Surveying the relationship between Thinking Styles and Self-esteem among High School and Pre-university Girl Students

The purpose was study of relationship between thinking styles and self-esteem among high school and pre-university girl students. For conducting the study, 200 students contributed in the survey by completing Sternberg-Wagner thinking styles- function dimension (1991) and self-esteem scale (Rosenberg, 1965). Indicators and statistical methods including mean, t-test, Pearson correlation coefficient, and regression analysis were used for statistical analysis of data. Findings showed that in general, 72 percent of variance related to self-esteem is explained by thinking styles variable and its components (R=72%) and effect coefficient of administrative thinking style (β=2.35) as well as effect coefficient of creative thinking style (β=1.14) according to t statistics show that these variables can predict changes related to self-esteem with 0.99 confidence. Also, predictive regression coefficient indicated that judicial thinking style cannot meaningfully explain variance related to student's self-esteem (Sig>0.001). By increase of self-esteem, students have more tendency for creative and administrative thinking styles and less for judicial one.