العلاقات السببية بين المساندة الاجتماعية و التوافق النفسي الانفعالي و الدافعية للتعلم لدى طالبات الدبلوم التربوي بجامعة حائل

الملخص EN

The purpose of this study was to examine the general trends of social support, psycho-emotional adjustment, and motivation to learn among female educational diploma students at the University of Hail in Saudi Arabia.

It also investigated the nature of the causal relationships between these variables and the female students’ satisfaction with their socio-economic situation, academic achievement, and the bachelor’s degree as a whole.

The sample was chosen randomly and contained 167 students.

The researcher used both descriptive and causal methods.

The study results were statistically significant.

Herein social support and motivation to learn were highly positive, while psycho-emotional adjustment was both positive and above average herein.

Furthermore, direct reciprocal causal relationships were found between the motivation to learn and the social support and psycho-emotional adjustment, with there being no causal relationships between social support and psycho-emotional adjustment.

While a moderate level of satisfaction with the socio-economic situation had an inverse causal relationship with psycho-emotional adjustment, a low level of it had an inverse causal relationship with social support and a direct causal relationship with motivation to learn.

There was a direct causal relationship between graduation with a grade of very good and social support.

Furthermore, there was a direct causal relationship between academic achievement and motivation to learn.