Basic Informations

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Master Title

Modeling the Causal Relation between Mental Capacity, Academic Self-Efficacy and Flow of Undergraduates

Master Abstract

Faculty of Education Educational psychology Department Modeling the Causal Relation between Mental Capacity, Academic Self-Efficacy and Flow of Undergraduates MA Thesis Submitted to Obtain Master’s Degree in Education (Educational Psychology) By Sara Khameis Aweis Mohammed Supervision Prof. Suleiman M. Suleiman Educational Psychology Professor Faculty of Education Beni-Suef University Prof. Faukia A. Al-Sayed Educational Psychology Professor Faculty of Education Beni-Suef University 1445 – 2023 Summary Introduction: The quality of education and learning processes has received increasing attention in recent times, whether at the level of theoretical research or at the level of various educational practices, especially higher education institutions, especially in an era in which the informational knowledge explosion has become its most important feature. The learning processes themselves and the characteristics of learners that enable them to be active researchers, effective in their learning, information processors, responsible and self-organizing. Interest has also increased in recent years in studying cognitive processes and information processing as a result of the multiplication of human knowledge and the impossibility of the undergraduates absorbing all the existing knowledge, and studying the levels of mental activity that focus on the individual’s treatment of his abilities and capabilities in a way that makes him achieve the maximum benefit from his knowledge structure(Tawfiq, 2013). Khouzam and Issaan (1993) explained that one of the causes of learning deficiency is the undergraduates 's low ability to understand and process information, and therefore the problem is that what leads to poor ability to perform well for many undergraduates is the low level of their mental skills. in organizing and processing information. Styliars (2015) showed that mental capacity is one of the most important factors influencing individual learning, as it is primarily responsible for processing and operating data within memory and retrieving it. Al-Sayed (2010) indicates that there is an overload, whether it is an internal load represented in retaining information for a long time, or an external load represented in increasing the cognitive requirements in a way that exceeds the mental capacity, as the high percentage of the burden on the mental capacity affects the reception and processing of information. and produce final responses to the situation. Linnen brink and Pintrinch (2002) indicates that academic self-efficacy contributes significantly to the cognitive growth that leads to academic success, and it also improves academic outcomes such as increasing the level of perseverance, persistence, and effort exerted during the performance of academic tasks and activities. There are some practices that negatively affect academic self-efficacy, especially among undergraduates with low academic achievement, such as: poor integration into academic activities and tasks, different teaching methods that limit undergraduates’ understanding and comprehension of educational tasks, and different levels of capabilities and potentials among undergraduates(Melhem, 2015). On the other hand, Shaimaa Ibrahim Tawfiq, Somaya Ahmed Muhammad, Hanim Ali Abdel-Maqsoud, Ghada Muhammad Ahmed, (2021) indicates that this era is characterized by the flow of information, and therefore the goal of the educational process is no longer limited to simply providing undergraduates with information and stuffing it in their minds, but it has gone beyond it to me. Raising the level of their intellectual and mental abilities, in addition to providing them with new experiences and organizing them in a way that helps raise their self-efficacy. This can be achieved through the availability of undergraduates’ flow. The problem of the current study is to answer the following main question: Is it possible to come up with a constructive model that explains the direct and indirect causal relationships between academic self-efficacy, flow, and mental capacity of undergraduates? The following sub-questions branch out from it: 1- Is there a relationship between mental capacity and academic self-efficacy of undergraduates? 