The ability of the students to master higher order thinking skills remain the global education challenge due to the importance of this skill as stated in Malaysia Education Blueprint 2013-2025. Without the integration of higher order thinking skills and affective domains, students can be smart and still make poor decisions. Extensive researches are needed to investigate the mastery of higher thinking skills and this leads to the rationale to conduct a study on its relation to the affective domain application. In this study, we examine the relationship between the mastery of students’ higher order thinking skills and their affective domain application. This study utilized a correlational research design to examine the relationship between the mastery of students’ higher order thinking skills and their affective domain application. Regression analyses were conducted, and the study utilized clean data collected from 1167 Form Three students randomly sampled across the schools in Sarawak. The students were asked about their enjoyment, value and motivation with relation to their mastery of higher order thinking skills. Higher order thinking skills was directly related to all the affective domain application, naming enjoyment, value and motivation. Students who rate high in the mastery of higher order thinking skills tend to rate high also in the application of affective domain. In our results, motivation was found to be the strongest predictor of the mastery of students’ higher order thinking skills. There is a need to develop cognitive and affective domains among students. Developing these qualities in individual can help in developing the higher mental abilities of students.
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