أثر التدريب على استراتيجيتين للتعلم ذاتي التنظيم في المرونة المعرفية لدى عينة من طلاب كلية التربية جامعة الأزهر
This study aimed to reveal the effect of training using two strategies for self-organized learning (self-monitoring- peer learning) on the total score of cognitive flexibility and its two dimensions (adaptive - spontaneous) among a sample of students from College of Education, Al-Azhar University, Tafhna Al-Ashraf. The researcher designed the cognitive flexibility scale and the training sessions based on the two strategies (self-monitoring-peer learning). The sample consisted of (56) students who were divided into two groups: the first experimental (29) students, and the second experimental (27) students. The results revealed that there were statistically significant differences between the mean scores of the first experimental group (self-monitoring strategy) and between the mean scores of the second experimental group (peer learning strategy) in the pre and post-tests of the total score of cognitive flexibility and its two dimensions (adaptive - spontaneous), in favor of the post-test. In addition, the results revealed that there were statistically significant differences between the mean scores of the two experimental groups (self-monitoring strategy- peer learning strategy) in the post-test of the total score of cognitive flexibility and its two dimensions (adaptive - spontaneous), in favor of the first experimental group (self-monitoring strategy). (Published abstract)