The Validity Reliability of the Thinking Styles Scale

Abstract

The aim of this study is to determine the bilingual equivalence, reliability, and validity of the Thinking Styles Scale for Turkish university students. The sample consists of 268 students who are currently studying in the Faculty of Education at Selçuk University. The construct validity of (he scale was established through Factor Analysis. Thirteen sub-scales were established using Varimax and Component Factors analysis. The scales’ reliability were maintained through Cronbach Alpha and the re-test techniques. The findings revealed that all the sub-scales had high reliability. However, in different sub scales of the scale, significant differences were observed in students’ gender variables and their study field.