الأسلوب المعرفي (تحمل-عدم تحمل الغموض)‎ و علاقته بالدافع للإنجاز الدراسي لدى طلاب جامعة الإمام محمد بن سعود الإسلامية في ضوء يعض المتغيرات

الملخص EN

This study aims at investigating the nature of the relationship between the cognitive style (tolerance-intolerance of ambiguity) of Imam Muhammad bin Saud Islamic University (IMSIU) students and their motivation to academic achievement.

The study also seeks to identify the differential nature of the cognitive style (tolerance-intolerance of ambiguity) among IMSIU students, which may be attributed to the motivation of academic achievement ; the nature of difference in the cognitive style (tolerance-intolerance of ambiguity) among IMSIU students which may be due to the academic year variable (first versus fourth) and the study major (humanities versus applied) ; and the nature of difference in the motivation to academic achievement among IMSIU students which may be due to the scholastic year variable (first versus fourth) and the study major (humanities versus applied).

The study was conducted in the second semester of 1433H.

The study used a random sample of 255 : 121 freshmen (38 participants studying in various humanities majors in the College of Social Sciences and 83 participants studying in various applied majors in the College of Science and the College of Computer and Information Sciences), and 134 senior students (80 participants studying in various humanities majors in the College of Social Sciences and 54 participants studying in various applied majors in the College of Science and College of Computer and Information Sciences).

The researcher used two instruments : An Arabic version of Robert Norton's Cognitive Style Scale, and Al (1996) Scale of Academic Motivation, after checking the validity and reliability of the study's two instruments.

The findings revealed that there is a significant statistical relationship between the cognitive style (tolerance-intolerance) of IMSIU students and their motivation to academic achievement; no significant statistical difference in the cognitive style that can be attributed to their major of study ; and no significant statistical difference in the academic achievement motivation that can be ascribed to the major of study.

However, the study showed that there is significant statistical difference in the cognitive style that can be attributed to the academic year variable ; where the senior students showed higher level of ambiguity tolerance ; there is significant statistical difference in the academic achievement motivation that can be attributed to the scholastic year variable where the senior students showed higher level of academic achievement motivation.

There is a statistically positive relationship between IMSIU high and low achievers on the Academic Achievement Scale• and their scores on the Cognitive Style Scale Students with high level of motivation to academic achievement were more able to tolerate ambiguity than those with low level.

Finally, the results indicated that there is a statistically significant difference between the IMSIU students' scores on the Cognitive Style Scale and their scores on the Academic Achievement Scale, where students with higher level of tolerating ambiguity achieved highly on the Academic Achievement Scale.