JOURNAL INTELLIGENCE RESEARCHES

The current research aims to study \"the effect of the (T.A.S.C) model on the achievement of mathematics among first-year middle school students and the development of their logical thinking skills\". The research sample included 63 first-year middle school students in the second semester of the academic year 2023-2024. Al-Abbas bin Abdul Muttalib School for Boys affiliated to the General Directorate of Education in Baghdad / Karkh III was randomly selected. The students were divided into two groups: the control group, which includes Section (A), consisting of 32 students, as they were taught in the usual way, and the experimental group, which includes Section (C), consisting of 31 students, as they were taught using the (T.A.S.C) model. The researchers were keen to balance the two groups according to the following variables: chronological age, intelligence, previous knowledge, and previous achievement. The research tools were prepared from two tests: \"Mathematical Achievement Test\" which consists of 20 multiple-choice questions, according to the Merrill classification which includes three levels: \"Remembering, Application, and Discovery\". The reliability coefficient was calculated using the (Kuder-Richard) equation (RK-20), where the reliability coefficient value reached 87%. And the logical thinking skills test which consists of 20 multiple-choice questions distributed over the skills (classification, arrangement, compatibility, and association) with 5 questions for each skill. Using the same equation, a reliability coefficient of 86% was obtained. After the experiment was completed, the two tests (mathematical achievement and logical thinking skills) were applied to the control and experimental groups. After collecting the data, appropriate statistical methods were used. The results showed that the students of the experimental group who studied according to the (T.A.S.C) model outperformed the students of the experimental group in both tests (mathematical achievement and logical thinking skills test) compared to the control group. Based on these results, a number of recommendations and suggestions were presented.

The current research aimed to identify:-
1. Emotional discrimination among primary school students from their mothers\' point of view
2. The significance of differences in emotional discrimination according to gender variables (males - females) among primary school students from their mothers\' point of view
3. Social intelligence among primary school students from their mothers\' point of view.
4. The significance of differences in social intelligence according to gender variables (males - females) among primary school students from their mothers\' point of view
5. The nature of the relationship between emotional discrimination and social intelligence among primary school students from their mothers\' point of view.
The current research sample was limited to (200) male and female students from primary school students who were selected randomly. The researchers prepared a tool to measure emotional discrimination, the number of its paragraphs in its final form was (32) and another tool to measure social intelligence, the number of its paragraphs was (28) paragraphs. The psychometric properties of validity and reliability were extracted for these tools. After applying the tools, the results showed the following:
1. The research sample has a high degree of emotional discrimination.
2. There are no differences in emotional discrimination between males and females.
3. The research sample has a high degree of social intelligence.
4. There are statistically significant differences in favor of males in social intelligence.
5. There is a positive relationship with statistical significance between emotional discrimination and social intelligence

The research aimed to know the effect of directed on delayed retrieval among university students. The researcher used three methods of directed hinting: the organization method, the colored signals method, and the mental imagination method. Thus, he put forward four hypotheses to verify this goal. He designed an experimental design that included three experimental groups corresponding to three control groups. The test in them was after training the experimental groups on hints. The researcher also carried out experimental control procedures for the six groups, then trained the members of the experimental groups on how to use hints when reading scientific text, and left the members of the control groups without training. After that, he designed a test that included the most important information in the text. After a day of training the experimental groups, the training for each experimental group was a type of method. He trained the members of the first experimental group on the organization method, trained the members of the second experimental group on the colored signals method, and trained the members of the third experimental group on the mental imagery method. The researcher then conducted one post-test for each experimental and control group.The results of the comparisons between the three experimental groups with the three control groups indicated that there is a statistically significant difference between the experimental and control groups, which means that there is an effect of the hints used in delayed retrieval. After that, a comparison was made between the three experimental groups to find out if there is a preference for one of the hints over the other. The results indicated that there is no statistically significant difference between the experimental groups, which means that the three hints affected the members of the experimental groups that were trained on them at the same level.

