الإجهاد الأكاديمي وعلاقته بأنماط العزو السببي لدى طلبة مدارس المرحلة الثانوية بمدينة الدمام
The study aimed to identify the relationship between academic stress and patterns of causal attribution among students of government secondary schools in the city of Dammam, and at the level of academic stress. The descriptive approach, in both its relational and comparative types, and the two academic stress scales prepared by (Khani, Mohammadi, & Fars, 2018), translated by (Al-Shehri, 2020), and causal attribution prepared by Peterson (1993) and translated by Al-Muqaddam (2003). The study population consisted of students The secondary stage in the city of Dammam and from the different educational paths (scientific / theoretical), and the sample consisted of (400) male and female students. The secondary school was average, that the causal attribution in the study sample was directed towards the pattern of internal control, and the pattern of inclusiveness, there were no statistically significant differences between male and female students in the secondary stage in primary stress. Academic in the study sample, according to the academic track variable, there were no statistically significant differences between male and female secondary school students in the city of Dammam in academic stress according to the gender variable. Their success and failure, developing teaching and educational practices that support internal causal attribution and taking responsibility for achievement among students, and this can be achieved by providing free training programs for students, codifying psychological measures and conducting periodic surveys for students in schools to measure levels of academic stress, through electronic forms within academic assignments. (Published abstract)