الانفعالات الأكاديمية المقترنة بالتعليم الهجين في ضوء بعض المتغيرات الديموجرافية لدى طالبات كلية التربية للطفولة المبكرة
Other Title(s)
Academic emotions associated with blended education according to some demographic variables among female undergraduates of the faculty of education for early childhood
Author
Source
Issue
Vol. 2021, Issue 19 (31 Oct. 2021), pp.702-758, 57 p.
Publisher
Assiut University Faculty of Education For Early Childhood
Publication Date
2021-10-31
Country of Publication
Egypt
No. of Pages
57
Main Subjects
Topics
Abstract EN
The current research aimed at identifying the academic emotions levels resulted from the Blended Education among female undergraduates of the Faculty of Education for Early Childhood according to some demographic variables (i.
e.
academic level and specialization).
The basic sample consisted of 678 female undergraduates, with mean age of 20.32 years and standard deviation of 1.02 The sample was randomly selected among undergraduates (first, second and third levels) of academic specializations (i.
e.
Nursery, Special Education and English specializations).
In addition, the Academic Emotions Resulted from Blended Education Scale was utilized in the research (prepared by the researcher).
It was found statistically significant differences (at 0.01 level) between mean degrees of the academic level (i.
e.
the first, second and fourth levels) of the female undergraduates of the Faculty of Education for Early Childhood according to the positive dimensions on the Academic Emotions Resulted from Blended Education Scale.
Moreover, statistically significant differences (at 0.01 level) were found between the academic level (i.
e.
the first, second and fourth levels) of the female undergraduates of the Faculty of Education for Early Childhood according to negative dimensions (i.
e.
anxiety, anger and shyness) on the Academic Emotions Resulted from Blended Education Scale.
Also, no statistically significant differences were found between the academic level (i.
e.
the first, second and fourth levels) of the female undergraduates of the Faculty of Education for Early Childhood according to negative dimensions (i.
e.
despair and boredom) on the Academic Emotions Resulted from Blended Education Scale.
The results indicated that the Blended Education was with average effect on some positive emotions including hope, enjoyment, and pride; with low effect on some negative emotions including anxiety, anger, and shyness; and with no effect on negative emotions including despair and boredom.
Moreover, the results indicated no statistically significant between mean degrees of the three academic programs specializations (i.
e.
English, Special Education and Nursery) for the female undergraduates of the Faculty of Education for Early Childhood on the Academic Emotions Resulted from Blended Education Scale.
American Psychological Association (APA)
علي، نجاة فتحي سعيد طه. 2021. الانفعالات الأكاديمية المقترنة بالتعليم الهجين في ضوء بعض المتغيرات الديموجرافية لدى طالبات كلية التربية للطفولة المبكرة. دراسات في الطفولة و التربية،مج. 2021، ع. 19، ص ص. 702-758.
https://search.emarefa.net/detail/BIM-1352654
Modern Language Association (MLA)
علي، نجاة فتحي سعيد طه. الانفعالات الأكاديمية المقترنة بالتعليم الهجين في ضوء بعض المتغيرات الديموجرافية لدى طالبات كلية التربية للطفولة المبكرة. دراسات في الطفولة و التربية ع. 19 (تشرين الأول 2021)، ص ص. 702-758.
https://search.emarefa.net/detail/BIM-1352654
American Medical Association (AMA)
علي، نجاة فتحي سعيد طه. الانفعالات الأكاديمية المقترنة بالتعليم الهجين في ضوء بعض المتغيرات الديموجرافية لدى طالبات كلية التربية للطفولة المبكرة. دراسات في الطفولة و التربية. 2021. مج. 2021، ع. 19، ص ص. 702-758.
https://search.emarefa.net/detail/BIM-1352654
Data Type
Journal Articles
Language
Arabic
Notes
-
Record ID
BIM-1352654