الصمود الأكاديمي والتدفق النفسي لدى طلاب الجامعة: دراسة أثر تفاعل النوع والإقامة

المؤلفون

  • وليد السيد خليفة أستاذ علم النفس التعليمي والإحصاء التربوي، كلية التربية، جامعة الأزهر (مصر) https://orcid.org/0009-0002-5680-6436
  • صبري إبراهيم الجيزاوي أستاذ المناهج وطرق التدريس، كلية التربية، جامعة الأزهر (مصر) https://orcid.org/0009-0004-7844-8793
  • أشرف رجب إبراهيم مدرس علم النفس التعليمي والإحصاء التربوي، كلية التربية، جامعة الأزهر (مصر) https://orcid.org/0009-0004-6251-4864
  • محمد علي نعمة الله مدرس مساعد علم النفس التعليمي والإحصاء التربوي، كلية التربية، جامعة الأزهر (مصر) https://orcid.org/0009-0001-0908-4648

DOI:

https://doi.org/10.59994/pau.2025.1.1

الكلمات المفتاحية:

الصمود الأكاديمي، التدفق النفسي، النوع، الإقامة، طلاب الجامعة

الملخص

هدفت الدراسة إلى الكشف عن العلاقة بين الصمود الأكاديمي والتدفق النفسي لدى طلاب الجامعة، وفحص القدرة التنبؤية للصمود الأكاديمي بالتدفق النفسي، وتحليل أثر تفاعل النوع والإقامة على كلا المتغيرين، وتكونت عينة البحث من (879) طالباً وطالبة (24.1% إناث) من جامعة الأزهر، تم بناء مقياس الصمود الأكاديمي وتعريب مقياس التدفق النفسي، وأظهرت النتائج وجود علاقة ارتباطية دالة إحصائيا (r = 0.424)، بين الصمود الأكاديمي والتدفق النفسي، كما أظهرت النتائج إمكانية التنبؤ بالتدفق النفسي من خلال الأبعاد الفرعية للصمود الأكاديمي والدرجة الكلية عدا بعد التنظيم الانفعالي الأكاديمي، وأظهرت النتائج تفوق الإناث في التنظيم الانفعالي الأكاديمي، بينما تفوق الذكور في جميع أبعاد التدفق النفسي. كما أظهرت النتائج وجود أثر تفاعل دال إحصائياً للنوع والإقامة على بُعد المكافأة الداخلية في التدفق النفسي. تؤكد النتائج أهمية تنمية الصمود الأكاديمي لتحسين خبرات التدفق النفسي، مع مراعاة الفروق المرتبطة بالنوع والإقامة عند تصميم التدخلات التربوية. تُقدّم الدراسة رؤى جديدة حول التأثيرات التفاعلية للنوع والإقامة على الصمود الأكاديمي والتدفق النفسي، مما يسهم في تطوير تدخلات تربوية مخصصة تراعي الفروق الديموغرافية.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

المراجع

Aboodi, A. (2018). Psychological flow and its relationship with some variables among university learners. Alustath Journal for Human and Social Sciences, 225(3), 123-148. https://doi.org/10.36473/ujhss.v225i3.205.

Abukari, Z., & Laser, J. A. (2013). Gender differences in academic outcomes among Ghanaian youth: The role of protective and risk factors. Journal of Community Psychology, 41(1), 117-138.‏

https://doi.org/10.1002/JCOP.21518

Adil, A., Ameer, S., & Ghayas, S. (2019). Impact of academic psychological capital on academic achievement among university undergraduates: Roles of flow and self‐handicapping behavior. PsyCh Journal, 9(1), 56-66.‏ https://doi.org/10.1002/pchj.318

Adil, A., Ameer, S., & Ghayas, S. (2020). Mediating role of flow and study engagement between academic psychological capital and perceived academic stress among university students. Pakistan Journal of Social and Clinical Psychology, 17(2), 12-18.‏

Allen, C., Angeler, D., Chaffin, B., Twidwell, D., & Garmestani, A. (2019). Resilience reconciled. Nature Sustainability, 2, 898-900. https://doi.org/10.1038/s41893-019-0401-4.

