استراتيجيات الميتامعرفية بوصفها مُنبئًا بالبخل المعرفي لدى عينة من طالبات المرحلة الثانوية بمكة المكرمة

Abstract

The study aimed to reveal the level of metacognitive strategies and cognitive miserliness, and to find the relationship between the study variables among female students and their relationship to the academic level. The two female researchers adopted the(correlational/ differential) descriptive analytical approach in the current study. The study sample

included 143 female students from the second and third grades in Makkah Al-Mukarramah high schools. The researchers used the Metacognitive Questionnaire (prepared by Fekih-Romdhane, et al., 2023) and the Cognitive Reflection Test (CRT) (originally prepared by Frederick (2005) and translated by Abd Rabbo (2020)). The results showed statistically significant differences between the observed mean and the hypothetical mean at the level of metacognitive strategies as a whole and at the level of dimensions in favor of the observed mean, as all the variables tested show a significance level value less than 0.05. The results also showed that the most used metacognitive strategies by the sample members are the cognitive confidence strategy, followed by the need to control, then cognitive self-awareness, inability to control, and prohibition, and finally the strategy of positive anxiety obsession. The results also indicated statistically significant differences between the observed mean and the hypothetical mean in all cognitive miserliness strategies as well as at the level of the total score, the differences being in favor of the observed mean as the levels of significance were less than 0.05. The results revealed that the most used cognitive miserliness strategies by the sample members are as follows: attribution substitution, followed by mental shortcuts, then emotional reasoning, and finally the strategy of rapid mental inference. There were no statistically significant differences between the means of the research sample scores on the dimension of metacognitive strategies, as well as on cognitive miserliness strategies attributed to the class, as the levels of significance were all greater than 0.05. There was no statistically significant correlation between the scores of the research sample on metacognitive strategies and their scores on the cognitive miserliness test. The researchers recommended the effectiveness of training programs on metacognitive strategies to improve

learning skills and cognitive and vocational training among female students, and the effectiveness of training programs in overcoming the problem of cognitive miserliness and using a wider space to raise the efficiency of intelligence.