2- Is there a relationship between mental capacity and flow of undergraduates? 3- Is there a correlation between academic self-efficacy and flow of undergraduates? 4- Are there direct effects of mental capacity on the academic self-efficacy of undergraduates? 5- Are there direct effects of mental capacity on flow of undergraduates? 6- Are there direct effects of flow on the academic self-efficacy of undergraduates? 7- Are there indirect effects of mental capacity on academic self-efficacy through flow of undergraduates? Study Objectives: 1) Identifying the relationships between mental capacity, academic self-efficacy, and flow of undergraduates. 2) To identify the direct and indirect effects between mental capacity, academic self-efficacy, and flow of undergraduates. 3) Finding the best constructive model that explains the overall relationships between mental capacity, academic self-efficacy, and flow of undergraduates. Study Significance: First: Theoretical Significance: 1)Focusing on undergraduates, given the effective role this stage plays in the educational process in particular and in society in general, they need to increase the positive aspects of their personalities in order to be able to expand their experiences. 2)An attempt to provide a theoretical framework on mental capacity, academic self-efficacy, and flow that benefits researchers, and an attempt to come up with a theoretical framework that supports the relationship between research variables, and to provide a model that shows the direct and indirect effects between mental capacity, academic self-efficacy, and flow of undergraduates, which may add to the psychological heritage Information that helps those in charge of identifying the factors that help increase the level of mental capacity, academic self-efficacy, and flow of undergraduates, and determining the effective role that these variables can play in advancing and enriching the educational process. Second: Applied Significance: The applied significance of the current study is represented in evaluating the academic conditions of undergraduates, and it may benefit educators in selecting and providing educational courses, activities, and training programs suitable for these undergraduates. Participants: Participants includes (803) male and female of undergraduates from Faculty of Education for the academic year (2022-2023 AD) at Beni Suef University. Statistical Methods: Cronbach's alpha coefficients, Pearson's correlation coefficient, confirmatory factor analysis, and structural equation model using Amos were used. Results: The results of the current study indicated: 1) There is a significant positive correlation at (0.01) between the total score of mental capacity and its sub-dimensions, the total score of academic self-efficacy and its sub-dimensions, and between the total score of mental capacity and its sub-dimensions, and the total score of flow and its sub-dimensions, and between the total score of academic self-efficacy and its sub-dimensions, and the total score flow and its subdimensions. 2) There is a direct, significant effect at (0.01) for mental capacity in both academic self-efficacy and flow, as well as for academic self-efficacy in flow, and there is a positive indirect, significant effect at (0.01) for mental capacity in academic self-efficacy, through flow as an intermediate variable.

