النموذج البنائي للعلاقة بين اليقظة العقلية والإبداع الانفعالي والاستعداد للتعلم الموجه ذاتيا لدى طلاب المرحلة الثانوية
The current study aimed to reveal the correlation between the study variables, and to verify the conformity of the structural model of the relationship between mental alertness, emotional creativity, and readiness for self-directed learning among secondary school students in Assiut. The research tools included: the emotional creativity list (prepared Averill, 1999), the measure of readiness for self-directed learning (prepared by Fisher & King, 2010, and translated by the researcher), the mental alertness scale (translated by Al-Buhairi, Sobh, Talib, and Al-Awalem, 2014). The study used the descriptive correlative approach, and the study sample consisted of (731) high school students. The study found: There is a positive, statistically significant correlation at the level (0.01) between the scores of the study sample students on the emotional creativity scale with its dimensions and their scores on the scale of readiness for self-directed learning with its two dimensions. There is a positive, statistically significant correlation at the level (0.01) between the scores of the study sample students on the emotional creativity scale with its dimensions and their scores on the mental alertness scale with its dimensions, and there is a positive, statistically significant correlation at the level (0.01) among the students’ scores on the mental alertness scale with its dimensions and degrees. On the scale of readiness for self-directed learning in its two dimensions. There is a good match for the structural model of the relationship between each of the emotional creativity and readiness for self-directed learning and mental alertness for secondary school students in Assiut city, and there is a direct, positive, statistically significant effect at the level (0.01) of the variable of mental alertness on the variable of emotional creativity and the variable of readiness for self-directed learning among the research sample students, and there is a direct, positive, statistically significant effect at the level (0.01) of the emotional creativity variable on the variable of readiness for self-directed learning among the students of the research sample. There is a positive indirect effect of the mental alertness variable on the variable of readiness for self-directed learning through the emotional creativity variable among secondary school students, the research sample. (Published abstract)