التحصيل الأكاديمي و مداخل التعلم لدى عينة من طلاب كلية التربية مرتفعي و منخفضي اليقظة العقلية دراسة تنبؤيه في ضوء النوع و التخصص

Abstract EN

The aim of the current research is to identify the differences between high and low mindfulness of students according to the difference between gender and specialization and the interaction between them, and to investigate the possibility of predicting the academic achievement of students through their scores in the two approaches of learning and mindfulness.

Of the 400 students, with an average age of (21,341) and a standard deviation (0.749), and the sample was divided into (high mindfulness, low mindfulness).

And the researcher used the Comparative correlational method, The most important results of which are: there was no effect due to specialization or the interaction between gender and specialization for them.

Also, there was no effect due to gender, specialization, or interaction between them in mindfulness and the surface learning approache, and the presence of statistically significant differences between the mean scores of students of high mindfulness and low mindfulness in all research variables in the direction of the average scores of students of high mindfulness.

Consequently, it was possible to predict the academic achievement of students of the fourth year (High mindfulness) through their scores in the deep learning approach and then surface approach, respectively, with different rates of contribution; while the academic achievement of fourth year students (low mindfulness ) cannot be predicted by their scores in the two learning approaches (deep-surface).

Based on these results, the researcher presents many recommendations and suggestions.