Modeling Causal Relationships between Academic Adjustment, Academic Striving and Future Expectations on Psychological Resilience and Cognitive Modifiability among Elementary School Students | ||||
| مجلة کلية التربية | ||||
| Article 11, Volume 19, Issue 113, April 2022, Page 655-693 PDF (1.13 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jfe.2022.242784 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
محمد مصطفى عليوة 1; حمود بن عبدالله الشکري2
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| 1مدرس علم النفس التربوي کلية التربية – جامعة الزقازيق - مصر | ||||
| 2أستاذ مشارک علم النفس التربوي جامعة التقنية والعلوم التطبيقية بالرستاق - سلطنة عُمان | ||||
| Abstract | ||||
| This study figured out modeling the causal relationships between academic adjustment, academic strive and future expectations on psychological resilience and cognitive modifiability. The study included sample size (399) from six grade of elementary school students in Sharkia governorate in Egypt, first semester in the academic year 2021-2022. The study revealed that academic adjustment, academic strive, and future expectations had direct effect on students’ psychological resilience, in addition to academic adjustment, academic strive, and future expectations had negative direct effect of -0.0262 on students’ cognitive modifiability. There is no effective model that statistically fit effects of relations between academic adjustment, academic strive and future expectations on psychological resilience and cognitive modifiability. the study makes the recommendations: academic adjustment must be put into perspective so as increased cognitive modifiability and psychological resilience. Academic striving must be increased so as to increase cognitive modifiability and psychological resilience. Future expectations must be put into perspective so as to positively impact cognitive modifiability and psychological resilience. | ||||
| Keywords | ||||
| Keywords: Academic Adjustment; Academic Striving; Future Expectations; Psychological Resilience and Cognitive Modifiability | ||||
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