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 students' 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.
Zare, H., & Sharif, N. (2011). Surveying the relationship between Thinking Styles and Self-esteem among High School and Pre-university Girl Students. Teaching and Learning Research, 8(2), 33-42.
MLA
H. Zare; N. Sharif. "Surveying the relationship between Thinking Styles and Self-esteem among High School and Pre-university Girl Students". Teaching and Learning Research, 8, 2, 2011, 33-42.
HARVARD
Zare, H., Sharif, N. (2011). 'Surveying the relationship between Thinking Styles and Self-esteem among High School and Pre-university Girl Students', Teaching and Learning Research, 8(2), pp. 33-42.
VANCOUVER
Zare, H., Sharif, N. Surveying the relationship between Thinking Styles and Self-esteem among High School and Pre-university Girl Students. Teaching and Learning Research, 2011; 8(2): 33-42.