المسؤولية التحصيلية و علاقتها بقلق الكتابة لدى طلبة الدراسات لعليا

الملخص EN

1- Achievement responsibility among graduate students .

2- Writing anxiety among graduate students .

3- The type of relationship between achievement responsibility (internal and external) and writing anxiety among graduate students.

4- There are statistically significant differences in the correlation between achievement responsibility (internal and external) and writing anxiety, according to the gender variable )(males, females), academic specialization (scientific, human), and certificate (PhD, Masters).

5- The percentage of (collective responsibility) contribution to writing anxiety.

Therefore, the researcher adopted the measure of achievement responsibility prepared by (Al-Khaza’ala and Mansour, 2010), and she adopted the scale (Al-Fartousi, 2018) and adopted the definition (Cheng, 2004) of writing anxiety, and then the researcher verified the validity and reliability of these two scales and analyzed their paragraphs statistically A sample of (372) male and female graduate students were chosen by the proportional random stratified method.

After completing the preparation of the research tools, the researcher applied them to a sample of (400) male and female graduate students at the University of Babylon according to gender (males, females), specialization (scientific, human) and certificate (Masters, Ph.D.) who were chosen by random method.

In order to analyze the results of the research, the researcher used a set of statistical methods that achieve the objectives of the research, which are the one-sample t-test, the t-test for two independent samples, the Pearson correlation coefficient, the Facronbach coefficient, the equation of linear regression analysis, the pseudo-test for Fisher's standard values.

:The researcher reached the following results 1- That graduate students (the sample of the current research) have an achievement responsibility, and that internal responsibility is the highest level of external responsibility.

2- That postgraduate students have writing anxiety.

3- There is a direct (positive) correlation between writing anxiety and the areas of collection responsibility, that is, the greater the collection responsibility, the greater the writing concern, and vice versa, the less collection responsibility, the less writing anxiety.

4- The presence of statistical significance in the relationship between achievement responsibility and writing anxiety according to gender (males, females) is greater for males than females, and the absence of statistical significance in the association according to specialization and certification.

5- The presence of a predictor of internal and external achievement responsibility in writing anxiety.

And based on the results of the research, the researcher developed a set of recommendations and proposals that will complement the current research.