Spontaneous thinking and its relationship to cognitive empowerment among fourth-grade science students in physics

Abstract

The study aimed to identify the level of thinking and empowerment in contemporary art in accordance with the fourth grade, and to reveal the different compatibility and academic achievement in physics. The researcher adopted a descriptive correlational model based entirely on the new innovation (440 students from the Damascus Preparatory School No. 1 (2025-2026)). Three instruments were selected: the Spontaneous Thinking Scale, based on the definition of Windt (2013), after its Arabization and standardization. It consists of five sections with 50 five-choice items and two essay items, and has a coefficient of 0.93 on Bach's alpha. The Dynamic Empowerment Scale of the Intelligence Model (Thomas and Felthouse, 1990) was also used, with four additional dimensions and 40 essay items. The researcher developed a test with coefficients of 0.84 and 0.891, a true experimental test, to establish the validity and reliability of the data using correlation matrices, Pearson's correlation coefficient, Cronbach's alpha, Spearman-Brown coefficient, and t-tests for one and two independent samples.

 After completing the administration of the two tests to the sample members, the results showed the following:

• Spontaneous thinking exists among students at Al-Markaziyah Preparatory School for Boys and Damascus First Preparatory School for Girls.

• There is no statistically significant difference in spontaneous thinking between students at Al-Markaziyah Preparatory School for Boys and Damascus First Preparatory School for Girls.

• Students at Al-Markaziyah Preparatory School for Boys and Damascus First Preparatory School for Girls demonstrate cognitive empowerment.

• Students at Al-Markaziyah Preparatory School have higher cognitive empowerment than female students at Damascus First Preparatory School.

• There is a strong correlation between spontaneous thinking and cognitive empowerment.