The current research aims to identify the effectiveness of an educational program in developing disaster response skills among kindergarten children, and the differences between males and females in developing disaster response skills among kindergarten children. To achieve the research objectives, the following hypotheses were formulated:
1- There is no statistically significant difference between the average scores of children in the experimental group who were exposed to the program and the average scores of children in the control group who were not exposed to the program according to disaster response skills at a significance level of (0.05).
2- There is no statistically significant difference between the average scores of males in the experimental group and the average scores of females in the same group according to disaster response skills at a significance level of (0.05). The research sample was randomly selected, and the research was applied to a sample of (60) boys and girls from the kindergarten children in (Al-Kholod) Kindergarten affiliated to the First Rusafa Education Directorate in Baghdad. The sample children were distributed into two groups: the experimental group, which includes (30) children, (15) males and (15) females, and the control group, which includes (30) children, (15) males and (15) females. To achieve the research objectives, the researcher built an illustrated scale to measure disaster coping skills among kindergarten children. The theory adopted in building the scale was Belkin's theory (Belkin, 2020), and it included (30) paragraphs distributed over (6) skills, as follows: (time management skill, stress management skill, creativity skill, communication skill, problem solving skill, and technical skill), and an educational program to develop disaster coping skills among kindergarten children; Belkin's theory (2020) was adopted in building the educational program, and it was applied to the children of the experimental group. The researcher applied a pre-test of the disaster coping skills scale for kindergarten children to the children of the two groups (experimental and control) before applying the program, and a post-test of the disaster coping skills scale for kindergarten children to the children of the two groups after applying the program. The researcher used the intelligence test of (Rudolf Bentner) for the experimental and control groups, and the researcher adopted the design of the control and experimental groups with a pre- and post-test. The data were analyzed and processed statistically using the t-test for two independent samples. The researcher reached the following results: 1- There is a statistically significant difference between the average scores of children in the experimental group who were exposed to the program and the average scores of children in the control group who were not exposed to the program according to disaster coping skills at a significance level of (0.05).
2- There is no statistically significant difference between the average scores of males in the experimental group and the average scores of females in the same group according to disaster coping skills at a significance level of (0.05). In continuation of the current research, the researcher reached many recommendations and suggestions.

The aim of the current research is to identify the nutritional awareness and self-efficacy of kindergarten children, as well as to identify the significance of differences in nutritional awareness and self-efficacy according to the gender variable (males - females) respectively. The researchers built a nutritional awareness scale based on Bandura's theory (1997), which consists of (35) paragraphs that the kindergarten teacher answers with two alternatives (yes - no), and with scores (0 - 1). The two scales were applied to a sample of (150) boys and girls, and then the psychometric properties (validity - reliability) were extracted. Where the validity was extracted by the methods of apparent validity and construct validity, while the reliability was by the method of split-half, and its value was (0.79), and the standard error value of the nutritional awareness scale from the reliability coefficient was (3.092), while the researchers built the self-efficacy scale based on Bandura's theory (1997), as (30) paragraphs were formulated for the teacher to answer with two alternatives (yes - no), and with degrees (0 - 1), and the psychometric properties were extracted from (validity and reliability); where the validity was by the methods of apparent validity and construct validity, while the reliability was by the method of split-half on the research sample, and its value was (0.83), and the standard error of the scale from the reliability coefficient was (2.312), and the results showed that the children have nutritional awareness and self-efficacy; The calculated T-values were higher than the tabular ones at the level of (0.05), and no differences were found between the sexes for both variables, while there was a high positive direct relationship between them, as the value of the correlation coefficient was (0.87), In light of the results, the researchers came up with a set of recommendations and proposals.

The aim of this research is to identify (the effect of teaching according to mental stimulants on the literary achievement of fourth-grade female students in the literary texts included in the Arabic language book).
The researcher defined the research population as female students in the fourth literary grade in the middle and secondary government day schools affiliated with the Baghdad/Al-Rusafa First Education Directorate. Then, she identified the research sample consisting of (49) female students distributed into two groups, the first experimental and including (25) female students represented by Section (C), and the second control and including (24). ) A female student represented by Division (A).
After completing the experiment, the researcher applied the achievement test, consisting of (30) multiple-item test items, to the research sample, after verifying its apparent validity, the discriminatory power of its items, the difficulty factor, the effectiveness of the incorrect alternatives, and its stability. The result was shown after being treated statistically using the T-test. following:
The experimental group outperformed the control group in the post-achievement test
In light of the research results, the researcher developed several recommendations and proposals.

