الإسهام النسبي للتفكير التأملي والتدفق النفسي والضبط الانفعالي في التنبؤ بالحكمة لدى معلمي التربية الخاصة
The aim of the research is to reveal the nature of the associative relationships between wisdom in its various dimensions and each of (Psychological flow, Emotional control, Reflective thinking) among special education teachers, and to identify the extent to which wisdom can be predicted through psychological flow, emotional control, reflective thinking among special education teachers. The study sample consisted of (120) male and female teachers of special education in Beni Suef Governorate, with (68) male and (52) female teachers, and the average age of the study sample was (35.6) years. To achieve the objectives of the research, the researchers relied on the scales (wisdom, reflective thinking, and emotional control) prepared by the researchers, and the psychological flow scale prepared by Amal Baza (2010) as tools for research. The results of the study showed that there is a statistically significant relationship between wisdom in its dimensions and each of psychological flow, emotional control and Reflective thinking, and the results of the research revealed that the ratio of joint contribution for each of (emotional control, psychological flow, and Reflective thinking) when they entered as independent variables together 92.8% in the variation of degrees Wisdom, and the emotional control variable is considered the most influential in wisdom, as it ranked first in the regression equation, and contributed 44.9 percent to the variation in wisdom degrees. The results of the research also showed that there are differences in the level of wisdom of special education teachers due to gender in favor of males. (Published abstract)