Thinking styles and their relationship with self-efficacy among deaf and hard-of-hearing adolescent students.

Abstract

This study aimed to identify the most common thinking styles of deaf/hard-of-hearing (DHH) and hearing adolescent students, and to examine the extent to which thinking styles predict self-efficacy. It also explored gender-based differences in the thinking styles and self-efficacy of DHH students. Data were collected from 145 DHH and 160 hearing adolescent students in Saudi Arabia (Mage = 17.8 years; SDage = 3.57 years) using the Thinking Styles Inventory-Revised II (TSI-R2) and Self-Efficacy Questionnaire for Children (SEQ-C). Findings revealed that the executive, local, conservative, and chaotic thinking styles were more prevalent among DHH students, while the legislative, universal, liberal, and critical thinking styles were more prevalent among hearing students. Those with Type I thinking styles had higher levels of self-efficacy, while those with Type II thinking styles had lower levels of self-efficacy. There were gender-based differences in the self-efficacy of DHH and hearing students, with higher scores observed among females. Further, for DHH students, the Legislative, Liberal, and Internal thinking styles were more prevalent among males rather than females, while the Executive, Hierarchical, Conservative, External, Judicial, and Local thinking styles were more prevalent among females rather than males. For hearing students, males were more likely to exhibit the Liberal, External, and Oligarchic styles, while females were more likely to exhibit the Global, Executive, Conservative, Local, and Hierarchical styles. Together, these findings suggest the need to train DHH students to use positive thinking styles by implementing courses in their school curricula that enable them to reflect on their self-efficacy.