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الرئيسية > التشوه الإداركي و علاقته بأسال...>الوصف

التشوه الإداركي و علاقته بأساليب التعلم و عوامل الشخصية الخمسة الكبرى لدى طلبة المرحلة الإعدادية

المصدر: مجلة الأستاذ للعلوم الإنسانية والاجتماعية
الناشر: جامعة بغداد - كلية التربية ابن رشد
المؤلف الرئيسي: مختار، نهلة نجم الدين (مؤلف)
مؤلفين آخرين: السعداوي، أحمد سلطان سرحان (م. مشارك)
المجلد/العدد: ع211
محكمة: نعم
الدولة: العراق
التاريخ الميلادي: 2014
التاريخ الهجري: 1436
الصفحات: 141 - 168
ISSN: 0552-265X
رقم MD: 671746
نوع المحتوى: بحوث ومقالات
قواعد المعلومات: EduSearch
مواضيع:
علم النفس المعرفي | التشوه الإداركي | أساليب التعلم | طلاب المرحلة الإعدادية | الذكاء
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المستخلص: استهدف البحث تعرف العلاقة بين التشوه الادراكي واساليب التعلم وعوامل الشخصية الكبرى لدى طلبة المرحلة الاعدادية، ولغرض تحقيق اهداف البحث تم تبني ادوات ثلاث تقيس متغيرات البحث والمتمثلة بـ (قائمة التشوه الادراكي ليوركا ودايتوماسو، 2002، قائمة اساليب التعلم لكولب، 2007، وقائمة عوامل الخمسة الكبرى لجون واخرين، 1991). ويعد تطبيق ادوات البحث الثلاثة على العينة البالغ عددها (400) طالب وطالبة أظهرت النتائج بان العينة البحث تتمتع بمستوى منخفض من التشوه الادراكي وان اسلوب التعلم التباعدي هو الأكثر تفضيلا لدى الطلبة وان ترتيب عوامل الشخصية الخمسة بحسب ظهورها هي (التفتح الذهني، الانبساطية، المقبولية، حيوية الضمير، العصابية.)

The research problem can be summarized in the following questions: 1 - What is the level of cognitive distortion among secondary school students, and is the level of cognitive distortion different according to sex and academic specialization or interaction between them?. 2 - What is the predominant style of experiential learning among secondary school students and whether different the nature of styles depending on sex and academic specialization?. 3 - What is the order of the big five personality factors among secondary school students and whether the variables of sex and academic specialization or the interaction between them have any role in the arrangement of these factors?. 4-What is the relationship between cognitive distortion and both learning styles and the big five personality factors? The research aimed to find out: First: the level of cognitive distortion at the Students of preparatory Stage. Second: learning styles among the Students of preparatory Stage. Third: The big five personality factors among the Students of preparatory Stage. Fourth: the relationship between cognitive distortion and learning styles among the Students of preparatory Stage. Fifth: the relationship between cognitive distortion and the big five personality factors among the Students of preparatory Stage. Sixth: statistically significant differences in the level of cognitive distortion among the students of preparatory Stage depending on the variables:: A-Sex. B - Academic specialization. Seventh: Statistically significant differences in learning styles among the Students of preparatory Stage depending on the variables: A - sex. B- Academic specialiation. Eighth: Statistically significant differences in the big five personality factors among the Students of preparatory Stage depending on variables A - sex. B - Academic specialization. In order to achieve the aims of the research, the researcher used three foreign scales are: 1-Cognitive Distortion Inventory ) Yurica & DiTomaso, 2001).2- Learning Style Inventory (Kollb, 2002).3- Big Five Inventory (John, et al, 1991). Researcher regarded sample statistical analysis to extract the sample results. By using Pearson correlation coefficient, the correlation coefficient (Baacyrial), the t-test for one sample and two independent samples, Z-test, "chi-square" for good conformity and independence, and analysis of variance and bilateral interaction. The most important results as follows: 1- The sample has a low level of cognitive distortion, and perfectionism factor was most visible factor among the members of the sample. 2 - divergent learning style is the most preferred style among the Students of preparatory Stage "research sample". 3- According to the respondents, the order of the big five factors of personality appearance is (open-mindedness, Extraversion, Agreeableness Conscientiousness, neuroticism) respectively. 4 - There is no relationship between cognitive distortion and learning styles among the Students of preparatory Stage. 5 - There are statistically significant positive relationship between cognitive distortion and factors neuroticism, and Conscientiousness, and Agreeableness. There is no relationship between cognitive distortion and open-mindedness and extraversion. 6 - There are differences in the cognitive distortion variable depending on the academic specialization, and there are no differences in cognitive distortion depending on sex, or depending on the interaction between sex and academic specialization. 2 - There are no differences in learning styles depending on the variables of sex and academic specialization. 8 - There are no differences in the big five personality factors depending on sex, or academic specialization or the interaction between them, except the difference that has emerged in Extraversion factor depending on the sex variable.
ISSN: 0552-265X

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