نموذج سببي للعلاقة بين النهوض الأكاديمي وعوامل الشخصية الخمس الكبرى ومنظور زمن المستقبل

المصادر والمراجع العربية:

أحمد، ميمي السيد (2015). العلاقة بين منظور زمن المستقبل ودافعية الإنجاز في ضوء الجنس والتخصص الدراسي لدى طلبة جامعة الملك خالد. دراسات تربوية ونفسية، مجلة كلية التربية بالزقازيق، 88 (2)، 121 - 165.

جرادات، عبد الكريم محمد أبو غزال، معاوية محمود. (2014). الفروق في العوامل الخمسة الكبرى للشخصية وفقا للجنس والحاجة إلى المعرفة. جامعة البحرين – مركز النشر العلمي، 15 (3)، 125 - 152.

الربيع، فيصل؛ ملحم، أمين والجراح وعبد الناصر، ذياب (2019). القدرة التنبؤية لأبعاد زمن المستقبل بالتعلم المنظم ذاتياً لدى طلبة جامعة اليرموك. مجلة الدراسات التربوية والنفسية، جامعة السلطان قابوس 13 (3): 441 - 457.

الزغبي، أمل عبد المحسن زكي. (2018). تأثير التعلم الإجتماعي الوجداني في تحسين النهوض الأكاديمي للمتعثرات أكاديمياً في جامعة طيبة بالمدينة. جامعة أسيوط – كلية التربية، 34 (6)، 389 - 446.

الزغول، رافع عقيل؛ الدبابي، خلدون إبراهيم وعبد الرحمن، عبد السلام هاني. (2019). نظريات الشخصية. عمان: دار المسيرة.

عبد الرحمن، محمد السيد. (1998). نظريات الشخصية. القاهرة: دار قباء للنشر والتوزيع.

العظامات، عمر عطا الله والمعلا، نظمي حسين. (2020). النهوض الأكاديمي وعلاقته بالدافعية الداخلية والخارجية لدى طلبة الصف العاشر الأساسي. المجلة العربية في العلوم الإنسانية والإجتماعية، 12 (1)، 674 - 691.

المصادر والمراجع العربية مترجمة:

Ahmed, Mimi El- Sayed (2015). The relationship between the future tense perspective and achievement motivation in light of gender and academic specialization among King Khalid University students. Educational and psychological studies (Journal of the Faculty of Education in Zagazig) , 88 (2) , 121- 165.

Jaradat, Abdul Karim Muhammad Abu Ghazal, Muawiyah Mahmoud. (2014). Differences in the Big Five factors of personality according to gender and need for knowledge. University of Bahrain- Scientific Publishing Center, 15 (3) , 125- 152.

Rabie, Faisal; Melhem, Amin, Al- Jarrah and Abdel Nasser, Diab (2019). The predictive ability of future time dimensions in self- organized learning among Yarmouk University students. Journal of Educational and Psychological Studies, Sultan Qaboos University 13 (3): 441- 457.

Zoghbi, Amal Abdel Mohsen Zaki. (2018). The impact of emotional social learning in improving the academic buoyancy of academically impaired women at Taibah University in Medina. Assiut University- Faculty of Education, 34 (6) , 389- 446.

Al- Zogoul, Rafe’ Aqil; Al- Dababi, Khaldoun Ibrahim and Abdel Rahman, Abdel Salam Hani. (2019). personality theories. Amman: Dar Al Masirah.

Abdel Rahman, Mohamed El- Sayed. (1998). personality theories. Cairo: Dar Qubaa for Publishing and Distribution.

Al- Azamat, Omar Atallah and Al- Mualla, Nazmi Hussein. (2020). Academic buoyancy and its relationship to internal and external motivation among tenth grade students. The Arab Journal in the Humanities and Social Sciences, 12 (1) , 674- 691.

المصادر والمراجع الأجنبية:

Comerford, J. , Batteson, T. , & Tormey, R. (2015). Academic buoyancy in second level schools: insights from Ireland. Procedia- Social and Behavioral Sciences, 197, 98- 103.

Diaconu- Gherasim, L. R. , & Mardari, C. R. (2022). Personality Traits and Time Perspectives: Implications for Adolescents’ Mental Health and Mental Illness. Journal of Happiness Studies, 23 (1) , 101- 124. ‏

Eastman, J. K. , Modi, P. , & Gordon- Wilson, S. (2020). The impact of future time perspective and personality on the sustainable behaviours of seniors. Journal of Consumer Policy, 43 (2) , 275- 294. ‏

Finney, S. J. , & DiStefano, C. (2006). Non- normal and categorical data in structural equation modeling. In G. R. Hancock, & R. O. Mueller (Eds.) , Structural equation modeling: A second course (pp. 269–314). Greenwich, CT: Information Age Publishing.

Fong, C. J. , & Kim, Y. W. (2021). A clash of constructs? Re- examining grit in light of academic buoyancy and future time perspective. Current Psychology, 40 (4) , 1824- 1837. ‏

Henry, H. , Zacher, H. , & Desmettem, D. (2017). Future time perspective in the work context: A systematic review of quantitative studies. Front Psychology, 8, 1- 22.

