{"id":{"repo_id":"wm-mary","oai_identifier":"oai:scholarworks.wm.edu:internal/5360"},"canonical_url":"https://search.dev.ndltd.org/etd/wm-mary/oai:scholarworks.wm.edu:internal/5360","repository":{"repo_id":"wm-mary","name":"College of William and Mary","base_url":"https://scholarworks.wm.edu/server/oai/request"},"display":{"title":"The relationship between thinking style differences and career choice for high-achieving high school students","abstract":"The intent of this study was to study high achieving students' career decision-making associated with thinking styles and to examine factors influencing career choices. A causal-comparative research design and correlational research design were used, with a sample of 209 high school students. Data were gathered from two International Baccalaureate (TB) programs and a Governor's School Program. Students responded to two types of questionnaire---the Thinking Style Inventory, and A Questionnaire Related to Career Choices and Students' Sensitivity toward Environmental Forces.;The findings of this study demonstrated that the effect of program on different thinking styles was significant (p < .05), and the effect of gender on different thinking styles was significant ( p < .01). Also, the findings showed that an external thinking style was a good predictor for choosing the social science area for future careers. However, students with a higher external thinking style chose computer and math areas 73% less than students with lower external thinking style. Also, the findings of the study demonstrated that students' passion for a specific subject and family environment were also important factors influencing career choices of high achieving high school students.;The study suggested the importance of taking thinking styles into consideration for the career development of high-achieving adolescents. In addition, the environmental influences of parents, family, and schools are also important considerations for students' career development, along with students' inherent interest in a subject. Therefore, parents, teachers, and guidance counselors should recognize their own critical roles in shaping students' career development.","abstract_html":"The intent of this study was to study high achieving students&#x27; career decision-making associated with thinking styles and to examine factors influencing career choices. A causal-comparative research design and correlational research design were used, with a sample of 209 high school students. Data were gathered from two International Baccalaureate (TB) programs and a Governor&#x27;s School Program. Students responded to two types of questionnaire---the Thinking Style Inventory, and A Questionnaire Related to Career Choices and Students&#x27; Sensitivity toward Environmental Forces.;The findings of this study demonstrated that the effect of program on different thinking styles was significant (p &lt; .05), and the effect of gender on different thinking styles was significant ( p &lt; .01). Also, the findings showed that an external thinking style was a good predictor for choosing the social science area for future careers. However, students with a higher external thinking style chose computer and math areas 73% less than students with lower external thinking style. Also, the findings of the study demonstrated that students&#x27; passion for a specific subject and family environment were also important factors influencing career choices of high achieving high school students.;The study suggested the importance of taking thinking styles into consideration for the career development of high-achieving adolescents. In addition, the environmental influences of parents, family, and schools are also important considerations for students&#x27; career development, along with students&#x27; inherent interest in a subject. Therefore, parents, teachers, and guidance counselors should recognize their own critical roles in shaping students&#x27; career development.","abstract_has_math":false,"creators":["Kim, Mihyeon"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"College of William & Mary - School of Education","school":null,"contributors":[],"advisors":["VanTassel-Baska, Joyce"],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-01-01","date_published":"2009-01-01","updated_at":"2026-08-21T22:21:56Z","subjects":[],"languages":[],"rights":["© The Author"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://dx.doi.org/doi:10.25774/w4-qh3m-nq05"],"render_values":[{"text":"https://dx.doi.org/doi:10.25774/w4-qh3m-nq05","href":"https://dx.doi.org/doi:10.25774/w4-qh3m-nq05","code":true}]}]},"links":{"outbound_url":"https://scholarworks.wm.edu/handle/internal/5360","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://scholarworks.wm.edu/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Ascholarworks.wm.edu%3Ainternal%2F5360","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["VanTassel-Baska, Joyce"]},{"key":"dc:contributor.department","label":"Department","values":["College of William & Mary - School of Education"]},{"key":"dc:creator","label":"Author","values":["Kim, Mihyeon"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-06-11T12:08:29.587"]},{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-06-12T10:39:58Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-10-15T00:00:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2009-01-01"]},{"key":"dc:type","label":"Dc Type","values":["dissertation","article"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© The Author"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://dx.doi.org/doi:10.25774/w4-qh3m-nq05"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://scholarworks.wm.edu/handle/internal/5360"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The intent of this study was to study high achieving students' career decision-making associated with thinking styles and to examine factors influencing career choices. A causal-comparative research design and correlational research design were used, with a sample of 209 high school students. Data were gathered from two International Baccalaureate (TB) programs and a Governor's School Program. Students responded to two types of questionnaire---the Thinking Style Inventory, and A Questionnaire Related to Career Choices and Students' Sensitivity toward Environmental Forces.;The findings of this study demonstrated that the effect of program on different thinking styles was significant (p < .05), and the effect of gender on different thinking styles was significant ( p < .01). Also, the findings showed that an external thinking style was a good predictor for choosing the social science area for future careers. However, students with a higher external thinking style chose computer and math areas 73% less than students with lower external thinking style. Also, the findings of the study demonstrated that students' passion for a specific subject and family environment were also important factors influencing career choices of high achieving high school students.;The study suggested the importance of taking thinking styles into consideration for the career development of high-achieving adolescents. In addition, the environmental influences of parents, family, and schools are also important considerations for students' career development, along with students' inherent interest in a subject. Therefore, parents, teachers, and guidance counselors should recognize their own critical roles in shaping students' career development."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Education (Ed.D.)"]},{"key":"dc:title","label":"Title","values":["The relationship between thinking style differences and career choice for high-achieving high school students"]}]}],"canonical_facts":{"dc:contributor.advisor":["VanTassel-Baska, Joyce"],"dc:contributor.department":["College of William & Mary - School of Education"],"dc:creator":["Kim, Mihyeon"],"dc:date":["2025-06-11T12:08:29.587"],"dc:date.accessioned":["2025-06-12T10:39:58Z"],"dc:date.available":["2018-10-15T00:00:00Z"],"dc:date.issued":["2009-01-01"],"dc:description.abstract":["The intent of this study was to study high achieving students' career decision-making associated with thinking styles and to examine factors influencing career choices. A causal-comparative research design and correlational research design were used, with a sample of 209 high school students. Data were gathered from two International Baccalaureate (TB) programs and a Governor's School Program. Students responded to two types of questionnaire---the Thinking Style Inventory, and A Questionnaire Related to Career Choices and Students' Sensitivity toward Environmental Forces.;The findings of this study demonstrated that the effect of program on different thinking styles was significant (p < .05), and the effect of gender on different thinking styles was significant ( p < .01). Also, the findings showed that an external thinking style was a good predictor for choosing the social science area for future careers. However, students with a higher external thinking style chose computer and math areas 73% less than students with lower external thinking style. Also, the findings of the study demonstrated that students' passion for a specific subject and family environment were also important factors influencing career choices of high achieving high school students.;The study suggested the importance of taking thinking styles into consideration for the career development of high-achieving adolescents. In addition, the environmental influences of parents, family, and schools are also important considerations for students' career development, along with students' inherent interest in a subject. Therefore, parents, teachers, and guidance counselors should recognize their own critical roles in shaping students' career development."],"dc:description.degree":["Doctor of Education (Ed.D.)"],"dc:identifier.doi":["https://dx.doi.org/doi:10.25774/w4-qh3m-nq05"],"dc:identifier.uri":["https://scholarworks.wm.edu/handle/internal/5360"],"dc:rights":["© The Author"],"dc:title":["The relationship between thinking style differences and career choice for high-achieving high school students"],"dc:type":["dissertation","article"]},"updated_at":"2026-08-21T22:21:56Z"}