الإسهام النسبي لأنماط الهوية الأكاديمية ببيئة التعلم الرقمي في التنبؤ بالاتجاهات الإبستمولوجية والهناء النفسي لدى طلاب كلية الاقتصاد المنزلي
The purpose of this study was to investigate the relative contribution of academic identity patterns in the digital learning environment in predicting epistemological attitudes and psychological well-being among students of the Faculty of Home Economics, Menoufia University. A random sample of (517) students from the first and fourth levels was selected. The research tools used were: The academic identity scale in the digital learning environment, the epistemological trends scale and the psychological well-being scale (Designed and Constructed by the researchers). The results of the research showed: Dominance of the Achieved Identity pattern in the digital learning environment, followed by the Moratorium, then the Foreclosed, and finally the Diffused pattern, which was the least prevalent. Positive and high epistemological attitudes towards knowledge utilization were also found. The results also showed a high level of psychological well-being among the research sample. A statistically significant correlation was found between the academic identity patterns in the digital learning environment, epistemological attitudes, and psychological well-being. A statistically significant correlation was found between the academic identity patterns in the digital learning environment, epistemological attitudes, and psychological well-being. Statistically significant differences were also found in each of the academic identity patterns in the digital learning environment, epistemological attitudes, and psychological well-being due to the gender variable, the academic level variable, and the academic specialization variable. The results also showed that the academic identity patterns in the digital learning environment contribute to predicting both epistemological attitudes and psychological well-being. (Published abstract)