الإسهام النسبي لمصادر الدعم الإنفعالي في التنبؤ بالدافعية الأكاديمية (الداخلية والخارجية) لدى الطالبات الجامعيات
The purpose of the study is to reveal the relative contribution of emotional support sources in predicting the academic motivation (both intrinsic and extrinsic) among female students at Princess Alia University College in Jordan. Furthermore. In addition, it aims to identify the differences, if any, in the academic motivation considering academic achievement. To accomplish these objectives, the researchers utilized the Academic Motivation Scale developed by Lepper, et al. (2005) and the Emotional Support Sources Scale developed by Uchida, et al. (2008) after confirming their psychometric properties. A stratified random sample was used in this study, which included 296 female students from Princess Alia University College, for the academic year 2021/2022. The results showed that there are differences in intrinsic motivation of students in favor of higher academic achievement, and there are also differences in extrinsic motivation in favor of lower academic achievement. The multiple regression analysis demonstrated that emotional support from teachers and parents accounted for 0.269 of the variance in intrinsic academic motivation. Moreover, emotional support from social media, teachers, and parents explained 27.3 of the variance in extrinsic academic motivation. (Published abstract)