شبكة المعلومات العربية التربوية

The present study aimed to detect the relationship between Sternberg's thinking styles and academic adjustment of pupils with vision feebleness in middle school education stage (average) during the academic year (2017-2018), by using the descriptive approach, and applying the Sternberg's thinking styles scale adopted to Arabic by El Dardir (2004) and the academic adjustment scale adopted to Arabic by El Darini (1985) on a sample of 78 pupils with vision feebleness as distributed in 2 educational middle school in the district of M’sila. Finally, the study concluded the following results: 1) the common thinking styles of Pupils with visual feebleness in middle school education stage were (conservative, judgmental, legislative) as mean arithmetic respectively (22.6 / 21.13/19.28). 2) There was no relationship between the thinking styles of Sternberg's and academic adjustment of pupils with vision feebleness in middle school education stage, except in the (conservative, judgmental, legislative) thinking styles. 3) The existence of a positive statistically significant correlational relationship as respectively (0.458/ 0.432 / 0.292). (Published Abstract)