الفروق في التنافر المعرفي وأبعاده لدى مرتفعي ومنخفضي التمايز النفسي من طلاب كلية التربية، جامعة حلوان
The research aimed to verify the existence of statistically significant differences between the average scores of students, in cognitive dissonance and its dimensions. That are attributed to the level of psychological differentiation (high/ low), or attributable to gender (male/ female), or due to the interaction between the level of psychological differentiation and gender. And also, to verify the possibility of predicting students’ cognitive dissonance through their scores in the psychological differentiation variable. And the following tools have been applied: the cognitive dissonance test prepared by the researcher, and the psychological differentiation test prepared by the researcher after confirming its psychometric properties, on a sample of (180) male and female students. From a college education, Helwan University. The sample was divided into three levels of psychological differentiation (high/ medium/ low). The results revealed that: 1) there were statistically significant differences between the average scores of students in cognitive dissonance and its dimensions attributed to the level of psychological differentiation (high/ low) in favor of students with low level, 2) and there are statistically significant differences between the mean scores of students in the cognitive dissonance test as a whole and its dimensions (the family dimension, the academic dimension) due to gender (males/ females) in favor of males, 3) and there are no statistically significant differences among the average scores of students in the cognitive dissonance test as a whole is due to the interaction between the level of psychological differentiation and gender, and the possibility of predicting the level of cognitive dissonance among students through their scores in the psychological differentiation variable, and then some recommendations and proposed research were presented. (Published abstract)