The Study aimed at learning the effects of the suggested photography program on developing creative abilities in third grade female students at the Intermediate level, within the city of Jeddah. The Quasi Experimental approach was used; it was based on two groups; Experimental Group and Control Group. The sample included (42) forty-two female students from intermediate third grade in the city of Jeddah. It comprised instruments of the suggested photography program for three weeks. Additionally, the researcher used creative thinking tests in the Aurora Battery. The research results were as follows: There was a difference of statistical significance at the level of (0.05) between the average of the Experimental and Control Groups in the overall creative abilities. and in each component of its sub-components (i.e. quantitative, formal, verbal) which was in favor of the Experimental Group. Upon these findings, the researcher was able to reach the following recommendations to pay attention to the Intermediate Level Curricula in general, which includes mechanisms that would help students to develop creative thinking skills and to use a camera during the courses' applications.

The present study aimed to identify the relationship between academic achievement among students of King Faisal University and some non-cognitive variables: emotional intelligence, and achievement motivation, and reflective thinking, in light of variables of: sex, specialization and academic level, To achieve the objectives of the study cumulative rates of students were obtained and then tests of: emotional intelligence , achievement motivation and reflective thinking were applied on(500) students at king Faisal university. the results of the study showed that there were positive relationship between the academic achievement of all of the emotional intelligence, reflective thinking, and achievement motivation, and also showed that there were statistically significant differences in favor of the female students in all variables of the study, there were significant differences in favor of students of scientific specialization in all variables, and there were significant differences in favor of Fourth-year students in reflective thinking and achievement motivation, while there were no differences related to emotional intelligence. Finally, the results showed that there were effect of these variables: gender, specialization and grade level on emotional intelligence, reflective thinking and achievement motivation, but there were no effects of these variables on academic achievement.