التفكير السريع-البطيء وعلاقته بالتحصيل الأكاديمي لدى طلبة قسم التاريخ في جامعة ديالى

Abstract EN

This research aims to identify the following:The level of fast thinking among students in Department of History at College of Education for Humanities at University of Diyala according to variable of gender (male-female).

The level of slow thinking among students in Department of History at College of Education for Humanities at University of Diyala according to variable of gender (male-female).

The level of academic attainment among students in Department of History at College of Education for Humanities at University of Diyala according to variable of gender (male-female).

The statistical significance of the correlation between the two types thinking (slow-fast) and academic attainment among students in Department of History at College of Education for Humanities at University of Diyala according to variable of gender (male-female).

The extent to whichthe two types thinking (fatsslow) intelligence contributes in academic attainment among students in Department of History at University of Diyala.

The research sample consisted of (250 male and female) students in Department of History in College of Education for Humanities at for undergraduate morning studies at University of Diyala with an amount (41%) of the total sample divided according to variable of gender about (125 male) students and (125 female) students chosen by random class method with equal distribution.

In order to achieve the aims of the research، the researcher adopted the scale 0f (Fast thinking- Slow thinking) prepared by (AlTememe، 2015) relying on (Kahneman، 2011).

The scale consisted of (31) itemsformulated in the form of verbal situations followed each item an alternative to answer (a-b) measuring the alternative (a) fats thinking and measures the alternative (b) slow thinking and the answer to each alternative is according to gradients are (always، sometimes، rarely، never) and the weights of these alternatives (0،1،2،3).

According to the Likert quadrilateral scale، the researcher analyzed the items of the scale statistically and extracted the discriminatory strength of them as well as extracting the psychometric characteristics of the scale from honesty (apparent honesty and constructive honesty) and stability in two ways (retesting and alpha-Cronbach).

While.