（4）Middle school students ’ academic performance among five ranks in the legislative,judicial, executive and liberal type has very significant differences, and in the hierarchic andexternal type, there are significantly differences.（5）Female students ’ meta-cognitive strategies, cognitive strategies, resource managementstrategies, as well as mathematics learning strategies score are higher than boys, but only inresource management strategies there are very significant differences between boys and girls.（6）The three grades of junior high school students have extremely remarkable differencein using mathematics learning strategies. From grade one to grade three, mathematics learningstrategies show downward trend with grade growth. The three grades in senior high school havesignificance difference in using meta-cognitive strategies, and also have extremely remarkabledifference in cognitive strategies and mathematics learning strategies. In addition the threegrades in senior high school generally exists upward trend with grade growth in meta-cognitive,cognitive, resource management, and mathematics learning strategies. Whether from themathematics learning strategies or the various dimensions of meta-cognitive, cognitive, and resource management, junior high school students’ using level of mathematics learning strategyis significantly higher than senior high school students’.（7）The five levels exist an extremely significant difference in the various dimensions ofmathematics learning strategies and its total score. From a very poor math achievement, lowermiddle, middle, upper middle to the best, the level of Middle high school students onmathematics learning strategy rises in turn.（8）Extremely significant positive correlation not only exists in Middle school students’math learning strategies but also In mathematics academic achievement as well as in the thinkingstyle of legislative, judicial, executive, hierarchic and liberal style.（9）It can explain the differences of Middle school students’ mathematics academicachievement by different using levels of Individual math learning strategies.