الاسهام النسبي لاستراتيجيات المواجهة في التنبؤ بالاحتراق الأكاديمي والتحصيل الدراسي لدى الطلاب الوافدين بجامعة الملك سعود 

The relative contribution of the coping strategies in predicting academic burnout and academic achievement among Foreign Students at King Saud University

هــــدفت الدراســــة الحاليــــة إلى معرفة العلاقة بين استراتيجيات المواجهة والاحتراق الأكاديمي والتحصيل الدراسي، كما هدفت الدراسة أيضاً إلى الكشف عن الإسهام النسبي لاستراتيجيات المواجهة في التنبؤ بالاحتراق الأكاديمي والتحصيل الدراسي لدى عينة من الطلاب الوافدين، وتكونــــت عينــــة الدراســــة مــــن (34) طالباً من الطلبة الوافدين بجامعة الملك سعود، طبـــق علـــيهم مقيـــاسي استراتيجيات المواجهة والاحتراق الأكاديمي (إعـــداد/ الباحث)، وتوصلت الدراســــة إلى مجموعـــة مــــن النتـــائج منهـــا؛ أن استخدام الطلبة الوافدين لاستراتيجيات المواجهة جاء بشكل مرتفع، وأن مستوى معاناة الطلبة الوافدين من الاحتراق الأكاديمي جاء بشكل منخفض، كما توصلت الدراسة أيضاً لجود علاقة خطية عكسية بين استراتيجيات المواجهة والاحتراق الأكاديمي، ووجود علاقة خطية طردية بين استراتيجيات المواجهة والتحصيل الدراسي، وأن استراتيجيات المواجهة تسهم إسهاماً دالاً إحصائيًّا في التنبؤ بالاحتراق الأكاديمي والتحصيل الدراسي لدى عينة الدراسة. وفي ضوء نتائج الدراسة الحالية يجب اجراء المزيد من الدراسات التي تهتم باستراتيجيات المواجهة وعلاقتها بالجوانب الأكاديمية وغير الأكاديمية لدى الطلاب في المراحل التعليمية المختلفة.

The current study aimed to know the relationship between coping strategies and academic burnout and academic achievement. The study also aimed to reveal the relative contribution of coping strategies in predicting academic burnout and academic achievement among a sample of international students. The study sample consists of (34) international students at King Saud University. The scales of coping strategies and academic burnout (both prepared by researcher) were applied on the study sample and concluded in a set of results, inter alia: 

The use of coping strategies by international students was high, and the level of their suffering from academic burnout was low. There is an inverse linear relationship between coping strategies and academic burnout, and a direct linear relationship between coping strategies and academic achievement. In addition, coping strategies has a statistically significant contribution in predicting both the academic burnout and the academic achievement among the study sample. In light of the results of the current study, more studies should be conducted that are concerned with coping strategies and their relationship to the academic and non-academic aspects of students in different educational stages.

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