University of Bahrain
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Thinking Styles of Student in Faculty of Education: A Comparative Study

Show simple item record Douba, Zain E. 2023-10-02T07:06:40Z 2023-10-02T07:06:40Z 2017-09-01
dc.description.abstract The purpose of this study was to identify the most prevalent thinking profiles and styles of the students of education faculty and to reveal the differences between of them in thinking styles according to (Harrison, Pramson, parlett and associates, 1980) scale, which includes Synthetic, Idealistic, Pragmatic, Analytic, Realistic styles according to gender of the study discipline and the academic level. The study also aimed to identify the predictable value of identifying the students thinking styles in predicting their academic achievement. The sample consisted of 376 students of faculty of Education at Damascus University. The results indicated that the most preferred thinking profile were the one dimension, thinking, the orderly, the flat, the two dimensions and the three dimensions thinking profiles. The synthetic style was the most resistant thinking style for all subjects. The research found significant differences on analytic style according to gender, academic level, and specialization. No independent variable was able to predict academic achievement. Inaddition the most preferred thinking styles for males were the analytic followed by the pragmatic, while for females the most preferred thinking styles were the pragmatic followed by the analytic. en_US
dc.subject thinking styles en_US
dc.subject synthetic thinking en_US
dc.subject idealistic thinking en_US
dc.subject pragmatic thinking en_US
dc.subject analytic thinking en_US
dc.subject realistic thinking en_US
dc.subject thinking profiles en_US
dc.subject academic achievement en_US
dc.subject academic level en_US
dc.subject students of education faculty en_US
dc.subject Damascus University en_US
dc.title Thinking Styles of Student in Faculty of Education: A Comparative Study en_US
dc.volume Volume 18 en_US
dc.issue Issue 3 en_US
dc.contributor.authorcountry Syria en_US
dc.contributor.authoraffiliation Department of psychology Damascus University en_US
dc.source.title Journal of Educational & Psychological Sciences en_US

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