شبكة المعلومات العربية التربوية

هدف البحث تعرف الشعور بالملل الأكاديمي ونسبة انتشاره ومبرراته وعلاقته بمستوى التحصيل والمشاركة الأكاديمية وسلوكيات المعلم الداعمة لاستقلالية طلاب الصف الأول الثانوي، وتكونت العينة النهائية من (484) من الذكور والإناث، أظهرت النتائج ما يلي: 1) نسبة انتشار الشعور بالملل الأكاديمي لدى طلاب الصف الأول الثانوي قد بلغت (5,61%) وهي أعلى من المعدلات العالمية التي تراوحت من (35 إلى 58%). 2) وجود فروق ذات دلالة إحصائية عند مستوى (01,) في نسبة الشعور بالملل الأكاديمي ترجع إلى النوع (ذكر/ أنثى) لصالح الذكور، ومستوى التحصيل (مرتفع/ منخفض) لصالح منخفضي التحصيل الدراسي. 3) أن العوامل المعرفية تمثل أهم الأسباب التي تسهم في شعور مرتفعي التحصيل بالملل الأكاديمي، في حين تمثل العوامل الدافعية أهم الأسباب في شعور منخفضي التحصيل بالملل الأكاديمي. 4) وجود فروق دالة إحصائيا عند مستوى (05,)، ومستوى (01,) في درجة المبررات المرتبطة بشعور الطلاب بالملل الأكاديمي ترجع إلى مستوى التحصيل (منخفض/مرتفع)، والنوع (ذكر/أنثى) وكذلك التفاعل بينهما. 5) وجود علاقة ارتباطية سالبة، ودالة عند مستوى (01,) بين درجات الطلاب في الشعور بالملل الأكاديمي بمكوناته الفرعية وكل من: المشاركة الأكاديمية، وسلوكيات المعلمين الداعمة لاستقلالية الطلاب. 6) يمكن التنبؤ من المشاركة الأكاديمية بمكوناتها بالعوامل السلوكية، والوجدانية، والمعرفية بالشعور بالملل الأكاديمية ومكوناته المختلفة، حيث أظهرت النتائج قدرة عوامل المشاركة السلوكية على التنبؤ بالمشاركة السلوكية. 7) يمكن التنبؤ من سلوكيات المعلمين الداعمة لاستقلالية الطلاب والمتمثلة في تدعيم (المشاعر والأفكار، وعمليات التعليم، وعمليات التقويم) بالشعور بالملل الأكاديمي ومكوناته المختلفة، مع اختلاف نسب إسهام عوامل سلوكيات المعلمين الداعمة لاستقلالية الطلاب. (الملخص المنشور بتصرف)

The objective of the current research is to identify the academic boredom, its prevalence, its justification and its relation to the level of achievement, academic engagement, and the teacher's behaviors that support the autonomy of the first grade of secondary school. The final sample consisted of (484) males and females. The results showed the following: 1) The prevalence of academic boredom among first-year secondary students reached (61.5%), higher than the global average of (35% to 58%). 2) There were statistically significant differences at the level of (0.01), in the ratio of academic boredom to male / female, in favor of males and the level of achievement (high / low) in favor of low achievers. 3) Cognitive factors represent the most important reasons contributing to the sense of high achievement academic boredom, while the motivational factors are the most important reasons in the sense of low achievement academic boredom. 4) There are statistically significant differences at the level of (0.05) and (0.01) in the degree of justification associated with students' feeling of academic boredom due to the level of achievement (low / high) and the gender (male / female) and the interaction between the level of achievement and gender. 5) There is a negative correlative relationship at level of (0.01) between students 'grades in academic boredom with its sub constituents and academic engagement and teacher behaviors in support of students' autonomy. (6) Academic participation can be predicted by behavioral, affective, and cognitive factors of academic boredom and its various components. 7) The results show the ability of behavioral factors to predict behavioral engagement. Teachers 'behavior in support of students' autonomy can be predicted by its components of supporting feelings, ideas, processes of learning and evaluations with academic boredom and its various components.The objective of the current research is to identify the academic boredom, its prevalence, its justification and its relation to the level of achievement, academic engagement, and the teacher's behaviors that support the autonomy of the first grade of secondary school. The final sample consisted of (484) males and females. The results showed the following: 1) The prevalence of academic boredom among first-year secondary students reached (61.5%), higher than the global average of (35% to 58%). 2) There were statistically significant differences at the level of (0.01), in the ratio of academic boredom to male / female, in favor of males and the level of achievement (high / low) in favor of low achievers. 3) Cognitive factors represent the most important reasons contributing to the sense of high achievement academic boredom, while the motivational factors are the most important reasons in the sense of low achievement academic boredom. 4) There are statistically significant differences at the level of (0.05) and (0.01) in the degree of justification associated with students' feeling of academic boredom due to the level of achievement (low / high) and the gender (male / female) and the interaction between the level of achievement and gender. 5) There is a negative correlative relationship at level of (0.01) between students 'grades in academic boredom with its sub constituents and academic engagement and teacher behaviors in support of students' autonomy. 6) Academic participation can be predicted by behavioral, affective, and cognitive factors of academic boredom and its various components. 7) The results show the ability of behavioral factors to predict behavioral engagement. Teachers 'behavior in support of students' autonomy can be predicted by its components of supporting feelings, ideas, processes of learning and evaluations with academic boredom and its various components. (Published abstract with amendment)