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DC Field | Value | Language |
---|---|---|
dc.contributor.author | عباني مليكة | - |
dc.contributor.author | جديد أحلام | - |
dc.contributor.author | الشايب محمد الساسي | - |
dc.date.accessioned | 2018-09 | - |
dc.date.available | 2018-09 | - |
dc.date.issued | 2018-09 | - |
dc.identifier.issn | 2170-1121 | - |
dc.identifier.uri | http://dspace.univ-ouargla.dz/jspui/handle/123456789/20618 | - |
dc.description | Revue des Sciences Sociales et Humaines | en_US |
dc.description.abstract | This study aims at identifying the level of the Cognitive Style (rigidity-flexibility) among primary education teachers. The study sample consists of 48 male and 184 female teachers. For this purpose, the researchers used Cognitive Style (rigidity-flexibility) questionnaire prepared by Missoun (2011) and they used the descriptive correlative method. The study has come up with a number of results among which are the following: The flexibility style is most used. There are no statistically significant differences in the cognitive style (rigidity-flexibility) of primary education teachers attributed to the variable of gender, experience, and scientific level. | en_US |
dc.language.iso | other | en_US |
dc.relation.ispartofseries | numéro 35 SSH; | - |
dc.subject | Cognitive Style | en_US |
dc.subject | Rigidity | en_US |
dc.subject | Flexibility | en_US |
dc.subject | Primary education teachers | en_US |
dc.title | الأسلوب المعرفي (التصلب / المرونة) لدى أساتذة التعليم الابتدائي دراسة ميدانية بمدينة ورقلة | en_US |
dc.type | Article | en_US |
Appears in Collections: | numéro 35 SSH A V10 N4 2018 |
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