النمذجة البنائية للعلاقات بين الدافعية للإنجاز الأكاديمي وأساليب المواجهة الإيجابية والضغوط الحياتية لدى عينة من طلبة الدراسات العليا

Modeling of Structure Relationships between academic achievement motivation, positive coping strategies, and life stress among postgraduate students.

هدفت الدراسة إلى التوصل إلى نموذج تحليل مسار يفسر العلاقات بين الدافعية للإنجاز الأكاديمي وأساليب المواجهة الإيجابية والضغوط الحياتية لدى عينة من طلبة الدراسات العليا. وتكونت العينة من 415 طالباً وطالبة من ست جامعات سعودية هي: جامعة الملك سعود، جامعة أم القرى، جامعة الملك خالد، جامعة القصيم، جامعة جدة، وجامعة الباحة وتم اختيارهم بالطريقة العشوائية الطبقية. تمثلت أدوات الدراسة في مقاييس الدافعية للإنجاز الأكاديمي وأساليب المواجهة الإيجابية والضغوط الحياتية وهي من إعداد الباحث. وبالاعتماد على منهجية النمذجة بالمعادلة البنائية (تحليل المسار) توصلت الدراسة إلى أن النموذج (أ) الذي يشير إلى أن تحليل مسار تفسير العلاقات مكونات الدافعية للإنجاز الأكاديمي (متغير مستقل) وأساليب المواجهة الإيجابية (متغير وسيط) والضغوط الحياتية (متغير تابع) أكثر مطابقةً من النموذج (ب) والذي يرى بأن مكونات أساليب المواجهة الإيجابية (متغير مستقل) والدافعية للإنجاز الأكاديمي (متغير وسيط) والضغوط الحياتية (متغير تابع). كذلك أظهرت نتائج الدراسة وجود تأثيرات مباشرة موجبة ودالة احصائياً بين الدافعية للإنجاز الأكاديمي وأساليب المواجهة الايجابية ووجود تأثيرات مباشرة سالبة ودالة احصائياً بين أساليب المواجهة الإيجابية والضغوط الحياتية وعدم وجود تأثيرات مباشرة سالبة ودالة احصائياً بين مكونات الدافعية للإنجاز الأكاديمي والضغوط الحياتية.

The study aimed to develop a path analysis model that explains the relationships between motivation for academic achievement, positive coping strategies, and life stress among a sample of postgraduate students from six Saudi universities. The sample consisted of 415 male and female students who were selected using a stratified random. The study instruments were measures of academic achievement motivation, positive coping strategies, and life stress which were prepared by the researcher. The structure equation modeling were used as methodology. The result showed that model (A) which indicates the factors of academic achievement motivation (independent variable), positive coping strategies (mediating variable), and life stress (dependent variable). Also, there were statistically significant positive direct impacts between factors of academic achievement motivation and positive coping strategies, and there were statistically significant negative direct impacts between positive coping strategies and life stress, and there were no statistically significant direct impacts between factors of academic achievement motivation and life stress

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