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This dissertation, "The Roles of Thinking Styles in Learning and Achievement Among Chinese University Students" by Yunfeng, He,, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled "The Roles of Thinking Styles in Learning and Achievement among Chinese University Students" Submitted by Yunfeng He for the degree of Doctor of Philosophy at The University of Hong Kong in February 2006 ABSTRACT The present research examines the roles of thinking styles in learning and achievement among Chinese university students. It is based on Sternberg's theory of mental self-government (Sternberg, 1988, 1997) that proposed 13 thinking styles which have been subsequently reconceptualized into three types (Types I, II, and III) by Zhang and Sternberg (2005; see also Zhang 2002a). Three studies were conducted: Study 1 and Study 2 quantitatively examined the roles of thinking styles in academic achievement; and Study 3 qualitatively cross-validated the results from the Studies 1 and 2 and explored if and how students made use of thinking styles in the course of learning. Participants were undergraduates from a university in Shanghai, mainland China. Study 1 involved 223 first-year students; Study 2 was conducted among 504 students of all four academic years and 10 teachers. Forty-five students participated in focus group discussions in Study 3. Selections of student participants in Study 3 were made based on the notion of style types. In the quantitative studies, four instruments for students were used: the Thinking Styles Inventory (Sternberg & Wagner, 1992), the NEO Five-Factor Invent