The Predictive Ability of Cognitive Flexibility in Career Tendencies Among Academically Gifted Tenth-Grade Students in Secondary Schools in Bethlehem Governorate
DOI:
https://doi.org/10.33977/1182-017-048-017Keywords:
Cognitive flexibility, career tendenciesAbstract
Study Objectives: This study aimed to determine the degree to which cognitive flexibility contributes to career tendencies among academically gifted tenth-grade students in Bethlehem Governorate schools.
Methodology: The study adopted a descriptive-correlational methodology. The study population consisted of all academically gifted tenth-grade students in Bethlehem Governorate schools, totaling 659 students. The sample comprised 243 academically gifted tenth-grade male and female students from Bethlehem Governorate schools.
Results: The study revealed several key findings, the most notable being: Cognitive flexibility was found to be at a high level, with the overall mean score on the cognitive flexibility scale reaching 4.01, corresponding to 80.2%. Career tendencies were found to be at a moderate level, with the overall mean score on the career tendencies scale being 3.49, corresponding to 69.8% and a moderate level. Additionally, the results indicated a statistically significant effect at significance level of α ≤ 0.05 of cognitive flexibility in predicting career tendencies among academically gifted tenth-grade students in Bethlehem Governorate schools. Moreover, statistically significant differences at significance level of α ≤ 0.05 were found in cognitive flexibility levels among students based on gender, with the differences favoring females.
Recommendations: The study recommended designing counseling programs to enhance social and emotional skills among male students to improve their cognitive flexibility.
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