النموذج البنائي التنبؤي لتحليل العلاقة بين التسويف الأكاديمي، المعتقدات الأكاديمية العقلانية اللاعقلانية، معتقدات فعالية الذات الأكاديمية، و الرضا عن الحياة الأكاديمية لدى طلاب الصف الثاني الإعدادي ذوي صعوبات التعلم

الملخص EN

The aim is to examine the relations between academic procrastination, academic rational/irrational beliefs, academic self-efficacy beliefs, and academic life satisfaction by using the structural equation model.

The sample consists of 180 preparatory second-year students with reading difficulties according to their scores on the test of reading comprehension, with 1.

5 standard deviations [SD] below the population mean for age.

Academic procrastination, academic rational/irrational belief, academic self-efficacy beliefs, and academic life satisfaction Scales were employed.

It is found that high students in academic procrastination have low levels of satisfaction with academic life.

Academic rational beliefs accounted for 13 % of the variance in academic procrastination.

Academic rational beliefs and academic procrastination accounted for 27 % of the variance in t academic life satisfaction and accounted for 11 % of the variance.

Collectively, academic rational/irrational beliefs, and academic procrastination accounted for 24 % of the variance in academic life satisfaction.