أثر الكفاء الذاتية والتكيف الاكاديمي وأسلوب التعلم بالشغف الأكاديمي
The study aimed at detecting the Effect of academic Self-efficacy, Academic Adjustment and Learning Style on academic passion. The study’s sample consisted of (1044) students (396 Males,648 Female) Undergraduate students at a Yarmouk University during the summer semester 2019\ 2020. To achieve the aims of the study, four instruments were used; academic passion Scale (Vallerand et al., 2003), academic Self-efficacy Scale (Al-zaq, 2009), Academic Adjustment Scale (Liran & Miller, 2019), Learning Style Scale (Ghanem, 2018). The results showed that the most common Harmonious Passion pattern. There were statistically significant differences in Harmonious Passion patterning levels due to gender, in favor of female's students, and there were statistically significant differences in Obsessive Passion patterning levels due to specialization, in favor of the humanities, and the presence of statistically significant differences in Obsessive Passion due to the cumulative rate variable in favor of the group with a good rate compared to the group with an excellent rate. The results also showed that there were no statistically significant differences in academic self-efficacy, the two learning styles (surface, and deep) attributed to the variables of sex and specialization, and there were no statistically significant differences in academic adjustment attributed to the specialization variable. The results also showed that there are statistically significant differences in academic self-efficacy attributable to the rate variable in favor of the category with the rate excellent, very good, and good compared to the category with an acceptable rate. And the existence of statistically significant differences in the variable of academic adjustment on the two dimensions (academic performance, academic environment) due to the variable of sex in favor of females, and the presence of statistically significant differences in the variable of academic adjustment on dimensions (academic performance, social skills, academic environment) attributable to the cumulative rate variable In favor of the category with the rate of excellent, and the results showed that there were statistically significant differences in the surface learning style attributable to the variable of the cumulative rate in favor of the group with a rate of good, very good and excellent compared to the category with an acceptable rate, and the presence of statistically significant differences in the method of deep learning in favor of the category with an excellent rate compared to the category The rate is acceptable. The results of the analysis (Stepwise) revealed that the predictive model of predictors (academic self-efficacy, and deep learning style, and after the academic environment) predicted (academic passion) among Yarmouk University students was statistically significant at the level of significance (α = 0.05), explaining the amount of (52.1%) of the total explained variance of the predicted model (harmonious passion) among Yarmouk University students. The results also revealed that the predictive model of predictors (academic self-efficacy, superficial and deep learning styles, and social adjustment) predicted (academic passion) among Yarmouk University students was statistically significant at the level of significance (α = 0.05), explaining the amount (47.1%). This is based on the total explanatory variation of the predicted model (obsessive passion) among Yarmouk University students. The variables of academic performance, emotional adjustment and social adaptation did not enter into the prediction of harmonious passion, as well as the variables of academic performance and emotional adjustment did not enter into the prediction of obsessive passion (superficial learning style, emotional skills) predicted (academic passion) of Yarmouk University students was statistically significant at the level of significance (α = 0.05), explaining (1.7%) of the variance. The overall explanation of the predicted model (academic passion) among Yarmouk University students, where the predictor (superficial learning style) contributed to a relative effect, explaining the amount of (1.2%), then the predictor (emotional skills) contributed a relative effect, explaining the amount of (0.5%). This did not include the variables of academic self-efficacy, deep learning style, academic performance, social skills, and academic environment in predicting academic passion, given that the explained variance that they added is not statistically significant at the level of significance (α = 0.05). (Author’s abstract)