Astute thinking, in this sense, is a timely intelligence that instills in the self the abilities of the mind, emotion, awareness, and skills in dealing with complex situations and challenges, and it affirms its ability to read the circumstances and navigate them. It demonstrates the owner's ability to deal with complex situations and challenges. It confirms the ability to read the circumstances and navigate them [1].

In this regard, a question arises: Does the study of social adaptation consider astute thinking? And is there a real measured correlation between these two variables?

This research stems from a genuine desire to understand the psychological and educational reality of the students of the College of Education at the University of Misan, considering them a rising generation that will take responsibility for educating future generations. Therefore, studying their thinking patterns and their level of social adaptation is not merely an academic exercise, but an educational necessity that serves the course of education in Iraqi society.

The Research Problem and Its Questions

The College of Education in any Iraqi university occupies a central position in the education system, as it produces teachers who shape the consciousness of generations. Therefore, it is of great importance that students of this college possess mature thinking and the ability to adapt to the society surrounding them.

However, an initial follow-up of the conditions of some students revealed a noticeable disparity in levels of insightful thinking and social adaptation among them; some show a clear ability to read situations and manage relationships with maturity, while others struggle to fit into the university environment or make well-considered decisions. This reality prompted the researcher to question the nature of the relationship between these two variables. The research problem revolves around the following main question:

• What is the nature of the relationship between insightful thinking and social adaptation among students of the College of Education at the University of Misan?

From this main question, a number of sub-questions arise:

• What is the level of insightful thinking among students of the College of Education at the University of Misan?

• What is the level of social adaptation among students of the College of Education at the University of Misan?

• Is there a statistically significant correlation between insightful thinking and social adaptation among the sample individuals?

• Does practical thinking and social adaptation differ according to the student's gender or field of study?

Importance of the Research

Theoretical Importance: This study derives its theoretical importance primarily from the scarcity of research that addressed the concept of practical thinking specifically in the Iraqi environment, as this concept still lacks sufficient presence in the Arabic literature compared to what it has received in Western literature. This importance is further enhanced when we add to it the concept of social adaptation and then seek to explore the relationship between them in a specific Iraqi context. The research also provides field data on the reality of these two variables among an important segment of Iraqi university youth, which can be utilized in future research.

Practical Importance

At the practical level, the results of this research allow educational decision-makers to understand the actual reality of the levels of smart thinking and social adaptation among students of the College of Education. It also enables psychological counselors to guide their counseling programs according to real needs derived from field data, as well as the possibility of benefiting from the results in reviewing curricula and incorporating activities that develop these two variables.

Research Objectives

The current research seeks to identify:

• The level of smart thinking among students of the College of Education, University of Misan.

• The level of social adaptation among students of the College of Education, University of Misan.

• The nature of the correlational relationship between smart thinking and social adaptation.

• The significance of differences in the variables of gender and specialization on both variables.

Research Boundaries

• Subject Boundaries: The research was limited to the study of the variables of strategic thinking and social adaptation.

• Human Boundaries: Students of the College of Education, University of Misan, for the academic year 2025-2026.

• Spatial Boundaries: College of Education, University of Misan.

• Temporal Boundaries: Academic year 2024-2025.

Research Terminology

Astute Thinking

Linguistically: In Arabic, astuteness (al-ḥadhq) means skill, intelligence, and proficiency in work. In Ibn Manzur's Lisan al-Arab, it is stated that astuteness is the opposite of clumsiness, and it means mastering and perfecting something (root: ḥadhq).

Technically

A type of complex thinking in which an individual employs their cognitive, emotional, and social faculties simultaneously to deal with life's problems efficiently and make timely decisions without impulsiveness or hesitation [2].

Procedurally

The total score obtained by the student on the Sternberg-Wagner Thinking Styles Scale in its Arabic version applied in this research.

Social Adaptation

Linguistically: Adaptation in Arabic means preparation and adjustment to something. It is derived from "kayfa," which indicates form and state (Ibn Manzur, Lisan al-Arab, root: kayfa). Technically: An individual's ability to balance the demands of their social environment with their internal needs, enabling them to establish positive relationships with those around them and feel a sense of belonging and satisfaction with life in that environment [3].

Procedurally

The total score obtained by the student on Bell's Social Adjustment Scale in its Arabic version applied in this research.

