الفهرس 
الإطار العام للدراسة
مقدمة الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Academic achievement is one of the major topics that was and still concern educators and those involved in the educational process in general, in addition to the specialists in the field of Educational psychology in particular due to its significance to the students’ lives and those related to them whether parents or teachers. The importance of academic achievement is not only due to its social value, but also because it reflects the individual’s mental level; therefore it is a function of the individual’s mental composition – if the other factors affecting the academic achievement are invariable.
It has been confirmed that passion and emotions play a vital role in directing the human mind and behavior. The old and modern psychological literature is full with topics indicating the mutual interactive relationship between the person’s emotions and thinking. Emotional intelligence is the renaissance project of an Arab human who is capable to control himself and his emotions and who is able to sympathize and master social skills to become the perfect human being in a time when mental intelligence is no longer enough to resolve crises and coping with the rapid consequent updates.
The differences among individuals in their perceptions reflect differences in their methods of dealing with external subjects. These differences in turn reflect the perceptive cognitive style that characterizes each individual in his relation to the field incentives surrounding him.
Despite the importance of cognitive styles and the emotional intelligence for the academic achievement, the Arabic literatures are scarce in this field. However the foreign studies indicate a variance in their results concerning this field; therefore, the researcher in the present study explores the impact of some cognitive styles and emotional intelligence on the academic achievement of students in the faculty of education.
The study problem explores:
1. The impact of the interaction between cognitive styles (reflectivity-impulsivity, and independence/dependence) on the one hand and the emotional intelligence on the other on the academic achievement of the students in the Faculty of Education.
2. The differences between the impulsive and the reflexive, and between the dependent and the independent in terms of emotional intelligence.