The Effect of Training on Two Self-organized Learning Strategies on Cognitive Flexibility among a Sample of Students at the Faculty of Education, Al-Azhar University

Document Type : Original Article

Author

Department of Educational Psychology and Educational Statistics, Faculty of Education, Al-Azhar University in Dakahlia, Egypt.

Abstract

This studyaimed to reveal the effect of training using two strategies for self-organized learning (self-monitoring- peer learning) on ​​the total score of cognitive flexibility and its two dimensions (adaptive - spontaneous) among a sample of students from College of Education, Al-Azhar University, Tafhna Al-Ashraf. The researcher designed the cognitive flexibility scale and the training sessions based on the two strategies (self-monitoring-peer learning). The sample consisted of (56) students who were divided into two groups: the first experimental (29) students, and the second experimental (27) students. The results revealed that there were statistically significant differences between the mean scores of the first experimental group (self-monitoring strategy) and between the mean scores of the second experimental group (peer learning strategy) in the pre and post-tests of the total score of cognitive flexibility and its two dimensions (adaptive - spontaneous), in favor of the post-test. In addition, the results revealed that there were statistically significant differences between the mean scores of the two experimental groups (self-monitoring strategy- peer learning strategy) in the post-test of the total score of cognitive flexibility and its two dimensions (adaptive - spontaneeoms), in favor of the first experimental group (self-monitoring strategy). 

Keywords


Ahmed Mohamed Rashwan (2015). The effectiveness of peer learning strategy in developing some writing skills among students with writing difficulties in the primary stage. Faculty of Education Journal, Assiut University, 31 (1), 249-278.
Ahmed Yunus Kazakza (2005). The effectiveness of self-monitoring training on the level of attention among children who have deficiencies in it (unpublished master's thesis). Faculty of Education for Graduate Studies, Amman Arab University for Graduate Studies, Jordan.
Al-Sayed Ramadan Brik (2017). The relative contribution of cognitive flexibility in predicting social and academic adaptation among international students at King Saud University. Specialized International Educational Journal, Simat House for Studies and Research, 6 (1), 95-107.
Amna Ali Qassem and Sahar Mahmoud Abdullah (2018). Psychological happiness in its relationship to cognitive flexibility and self-confidence among a sample of graduate students at Sohag University. Educational Journal, Faculty of Education, Sohag University, 53, 79 - 145.
 
Entisar Shaaban Ebrahim (2016). The effectiveness of using some self-organized learning strategies in developing the academic self-concept and achievement motivation for students of the Higher Institute of Social Work in Alexandria according to their learning styles (unpublished doctoral dessertation). Faculty of Education, Alexandria University.
Eman Mohammed Al-Tamimi (2017). The effect of using peer learning strategy based upon e-learning management system on the achievement and attitudes of female students in the Islamic Studies Department at University of Hafr Al-Batin. Educational Journal, Scientific Publication Council - Kuwait University, 32 (12), 259-307.
Hassan Shehata and Zainab Al-Najjar (2003). A dictionary of educational and psychological terms. Cairo: The Egyptian Lebanese House.
Helmy Mohamed El-Fil (2015). Cognitively flexible e-courses. Cairo: The Anglo Egyptian Bookshop.
Hamza Abed Banu Khaled (2016). The effectiveness of a program based on peer education in developing mathematics skills among a sample of people with learning difficulties. Journal of the International Institute for Study and Research - Jisr, International Institute for Study and Research, 2(2), 1-17.
Khairia Ramadan Seif (2004). The effectiveness of the peer-teaching strategy in developing subtraction skills and attitude towards mathematics among primary school students in Kuwait. Educational Journal, Scientific Publication Council, Kuwait University, 72(18), 35-65.
Rabie Abdo Rashwan (2006). Self-organized learning and achievement goals trends, contemporary models and studies. Cairo: The world of books.
Rehab Nabil Khalifa (2021). The effect of using E-mind mapping strategy on developing cognitive flexibility and decision-making skill among preparatory stage students. (21), 119-160.
Rehab Ahmed Nasr (2016). The effect of using the self-monitoring strategy on the development of achievement and self-efficacy in science among primary school students with attention-deficit hyperactivity disorder. Journal of Scientific Education, Egypt, 19(4), 159-205.
Zainab Saleh Al-Akraa (2017). Serious creativity and its relationship to self-regulation among university students (unpublished master's thesis). Faculty of Education, University of Al-Qadisiyah, Jordan.
 
