استراتيجيات عادات العقل وعلاقتها بفاعلية الذات الأكاديمية لدي متعلمي التربية البدنية

الملخص

The current study aimed to identify the most common habits of mind among physical
education teachers. It also aims to determine the level of academic self-efficacy among
physical education teachers. And revealing the relationship between habits of mind and
academic self-efficacy among physical education teachers. It also aims to explore the
possibility of predicting academic self-efficacy through mental habits among physical
education teachers. The research community consists of all students at King Faisal University
in Al-Ahsa. The study sample was selected using a simple random method, and the number of
sample members in the study was (100) students. The study results showed that: 1. The
degree of application of habits of mind among physical education teachers was high, as the
overall mean of the scale was (2.39) and the standard deviation was (0.75). The most common
habits of mind among physical education teachers were (checking accuracy), followed by
(asking questions). 2. The level of academic self-efficacy among physical education teachers
was high, as the overall mean of the scale was (4.02) and the standard deviation was (0.67). 3.
There is a strong positive relationship with statistical significance between habits of mind and
academic self-efficacy among physical education teachers, meaning that the more the habits
of mind are applied, the more the academic self-efficacy of physical education teachers
increases. 4. There is a statistically significant effect of the dimensions of habits of mind on
academic self-efficacy among physical education teachers. From this, we conclude that
academic self-efficacy can be predicted through habits of mind among physical education
teachers.
Keywords: habits of mind - academic self-efficacy - College of Physical Education