The Structural Model of the Relationship between Satisfaction with learning experiences, Perceived Academic Competence, and Career Ambition among Students of the Faculty of Disability Sciences and Rehabilitation at Zagazig University Abstract: The aim of the research is to develop a structural model of the relationships between satisfaction with learning experiences, perceived academic competence, and career ambition among students of the Faculty of Disability Sciences and Rehabilitation at Zagazig University. The main sample consisted of 735 students from the third and fourth years enrolled in the professional and educational programs, with an average age of 21.319 years and a standard deviation of 0.743. The research employed a descriptive methodology, utilizing three research tools: the Satisfaction with Learning Experiences Scale, the Perceived Academic Competence Scale, and the Career ambition Scale, all developed by the researchers. Using Pearson's correlation coefficient, the study found the following results: a statistically significant positive relationship between the research variables. Employing the Structural Equation Modeling (SEM) of the proposed model, the study results indicated a statistically significant direct positive effect of satisfaction with learning experiences on perceived academic competence, with a value of 0.315, and a non-significant direct negative effect of satisfaction with learning experiences on career ambition, with a value of -0.004. There was a statistically significant direct positive effect of perceived academic competence on career ambition, with a value of 0.792. However, due to poor fit of the proposed model with the tested data, the model was developed and adjusted by linking the errors of the variables, designating career ambition as a mediator and perceived academic competence as a dependent variable. According to the results of this revised model, there was a statistically significant direct positive effect of satisfaction with learning experiences on perceived academic competence and career ambition, with values of 0.216 and 0.452, respectively. Additionally, there was a statistically significant direct positive effect of career ambition on perceived academic competence, with a value of 0.801. There was also an indirect effect of satisfaction with learning experiences on perceived academic competence through career ambition as a mediator.The research concluded with a set of recommendations and proposed studies. Abstract: : The research aimed to develop some probing thinking skills and psychological flow among first-year secondary school students. In order to achieve this, a proposed teaching model was designed based on the principles of cognitive flexibility theory for teaching chemistry. The research sample was randomly selected from (60) first-year students. Secondary school in one of the government schools affiliated with the Abu Hammad Educational Administration in Zagazig. The two research tools were the probing thinking skills test (prepared by the two researchers), and the psychological flow scale (prepared by the two researchers). The research relied on an experimental design with two experimental and control groups, and the two research tools were applied to the experimental and control groups. Preliminarily, then the third chapter (Solutions - Acids and Bases) in chemistry in the first year of secondary school was taught using the proposed teaching model for the experimental group, while the same content was taught to the students of the control group in the usual way. After completion, the two research tools were applied post-hoc, and the results indicated superior grades for the group’s students. The experiment in the post-application compared to the pre-application with psychological flow, as well as the students of the experimental group outperformed the students of the control group in probing thinking skills. It also resulted in the effectiveness of the proposed teaching model based on the principles of cognitive flexibility theory in developing specific probing thinking skills and psychological adjustment. The research presented its recommendations. And his proposals in light of the results reached, including interest in preparing and designing teaching models used in the educational situation in light of the principles of cognitive flexibility theory in teaching at the secondary stage