Cognitive dissonance and its relationship to academic engagement

Authors

Adnan Yousef Atoum¹, Omar Atallah Al-Adamat^2*

¹ Yarmouk University, Jordan
² Ministry of Education, Jordan

Abstract

The current study aimed to identify the level of cognitive dissonance among Al al-Bayt students in Jordan in terms of gender, academic major, and academic level. It also aimed to reveal the predictive ability of cognitive dissonance for academic engagement. The study sample consisted of 265 male and female students from Jordan. The study used the cognitive dissonance scale developed by Al-Adamat and Atoum (2023), and the academic engagement scale developed by Diab (2014) to collect the data. The results of the study indicated that the level of cognitive dissonance was moderate. They also showed that there are no statistically significant differences in the level of cognitive dissonance in terms of gender and academic major, while there are statistically significant differences in the level of cognitive dissonance in terms of academic level and in favor of the third- and fourth-year students. Additionally, the results indicated that cognitive dissonance contributed to predicting a percentage of 10.2% of the variance in academic engagement.

Keywords: cognitive dissonance, academic engagement, university students

PAGES:53-67

doi:10.24193/cbb.2024.28.04

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