المعتقدات المعرفية وتوجهات الأهداف وعلاقتهما بالتدفق النفسي لدى طلاب الجامعة
The study aimed to reveal the relationship of cognitive beliefs and the orientation of the goals to the psychological flow of university students, and to know the level of cognitive beliefs, goal orientations, level of psychological flow, and the difference between them according to sex, and academic specialization, the sample consisted of 366 students from the university students of Um Al-Qura University chosen in a random way. To scales of cognitive beliefs, goal orientations and psychological flow were used. The results indicated that students have an average level of cognitive beliefs. The order of cognitive beliefs was according to the level of consent, students have a high level of goal orientation, have a high level of psychological flow. There are statistically significant differences between cognitive beliefs and psychological flow. The value of (t) of differences between males and females in cognitive beliefs is not significant in all dimensions except belief in the stability of knowledge; there have been differences in favor of males. The value of (t) differences between males and females in goal orientations is not significant in the after-mastery, while the dimensions of performance/performance and performance/reluctance have found differences in favor of males. The value of (t) of differences between males and females in psychological flow is not significant in all dimensions except after control, differences have been found in favor of males. The value of (t) of the differences between scientific and literary specializations in cognitive beliefs is not functioning in all dimensions except after the speed of learning, there have been differences in the direction of literary specialization. The value of (t) differences between scientific and literary specializations in the direction of objectives is not indicative in all dimensions except after performance/reluctance, there have been differences in favor of literary specialization. The value (t) of the differences between the scientific and literary specializations in the psychological flow is not functioning in all dimensions except after the targeting has found differences in favor of literary specialization. The study recommended building training programs to develop cognitive. Beliefs, goal orientations and psychological flow among university students, and directing university professors to adopt teaching methods that take into account cognitive beliefs, goal orientations and psychological flow among students. (Published abstract)