The relationship between the autotelic personality and cognitive wisdom among higher education teachers

Abstract

This study aimed to identify the levels of autotelic personality and cognitive wisdom among higher education instructors and examine the relationship between both variables. The study adopted the descriptive correlational approach as the most suitable method for achieving its objectives. The sample consisted of 400 male and female instructors from the University of Anbar selected through stratified random sampling. To achieve the aims, researchers verified the psychometric properties of the two scales. Findings showed above-average levels of autotelic personality and cognitive wisdom. No statistically significant gender differences were found. However, significant differences appeared by specialization favoring scientific disciplines. Differences also appeared by academic rank particularly between professors and assistant lecturers with professors scoring higher on both variables. Furthermore, results confirmed a positive statistically significant relationship between autotelic personality and cognitive wisdom. These findings indicate strong internal motivation balanced use of knowledge and emotional experience enhancing teaching effectiveness, research performance, and educational goals among faculty members at the university when dealing with different academic situations and supporting sound decisions in professional practice daily responsibilities and continuous development opportunities across departments for all staff members in general context.