Theoretical Framework and Previous Studies

Astute Thinking

Roots and Development of the Concept: The concept of phronesis (or "gabari") in his ethical philosophy is a closely guarded secret. Aristotle, in his ethical philosophy, spoke of phronesis, or practical wisdom, as the ability that enables a person to act correctly in every specific situation, not according to abstract rules. We find in Islamic heritage the concepts of astuteness and good management. Two of its attributes are mentioned in the Quran and the Sunnah (Prophetic traditions). In the Book of God, it is stated: “Indeed, in that are signs for a people who give thought” (Surah Ar-Ra'd).

In modern psychology, Robert Sternberg's theory of successful intelligence and the positive psychology movement, whose foundations were laid by Martin Seligman, have contributed to shaping and enriching the concept. Sternberg [4] argues that successful intelligence is not limited to analytical abilities, but extends to include creative and practical intelligence, which helps the individual adapt to their environment and shape it according to their goals.

Definitions of Astute Thinking

Sternberg [4] states that astute thinking is “the individual's ability to adapt effectively to their environment and achieve their personal and social goals by fully utilizing their thinking abilities.” Al-Zubaidi [2] adds that it “involves complex thinking that integrates Multiple intelligences and accumulated experiences to understand and deal with complex situations with a creative vision.” Al-Anzi [1] said that it is “a thought that exudes shrewdness and wisdom in action; Where its possessor is praised for his ability to foresee consequences and judge new developments intelligently.

Dimensions of Astute Thinking

Based on theoretical literature, astute thinking is comprised of three main, interconnected dimensions:

• The cognitive dimension (analysis and critique): This is manifested in an individual's ability to deconstruct a problem, anticipate its dimensions from multiple perspectives, and evaluate arguments and ideas without bias.

• The social dimension (social intelligence): This is represented by sensitivity to social emotions, understanding others' motivations, and building bridges of positive communication with them.

• The affective dimension (resilience and optimism): This means the ability to utilize positive emotions in the face of adversity and to view failure as a lesson, not the end of the journey.

Theories Explaining Astute Thinking

Three major psychological theories intersect with and enrich the concept of astute thinking: The first is Sternberg's theory of successful intelligence [4], which convinces us that intelligence is not a number on a test, but rather an integrated system that includes analysis, creativity, and practical application. The second is the theory of multiple intelligences. Howard Gardner expanded the concept of intelligence to include social and personal intelligence, which form the basis of astute thinking [5]. A third approach is Seligman's positive psychology [6], which places resilience and optimism at the heart of building a personality capable of effective living.

Social Adaptation

Origins of the Concept: Interest in social adaptation in the literature of human thought dates back to ancient times. In Plato's "Republic," there is an explicit call for each individual to play their role in society to achieve overall harmony. In Islamic thought, the concept of stewardship on Earth embodies the highest meanings of social responsibility and the necessity of positive interaction with reality. God Almighty says: "And when your Lord said to the angels, 'Indeed, I will make upon the earth a successor'" (Quran 2:30). As for modern social thought, Emile Durkheim laid a solid theoretical foundation for the concept of social solidarity, demonstrating that an individual's psychological well-being is partly dependent on their belonging to a cohesive social network [7].

Definitions of Social Adjustment

szemelytaktarason belte, RYFF [8] definálta, hogy az "atvan" mental és szociál ausgegyártó képesség a fantáziában van, hogy a szálkó megtolerálja és tudja, hogy az olyan ember, aki valóságos kapcsolatot teremt vele.

 Dimensions of Social Adjustment

• Adapting to the University Environment: The ability to integrate into the rhythm of academic life and meet its demands without chronic stress.

• Building Social Relationships: The student's ability to form genuine relationships with peers and professors based on mutual respect and trust.

• A Sense of Belonging: The deep inner feeling that the student is a true part of their university community and their larger homeland.

• Theories Explaining Social Adjustment

Albert Bandura's social learning theory [9] is one of the most illuminating theories regarding the mechanism of acquiring social adjustment. It convinces us that students learn how to adapt when they see successful role models around them and their positive behavior is reinforced. Piaget's theory of cognitive development, for its part, contributes to explaining why social adjustment deepens and matures during university studies when the ability to think abstractly and understand social norms more comprehensively is developed. The social identity theory of Tajfel and Turner [10] asserts that an individual's sense of belonging to a group fosters their adaptation to it and increases their commitment to its norms and values [11].

