التشوه الإدراكي وعلاقته بأساليب التعلم وعوامل الشخصية الخمسة الكبرى لدى طلبة المرحلة الإعدادية


Ar

Cognitive Distortion combined with automatic thoughts, are those phrases that we utter inside us spontaneously, when we are in certain situations. It has been named an automatic because it is not the product of logical analysis or conscious of the position, but it is closer to an instant reaction. Although these ideas may sometimes be positive or negative, but the negative ones are the common. The more we practice this kind of thinking, it will be more difficult to recognize it, because it becomes in line with the negative view that colored inner world. The learning and its methods represents the most important mental activities carried out by the human, moreover that the mental system is the most important systems of personality, So the knowledge of the relation between Cognitive aspects and attributes of the person who practiced this method or that when recognizing and handling of the position is necessary to predict what it would be about human behavior in facing different situations. The different studies have looked only at Cognitive Distortion in mental health contexts and were not considered with learning styles and personality factors, The research aimed to find out:1) Cognitive Distortion among Students of preparatory Stage. 2) learning styles among Students of preparatory Stage. 3) The big five personality factors among Students of preparatory Stage. 4) The relation between Cognitive Distortion and learning styles among Students of the preparatory stage of the sample as a whole, and depending on the variables of gender and academic specialization. 5) The relation between Cognitive Distortion and the big five personality factors among Students of the preparatory stage of the sample as a whole, and depending on the variables of gender and academic specialization. 6): statistically significant differences in the level of Cognitive Distortion among Students of preparatory Stage depending on the variables: Gender, Academic specialization. 7) Statistically significant differences in learning styles among Students of preparatory Stage depending on the variables: gender, Academic specialization. 8) Statistically significant differences in the big five personality factors among Students of preparatory Stage depending on variables: gender, Academic specialization. 9) Differences in the big five personality factors among the Students of preparatory Stage according to the learning styles. In order to achieve the aims of the research, the researcher used three foreign scales are: 1) Cognitive Distortion Inventory (Yurica & DiTomaso, 2001). 2) Learning Style Inventory (Kollb, 2007). 3) Big Five Inventory (John, et al, 1991). These three scales have been applied to the research sample of (400) Students of Secondary Stage Students, Extraction force was discriminatory clauses to each scales in line with the methods of(the method of two groups extremes, the style of relation item degree with total degree, and the style of relation item degree with domain degree). It also availability two types of validity in the scales which are(Virtual validity, and construction validity), Stability was verified in two ways (test re-test, analysis of variance). After confirming the reliability of the three scales, through indicators of validity and Stability, Researcher regarded sample statistical analysis to extract the sample results. By using Pearson correlation coefficient, the correlation coefficient (Biserial), the t-test for one sample and two independent samples, Z-test, "chi-square" for goodness of fit and independence, the ANOVA, and analysis of variance bilateral interaction. The most important results as follows: 1) The sample has a low level of Cognitive Distortion, and perfectionism factor was most visible factor among the members of the sample. 2) divergent learning style is the most preferred style among the Students of preparatory Stage "research sample”. 3) According to the respondents, the order of the big five factors of personality appearance is (open-mindedness, Extraversion, Agreeableness Conscientiousness, neuroticism) respectively. 4) There is no relation between Cognitive Distortion and learning styles among the Students of preparatory Stage. 5) There are statistically significant positive relation between Cognitive Distortion and factors neuroticism, and Conscientiousness, and Agreeableness. There is no relation between Cognitive Distortion and open-mindedness and extraversion. 6) There are differences in the Cognitive Distortion variable depending on the academic specialization, and there are no differences in Cognitive Distortion depending on gender, or depending on the interaction between gender and academic specialization. 7) There are no differences in learning styles depending on the variables of gender and academic specialization. 8) There are no differences in the big five personality factors depending on gender, or academic specialization or the interaction between them, except the difference that has emerged in Extraversion factor depending on the gender variable. 9) There are no differences in the big five personality factors depending on the learning styles. (Published abstract)