The impedance from the cognitive field and reliance on it, ambition level, and the academic ego concept are concepts on which too many varied studies had been conducted. The current research aims to the followings:
First:
Measuring the independence from the cognitive field and the reliance on it of the college students and this done for: the whole sample, the equalization among the degrees in accordance to the sex variable (male, female), specialty variable (scientific, humanistic).
Second:
Measuring the ambition level of the college students and this done for: the whole sample, the equalization among the degrees in accordance to the sex variable (male, female) and specialty variable (scientific, humanistic)
Third:
Measuring the academic ego concept of the college students and this done for: the whole sample, the equalization among the degrees in accordance with the sex variable (male, female)and specialty variable (scientific, humanistic).
Fourth:
Finding out the relation among the independence from the cognitive field, reliance on it, the degrees of ambition level, and the degrees of the academic ego concept and this done for: 1. the whole sample, 2. In accordance with the sex variable (male, female) and the specialty variable (scientific, humanistic).
Achieving the aims of this research, the two researchers built three scales to measure the independence from the cognitive field style and reliance on it, ambition level scale, and academic ego concept scale, after being sure about the validity, reliability and the distinctive strength of the mentioned scales sections parts, the research had been conducted on a sample consists of (256) college students who were chosen randomly from (4) colleges: two scientific, and two humanistic colleges from the university of Baghdad. After treating the data statistically by using the suitable statistic tools, this research find the following results:
First: concerning the first aim\ after analyzing the date statistically, we found the college students using the independence from the cognitive field style more than using reliance on it. Furthermore the results appeal that there are no statistically significant differences between the two sexes (male, female) and the two specialty (scientific, humanistic). And there is no statistically significant interaction between the sex and the specialty variables.
Second: concerning the second aim\ the results appeal that the sample of this research has a high ambition level. The results appeal that there are statistically significant differences according to the sex and for the benefit of males. Furthermore there are statistically significant differences according to the specialty and this for the benefit of the scientific displine, and there is statistically significant interaction between the sex and the specialty.
Third: concerning the third aim\ the results appeal that the sample has a high academic ego concept. Furthermore, there are no statistically significant differences according to the sex and specialty variables. And there is statistically significant interaction between the sex and the specialty.
Fourth: concerning the fourth aim\ the results appeal that there is on relation between the independence. Reliance on the cognitive field and the ambition level. Furthermore. There is no significant relation between the independence reliance on the cognitive field and the academic ego concept while, the results show a statistically significant relation between the ambition level and the academic ego concept.
In the light of the above mentioned results, the two researchers find a group of recommendations and suggestions.
Recommendations:
- The possibility of making the research centers and specialized committees to get benefit from the three scales which are conducted by the two researchers.
- Developing the awareness of the higher education's workers about the cognitive style.
Suggestions:
- Conducting a similar study on a larger samples and another community sections.
Conducting a study to connect the current research variables with another variables such as education, treatment style, and creativity.
