شبكة المعلومات العربية التربوية

The Research was interested in identify the prediction of academic buoyancy from dimensions and the total degree of (social support, academic self-efficacy and university engagement), and also knowing the relation between academic buoyancy and these variables, as well as revealing the impact both of gender (male/female), grade (first-second-third-fourth), and College (Education - Arts - Science - Nursing) on academic buoyancy, and the sample consisted of (708) males and females students, and scales of academic buoyancy, social support, academic self-efficacy (prepared by the researcher) and university engagement scale (prepared by Lam et al., 2014 Translated and localization by the researcher), by using the "T test" for independent samples, One-way ANOVA , Pearson Correlation and multiple regression analysis, Path Analysis, The results show There are no statistically significant differences between means degrees of both males and females in the total degree of academic buoyancy and its different dimensions except persistence dimension there are statistically significant differences in favor of females, There are no statistically significant differences in (planning for accomplishment academic tasks, Persistence, ask Colleagues) as dimensions of academic buoyancy according to grade (first-second-third-forth), while there are statistically significant differences in value task dimension and the total degree of the academic buoyancy scale in favor of first grade, There are no statistically significant differences between colleges (Education and Science), (Education and Nursing), (Arts and Nursing), (Science and Nursing) in planning for accomplishment academic tasks dimension, and between colleges (Education and Science), (Arts and Nursing) in value task dimension, also between (Education and Literature), (Education and Science( (Education and Nursing), (Arts and Nursing) ,(Education and Science( in persistence dimension, and between colleges (Education and Science), (Education and Nursing), (Arts and Nursing), (Science and Nursing) in the total degree of academic buoyancy, and in all colleges in ask colleagues dimension, while there are statistically significant differences in other dimensions between colleges, There are positive statistically significance correlation relation between each variables with its dimensions and academic buoyancy with its dimension while the correlation relation was not statistically significance between confidence in accomplishing academic tasks, emotional engagement with ask colleagues, It is possible to predict total degree of academic buoyancy from Family and others social support and the total degree of social support, perceived control and self-directed decision making and the total degree of academic self-efficacy, (cognitive, emotional, behavioral) engagement, and total degree of university engagement, while it is no possible to predict from other dimensions, and a set of recommendations and suggested researches were presented. (Author’s abstract)