نوع المستند : المقالة الأصلية
المؤلفون
1 أستاذ علم النفس التربوي المساعد کلية التربية – جامعة طنطا- أستاذ علم النفس التربوي المشارک - کلية التربية – جامعة الملک خالد المملکة العربية السعودية
2 أستاذ القياس والتقويم التربوي المساعد کلية التربية – جامعة الملک خالد المملکة العربية السعودية
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The aim of the current study is to develop a constructive model for the relationships and influences between mind wandering, mindfulness, academic emotions, and the achievement of university students, and to verify it as empirical, and identify the differences between male and female students in the three research variables. The main research sample consisted of (277) students (145 males, 132 females), randomly selected from the College of Education, King Khalid University, their mean age was (21.2) with a standard deviation (1.44), the measures of mind wandering, mindfulness, and academic emotions were applied to them. The empirical data supported the validity of the proposed structural model for the relationships, direct and indirect effects between mind wandering, mindfulness, academic emotions, and achievement among university students. The results showed: high level of mental wandering among the sample members, statistically significant differences in mind wandering according to gender in favor of females, statistically significant differences mindfulness according to gender in favor of females, statistically significant differences according to gender in positive emotions in favor of females, while Gender differences were found in negative emotions in favor of males.
الكلمات الرئيسية [English]
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