التفكير الهرمي وعلاقته بالثقة المعرفية لدى طلبة الدراسات العليا

Rp- Hierarchical thinking and its relationship to cognitive confidence among graduate students.pdf

The current research aims to identify:
1. Hierarchical thinking among graduate students.
2. Statistically significant differences in hierarchical thinking according to the variables of gender (male, female) and stage (master’s, doctorate).
3. Cognitive confidence among graduate students.
4. Statistically significant differences in cognitive confidence according to the variables of gender (male, female) and stage (master’s, doctorate).
5. The correlation between hierarchical thinking and cognitive confidence among graduate students.
6. The significance of statistical differences in the correlation between hierarchical thinking and cognitive confidence according to the variables of gender and academic stage.
To achieve the research objectives, it was required to provide tools to measure hierarchical thinking and cognitive confidence. Therefore, the researcher adopted the hierarchical thinking scale of (Al-Zarkani, 2023), which consisted of (31) paragraphs in its initial form, which was based on the theory of thinking styles: mental self-judgment (Sternberg, 1988, 1997). After extracting its psychometric properties of validity and reliability, the scale became composed of (31) paragraphs with a three-point scale (A-B-C), and the cognitive confidence scale (QET) developed by (Knapen, Hutsebaut, van Diemen, & Beekman, 2020), which consisted of (49) paragraphs in its initial form, and after extracting its psychometric properties of validity and reliability, the scale became composed of (42) paragraphs with five-point responses (I completely disagree – I disagree – I hesitate – I agree – I completely agree). The current research community may be graduate students at the University of Karbala for the year (2023-2024). The researcher selected a sample of (319) male and female students, who were selected using a random method with proportional distribution. The research reached the following results:
1. The research sample (graduate students) do not have hierarchical thinking.
2. There are no differences in hierarchical thinking according to the variables of gender (male, female) and stage (master’s, doctorate) among graduate students.
3. The research sample (graduate students) have high cognitive confidence.
4. There are no differences in cognitive confidence according to the variables of gender (male, female) and stage (master’s, doctorate) among graduate students.
5. There is a statistically significant direct correlation between hierarchical thinking and cognitive confidence, meaning that the more hierarchical thinking there is, the more cognitive confidence there is among graduate students.
6. There are no differences in the correlation between hierarchical thinking and cognitive confidence among graduate students according to the variable of gender (male, female) and academic stage (master’s – doctorate(.
Based on what the results of the current research showed, the researcher presented a set of conclusions, recommendations and proposals.
Research conclusions:
1. Graduate students have low hierarchical thinking.
2. There are no differences in hierarchical thinking according to the variables of gender (male, female) and stage (master’s, doctorate) among graduate students.
3. Graduate students have high cognitive confidence.
4. There are no differences in cognitive confidence according to the variables of gender (male, female) and stage (master’s, doctorate) among graduate students.
5. There is a statistically significant direct correlation between hierarchical thinking and cognitive confidence.
6. There are no differences in the relationship between hierarchical thinking and cognitive confidence between males and females.
7. There are no differences in the relationship between hierarchical thinking and cognitive confidence between master’s and doctoral students.
8. Cognitive confidence contributes statistically significantly to the development of hierarchical thinking among graduate students.
Research recommendations:
1) Adopting educational methods that focus on hierarchical thinking and problem solving, and encouraging dialogue and interaction among graduate students.
2) Encouraging graduate students to participate in research projects related to their fields, and providing access to research resources.
3) Providing tools and techniques to assist graduate students in applying hierarchical thinking effectively, such as concept maps and diagrams.
4) Providing practical examples of how to apply hierarchical thinking to graduate students in various fields.
Research proposals:
1) Conduct a study to identify the relationship between self-confidence and hierarchical thinking among graduate students.
2) Studying the causes of weak hierarchical thinking among graduate students.
3) Studying the relationship between hierarchical thinking skills and academic performance among graduate students.
4) Studying the effect of teaching methods on hierarchical thinking skills among graduate students.