Modeling the causal relationships for meta-learning skills, cognitive ‎flexibility and mind wandering among general secondary school ‎students

The research aimed to reach the best structural model for the relationships between meta-learning skills, cognitive flexibility, and mental wandering among general secondary school students, and identify the differences between female students in the three research variables according to the specialization (scientific - literary). The research sample consisted of (200) female students in the second year of general secondary school in Al-Lawzi and Um Al-Momenin schools in the Damietta Educational Administration in Damietta Governorate. Measures of meta-learning, cognitive flexibility, and mind wandering were applied to them, prepared by the researcher. The researcher used the descriptive, correlational, comparative approach, and the results concluded that the experimental data supported the validity of the proposed structural model for the relationships, direct and indirect effects meta-learning, cognitive flexibility, and mind wandering among general secondary school students. The results showed: There is a high level of meta-learning among secondary school students, there is a high level of cognitive flexibility among secondary school students, there is high level of mind wandering among secondary school students,  there are no statistically significant differences in meta-learning according to specialization(scientific and literary), there are no statistically significant differences in cognitive flexibility according to specialization(scientific and literary), and there are no statistically significant differences in mind wandering according to specialization(scientific and literary).