Cognitive Distortions and Their Relationship with Psychological Flow Among Secondary School Teachers in Kuwait (Male and Female) | ||||
| بحوث في التربية النوعية - جامعة القاهرة | ||||
| Volume 7, Issue 45, January 2024, Page 234-288 PDF (810.14 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/bedcu.2024.402385 | ||||
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| Abstract | ||||
| The results of the current study can be summarized in the following points: There is a significant negative correlation between all dimensions and the total score of cognitive distortions and dimensions, and the total score of psychological flow, except for the relationship between the dimension of false beliefs of cognitive distortions and the dimension of self-belief of psychological flow. There is a significant positive correlation between all dimensions and the total score of cognitive distortions and dimensions, and the total score of psychological exhaustion, except for the relationship between the dimension of false beliefs for cognitive distortions and the dimension of emotional exhaustion for psychological flow. There is a significant negative correlation between all the dimensions and the total score of cognitive distortions and the dimensions, and the total score of teachers' psychological flow. There are statistically significant differences at the level (0.01) between the averages of the scores of teachers with high and low psychological flow in the dimensions and the total score of cognitive distortions in favor of those with high psychological flow. There are statistically significant differences at the level (0.01) between the averages of the scores of teachers with high and low psychological flow in the dimensions and the total score of cognitive distortions for teachers in favor of those with low psychological flow. There are statistically significant differences at the level (0.05) between the averages of the scores of teachers with high and low psychological flow in the dimensions and the total score of cognitive distortions for teachers in favor of those with high psychological flow. There are no statistically significant differences between males and females in the level of cognitive distortions for teachers in the study sample. There are no statistically significant differences between males and females in the level of psychological flow for teachers in the study sample. There are no statistically significant differences between males and females in the level of psychological exhaustion for teachers in the study sample. The following variables predicted cognitive distortions in teachers: teachers' mental exhaustion, teachers' personality dissipation, teachers' decrease in personal performance, and teachers' personality dissipation | ||||
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