The current research aims to identify (the effect of the Needham and Entwistle models on the achievement and evaluative thinking in geography among fourth-grade literary students). The research was implemented on fourth-grade literary students at Al-Jazeera Intermediate School for Boys affiliated to the General Directorate of Education in Rusafa / 2 for the academic year (2022-2023). The two research tools prepared by the researcher were applied. The achievement test consisted of (37) test paragraphs, including (34) objective multiple-choice paragraphs and (3) essay paragraphs. The research sample was randomly selected and consisted of (100) students distributed into three sections, which were randomly selected to represent the two experimental groups and the control group after excluding the statistically failed students, with (34) students in the first experimental group and (33) in the experimental group. The second, and (33) students in the control group, and the three groups were rewarded in the variables (chronological age in months, intelligence, evaluative thinking), and the first experimental group was studied using the (Needham) model, and the second experimental group using the (Entostle) model, and the control group in the usual way and the researcher used statistical methods to process the data, and the results showed as follows (the presence of statistically significant differences between the students of the first and second groups and the students of the control group in the variables of achievement and evaluative thinking in favor of the two experimental groups, and no statistically significant differences appeared between the students of the two experimental groups in the variables) In light of that, the researcher made a number of recommendations and suggestions.

bstract of the research: The current research aims to identify cognitive flexibility among female students in the Kindergarten Department. The current research was limited to a sample of female students in the Kindergarten Department at the College of Basic Education for the academic year (2022-2021), numbering (100) students. The sample was selected using a simple random method. To achieve the research objectives, the researcher adopted the (Abdul Wahab, 2011) Cognitive Flexibility Scale for University Students. The scale consists of (30) paragraphs formulated in the form of positive paragraphs. The researcher verified the apparent validity of the cognitive flexibility scale and calculated its stability using the method: the half-split, as the correlation coefficient reached (0.89) and the retest method, as the correlation coefficient reached (0.90). The research data were processed using statistical methods that are compatible with the nature and objectives of the current research. Among these methods are: Pearson's correlation coefficient, the t-test for two independent samples, and the t-test for one sample. The researcher concluded that female students in the Kindergarten Department They have cognitive flexibility, but in a different way, as a result of the variation in personality dimensions, including cognitive flexibility. Cognitive flexibility at the academic level was clear in the third stage, and in light of the results of the current research, a number of recommendations and proposals were reached. Keywords: cognitive flexibility, kindergarten students.

The current research aims to identify:
1- Humor styles among teachers of people with special needs.
2- Styles of humor among teachers of people with special needs according to the gender variable (males - females).
3- mental fitness among teachers of people with special needs.
4- mental fitness among teachers of people with special needs according to the gender variable (males - females).
5- flexible thinking among teachers of people with special needs.
6- flexible thinking among teachers of people with special needs according to the gender variable (males - females).
7- the relationship between humor styles, mental fitness, and flexible thinking among teachers of people with special needs.
8-Predictive values of humor styles and mental fitness in flexible thinking among teachers of people with special needs.
The current research is limited to teachers of students with special needs in Baghdad and for both sides(Al-Karkh /Rusafa) for the academic year 2024/2025. The research sample reached (300) male and female teachers with special needs. To achieve the objectives of the current research, the researcher built a scale of humor styles according to Martin’s theory. (Martin (2003), which consists of four domains, each domain consisting of (10) items, and thus the number of items in the humor styles scale reached (40) items. As for the mental fitness scale, the researcher prepared the (Sahib 2016) scale, which consists of (85) items. The researcher also built a test for flexible thinking according to Witken 1981 theory, which consisted of two areas, each area (15) questions, and the total number of test questions was (30) questions, and after extracting the three measures of validity and reliability and after applying the measures to the research sample and analyzing the data and treating it statistically using statistical methods. The appropriate search results indicated:
1- Teachers of people with special needs have two styles of self-enhancement and belonging humor, while they do not have two styles of aggressive and self-defeating humor.
2-There are statistically significant differences between male and female teachers of people with special needs and in favor of males in the style of self-enhancement humor. There are statistically significant differences between male and female teachers of people with special needs and in favor of females in the style of belonging humor. There are no statistically significant differences in Aggressive humor style and self-defeating humor style among male and female teachers of people with special needs, as both of them do not have aggressive humor and self-defeating humor.
3- Teachers of people with special needs have mental fitness.
4- There are statistically significant differences between styles and mental fitness predict flexible thinking among teachers of people with special needs.
5- At the conclusion of the research, the researcher presented a number of recommendations and future proposals.
6- Teachers of people with special needs have flexible thinking.
7-There are no statistically significant differences between male and female teachers of people with special needs in flexible thinking.
8- There is a positive correlation between styles of humor, mental fitness, and flexible thinking among teachers of people with special needs- Both humor ,special needs( .

