Self-Regulation skills & Psychological resilience and their relationship with the Quality of Academic Life of Faculty of Education Alexandria University Students

Document Type : Original Article

Authors

1 Assistant Professor of Educational Psychology - Faculty of Education - University of Alexandria

2 Lecturer in Mental Health - Faculty of Education - University of Alexandria

Abstract

The current research aimed to identify the relationship between the quality of academic life, academic self-regulation skills, and psychological resilience, the differences in these variables according to gender, specialty, and study year, and determining contribution of academic self-regulation skills, and psychological resilience for predicting quality of academic life of (467) students, art &scientific specialties, first and fourth year of Faculty of Education Alexandria University. The Researchers used academic self-regulation, psychological resilience and quality of academic life scales. The results of the research are as follows:
-There is significant positive correlation between quality of academic life, academic self-regulation skills, and psychological resilience. There are no significant differences between males and females in academic self-regulation skills and psychological resilience, but there are significant differences toward males in quality of academic life. Also there are no significant differences according to specialty in some academic self-regulated skills (goal setting, self-evaluation, environmental structuring, and learning responsibility), psychological resilience, and quality of academic life, but there are significant differences toward scientific specialty in total score of academic self-regulation scale and other skills. Also there are no significant differences according to study year in some academic self-regulation skills (goal setting, learning responsibility), psychological resilience, and quality of academic life, but there are significant differences toward first year students in total score of academic self-regulation scale and other skills. There are significant differences in quality of academic life-differ by academic self-regulation skills- toward students with memory strategy skill, students with learning responsibility skill, and students with self-evaluation skill, compared to students with organizing skill. Also there are significant differences in quality of academic life scale according level of psychological resilience (high-middle-low). Psychological resilience, learning responsibility, and memory strategy skills contributed in predicting scores on quality of academic life scale of Faculty of Education Alexandria University Students.
 
 
 
 

Keywords

References

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Faculty of Education Journal Alexandria University
Volume 26, Issue 6
PART 2
November 2016
Pages 153-234

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