الأسلوب المعرفي (الاندفاغالتربوي)‎ و علاقته بدافع التعلم لدى عينة من طلبة السنة الأولى في كلية التربية بجامعة دمشق

Abstract EN

The study aimed to identify the nature of the relationship between cognitive style (rush- prudence) defended learning in the sample, revealing indication of the differences in performance on cognitive method Scale (rush-prudence), which are attributed to the variables of sex and competence among the research sample, revealing indication of the differences in performance learning and motivation attributable to variables sex and competence among the research sample scale.

The research sample was reached (100) students, 50 males and 50 females from the first-year students in the College of Education, University of Damascus.

And researcher used a questionnaire to cognitive style (rush- prudence) and questionnaire for learning and motivation are prepared by the researcher after confirmation of their sincerity and steadfastness The most important findings of the research: 1.

There is a statistically significant correlation between cognitive style (rush- prudence) and learning motivation among the research sample.

2.

There are statistically significant differences in the average scores performance on cognitive research sample method scale personnel differences (rush- prudence) due to the variable sex in favor of males.

3.

There are statistically significant differences in the average scores performance research sample differences on learning motive attributed to the female sex in favor of a measure.

4.

There are statistically significant differences in mean scores performance on cognitive research sample method scale personnel differences (rush- prudence) due to the variable jurisdiction in favor of psychology.

5.

There are statistically significant differences in the average scores performance research sample differences on learning motivation scale due to the variable jurisdiction in favor of the classroom teacher.