علاقة التعثر الدراسي بالدافعية للتعلم و إدارة الوقت و الكفاءة الذاتية لدى عينة من الطلاب المتعثرين دراسيا بجامعة نجران : دراسة تنبؤية

الملخص EN

This study aimed to examine the relationship between low academic achievement, motivation to learn, self-efficacy, and time management for sample of low academic achievers (70).

The study also aimed to know the predictors of low academic achievement through motivation to learn, self-efficacy and time management.

(self-efficacy scale, time management scale, prepared by the researcher).

The motivation to learn scale for (Jaber, Almarai, 2014) was used in this study.

Moreover, the researcher, adopted the calculation of low academic achievement by the student’s academic average.

Pearson correlation coefficient showed that there was a statistically significant relationship between low academic achievement and motivation to learn (-0.336).

In addition, the results showed that there was a statistically significant relationship between low academic achievement and self-efficacy (-0.314).

Furthermore to the result showed that there are statistically significant relationship between low academic achievement and time management (-0.278).

Regression and prediction coefficient (stepwise) was also used and showed that the motivation to learn predicts low academic achievement.

The study came out with several recommendations, including: Attention to implementing plans for student activities that include training programs and educational lectures on the benefits of time management in relation to academic performance, Organizing training courses and workshops to providing students with self- efficacy skills, The necessity of paying attention to preparing and providing instructional programs to develop the level of motivation for learning for students with low academic achievement, Training the members of the teaching staff and their assistants on the of motivation development skills for the learners.