Farhad Nazarifar
Mahdi Abolghasemi NajafAbadi
Hadi Kamali
Toraj Hosseini Hafshajani

The Present study examined the relationship between the thinking stylesemployed and the educational achievement among the students of engineering,psychology and education. Through convenient sampling, 146 students ofengineering and through random sampling, 142 students of psychology andeducation were selected to respond to Sternberg and Wagner's ThinkingStyles Inventory as well as to a self-report questionnaire on educationalachievement. The validity of the instruments questionnaire was establishedaccording to the experts' opinion and its reliability was estimated by usingCronbach's Alpha coefficient (α= 0.75). The research findings showed thatin terms of executive thinking the students of psychology and educationperformed better while the students of engineering were better in legislativethinking. Moreover, no significant difference was found between the twogroups of participants in judicial thinking. On the other hand, the executivethinking among students of engineering and legislative thinking amongstudents of psychology and education showed the strongest power ofpredicting the educational achievementA statistically significant difference was also found among male andfemale students in terms of executive thinking where female students were inhigher levels and judicial thinking where male students were in higherlevels. Finally, in terms of legislative thinking male students of psychologyand education were better than female ones..

Thinking Styles, Educational Achievement, Iranian Students ofengineering, Psychology and education, Sternberg & Wagner's Thinkingstyles Inventory (TSI)