The current study aimed at investigating the level of need for cognition as related to identity styles, among a sample of (257) male and female students from Syrian refugees schools in Irbid, for the academic year 2016. To achieve the aims of the study, need for cognition and identity styles scales were used. Results showed high level of need for cognition among subjects. However, no statistically significant differences were found in need for cognition, due to student›s gender or grade level. There were statistically significant differences due to the interaction between student›s gender and grade level in the favor of males in 10th basic grade. As for identity styles, results showed that student’s identity styles were ascendingly ordered as follows: the informational style, the normative style and the diffuse-avoidant style. Furthermore, results showed no statistically significant differences in identity styles due to students’ gender; whereas such differences were found in informational identity style due to grade level in favor of 10th basic grade, as well as in both informational and normative identity styles due to variables interaction. The differences were in the informative style in favor of males of 10th basic grade, and in the normative style in the favor of females of 8th basic grade. Finally, the results showed a positive relationship between the need for cognition and informational identity style, while there were no relationship between need for cognition total score and the normative and diffuse-avoidant style. (Published abstract)
للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) :
الربابعة، حمزة عبد الكريم سليمان. (2018). مستوى الحاجة إلى المعرفة وعلاقته بأساليب الهوية السائدة لدى الطلبة الاجئين السوريين في الأردن . المجلة الدولية للبحث في التربية وعلم النفس. مج. 6، ع. 2، أكتوبر 2018. ص ص. 183-205
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