كفاءة الذات و علاقتها بالفضول الإدراكي لدى طلبة الدراسات العليا

Abstract EN

The concepts of self-efficacy and cognitive curiosity of the important concepts in the field of learning and education may be a major determinants of individual differences in academic achievement and achievement, so the purpose of this research to identify the level of selfefficacy and level of cognitive curiosity among postgraduate students as well as the relationship between self-efficacy and cognitive curiosity In addition to identifying the statistical significance differences in the level of self-efficacy and the level of cognitive curiosity among graduate students according to the gender variables (males, females), specialization (scientific specialties and humanities) and the level of study (MA, PhD) (GSE) prepared and developed by Schwarzed & Jerusalem 1981 based on the theory of self-efficacy of Pandora.

The researcher also constructed a measure of cognitive curiosity consisting of (19) paragraphs, and to extract the psychometric properties of the two measurements were applied to a sample of ( 150) students of graduate students at Mustansiriya University admitted to study in the academic year 2017/2018 were selected as a statistical analysis sample, The two parameters were then applied to the final application sample consisting of (150) male and female students of postgraduate studies.

The two samples of statistical analysis and final application were selected in random stratified manner with proportional distribution.

After the analysis of the results it became clear that the research sample has a high level of self-efficacy and curiosity The results showed that there were no significant differences in self-efficacy according to the Gender variables and the level of study, as well as the existence of statistically significant differences in self-efficiency according to the variable of specialization and in favor of human specialties and lack of atmosphere.

There were no statistically significant differences in the level of cognitive curiosity according to the level of study variable and for the benefit of doctoral students, and there were no significant differences Statistically the interactions between the three variables in terms of cognitive curiosity, except the interaction between the gender variables and specialization, and in the light of the results, the researcher made a number of recommendations and suggestions.