The Relative Contribution of Metacognitive Thinking and Cognitive Flexibility in Predicting Academic Self-Efficacy among Female University Students | ||||
| International Journal of Childhood and Women’s Studies | ||||
| Article 3, Volume 1, Issue 3, July 2021, Page 36-66 PDF (1.39 MB) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ijcws.2021.197259 | ||||
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| Authors | ||||
| Asmaa Mustafa Sayed Hamoda1; Amina Mohamed Kazem2; Nadia Emile Banna2; Asmaa Abdel Moneim Ahmed Irfan3 | ||||
| 1Psychology Department Faculty of Women for Arts, Science & Education Ain Shams University - Egypt | ||||
| 2Department of Psychology Faculty of Women for Arts, Science & Education Ain Shams University - Egypt | ||||
| 3Faculty of Women for Arts, Science & Education Ain Shams University – Egypt | ||||
| Abstract | ||||
| The present study aims at exploring the relation of academic self-competence to both beyond-cognitive thinking and cognitive flexibility among female university students, in addition to the quantitative description in relative contribution of what is beyond-cognitive thinking and cognitive flexibility in predicting academic self-competence among university students. The sample of the research incorporates (795) female students who studied at the Faculty of women, Ain Shams University during the academic year (2020-2021) in various specializations and different departments. The tools of the research consist of the beyond-cognitive thinking and cognitive flexibility and academic self-competence scale (prepared by the student). The results have revealed the following: There is a statistically notable average positive correlation between what is beyond-cognitive thinking and academic self-competence among university students. There is a statistically notable average positive correlation between cognitive flexibility and academic self-competence among university students. The beyond-cognitive thinking and cognitive flexibility contribute to the prediction of academic self-competence among female university students. | ||||
| Keywords | ||||
| beyond-cognitive thinking; cognitive flexibility; academic self-competence | ||||
| References | ||||
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