الشعور بالملل الأكاديمي ونسبة انتشاره، ومبرراته، وعلاقته بمستوى التحصيل والمشاركة الأكاديمية وسلوكيات المعلم الداعمة لاستقلالية طلاب المرحلة الثانوية
The objective of the current research is to identify the academic boredom, its prevalence, its justification and its relation to the level of achievement, academic engagement, and the teacher's behaviors that support the autonomy of the first grade of secondary school. The final sample consisted of (484) males and females. The results showed the following: 1) The prevalence of academic boredom among first-year secondary students reached (61.5%), higher than the global average of (35% to 58%). 2) There were statistically significant differences at the level of (0.01), in the ratio of academic boredom to male / female, in favor of males and the level of achievement (high / low) in favor of low achievers. 3) Cognitive factors represent the most important reasons contributing to the sense of high achievement academic boredom, while the motivational factors are the most important reasons in the sense of low achievement academic boredom. 4) There are statistically significant differences at the level of (0.05) and (0.01) in the degree of justification associated with students' feeling of academic boredom due to the level of achievement (low / high) and the gender (male / female) and the interaction between the level of achievement and gender. 5) There is a negative correlative relationship at level of (0.01) between students 'grades in academic boredom with its sub constituents and academic engagement and teacher behaviors in support of students' autonomy. (6) Academic participation can be predicted by behavioral, affective, and cognitive factors of academic boredom and its various components. 7) The results show the ability of behavioral factors to predict behavioral engagement. Teachers 'behavior in support of students' autonomy can be predicted by its components of supporting feelings, ideas, processes of learning and evaluations with academic boredom and its various components.The objective of the current research is to identify the academic boredom, its prevalence, its justification and its relation to the level of achievement, academic engagement, and the teacher's behaviors that support the autonomy of the first grade of secondary school. The final sample consisted of (484) males and females. The results showed the following: 1) The prevalence of academic boredom among first-year secondary students reached (61.5%), higher than the global average of (35% to 58%). 2) There were statistically significant differences at the level of (0.01), in the ratio of academic boredom to male / female, in favor of males and the level of achievement (high / low) in favor of low achievers. 3) Cognitive factors represent the most important reasons contributing to the sense of high achievement academic boredom, while the motivational factors are the most important reasons in the sense of low achievement academic boredom. 4) There are statistically significant differences at the level of (0.05) and (0.01) in the degree of justification associated with students' feeling of academic boredom due to the level of achievement (low / high) and the gender (male / female) and the interaction between the level of achievement and gender. 5) There is a negative correlative relationship at level of (0.01) between students 'grades in academic boredom with its sub constituents and academic engagement and teacher behaviors in support of students' autonomy. 6) Academic participation can be predicted by behavioral, affective, and cognitive factors of academic boredom and its various components. 7) The results show the ability of behavioral factors to predict behavioral engagement. Teachers 'behavior in support of students' autonomy can be predicted by its components of supporting feelings, ideas, processes of learning and evaluations with academic boredom and its various components. (Published abstract with amendment)