Abstract
This study investigates the psychometric properties of a well-set form of the Rational-Experiential Inventory (REI) for adolescents (REI-A20). Participants were 746 Iranian high school students (412 males, 334 females), selected through multistage sampling method. After subjecting our data to principal components analysis (PCA) and parallel analysis (PA), we found a two-factor structure corresponding to rational and experiential processing. Both rational and experiential scales of the REI-A20 exhibited good internal consistency. These two factors accounted for 37% of the variance. The fit indices of confirmatory factor analysis (CFA) confirmed the cross-validity of the inventory. Rationality, but not experientiality, was significantly related to better school performance, elaboration, organization, and metacognitive strategies. Males scored significantly higher on rational scale, but there was no difference between females and males in scores on experiential scale. This new inventory has reliable scores, and allows for valid inferences in assessing individual differences in adolescents’ preference for the rational and experiential information-processing styles.
Highlights
Cognitive psychologists and social psychology researchers know that people make decisions and respond to situations by employing two different but complementary processes (Chaiken & Trope, 1999)
We examined the correlation between academic performance and scores on the two scales
Many researchers have used this scale to investigate a variety of variables in personality (Pacini & Epstein, 1999), communication (Berger & Lee, 2007), health psychology (Saher & Lindeman, 2005), and decision-making domains (Bartels, 2006)
Summary
Cognitive psychologists and social psychology researchers know that people make decisions and respond to situations by employing two different but complementary processes (Chaiken & Trope, 1999). Behavior is determined jointly by two ways of processing, one way is often predominant. Predominance of one processing style depends on a variety of factors, including the importance of the decision, the information one has about the situation, past experiences, the extent of emotional involvement, and most importantly, the individual’s preference for relying on one system more than the other (Epstein, 2003; Epstein, Pacini, Denes-Raj, & Heier, 1996). The way we see the world, and our personality are shaped by the way we process information (Epstein, 2003; Pacini & Epstein, 1999)
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