The aim of the research was to study psychological resilience and cognitive control among kindergarten teachers and the correlational relationship between psychological resilience and cognitive control among kindergarten teachers. The descriptive correlational approach was used for its suitability to the study objective, as the researchers adopted the psychological resilience scale prepared by (Mukhaimer 2014) consisting of 47 paragraphs. As for cognitive control, the researchers prepared a scale consisting of (20) paragraphs. After verifying the psychometric properties of the two scales, the two scales were applied to the research sample, which consisted of (200) kindergarten teachers in government kindergartens in Baghdad Governorate for the academic year (2023-2024). The research results indicated that kindergarten teachers possess psychological resilience and cognitive control, and there is a statistically significant correlational relationship between psychological resilience and cognitive control. In light of the research results, the researchers developed a number of recommendations and proposals.

This current research aim at measure positive thinking for kindergarten child age ( 5-6) years old , To verify this aim the two researchers chose a sample consist of (200) child of Babylon govoner . They built a measure of positive drawn thinking for child at this age depending on Seligman theory . the measure consist of ( 37) drawn items which application last (8) minutes , then psychometric characteristics have been achieved like face validity & construct validity & they have got the reliability of positive thinking measure by two methods test re test reliability which was (0.882) & Alfa cronbach reliability . which was (0.829) . Then the two researchers applied the measure on the sample & used the statistical program (spss) , the results showed that kindergarten children don’t have positive thinking . Finally they presented some recommendations & suggestions

The system adopted in our schools is based on the cognitive aspect, as was previously done in past periods, and this is what the new methods and strategies seek to replace, and this is what the current research focused on. This is done by identifying the effect of PDEODE strategy in the study of fifth-grade scientific students in biology and their generative thinking.
The research was limited to female students in the fifth scientific grade, as the total number of female students in the research sample was (59) female students, with (30) female students for the experimental group and (29) female students for the control group. The two research groups were rewarded in the following variables (Raven’s intelligence test, previous information in biology, and achievement). Study in biology and generative thinking) To measure the students’ achievement level, the researcher prepared an achievement exam containing (45) multiple-choice questions distributed from the six levels of Bloom’s taxonomy (remember, understand, apply, analyze, synthesize, evaluate). At the end of the research experiment, which lasted (12) weeks, The achievement test and the generative thinking test. The results were processed statistically using the T-test for two independent samples. The study concluded with the following results:
1- The female students of the experimental group who studied biology topics by adopting the PDEODE strategy advanced over the female students of the control group who studied biology topics according to the usual method in the achievement test.
2- Clear progress for the students of the experimental group who studied biology topics by adopting the PDEODE strategy over the students of the control group who studied biology topics according to the usual method of generative thinking.
Based on the results that the researcher reported, she recommends that those in charge of the Ministries of Education take advantage of this strategy in teaching students, and some suggestions and recommendations have been put forward.

