The present study aimed to uncover the best causal model that shows the direct and indirect effects of psychological flow, self-management and quality of academic life among a sample of (324) students from the third year of the Faculty of Education, Helwan University. The tools of the study that were applied on the sample were: Psychological Flow Scale (Baza, 2011), Quality of Academic Life Scale (prepared by the present researcher), Self-Management Scale (prepared by the present researcher). The study found the following results:
There were no statistically significant differences between the male and female university students in quality of academic life, except domain academic self-efficacy There were statistically significant differences at (0.01) level favoring the females. There are no statistically significant differences between male and female university students in psychological flow and dimensions. There are no statistically significant differences between male and female university students in self-management except domains of: Self-control There are statistically significant differences at the level of (0.01) in favor of males. self-motivation for learning, there are statistically significant differences at the level of (0, 01) in favor of females. Statistically significant correlation relationships were found between quality of academic life and psychological flow, self-management at (0,01) level. psychological flow explained (43.0٪) of the variance in quality of academic life while self-management explained (70.3٪) of the variance in quality of academic life. which shows that the self-management variable is more predictive of the quality of academic life in university students than Variable psychological flow. According to goodness of fit indicators results showed acceptance of the first model in which self-management mediates the relationship between psychological flow and quality of academic life. The results also indicate direct causal relations among psychological flow and (self-management, quality of academic life). Also, there were direct causal relationship between self-management and quality of academic life for University Students.
ahmed, A. (2019). Modeling the causal relationship between quality of academic life, psychological flow and self-management of university students. المجلة التربوية لکلية التربية بسوهاج, 66(66), 1-75. doi: 10.21608/edusohag.2019.49593
MLA
ahmed ahmed. "Modeling the causal relationship between quality of academic life, psychological flow and self-management of university students". المجلة التربوية لکلية التربية بسوهاج, 66, 66, 2019, 1-75. doi: 10.21608/edusohag.2019.49593
HARVARD
ahmed, A. (2019). 'Modeling the causal relationship between quality of academic life, psychological flow and self-management of university students', المجلة التربوية لکلية التربية بسوهاج, 66(66), pp. 1-75. doi: 10.21608/edusohag.2019.49593
VANCOUVER
ahmed, A. Modeling the causal relationship between quality of academic life, psychological flow and self-management of university students. المجلة التربوية لکلية التربية بسوهاج, 2019; 66(66): 1-75. doi: 10.21608/edusohag.2019.49593
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