اللغة الامازيغية و عوامل النجاح و الفشل الدراسي في تعلمها من وجهة نظر التلاميذ أنفسهم

Abstract EN

This study aims to focus on how the pupils interpret their academic success and failure in learning the Amazigh language, their emotional reactions and the interpretation of their real ability to perform the various tasks by identifying them with the factors behind their success or failure.

Among the factors assumed by the students to analyse their behaviour, the successful students attribute their success to internal factors (ability and effort) and the those who failed attribute their failure to external factors (luck, teacher, subject matter and choice, mood).The subject of this research is considered among the current and important issues in the field of education and psychology.

The study sample was chosen from some of the middle schools of the state of Tizi Ouzou, among the fourth year level pupils, with a sample of (100) male and female students, (50) successful and (50) academic failures, chosen in an intentional way during the academic year (2017-2018), Depending in on the descriptive and analytical approach, applying the measure of causal attribution of academic success and failure prepared by Abdullah bin Taha elssafi , and the results of the field study concluded in the following There is a diversity of the students' attribution factors for their academic success in learning the Amazigh language.

There is a variety of factors that students attribute to their academic failure in learning the Amazigh language.

- There are no statistically significant differences on the causes of failure or success in the Amazigh language according to the gender variable.

- There are no statistically significant differences about the causes of failure or success in the Amazigh language according to the identity variable.

There is a statistically significant correlation between the causes of success or failure of the Amazigh language