Analytical thinking and attentional control as mediating variables in the relationship between test-wiseness and Cognitive Beliefs among special education students

Document Type : Original Article

Authors

1 Assistant Professor of Educational Psychology and Statistics at the Faculty of Education Al-Azhar University- Daqahliya Branch.

2 Lecturer of Educational Psychology and Statistics at the Faculty of Education Al-Azhar University- Daqahliya Branch.

10.21608/jsrep.2025.423981

Abstract

The current research aims at investigating the relationships between test-wiseness as an independent variable, Cognitive beliefs as a dependent variable and analytical thinking and attentional control as mediating variables among special education students. The researchers developed two scales which were administered to (150) special education students. These tools have achieved acceptable indicators of validity and reliability. The descriptive-correlational method was adopted, the research tools were administered to (730) students. Findings revealed that the path model based on mediation of analytical thinking and attentional control in the relationship between test-wiseness and Cognitive beliefs among special education students has acceptable overall matching indicators among the participants; there is also a statistically significant positive direct causal effect at the 0.001 level for test-wiseness in epistemological beliefs. Findings also revealed a statistically significant positive direct causal effect at the 0.001 level for test-wiseness in analytical thinking; There is a statistically significant positive direct causal effect at the 0.001 level for test-wiseness in attentional control; there is a statistically significant positive direct causal effect at the 0.001 level for analytical thinking in cognitive beliefs; there is a statistically significant positive direct causal effect at the 0.001 level for attentional control in Cognitive beliefs; there is a statistically significant positive indirect causal effect at the 0.001 level for test-wiseness in epistemological beliefs through analytical thinking and attentional control as mediating variables among special education students. Findings also revealed a statistically significant positive indirect causal effect at the 0.001 level for test-wiseness in Cognitive beliefs through analytical thinking; and there is a statistically significant positive indirect causal effect at the 0.001 level for test-wiseness in cognitive beliefs through attentional control.

Keywords

References

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