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

DOI: 10.4236/oalib.1101436   PDF   HTML   XML   2,351 Downloads   3,301 Views   Citations


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.

Share and Cite:

AlGhraibeh, A. (2015) Learning and Thinking Styles Based on Whole Brain Theory in Relation to Emotional Intelligence. Open Access Library Journal, 2, 1-26. doi: 10.4236/oalib.1101436.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Darwin, C. (2005) The Expression of the Emotions in Man and Animals. Trans. Magdi Melegy, Supreme Council of Culture, Cairo.
[2] Christianson, S.-A. (1992) Emotional Stress and Eyewitness Memory: A Critical Review. Psychological Bulletin, 112, 284-309.
[3] Al Ghraibeh, A. and Al-Zahrani, A. (2013) Learning and Thinking Styles Based on Whole Brain Theory in Relation to Sensory-Motor Integration. Research in Neuroscience, 2, 1-10
[4] LeDoux, J.E. (1994) Emotion, Memory, and the Brain. Scientific American, 270, 50-57.
[5] Sally, P. and Georg, D. (2001) Left Brain, Right Brain: Perspectives From Cognitive Neuroscience. 5 Edition, W. H. Freeman and Company/Worth Publishers, New York.
[6] Kamel, M. and As-Safi, A. (1995) Impact of Interaction between Learning and Thinking Style and Anxiety on Academic Achievement among University Students. King Saud University Journal of Educational Sciences and Islamic Studies, 7, 275-313.
[7] Herrmann, N. (1995) The Creative Brain. Quebecor Printing Book, USA.
[8] Goleman, D. (2000) Emotional Intelligence Trans. Laila Al-Jabali, Knowledge World, Kuwait.
[9] Schlesinger, J. (1985) Hemisphericity, Field Dependence Independence, and Preference for Musical Improvisation: Relationships among Cognitive and Musical Styles. Proquest Dissertation, New York University, New York, 135B (AAT NO. 8521989).
[10] Davidson, R. and Sutton, S. (1995) Affective Neuroscience: The Emergence of a Discipline. Current Opinion in Neurobiology, 5, 217-224.
[11] Reeve, J. (1997) Understanding Motivation and Emotion. Harcourt Brace College Publishers, Orland.
[12] Springer, S.P. and Deutsch, G. (1989) Left Brain, Right Brain. Freeman, New York.
[13] Jensen, E. (2005) Teaching with the Brain in Mind. 2nd Edition, Association for Supervision and Curriculum Development, Alexandra.
[14] Temple, C. (2002) The Brain: An Introduction to the Psychology of the Human Brain and Behavior (Penguin Science). Penguin Books, UK.
[15] Alawneh, S. (2004) Psychological Human Development Childhood. Dar Al-Furqan, Amman.
[16] Wordsworth, B. (1989) Piaget’s Theory of Cognitive and Affective Development Paperback. Psychology Press, Amazon.
[17] Abdel Qawi, S. (2001) Neuropsychology: Foundations and Evaluation Methods. UAE University Press, UAE, Al Ain.
[18] Malley, N. (1982) The Relationship between Hemisphericity and the Response of Individuals to Induced Stress. Proquest Dissertation, University of Pittsburgh, Pittsburgh, 129B (AAT 8303626).
[19] Mikkelson, A., Farinelli, L. and Valley, A. (2006) The Influences of Brain Dominance and Biological Sex on Emotional Expressivity, Sensitivity, and Control. Communication Quarterly, 54, 427-446.
[20] Wheeler, R., Davidson, R. and Tomarken, A. (1993) Frontal Brain Asymmetry and Emotional Reactivity: A Biological Substrate of Affective Style. Psychophysiology, 30, 82-89.
[21] Breitensteina, C., Daumc, I. and Ackermannd, H. (1998) Emotional Processing Following Cortical and Subcortical Brain Damage: Contribution of the Fronto-Striatal Circuitry. Behavioural Neurology, 11, 29-42.
[22] Pickens, J., Field, T. and Nawrocki, T. (2001) Frontal EEG Asymmetry in Response to Emotional Vignettes in Preschool Age Children. International Journal of Behavioral Development, 25, 105-112.
[23] Borod, J., Bloom, R., Brickman, A., Nakhutlna, L. and Curko, E. (2002) Emotional Processing Deficits in Individuals with Unilateral Brain Damage. Applied Neuropsychology, 9, 23-36.
[24] Gasquoine, P.G. (1997) Emotional, Cognitive, and Motivational Deficits in Compensation-Seeking, Suspected Brain Injury Cases. Applied Neuropsychology, 4, 99-106.
[25] Sergerie, K., Lepage, M. and Armony, J. (2006) A Process-Specific Functional Dissociation of the Amygdala in Emotional Memory. Journal of Cognitive Neuroscience, 18, 1359-1367.
[26] Mandell, B. and Pherwani, S. (2003) Relationship between Emotional Intelligence and Transformational Leadership Style: A Gender Comparison. Journal of Business and Psychology, 17, 387-404.
[27] Petrides, K., Martin, G. and Furnham, A. (2004) Estimates of Emotional and Psychometric Intelligence: Evidence for Gender-Based Stereotypes. The Journal of Social Psychology, 144, 149-162.
[28] Wang, C. (2008) Gender Differences in Responding to Sad Emotional Appeal: A Moderated Mediation Explanation. Journal of Nonprofit & Public Sector Marketing, 19, 55-70.
[29] Alumran, J. and Punamaki, R. (2008) Relationship between Gender, Age, Academic Achievement, Emotional Intelligence, and Coping Styles in Bahraini Adolescents. Individual Differences Research, 6, 104-119.
[30] Hassan, A., Sulaiman, T. and Ishak, R. (2009) Philosophy Underlying Emotional Intelligence in Relation to Level of Curiosity and Academic Achievement of Rural Area Students. Journal of Social Sciences, 5, 95-103.
[31] Kafafi, A. and Aldawash, F. (2006) Multi Factor Emotional Intelligence Scale for Adults and Adolescents. Anglo-Egyptian Library, Cairo.
[32] Bruck, K. (1979) Introduction to Human Anatomy. Harper & Row, New York.
[33] Sifft, J. (1991) Educational Kinesiology: Empowering Students and Athletes through Movement. Physical Education, 5, 28-31.
[34] Jensen, E. (1998) Teaching with the Brain in Mind. ASCD, Alexandria.

comments powered by Disqus

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.