نمذجة العلاقات بين أساليب التفكير و توجهات أهداف الإنجاز و ما وراء الذاكرة لدى طلاب كلية التربية

Abstract EN

The current research aims at identifying the signifance of differences among male and femal students at the first grade and those at the fourth grade in thinking style, achievement goal orientation and metamemory.

It also aims structuring a causal model that clarifies the direct and indirect effect relationships among variables of the study.

To achieve these objectives, the study was applied to a sample of 474 students at faculty of Education (85 males and 389 females).

The study adopted the descriptive approach (relative and comparative causal) with the administration of thinking styles scale, Achivement goal orientation scale, and metamemory scale.

t-test for two independents samples.

Pearson correlation coefficient, , and constructive equation model were used.

Results of the study indicated that there were no significant differences between the mean scores of first and fourth grades students in all the diemensions of the Thinking styles scale.

Morever, there were no statistically significant differences between the mean scores of first and fourth grade students in the dimenstions of mastery, performance/reluctance, while there statistically significant difference in the dimension of (reluctance/ mastery) in favor of first grade students, and in performance dimension in favor of fourth grade students.

In addition, there were no statistically significant difference in the dimensions of (efficacy, change, anxiety, achievement, control).

It was revealed that the dominat thinking styles among the sample of the study was the executive and the least commn was conservative.

The results showed differences in the ratio of common achievement goal orientations, among the study sample, and that the dominate orientations according to mean scores and ratio were (mastery/ reluctance) and the least were (performance/ reluctance).

Furthermore, the most commont metamemory among the sample was change and the least was control.

The study revealed that there were no statistically significant differences among mean scores of male and female students in most dimensions of thinking styles, as (t) was insignificant (legislative, executive, royal, hierarchical, chaotic, global, progressive, external), while there were significant differences in (judgmental, conservative, internal) in favor of male students.

As for a achievement goal orientation, there were no statistically significant differences between the mean score of male and female students, As for metamemory, there were no statistically significant differences among male and female students in the meta memory dimensions except (Anxiety).

Results indicated significant differences among male and female students in anxiety dimension in favor of males.

finally, the study reached acausal model that clarfies the direct and indirect effect relationship among study variables that distinguished thinking styles as independent variable, metamemory as a mediator variable and achievement goal orientation as a dependent variable.

Key word: Thinking style – Achievement Goal Orientation - Metamemory