التفاعل بين أنماط الدعم الإلكتروني (الثابت المرن)‎ و الفاعلية الذاتية (المرتفعة المنخفضة)‎ واثره على تنمية مفاهيم المواطنة الرقمية و التفكير الإيجابي لدى طالبات كلية التربية النوعية

Abstract EN

The aim of the current research is to identify the impact of the interaction between the two types of electronic support (fixed / flexible) and self-efficacy (high / low) on the development of the concepts of digital citizenship and positive thinking among female students of home economics at the Faculty of Specific Education.

The research experiment was conducted on a group of students consisting of (120) Female students were divided into four experimental groups according to the two types of support and the level of self-efficacy, and the strength of each group was (30) students, taking into account the homogeneity of the groups.

Self-efficacy (high/low) in the e learning environment on the two dependent variables (the concepts of digital citizenship and positive thinking), and the research tools included a test in the cognitive achievement of the concepts of digital citizenship, and a scale in positive thinking, and the tools were applied before and after on the research groups and using appropriate statistical methods, The search results were as follows.

There are statistically significant differences between the mean scores of the students of the experimental groups in the post application of the digital citizenship concepts test, due to the main effect of the (fixed/flexible) learning support style.There are statistically significant differences between the mean scores of the students of the experimental groups in the post application to test the concepts of digital citizenship, due to the effect of the difference in self-efficacy (high / low).There are statistically significant differences between the mean scores of the students of the experimental groups in the post application to test the concepts of digital citizenship, due to the effect of the interaction between learning support patterns and the level of self-efficacy.There are statistically significant differences between the mean scores of the experimental group students in the post application of the positive thinking scale, due to the main effect of the (fixed/flexible) learning support style.There are statistically significant differences between the mean scores of the experimental group students in the post application of the positive thinking scale, due to the effect of the difference in self-efficacy (high / low).There are statistically significant differences between the mean scores of the experimental group students in the post application of the positive thinking scale, due to the effect of the interaction between learning support patterns and the level of self-efficacy