The aim of the research is to identify the effectiveness of the Kuskrov model in acquiring scientific concepts and retaining them in the students of the first grade teacher department in the subject of science and in order to achieve the research goal, the researcher developed two zero hypotheses. The experimental research approach adopted a research approach for its suitability for the research objective and procedures, as the experimental design with two experimental equal groups and the control with the remote test was chosen in the acquisition and retention of scientific concepts, one of which partially adjusts the other. The experiment was applied to the students of basic education. The first grade teacher section, the first school, the first stage was deliberately selected from the departments of the Faculty of Basic Education, with a number of members (137) students, and were distributed to three classrooms. Hall A was randomly selected to represent the experimental group that was studied using the Kuskrov model and the number of students in it reached (47), and Hall B was chosen to represent the control group that studied according to the usual way and the number of students in it reached (46). To test the validity of the two zero hypotheses, the researcher prepared the test of the acquisition of scientific concepts, the number of paragraphs (60) objective paragraphs, It was applied to a first exploratory sample other than the basic research sample, the number of which was (44), the purpose of which was to determine the clarity of the test paragraphs, determine the time of answering them, extract the psychometric properties of the test, and then extract the stability factor. Using the T-test for two independent samples equal to the number, he obtained the following results:
- The students of the experimental group that were studied according to the Cuscrove model outperformed the students of the control group who studied according to the usual method in the scientific concept acquisition test, as it reached (t-test) nepotism (4.203), while the value of (t) the table (2,000) was at the level of significance (0.05).
- The students of the experimental group that studied according to the Koskrov model exceeded the students of the control group who studied according to the usual method of testing the retention of scientific concepts, as (t-test) amounted to nepotism (4.952), while the value of (t) reached (t) the table (2,000) at the level of significance (0,05).
From these results, the researcher concluded that teaching Kuskrov's model is effective in acquiring and retaining scientific concepts among the students of the first grade teacher department in the subject of science. Accordingly, the researcher developed a number of recommendations and proposals related to the results of the research.

The aim of the research is to identify the effectiveness of cognitive strategies in Enhancing mathematical proficiency and problem-solving skills among first-year middle school students in mathematics. The quasi-experimental approach was used, and the research sample consisted of (43) students. To achieve the research objectives, two tools were constructed: the mathematical proficiency test and the problem-solving test, and appropriate statistical methods were used for each of the two tests.The results showed the effectiveness of cognitive strategies in Enhancing mathematical proficiency and problem-solving skills among first-year middle school students, as the results showed that the experimental group outperformed the control group in the mathematical proficiency and problem-solving tests. In light of these results, several recommendations were presented, including: adopting cognitive strategies as an effective teaching method, and holding training courses for teachers. Some proposals were also presented, including: conducting studies based on cognitive strategies in developing a set of skills among different samples of learners.

"Positive psychological capital is one of the basic concepts of positive organizational behavior and consists of four components: (self-efficacy, hope, optimism, and resilience). Self-efficacy can be interpreted as the belief in an individual's ability to mobilize motivations, cognitive resources, and courses of action to carry out a specific task in a given context. Hope is the possession of willpower and perseverance towards achieving one's goals, while optimism refers to the interpretive style in which an individual attributes positive events to permanent internal causes, and attributes negative events to temporary external causes. Resilience is either recovering from adversity or failure to achieve success".
Cultural difference depends on the diversity of cultural elements, and refers to the differences that appear between individuals depending on race, social and political level, gender, disability, language, religion and geographical area, since each society has a culture, cultural communities within a single society develop different cultures according to their common past, the region in which they live, the language they speak and their social and economic status, so cultural intelligence can be described as a field of intelligence that explains the differences between people in their ability to interact with other societies and different cultures within society, as individuals live with different societies and thus with different cultures together for certain reasons such as education, increasing living standards, trade, shopping and politics, so cultural intelligence has gained great importance. Note that the current research aims to identify:
1-Positive psychological capital among employees
2-Significance of differences in positive psychological capital according to gender variables (males - females) among employees
3-Cultural intelligence among employees
4- The significance of the differences in cultural intelligence among employees according to the variables of gender (males – females)
5-The correlation between positive psychological capital and cultural intelligence
To achieve the research objectives, the researcher built a positive psychological capital scale according to the theory of Dollwet & Reichard, 2013, with its final form of (16) paragraphs. The researcher also built a cultural intelligence scale according to the theory of Earley & Ang, 2003, with its final form of (18) paragraphs. After confirming the psychometric properties, they were applied to a sample of employees consisting of (232) male and female employees. The results showed the following:
1- The individuals of the research sample are characterized by a high level of positive psychological capital
2-There is a statistically significant difference between males and females in positive psychological capital, in favor of females
3- The individuals of the research sample are characterized by a high level of cultural intelligence.
4- There is a statistically significant difference between males and females in cultural intelligence, in favor of males
5-There is a direct relationship between positive psychological capital and cultural intelligence.
In light of the results achieved in the current research, the researcher came up with some recommendations and suggestions.

