Modeling the Causal Relationships between Mastery Motivation, Cognitive Flexibility and Academic Ambiguity Tolerance among University Students

 
This study aimed at identifying the best causal model for the direct and indirect causal relationships and effects between the dimensions of variables: (mastery motivation, cognitive flexibility, academic ambiguity tolerance). Participants were (400) male and female students enrolled in the second and third years in all specializations at Faculties of Education and Humanities, Al-Azhar University, Tafahna Al-Ashraf, Dakahlia Governorate. Variables scales were applied to the sample, and the path analysis was used as a statistical method. The study used the descriptive correlational method. The results revealed that the first causal model was the best for the direct relationships and effects between the dimensions of study variables. The results of this model showed that there was a direct positive causal effect of enjoying tasks and cognitive flexibility in academic assignments. Also, there was a direct positive causal effect of self-efficacy and cognitive flexibility in academic courses, and a direct positive causal effect of enjoying tasks, cognitive flexibility and self-efficacy in exams. In addition, there was a negative direct causal effect of perseverance and assimilation of tasks in exams.