شبكة المعلومات العربية التربوية

The aim of this study was to investigate the interactional effects of motivation for achievement; metacognition, academic self-esteem on the academic resilience among undergraduate students, and using comparative descriptive method. The study sample included (483) students at the University of Jeddah . The academic resilience scale was prepared by Abdulhadi (2018), achievement motivation questionnaire by Takin Al Ali and Sahloul (2006), metacognitive scale by Ibrahim (2013), and academic self-esteem scale by Saleh (2015). Data were analyzed by three - way ANOVA (2 × 2 × 3). The results of the study indicated that there is a statistically significant effect of the interaction of motivation for achievement, metacognition, academic self-esteem on academic resilience among undergraduate students, and the presence of statistically significant differences in academic resilience between groups of differentiated students' motivation for achievement level, metacognition, and academic self-esteem on academic resilience among undergraduate students. (Published abstract)