Previous Studies

The following is a review of the most prominent previous studies related to the research variables, arranged according to their subject matter:

• Al-Humaidawi's study[11]: This study investigated the relationship between social adjustment and psychological security among students at Diyala University with a sample of 300 male and female students. It demonstrated a significant positive relationship between the two variables, indicating that sound social adjustment contributes to building a student's sense of psychological security (pp. 130-148)

• Al-Zahrani's study [3]: This study examined social adjustment among students at Taif University in light of several variables and was conducted on 350 male and female students. The study concluded that students possess a high level of social adjustment, with significant differences favoring female students in the relationship-building dimension (pp. 95-110)

• Al-Anzi's study [1]: aimed to determine the level of critical thinking among a sample of university students in Saudi Arabia and to investigate the effect of gender and specialization on it. The study was conducted on 400 male and female students. Its results revealed a high level of critical thinking with no significant differences attributable to gender or specialization (pp. 110-120)

• Al-Harthi's study [12]: explored the relationship between reflective thinking and social adjustment among students at the College of Education in the Sultanate of Oman, using a sample of 250 male and female students. It demonstrated a significant positive relationship between the two variables. This study aligns with the current research in its core idea that higher-order thinking patterns are positively associated with social adjustment Jaber and Al-Ahmad's Study [13]: This study examined the relationship between critical thinking and emotional intelligence among secondary school principals in Iraq. The sample consisted of 150 principals (male and female) and demonstrated a significant positive correlation between the two variables. This supports the idea that critical thinking is closely linked to the emotional and social aspects of personality

• Discussion of Previous Studies: A review of these studies reveals that they paved the way for the current research in two ways: First, they established reasonable expectations regarding the relationship between critical thinking and social adjustment based on the similar correlations they found. Second, they revealed a significant gap: the absence of a study that combined these two variables within an Iraqi context, particularly among the sample of students at the College of Education, University of Misan, which is the focus of this research

Research Methodology

The descriptive correlational approach is the most suitable option when it is not possible to manually analyze two variables [14].

Research Population

The research population consisted of all students enrolled in the scientific and humanities departments of the College of Education at Maysan University during the 2025-2026 academic year. The total number of students in this population was 2,406, including 493 males and 1,913 females, distributed across the four academic years according to the statistics of the Student Registration Department at the college.

The Research Sample

To ensure a true representation of all segments of society, a stratified random sample was selected, distributed according to specialization, gender, and academic level. The sample consisted of (245) male and female students (10.18%) of the total community sample (2415) male and female students.

Research Tools

In this study, the researcher adopted two existing scales with a long history of use in educational and psychological research. Their psychometric properties were verified within the Iraqi context before application.

First Scale

The Sternberg-Wagner Thinking Styles Scale for Measuring Astute Thinking

Scale Description

Developed by Robert Sternberg and Richard Wagner [15], this scale is based on Mental Self-Government Theory. It has been used in hundreds of studies worldwide to measure thinking styles related to practical wisdom and decision-making. Legislative, executive, and judicial styles represent the components of astute thinking in this context, reflecting an individual's ability to frame problems correctly, implement solutions, and evaluate results. The scale was translated into Arabic and standardized for the Arab context by Dr. Huda Muhammad Qanawi [16], and then adapted to the Iraqi context by Al-Zubaidi [2], who confirmed its validity.

Verification of Psychometric Properties in the Current Study

The scale was administered to a pilot sample of 50 male and female students outside the original research sample. The results are shown in Table 1.

Table 1: Distribution of the Stratified Random Research Sample

Psychometric Properties of the Sternberg-Wagner Scale in the Current Environment:

• Index Method Value Significance

• Face Validity (12 expert reviewers) Agreement ≥80% Acceptable

• Construct Validity Item-Total Correlation 0.41–0.78 Significant at 0.01

• Cronbach's Alpha Reliability (Pilot Sample) 0.88 High

• Spearman-Brown Split-Half Reliability 0.85 High

• These figures indicate that the scale possesses good psychometric properties, justifying its use with the current research sample. The scale, in its current form, consists of 27 items distributed across three dimensions: legislative, executive, and judicial. Students respond to these items on a five-point scale from Always = 5 to Never = 1.

The second scale: Bell's Social Adjustment Scale for measuring social adjustment.

