أثر كل من الدافعية، وتقدير الذات، والكفاءة الذاتية في التنبؤ بمستوى التكيف الأكاديمي، لدى تلاميذِ الصّفوفِ الأساسيّةِ العليا في مدارسِ البطريركيّة اللاتينيّةِ في الأردنّ

Firas Jiries Nasrawin

doi:10.35516/edu.v49i2.1027

Authors

Firas Jiries Nasrawin Faculty of Educational Sciences-Saint Joseph University of Beirut-Lebanon

DOI:

https://doi.org/10.35516/edu.v49i2.1027

Keywords:

motivation, self-esteem, self-efficacy, predicting academic adjustment

Abstract

Objectives: The objectives of current study are to identify the contribution of perceived self-efficacy, self-esteem, and academic motivation in predicting academic adjustment among higher elementary grades at the schools of the Latin Patriarchate in Jordan. The study sample consisted of (338) male and female students from the Latin Patriarchate Schools in Jordan for the academic year 2019/2020.

Methods: To achieve the objectives of the study, a descriptive correlation approach was used. A questionnaire was developed; it consisted of a motivation scale consisting of (30 items), a self-efficacy scale consisting of (19 items), a self-esteem scale consisting of (47 items), and an academic adjustment scale consisting of (42 items).

Results: The results showed that there is a statistically significant correlation between self-esteem, self-efficacy, and motivation on the one hand, and academic adaptation on the total score and its sub-dimensions. The level of the predictive significance of the self-esteem scale at the dimension level (general behavior within the school) of the academic adaptation scale was (0.187).

Conclusions: The study recommends carrying out more studies similar to this study on samples of different stages and ages, in order to promote the level of academic adaptation among students.

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