Hill, P. L. , Kivi, M. , Hansson, I. , Thorvaldsson, V. , & Allemand, M. (2021). Future time perspective and personality trait change during the retirement transition: Insights from a six- wave longitudinal study in Sweden. Psychology and Aging. ‏

John, O. P. , & Naumann, L. P. (2007). Correlations of BFI scales and self- reported act frequencies in an undergraduate sample. Unpublished data, institute of personality and social research, university of California at Berkeley. ‏

John, O. P. , Naumann, L. P. , & Soto, C. J. (2008). Paradigm shift to the integrative Big Five trait taxonomy: History, measurement, and conceptual issues. ‏

Kairys, A. , & Liniauskaite, A. (2015). Emotional processes in development and dynamics of individual time perspective. In M. Stolarski, N. Fieulaine, & W. van Beek (Eds.) , Time perspective theory; review, research and application. (pp. 99–113).

Lens, W. , Paixao, M. P. , Herrera, D. , & Grobler, A. (2012). Future time perspective as a motivational variable: Content and extension of future goals affect the quantity and quality of motivation. Japanese psychological research, 54 (3) , 321- 333. ‏

Mahbod, M. , & Khormai, F. (2019). The Prediction of Academic Buoyancy Based on Personality Traits: Mediational Effect of Self- Compassion. Journal of Psychology, 4 (88) , 448. ‏

Martin, A. J. (2003). The Student Motivation Scale: Further testing of an instrument that measures school students› motivation. Australian journal of Education, 47 (1) , 88- 106. ‏

Martin, A. & Marsh, H. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes correlates and cognate constructs. Oxford Review of Education, 35 (3) , 353- 370.

Martin, A. J. (2004). School motivation of boys and girls: Differences of degree, differences of kind, or both? Australian Journal of psychology, 56 (3) , 133- 146. ‏

Martin, A. J. , & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43 (3) , 267- 281.

Martin, A. J. (2008). Motivation and engagement in diverse performance settings: Testing their generality across school, university/ college, work, sport, music, and daily life. Journal of Research in Personality, 42 (6) , 1607- 1612. ‏

Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity. School Psychology International, 34 (5) , 488- 500.

Martin, A. J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention- deficit/ hyperactivity disorder (ADHD) , students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology

Martin, A. J. and Marsh, H. W. (2008a). Academic buoyancy: Towards an understanding of students‟ everyday academic resilience. Journal of School Psychology: Available: https:// doi. org/ 10. 1016/ j. jsp. 2007. 01. 002 The Journal of Social Sciences Research 1340

Martin, A. J. and Marsh, H. W. (2008b). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students. Journal of Psychoeducational Assessment, 26 (2): 168–84.

Martin, A. , Colmar, S. , Davey, L. , & Marsh, H. (2010). Longitudinal modelling of academic buoyancy and motivation: Do the 5Cs hold up over time? British Journal of Educational Psychology, 80 (3) , 473- 496.

Martin, A. J. , Nejad, H. , Colmar, S. , & Liem, G. A. D. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty. Journal of Psychologists and Counsellors in Schools, 22 (1) , 58- 81. ‏

McCrae, R. R. & John, O. P. (1992). An Introduction to the Five Factor Model and Its Applications. Journal of Personality, 60, 175- 215

McCrae, R. R. and Costa, P. T. (1997). Personality trait structure as a human universal. American Psychologist.

Novikova, I. A. , & Vorobyeva, A. A. (2017). Big Five Factors and academic achievement in Russian students. Psychology in Russia: State of the Art, 10 (4) , 93- 106. ‏

Putwain, D. W. , & Symes, W. (2014). The perceived value of maths and academic self- efficacy in the appraisal of fear appeals used prior to a high- stakes test as threatening or challenging. Social Psychology of Education, 17 (2) , 229- 248.

Putwain, D. W. , Connors, L. , Symes, W. , & Douglas- Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping?. Anxiety, Stress & Coping, 25 (3) , 349- 358. ‏

Putwain, D. W. , Remedios, R. , & Symes, W. (2015). Experiencing fear appeals as a challenge or a threat influences attainment value and academic self- efficacy. Learning and Instruction, 40, 21- 28.

Rohinsa, M. , Cahyadi, S. , Djunaidi, A. , & Iskandar, T. Z. (2019). The Role of Personality Traits in Predicting Senior High School Students’ Academic Buoyancy. The Journal of Social Sciences Research, 5 (9) , 1336- 1340. ‏

Santrock, J. W. (2003). Psychology: essentials. Boston: McGraw- Hill. ‏

Simons, J. , Vansteenkiste, M. , Lens, W. , & Lacante, M. (2004). Placing motivation and future time perspective theory in a temporal perspective. Educational psychology review, 16 (2) , 121- 139. ‏

Soheili, M. , Kazemi, S. , Sohrabi Shekofti, N. , & Barzegar, M. (2020). A Causal Model of Parents› Personality Traits and Academic Performance with the Mediating Role of Academic Buoyancy. Iranian Evolutionary and Educational Psychology Journal, 2 (3) , 200- 207. ‏

Tarbetsky, A. L. , Martin, A. J. , & Collie, R. J. (2017). Social and emotional learning, social and emotional competence, and students’ academic outcomes: The roles of psychological need satisfaction, adaptability, and buoyancy. In Social and emotional learning in Australia and the Asia- Pacific (pp. 17- 37). Springer, Singapore. ‏

Zimbardo, P. , & Boyd, J. (1999). Putting time in perspective: a valid, reliable individual- differences metric. Journal of Personality and Social Psychology, 77 (6) , 1271- 1288.