Estilo intelectual y rendimiento académico

Authors

  • Robert J. Sternberg
  • Juan L. Castejón
  • María R. Bermejo

Abstract

This work presents the results of a study on the role that intellectual styles play in academic performance in different areas of primary school. Variable predictors include analytical measurements of abstract intelligence, the intelligence quotient set out in the Sternberg Triarchic Abilities Test (STAT form E), and of each of the thirteen intellectual styles defined by Sternberg and collaborators. The results, obtained from a sample of 485 students in the sixth grade of primary school, show that each of these factors makes an independent and significant contribution to the explanation of the variance observed in academic performance. The correlational analyses of hierarchical regression and canonical correlation indicate that the variable of intellectual styles is significantly related to average academic performance in each of the areas considered. The manner of execution of this study makes a positive and significant contribution to the explanation of academic performance in all cases. These results can be debated in relation to the role that intellectual styles, such as creativity, play in other types of outcomes.

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How to Cite
Sternberg, R. J., Castejón, J. L., & Bermejo, M. R. (1999). Estilo intelectual y rendimiento académico. Journal of Educational Research, 17(1), 33–46. Retrieved from https://revistas.um.es/rie/article/view/122261
Issue
Vol. 17 No. 1 (1999)
Section
Trabajos de investigación

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