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.
الكلمات
المفتاحية: استراتيجيات المواجهة، الاحتراق
الأكاديمي، التحصيل الدراسي، الطلبة الوافدين.
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.
Keywords: coping
strategies, academic burnout, academic achievement, international students
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