التجول العقلي عبر منصات التعليم الإلكتروني وعلاقته بالاندماج النفسي لدى طلبة الجامعة

Abstract EN

The research aims to identify the level of mind wandering through e-learning platforms for students in colleges of Mosul university at the significance level of 0.05, as well as to define the differences of statistical significance at the level of 0.05 between the average degrees of mind wandering through e-learning platforms according to the variables: academic specialization (scientific and theoretical), class (first and fourth) and gender (males and females).

it is also aimed to know the psychological integration of students at the level of significance 0.05 as well as to identify the differences of statistical significance at the level of 0.05 between the average degrees of integration.

another objective of this research is to identify the level of mind wandering through e-learning platforms among students of Mosul university at the significance level of 0.05, and identifying the differences of statistical significance at the level of 0.05 between the average degrees of mind wandering through e-learning platforms according to the variables: academic specialization (scientific and theoretical), class (first and fourth) and gender (males and females), as well as identifying the relationship between mind wandering through e-learning platforms and psychological integration among students of the research sample.

the sample of the research consists of (400) male and female students from colleges of the university of Mosul.

the scale of mind wandering is built through e-learning platforms, depending on the literature and theoretical frameworks.

the items of the instrument are divided into two areas: (mind wandering related to the study material and mind wandering not related to the study subject).

thus, the instrument consists of (28) items.

the statistical analysis is contacted to distinguish the items and its validity is verified.

the agreement reached (90%) and its stability coefficient reached (83%), and a scale for psychological integration is built based on the literature and theoretical frameworks.

the items are divided into three areas (the relationship of the teacher with the learner, peer support for the learner, and family support for the learner).

the scale contains (29) items.

after the discrimination procedures and its apparent sincerity are verified, the percentage of agreement reached (90%) and its stability coefficient reached (81%), and the data are treated using statistical methods: Pearson correlation coefficient and t-test for one sample and two independent samples.

the findings find out the sample of the study have mind wandering through e-learning platforms, and there is no difference between scientific and theoretical disciplines.

the results of the research discover that fourth-grade students have more mind wanderings through e-learning platforms than first-grade students, as well as male students have more mind wandering than females.

the findings also show that students have psychological integration and there is no difference in psychological integration according to the variables of academic specialization, class and gender.

a negative inverse correlation is appeared between mind wandering through e-learning platforms and psychological integration of the research sample.

recommendations and suggestions are formulated in light of these results.