الانجاز الدراسي و علاقته بالتكيف الدراسي لدى طلبة كلية التربية في جامعة كركوك

الملخص EN

Since the early 1950s, McClelland and his colleagues began to study the use of the projection method and to convert it to measuring student achievement through content analysis.

There are many measures to measure achievement, which have given importance to this motivation in school life.

And its importance is highlighted by its future results.

It is connected to the structure of the fulfilled personality characterized by aspiration, possesses the will of power, and strives to achieve the criteria of success, which is destined for the future.

The process of adaptation is important for the university student because of its reflection on its social interaction and educational achievement.

The university represents, especially the first year, a new environment that he did not know when he was in school.

The current research aims to identify: 1 - The differences of statistical significance in the level of scholastic achievement according to the variable stage (first, fourth).2 - Identification of differences of statistical significance in the level of adjustment of the school according to the variable stage (first, fourth).3 - The nature of the relationship between academic achievement and adaptation.

The current research is determined by the students of the Faculty of Education for Human Sciences at the University of Kirkuk for the first stage and the fourth stage of both sexes and the morning study for the academic year 2016-2017.

The researcher prepared a measure of the academic achievement consisting of (29) paragraphs, and placed before each paragraph four alternatives (always, very often, rarely).

Stability coefficient (0.87)The researchers adopted the Hussein (2003) scale for the academic adjustment of the students of Mosul University.

The answer to the paragraphs was determined by three alternatives (yes-no-do not know).

The coefficient of stability of the scale was confirmed by the retest method and the stability coefficient was 0.89.

CONCLUSIONS: The researcher reached the following conclusions: 1 - There are no differences in the level of academic achievement between the first stage and the fourth stage.2 - There are differences in the level of academic adjustment between the first stage and the fourth stage and for the fourth stage.3 - the existence of a link between academic achievement and adaptation