نمذجة العلاقات السببية بين المشارکة الأکاديمية والکفاءة الذاتية الأکاديمية والأداء الأکاديمي لدى طلاب الجامعة. Modeling Causal Relationships between Academic Engagement- Academic Self-Efficacy and Academic Performance for University Students | ||||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||||
| Article 9, Volume 39, 188ج3, October 2020, Page 348-387 PDF (1.53 MB) | ||||
| Document Type: بحوث فی مجال علم النفس والصحة النفسیة | ||||
| DOI: 10.21608/jsrep.2020.141400 | ||||
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| Authors | ||||
| إبراهيم سيد أحمد عبد الواحد1; السيد الشبراوي أحمد حسانين2 | ||||
| 1استاذ علم النفس التعليمي المساعد کلية التربية – جامعة الأزهر بالقاهرة | ||||
| 2أستاذ الصحة النفسية المساعد کلية التربية جامعة الأزهر | ||||
| Abstract | ||||
| يهدف البحث الحالي إلى معرفة التأثيرات المباشرة وغير المباشرة لمتغير المشارکة الأکاديمية کمتغير مستقل على الأداء الأکاديمي کمتغير تابع؛ من خلال الکفاءة الذاتية الأکاديمية کمتغير وسيط لدى طلاب جامعة قطر، وذلک من خلال نموذج مقترح افترض فيه الباحثان وجود تأثيرات مباشرة وغير مباشرة للمشارکة الأکاديمية على الأداء الأکاديمي، وقد تکونت عينة البحث من (314) من طلاب وطالبات جامعة قطر بکليات التربية والآداب والعلوم، الهندسة، الشريعة، والتجارة، وتم استخدام مقياس الکفاءة الذاتية الأکاديمية لطلاب الجامعة من اعداد Owen, & Froman, 1988)) ومن تعريب الباحثين ومقياس المشارکة الأکاديمية - نسخة الطلاب من إعداد (Schaufeli et al., 2002) وتعريب حسانين (2012) وتم استخدام درجات التحصيل الدراسي (GPA) للطلاب من واقع السجلات الجامعية لقياس مستوى الأداء الأکاديمي. وباستخدام أسلوب تحليل المسار أظهرت النتائج وجود مطابقة جيدة بين نموذج تحليل المسار المقترح وبيانات عينة البحث؛ بالنسبة للعلاقات المختلفة بين متغيرات البحث. کما کشفت النتائج عن وجود تأثيرات مباشرة وغير مباشرة دالة إحصائيًا للمشارکة الأکاديمية في الأداء الأکاديمي، وکذلک وجود تأثيرات مباشرة دالة إحصائيًا للمشارکة الأکاديمية في الکفاءة الذاتية الأکاديمية. کما کشفت النتائج أيضاً عن وجود تأثيرات مباشرة دالة إحصائيًا للکفاءة الذاتية الأکاديمية في الأداء الأکاديمي. وقد تم مناقشة النتائج في ضوء الإطار النظري والدراسات السابقة، کما تم تقديم عدد من التوصيات والمقترحات البحثية. The current research aims to find out the direct and indirect effects of academic engagement as an independent variable on academic performance as a dependent variable through academic self-efficacy as a mediating variable among QatarUniversity students, through a proposed model in which the researchers assumed the existence of direct and indirect effects of academic engagement on academic performance. 314 students from QatarUniversity in the Colleges of Education, Arts and Sciences, Engineering, Sharia, and Business participated in the study. The study utilized College Academic Self-Efficacy Scale prepared by Owen, & Froman, (1988), Utrecht Work Engagement Scale (UWES-SS) prepared by Schaufeli, et al., (2002, a, b), and students’ academic achievement scores (GPA) from university records. Using Path Analysis method, the results showed a good match between the proposed path analysis model and the research sample data regarding the different relationships between research variables. The results also revealed the existence of direct and indirect effects that are statistically significant for academic engagement on the academic performance, as well as the presence of direct, statistically significant effects of academic engagement in the academic self-efficacy. The results also revealed the presence of direct, statistically significant effects of academic self-efficacy on the academic performance. The results were discussed in light of the theoretical framework and previous studies, and a number of recommendations and suggestions for future research were presented. | ||||
| Keywords | ||||
| المشارکة الأکاديمية; الکفاءة الذاتية الأکاديمية; الأداء الأکاديمي. Academic Engagement؛ Academic Self-Efficacy؛ Academic performance | ||||
| References | ||||
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