الفروق في الاندماج الأکاديمي والمرونة المعرفية ودافعية الإنجاز بين مرتفعي ومنخفضي التحصيل الدراسي من طلاب كلية التربية بجامعة حلوان
The study aimed to identify the differences in academic engagement, cognitive flexibility, and achievement motivation among high and low academic achievement. It also aimed to reveal the differences in academic engagement, cognitive flexibility, achievement motivation which are attributed to gender (males - females). The sample of the study consisted of (254) male and female students in the second year of Faculty of Ecucation at Helwan university. In order to achieve the objectives of the study, the scale of academic engagement was used prepared by Handelsman, Briggs, Sullivan, Towler (2005) translated by (Mai Khalifa, 2019), cognitive flexibility scale developed by (Dennis & Vender (2010), translated by (Aalaa El Deen Ayoub, 2011) and achievement motivation scale prepared by the researcher. It depends also on the grades of the students for the academic year 2021-2022. A descriptive approach was adopted. Through statical processing of SPSS. The following results were found: There were statistically significant differences in academic engagement, cognitive flexibility, achievement motivation for the highly academic achievement. The results also revealed that there was no statistically significant differences in academic engagement, cognitive flexibility, achievement motivation which are attributed to the gender (males - females ). (Published abstract)