النموذج البنائي للعلاقات السببية بين الكمالية التكيفية واللاتكيفية والقلق الأكاديمي والاندماج الأكاديمي لدى طلبة الجامعة
This study aimed to verify the structural model of the causal relationships between Adaptive Perfectionism, Maladaptive Perfectionism, Academic Anxiety and Academic Engagement among university students. The final sample consisted of (360) male and female students from the 3rd and 4th years of the Faculty of Arts; Helwan University. The researcher applied The Revised Almost Perfect Scale prepared by (Slaney et al., 1996) translated by Muhammad Ibrahim Muhammad (2014); Academic Anxiety Scale prepared by (Cassady et al., 2019), translated and validated by the researcher; and Academic Engagement Scale for University Students (SAES) prepared by (Freda et al., 2021), translated and validated by the researcher. By Using Amos 26, the results indicated that there is a causal model that explains the direct and indirect relationships between adaptive and maladaptive perfectionism, academic anxiety, and academic engagement among university students. In addition, the results showed that there are significant direct and indirect effects of adaptive perfectionism in academic engagement, significant direct effects of both adaptive and maladaptive perfectionism in academic anxiety, and significant direct effects of academic anxiety in academic engagement. Finally, academic anxiety mediated the relationship between adaptive perfectionism and academic engagement. (Published abstract)