Scale Description

In Arab psychological and educational research, studies have relied on the work of Ali Abdel Aziz Al-Qousi, who adapted and modified this scale for the Egyptian context, and on the research of Dr. Abdel Ghaffar Abdel Hakim, who focused solely on the social dimension as the component, comprising 24 items that measure social interaction, belonging, and relationship building.

Verification of the psychometric properties in the current study:

• Psychometric properties of Bell's scale (social dimension) in the current context

• Indicator Method Value Significance

• Face Validity: 12 expert judges, ≥80% agreement, acceptable

• Construct Validity: Item-to-Total Correlation 0.38–0.72, significant at 0.01

• Cronbach's Alpha Reliability: 0.91, high

• Spearman-Brown Split-Half Reliability: 0.88, high

These results confirm the validity of the scale for application to the current research sample. Each item is assessed using three options: (Yes/Sometimes/No), and the total score ranges from 24 to 72. A higher score indicates a higher level of social adjustment.

Statistical Methods

The researcher used SPSS software to process the data and employed the following statistical methods:

• One-sample t-test: (One Sample T-Test): compare between the means of the students and the theoretical means of the scales.

• Pearson Correlation Coefficient: To determine the nature of the relationship between the two research variables.

• Significance of Differences Test - Independent Samples T-Test: To test the significance of differences according to two variables: gender and specialization.

• Cronbach's Alpha and Spearman-Brown Equations: To verify the reliability of the two scales on the pilot sample.

Presentation and Interpretation of Results

Identifying the Level of Critical Thinking Among Students of the College of Education, University of Misan: When the Sternberg-Wagner scale was applied to the sample, their arithmetic mean was (97.3) with a standard deviation of (9.5), compared to the theoretical mean of (81). To test the significance of this difference, the researcher used a one-sample t-test, and the results are shown in Table 2.

Table 2: Test of Critical Thinking

The calculated t-value (26.8) significantly exceeds the critical t-value (1.96), demonstrating that the students' average score is significantly higher than the theoretical average, thus indicating a high level of critical thinking. This finding aligns with the results of Al-Anzi's [1] study in the Saudi context. This can be explained by the fact that university life, by its very nature, exposes students to diverse situations that demand careful consideration and thoughtful action, gradually developing their critical thinking skills. Furthermore, students in the College of Education, in particular, receive academic training focused on thinking skills and teaching different methodologies, which positively impacts the quality of their thinking.

Identifying the Level of Social Adjustment among Students of the College of Education, University of Misan

The theoretical mean of Bell's scale (social dimension) is (48) points. The students' arithmetic mean was (55.4), exceeding it by a statistically significant difference. The calculated t-value was 18.4, which is higher than the critical value (1.96), indicating that they possess a high level of social adjustment.

Table 3: T-test for the Level of Social Adjustment

Perhaps the explanation lies in the fact that students in the College of Education, in particular, are being prepared for a profession based on communication, persuasion, and influencing others, making the university a natural incubator for developing their social adaptation skills. This is further reinforced by the deeply rooted social character of the urban community to which most students belong, which aligns with the conclusions of Al-Zahrani [3].

Identifying the nature of the correlation between astute thinking and social adaptation

A positive correlation coefficient of (0.59) was found, indicating a moderately strong relationship, statistically significant at the (0.01) level.

Table 4: Pearson Correlation Coefficient between Astute Thinking and Social Adaptation

This means that students with greater critical thinking skills are also the most socially adaptable. This makes psychological sense; those who can analyze situations deeply, understand others, and deal with life's challenges flexibly are naturally better able to build positive relationships and feel a sense of belonging. This finding aligns with what Al-Harthi's study indicated, which found a similar correlation between reflective thinking and social adaptation.

The significance of differences in gender and specialization on both variables

All calculated t-values ​​were below the critical value (1.96), indicating the absence of statistically significant differences in either variable based on gender or specialization. This is not merely a statistical result, but one with profound educational implications: critical thinking and social adaptation are not exclusive to any particular gender or specialization; rather, they are inherent human qualities that every student can acquire and develop within a suitable university environment. This aligns with the findings of Al-Anzi [1] and Al-Zahrani [3].

Table 5: T-test for differences in the two variables according to gender and specialization

A number of key findings can be drawn from this research:

• Students at the College of Education, University of Misan, possess a high level of critical thinking, reflecting their acquisition of cognitive, emotional, and social tools that enable them to manage their university life effectively. This bodes well for their ability to perform their future educational roles efficiently.

