الملخص الإنجليزي
This study first, aimed at discovering the common state of the ideological identity statuses and the most preferable thinking styles of Grade (8-11) students. Also, it aimed at finding the relation among them. Finally, it aimed at identifying the difference among the ideological identity statuses according to the variables of the Gender and Grad. To achieve the aims of this study, mixed methodology research of triangulation was used. The study employed Objective Measure of Ego Identity Status (Bennion & Adams, 1989) and The Thinking Styles Inventory, (Sternberg & Wagner. 1992). These tools were applied on 740 male and female students. Four Focus Groups Interview consisting of 35 each were investigated. The results of the study were: Firstly, the state of moratorium identity was common among the students of grade (8-11) in basic and post basic schools in Muscat Governorate in all four areas. Secondly, the state moratorium identity of grade (8-11), was not internal, but it depends on the available uncorrelated situational chances. Thirdly, tested group members have a profile of thinking styles differ according to the situation. However, the external style was common. Fourthly, there was a mild positive correlation between Identity Achievement and External Style; Identity Foreclosure and Oligarchic and Executive Styles; Identity Diffusion and Executive Style. Fifthly, there were statistically significant differences in ideological identity statuses according to gender variable; identity achievement was in favor for female students while foreclosure and diffusion identities were in favor for male students. Sixthly, there were statistically significant differences in ideological identity statuses according to the grade level in moratorium state for grade 8, while in foreclosure statuses for grade 8 & 9. Seventhly, there are statistically significant differences in identity diffusion statuses according to the interaction between grade and gender variables for grade 8 male students and grade 11 female students. Eighthly, there were different statistical figures in six thinking styles between the two genders in the oligarchic and executive styles for male students, whereas the global, external and hierarchical styles for female students. Ninthly, there were statistically significant different statistical figures in executive and external style for the favor of grade 8 students.
Key Words: Identity Statuses, Thinking Styles.
