التكيف الاكاديمي و علاقته بحساسية العدالة لدى طلبة الجامعة

الملخص EN

The cognitive-emotional strength of behavioral reactions to injustice, which varies from one individual to another, predicts cooperative behavior, and affects the success of the educational institution and its own function as a teacher and student, in a way that creates better conditions for others for healthy cognitive, emotional and social growth.

Therefore, the aim of the current research is to identify the academic adaptation and sensitivity of justice and the relationship between them and to identify the significance of the differences in the relationship according to gender at first , and secondly at specialization.

This is done by adopting the correlative descriptive approach for both genders.

The Academic Adaptation Scale (Khazal, 2018) and the Justice Sensitivity Scale (Schmitt, et al., 2005) was adopted after translating and adapting it to the Iraqi environment, and the validity and reliability of both scales were extracted.

The results indicated that the research sample had an academic compatibility and did not have justice sensitivity (injustice sensitivity, beneficiary sensitivity, offender sensitivity) while it appeared to have (observer sensitivity) .

In addition , it was found that there is a negative correlation between academic adjustment and sensitivity (injustice, perpetrator, beneficiary) and a positive correlation relationship with the sensitivity of the observer, whereas there were no statistically significant differences between academic adjustment and sensitivity to justice according to the variables of gender and specialization.

In the light of the results arrived at.

the researcher came out with a number of recommendations and suggestions .