• The students themselves demonstrate a high level of social adaptation, indicating positive integration into the university environment and an ability to build relationships and feel a sense of belonging.

• There is a statistically significant positive relationship between critical thinking and social adaptation. This means that developing one positively impacts the other, and that they are two sides of the same coin: human maturity.

• Gender and specialization do not affect either variable, confirming the possibility of developing these qualities in all students without discrimination based on gender or academic background.

Recommendations

In light of the study's findings, the researcher recommends the following:

• The college administration and its departments should include academic tasks and activities that require analysis, judgment, and informed decision-making, thus developing critical thinking in real-world academic contexts

• The Student Activities Department should design volunteer and community programs that extend beyond the university to connect students with their wider community, thereby practically enhancing their social adaptation

• Faculty members should utilize modeling and example in thinking and social behavior, both inside and outside the classroom, as this is one of the most effective learning methods

• For psychological counselors: Launch counseling programs based on Bell's scale and similar scales that focus specifically on the social adjustment skills of new students

Suggestions

• Conduct an experimental study measuring the impact of a training program on developing critical thinking and its reflection on the level of social adjustment.

• Explore the relationship between critical thinking and other variables such as emotional intelligence, self-efficacy, and mental health.

• Conduct a comparative study between students from different faculties (Education, Engineering, Medicine, and Law) regarding both variables.

• Investigate the family and educational factors that contribute to the formation of critical thinking and social adjustment from early stages.

1. Al-Anzi, Fatima Hamza. “The Level of Advanced Thinking and Its Relationship to Some Variables among Students at Al-Jouf University.” International Specialized Educational Journal, vol. 11, no. 3, 2022, pp. 100–130. 

2. Al-Zubaidi, Abdullah Nasser. “The Level of Critical Thinking among Graduate Students at Yarmouk University.” Journal of Educational Sciences Studies, University of Jordan, vol. 46, no. 4, 2019, pp. 44–70. 

3. Al-Zahrani, Hamdan Suleiman. “Social Adjustment among Students at Taif University and Its Relationship to Some Variables.” Journal of Education, Al-Azhar University, vol. 185, no. 3, 2020, pp. 82–115. 

4. Sternberg, R.J. Successful Intelligence. Plume, 2004. 

5. Gardner, Howard. Frames of Mind: A Theory of Multiple Intelligences. Translated by Subhi Al-Titi, Dar Al-Fikr for Publishing and Distribution, 2005. 

6. Seligman, M.E.P. Authentic Happiness. Free Press, 2002. 

7. Hijazi, Mustafa. Social Backwardness: An Introduction to the Psychology of the Oppressed. 8th ed., Arab Cultural Center, 2005. 

8. Ryff, C.D. “Adult Mental Health.” Current Directions in Psychological Science, vol. 4, no. 4, 1995, pp. 99–104. 

9. Bandura, A. Social Learning Theory. Prentice-Hall, 1977. 

10. Tajfel, H., and J.C. Turner. “An Integrated Approach to Intergroup Conflicts.” The Social Psychology of Intergroup Relations, edited by W.G. Austin and S. Worchel, Brooks/Cole, 1979, pp. 33–47. 

11. Al-Humaidawi, Safaa Jassim. “Social Adjustment and Its Relationship to Psychological Security among Students at Diyala University.” Journal of Diyala University, no. 79, 2018, pp. 126–155. 

12. Al-Harthi, Noura bint Saeed. “The Relationship between Reflective Thinking and Social Adjustment among Students of the College of Education.” Sultan Qaboos University Journal of Educational and Psychological Research, vol. 7, no. 2, 2022, pp. 125–155. 

13. Jaber, Abdul-Hassan Ali, and Maryam Kazem Al-Ahmad. “Astute Thinking and Its Relationship to Emotional Intelligence and Assertiveness among Secondary School Principals.” Maysan Research Journal, vol. 22, no. 42, 2023, pp. 55–88. 

14. Al-Assaf, Saleh bin Hamad. Introduction to Research in Behavioral Sciences. 5th ed., Dar Al-Zahra Publishing, 2019. 

15. Sternberg, R.J., and R.K. Wagner. Thinking Styles Inventory. Yale University, 1992.

16. Qanawi, Huda Muhammad. The Sternberg-Wagner Thinking Styles Scale: Arabic Version. Anglo-Egyptian Library, 1998.