This research aims to identify the effect of the thinking stimulation model on developing literary imagination among second-year middle school students. In order to achieve the goal, the researcher formulated the null hypothesis, which stated: “There is no statistically significant difference at the level (0.05) between the average scores of the students of the experimental group who will study reading and texts according to the (thinking stimulation) model and the average scores of the students of the control group who will study the material according to the usual method in literary imagination.”
The researcher followed the experimental method with an experimental design with partial control. The research community was determined as the second-year middle school students in the General Directorate of Education, Baghdad, Al-Rusafa II. The researcher randomly selected Wasafa Middle School to be the sample for his research. The number of students in the experimental group was (25) students and the number of students in the control group was (25) students. The researcher statistically equalized the two research groups using the variables of chronological age calculated in months, parents’ achievement, and Arabic language grades for the previous academic year.
The researcher prepared a test of literary imagination consisting of (30) objective test paragraphs of multiple choice type and verified the psychometric properties of that test before applying it. He used the t-test for two independent samples and the researcher concluded that there are statistical differences at a significance level of 5% in favor of the students of the experimental group.
The researcher recommended adopting a model to stimulate thinking in teaching reading and texts for the second intermediate grade. He suggested similar studies in other stages in primary and secondary school.

The study aimed to explore the impact of using the ADI (Argument-Driven Inquiry) model on developing futuristic thinking skills among first-grade intermediate female students in physics. The sample consisted of 64 students from the first-grade intermediate level at Al-Muthanna Intermediate School for Girls. The research adopted an experimental design.
The experimental group (EG) and control group (CG) were matched in terms of prior achievement, intelligence, and age (in months). A test to assess futuristic thinking skills was developed and applied. Statistical analysis was performed using the SPSS package. The results revealed the superiority of the experimental group. Based on these findings, several recommendations and suggestions were presented.

The current research aims to:
1- Building a measure of perceived fraud among female university students
2- Identifying perceived fraud among female university students.
3-The significance of the differences in perceived fraud among female university students at the significance level (0.05) according to the stage variable (first, second, third, fourth).
The research results concluded that:
1. A scale was built to measure perceived fraud, which has psychometric properties (honesty, reliability).
2. Female university students have a level of perceived fraud.
3. There are no statistically significant differences in perceived fraud according to the educational stage variable.
The result was consistent with the theoretical framework (perceived fraud theory) adopted by the researcher in building the research tool and the level of ownership of it by the sample members according to the variable of the educational stage.
In light of the research results, the researcher recommends a set of recommendations and proposals

The current research aims to find out the effect of the terminology bank strategy on the achievement of chemistry for second-year intermediate school students in distinguished schools. For the purpose of verifying the aim of the research, the following null hypothesis was imposed:
* There is no statistically significant difference at the level of (0.05) between the average grades of the female students of the experimental group who study according to the terminology bank strategy and the average grades of the female students of the control group who study according to the usual method of collecting chemistry. To demonstrate the validity of the hypothesis, the two researchers conducted an experiment in which they adopted the experimental method with partial control. The research sample reached (45) female students, with (22) female students in the experimental group and (23) female students in the control group. The researcher rewarded the two research groups in the variables (chronological age, intelligence, and previous information). The material was also determined, plans were prepared for the two research groups, and the achievement test consisting of 20 items was prepared. Validity and reliability were verified. After analyzing the research results statistically and using the Statistical Package for the Social Sciences (SPSS), the statistical results showed: There is a statistically significant difference in favor of the experimental group.

