اليقظة العقلية والتمكين النفسي كمنبئات بالكفاءة الاكاديمية لدى الطلبة المتفوقين في الجامعات الفلسطينية Mindfulness and Psychological Empowerment as Predictors of Academic Efficiency among High Achieving Students in Palestinian Universities

الاغا, نهى فضل حمدان (2022) اليقظة العقلية والتمكين النفسي كمنبئات بالكفاءة الاكاديمية لدى الطلبة المتفوقين في الجامعات الفلسطينية Mindfulness and Psychological Empowerment as Predictors of Academic Efficiency among High Achieving Students in Palestinian Universities. Masters thesis, جامعة الاقصى - غزة.

Text أ. نهى فضل الأغا نسخة بعد المناقشة والتعديل.pdf Download (15MB)

Abstract

The study aimed to identify the predictive ability of mindfulness and psychological empowerment with academic efficiency, as well as to identify the level of mindfulness , psychological empowerment and academic efficiency among high achieving students in the Palestinian universities. In addition to, reveal the impact of the interaction of the variables of gender, economic level, academic level and college on the variables of mindfulness ,psychological empowerment and academic efficiency .The study sample consisted of (250) High Achieving Students male and female students in the Palestinian universities in the first semester of the academic year (2021-2022). To achieve the objectives of the study, the descriptive correlative approach was used. The mindfulness scale prepared by (Baer,et al,2006), while the psychological empowerment scale and the academic efficiency scale were prepared by the researcher. The study reached the following findings: 1-The degree of mindfulness was medium, where the relative weight of mindfulness scale was (63.8%), with an arithmetic average of (3.189), and the degree of both psychological empowerment and academic efficiency was high, as the relative weight of the psychological empowerment scale was (82.1%) and an arithmetic average reached (4.107), while the relative weight of the academic efficiency scale was (78.1%), with a mean of (3.90). 2-All the variables of the study were associated with positive correlations with statistical significance, and that the psychological empowerment of High Achieving Students contributed to the explanation of (68.2%) of the discrepancy in academic efficiency, and that mindfulness contributed to the explanation of (11.6%) of the discrepancy in efficiency. While the joint contribution of the independent study variables, mindfulness and psychological empowerment, contribute to explaining (68%) of the discrepancy in academic efficiency. 3-There were no statistically significant differences at the significance level of 0.05 in mindfulness among High Achieving Students in the Palestinian universities due to the interaction of variables gender, academic level, economic level, college).) 4-There were no statistically significant differences at the significance level of 0.05 in the total degree of psychological empowerment among High Achieving Students in Palestinian universities due to the interaction of variables (gender, academic level, economic level, college), except for the interaction between the economic, academic and college levels in favor of the study sample in the category which combines the first academic level, the high economic level, and the humanities college. 5-There were no statistically significant differences at the significance level of 0.05 in the degree of faculty academic efficiency among high achieving students in the Palestinian universities due to the interaction of variables (gender, academic level, economic level, faculty), except for the variable of the faculty in favor of the human faculty. Keywords: Mindfulness - Psychological Empowerment -Academic Efficiency- High Achieving

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