Modeling Causal Relationships between Cognitive Agility, ‎Psychological Flow, Self-Differentiation, and academic passion ‎among students of the Faculty of Education, Helwan University

   The current study aimed to build a model of the causal relationships between cognitive agility, psychological flow, self-differentiation, and academic passion among students of the Faculty of Education, Helwan University, and to verify the suitability of this model to the data of the research sample, on a sample of Helwan university students, and that sample consisted of (405) male and female students. of the students of the Faculty of Education, helwan university, who were selected from the students of the scientific and literary sections enrolled in the study groups (first, second, third, fourth), and their chronological ages ranged between (17.5: 22) years, with an average age of (19.207) years and a standard deviation of (1.0981). (164 males, 241 females) and the following tools were applied: scales of cognitive agility, psychological flow, self-differentiation, and academic passion prepared by the two researchers. Path analysis was also used to verify the validity of the hypotheses; The results of the current research have shown that all indicators of goodness of fit of the model are in the ideal range, and the value of the Chi-square (X2) is 1.684, which is a statistically non-significant value (P=0.194), which is a value greater than (0.05), and this indicates goodness of fit. causal model; The results also indicated that there are no statistically significant differences between the average scores of College of Education students on the psychological flow scale and its dimension (ability to face challenges, speed of response to required tasks) due to the gender variable (males, females), while there is a statistically significant difference at the level (0.01). between males and females in the dimension of decreased awareness of time while performing tasks, in favor of males. There are statistically significant differences at the level (0.001) between the average scores of college of education students on the psychological flow scale and its sub-dimensions due to the academic specialization variable in favor of students in scientific specializations. There are no statistically significant differences between The average scores of the College of Education students on the Psychological Flow Scale and its sub-dimensions are due to the bilateral interaction between gender (male, female) and academic specialization (scientific, literary). There are no statistically significant differences between the average scores of the College of Education students on the Self-Differentiation Scale and its sub-dimensions due to the gender variable. (males, females), there are statistically significant differences at significance levels (0.05, 0.01, 0.001) between the average scores of college of education students on the self-differentiation scale and its sub-dimensions due to the academic specialization variable in favor of students in scientific specializations. There are no statistically significant differences between the average scores of students The college of education on the self-differentiation Scale and its sub-dimensions are due to bilateral interaction. There are no statistically significant differences between the average scores of the college of education students on the academic passion scale and its sub-dimensions due to the gender variable (males, females). There are statistically significant differences at the (0.01) level between the average scores. college of education students on the academic passion scale and the dimension (compulsive passion) attributed to the academic specialization variable in favor of students in scientific specializations. There are no statistically significant differences between the average scores of College of Education students on the academic passion scale and its sub-dimensions (harmonious passion, compulsive passion) attributed to the bilateral interaction.