توجهات المسؤولية الاخلاقية وعلاقتها بالمعتقدات المعرفية لدى طلبة الجامعة

صالح, رحاب مهدي (2022) توجهات المسؤولية الاخلاقية وعلاقتها بالمعتقدات المعرفية لدى طلبة الجامعة. Masters thesis, جامعة القادسية - العراق.

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Abstract

The current search: 1 - Ethical orientations of university students. 2 - The statistically significant differences in our knowledge of the moral responsibility of university students according to the gender variables (males - females) for grade (second - fourth) in the specialization (scientific and humanitarian). 3 - Cognitive beliefs of university students. 4 - Statistically significant differences in cognitive beliefs according to gender variables (males and females) for grade (second - fourth) in the specialization (scientific – human). 5 - The relationship between engagement and moral responsibility and the dimensions of beliefs among university students. 6 - Differences in the relationship between the orientations of moral responsibility and cognitive beliefs according to the gender variables (males and females) for the (second - fourth) grade in the (scientific - human) specialization. The sample of the current research is (750) male and female students from the University of Kufa, who were selected randomly and in a proportional manner, for the academic year 2022-2021. In order to achieve the objectives of the research, the researcher restricted the construction of two scales, one for moral responsibility orientations) on Bandura’s theory (Bandura, 2001), and the other (for cognitive beliefs) based on Schumer’s model (Schommer, 1998), and the moral responsibility orientation scale was directed to them: First: assume moral responsibility. After the completion of integrated solutions, after the completion of integrated solutions, after the implementation of the project, after the implementation of the project, after the implementation of the project, https://t.me/The_library_Iraqi B after the completion of the bug fixes and repairs, the bug fixes and repairs are completed, and the honesty and persistence are extracted. It has been modified Cronbach's alpha equation (0.81.) As for the cognitive beliefs scale, it consists of (40) items, rich in five are (the structure of knowledge, the stability of knowledge - the source of knowledge - controlling knowledge acquisition - and belief in rapid learning) and extracting the psychometric genes of the scale from honesty, as honesty was extracted through the apparent (honesty) and The validity of the construction was verified by the two methods of the terminal groups and the inner leg and stability, as the stability was extracted by a method of re-dimension of the knowledge structure (0.83), and the dimension of knowledge stability (0.85), and after controlling the acquisition and speed of knowledge acquisition (0.83), while the coefficient reached Stability with Cronbach's alpha equation for the dimension of knowledge structure (0.79), after knowledge stability (0.82), after source (0.78), after adjusting for knowledge acquisition (0.81), and after knowledge acquisition speed (0.82( The following results were obtained: 1 - The students of the university have their moral attitudes towards the trend towards responsibility. 2 - There is a statistical significance at the level of ((0.05) that university students possess the dimensions of cognitive beliefs (simple knowledge structure, knowledge stability, the source of knowledge represented by authority, control of knowledge acquisition, and speed of knowledge acquisition( 3 - There are no statistically significant differences in the orientations of moral responsibility and cognitive beliefs according to gender variables (male - female) in the specialization (scientific - human) for grade (second – fourth( 4 - There are no statistically significant differences in the dimensions of beliefs (knowledge structure, knowledge stability, and speed of knowledge acquisition) according to the variables of gender, grade and https://t.me/The_library_Iraqi C specialization, while the differences are statistically significant in the dimension (source of knowledge) according to the specialization variable grade (and adjusting knowledge acquisition) according to the specialization variable. 5 - There is a statistically significant correlation that indicates moral orientations and the message of beliefs associated with the relationship between moral orientations and beliefs and each of the after knowledge stability (0.434)) and the speed of knowledge acquisition (0.433), and a negative inverse correlation between morality orientations after structure 0.391) - (and a source (0.412-) And knowledge control acquisition of knowledge (-0.393). 6 - There is a statistic in the statistical differences in the relationship with regard to responsibility and its dimensions and dimensions from the first dimension according to classification (tradition, human) in favor of the human after the structure of knowledge, and the second and fourth grade There are no statistical differences in the relationship between ethics and morals, the stability of knowledge, the control of knowledge acquisition, the speed of knowledge acquisition) depending on the type, class and specialization. In light of the results of the current research, the researcher presented divided

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