The Reflective Thinking Among University and Secondary Students in Related With Some Demographic Variables

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.