Reciprocal Thinking and Mental Openness and Their Relationship to Classroom Interaction

Abstract

Reciprocal thinking is a fundamental component of intellectual and cognitive development, characterized by classroom interaction and mental openness. The present study aims to identify the levels of reciprocal thinking, mental openness, and classroom interaction among university students, examine gender-based differences (males - females), and explore the correlational relationship between reciprocal thinking and classroom interaction. The sample consisted of (120) undergraduate students from the Department of Psychology, College of Arts, equally distributed by gender for the academic year (2024–2025). The researcher employed validated and reliable scales for the three variables, with reliability established the test-retest method. Data were analyzed using SPSS (version 27). Key findings revealed that students demonstrate significant levels of reciprocal thinking, mental openness, and classroom interaction. No statistically significant gender differences were found in reciprocal thinking or classroom interaction, whereas males scored significantly higher in mental openness. Additionally, moderate positive correlations were observed between reciprocal thinking, mental openness and classroom interaction. The study concludes with several recommendations and suggestions based on these outcomes.