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Abstract

Systemic intelligence is considered to be the newest type of intelligences recently discovered, as this term came to existence in 2002. It is considered to be the ability to recognize the impact and vulnerability relationships between elements of the system, the realization feedback reciprocity between those elements, the ability to control the elements and development of the system to achieve the best products of the system, and enhance its effectiveness. The theory of cognitive burden aims to develop the educational model so that the learning process takes place within the working memory, thus limiting the additional cause of a cognitive burden. This theory also aimed at optimal allocation of limited cognitive resources to the working memory of the learner through the formation of cognitive structures in long-term memory in order to bring about learning. The present study aimed to identify the systemic intelligence and its impact on the academic achievements of students at Hael University in Saudi Arabia. The research sample consisted of 200 male and female students at the university. A gauge of systemic intelligence, a measure of the cognitive burden, a descriptive approach for research, and a statistical treatment using SPSS statistical package program were all utilized in the study. The results concluded a correlation between systemic intelligence and academic achievement. While there were no significant differences between males and females in the systemic intelligence.

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/content/papers/10.5339/qproc.2015.coe.34
2015-04-30
2019-08-22
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http://instance.metastore.ingenta.com/content/papers/10.5339/qproc.2015.coe.34
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  • Received: 30 Apr 2015
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