نوع المستند : المقالة الأصلية
المؤلف
جامعة السويس - كلية التربية - قسم علم النفس التربوي
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلف [English]
The research aimed to reveal the best causal model for the relationship between academic Buoyancy, cognitive agility, and academic ambition among university students, in addition to identify the path of direct and indirect effects between the research variables: academic Buoyancy, cognitive agility, and academic ambition. It also aimed to reveal the significance of the differences between the average scores of science and Arts students in the research variables. The research sample consisted of 554 undergraduate students with an average age of 19.7 and a standard deviation of 0.87. The current research relied on the descriptive correlational approach, and the research tools applied were the academic Buoyancy scale for university students prepared by ( Piosange , 2016 ) , translate by
((Al-Duwei et al., 2021)), the Cognitive Agility Scale, and the Academic Ambition Scale for University Students , prepared by the researcher . Statistical data analysed using path analysis and the T-Test. The results revealed positive effects (indirect) and statistically significant effects of academic ambition as an independent variable on the dimensions of academic Buoyancy as a dependent variable through the dimensions of cognitive agility as a mediating variable. The results also showed direct effects of the dimensions of cognitive agility (as an independent variable) on the dimensions of academic Buoyancy as a dependent variable. The results also revealed the direct effect of academic ambition on academic Buoyancy dimensions, and the absence of statistically significant differences between the average scores of science and arts students in the dimensions of cognitive agility, academic ambition, and academic Buoyancy dimensions, except for (academic stress management), where the differences were in favour of arts students, and after (self-efficacy), where the differences were in favour of science students. The results were discussed and interpreted in light of previous studies and the theoretical framework
الكلمات الرئيسية [English]
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