The Effect of Challenge-based learning program in Improving Creative Self-efficacy and Cognitive Engagement" among University Students" | ||
| المجلة المصرية للدراسات النفسية | ||
| Article 11, Volume 34, Issue 125, October 2024 PDF (641.05 K) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/ejcj.2024.389944 | ||
| Author | ||
| Amal Mohamed Zayed | ||
| Assistant Professor of Educational Psychology, College of Education, Kafrelsheikh University. | ||
| Abstract | ||
| The current research aimed to identify the effect of challenge-based learning in improving creative self-efficacy and cognitive engagement among students at college of education, Kafrelsheikh University . It also aimed to reveal the presence of differences due to gender (male or female) in creative self-efficacy and cognitive engagement. The sample consisted of 70 students with an average age of 21.87 years and a standard deviation of 1.63±., divided into two groups: experimental and control. Each group consisted of 35 students. To measure the research variables, the scales of creative self-efficacy and cognitive engagement were used. The appropriate statistical methods were used for data analysis. The results indicated that there are statistically significant differences between the mean scores of experimental and control group students in the post-test in creative self-efficacy and cognitive engagement among students in favor of the students of the experimental group. The results also show statistically significant differences between the mean scores of the experimental group in the pre-post-test in creative self-efficacy and cognitive engagement in favor of the post-test. whereas no statistically significant differences due to gender (males or females) were found in creative self-efficacy or cognitive engagement in experimental group students. Some recommendations and suggested research were provided considering the research results. | ||
| Keywords | ||
| challenge-based learning; creative self-efficacy; cognitive engagement | ||
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