Emotional confidence and its relationship to academic cognitive integration among female students at King Khalid University in Abha.

Document Type : Original Article

Authors

1 1Specialization in Psychological Counseling, College of Education, King Khalid University, Kingdom of Saudi Arabia

2 1Specialization in Learning Psychology, College of Education, King Khalid University

Abstract

The aim of the current research is to know the relationship between emotional confidence and academic cognitive integration among female students at King Khalid University in Abha, and to identify the differences in their emotional confidence and academic cognitive integration according to specialization and academic level, and to know the correlation between emotional confidence and academic cognitive integration. The research sample consisted of (88) female students from various colleges of King Khalid University (scientific and theoretical) whose ages ranged between (19-30) years, with an average age of (21.85) years, and a standard deviation of (2.26) years. To achieve the research objectives, the Emotional Confidence Scale was used, prepared by (Jaber and Saddam, 2016), which consists of (42) statements distributed over four areas: the area of ​​taming temperament (10 statements), the area of ​​calming emotional sensitivity (11 statements), and the area of ​​harnessing habits (10 statements), and the sustainability of emotional trust, which includes (11 statements). For academic cognitive integration, a scale was used (Hussein, 2020). To analyze the research results, the Crew-Nbach alpha equation, Pearson correlation coefficient, mean and standard deviation, relative weight, and one-way analysis of variance were used to determine the significance of the differences in the level of variables among the sample members. The results of the research resulted in a high level of emotional confidence and academic cognitive integration among female students at King Khalid University in Abha. There is also a positive correlation between emotional confidence and cognitive integration. There are also no differences in emotional confidence and cognitive integration among the research sample according to specialization, and there are differences attributable to the level. Academic. This can predict emotional confidence through academic cognitive integration. The research also produced a set of recommendations and proposed research.

Keywords

References

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