University of Bahrain
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Thinking Styles and the Relationship with Information Processing and Students Achievements

Show simple item record Dr. Mohamed,Tarik N. 2018-08-02T06:20:44Z 2018-08-02T06:20:44Z 2016
dc.identifier.issn 1726-3678
dc.description.abstract We examined thinking styles and its relationship with information processing, and student achievements. The Sample consists of 283 participants from Sohag faculty of Education. We used Sternberg & Wagner thinking styles inventory, and set-up a test for information processing, using E-Prime Professional 2.0 Software. For the achievements we calculated the average of the students’ grade for the past three years. Results showed that: There is a correlation between information processing type, and some of thinking styles, such as: Oligarchic, Anarchic, styles. Information processing types belonged to 1 factor, which is totally different from other factors which belonged to thinking styles. Hierarchic style is special for the students using visual and integration types of information processing, while external thinking style is special for the students using auditory type. Student's achievements were not influenced by information processing types. All students preferred Visual than auditory information processing. The students achievements' more than 60% and less than 90% preferred Hierarchic and oligarchic thinking styles, while the students who got more than 90% preferred external and oligarchic thinking styles. Students achievements could be predicted through some thinking styles. Information processing types could be predicted through Anarchic thinking style. en_US
dc.language.iso other en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject thinking styles
dc.subject visual information processing
dc.subject Auditory information processing
dc.subject Academic Achievements
dc.title Thinking Styles and the Relationship with Information Processing and Students Achievements en_US
dc.type Article en_US
dc.volume 17
dc.issue 01
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS

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