التكيف الأكاديمي و علاقته بالانهماك في التعلم لدى طلبة الجامعة

Abstract EN

The current search has targeted the following: 1.

Academic adaptation of university students.

2.

Engaging in learning among university students.

3.

The relationship between academic adaptation and the involvement in learning among university students.

4.

The difference in the relationship between academic adaptation and the involvement in learning among university students according to the variables of type A (male - female), B - specialization (scientific - human).

The research was limited to the students of Mustansiriya University, from both sexes (males and females) and both specialized (scientific - human) morning studies for the academic year (2016 - 2017).

In order to achieve the current research goals, the two researchers built a measure of academic adaptation based on Baker and Sirk's view, which the researchers adopted as a theoretical framework for the current research, which includes (32) paragraphs in its final form.

After the translation and adaptation of the Iraqi environment because the researchers adopted their point of view and the scale of (15) paragraph, and then the researchers applied the tools of research on a sample of university students were randomly selected cluster of (400) students, and after the application of research tools and the use of statistical means Pric In light of the research objectives have been reached following results: - The average of the research sample is lower than the average satisfactory, and this result indicates that the members of the research sample have a decline in academic adjustment.

- The average sample of the research is higher than the average satisfactory, and this result indicates that the members of the research sample have a high degree of involvement in learning.

- There is a positive correlation between both academic adaptation and learning.

- There are no statistically significant differences in the relationship between academic adjustment and the extent of learning according to the gender variable at the level of significance (0.05).

There are statistically significant differences in the relationship between academic adjustment and learning involvement according to the specialization variable at the level of ( 0.05 ) For scientific specialization.