دور الفضول المعرفي في الشغف الأكاديمي من خلال الانفعالات الأكاديمية كمتغير وسيط
This study aimed to construct the role of Cognitive curiosity in academic passion through academic emotions as a mediating variable. To achieve the objectives of the study, a sample of (1160) male and female nursing students at the undergraduate level, from Palestinian students in the Palestinian interior, and from students from the West Bank, was selected using the available sample method. The Cognitive curiosity scale, the academic emotions scale, and academic passion scale were applied to them after finding the psychometric characteristics of the three scales. The results showed that there was a direct, positive, statistically significant effect of Cognitive curiosity on harmonious and obsessive passion. There was a statistically significant positive indirect effect of Cognitive curiosity on harmonious passion through enjoyment, academic pride, and academic hope. There was a statistically significant indirect effect of Cognitive curiosity on harmonious passion through anger, academic boredom, shame, and anxiety. and there was a statistically significant indirect effect of Cognitive curiosity on obsessive passion through enjoyment, academic pride, and academic hope. and there was a statistically significant indirect effect of Cognitive curiosity on obsessive passion through shame, academic anxiety, and academic hopelessness. (Published abstract)