The Relative Contribution of Psychological Flow and Resilience in Anticipating the Cognitive Failure of Elementary School Students

<table class="table-group" id="tab6"><tr><td><table class="table"><tr><td class="thead-hr" colspan="5"><hr/></td></tr><tr class="thead"><td class="align_left">Cognitive failure scale</td><td class="align_center">N</td><td class="align_center">Mean</td><td class="align_center">Standard deviations</td><td class="align_center">Level</td></tr><tr><td class="thead-hr" colspan="5"><hr/></td></tr><tr><td class="align_left"> </td><td class="align_center">114</td><td class="align_center">1.50</td><td class="align_center">0.758</td><td class="align_center">Low</td></tr><tr class="table-tr"><td colspan="5"><hr class="tbody-hr"/></td></tr></table></td></tr></table>

<div>Means and standard deviations of students’ scores on the cognitive failure scale.</div>

Education Research International

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Table 6

Table 6: The Relative Contribution of Psychological Flow and Resilience in Anticipating the Cognitive Failure of Elementary School Students 