Thinking styles, self-esteem, and socio-economic status

The present study aimed at examining the nature of thinking styles. Six hun dred and ninety-four students (ages ranging from 17-45) from the University of Hong Kong participated in the study. The participants responded to the Thinking Styles Inventory and the Self-Esteem Inventory (Adult Form) and pr ovided a range of socio-economic status (SES) indicators, It was found that when age was controlled, thinking styles and self-esteem overlap. Furtherm ore, regardless of age, those students who reported using thinking styles t hat are creativity-generating and more complex, and those who reported high er self-esteem tend to be students from higher SES families. Discussion was made in relation to these findings' practical implications for teachers. ( C) 2001 Elsevier Science Ltd. All rights reserved.