The Sequential-Global Learning Style and its Relationship with Motivational Interference among Students of Secondary Schools for the Distinguished and their Regular Peers

Abstract

The current research aims to identify: 1_The learning style (Sequential-Global) among students of secondary schools for the distinguished and their regular peers. 2_Motivational interference among students of secondary schools for the distinguished and their regular peers. 3_The correlational relationship between the (Sequential-Global) learning style and motivational interference among students of secondary schools for the distinguished and their regular peers. 4_The significance of statistical differences in the correlation between the (Sequential-Global) learning style and motivational interference based on the school type (Distinguished vs. Regular) and gender (Male vs. Female). To achieve this, the research sample consisted of (400) male and female students in the fifth scientific grade for the academic year (2024–2025), distributed as (100) distinguished males, (100) distinguished females, (100) regular males, and (100) regular females, selected from an original population of (25,383) students. The researcher adopted the Felder-Silverman Learning Style Scale (1988), consisting of 11 items, and the Motivational Interference Scale by Fries and Dietz (2007), which comprises 14 hypothetical scenarios. The data were statistically processed using the following methods: Pearson Correlation Coefficient, Cronbach's Alpha formula, One-Sample T-test, Discriminatory Power analysis, and Confirmatory Factor Analysis (CFA).