EMOTIONAL FLEXIBILITY AND ITS IMPACT ON THE ACHIEVEMENT OF HISTORY DEPARTMENT STUDENTS IN THE COURSE OF SOCIAL STUDIES TEACHING METHODS

Abstract

Statistics between the average scores of students in the emotional flexibility test at a significance level of (0.05) and the average scores of students in the students’ achievement in emotional flexibility.

There are no statistically significant differences between the average scores of students on the emotional flexibility scale at a significance level of (0.05) in the gender variable. The research sample consisted of (92) male and female students from the College of Basic Education, History Department. The sample was chosen intentionally to achieve the research objectives, a resilience scale was constructed consisting of (24) multiple-choice optional items. The researcher used the statistical package (SPSS). The following results were reached: Students with good achievement enjoy good and high emotional resilience because they aspire to effective participation with their teachers and colleagues. Males enjoy greater freedom than females because they are more liberated than females. This is due to the customs and traditions that prevail in our local Iraqi society. The researcher reached a set of conclusions, including: There is a direct relationship between emotional resilience and students’ academic achievement. The researcher suggested conducting a descriptive study to determine the emotional resilience of teachers. She also recommended:

Benefiting instructors in the scientific and educational specialization from the emotional resilience scale and its impact on student achievement.