نمط التفكير (إيجابي-سلبي)‎ و علاقته بمهارات التعلم لدى عينة من طلبة رياض الأطفال التعليم المفتوح بكلية التربية جامعة دمشق

Abstract EN

The study aims to identify the prevalence of positive and negative thinking patterns among the research sample, and to reveal the correlation between the types of thinking and learning skills of kindergarten students in open education at the Faculty of Education, Damascus University .

It also aims to detect the differences between thinking patterns and learning skills according to the variables of gender, social status and year of study.

The research sample consisted of (272) male and female students of kindergartens at open education , the Faculty of Education , University of Damascus The (positive - negative) pattern of thinking scale which consisted of (38) items was used by Hanan Abdel Aziz 2012 in addition to the learning skills scale prepared by Abdul Rahim Al Makhlafi (2008).

The following results were obtained: 1.

61.40% of kindergarten students open education Damascus University had positive thinking compared to 38.60% with negative thinking patterns 2.

There was a statistically significant relationship at (0.05) between the thinking (positive / negative) and the learning skills of individual students.

3.

There were no statistically significant differences at (0.05) among the average scores of students the measure of thinking pattern and the learning skills due to the gender variable.

4.

There were no statistically significant differences at (0,05) level among the average scores of the students.

on the learning skills scale due to the variable of the academic year.

5.

There were statistically significant differences at the level of (0,05) between the average scores of students in the research index on the scale of the pattern of thinking due to the variable of school year in favor of the largest medium, i.e.

the third year.

6.

There were statistically significant differences at the level of (0,05) between the average scores of individual students on the measurement of the pattern of thinking attributed to the variable of the social status in favor of the married students.

7.

There were statistically significant differences at the level (0.05) between the average scores of students on the research sample on the scale of learning skills attributed to the variable of social status in favor of the married sample.