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Intuitive Reasoning and its Relationship to Time Perspective among Students of the College of Education for Women | ||
| Journal of University of Anbar for Humanities | ||
| Volume 2026, Issue 3, September 2026, Pages 717-689 PDF (4 M) | ||
| Document Type: Research Paper | ||
| DOI: 10.37653/juah.2026.168924.1412 | ||
| Author | ||
| Ghazwan Ramadhan Saleh* | ||
| College of Education for Women- University of Tekrit- Iraq | ||
| Abstract | ||
| Aims: The current study aimed to identify the level of intuitive reasoning among female students of the College of Education for Women and to examine statistically significant differences in intuitive reasoning according to the variables of academic specialization (scientific–humanities) and academic year (first–fourth). The study also aimed to identify the level of time perspective among female students of the College of Education for Women and to examine statistically significant differences in time perspective according to the variables of academic specialization and academic year. In addition, the study sought to investigate the nature of the correlational relationship between intuitive reasoning and time perspective among the research sample, thereby contributing to clarifying the relationship between cognitive aspects associated with intuitive reasoning and the psychological and cognitive aspects associated with the perception of time and one's orientation toward it. Methodology: The study adopted a descriptive correlational approach, as it was appropriate to the nature of the study objectives and variables. A stratified random sample was selected from the study population, comprising (200) female students from the College of Education for Women, including (100) students from scientific specializations and (100) students from humanities specializations, thereby ensuring representation of both specializations in the sample. To achieve the objectives of the study, the researcher developed an intuitive reasoning scale consisting, in its final form, of (27) items. Following the examination of its psychometric properties, its reliability coefficient was (0.82) using the test–retest method, while Cronbach's alpha reliability coefficient was (0.84). The researcher also developed a time perspective scale consisting of (25) items. After verifying its psychometric properties, its reliability coefficient was (0.85) using the test–retest method, while Cronbach's alpha reliability coefficient was (0.89). To analyze the data and test the study hypotheses, a set of appropriate statistical methods was employed, including the One-Sample t-Test, Independent-Samples t-Test, Chi-Square test, Pearson's correlation coefficient, and Cronbach's alpha coefficient. Results: The results showed that the research sample demonstrated a high level of intuitive reasoning, with statistically significant differences in intuitive reasoning according to academic specialization (scientific–humanities), with the differences favoring female students in scientific specializations. The results also revealed statistically significant differences in intuitive reasoning according to academic year (first–fourth), with the differences favoring fourth-year female students. The results further indicated a high level of time perspective among the research sample, with no statistically significant differences in time perspective according to either academic specialization or academic year. Furthermore, the results revealed a statistically significant positive correlation between intuitive reasoning and time perspective, indicating an association between higher levels of intuitive reasoning and higher levels of time perspective among female students of the College of Education for Women. Conclusions: The study concluded that female students of the College of Education for Women possess a high level of intuitive reasoning, and that this level is more pronounced among students in scientific specializations and those in advanced academic years, particularly fourth-year students. This may be associated with the accumulation of academic and cognitive experiences over the years of university study. The results also indicated that the students possessed a high level of time perspective, without this being substantially affected by differences in academic specialization or academic year. Furthermore, the positive correlation between intuitive reasoning and time perspective suggests that higher levels of time perspective are accompanied by higher levels of intuitive reasoning, reflecting an interaction between certain cognitive aspects associated with decision-making and the evaluation of future situations. These findings underscore the importance of developing thinking skills and temporal awareness among university students and of integrating educational activities and strategies that enhance awareness of temporal experiences and intuitive reasoning into academic programs. Such efforts may contribute to developing students' cognitive abilities and supporting their capacity to make decisions and adapt to various academic and life demands.. | ||
| Keywords | ||
| Intuitive Reasoning; Time Perspective؛ Female Students؛ Academic Specialization | ||
| References | ||
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