الإسهام النسبي للتفكير الجانبي و مستوى الطموح في التنبؤ بالإنهماك التعليمي لدى طلاب الجامعة

Abstract EN

The present study aimed to determine relative contribution of lateral thinking and ambition level in predicting educational engagement in university students.

The sample consisted of (150) male and female students aged (19-21) years old, and the present study relied on the descriptive method in applying the study tools and to answer its questions.

The researcher developed tools which are the lateral thinking scale, the ambition scale, and educational engagement scale, then check the psychometric properties of these tools.

The study showed that the level of lateral thinking among the members of the study sample is high, the level of ambition among the members of the study sample is high, and that the level of educational attainment among the members of the study sample is low.

The results of the study showed that the lateral thinking is suitable to be used in predicting educational engagement as the regression coefficient reached (2.705) that is a statistically significant value at the level of (0.008), while ambition is not suitable for predicting educational engagement as the regression coefficient reached (-0.801) that is statistically insignificant value.

The study presented recommendations, including preparing programs and training courses that contribute to support and develop Lateral thinking among university students, where staff members use lateral thinking strategies during university teaching, encourage university students to use lateral thinking skills in practical applications, activities, and field training, preparing training programs concerned with increasing educational activities that improve educational engagement levels of students in university.