The relative contribution of thinking styles in predicting the extent of awareness of sustainable development among students of the faculty of education in Suez

Document Type : Original Article

Author

educational psychology- Faculty of education -Suez university

Abstract

The research aimed at clarifying the relationship between Sternberg’s thinking styles and sustainable development and its parameters. Methods: the study was carried out on a sample of (438) male and female students from the Faculty of Education - Suez University, with an average age of 19.9 ±1.73.  Every student was subjected to, the scale of students’ awareness of the sustainable development parameters (Prepared by: the researcher), and Sternberg's list of thinking styles (Arabization and validation: Al-Dardir and Al-Tayeb, 2004). ANOVA, correlation coefficients and regression analysis, were used for statistical analysis. Results: The study revealed no statistically significant differences for gender or the joint interaction between gender and educational level (first and fourth) on the awareness of sustainable development and its parameters. There were statistically significant differences between the academic divisions regarding the awareness of sustainable development and its parameters. The prevailing thinking styles of were in the order of (hierarchical - external - legislative). No statistically significant effect regarding (gender - educational level) or the interactions between them, was found on the thinking styles except for the executive and external thinking styles that were in favor of males, while (local - royal - internal) styles were in favor of the fourth group’s males. The study revealed significant positive correlation between awareness of sustainable development and its parameters with thinking styles namely, (liberal, legislative, judgmental, hierarchical, minority). This relation was confirmed with regression analysis so, sustainable development can be predicted through the following thinking styles (liberal, global, minority, hierarchical).

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References

 
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