Cognitive Style (Reflection-Impulsiveness) and its Relationship to Socio-Emotional Learning among University of Diyala Students

Abstract

This study aims to reveal the role of cognitive style (reflection-impulsiveness) in predicting socio-emotional learning among University of Diyala students, through the use of standardized measurement tools and advanced statistical analysis. The researcher used Kagan's test to measure cognitive style and a scale developed based on the CASEL model to measure affective learning. The sample consisted of (377) male and female students, selected using stratified random sampling, representing various colleges, disciplines, and academic levels.

The results showed a statistically significant correlation between cognitive style and affective learning style, with thoughtful students scoring higher in self-regulation, empathy, and responsible decision-making compared to impulsive students. The results also revealed significant differences based on gender, specialization, and academic year. The study offered several educational and guidance recommendations to contribute to the development of social and emotional skills within the university environment.