نمذجة التأثيرات السببية بين التحيزات المعرفية والتوجهات القيمية والتداخل الدافعي والتوافق الأکاديمي لدى طلاب کلية التربية بقنا

Abstract

The present study aimed to determine the level of cognitive biases ,value orientations ,motivational interference and academic adaptation among a sample of 313 third year students (males and females) enrolled at Qena faculty of education (mean=20.5, SD=0.56) .It also aimed to investigate if there were any significant differences among variables of the study in relation to students' specialization. In addition, it purposed to test a structural model that explains the relationship between the study variables using structural equation modeling. To achieve the study aims, a version of the Davos Cognitive Biases Scale (DCOBS) was adopted and adapted. Scales for value orientations, motivational interference and academic adaptation were developed. The psychometric properties of these scales were estimated.The results of the study revealed that the level of both value orientations and motivational interference during leisure were above average; while the degree of cognitive biases was below average , and the degree of both motivational interference during study and academic adaptation was average.There were no statistically significant differences in value orientations and motivational interference are attributed to the academic specialization, While there were statistically significant differences in cognitive biases in favor of literary specialization students and found statistically significant differences in academic adaptation in favor of scientific students ,The Results also showed that motivational interference during study mediated the relationship between students' cognitive biases and value orientations (independent variables) and academic adaptation (dependent variable); whereas the motivational interference during leisure was not the strongest mediator.