The effect of the paradoxical intervention method on reducing intellectual rigidity among students of the Open College of Education

Abstract

The aim of this research is to identify the effect of the paradoxical intervention method in reducing intellectual rigidity among students of the Open College of Education through formulating a number of hypotheses. The researcher adopted the research tool after it was presented to a group of experts in education and psychology, and extracted the psychometric properties of the scale (validity, reliability), ), and the scale was applied to a sample of (200) male and female students from the Open College of Education / Diyala Study Center. The statistical methods used in the current research are: (T-test for one sample, Pearson correlation coefficient, Cronbach’s alpha equation) To achieve the desired results in the research procedures, the researcher concluded that students of the Open College of Education suffer from intellectual rigidity. The results of the current research demonstrated the effectiveness of the guidance method (contradictory intervention) in reducing intellectual rigidity among students. In light of the research results.