شبكة المعلومات العربية التربوية

The current study aims to: 1) identify the prevalent Enneagram personality types and the academic self among the sixth-grade students of the distinguished secondary schools; 2) the differences of relationship between the Enneagram personality types and the academic self-concept based on gender; 3) identify the correlation between the Enneagram personality types and the academic self-concept; and 4) identify the contribution of each type of personality types to the academic self-concept. To this end, two instruments were used to collect the data: Riso-Hudson’s scale, 1995 was administered to measure enneagram types which had translated to the Arabic language by (al-yassery, 2004), the other instrument was constructed by the author depending on the previous foreign scales to measure the academic self-concept. The two instruments were applied to a sample consisted of 270 upper secondary school student selected randomly. The results reveal that the achiever type is more prominent among others; the distinguished secondary school students have a high level of positive academic self-concept; there is no difference between Enneagram personality types and the academic self-concept base on gender; there is a significant relationship between (the helper, the achiever, the enthusiast, the challenger, and the reformer type) and the academic self-concept; and finally, there is a significant contribution of the achiever type to the academic self-concept. (Published abstract)