التحيز الإدراكي و علاقته بالانفتاح على الخبرة لدى معلمات رياض الأطفال

الملخص EN

The current research objective is to identify the level of cognitive bias among kindergarten teachers, the level of openness to experience among kindergarten teachers, and the correlation between cognitive bias and openness to experience among kindergarten teachers.

(200) kindergarten teachers were chosen from the General Directorate of Education in Baghdad Governorate, Rusafa Second, for the 2019-2020 academic year, in a random style In order to achieve the objectives of the research, the researcher sought to build two measures, the first being cognitive bias, consisting of seven types of cognitive biases, and the number of its items was 42 items, distributed equally among seven types of perceptual biases, and each item (3) had positive alternatives that did not express any type of bias They are given a score of zero, and one negative item expressing the type of bias is given a score of one The apparent validity of the scale was extracted and its stability was calculated using the Alpha Cronbach equation.

The lowest score that the respondent could obtain is (zero) and the highest score is (42).

The second scale is a measure of openness to experience consisting of six domains and 30 were of items emulated distributed equally among the six areas.

For each item (5) alternatives, and scores are given to them from (1-5).

The apparent validity of the scale was extracted and its reliability was calculated using the Alpha Cronbach equation.

The lowest score that a respondent can get is (30), and the highest score is (150).

The research found the following results that kindergarten teachers are characterized by cognitive bias, openness to experience, and the absence of a significant correlation between types of cognitive biases and openness to experience in general.