The relationship between cognitive conflicts with academic excitement and academic selfgovernance in undergraduate students

The purpose of this study was to investigate the relationship between cognitive learning variables with academic self-governance variables and progressive excitement on university students in Tehran. The statistical population of the sample consisted of 250 undergraduate students (101 boys and 149 girls) who were selected through a sampling method among all undergraduate students at Allameh Tabatabaei University. To collect the data, the Pintrich Cognitive Cognitive Questionnaire, the Packan Progressive Excitement Questionnaire, and Pintrich's and the other's Self-Regulatory Questionnaire were used. SPSS-21 software was used to analyze the statistical data in two descriptive and inferential levels. Inferential statistical results indicated that there is a significant statistical relationship between cognitive involvement as a dependent variable of research and developmental emotions. This significant relationship exists between cognitive involvement and both aspects of the developmental excitement (positive excitement and negative emotions) separately. In this way, cognitive conflict has positive and direct relationship with progressive excitement (r = 0.194) and with negative excitement of progression of negative and inverse relationship (r = -0.469). Also, other results of the study showed that cognitive conflicts with the independent independent variable of research - academic self-governance - had a direct and significant relationship (r = 0.446).