The effect of the interaction between the timing of providing responses to electronic test questions (at the end of the test / after each question) and the cognitive style (Impulsivity /Reflectivity) on Academic Hardiness and Psychological Competence Among Female Students Early Childhood.

The current research aims to reveal the effect of the interaction between the timing of providing responses to electronic test questions (at the end of the test / after each question) and the cognitive style (impulsive / Reflective) on academic hardiness and psychological competence among early childhood student, the researcher used three methods in the research, which are:
- The descriptive approach
- The ISD educational systems development approach
- The experimental approach to identify
The experimental design (2×2) , and the researcher designed the research tools, which are the electronic test, the academic hardness scale, and the psychological competence scale. 0.05 between the mean scores of the experimental groups in the post-application of the measure of academic hardness and psychological efficiency due to the difference in the timing of submitting the electronic test responses (at the end of the test / after each question), while there are statistically significant differences between the mean scores of the experimental groups in the measure of academic hardness and efficiency The psychological method is due to the effect of the cognitive style (impulsive / Reflective) in favor of the cognitive style (Reflective), and there are statistically significant differences between the mean scores of the experimental groups for the academic hardness scale and psychological efficiency due to the interaction between the timing of providing electronic test responses (end of the test - after each question) and the style Cognitive (impulsive/ Reflective) in favor of the timing group the test for the Reflective cognitive style.