الفروق في المرونة المعرفية والتحصيل الدراسي في ضوء عدد اللغات المتقنة لدى طلاب السنة الأولى بالكليات الإنسانية بجامعة الملك سعود
This study aimed at studying differences between monolingual, bilingual and trilingual students at first Yearstudents in the humanities colleges, King Saud University in cognitive flexibility and academicachievement. The study sample consisted of (78) students; (35) monolingual, (35) bilingual, (18) trilingual. a cognitive flexibility scale (designed by the researcher) was applied on the study sample. The academic achievement was estimated through the GPA. The study concluded the following results: 1) There are statistically significant differences between students’ mean scores of monolingual, bilingual and trilingual in cognitiveflexibility for the benefit of students of trilingual. 2) There are statistically significant differences between students’ mean scores of monolingual, bilingual and trilingual in academicachievement for the benefit of students of trilingual. (Published abstract)