قوة السيطرة المعرفية و أساليب التعلم وسمات الشخصية لدى عينة من طلبة الصف الأول الثانوي بليبيا

Abstract EN

The present study aimed to reveal the relation between the two patterns of cognitive holding, some learning styles and personality traits, and understanding the differences implied by the two patterns of cognitive dominance, learning styles and personality traits between the male and female students, as well as identifying the predominant pattern of cognitive dominance, learning style and personality trait among the sample of the study at hand.

For achieving such objects, cognitive dominance scale, learning styles measure, together with the Big Five personality traits on a sample of 500 students of both genders in junior secondary education in Libya.

Descriptive approach was applied, using T-Test for two separate groups and another T-Test for one group, and Pearson correlation coefficient.

the study concluded a statistically significant difference between the average marks of males and females in the contemplative and active styles in favor of females, while a statistically significant difference between the average marks of males and females in the two patterns of cognitive dominance in favor of males on the first pattern and in favor of females on the second one.

Moreover, statistically significant difference between the average marks of males and females in the neuroticism, extraversion, and conscientiousness characteristics in favor of males, nonetheless no differences were demonstrated between males and females in terms of openness and agreeableness.

The study further concluded that the predominant learning style among the sample of study is the convergent style, and the second pattern of the cognitive dominance is prevailing among the sample of study, and neuroticism trait prevailed among the sample of study.

A statistically significant positive relation between the marks of students in learning styles, including contemplative, convergent and theoretical learning styles, and their levels in the cognitive dominance were found; unlike their levels in the active learning style and the patters of cognitive dominance, where no statistically significant relation was found.

However, a negative relation was found between the personality traits of openness, extraversion, agreeableness and conscientiousness, and the second pattern of cognitive dominance, while no relation between the students' marks on the second pattern of the cognitive dominance and the neuroticism trait, and no statistically significant difference between the marks of the students in the neuroticism trait and their levels in the contemplative, convergent and theoretical learning styles were found.

A negative relation in their levels in the neuroticism trait and the active learning style was found, and a similar negative relation between their levels in the openness personality trait and learning styles were found.

Also, a negative relation between the students' marks in the personality traits of agreeableness and conscientiousness and the contemplative, convergent and theoretical learning styles were found.

No relation was found between agreeableness and consciousness, and the active learning style though.