أثر تحصيل الثانوية العامة في مستوى الطموح الأكاديمي لدى طلاب الفرقة الأولى بكلية التربية في ضوء بعض المتغيرات

الملخص EN

The current research aimed to identify the impact of secondary school achievement on the academic aspiration level of students of the first grade of the college of education in the light of some variables.

To this aim, a researcher depended on the achievement of students of Secondary school during the academic year 2016 / 2017, as well a researcher-made scale for the academic aspiration level.

After administering the instrument to a sample of (200) students chosen from the scientific and literary majors and enrolled in the first year at the College of Education, and verifying its psychometric conditions, it was applied to a basic sample of 403 students from the same population of the study.

The findings revealed that: (1) there is a high level of academic aspiration, (2) there is a statistically significant difference between high and low secondary school achievement on the academic aspiration level in favor of high achievement, (3) The ability to predict the academic aspiration level for students in the first grade through their achievement in secondary school, (4) there is a statistically significant effect of gender, specialization, as well as the interaction among them on the academic aspiration level, (5) there is no statistically significant effect of Father's educational level, and the interaction among Father's educational level and Mother's educational level on the academic aspiration level, (6) there is a statistically significant effect of Mother's educational level on the academic aspiration level, (7) there is no statistically significant effect of monthly income level, and the interaction among monthly income level and family size on the academic aspiration level, (8) there is a statistically significant effect of family size on the academic aspiration level, (9) there is no statistically significant effect of birth arrangement, place of residence, as well as the interaction among them on the academic aspiration level.

In light of these findings, a set of recommendations were drawn.