الفروق في الدافعية للإنجاز الأكاديمي لدى تلاميذ السنة الثانية ثانوي في ضوء متغيري السيادة الدماغية و الشعبة الدراسية

Abstract EN

This study aimed to reveal the levels of academic achievement motivation among a sample of (419) second-year secondary students in Blida, and to examine the differences in it, according to each of the variables of brain dominance patterns, scholastic branch and the interaction between them.

we used the descriptive approach.

The data were collected using the brain dominance scale "Herrmann" and Academic motivation scale "Lepper" In their Arabic versions.

The results showed that the dominant pattern is (B).

A medium level of academic achievement motivation.

there is a difference in the patterns of brain dominance according to the different scholastic branches.

There are differences in academic achievement motivation among students due to the different patterns of brain dominance.

There are no differences due to the variable of scholastic branch except between some branches, and there are no differences in academic achievement motivation due to the interaction between brain dominance patterns of students and the scholastic branches.