التنبؤ بتأجيل الإشباع الأكاديمي لدى طلبة جامعة اليرموك من خلال منظور زمن المستقبل والكفاءة الذاتية الأكاديمية
This study aimed to reveal the predictive ability the future time perspective dimensions, academic self-efficacy in academic delay of gratification among Yarmouk University students. in addition to knowing the level of academic delay of gratification and academic self-efficacy, prevalence rates of future time perspective dimensions. and whether there are statistically significant differences in these variables due to gender, college, and academic level variables. To achieve the objectives of the study, a sample of (1277) male and female students from Yarmouk University was selected. They were applied to the Future Time Perspective Scale prepared by Al- rabee et al. (2019), and the Academic Self-efficacy Scale prepared by prepared by Al- rabee (2013), in addition to the Academic Satisfaction Delay Scale prepared by Hassan (2008). The results showed that the overall level of academic delay of gratification was medium. and the overall level of students’ academic self-efficacy was high. While the dimensions of academic self-efficacy ranked in descending order as follows: academic behavior in the first rank, achievement in the second rank, academic context in the third rank, cognitive skills in the four rank, organization, and time management in the fifth rank, dealing with tests in the sixth rank. the results also showed that the proportions of the future tense perspective dimensions came according to the following order: future in the first rank, negative past in the second rank, the positive past in the third rank, present fatalistic in the fourth rank, and finally, present hedonistic in the fifth place. The results showed that there was a statistically significant difference in academic delay of gratification among students due to the gender, and statistically significant difference for the academic delay of gratification among students due to the college and academic level. The results also showed that there was no statistically significant difference in the students' academic self-efficacy due to the gender variable. and statistically significant difference in the academic self-efficacy of students due to the college and academic level. The results also showed that there is a statistically significant difference of (gender, college, and academic level) in the dimensions of academic self-efficacy combined among students. Whereas the results showed that there was a statistically significant difference between the two arithmetic means of the two dimensions (present hedonistic and the present fatalistic) of the future time perspective due to gender in favor of males. And statistically significant difference between the two arithmetic means of the dimensions (present hedonistic and, negative past, positive past, and present fatalistic) of the future time perspective due to the college and statistically significant differences between the arithmetic means of the dimensions (present hedonistic, negative past, future, positive past, and present fatalistic) of the future time perspective due to the academic level. and no significant difference between the two arithmetic means for the dimensions (negative past, future, and positive past) of the future time perspective due to gender. and no statistically significant difference between the two arithmetic means of the future dimension of the future time perspective among the students attributed to the college. Finally, the results showed a predictive ability of academic self-efficacy, positive past, present hedonistic, future, negative past, and present fatalistic to delay academic satiation with a combined effect of the explained variance of (6.01%). and predictive ability of the predictors: achievement, positive past, present hedonistic, future, negative past, and present fatalistic to academic delay of gratification with a combined effect of the explained variance of (6.55%). (Author’s abstract)