شبكة المعلومات العربية التربوية

The goal of the present research is to determine the differences between males and females the emotional Security among university students. Find also interested in determining the differences between the mean scores of the first and fourth year students at the University of Emotional Security. In addition to the identification of the relationship between emotional Security on the one hand and social Adjustment and academic stress among university students on the other. The research also interested in identifying the effect of four dimensions of Emotional Security on each of social Adjustment and academic stress among university students, and in the light of this dish search is made up of 435 male and female students sample (213 male students & 222 female students), including 259 first year & 176 fourth year the Colleges of Education male Physical Education Zagazig University, the ages ranged from 16 to 23 years old with an average age of 19.97 years with a standard deviation of 1.39 years, and using the test "t" of the two samples independent and correlation coefficient "for Pearson," and path analysis, the results showed that: (1) there is a statistically significant difference between the average male degrees and female in three dimensions from the dimensions of the emotional Security, for the benefit of the average female scores (in the case after: maturity emotional and the ability to self) control and in favor of the average male degrees (in the dimensions of the case: complacency, confidence), while the results of this hypothesis also pointed to the lack of a statistically significant difference between the average male and female degrees in optimism and in total degree of the emotional Security. (2) there is a statistically significant difference between the mean scores of the first and the fourth year after optimism for the benefit of the average grades first band, while the results of this hypothesis also pointed to the lack of a statistically significant difference between the mean scores of the first and the fourth year in a three-dimensional (maturity emotional ability restraint, complacency, optimism) and in the total score of the emotional Security (3) there is a positive correlation found between the emotional Security and social Adjustment. (4) There is a negative correlation found between emotional Security and academic stress among university students. (5) tthere is the impact of emotional Security and social Adjustment and academic stress among university students, and social Adjustment has a direct positive effect and indirectly and holistic statistically significant emotional Security, and academic pressures have a negative impact of direct and holistic statistically significant emotional Security, In addition to having a direct negative effect and holistic statistically significant social Adjustment on academic stress among university students. (Published Abstract)