Almulla, M. O. (2024). Academic resilience and its relationships with academic achievement among students of King Faisal University in Saudi Arabia. Revista de Gestão Social e Ambiental, 18(9), e07391-e07391.‏ https://orcid.org/0009-0009-1952-3083

Amoadu, M., Agormedah, E. K., Obeng, P., Srem-Sai, M., Hagan Jr, J. E., & Schack, T. (2024). Gender Differences in Academic Resilience and Well-Being among Senior High School Students in Ghana: A Cross-Sectional Analysis. Children, 11(5), 512.‏

https://doi.org/10.3390/children11050512

Ayala, J. C., & Manzano, G. (2018). Academic performance of first-year university students: the influence of resilience and engagement. Higher Education Research & Development, 37(7), 1321-1335.‏ https://doi.org/10.1080/07294360.2018.1502258

Bala, P. (2019). Gender differences in academic resilience among international students. Think India Journal, 22(16), 1211-1224.‏

Beard, K. (2014). Theoretically Speaking: An Interview with Mihaly Csikszentmihalyi on Flow Theory Development and Its Usefulness in Addressing Contemporary Challenges in Education. Educational Psychology Review, 27, 353-364. https://doi.org/10.1007/S10648-014-9291-1.

Beri, N., & Kumar, D. (2018). Predictors of Academic Resilience among Students: A Meta Analysis. Journal on Educational Psychology, 11(4), 37-44.‏

https://doi.org/10.26634/jpsy.11.4.14220

Brewer, M. L., Van Kessel, G., Sanderson, B., Naumann, F., Lane, M., Reubenson, A., & Carter, A. (2019). Resilience in higher education students: A scoping review. Higher Education Research & Development, 38(6), 1105-1120.‏

https://doi.org/10.1080/07294360.2019.1626810

Bukhari, S. A., Khan, M. S., & Bukhary, S. Z. (2023). A Predictive Relationship between Academic Resilience and Stress of University Students. FWU Journal of Social Sciences, 17(4), 149-161.‏ https://doi.org/10.51709/19951272/winter2023/11

Burke, C. M., Montross, L. P., & Dianova, V. G. (2024). Beyond the Classroom: An Analysis of Internal and External Factors Related to Students’ Love of Learning and Educational Outcomes. Data, 9(6), 81.‏ https://doi.org/10.3390/data9060081

Carmona–Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2019). How psychological capital mediates between study–related positive emotions and academic performance. Journal of Happiness Studies, 20, 605-617.‏ https://doi.org/10.1007/S10902-018-9963-5

Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional construct measure. Frontiers in psychology, 7, 1787.‏ https://doi.org/10.3389/fpsyg.2016.01787

Cha, W. (2014). The Influence of College Students' Flow Experience on Their Psychological Well-being. Journal of Fuqing Branch of Fujian Normal University, (Z1), 61-68.

Chauhan, A. R. (2019). A Study of Psychological Well-Being on Gender, Area of Residence and Faculty among College Going Students. Think India Journal, 22(13), 866-875.‏

Dar, S. A. (2019). Dimensional Analysis of the Academic Resilience Construct with Respect to Gender in Secondary School Students. Rajib Chakraborty Int. J. Educ, 11, 140-154.‏

Durso, S. de O., Afonso, L. E., & Beltman, S. (2021). Resilience in higher education: A conceptual model and its empirical analysis. Education Policy Analysis Archives, 29, 156.

https://doi.org/10.14507/epaa.29.6054

Faturrohmah, A., & Sagita, D. D. (2023). Academic Resilience of High School Students Based on Gender Types at Limited Face to Face Learning Time. ENLIGHTEN: Jurnal Bimbingan Konseling Islam, 6(2), 100-110.‏ https://doi.org/10.32505/enlighten.v6i2.4862

Fitzpatrick, M. R., & Stalikas, A. (2008). Positive emotions as generators of therapeutic change. Journal of psychotherapy integration, 18(2), 137-154.

https://doi.org/10.1037/1053-0479.18.2.137

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American psychologist, 56(3), 218-226.

https://doi.org/10.1037/0003-066X.56.3.218

Fredrickson, B. L. (2004). The broaden–and–build theory of positive emotions. Philosophical transactions of the royal society of London. Series B: Biological Sciences, 359(1449), 1367-1377.‏ https://doi.org/10.1098/RSTB.2004.1512

