الإسهام النسبي للتفكير المنفتح النشط والتجول العقلي في التنبؤ بفاعلية الذات الأكاديمية لدى طلبة الجامعة

نوع المستند : المقالة الأصلية

المؤلفون

1 أستاذ علم النفس التربوي كلية التربية - جامعة كفر الشيخ

2 مدرس علم النفس التربوي المساعد كلية التربية - جامعة كفر الشيخ


عنوان المقالة [English]

The Relative Contribution Of Actively Open– Minded Thinking And Mental Wandering In Predicting Academic Self-Efficacy Among University Students

المؤلفون [English]

  • nasra mohamed 1
  • alaa mohamed 2
المستخلص [English]

The current research aims to the relative contribution of actively open– minded thinking and mental wandering in predicting academic self-efficacy among university students. on a sample of (850) male and female students from the fourth year students in the faculties of (Science, Nursing, Education) at Kafr El-Sheikh University. which were divided into {males (270). and females (580). from scientific colleges (466) students, and literary colleges (384) students}. their chronological ages ranged between (20-21) years. with an average age of (20.10) years. and a standard deviation of (±0.476) years. and the research tools included On Actively Open– Minded Thinking scale (prepared by/ Stanovich & West, 2007, arabized by/ Ibrahim, 2010), the mental wandering scale prepared by / researcher. and the academic self-efficacy scale prepared by / Hisham Mokhaimer (2014), The results of the research found that the overall degree of academic self-efficacy can be predicted through the dimensions of actively open–minded thinking and mental wandering among university students.
 

الكلمات الرئيسية [English]

  • Actively Open
  • Minded Thinking. Mental Wandering. Academic Self-Efficacy. University Students