نوع المستند : المقالة الأصلية
المؤلفون
1 أستاذ علم النفس التربوي المساعد کلية التربية – جامعة الزقازيق
2 مدرس علم النفس التربوي کلية التربية – جامعة الزقازيق
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The present research aimed to identify the degree of mindfulness and its components according to "Langer's theory" among Zagazig University students, in addition to recognizing differences in mindfulness and its components according to differences in sex, attitude towards specification, learning style, and preferred written test type. The sample consisted of (575) male and female students in theoretical and applied colleges in Zagazig University during first semester 2018/2019. To achieve research goals, the researchers structured (21) items to measure mindfulness according to the four components of "Langer's theory" after assuring their validity and reliability. After assuring normal data distribution, suitable parametric statistical methods such as medium, standard deviation, and T-test for two independent samples, and ANOVA were used. Results were: There is a medium degree of the total score of mindfulness according to "Langer's theory" and its components among research sample, there are no statistically significant differences in mindfulness components and its total score according to sex except "novelty seeking" component at 0.01 level in favor of male students, there are no statistically significant differences in "novelty seeking" and "flexibility" components as components of mindfulness according to differences in attitudes towards specification (positive-neutral-negative), whereas there are statistically significant differences in "novelty production" and "engagement" as components of mindfulness and its total score according to differences in attitudes towards specification in favor of positive attitude towards specification, there are no statistically significant differences in mindfulness components and its total score according to differences in preferred learning style (surface-deep) except "novelty production" as there were statistically significant differences at 0.05 level in favor of deep learning style students, there are no statistically significant differences in "novelty seeking" and "flexibility" components as components of mindfulness according to differences in preferred written test type, whereas there were statistically significant differences in "novelty production" and "engagement" as components of mindfulness and its total score according to differences in preferred written test type in favor of essay writing test in "engagement" component, whereas in favor of mix written test (subjective and essay writing together) in "novelty production" and the total score of mindfulness.
الكلمات الرئيسية [English]
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