نوع المستند : المقالة الأصلية
المؤلفون
1 Department of Psychology, College of Education, Prince Sattam bin Abdulaziz University, Kingdom of Saudi Arabia
2 كلية التربية بالدقهلية، جامعة الأزهر، مصر
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The present study aimed to develop a scale for measuring academic motivation and to verify its psychometric properties, as well as to explore the relationship between academic motivation and academic buoyancy. The first study involved a sample of 422 male and female students from Prince Sattam bin Abdulaziz University to assess the psychometric properties of the academic motivation scale. The second study included 245 students from the same university and aimed to examine the relationship between academic motivation and academic buoyancy. The research instruments consisted of the Academic Motivation Scale and the Academic Buoyancy Scale. Data was analyzed using the following statistical methods: Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Cronbach’s Alpha Coefficient, and Pearson’s Correlation Coefficient. The findings revealed that academic motivation in the Saudi context comprises three components: autonomous motivation, controlled motivation, and amotivation. The scale demonstrated high levels of validity, internal consistency, and reliability. Moreover, the results indicated a statistically significant positive correlation between academic motivation and academic buoyancy.
الكلمات الرئيسية [English]
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