The research aims to identify:
1. Counter memory among students of the College of Basic Education | Al-Mustansiriyah University
2. Differences in counter memory among students of the College of Basic Education | Al-Mustansiriyah University according to the gender variable (males, females).
The research sample consisted of (100) male & female students distributed over the college departments, numbering (15) departments, selected using the stratified random method with a proportional approach.
The researcher constructed a counter memory scale consisting of (25) items. Its psychometric properties were verified in terms of apparent validity, construct validity, & stability in two ways: test and retest, and internal consistency method (Cronbach's alpha).
The following statistical methods were used: (T-test for two independent samples, T-test for one sample. Pearson's correlation coefficient, Cronbach's alpha equation).
The researcher reached the following results:
1. That students of the College of Basic Education | Al-Mustansiriyah University enjoy a high degree of counter memory.
2. There are differences in counter memory among students of the College of Basic Education | Al-Mustansiriyah University according to the gender variable (males, females) and in favor of males.

This study aimed to know the effect of the \"Work, Review, Learn, Apply\" strategy on the performance of second-year middle school students in social studies. The researcher adopted a partially controlled experimental design, including pre- and post-tests, and the research sample consisted of 63 students. Group (A) was randomly selected as an experimental group (32 students), and group (B) as a control group (31 students).
For the purpose of equivalence between the two research groups, the researcher conducted equivalence between the variables, which are as follows (social studies grades for the previous year, Raven\'s intelligence test, the chronological age of the students calculated in months, in addition to the parents\' academic achievement.
The researcher also set behavioral objectives based on Bloom\'s levels, prepared study plans and achievement tests, and presented them to a team of experts in teaching methods, measurement and evaluation to ensure the validity and reliability of the study.
Then, after the end of the experimental period, the researcher applied an achievement test to the two research groups, and after processing the data statistically, it was found that there were statistical differences between the two research groups, in the achievement test, in favor of the experimental group. Based on the results, the researcher found that the strategy had a positive effect on cognitive achievement, and presented several recommendations and suggestions.

The current research aims to identify the level of the feeling of happiness among a sample of kindergarten students and to identify the significance of the difference in the feeling of happiness according to the class variable. The current research is limited to the students of the Kindergarten Department at the College of Basic Education, Al-Mustansiriyah University for the academic year 2023-2024. The Researchers chose her research sample from the students of the Kindergarten Department, numbering (100) students, using the random stratified method, the proportional distribution method, and on the following distribution: First stage (25) students, second stage (25) students, third stage (25), fourth stage (25). The researchers adopted the Oxford Happiness Questionnaire, which was prepared by )Argyle & Hills 2002( Consists of (28) paragraphs (28) paragraphs, and six alternatives were set ،for the purpose of responding (strongly agree, somewhat agree, agree, disagree, somewhat disagree, strongly disagree) with degrees (1,2,3,4,5,6) To calculate the stability, the following was applied: The scale was based on the basic research sample of (100) female students. The Cronbach's alpha equation was used, and the reliability coefficient calculated according to this method was (0.90). To extract validity, apparent validity and construct validity were used. The researchers concluded that the research sample had a high level of feeling happy and that there was no statistically significant difference in feeling happy according to the class variable.

The current study was conducted using the descriptive method with the aim of investigating the phenomenon of cognitive closure among university students. A stratified random sample of 355 students was selected, including 198 from humanities disciplines and 157 from scientific disciplines. The researcher relied on the modified Cognitive Closure Scale, which consists of 36 items. The scale's validity was confirmed using face validity and a pilot application on 50 students, while its reliability was tested using Cronbach's alpha coefficient, which resulted in 0.87. Statistical analysis results showed that the level of cognitive closure among the sample was relatively low compared to the hypothesized level. Furthermore, significant statistical differences were found between males and females in cognitive closure levels, with male students exhibiting higher levels of cognitive closure than females; however, the difference was not large enough to significantly affect the results. A significant statistical difference was observed in favor of the humanities disciplines. The findings align with previous studies, indicating that the sample exhibited greater cognitive flexibility compared to individuals with cognitive closure. Several statistical tests, including t-tests, were employed to extract differences between groups and analyze variations across variables. The results emphasize the importance of exploring the factors contributing to cognitive closure and promoting critical thinking among students through counseling and training programs that foster intellectual openness, providing a solid foundation for future studies on the topic.

