Meta Cognition Thinking and Its Relationship to Patterns of Brain Dominance among Jordanian University Students According to Gender and Specialization Variables

Abstract

The study aimed to identify the level of Meta Cognition thinking and its relationship to dominant patterns of brain dominance among Jordanian university students, and to identify if there were differences in the level of Meta Cognition thinking and brain dominance patterns attributed to variables of gender and college. The study sample consisted male and female students at the academic year 2020/2021, and this sample was taken in a simple random way. Two measures were applied: Meta Cognition thinking, and brain dominance patterns, after confirming their psychometric properties. The results showed that the level of Meta Cognition thinking among Jordanian university students is (high), and that the dominant brain pattern among the study sample is the right pattern, followed by the left and then the integrated, and also there is no statistically significant relationship between the brain dominance patterns and the variables of gender and college, and there is statistically significant differences in Meta Cognition thinking among students with the (left) brain dominance pattern compared to those with the (integrated) brain control pattern and in favor of those with the left brain dominance type.