| المستخلص: |
This study is conducted to investigate the Locus of Control among the students of the Algerian universities and to identify their pursued Cognitive Styles. The study also tried to seek the relationship between the Locus of Control and the Cognitive Styles. The study population consisted of 175 university students evenly distributed over the six following disciplines: Letters and Law, Biology, Pharmacy, Civil Engineering and Mechanical Engineering.In order to convert the variable of the Locus of control into quantitative indicators, a compact and translated version from English to Arabic of the NLSC inventory has been adopted by the Researcher K.Izidi The Witkin & Oltman’s group embedded figures test translate into Arabic by A.M.el Charkaoui &al. was adopted in order to convert the variable of the Perceptual-Cognitive Style into a quantitative indicators. The statistical treatment of the data collected led to the following results: - Students of the Algerian university tend to believe in the external locus of control. - There is no statistical significance between the genders in term the locus of control they tend to believe in. - Locus of Control of the University students varies according to his/her Academic specialization. - Students of the Algerian university tend to adopt the Style of independence from cognitive domain. - There is no statistical significance between the genders in terms of their adoption of a specific cognitive style. - There is no statistical significance between the students of various disciplines in terms of their adoption of a specific cognitive style. - There is no statistically significant differences between students who tend to believe in the internal locus of control and the students who tend to believe in the external locus of control in terms of the adopted cognitive style. - The relationship between the locus of control and the cognitive style is not necessarily dependent on the variable of gender. - The relationship between the locus of control and the cognitive style is not necessarily dependent on Academic specialization.
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