Role of cognitive agility in responding to the reverse feedback during decision-making tasks for teachers

Document Type : Original Article

Author

Assistant Professor of Educational Psychology Menoufia University College of Education

Abstract

This research occurred on (124) male & female of science & mathematics teachers at the preparatory &  secondary stages with age average (38.33) years & standard deviation (8.61) years within the 2nd term of (19 / 2020) academic year, to reveal their levels of cognitive agility, the differences between them in it according to their  gender, age & specialization, and to reveal the role of cognitive agility in speed & accuracy of their responding to positive and negative reverse feedback during performance at a computerized task mimics with the dynamic decision-making of  their original work environments, two tools were used: a scale of cognitive agility prepared by the researcher of (20) situation phrases, a computerized copy of (Eriksen & Eriksen , 1974) Flanker task for adults, extracted data was analyzed using SPSS program, results referred to an average level in cognitive agility, gender, major specialization and age  caused fundamental differences in the level of cognitive agility (dimensions & total score), a fundamental differences were found between high & low levels of cognitive agility in the speed & accuracy of their response to the positive & negative reverse feedback, so some educational recommendations and new search points had been submitted .

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المجلة التربوية لکلية التربية بسوهاج
Volume 83, Issue 83 - Serial Number 83
مناهج وطرق التدریس ( اللغة العربیة- الإنجلیزیة – الفرنسیة – الریاضیات – العلوم- الفنون- الاقتصاد المنزلی- التجاری ... )
March 2021
Pages 819-900

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History

  • Receive Date: 27 September 2020
  • Revise Date: 11 October 2020
  • Accept Date: 17 October 2020

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