شبكة المعلومات العربية التربوية

The study aimed at specifying the level of the academic adaption and stumbling through metacognition and the personality characteristics in the sample individuals and the relations between these variables, the differences according to many demographic variables. The study sample consists of (87) of the Saudi Students on scholarships in New Zealand. The study applied three scales of academic adaption, stumbling through metacognition and the fifth characteristics of personality. By using the suitable statistics, the study results indicated that the students’ level on the scale of stumbling through metacognition is below average. But he students’ level on the academic adaption scale was above average. The students on scholarships are remarked by below average in neurotic and goodness, above average in the characteristics of happiness, purity and conscience awakening. The conscience awakening comes as the first followed by the characteristics of happiness and purity. There was a negative correlation between the neurotic characteristic and the dimensions of the metacognition except the cognition processing dimension. There was positive evidence correlation between the conscience awakening characteristic and the all dimension of metacognition skills and the full degree. There was positive correlation between the purity characteristic and the cognition knowledge dimension, rather than, there were no correlations between the personality characteristics and the metacognition skills, also there were positive correlation coefficient between the academic adaption dimensions and the metacognition skills ( the dimensions and full degree) except between the cognition processing dimension and the adaption with the curriculum and the personal relationship as the correlation coefficient have no evidence. There were negative correlation coefficients with the neurotic characteristic and the all dimensions of academic adaption, whereas there is positive correlation evidence between the academic adaption and the conscience awakening characteristic. There is no evidence correlation with the other characteristics and the academic adaption except the personal effectiveness which correlated with the all characteristics except the goodness characteristic. Regarding the differences according to the age in the academic adaption it comes with evidence in the two dimensions: the goals maturity, ambition level, the personality effectiveness and the full degree for the benefit of the older ages. According to the marital status, there were no evidence differences in the academic adaption in the all dimensions except in the mental health dimension, as there we differences for the benefit of the married. According to the academic rate, there were differences in the skills and study habits for the benefit those who obtained the excellent academic rate. In the light of the results, the researcher introduced some recommendations including preparing the students on scholarships and guiding the supervisor in the cultural attached to the early indicators of bad academic adaption for early intervention, and providing training programs for the students on using the thinking skills in order to develop there awareness about cognitive processes and increasing their perception about the cognitive strategies. In addition to developing the positive characteristics for the students on scholarships, guidance, psychological and family counseling, to deepen these personal positive characteristics and treating the negative ones. (Published Abstract)