Sroomer Karim Saeed (2015). Self-monitoring and its relationship to personality patterns (A, B) among university students (unpublished master's thesis). Faculty of Education, University of Baghdad, Iraq.
Salama Aqil Al-Mohsen and Ahmed Abdel-Fattah Farag (2016). Cognitive flexibility and its relationship to intellectual extremism among students of Sattam bin Abdulaziz University. Faculty of Education Journal in Assiut, 42 (4), 110-140.
Suleiman Hajeej El-Tarjamee (2013). The relationship between reflective thinking and self-organized learning among Taibah University students in Madinah (unpublished master's thesis). Faculty of Education, Taibah University, Saudi Arabia.
Shaaban Attia Yaqoub (2019). The effect of two self-organizing learning strategies on lateral thinking among university students (unpublished master's thesis). Faculty of Education, Al-Azhar University.
Salah Sharif Abdel Wahab (2011). Mental flexibility and its relationship to both the future time perspective and achievement goals among university Faculty members. Journal of Specific Education Research, Mansoura University, (20), 19-75.
Tariq Ali Al-Khodari (2014). The effectiveness of the two methods of self-peer education on developing some motor skills and the level of cognitive achievement for middle school students in Kuwait. Journal of Physical Education Research, 50 (96), 168-201.
Abdul Hamid Zuhri Saad (2009). The effectiveness of self-observation in developing reading comprehension skills and attitude towards reading among first-year secondary students. Studies in Curricula and Teaching Methods, The Egyptian Association for Curricula and Teaching Methods, (143), 124-168.
Abdul Karim Al-Masaeed (2012). The effect of a training program based on self-organized learning according to social cognitive theory on internal learning motivation and cognitive self-control among tenth grade students (unpublished doctoral dessertation). Faculty of Education, Yarmouk University, Jordan.
Afaf Miteb Al-Fraihat (2018). Predictive ability of family communication patterns and social, emotional and academic self-efficacy in cognitive flexibility among tenth grade students (unpublished doctoral dessertation). Faculty of Education, Yarmouk University, Jordan.
Aqil Mahmoud Rifai (2012). Active Learning: Concept, Strategies, and Learning Outcomes Evaluation. Alexandria: Modern University House.
Ali Ali Qitatah (2017). The factorial structure of cognitive flexibility among secondary school students in Al-Azhar and general education "comparative research" (unpublished master's thesis). Faculty of Education, Al-Azhar University.
Emran Mohamed Bani Younes (2013). Critical thinking and its relationship to self-observation and self-efficacy among Yarmouk University students in the light of some variables (unpublished master's thesis). Faculty of Education, Yarmouk University, Jordan.
Eid Abdul Ghani Othman (2015). The effectiveness of self-monitoring strategy in providing social studies teachers with the competencies of daily lesson planning to develop critical thinking skills and the effect of this on the development of their students' critical thinking. Journal of Studies in Curricula and Teaching Methods, Egypt, (164), 160-191.
Issa Sultan Al-Hudhayl ​​(2015). Cognitive flexibility among secondary school students in Beersheba and its relationship to self-regulation (unpublished master's thesis). Faculty of Educational and Psychological Sciences, Amman Arab University, Jordan.
Kamal Ismail Attia (2017). The relative contribution of the two academic achievement emotions (pride, shyness) and mindfulness to self-regulated learning strategies. Journal of the Faculty of Education, Benha University, Egypt, 28 (109), 107-182.