García-Izquierdo, M., Ríos-Risquez, M. I., Carrillo-García, C., & Sabuco-Tebar, E. D. L. Á. (2018). The moderating role of resilience in the relationship between academic burnout and the perception of psychological health in nursing students. Educational Psychology, 38(8), 1068-1079.‏ https://doi.org/10.1080/01443410.2015.1044944

García-Martínez, I., Augusto-Landa, J. M., Quijano-López, R., & León, S. P. (2022). Self-concept as a mediator of the relation between university students’ resilience and academic achievement. Frontiers in Psychology, 12, 747168.‏

https://doi.org/10.3389/fpsyg.2021.747168

García-Ramírez, K. N., Sandoval-Palomares, J., & Mendozacontreras, P. D. (2023). Academic resilience in higher education. Journal of University Policies, 7(17), 1-6.

https://doi.org/10.35429/JUP.2023.17.7.1.6

Ghazi, A., Abdullah, P., & Idris, S. (2024). Psychological flow and its relationship to quality of life among students of the Faculty of Fine Arts. Educational Research and Innovation Journal, 4(14), 243-279. https://doi.org/10.21608/erji.2024.362575

Hobbs, C., Armitage, J., Hood, B., & Jelbert, S. (2022). A systematic review of the effect of university positive psychology courses on student psychological wellbeing. Frontiers in Psychology, 13, 1023140.‏ https://doi.org/10.3389/fpsyg.2022.1023140

Li, T., Dong, Y., & Liu, Z. (2020). A review of social-ecological system resilience: Mechanism, assessment and management. Science of the Total Environment, 723, 138113.‏

https://doi.org/10.1016/j.scitotenv.2020.138113

Liu, Y., & Huang, X. (2021). Effects of Basic Psychological Needs on Resilience: A Human Agency Model. Frontiers in Psychology, 12, 700035. https://doi.org/10.3389/fpsyg.2021.700035.

Loh, J. M., Robinson, K., & Muller-Townsend, K. (2021). Exploring the motivators and blockers in second year undergraduate students: an ecological system approach. The Australian Educational Researcher, 48, 85-106.‏ https://doi.org/10.1007/s13384-020-00385-w

López-Aguilar, D., Álvarez-Pérez, P. R., González-Ramos, J. A., & Garcés-Delgado, Y. (2023). Development of resilient behaviours in the fight against university academic dropout. Educación XX1, 26(2), 91-116.‏ https://doi.org/10.5944/educxx1.35891

Mao, Y., Luo, X., Wang, S., Mao, Z., Xie, M., & Bonaiuto, M. (2024). Flow experience fosters university students' well‐being through psychological resilience: A longitudinal design with cross‐lagged analysis. British Journal of Educational Psychology, 94(2), 518-538.‏ https://doi.org/10.1111/bjep.12661

Mao, Y., Yang, R., Bonaiuto, M., Ma, J., & Harmat, L. (2020). Can flow alleviate anxiety? The roles of academic self-efficacy and self-esteem in building psychological sustainability and resilience. Sustainability, 12(7), 2987.‏ https://doi.org/10.3390/su12072987

Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of school psychology, 46(1), 53-83.‏ https://doi.org/10.1016/j.jsp.2007.01.002

Mateo, N. J., & Salanga, M. (2018). Life satisfaction predicts positive workplace outcomes among Filipino guidance counselors. Philippine Journal of Psychology, 51(1), 81-99.‏

https://doi.org/10.31710/PJP/0051.01.05

Mayar, K., Carmichael, D. G., & Shen, X. (2022). Resilience and systems—a review. Sustainability, 14(14), 8327.‏ https://doi.org/10.3390/su14148327

Meerow, S., & Newell, J. (2015). Resilience and Complexity: A Bibliometric Review and Prospects for Industrial Ecology. Journal of Industrial Ecology, 19(2), 236-251.

https://doi.org/10.1111/jiec.12252.

