التمكين النفسي و علاقته بالمثابرة الأكاديمية و الالتزام التنظيمي لدى أعضاء هيئة التدريس و معاونيهم بجامعة الزقازيق

Abstract EN

The current research aimed to identify the relationships between psychological empowerment and academic persistence, and psychological empowerment and organizational commitment, and structural model of relationships psychological empowerment, academic persistence and organizational commitment.

research sample consisted of (323) of members of the teaching staff and their assistants-Zagazig university.

psychological empowerment and organizational commitment measures (prepared by the researcher), academic persistence measures (translated and Arabicized by the researcher) were applied.

by using Pearson's correlation coefficient and structural equation model, results were : there is a statistically significant relationship between psychological empowerment dimensions, total score and academic persistence dimensions, total score, and there is a statistically significant relationship between psychological empowerment dimensions, total score and organizational commitment dimensions, total score.

as well as a statistically significant positive direct effect at (0.01 level) of psychological empowerment dimensions (self-efficacy, meaningfulness, impact) on academic persistence, and a statistically significant positive direct effect at (0.05 level) of psychological empowerment dimensions (autonomy performance, impact) on organizational commitment, and there is a statistically significant positive direct effect at (0.01 level) of academic persistence on organizational commitment.