Analyzing the Significant Differences in Reducing Cognitive Distortions According to the Levels of Academic Experience Among Professors of the College of Computer Science and Mathematics at the University of Kufa

Abstract

 The study aims to identify significant differences and their role in reducing cognitive distortions according to the levels of academic experience among students of the College of Computer Science and Mathematics at the University of Kufa. The importance of the research stems from the variables addressed, which represent a real problem that has caught the attention of researchers through their direct observations linked to their work environment.

The study adopted a descriptive analytical approach to describe and analyze the study variables, using a questionnaire as a tool to collect data about the research problem. A total of 82 responses were collected, and after removing duplicates from the statistical data, the number of valid responses became 80, with a response rate of 98% from the students. Statistical software such as AMOS v.27 and SPSS v.27 was used to analyze the responses.

A variety of statistical methods were employed, including Cronbach's alpha, standard deviation, arithmetic mean, coefficient of variation, one-way analysis of variance (ANOVA), and post-hoc tests. The analysis revealed a knowledge gap between the theoretical and practical aspects of the study variables. The results indicated an inverse relationship between the research variables, reflecting the importance of academic experience in reducing cognitive distortions.