دافعية الانجاز لدى طلبة الجامعة

Abstract EN

The student’s academic success depends on the amount of his motivation towards achievement in his field of study.

The stronger the motivation, the better his academic achievement.

On the contrary, the student’s motivation decreases, his tendency to academic achievement decreases, and his academic achievement is neglected when his motivation towards academic achievement declines.

There are many reasons for the decrease in motivation.

Some of the students have psychological, and some are social, economic or cognitive, and thus they need to enable them to deal with a large number of challenges that they face constantly during their academic life.

The aim of the research is to know the achievement motivation of university students and the statistically significant differences according to the two variables (sex, Specialization), and to achieve this, the researchers used the descriptive approach and the comparative study, and the study sample amounted to (400) students who were chosen by the stratified random method from the research community.

The researchers built a measure of achievement motivation according to the McClelland theory (1983), and the psychometric properties of the scale were also verified.

Verifying the stability of the scale using the testretest method and Cronbach's alpha coefficient for internal consistency, and to extract the results of the research, the two researchers used the following The t-bar for one sample and two-way analysis of variance, and the study showed that university students have a level of achievement motivation and also that there are no statistically significant differences in the level of achievement motivation according to the gender variable, and there are statistically significant differences according to the specialization variable in favor of scientific disciplines