الفهرس 
الغلافيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The study Problem:
There is no doubt that the cognitive progress witnessed in the modern era, whose effects are reflected in daily life in all its fields, imposes a huge amount of events and information that needs to be addressed and dealt with effectively, which in turn leads to a clear deficit in the level of performance due to the increase in the mental burden and the limited capacity of working memory (which is that part from memory that performs various operations on the information).
The problem of the current study can be identified in the following questions.
Study questions:
1. What is the statistically significant correlation between the mean scores of students on the test anxiety scale and their scores on the cognitive load scale?
2. What is the statistically significant correlational relationship between the averages of students ’scores on the attention scale and their averages on the scale of cognitive load?
3. What is the statistically significant correlation between the mean scores of students on the recall scale and their averages on the cognitive load scale?
4. What are the statistically significant differences in the degree of cognitive load between males and females?
5. What are the statistically significant differences in the degree of cognitive load between scientific and literary students?
6. What is the contribution of the level of psychological processes (exam anxiety - attention - remembering) in predicting the level of cognitive load among Al-Azhar secondary school students?
Study objectives:
The general objective: is to identify the extent of the contribution of some psycho cognitive processes (test anxiety - attention - remembering) to the cognitive load of Al-Azhar high school students.
Sub-goals: The general goal follows the following sub-goals
1. Identify the relationship of test anxiety and cognitive Load.
2. Identify the relationship of attention with cognitive Load
3. Identify the relationship of remembering with the cognitive load.
4. Identify the differences in the degree of cognitive load between males and females.
5. Identifying the differences in the degree of cognitive load between Al-Azhari science and literary students.
6. Verify the prediction of the level of cognitive load by the level of psycho-cognitive processes (test anxiety - attention - remembering) among Al-Azhar secondary school students
The importance of the study
The importance of the study was divided into:
1. Theoretical significance:
A. The importance of the variables dealt with in the study as it sheds light on some of the psycho-cognitive processes (anxiety - attention - remembering). There is no doubt that the interest in such processes has a great impact on improving and developing the educational process outcomes and making use of them in the best possible way
B. The importance of studying the subject of the cognitive load imposed by the continuous increase in the amount of information that the individual receives in light of the increase in scientific progress in various fields and the resulting difficulty in building the cognitive schemes in which that information is organized, which in turn affects the recall and recall.
C. The interest of the current study in Al-Azhar high school students, which is a category worthy of attention given its psychological and cognitive Load.
2. Application importance:
A. Contribute to preparing and building measures for study variables attention - remembering - test anxiety).
B. Helping educators to identify some of the psycho-cognitive processes and the extent of their contribution to the cognitive load.
C. Directing the interest of researchers and teachers to focus on cognitive processes and how to develop them for students.
Study hypotheses:
1. There is a statistically significant correlational relationship between the mean scores of students on the test anxiety scale and their scores on the cognitive load scale.
2. There is a statistically significant inverse relationship between the mean scores of students on the attention scale and their averages on the scale of cognitive load.
3. There is an inverse statistically significant relationship between the mean scores of students on the recall scale and their scores on the scale of cognitive load.
4. There are statistically significant differences in the degree of cognitive load between males and females.
5. There are statistically significant differences in the degree of cognitive load between scientific and literary students.
6. The level of cognitive load predicts the level of psycho-cognitive processes (test anxiety - attention - remembering) among Al-Azhar high school students?
Study procedures
The study procedures include the following aspects:
1. The study sample
The study sample was divided into:
A. The sample for verification of psychometric characteristics: the purpose of its use is determined in verifying the psychometric characteristics, clarity of phrases and instructions and determining the time, as well as preparing them for application in its final form. The number of (250) students in the second year of secondary school was scientific and literary, with an average age between (16-18) years old
B. The basic sample: consisted of (300) male and female students of the second grade of secondary Al-Azhar, whose ages ranged between (16-18) years.
2. Study tools:
A. Test Anxiety Scale (edited by Spieliger. Prepared by: Muhammad Al-Tayyib, 2019).
B. Attention Scale (Preparedby: Researcher).
C. Remembring Scale (Preparation by: Seif El Din Abdoun, 1993).
D. Scale of cognitive load (Prepared by : Zainab Abdel-Alim, 2014).
Statistical methods used:
- Correlation coefficient for each of (Pearson) and (Cyberman)
- Half segmentation equation.
- Cronbach’s alpha equation.
- Basic component method prepared by Hottelling.
Results:
• There appositive , statistically significant, positive relationship between the averages of students ’scores between teast anxiety and cognitive load.
• There is an inverseStatistically signifiat relationship and positive between attention and cognitive load..
• There is an inverseStatistically signifiat relationship and positive between remembering and cognitive load..
• There are no statistically significant differences between the mean scores of males and females of Al-Azhar secondary school students.
• There are no statistically significant differences in the degree of cognitive load between scientific and literary students
• The level of cognitive loadcan predicts with psycho cognitive processes (test anxiety - attention - remembering) among secondary school students.