الطفو الأكاديمي كمتغير وسيط بين ضغط الصدمة الثانوي الأسري و الازدهار المعرفي لدى طلاب الجامعة

Abstract EN

The current Study aims to identify the academic buoy- ancy as a moderator variable between family secondary traumat- ic Stress and the cognitive flourishing among university Students.

The current Study used the descriptive approach, using path analysis method, and confirmatory factor analysis.

The sample consisted of 297 squdents in the final year at the New Valley Uni- versity, in the second semesqer of the academic year 2018-2019, applied to them the Scales of academic buoyancy, family sec- ondary traumatic Qress, cognitive flourishing (The three Scales are prepared by the researcher).

The main results of the Study indicated that: - There is a Qatiélically significant negative relationship between academic buoyancy and family secondary traumatic Stress.

- There is a Qatiétically significant negative relationship between family traumatic 'tress and cognitive flourishing.

- There is a Statistically positive relationship between academic buoyancy and cognitive flourishing.

- There is a Statistically significant negative Partial correlation family secondary traumatic Stress and cognitive flour- ishing, when the Statistical isolation of the impact of academic buoyancy.

- Cognitive flourishing can be predicted through the family sec- ondary traumatic Stress.

- Academic buoyancy can be predicted through the family sec- ondary traumatic Stress.

- cognitive flourishing can be predicted from the family second- ary traumatic Stress and academic buoyancy.

- Academic buoyancy is a moderator variable (Partial mediation) in the relationship between the dimensions of the family second- ary traumatic Stress and cognitive flourishing.

- There are no Statistically significant differences in academ- ic buoyancy, family secondary traumatic Stress, and cognitive flourishing, according to the gender variable (male- female), and the variable of specialization (scientific - literary).