The current research aims to identify the role of the advanced organizer strategy and its role in developing lateral thinking among students of the Institute of Fine Arts in the history of fine arts subject. The experimental approach was used, an experimental design with two equal groups, experimental and control, and the total sample of the research was (48) students in the first stage of the Institute of Fine Arts, Rusafa 1 for Boys, (24) students as the experimental group, (24) students as the control group. The researcher prepared the research tool represented by the lateral thinking test, which consisted of (20) questions. It was characterized by honesty and consistency. The experiment lasted (8) weeks after applying the tool and using statistical methods in processing the data. The results showed that there was a statistically significant difference between the average scores of the experimental group that studied according to the advanced organizer strategy and the average scores of the control group that studied according to the usual method in the lateral thinking test in the history of fine arts subject at a significance level of (0.05) and in favor of the group’s students. Experimental.

The current research aims to identify:
1- Measuring the cultural intelligence of middle school students.
2- Measuring psychological resilience among middle school students.
3- The strength and direction of the relationship between cultural intelligence and psychological resilience among middle school students.
4- The differences in the correlation between cultural intelligence and psychological resilience according to the gender variable (males - females).
5-The extent to which cultural intelligence contributes to changing the variation in psychological resilience among middle school students.
The researcher in the current research is the descriptive correlative approach, and the research sample consisted of (200) male and female students who were chosen by the random stratified method with a proportional distribution from four schools of the second grade average, and at a rate of (2.28%) of the members of the original community, and to achieve the objectives of the research it was relied on two tools; The first is the measure of cultural intelligence prepared by (Abdullah, 2019), and the second is the measure of psychological resilience prepared by the researcher, and their psychometric properties were extracted.
Among the most important findings of the research are:
 The research sample possesses a level of cultural intelligence based on the differences between the arithmetic average and the theoretical average.
❖ The research sample has a level of psychological flexibility based on the differences between the arithmetic average and the theoretical average.
❖ There is a positive, direct, significant correlation between cultural intelligence and psychological resilience in the research sample.
❖ There are no statistically significant differences in the relationship between the two research variables (cultural intelligence and psychological resilience) according to the gender variable (male-female).
❖ The contribution of cultural intelligence by (31.2%) to the psychological resilience of the research sample.
To complement the current research, the researcher presented a number of recommendations and suggestions.

Celebrities The current research is to identify the strategy of intellectual balance in obtaining literary texts among students of the fourth literary grade, and to implement this, a quasi-experimental model was used.
The formula for the null hypothesis is (there is no single significant difference at the level of significance (0.05) between three candidates, three students of the experimental group who concealed the subject of literature and texts, on the accuracy of the intellectual scale strategy, and the average of the candidates of the control group who mastered the same subject on choosing the usual method of obtaining the subject. Literature and texts)
The researcher appointed an experimental design with the experimental and control groups, with a post-achievement test, and identified the students in the fourth literary grade in the General Directorate of Education of Baghdad/Al-Rusafa II as a neighborhood community, and identified the students in the fourth literary grade in (Al-Mustafa Preparatory School for Boys) as a sample representing the original community, and the sample included The research was conducted on (97 students), and statistical equivalences were conducted on a group of variables (chronological age calculated in months, previous achievement, intelligence test).
As for the research tool, it was determined by an achievement test consisting of forty objective items and ten essay items, and its psychometric properties were documented. The researcher assigned the scientific material represented by the literary topics agreed upon to be taught to students in the fourth literary grade in the academic year 2023/2024, and the researcher designed two hundred behavioral objectives. And the subsequent teaching plans for the two research groups
The experiment was carried out in the 2023/2024 academic season, and using the t-test, the researcher found that there were statistical differences in favor of the students of the experimental group.
The researcher concludes from this that there is cognitive and intellectual interaction as a result of the application of the intellectual balance strategy, and recommends the necessity of training Arabic language teachers, male and female, to use modern strategies in teaching, especially the intellectual balance strategy, and suggests building and applying other studies in multiple variables such as literary analysis and reading comprehension.