القدرة التنبؤية لمفهوم الذات الأكاديمية بالتسويق الأكاديمي في ضوء مصدر الدافعي لدى طلبة المرحلة الثانوية في محافظة جرش

الملخص EN

This study aimed to identify the predictive ability of academic self-concept by academic procrastination in light of the source of motivation among secondary school students in Jerash Governorate, and whether this ability differs according to gender, grade or specialization.

The study sample consisted of (450) male and female high school students in Jerash Governorate for the second semester of the academic year 2020/2021, who were selected by cluster random method, and the study adopted the descriptive correlative approach.

To achieve the study objectives, three scales were used: the academic self-concept prepared by Nassar (2016), the academic procrastination scale prepared by Abu Ghazal (2012), and the motivational sources scale expressed by Abu Hashem (2010).

The academic self and the level of academic procrastination in the study sample were average, and the results indicated that there is a correlational relationship with statistical significance between the academic self-concept and academic procrastination in light of the source of motivation (internal and external) among the study sample members, where the academic self-concept with its combined dimensions was explained (Confidence in academic abilities, and academic effort) accounted for 3.1% of the variance in academic procrastination in light of the source of internal motivation and 11.5% in light of the source of external motivation, while the remainder is due to other variables that were not included in the model.

In light of its results, the study recommended a number of recommendations, including: implementing preventive programs to reduce the phenomenon of academic procrastination among school students, and other counseling programs to improve their level of self-concept.