التفكير الحاذق وعلاقته بدافعية الانجاز الرياضياتي لدى طالبات المرحلة المتوسطة

Abstract

      The current research aimed to identify smart thinking among intermediate school female students and its relationship to their mathematical achievement motivation. The research sample consisted of (550) intermediate school female students in the General Directorate of Education / Baghdad / First Rusafa during the second semester of the academic year (2024-2025). For the purposes of this study, the researcher prepared a smart thinking skills test, consisting of (35) items. The mathematical achievement motivation scale prepared by (Othman, 2014) was also adopted, which consisted of (24) items. The apparent validity and construct validity of the smart thinking test were verified, and Cronbach's alpha equation was used to calculate reliability, which reached (0.81). The results showed a statistically significant positive correlation between smart thinking skills and mathematical achievement motivation. The researcher recommended developing curricula, especially in mathematics, to include activities that develop smart thinking skills among students, taking into account the diversity of teaching methods to suit different learning styles and levels of students. She suggested conducting a comparative study to reveal the relationship between smart thinking skills and mathematical achievement motivation across different educational stages (primary, intermediate, secondary).