البنية العاملية لمقياس المرونة المعرفية للطلبة ذوي صعوبات التعلم بالمرحلة الابتدائية

Abstract

The study aimed to investigate the psychometric properties of the Cognitive Flexibility Scale for students with learning disabilities. The scale, in its initial form after review, consisted of 40 items distributed across four key dimensions: adaptability to changes, multiple solutions, shifting between ideas, and dealing with failure and frustration. The study sample included 153 male and female elementary school students with learning disabilities in Riyadh region, aged between 9 and 11 years, with a mean age of 10.01 years and a standard deviation of 0.778. The psychometric properties of the scale were validated as follows: the validity of the scale was checked using extreme groups validity and factorial validity (exploratory and confirmatory). Reliability and internal consistency were also examined. The results of the 38-item scale indicated saturation on five factors: adaptability to changes, multiple solutions, dealing with failure and frustration, and shifting between ideas. Confirmatory factor analysis was conducted, and the fit indices fell within the acceptable range. Internal consistency was confirmed, with correlation coefficients being high and significant at the 0.01 level, indicating the overall internal consistency of the scale. Additionally, the reliability of the scale was verified using Cronbach's alpha and split-half reliability, with all reliability coefficients found to be high.