شبكة المعلومات العربية التربوية

The goals of the study were to determine the level of (educational burnout - cognitive overload - spiritual intelligence - university integration - hope) for female students in University of Bisha, and to identify the differences in those variables according to age and specialization variables, and to reveal the relationship between the dimensions of learning burnout and its overall degree and each of (Cognitive Overload - Spiritual Intelligence - University Integration - Hope), and determining the predictability of the dimensions of learning burnout and its overall degree through these variables. The basic sample of the study consisted of (237) female students in the scientific and literary colleges at University of Bisha, female students section, by (126) students in the scientific colleges, (111) in the literary colleges, and (180) students at the first level, and (57) students at the eighth level, their ages range between (19-25.54), with an average age of (22.27) years, five scales are educational burnout scale and cognitive overload scale (prepared by researchers) ,spiritual intelligence scale (prepared by Habib and Abd Elhafeez,2019) , university integration scale (prepared by Habib ,2018) , hope scale (prepared by Attia, 2004) , The results of the study resulted in a high level of (educational burnout - cognitive overload) among students of University of Bisha in the first and eighth levels; they enjoy an average level of spiritual intelligence, and a low level of (university integration - hope). There are also statistically significant differences between the average scores of female students at (first - eighth) levels in (educational burnout- cognitive overload) in favor of the first level, while those differences in (spiritual intelligence - university integration - hope) are in favor of the eighth level. There are statistically significant differences between the two degrees of specialization (scientific - literary) in (learning burnout - cognitive overload) in favor of human specialization, while those differences in (spiritual intelligence - university integration - hope) are in favor of scientific specialization. There are also positive correlational relationships between the dimensions of learning burnout, its overall degree and the cognitive overload, while negative and statistically significant correlational relationships are found between the dimensions of educational burnout, its overall degree and (spiritual intelligence - university integration - hope). The (cognitive overload - spiritual intelligence - university integration - hope) predicted the sub-dimensions of learning burnout and its overall degree. (Published Abstract)