The Relative Contribution of Positive And Negative Academic Emotions In Predicting Cognitive Failure in University Students

Abstract

The study aimed to detect the level of cognitive failure among King Khalid University students, as well as to find out the relative contribution of positive and negative academic emotions in predicting their cognitive failure. The research sample consisted of (185) randomly selected female students from King Khalid University with an average age of (21.88) years and a standard deviation of (2.44). A measure of achievement emotions and cognitive failure was applied to them. The results came to There is statistically significant differences at the level of (0,01) between the hypothetical mean and the experimental mean on the cognitive failure scale among the members of the research sample in favor of the hypothetical mean in the total score on the scale, this means that there is a lower than mean (low) level of cognitive failure among the sample members.- For the sub-dimensions :For the first dimension (memory errors), there are statistically significant differences at the level of (0,01) between the hypothetical mean and the experimental mean of the degrees of the first dimension in favor of the hypothetical mean, which means that there is a lower-than mean (low) level of memory errors among the sample members. For the second and third dimensions, there are no statistically significant differences between the hypothetical mean and the experimental mean of the degrees of the second and third dimensions, which means that there is an average level of attention errors and gross errors in the research sample. and  Cognitive failure can be predicted significally through the variables of positive and negative academic emotions, where the value of F= (551.111) significant at the level of 0.01.The percentage of the contribution of the predictor variables (positive and negative academic emotions) to the variation in the dependent variable (with cognitive failure) = 85% (R2 value=0.85) .There is a statistical significance at the level of (0,01) for the regression coefficients of positive and negative academic emotions and reached a beta value, respectively (0.679,0.293), which indicates that positive academic emotions have a greater predictive ability (greater contribution) in predicting cognitive failure compared to negative academic emotions in predicting cognitive failure.