PHD Title

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PHD Abstract

Faculty of Education Educational psychology Department Modeling the Causal Relation between Mental Capacity, Academic Self-Efficacy and Flow of Undergraduates MA Thesis Submitted to Obtain Master’s Degree in Education (Educational Psychology) By Sara Khameis Aweis Mohammed Supervision Prof. Suleiman M. Suleiman Educational Psychology Professor Faculty of Education Beni-Suef University Prof. Faukia A. Al-Sayed Educational Psychology Professor Faculty of Education Beni-Suef University 1445 – 2023 Summary Introduction: The quality of education and learning processes has received increasing attention in recent times, whether at the level of theoretical research or at the level of various educational practices, especially higher education institutions, especially in an era in which the informational knowledge explosion has become its most important feature. The learning processes themselves and the characteristics of learners that enable them to be active researchers, effective in their learning, information processors, responsible and self-organizing. Interest has also increased in recent years in studying cognitive processes and information processing as a result of the multiplication of human knowledge and the impossibility of the undergraduates absorbing all the existing knowledge, and studying the levels of mental activity that focus on the individual’s treatment of his abilities and capabilities in a way that makes him achieve the maximum benefit from his knowledge structure(Tawfiq, 2013). Khouzam and Issaan (1993) explained that one of the causes of learning deficiency is the undergraduates 's low ability to understand and process information, and therefore the problem is that what leads to poor ability to perform well for many undergraduates is the low level of their mental skills. in organizing and processing information. Styliars (2015) showed that mental capacity is one of the most important factors influencing individual learning, as it is primarily responsible for processing and operating data within memory and retrieving it. Al-Sayed (2010) indicates that there is an overload, whether it is an internal load represented in retaining information for a long time, or an external load represented in increasing the cognitive requirements in a way that exceeds the mental capacity, as the high percentage of the burden on the mental capacity affects the reception and processing of information. and produce final responses to the situation. Linnen brink and Pintrinch (2002) indicates that academic self-efficacy contributes significantly to the cognitive growth that leads to academic success, and it also improves academic outcomes such as increasing the level of perseverance, persistence, and effort exerted during the performance of academic tasks and activities. There are some practices that negatively affect academic self-efficacy, especially among undergraduates with low academic achievement, such as: poor integration into academic activities and tasks, different teaching methods that limit undergraduates’ understanding and comprehension of educational tasks, and different levels of capabilities and potentials among undergraduates(Melhem, 2015). On the other hand, Shaimaa Ibrahim Tawfiq, Somaya Ahmed Muhammad, Hanim Ali Abdel-Maqsoud, Ghada Muhammad Ahmed, (2021) indicates that this era is characterized by the flow of information, and therefore the goal of the educational process is no longer limited to simply providing undergraduates with information and stuffing it in their minds, but it has gone beyond it to me. Raising the level of their intellectual and mental abilities, in addition to providing them with new experiences and organizing them in a way that helps raise their self-efficacy. This can be achieved through the availability of undergraduates’ flow. The problem of the current study is to answer the following main question: Is it possible to come up with a constructive model that explains the direct and indirect causal relationships between academic self-efficacy, flow, and mental capacity of undergraduates? The following sub-questions branch out from it: 1- Is there a relationship between mental capacity and academic self-efficacy of undergraduates? 2- Is there a relationship between mental capacity and flow of undergraduates? 3- Is there a correlation between academic self-efficacy and flow of undergraduates? 4- Are there direct effects of mental capacity on the academic self-efficacy of undergraduates? 5- Are there direct effects of mental capacity on flow of undergraduates? 6- Are there direct effects of flow on the academic self-efficacy of undergraduates? 7- Are there indirect effects of mental capacity on academic self-efficacy through flow of undergraduates? Study Objectives: 1) Identifying the relationships between mental capacity, academic self-efficacy, and flow of undergraduates. 2) To identify the direct and indirect effects between mental capacity, academic self-efficacy, and flow of undergraduates. 3) Finding the best constructive model that explains the overall relationships between mental capacity, academic self-efficacy, and flow of undergraduates. Study Significance: First: Theoretical Significance: 1)Focusing on undergraduates, given the effective role this stage plays in the educational process in particular and in society in general, they need to increase the positive aspects of their personalities in order to be able to expand their experiences. 2)An attempt to provide a theoretical framework on mental capacity, academic self-efficacy, and flow that benefits researchers, and an attempt to come up with a theoretical framework that supports the relationship between research variables, and to provide a model that shows the direct and indirect effects between mental capacity, academic self-efficacy, and flow of undergraduates, which may add to the psychological heritage Information that helps those in charge of identifying the factors that help increase the level of mental capacity, academic self-efficacy, and flow of undergraduates, and determining the effective role that these variables can play in advancing and enriching the educational process. Second: Applied Significance: The applied significance of the current study is represented in evaluating the academic conditions of undergraduates, and it may benefit educators in selecting and providing educational courses, activities, and training programs suitable for these undergraduates. Participants: Participants includes (803) male and female of undergraduates from Faculty of Education for the academic year (2022-2023 AD) at Beni Suef University. Statistical Methods: Cronbach's alpha coefficients, Pearson's correlation coefficient, confirmatory factor analysis, and structural equation model using Amos were used. Results: The results of the current study indicated: 1) There is a significant positive correlation at (0.01) between the total score of mental capacity and its sub-dimensions, the total score of academic self-efficacy and its sub-dimensions, and between the total score of mental capacity and its sub-dimensions, and the total score of flow and its sub-dimensions, and between the total score of academic self-efficacy and its sub-dimensions, and the total score flow and its subdimensions. 2) There is a direct, significant effect at (0.01) for mental capacity in both academic self-efficacy and flow, as well as for academic self-efficacy in flow, and there is a positive indirect, significant effect at (0.01) for mental capacity in academic self-efficacy, through flow as an intermediate variable.