مستويات تجهيز المعلومات المسموعة ودورها الوسيط في علاقات الذاكرة الارتباطية والقلق الانصاتي بالذاكرة الزائفة لدى طلاب الجامعة
The study investigated the mediating role of levels of listening information processing in the relationships between associative memory, listening anxiety, and false memory in university students. The study sample consisted of 168 university students from the psychology and special education programs at Ain Shams and 6th of October Universities during the first semester of the academic year 2023-2024. The researcher applied listening information processing tasks, false memory tasks, and a listening anxiety scale developed by the researcher. The researcher also translated and adapted the association memory (AM) test from the American Psychological Association (APA) and the Online Psychology Laboratory websites. The statistical analyses of the data were performed using the (IBM SPSS Amos) statistical program (version 23) and the application of "path analysis" with the reliance on the maximum likelihood method to verify the extent of the fit of the proposed causal model and to determine the type and size of the direct and indirect effects between the study variables, with the calculation of bootstrap statistics to determine the significance of indirect effects in the case of mediating variables. The results revealed that there was a good fit between the proposed causal model and the data model for the study sample, according to the fit indicators. Most of the positive and negative direct effects were statistically significant between listening anxiety and associative memory (as independent variables), between the two levels of listening information processing (as mediating variables), and between the types of errors in false memory (as dependent variables). There were also statistically significant effects between the levels of surface and deep processing (as mediating variables) and the types of errors in false memory (as dependent variables). However, none of the indirect effects were statistically significant between listening anxiety and associative memory (as independent variables) or the types of mistakes in false memories (as dependent variables) when surface and deep processing levels were used as mediators. (Published abstract)