التحليل العنقودي للإخفاق المعرفي، جودة العلاقة بين الطالب والمعلم، معنى الحياة، واللامبالاة الأكاديمية لدى طلاب المرحلة الثانوية : دراسة تنبؤية
The study aimed to examine students’ clusters according to cognitive failure, student-teacher relationship quality, meaning in life, and academic apathy. Also, investigate the relationship between students’ cluster membership and several variables (gender, academic achievement level, grade level, and school type). The study included 637 high school students. The cognitive failure scale by Amira Hamid (2022), the student-teacher relationship quality scale (translated by the researcher) based on Burrell-Craft, Eugene, & Nmah (2022), the meaning in life scale by Steger, Frazier, Oishi, Kaler (2006) (translated by the researcher), and the academic apathy scale developed by the researcher were used .The results revealed two clusters: the first cluster consisted of students with high academic interest characterized by higher levels of meaning in life, low academic apathy, and cognitive failure. This cluster included 323 students, representing approximately 51% of the total student sample. The second cluster, referred to as students with low academic interest, showed higher levels of academic apathy and cognitive failure, lower levels of meaning in life. This cluster included 314 students, representing approximately 49% of the total student sample. Results also revealed that students with high academic achievement and females were more likely to belong to the cluster with high academic interest, while students with low academic achievement and males were more likely to belong to the cluster with low academic interest. There was no significant relationship with grade level or school type. Furthermore, meaning in life, cognitive failure, and teacher-student relationship quality were stronger predictors of academic apathy. (Published abstract)