نمذجة العلاقات السببية بين الرفاهية النفسية و رأس المال النفسي و الضغوط الأكاديمية و بعض المتغيرات الديموجرافية لدى طلبة الجامعة أثناء جائحة كوروناCovid-19

Abstract EN

The current study aimed to determine the level of well- being, psychological capital, and academic stress.

And investigate modeling causal relationships among well- being, psychological capital, academic stress and some demographic variables such as: gender, specialization, program, and year of study.

1160 students participated during the period of Covid- 19 pandemic.

The scales of: Well-being scale by Tennant, et al.

(2007), psychological capital scale in academic environment by, Luthans, Luthans and Jensen (2012), and academic stress scale by Lin and Chen (2009) were used.

The results indicated that: there is a high level of well- being, psychological capital, and academic stress of the study sample.

And a causal model with a good fit for the relationships among the variables was reached.

As well as presence of a statistically significant direct negative effect of academic stress on psychological capital and well-being.

Also, the study resulted to presence of a statistically significant indirect negative effect of academic stress on well-being through psychological capital.

And presence of a direct significant effect of specialization in psychological capital, where the psychological capital of the students of the humanities specialization was higher than that of the students of the scientific specialization.

There was a direct significant effect of the type of program and year of study on academic stress, where the academic stress of undergraduate students was higher than its counterpart among graduate students.

As well as academic stress among first-year students are higher than those of older year's students.

Also resulted to there is an indirect significant effect of specialization in well-being through psychological capital, and an indirect significant effect of the year of study and program on psychological capital and well-being through academic stress.

The results and its applications in academic environment were discussed.