قلق التصور المعرفي لدى طلبة جامعة طرطوس دراسة مقارنة بين طلاب السنة الرابعة في كليتي التربية والاقتصاد

Abstract

□ ABSTRACT□

The research aimed to determine the level of cognitive test anxiety and its three dimensions (Inability to Interpret Events and Situations, Inability to Predict Events and Situations, and Inability to Project the Future) among fourth-year students in the Faculties of Education and Economics at Tartous University, and to examine the existence of statistically significant differences in the level of this anxiety according to the variables of gender and faculty type.

The research adopted the descriptive analytical approach. The study population included all fourth-year students in both faculties (with a total number of 1149 students). A representative sample of 288 students was drawn using the stratified random proportionate sampling method (distributed as 86 from Education and 202 from Economics).

The results showed that cognitive test anxiety was at a moderate level in the dimensions of Interpretation and Prediction, reflecting students' possession of acceptable analytical skills. However, this anxiety was primarily concentrated in a fundamental doubt about self-efficacy when interpreting major failures or attempting to predict the impact of rapid external fluctuations. Conversely, anxiety related to Future Projection reached a high level overall, where extreme ambiguity regarding career path definition and negative expectations prevailed, confirming that the biggest cognitive pressure lies in the difficulty of applying the current major to a clear career trajectory. Furthermore, the results confirmed the existence of statistically significant differences according to the variables of gender and faculty type, with females and Faculty of Economics students recording higher levels of anxiety compared to males and Faculty of Education students, respectively.