Learning and Thinking Styles Based on Whole Brain Theory in Relation to Emotional Intelligence

Ahmad Mohamed Awad AlGhraibeh

Department of Psychology, College of Education, King Saud University, Riyadh, Saudi Arabia.

DOI: 10.4236/oalib.1101436                

Abstract

Based on Whole Brain Theory, this study explores the relationship between learning and thinking styles and emotional intelligence to determine correlations between the variables and to discover whether they differ according to gender and age groups. Two tests are used: learning and thinking styles based on Whole Brain Theory, and sensory-motor integration. Validity and reliability are tested; correlation coefficient is calculated using Pearson test. Total reliability for learning and thinking styles scored 0.860. Total internal consistency by Cronbach Alpha scored 0.872. Emotional intelligence reliability scored 0.880, and internal consistency scored 0.920. The study was conducted on a stratified random (cluster) sample of 753 male and female students, ranging in age from 12 to 16 years, Members of the sample set were enrolled in 13 public schools (7 all-male and 6 all-female schools) within the Irbid first directorate. The results indicated a positive correlation (40.8%) between emotional intelligence (emotional assimilation) with upper left brain (henceforth (Q_A)) and learning and thinking styles of the Lower Right Brain (henceforth (Q_C)) and upper right brain (henceforth (Q_D)). Linear correlation showed statistical significant differences between emotional intelligence dimensions test (emotional assimilation and emotional understanding) and Q_D in favor of females. Statistical significant differences are also found between emotional assimilation and Q_A and Q_C in favor of females.

Keywords

Whole Brain Theory, Emotional Intelligence, Learning and Thinking Style

Conflicts of Interest

The authors declare no conflicts of interest.

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