التحيز المعرفي و الامتنان كمنبآت بالصمود الأكاديمي لدى عينة من طلبة المرحلة الثانوية

الملخص EN

this study aims to explore the relationship among academic resilience, gratitude and the cognitive bias resilience among sample of secondary students.

A second purpose of this study is to determine the contribution of gratitude and the cognitive bias as predictors of the academic resilience and explore which of these two independent variables is more effective in predicting academic resilience among sample of secondary students.

The study follows a descriptive approach: specifically, the correlative predictive method in order to shed light on the pattern of relationships holding between the variables of the study, and also predict relations between them.

The study sample consisted of (115) secondary school students at the Genius school in Giza Governorate.

They are enrolled in the first semester of the academic year 2018/2019, They were selected on the basis of random inspection statistics.

The average age and standard deviation of members of the sample are (16.26 ± 0.608) years, respectively.

The study used the measure of the Cognitive bias through life positions (Prepared by the researcher) and Measure of gratitude through life positions (Prepared by the researcher).

Cassidy (2016) translation of academic resilience through life positions, was made by the researcher.

The study found that all Pearson correlation coefficients among the academic resilience variable and cognitive bias and its dimensions , jumping to conclusion, belief inflexibility bias, attention for threat bias, external attribution bias, safety behavior, social cognition problems, subjective cognitive problems, Were characterized as negative correlation coefficients, The correlation between academic resilience and gratitude was positive, And the prediction of academic resilience through gratitude and jumping to conclusion, and belief inflexibility bias, and external attribution bias, gratitude was more powerful predictor of academic resilience, followed by belief inflexibility bias, then jumping to conclusion, then external attribution bias.