Mohamed Kamal Safiya (2012). Self-monitoring and its relationship to internal and external motivation among Yarmouk University students in the light of some variables (unpublished master's thesis). Faculty of Education, Yarmouk University, Jordan.
Mohamed Mahmoud Hamada (2002). The effectiveness of peer-teaching strategy in developing the skills of planning, implementing and evaluating mathematics lessons and in transferring and surviving the effect of its learning among student teachers at Faculty of Education, Helwan University. Journal of Studies in Curricula and Teaching Methods, The Egyptian Association for Curricula and Teaching Methods, Helwan University, (82), 165-196.
Marwa Mukhtar Baghdadi (2015). Predictors of cognitive flexibility among university students. Journal of Educational and Social Studies, Egypt, 21 (3), 1059-1110.
Maryam Saud Al-Azmi and Saleh Mohamed Al-Adari (2014). The effectiveness of a peer learning program in developing problem solving and achievement motivation among children, Education World, Arab Foundation for Scientific Consultation and Human Resources Development, 15 (48), 104-133.
Manar Ahmad Al-Hawarat (2017). Cognitive flexibility and attitude towards risk as predictors of problem solving among Hashemite University students (unpublished master's thesis). Faculty of Graduate Studies, Hashemite University, Jordan.
Mervat Hasan Abdel Hamid and Sahar Hamdi Fouad (2016). The effectiveness of a training program based on the theory of brain-based learning in developing cognitive flexibility, visual thinking in physics, and self-regulatory learning skills among first-year secondary students. Journal of Educational and Social Studies, Faculty of Education, Helwan University, 22 (4), 637 - 739.
Nayfa Qatami (2004). Cognitive strategies for self-organized learning among university students and its relationship to academic achievement, cognitive flexibility, and cognitive motivation. Future of Arab Education Journal, Egypt, 10 (32), 309 - 340.
Naglaa Taher Ramadan (2016). The effect of using self-regulated learning strategies on academic competence, test anxiety, and problem solving among reflective and impulsive pupils in the preparatory stage (unpublished doctoral dessertation). Faculty of Graduate Studies in Education, Cairo University.
Naglaa Youssef Hawass (2013). A proposed program based on peer learning strategy in developing some language skills and its effect on children's acquisition of some social skills. Journal of Faculty of Education, Port Said University, (14), 252-285.
المراجع الأجنبية:
Arpaci - Somuncu, D. (2016). Turkish EFL learners’ use of communication strategies and its predictors. ELT Research Journal5(3), 178-192.‏
Bandy, T., & Moore, K. A. (2010). Assessing self-regulation: A guide for out-of-school time program practitioners. Child Trends23(10), 1-7.‏
Biglan, A. (2009). Increasing psychological flexibility to influence cultural evolution. Behavior and Social Issues18, 15-24.‏
Canas, J. J., Antolí, A., Fajardo, I., & Salmerón, L. (2005). Cognitive inflexibility and the development and use of strategies for solving complex dynamic problems: effects of different types of training. Theoretical Issues in Ergonomics Science, 6(1), 95-108.
Cartwright, K. B. (Ed.). (2008)Literacy processes: Cognitive flexibility in learning and teaching. New York: Guilford Press.‏
Chen, C. S. (2002). Self-regulated learning strategies and achievement in an introduction to information systems course. Information technology, learning, and performance journal20(1), 11-25.‏
 
