Self-efficacy and its Relationship with Thinking Styles According to Herrmann's Brain Dominance among 10th Grade Students from King Abdullah II Schools for Excellence

Abstract

This study aimed to identify self-efficacy and its relationship to thinking styles according to Herrmann's brain dominance among the 10th grade students from King Abdullah II schools for Excellence. To achieve the objectives of the study, Muris's (2001) Self-Efficacy scale and Herrmann's Brain Dominance Instrument )HBDI( were applied on 95 students; 57 males and 38 females from the 10th grade students of King Abdullah II schools for Excellence in Jordan, 2014-2015. The results indicated that the level of emotional self-efficacy was moderate and academic, social self-efficacy, and the total scores were high. The frequency order of thinking styles among the students were the right limbic brain thinking, the left cerebral brain thinking, the left limbic brain thinking, the right cerebral brain thinking, respectively. Moreover, the results revealed the males' mean score of the left cerebral brain thinking was significantly higher )p≤ 0.05( than that of the females, while the right limbic brain and emotional and social self-efficacy were higher for females. A positive significant correlation (p≤0.05( was evident between the social self-efficacy and the right limbic brain thinking style; academic self-efficacy and the left thinking style; emotional self-efficacy and the right limbic brain thinking style; and total score of self-efficacy and the left limbic brain and left thinking style. However, a negative significant correlation (p≤0.05(was found between the emotional self-efficacy and the right cerebral brain thinking style. It was recommended that the comprehension of thinking styles should be considered, especially that it correlates positively with self-efficacy.