العلاقة بين ضبط الذات و الضغوط الدراسية و إسهامها في التنبؤ بالتحصيل الدراسي لدى طلبة كلية التربية الأساسية بدولة الكويت

الملخص EN

The current study examined the relationship between self-control and educational stress; the contribution of self-control and educational stress to predict academic achievement ; and the effect of gender and academic specialty in self-control and educational stress in a sample of 509 male and female students from the arts and sciences department in the college of basic education at The public authority for applied education and training (average age : 21.4 years and standard deviation : 3.65 years.

The research tools of this descriptive study included the self-control scale (short version) by (Tangney, Baumeister & Boone, 2004) and the scale of educational stress by (Jiandong Sun, 2012, translated and standardized by the author).

The results of the study showed that there is a negative statistically significant correlation between self-control and the total score of the educational stress as well as all sub-dimensions.

The correlation coefficients ranged between 0.112 and 0.410.

The results also showed that only the academic failure dimension significantly contributed to predicting the students’ education levels.

The analysis of gender effects showed that there were statistically significant differences in both the general average grade, self-control and the self-expectation stress in favor of the females, and in both the anxiety about grades, the education failure in favor of the males.

As for the effect of academic specialty, there was a significant difference in the general average grade in favor of scientific specialties, but there was no difference in self-control and in the overall score of educational stress as well all individual sub-dimensions.

The educational implications of the results are discussed.