التدفق وعلاقته بتنظيم الذات ونمط التفكير الشمولي لدى طلبة الجامعة
The present research aims at: 1) Measuring the flow of university students. 2) Measuring the self-regulation of the two dimensions (assessment and locomotion) of university students. 3) Measuring the global thinking pattern of university students. 4) Knowing the correlational relation between flow and the dimensions of locomotion and assessment of self-regulation. 5) Knowing the correlational relation between flow and the dimensions of locomotion and assessment of self-regulation according to gender (male/ female). 6) Knowing the correlational relation between flow and the global thinking style. 7) Knowing the differences in the correlational relation between flow and the global thinking style according to gender (male/ female). 8) Knowing the contribution of both self-regulation (assessment and locomotion) and the global thinking style on flow. In order to achieve the objectives of this research, the researcher has built a scale of flow based on the theory of flow optimal experience for Mihaly Csiczentmihalyi. The final form of the scale consists of 44 items distributed on eight fields. The researcher has also built a scale of self-regulation based on the regulatory mode theory 2000 for Kruglanski and Higgins. The scale consists of two sub-scales (evaluating and transferring): the final form of the evaluating scale consists of 16 items and the final form of the transferring scale consists of 16 items. As for the scale of global thinking style, the researcher has built it depending on mental self-government theory for Sternberg, the final form of scale consists of 32 items. The validity of the three scales has been ascertained by using face validity and constructing validity. As for the reliability of the three scales, it has been ascertained by the methods of re-test and Alpha-Cronbach. The sample of the research consists of 400 males and females students from the University of Al-Mustansiriah and it is chosen randomly categorically. The present research results show: 1) The level of flow of university students is high in comparison with the hypothetical mean. 2) Rising in the self-regulation level with its two dimensions (assessment and locomotion) in the university students in comparison with the hypothetical mean. 3) There is a significant positive correlation between cognitive flow and the assessment dimension. 4) There is a significant positive correlation between cognitive flow and the locomotion dimension. 5) There is a significant positive correlation between cognitive flow and the assessment dimension according to gender for the benefit of female. 6) There is no significant correlation between cognitive flow and the locomotion dimension according to gender. 7) There is a significant positive correlation between cognitive flow and the global thinking style. 8) There is no significant correlation between cognitive flow and the global thinking style according to gender. 9) Assessment and locomotion of self-regulation contribute in flow whereas global thinking does not contribute in flow. (Author’s abstract)