قوة السيطرة المعرفية وعلاقتها بالتحكم الذاتي لدى طلبة الصف الخامس الإعدادي
The research is about the cognitive colding power and self- control which are the main concepts in the present study. In this century, the improvement of the education process in various stages of study and preparation of a distinct generation in increasingly complex life, which is characterized by rapid technological development, the explosion of knowledge, information communication revolution, and globalization is vital, and this requires a distinct quality of effective methods of teaching and learning in situations of learning. Many students prefer depend on the teacher to get the information, solutions and results. Unfortunately such students have learned y improperly because of the teaching method and the adoption of the first level of cognitive holding power in their learning. This they are exposed to many academic difficulties and they fail to answer the exam questions which measure the understanding of (the second level of the ladder Bloom). They are accustomed to the Memorization by heart, and the favorite questions for them are those that depend on the memory or remembering. The intellectual that examine for analysis and understanding consider complex, and are difficult to answer. Hence, the need arises to pay attention to the power of cognitive control and their role in self-control. Therefore thinking about what we're doing is very necessary in this life, and this requires to stop and thinks before taking any decision. The individual that did not understand him/ herself cannot control and direct it correctly, and cannot formulate the objectives and overcome the difficulties he/ she is facing. Therefore, the current study aims at: 1) Measuring cognitive holding power for secondary school students at their fifth year. 2) Identifying the statistical differences in the level of cognitive holding power for those students according to the variety in sex and academic specialization. 3) Measuring self- control for such students. 4) Identifying the statistical differences in the level of self- control for them according to the variety in sex and academic specialization. 5) Correlation between the cognitive holding power and self-control. To achieve these goals, the researcher has adopted one questionnaire, and built the other second. After achieving the reliability and validity for the two questionnaires, they are applied on a sample of students. They are chosen randomly from 12 secondary schools of which 5 schools for males and 7 schools for females which represent 28% from the total schools of both males and females. After collecting the data and processing them statistically by using statistical instruments, the researcher has got the following results: 1) The students have cognitive holding power. 2) There are differences between males and females in cognitive holding power in general as well as for the scientific field and literary one for scientific field. 3) The students have self- control. 4) There are differences between males and females in self- control in general as well as for the scientific field and literary one for females. 5) There are no correlations between the cognitive holding power and self-control for secondary school students at their fifth year. In the light of results a number of conclusions and recommendations can be inferred. (Author’s abstract)