摘要：The present study was undertaken to investigate the relationship of thinking styles to creativity and stream of the students. The sample of study consisted of 345 subjects studying in class XII in eight senior secondary schools of Dharamshala (H.P). Hindi short version of Sternberg and Wagner's (1992) 'Thinking Style Inventory' by Prof. B. P. Verma and Baquer Mehdi's 'Verbal Test of Creative Thinking' (Hindi) were used for data collection. Analysis of data was done within the framework of 3×2 factorial designs. The results of the study revealed that creativity had effect on Legislative and Liberal thinking styles and stream had significant influence on Monarchic and External thinking styles. Whereas, interaction between creativity and stream emerged out with reference to only one thinking style i.e. Internal thinking style. It is well known that there has been enormous advancement in every field of knowledge during last 65 years. This is more concerned with the educational ideas in all disciplines of knowledge, specially related with science and technology. The present day objectives of teaching stress the importance of understanding the structure of discipline, the process and methods of concepts and the part that creative men and women played in developing knowledge. Almost all people possess creative characteristics to a greater or lesser degree, but these are deeply buried in the personality, hidden under layers of habit, prejudices, fear of failure and of the danger of not being accepted by society and hence most of them lack courage to activate these. Guilford (1950) has been a staunch exponent of cognitive functioning in defining creativity. In his model of "Structure of Intellect", SOI, he emphasized creativity as an individual's ability of generation of information from given information where the emphasis is on variety of output from the same source. Many researchers have studied thinking styles in relation to creativity, for instance Wheatley (1977), Torrance and Mounad (1978,1979), Torrance and Reynolds (1979), Torrance and Sato (1979), Torrance and Frostier (1983), Mitchell (1987-88), Kreshner and Ledger (1985) and majority of the studies revealed that highly creative students do have distinctive thinking styles.
