أثر التفاعل بين الفعالية الذاتية للذاكرة وصعوبات التنظيم الانفعالي على طرق المواجهة الأكاديمية والملل الأكاديمي لدى طلاب كلية التربية
The present study aimed at detecting the effect of memory self-efficacy level and emotion regulation difficulties level and the interaction between them on academic coping ways and academic boredom. It uncovers the role of memory self-efficacy, emotion regulation difficulties and academic coping ways in predicting academic boredom. The study sample included (338) student in the fourth year of the Faculty of Education. The memory self-efficacy, emotion regulation difficulties, academic boredom and academic coping ways questionnaires were applied on the current sample. Using t-test, two-way analysis of variance and multiple regression, the study reached: 1) There are no significant differences in the academic coping ways and academic boredom due to the influence of specialization. 2) There is a high level of academic boredom among students of the Faculty of Education. 3) There is a statistically significant effect for the memory self-efficacy level and the emotion regulation difficulties level in some academic coping ways and all areas of academic boredom, while there is no statistically significant effect of the interaction between them in the academic coping ways and areas of academic boredom. 4) Academic boredom can be predicted through non adaptive academic coping ways, memory self-efficacy and emotion regulation difficulties. (Published abstract)