Abstract:
The aim of the study is to find out the relation between learner’s ability of creative thinking, recall attitudes and exam anxiety. Creative thinking included: intellectual emanation, lenient spontaneity and originality, whilest recall attitudes included: delay avoidance, work methods, accept learning and recall manners. The sample consisted of 227 (male and female) students from secondary and university (colleges of Arts, Education and Science) levels. one-way analysis of variance, t-test and correlation coefficient of Pearson are used. It was found that there is a positive statistically significant correlation between ability of creative thinking (emanation, originality~ and creative ability) and work methods; and there are significant statistical differences among highly creative ones in their work methods. It was also found that there is a positive statistically significant correlation between originality and creative ability on one hand and recall manners and attitudes towards learning on other hand, whilest there are no statistical correlations between ability of creative thinking ad learner satisfaction variables. It was found that there is none statistically significant correlation between ability of creative thinking, affectivity and exam anxiety variables. There is negative statistically significant correlation between originality and creative ability variables on one hand and perplexity variable on the other hand. It was found, however that perplexity average is higher with regard to low creative learners, comparing them to highly creative ones. It was found that there are statistically significant differences (oc = .Ol) between secondary and university levels in favour of university students with regard to ability of creative thinking; and there are none statistically significant differences between the students of the two levels in recall manners, although it is rather higher with regard to the university students. There are none statistically significant differences between the students of two levels in exam anxiety, although it shows a little higher with regard to secondary students. Regarding differences between males and females in the ability of creative thinking, it was found that there are statistically significant differences between the two samples with regard to originality and creative ability in favour of females, whilest there are none statistically significant differences between them in exam anxiety, although it is rather high in favour of secondary students. It was found that the differences between males and females in recall attitudes are in favour of females with regard to work methods, recall manners and learning attitudes, whilest there are none statistically significant differences between the two groups with regard to learner satisfaction and learning acceptance. Finally it was found that there are statistically significant differences between the two genders with regard to affectivity in favour of females, whilest there were none statistically significant difference with regard to perplexity and exam anxiety.
