مدى الاسهام النسبي لمفهوم الذات اللغوي في التنبؤ بالاندماج الأكاديمي لدى عينة من طلاب المرحلة الإعدادية
The current research aimed to identify the extent of the relative contribution of the linguistic self-concept in predicting academic integration among a sample of middle school students, and the extent of the nature of the relationship between the linguistic self-concept and academic integration, as well as revealing gender differences in the linguistic self-concept and academic integration; where the basic research sample consisted of (130) students in the preparatory stage divided into (50 males, 80 females), with an average age of (16.03), and a standard deviation of (1.66). Prepared by the researchers, and using the descriptive correlational approach. The results showed that there is a statistically significant correlation between the linguistic self-concept and the academic integration of the preparatory stage students, and that the linguistic self-concept explains (37%) of the total variance of students' performance on the academic integration scale, and there are no differences between males and females on the linguistic self-concept scale. There are differences between males and females on the scale of academic integration in favor of males, so the research recommends the need to pay attention to developing the dimensions of the linguistic self of middle school students to improve their academic integration, and to build educational programs that help in developing these dimensions. (Published abstract)