المرونة الأكاديمية وعلاقتها بالطموح الأكاديمي ودافعية الإنجاز لدى الطلاب المستجدين بكلية التربية الراغبين وغير الراغبين في الالتحاق بها
This research aims at knowing the correlation between academic resiliency and academic aspiration and achievement motivation, and determining whether there were statistically significant differences in academic aspiration and achievement motivation due to the variables of academic resiliency or willing and unwilling to be enrolled in the college of education or interaction between them. Also knowing There were statistically significant differences in academic resiliency due to gender or specialization. The sample consisted of (298) male and female of novice students in the college of education; (59) males, (239) females, (127) scientific division, (171) literary division. The instruments were: scale of academic resiliency, academic aspiration scale and achievement motivation scale. The most important findings were as follows: 1) Significant positive correlation was found between academic resiliency and academic aspiration and achievement motivation. 2) There are no Significant different between boys and girls in academic resiliency. 3) There are no Significant different between literary and scientific divisions students in academic resiliency. 4) There are no Significant different between willing and unwilling students to be enrolled in the college of education in all dimensions of academic aspiration. 5) There are no Significant different between willing and unwilling students to be enrolled in the college of education in the dimensions of achievement motivation, except for the dimension (desire to perform) the differences were statistically significant in favor of willing students in the college of education. 6) Significant different was found between students with high academic resiliency and low academic resiliency in all dimensions of academic aspiration in favor of high academic resiliency, except for the dimension) Economic obstacles (The differences were not significant. 7) Significant different was found between students with high academic resiliency and low academic resiliency in the dimensions of achievement motivation in favor of those with high academic resiliency, except for the dimension (Avoidant failure) The differences were not significant. 8) There are no Significant different in academic aspiration and achievement motivation due to interaction between two variables (academic resiliency) and (willing and unwilling in the college of education). (Published abstract)