اليقظة العقلية ،الضغوط النفسية والإنجاز الأكاديمي لدى طلبة الجامعة

دغنوش, نورة (2022) اليقظة العقلية ،الضغوط النفسية والإنجاز الأكاديمي لدى طلبة الجامعة. Doctoral thesis, univ-biskra.

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Abstract

The aim of the current research is to identify the nature of the correlation between mindfulness, psychological stress and academic achievement. Also, to find out whether there are differences in the degrees of academic achievement due to levels of psychological stress (low, medium, high) among university students, and to know the differences in the degrees of academic achievement due to levels of mindfulness (low, medium, high) among university students. Knowing the differences in the degrees of psychological stress that are attributed to the levels of mindfulness (low, medium, high) among university students, knowing the differences in the degrees of psychological and intentional stress due to the variable of sex (female or male) and the variable of residence style (external or university residence), revealing the differences in the degrees of mindfulness due to the variable of gender and university level (BA 2, BA 3, Master1 ). The study relied on the descriptive, correlative, comparative approach. The study included 293 male and female students from the Departments of Psychology and Education Sciences for the second years Bachelor's, Third Bachelor's and the first Master's degrees,following the corona epidemic (Covid 19). The study used three tools represented in the Mental Vigilance Scale of Baer (2006); Arabization and translation of Abdel-Rahman (2016), whose psychometric properties were verified, and the Psychometric Stress Scale of Al-Zahrani (2018), and its psychometric properties were verified. To measure the academic achievement, the cumulative average obtained from the students' academic results was relied upon. The research reached the following results: 1- There is no statistically significant relationship between mindfulness, psychological stress and academic achievement among university students. 2- There are no statistically significant differences at the level of significance (α = 0.05) in the degrees of academic achievement due to the levels of psychological stress (low, medium, high) among university students. 3- There are no statistically significant differences at the level of significance (α = 0.05) in the degrees of academic achievement due to the levels of mindfulness(low, medium, high) among university students. 4- There are no statistically significant differences at the level of significance (α = 0.05) in the degrees of psychological stress due to the levels of mindfulness(low, medium, high) among university students. 5- There are no statistically significant differences at the level of significance (α = 0.05) in the degrees of psychological stress for the gender variable (female or male) and the residence style variable (external or

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