نموذج بنائى للعلاقة بين التدفق النفسى وماوراء الدافعية والتفکير عالى الرتبة لدى طلاب الجامعة A Constructional Model of the Relationship between Psychological Flow, Meta Motivation and High Thinking Order Among University Students.

Arabic references in English:

Ahmed, Asmaa Fathy and Zaky, Mervat Azmy (2013). positive thinking and assertive behavior as predictors of psychological Flow dimensions on a sample of high achiever university students, the Egyptian Journal of Psychological Studies, the Egyptian Society for Psychological Studies, 23 (78), pp. 58-79.

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Baza, Amal Abd al-Sami '(2010). Psychological Flow And Its Relationship To Neurotic Perfectionist Tendencies Among Fe/Male Students Of The Faculty Of Education, Summary of Researches for the Third Scientific Conference: April 13-14, College of Education, Kafr El-Sheikh University, pp. 36-37.

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Shutb, Anas Aswad and Al-Mousawi, Abdel-Aziz Haidar (2016). Psychological flow according to positive thinking among university students, Journal of the College of Education for Girls for Humanities, 18, pp. 49-93.

       3-       

 Latif, Alaa Saad (2018). The differences of complex thinking among vocational school students, Arab Studies in Education and Psychology, 96, pp. 409-436.

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Al Sheikh, Rabia (2015). The relationship of emotional balance to psychological flow, a field study on a sample of secondary education professors at the city of Ouargla, (Master's thesis), Faculty of Humanities and Social Sciences, University of Kasdi Merbah at Ouargla.

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 Muhammad, Sahar Hashem (2017). The Predictive Value of the Dimensions of Metamotivation in the delay of the academic gratification among University Students, Journal of Humanities, Faculty of Education for Humanities, 24 (2), pp. 1-50.

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Al-Bahas, Sayed Ahmed (2010). Psychological flow and social anxiety among a sample of adolescent users of the Internet, a psychometric-clinical study, the fifth annual conference, Ain Shams University: Psychological Counseling Center - Egypt, 243-265.

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Khaleel, Afra' Ibrahim (2016). Psychological flow among university students Based on the variable of Gender and academic specialization, Al-Ustath Journal, Special Issue of the Fourth Scientific Conference, pp. 197-214.

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Fareed, Fadi Saud (2011). Self-Organized Education And Its Relationship To Both Of Metamotivation And Orientation Towards Achievement Goals And Self-Cognitive Beliefs Of University Students, (PhD thesis), College of Education, Yarmouk University.

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Abu Hatab, Fouad and Sadiq, Aamal (2010). Research Methods and Techniques of Statistical Analysis at Psychological, Educational and Social Sciences, (5^th ed.), Cairo: The Anglo-Egyptian Bookshop.

     10-      

Liebmann, Matthew and El Shihabi, Abraham (1988). School and Educating Thought, Damascus: Ministry of Culture.

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Abdul-Jawad, Muhammad Al-Saeed (2013). Flow State: the Concept, Dimensions, Measurement, Arab Psychological Network, 5, pp. 1-50.

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Siddiq, Muhammad Al-Sayed (2009). Flow and its relationship to some psychological factors among university students, Journal of Psychological Studies, 2 (19), pp. 313-357.

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Jaber, Jaber Abdel Hamid (2008). Frameworks Of Thinking And Its Theories, A Guide For Teaching, Learning And Research, (1^st ed.), Amman: Dar Al-Masarah for publication and distribution.

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Jawad, Mahdi Muhammad and Issa, Fadel Omran and Awad, Omar Falah (2017). The Effectiveness of Teaching Based on High-Rank Thinking Skills on Biology Achievement and Critical Thinking of Fifth-Grade Students, Basic Education College Magazine For Educational and Humanities Sciences,36, pp. 488-502.

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Mahmoud, Nagy and Ibrahim, Muhammad (2013). Habits of mind and high-ranking thinking and their relationship to self-efficacy among students of the College of Education, Journal of Humanities, College of Education for Humanities, University of Babylon. Pp. 149-172.

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Al-Afoun, Nadia Hussein and Abdel Wahid, Alaa Ahmed (2012). The Effectiveness of Teaching Based on High-Rank Thinking Skills on the Development of Critical Thinking among Fourth-Grade Scientific Students at the Subject of Biology, Al-Qadisiyah Journal for the Humanities Sciences, 15 (3), pp. 231-250.

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Qatami, Yousef and Al-Aranki, Raghda (2007). Marzano Model for Teaching Thinking among University Students, (1st ed.), Amman: Dar de Bono for Publishing.

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English References:

Arend, B. (2009): Critical and higher order thinking in online threaded discussions in the Slovak context. International Review of Research in Open and Distance Learning, 6(1):1–23.

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Jason,C.,Gershon,T.,(2009): Meta-motivational dominance and sensation-seeking effects on motor performance and perceptions of challenge and pressure, Psychology of Sport and Exercise, 10,                  pp 552-558.

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Karen, D.,(2016):  A ssessment  Of  Higher  Order Thinking Skills In A literature  Based Curriculum: Challenges And Guidelines, (Phd.),  University of South Africa.

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King, F.J., Goodson, L. & Rohani, F. (2013):. Higher order thinking skills. Center for Advancement of Learning and Assessment. Available at: http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf (accessed on 26/8/2018).

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Nagappan, R. (2001): The teaching of higher-order thinking skills in Malaysia. Journal of Southeast Asian Education, 2(1),pp1–22.

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Rafael M.O.,Robert,S.,George D.C.,  (2017): META-DES. Oracle: Meta-learning and feature selection for dynamic ensemble selection, Information Fusion, 38, pp 84-103.

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Razmawaty, M., Othman, L.,(2017):  Authentic Assessment in Assessing Higher Order Thinking Skills, International Journal of Academic Research in Business and Social Sciences, 7 (2),             pp466-476.

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Suhaili, A. B. H. (2014). Exploring Teachers' Experiences on Integration of Higher Order Thinking Skills (hots) in Teaching of Science. (PhD), Universiti Malaysia Sarawak.

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Swann,C., Keegan,R., Piggott,D.,& Crust,L.,(2012):A systematic  review of the experience, occurrence, and controllability of flow states in elite sport, Psychology of Sport and Exercise, 13,  pp807-819.

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Yadolla ,S.,(2011): Generating a scale measuring hierarchy of basic needs, Social and Behavioral Sciences, 15,  pp 3084-3094.

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Zohar, A.., Dori, Y. (2003):. Higher order thinking skills and low achieving students: are theymutually exclusive? The Journal of the Learning Sciences, 12,pp145–181.

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Zohar, A. (2004 ). Higher order thinking in science classrooms: students’ learning and teachers' professional development. Dordrecht: Kluwer.

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Zohar, A. (2018):. A Tale of two planets teaching higher order thinking skill in Israel. Available at:http://www.sss.ias.edu/files/papers/paper40.pdf (accessed on 25/10/2018).

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 Zoller, U., Barak, M. & Ben-Chaim, D. (2007) :Purposely teaching for the promotion of higher-order thinking skills: a case of critical thinking. Research in Science.

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