دور الرشاقة المعرفية في الإستجابة للتغذية المرتدة العكسية أثناء مهام اتخاذ القرار الدينامي لدى المعلمين
This research occurred on (124) male and female of science and mathematics teachers at the preparatory and secondary stages with age average (38.33) years and standard deviation (8.61) years within the 2nd term of (2019-2020) academic year, to reveal their levels of cognitive agility, the differences between them in it according to their gender, age and specialization, and to reveal the role of cognitive agility in speed and accuracy of their responding to positive and negative reverse feedback during performance at a computerized task mimics with the dynamic decision-making of their original work environments, two tools were used: a scale of cognitive agility prepared by the researcher of (20) situation phrases, a computerized copy of (Eriksen and Eriksen, 1974) Flanker task for adults, extracted data was analyzed using SPSS program, results referred to an average level in cognitive agility, gender, major specialization and age caused fundamental differences in the level of cognitive agility (dimensions and total score), a fundamental differences were found between high and low levels of cognitive agility in the speed and accuracy of their response to the positive and negative reverse feedback, so some educational recommendations and new search points had been submitted. (Published abstract)