On The Relationship Between Thinking Styles and The Educational Achievenent Among The Students of Engineering,Psychology, and Education

The Present study examined the relationship between the thinking styles employed and the educational achievement among the students of engineering, psychology and education. Through convenient sampling, 146 students of engineering and through random sampling, 142 students of psychology and education were selected to respond to Sternberg and Wagner's Thinking Styles Inventory as well as to a self-report questionnaire on educational achievement. The validity of the instruments questionnaire was established according to the expert's opinion and its reliability was estimated by using Cronbach's Alpha coefficient (α= 0.75). The research findings showed that in terms of executive thinking the students of psychology and education performed better while the students of engineering were better in legislative thinking. Moreover, no significant difference was found between the two groups of participants in judicial thinking. On the other hand, the executive thinking among students of engineering and legislative thinking among students of psychology and education showed the strongest power of predicting the educational achievement. A statistically significant difference was also found among male and female students in terms of executive thinking where female students were in higher levels and judicial thinking where male students were in higher levels. Finally, in terms of legislative thinking male students of psychology and education were better than female ones.