Abstract
This study examines non‐cognitive aspects of thinking style, focusing on personality traits, motivation, and emotional intelligence as factors influencing decision‐making and learning outcomes. Utilizing a mixed‐methods design, data were collected from a sample of undergraduate students through standardized questionnaires and semi‐structured interviews. The quantitative analysis employed regression models to investigate the relationships between non‐cognitive variables and thinking styles, while qualitative insights provided context and depth to these findings. Results indicate that specific personality traits and high levels of emotional intelligence are positively correlated with adaptive thinking styles. The findings have implications for educational practices and psychological interventions aimed at enhancing cognitive performance through non‐cognitive development.