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

Mohamed, Nasra; Mohamed, Alaa

doi:10.21608/jehs.2023.326144

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

Document Type : Original Article

Authors

10.21608/jehs.2023.326144

Abstract

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.

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