الانفعالات الأكاديمية المقترنة بالتعليم الهجين في ضوء بعض المتغيرات الديموجرافية لدى طالبات كلية التربية للطفولة المبكرة

الملخص EN

The current research aimed at identifying the academic emotions levels resulted from the Blended Education among female undergraduates of the Faculty of Education for Early Childhood according to some demographic variables (i.

e.

academic level and specialization).

The basic sample consisted of 678 female undergraduates, with mean age of 20.32 years and standard deviation of 1.02 The sample was randomly selected among undergraduates (first, second and third levels) of academic specializations (i.

e.

Nursery, Special Education and English specializations).

In addition, the Academic Emotions Resulted from Blended Education Scale was utilized in the research (prepared by the researcher).

It was found statistically significant differences (at 0.01 level) between mean degrees of the academic level (i.

e.

the first, second and fourth levels) of the female undergraduates of the Faculty of Education for Early Childhood according to the positive dimensions on the Academic Emotions Resulted from Blended Education Scale.

Moreover, statistically significant differences (at 0.01 level) were found between the academic level (i.

e.

the first, second and fourth levels) of the female undergraduates of the Faculty of Education for Early Childhood according to negative dimensions (i.

e.

anxiety, anger and shyness) on the Academic Emotions Resulted from Blended Education Scale.

Also, no statistically significant differences were found between the academic level (i.

e.

the first, second and fourth levels) of the female undergraduates of the Faculty of Education for Early Childhood according to negative dimensions (i.

e.

despair and boredom) on the Academic Emotions Resulted from Blended Education Scale.

The results indicated that the Blended Education was with average effect on some positive emotions including hope, enjoyment, and pride; with low effect on some negative emotions including anxiety, anger, and shyness; and with no effect on negative emotions including despair and boredom.

Moreover, the results indicated no statistically significant between mean degrees of the three academic programs specializations (i.

e.

English, Special Education and Nursery) for the female undergraduates of the Faculty of Education for Early Childhood on the Academic Emotions Resulted from Blended Education Scale.