Thinking styles and their relationship to the cognitive beliefs of kindergarten students

Abstract

Abstract:

     The aim of the current research is to know the methods of thinking and the cognitive beliefs of the students of the Kindergarten Department. The current research is limited to the female students of the Kindergarten Department in the College of Basic Education / Al-Mustansiriya University for all academic levels, for the academic year (2021-2022), and the research sample consisted of (200) female students who were chosen by the random stratified method and by equal distribution. In order to achieve the objectives of the current research, the Thinking Styles Scale (Al-Rahim, 2021) was adopted, which was built in the light of Harrison & Bramson’s theory (Harrison & Bramson, 1982) to measure (5) of the methods of thinking, which are (synthetic, ideal, analytical, practical, realistic) and consists The scale consisted of (19) positions and (95) statements. The cognitive beliefs scale was prepared based on Schommor's theory (1998 Schumer) developed four areas, namely (belief in fixed ability, belief in simple knowledge, belief in confirmed knowledge, belief in rapid learning, and the scale consisted of (44) paragraphs in its final form. After applying the measures to the sample members, the data were analyzed and processed statistically using the Statistical Program for Social Sciences (SPSS)  The research found the following results for the variables of thinking methods: The synthetic method came in the first place with an arithmetic mean of 68,720 and a standard deviation of 8,850 and the calculated t-value was 18,752 and the ideal method came in the second place with an arithmetic mean of 67,370 and a standard deviation of 7.84 And the calculated t-value was 18,718 and the analytical method came in third place The arithmetic method was 66.21 with a standard deviation of 5,958, and the calculated t-value was 21,786. The practical method came in fourth place, with a arithmetic mean of 64,971 and a standard deviation of 7,994, and the calculated t-value was 14,107 The realist style came in fifth place with a mean of 63,137 and a standard deviation of 7.57. The calculated T-value was 11,471 and the T-values ​​of the five thinking styles were greater than the tabular value of 1.96 at the significance level of 0.05 and the degree of freedom 199. As for the cognitive beliefs variable. , that the students of the kindergarten department, the research sample, have a good level of cognitive beliefs because the calculated T-value (15,02) is greater than the tabular value of (1.96) at the level of significance (0.05) and the degree of freedom (199) and that the relationship between the methods of thinking and cognitive beliefs was It is a direct function, that is, the more individuals possess any of these ways of thinking, the more cognitive beliefs the students have.