The relationship between thinking styles and learning strategies of second-grade high school female students in mathematics

this study investigates the relationship between thinking styles of legislative¡ executive and judicial on the one hand and learning strategies on the other hand. For this purpose¡ 267 second-grade female students in mathematics and physics of District four of education in Tehran were participated who were selected by multistage random cluster sampling. Thinking Styles Inventory. TSI of Sternberg-Wagner (1997) was used to measure thinking styles and Learning strategies Questionnaire. LSQ of Weinstein and Mayer (1998) was used to measure learning strategies. Data analysis showed that the legislator thinking style had positives correlation with learning strategies of motivation and attitude; judicial thinking style with focus strategies¡ time management¡ self-assessment and motivation; and executive thinking style with the strategies of selecting main idea¡ information processing¡ time management¡ self-assessment¡ test strategy and motivation. In contrast¡ judicial thinking style showed negative relationship with anxiety. Regression analysis showed that in all cases with positive relationship¡ there is predictability. In the meantime¡ the strategy of study guide has not had significant relationship with any thinking styles.