Abstract:
The purpose of this was to identify the reflective thinking level related to some demographic variables among two groups of students: general secondary students, and university students. To achieve the study purpose, the Eysenck & Weilson Reflectiveness Scale (EWRS) had been applied to (400) students (200 females, and 200 males). The results indicated that there were non-statistically significant differences between students’ reflective thinking level and gender variable. While, there were statistically significant differences with a variables: specialization, educational stage, and parents’ profession in favor of literary study, university stage, sons whom mothers work, and farmer’s sons. On the other hand, the results showed that there were non-statistically significant differences on students’ general academic achievement due to reflective thinking level. Also, the results revealed non-statistically significant differences due to the interaction of reflective thinking level and general academic achievement due to the variables: gender, educational stage, specialization, and fathers’ profession. Finally, according to these results and discussion, the researcher suggested some recommendations.
