شبكة المعلومات العربية التربوية

The study aimed to identify the type of harmonious academic passion and obsessive passion, and their relationship to academic motivation patterns, and the significance of differences on them according to gender and achievement level among students of the College of Basic Education in the State of Kuwait. The study was applied to a sample of (409) students of both sexes, to whom both the Vallerand Academic Passion Scale (2021) and the Academic Motivation Scale (2016) were applied. The results indicated that students tend to use harmonious passion more than obsessive passion in academic activities. There is a positive correlation between harmonious passion and each of the non- essential academic motivation patterns: superficial, implanted and congruent organization and intrinsic patterns: excitement, achievement, and knowledge correlation. In addition, there is a positive correlation between obsessive passion and both poor motivation and non-essential academic motivation patterns: superficial, implanted and identical organization, and intrinsic patterns: excitement, achievement and knowledge. It was also found that there were no statistically significant differences due to sex or achievement level in both harmonious passion and obsessive passion, but there were differences due to gender in motives: superficial organization, implanted organization, identical organization, achievement and knowledge in the direction of females. (Published abstract)