نوع المستند : المقالة الأصلية
المؤلف
جامعة القاهرة ، كلية الدراسات العليا للتربية، قسم علم النفس الارشادى
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلف [English]
The present study aimed to examine the relationship between sense of coherence, digital stress, and academic grit, in addition to investigating the mediating role of sense of coherence in the relationship between digital stress and academic grit. The study also explored differences in the research variables according to gender, academic specialization (scientific vs. literary), and academic level (first vs. fourth year). The study sample consisted of 290 university students. The researcher developed and utilized three measurement tools: a Sense of Coherence Scale, a Digital Stress Scale, and an Academic Grit Scale. The results revealed a significant negative correlation between sense of coherence and digital stress, and a significant positive correlation between sense of coherence and academic grit, as well as a significant negative correlation between digital stress and academic grit. Moreover, the findings indicated that sense of coherence functions as a mediating variable in the relationship between digital stress and academic grit. Regarding group differences, the results showed that there were significant gender differences in sense of coherence in favor of males, while no significant differences were found based on academic year or specialization. Additionally, no significant differences in digital stress were found based on gender, specialization, or academic year. As for academic grit, no significant differences emerged based on gender or academic year, whereas there were significant differences based on academic specialization in favor of students in literary disciplines.
الكلمات الرئيسية [English]
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