Agile thinking and its relationship to constructive memory among students the university

The current research addressed the concepts of (Agile Thinking and Constructive Memory). Agile thinking is defined as an individual's cognitive ability characterized by flexibility and efficiency in information processing in response to the demands of the current situation. Constructive memory is defined as a process of reconstruction through organizing past experiences and interpreting them in light of the current context. The significance of the current research stems from the importance of its variables, the scarcity of Arabic and local studies addressing them, and the vital role of the research sample (university students) as a cornerstone of higher education. Accordingly, the researcher sought to identify the correlational relationship between agile thinking and constructive memory among university students. Specifically, the research aimed to identify: 1. The level of agile thinking among university students. 2. Constructive memory among university students according to its cognitive processes. 3. The statistically significant correlational relationship between agile thinking and constructive memory among university students. 4. The statistically significant differences in the correlational relationship between agile thinking and constructive memory among university students according to gender (male – female) and specialization (scientific – humanistic). To achieve the research objectives, the researcher adopted the descriptive-correlational methodology. The sample was selected using the proportional stratified random sampling method, encompassing (400) undergraduate students, split equally into (200) males and (200) females, and distributed evenly with (200) students for each specialization (scientific and humanistic) To measure the research variables, the researcher constructed the Agile Thinking Scale following scientific psychometric steps, based on the theoretical framework of (Koutstaal, 2012). The final scale comprised (24) items distributed across four domains: Cognitive Shifting and Transition, Openness to Novelty and Experience, Focused Attention and Cognitive Control, and Immediate Adaptation and Cognitive Speed. For Constructive Memory, the researcher developed a specialized test based on (Bartlett's theoretical framework, 1932), where a narrative text was presented to the students, giving them a specific time for reading, followed by a designated period to reconstruct and rewrite the story. After establishing the validity of the scale and the test items, they were administered to the statistical analysis sample to extract psychometric properties. The reliability coefficient for the Agile Thinking Scale using Cronbach's alpha reached (0.889). For the Constructive Memory test, reliability was computed using two methods: intra-rater reliability (between the researcher and herself), yielding a coefficient of (1.00), and inter-rater reliability (between the researcher and another coder), reaching (0.99) Data were analyzed using an appropriate set of statistical tools, including: Independent Samples t-test, Pearson Correlation Coefficient, Cronbach's Alpha, Kaiser-Meyer-Olkin (KMO) test, One-Way ANOVA, Scheffé test, Fisher's Z-transformation, and Z-test.The research yielded the following results: 1. University students possess a good level of agile thinking as a cognitive capacity. 2. There are statistically significant differences in constructive memory based on the cognitive processes variable, in favor of the (Transformation) process. 3. A statistically significant positive (direct) correlational relationship exists between agile thinking and the processes of (Transformation and Omission/Deletion) as dimensions of constructive memory among university students, whereas no significant relationship was found with the processes of Rationalizationand Ordering. 4. There are statistically significant differences in the strength of the correlational relationship between agile thinking and constructive memory based on gender, in favor of (males) in the Transformation process, and in favor of (females) in the Ordering process. 5. There are statistically significant differences in the strength of the correlational relationship between agile thinking and constructive memory in the (Rationalization) process based on specialization, in favor of (scientific specialization) students, while no significant differences emerged in the remaining processes.