Abstract
This study aims to identify the relationship between the patterns of brain dominance and the increase in academic achievement among psychology students in Jordanian universities. Descriptive approach was used. The instrument used was the brain dominance patterns scale which consists of 27 items. The study sample was selected randomly and consisted of 386 male and female psychology students from Jordanian universities. The results showed a statistically significant negative relationship between brain dominance patterns and the increase in academic achievement. Also, the results showed statistically significant difference at 0.05 due to the effect of gender in all brain dominance patterns that characterize psychology students in Jordanian universities, and the differences showed that females scored higher than males.
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