Academic buoyancy reflects the student's ability to encounter the ordinary challenges he faces in the academic context, and it positively contributes to the student's behaviors. This study aims to measure the level of academic buoyancy among university students, identify its relationship to their academic average, and determine the differences in their academic buoyancy level in terms of gender and academic discipline variables. The descriptive-analytical research design was utilized. The academic buoyancy scale was applied to (243) university students (male-female). Data were statistically analyzed using correlation coefficient, arithmetic mean, and two-way ANOVA. Results demonstrated that students have a high level of academic buoyancy, there was a significant correlative relationship between academic buoyancy and academic average, and there were no significant differences in the academic buoyancy level due to gender (male-female), academic discipline (theoretical-practical). The research recommended increasing students' academic buoyancy level to help them encounter academic pressures and challenges and to solve the problems they face in their academic lives effectively. Keywords: Academic buoyancy; academic average; demographic variables; university students
<p style="text-align: justify;">The purpose of the current research is to identify the correlations between moral intelligence and both academic entitlement and academic performance; in addition to identify the mediating role of academic entitlement between moral intelligence and academic performance. Four hundred and forty-four students from (Yemen, Egypt, Saudi Arabia, Iraq, and Jordan) participated in the research. The moral intelligence scale and the academic entitlement scale were applied to the participants and data were analyzed using Pearson's correlation coefficient and path analysis. The results revealed that there was a statistically significant negative correlation between moral intelligence and academic entitlement and a significant positive correlation between moral intelligence and academic performance. Besides, results demonstrated the mediating role of academic entitlement between moral intelligence and academic performance. The results of this research can be employed in building programs and setting plans for developing moral intelligence and eliminating academic entitlement behaviors and beliefs to encounter the problems of secondary school students.</p>
Academic boredom and self-compassion are among the numerous variables that affect the academic life quality of university students, although the literature investigating these variables together is scarce. In this study, we develop a model to indicate the direct and indirect relationships and effects between academic boredom, self-compassion, and the quality of academic life of university students. The research sample comprised 478 male and female students from the Faculty of Education at Assiut Al-Azhar University. Academic boredom, academic quality of life, and self-compassion scales were used for data analysis. The results revealed that the proposed structural model achieved a satisfactory goodness-of-fit level with the participants’ data and that the research variables had direct and indirect relationships and effects. The findings also demonstrated that self-compassion partly mediated the relationship between academic boredom and academic quality of life. Recommendations and research suggestions are also provided.
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