Cheng, J., & Koszalka, T. (2016). Cognitive flexibility theory and its application to learning resources. (concept paper) Retrieved from: http://ridlr.syr.edu/publications/
Chieu, V. M. (2007). An operational approach for building learning environments supporting cognitive flexibility. Journal of Educational Technology and Society10(3), 32-46.‏
Choi, D., & Ohlsson, S. (2010). Learning from failures for cognitive flexibility. In Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 32, No. 32).‏
Deak, G. O. (2003). The Development of Cognitive Flexibility and Language Abilities. In R. V. Kail (Ed.), Advances in child development and behavior, Vol. 31, pp. 271–327). Academic Press.
Dennis, J. P., & Vander Wal, J. S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitive therapy and research34(3), 241-253.‏
Dibbets, P., & Jolles, J. (2006). The Switch Task for Children: Measuring mental flexibility in young children. Cognitive Development21(1), 60-71.‏
Dopfner, M. (2010). Psychosocial and other non-pharmacological treatments In T. Bandascheweki, et al (Ed.), ADHD and Hyperkinrtic Disorder(pp.77-90). Hong Kong: Oxford University press.
Glass, B. D., Maddox, W. T., & Love, B. C. (2013). Real-time strategy game training: emergence of a cognitive flexibility trait. PloS one8(8), e70350. https://doi.org/10.1371/journal.pone.0070350 ‏
Gokcen, E., Petrides, K. V., Hudry, K., Frederickson, N., & Smillie, L. D. (2014). Sub‐threshold autism traits: The role of trait emotional intelligence and cognitive flexibility. British Journal of Psychology105(2), 187-199.‏
Gunduz, B. (2013a). Emotional intelligence, cognitive flexibility and psychological symptoms in pre-service teachers. Educational research and reviews8(13), 1048-1056.‏
Gunduz, B. (2013b). The Contributions of Attachment Styles, Irrational Beliefs and Psychological Symptoms to the Prediction of Cognitive Flexibility. Educational Sciences: Theory and Practice13(4), 2079-2085.‏
Harris, K. R., & Graham, S. (1996)Making the writing process work: Strategies for composition and self-regulation. United States: Brookline Books
Konik, J., & Crawford, M. (2004). Exploring normative creativity: Testing the relationship between cognitive flexibility and sexual identity. Sex Roles51(3), 249-253.‏
Kumru, A., & Thompson, R. A. (2003). Ego identity status and self-monitoring behavior in adolescents. Journal of Adolescent Research18(5), 481-495.‏
Laureiro-Martínez, D., Brusoni, S., & Zollo, M. (2009). Cognitive flexibility in decision-making: A neurological model of learning and change. CROMA-Center for Research in Organization and Management-Bocconi University1, 1-43.‏
Lowrey, W., & Kim, K. S. (2009). Online news media and advanced learning: A test of cognitive flexibility theory. Journal of broadcasting & electronic media53(4), 547-566.‏
Martin, M. M., Staggers, S. M., & Anderson, C. M. (2011). The relationships between cognitive flexibility with dogmatism, intellectual flexibility, preference for consistency, and self-compassion. Communication Research Reports28(3), 275-280.‏
Menzies, H. M., Lane, K. L., & Lee, J. M. (2009). Self-monitoring strategies for use in the classroom: A promising practice to support productive behavior for students with emotional or behavioral disorders. Beyond Behavior18(2), 27-35.‏
Moser-Mercer, B. (2008). Skill acquisition in interpreting: A human performance perspective. The interpreter and translator trainer2(1), 1-28.‏
Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Duke University. Research Brief.‏
Pintrich, P. R. (1999). Understanding interference and inhibition processes from a motivational and self-regulated learning perspective: Comments on Dempster and Corkill. Educational Psychology Review11(2), 105-115.‏
Pintrich, P. R., & Zusho, A. (2002). Student motivation and self-regulated learning in the Faculty classroom. In Higher education: Handbook of theory and research (pp. 55-128). Springer, Dordrecht.‏
Rock, M. L., & Thead, B. K. (2007). The effects of fading a strategic self-monitoring intervention on students’ academic engagement, accuracy, and productivity. Journal of Behavioral Education16(4), 389-412.‏
Rose, A. (2011)Restorative environments' influence on cognitive flexibility in developing adults (Master's thesis). Available from ProQuest Dissertations Publishing. (UMI No. 1488800).‏
Ruban, L. M., McCoach, D. B., McGuire, J. M., & Reis, S. M. (2003). The differential impact of academic self-regulatory methods on academic achievement among university students with and without learning disabilities. Journal of learning disabilities36(3), 270-286.‏
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in science education36(1), 111-139.‏
Schunk, D. H. (1998). An educational psychologist's perspective on cognitive neuroscience. Educational Psychology Review10(4), 411-417.‏
Schunk, D., Pintrich, R., & Meece, L. (2008). Motivation in Education: Theory, Research and applications (3rd Ed.). Upper Saddle River, N.J. : Pearson/Merrill Prentice Hall.
Sharma, M. D., & Bewes, J. (2011). Self-monitoring: Confidence, academic achievement and gender differences in physics. Journal of Learning Design4(3), 1-13.‏
Soibel, A., Fong, K., Mullin, J. B., Jenkins, G., & Mar, R. A. (2012). Is self-monitoring related to social comparison? It depends how you ask. Individual Differences Research10(4), 193-201.‏
Stepanyan, S. T., Natsuaki, M. N., Cheong, Y., Hastings, P. D., Zahn-Waxler, C., & Klimes-Dougan, B. (2020). Early pubertal maturation and externalizing behaviors: Examination of peer delinquency as mediator and cognitive flexibility as a moderator. Journal of Adolescence, 84, 45-55.‏
Vaziri, C., Ghanbari Panah, A., & Tajalli, P. (2021a). Modeling of Self-regulation based on Cognitive Flexibility with Mediated Role of Psychological Hardiness in Students. Iranian journal of educational sociology, 4(2), 83-92.‏
Vaziri, C., Ghanbaripanah, A., & Tajalli, P. (2021b). Modeling the Cognitive Flexibility and Academic Engagement based on Self-Regulation, Psychological Hardiness and Self-Differentiation with Mediation of Family Functioning in High School Students. International Journal of Pediatrics, 9(3), 13281-13295.‏
White, E. (2009). Student perspectives of peer assessment for learning in a public speaking course. Asian EFL Journal33(1), 1-36.‏
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist25(1),   3-17.‏