القيمة التنبؤية لأساليب المعاملة الوالدية (السوية - غير السوية) والتشوهات المعرفية بالاندماج الأكاديمي لدى طلاب الجامعة
The study aimed to reveal the correlation between normal and abnormal parental treatment styles (acceptance/rejection - tolerance/severity - independence / dependency and control - equality / discrimination in treatment) and academic integration with its sub-dimensions (cognitive dimension - behavioral dimension - emotional dimension) among male and female students. University, as well as identifying the nature of the relationship between cognitive distortions and their sub-dimensions (selective thinking - self-blame - generalization). Exaggeration (exaggeration) and academic integration among male and female university students, as well as revealing differences between the sexes in the level of both normal and abnormal parental treatment styles, cognitive distortions, and academic integration. The study sample consisted of (511) male and female students at the university. The study used the descriptive, comparative, correlational approach, the parental treatment methods scale, the cognitive distortions scale, and the academic integration scale prepared by the two researchers. The validity and reliability of these tools was verified, and the results concluded that the level of academic integration is high, the level of cognitive distortions is average, the level of normal parental treatment methods (mother-father) is average, and the level of abnormal treatment methods (mother-father) is low among university students. A statistically significant positive correlation was also found between academic integration and its dimensions and both the father’s normal parental treatment styles and the mother’s normal parental treatment styles. A statistically significant negative correlation was found between academic integration and its diminsions and both the father’s abnormal parental treatment styles and improper parental treatment styles. The mother’s normality and cognitive distortions as a whole and their dimensions. The results also showed that there were statistically significant differences between the sexes. (Male and female students) in (behavioral) integration in favor of females, and there are no statistically significant differences between the sexes (male and female students) in cognitive distortions as a whole and their dimensions and in the methods of normal and abnormal parental treatment of the father or mother). The results also showed that the father's proper parental treatment styles can predict academic integration among university students by (5.2%) of the variance in academic integration scores. While the mother’s proper parental treatment styles can predict academic integration among university students by (4.3%) of the variance in academic integration scores; Selective thinking can also predict academic integration among university students with a percentage of (8%) of the variance in academic integration scores. The two researchers presented a set of recommendations and proposed research in light of the research results. (Published abstract)