American International Journal of Social Science

Investigating the Relationship between Students’ Thinking Styles, Self-Efficacy for Learning, and Academic Performance at Qatar University
Alanood Al-Thani, Tamader Al-Thani, YassirSemmar

Abstract
Individual differences play an integral role in the academic achievement of university students. Pasts studies have focused on a number of factors that have impacted academic performance, such as intelligence, attitudes, selfesteem, and self-concept, just to name a few. In recent years, the roles of thinking styles and self-efficacy in relation to academic achievement have received much attention from researchers, educators and psychologists alike (e.g., Shkullak, 2013, Li, 2012, Sternberg, 1997; Honey, 1992).The purpose of this study was is two folds: First, to analyze if variations of thinking styles and self-efficacy for learning exist among students based on their academic year, colleges, nationality, and number of credit hours completed. Two, to gain new insight into related the relationship between students’ thinking styles, self-efficacy for learning, and academic achievement at Qatar University.

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