القدرة التنبؤية للتظرية الضمنية في الذكاء في التفاعل الصفي وفق نظام فلاندرز لدى أعضاء الهيئة التدريسية في جامعة فلسطين التقنية- خضوري
This study aimed at determining the predictive capability of the implicit theory of intelligence in the classroom interaction of faculty staff according to Flanders system in Palestine Technical University -Khadouri. It also aimed at identify the differences in the implicit theory of intelligence itself according to demographic variables (gender, disciplines, educational qualification, and experience). A sample of 40 lecturers from Palestine Technical University was chosen randomly from various faculties of the university during the second semester of the academic year 2015/ 2016. In order to achieve the objectives of the study; a questionnaire was used to determine the level of implicit theory of the intelligence, a form of Flanders System was also used to measure the classroom interaction of the faculty staff. A variety of statistical data processing was used by SPSS software such as means, standard deviations, t tests, correlations, and linear regression. The results indicated that the faculty members’ perception of intelligence is incremental, and there are no differences in their perceptions of the two dimensions of intelligence due to gender, major, and qualifications. With regards to the experience variable the results showed that there significant differences on the intelligence as an entity due to that variable, specifically in favor of those with more than ten years experience. According to the classroom interaction; the findings indicated that the classroom interaction was indirect, and the faculty staff perceptions of intelligence as incremental had a contribution on the classroom interaction, and it had a predictive power in the classroom interactions in the technical university of Palestine (Khadouri). The study recommended to encourage the researchers to do the same study on different samples and use different scales and methodologies to identify the nature of this theory and different knowledge and beliefs. Moreover; the study encourages the researchers to study the implicit theory itself and its effect on oilier dimensions of classroom interactions. The study also recommends increasing the awareness of faculty members in the Palestinian universities on the importance of the implicit theory incremental of intelligence and its impact on classroom interaction. (Author’s abstract)