فاعلية استخدام إستراتيجيات التفكير المتشعب في تدريس مادى علم النفس في تنمية التحصيل الدراسي و الوعي بمفهوم الذات لدى طلاب المرحلة الثانوية

الملخص EN

The current research aimed to identify the effectiveness of using Divergent Thinking Strategies in developing academic achievement and awareness of Self-concept through the teaching of psychology for secondary stage students.

The research sample consisted of (60) 2rd year students, 30 student for the experimental group and 30 student for the control group.

Results indicated the existence of statistically significant differences at the 0.05 level between the average degrees of the experimental group students who studied using the “Divergent Thinking Strategies“ and the control group, who studied in the traditional method in the post application of academic achievement test, self-concept test and a measure of self-concept in favor of the experimental group.

As indicated the existence of statistically significant differences at the 0.05 level between the average degrees of the experimental group students who studied using the “Divergent Thinking Strategies“ in the academic achievement test, self-concept test and a measure of self-concept before and after the study selected unit in favor of post application.