Mishra, S., & Jha, M. (2015). Role of gender and residence on mental health. IOSR Journal of Humanities and Social Science, 20(3), 51-55.‏ https://doi.org/10.9790/0837-20355155

Mulati, Y., & Purwandari, E. (2022). The Role of Resilience in Coping with Academic Stress (A Meta-analysis Study). KnE Social Sciences, 169-181.‏ https://doi.org/10.18502/kss.v7i18.12387

Nemt-allah, M. A. (2022). The Relative Contribution of Mindfulness and Psychological Well-being in Predicting Academic Resilience among University Students (Doctoral dissertation, Kafr Elsheikh University).‏

Newell, J. (2019). An Ecological Systems Framework for Professional Resilience in Social Work Practice. Social work, 65(1), 65-73. https://doi.org/10.1093/sw/swz044

Norsworthy, C., Dimmock, J. A., Miller, D. J., Krause, A., & Jackson, B. (2023). Psychological Flow Scale (PFS): Development and Preliminary Validation of a New Flow Instrument that Measures the Core Experience of Flow to Reflect Recent Conceptual Advancements. International Journal of Applied Positive Psychology, 8(2), 309–337.

https://doi.org/10.1007/s41042-023-00092-8

Pitzer, J., & Skinner, E. (2017). Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity. International Journal of Behavioral Development, 41(1), 15-29.‏

https://doi.org/10.1177/0165025416642051

Popa-Velea, O., Pîrvan, I., & Diaconescu, L. V. (2021). The impact of self-efficacy, optimism, resilience and perceived stress on academic performance and its subjective evaluation: A cross-sectional study. International journal of environmental research and public health, 18(17), 8911.‏

Pronenko, E., Stepanyuk, E., Zaporozhets, D., & Starygina, V. (2023). Achieving a state of flow in educational activities by university students as a development factor of sustainable behaviour. In E3S Web of Conferences (Vol. 460, p. 05030). EDP Sciences.‏ https://doi.org/10.1051/e3sconf/202346005030

Reyes, E. J., Blannin, J., Cohrssen, C., & Mahat, M. (2022). Resilience of higher education academics in the time of 21st century pandemics: a narrative review. Journal of Higher Education Policy and Management, 44(1), 39-56.‏ https://doi.org/10.1080/1360080X.2021.1989736

Ríos-Risquez, M. I., García-Izquierdo, M., Sabuco-Tebar, E. D. L. A., Carrillo-Garcia, C., & Martinez-Roche, M. E. (2016). An exploratory study of the relationship between resilience, academic burnout and psychological health in nursing students. Contemporary nurse, 52(4), 430-439.‏ https://doi.org/10.1080/10376178.2016.1213648

Ríos‐Risquez, M. I., García‐Izquierdo, M., Sabuco‐Tebar, E. D. L. Á., Carrillo‐Garcia, C., & Solano‐Ruiz, C. (2018). Connections between academic burnout, resilience, and psychological well‐being in nursing students: A longitudinal study. Journal of advanced nursing, 74(12), 2777-2784.‏ https://doi.org/10.1111/jan.13794

Roth, L. H. O., Bencker, C., Lorenz, J., & Laireiter, A. R. (2024). Testing the validity of the broaden-and build theory of positive emotions: a network analytic approach. Frontiers in Psychology, 15, 1405272.‏ https://doi.org/10.3389/fpsyg.2024.1405272

Rudd, G., Meissel, K., & Meyer, F. (2021). Measuring academic resilience in quantitative research: A systematic review of the literature. Educational Research Review, 34, 100402.‏ https://doi.org/10.1016/j.edurev.2021.100402

Šimleša, M., Guegan, J., Blanchard, E., Tarpin-Bernard, F., & Buisine, S. (2018). The flow engine framework: A cognitive model of optimal human experience. Europe's journal of psychology, 14(1), 232-253. https://doi.org/10.5964/ejop.v14i1.1370

Stokols, D., Lejano, R. P., & Hipp, J. (2013). Enhancing the resilience of human–environment systems: A social ecological perspective. Ecology and Society, 18(1), 7.

https://doi.org/10.5751/ES-05301-180107

Wang, F., King, R. B., Fu, L., Chai, C. S., & Leung, S. O. (2024). Overcoming adversity: Exploring the key predictors of academic resilience in science. International Journal of Science Education, 46(4), 313-337.‏ https://doi.org/10.1080/09500693.2023.2231117

Won, J., & Seong, G. (2023). Effects of Metacognition, Learning Flow, and Resilience on University Students’ Psychological Well-being. Korean Association for Learner-Centered Curriculum and Instruction, 7, 675-691. https://doi.org/10.22251/jlcci.2023.23.13.675.

Yang, S., & Wang, W. (2022). The role of academic resilience, motivational intensity and their relationship in EFL learners' academic achievement. Frontiers in Psychology, 12, 823537.‏ https://doi.org/10.3389/fpsyg.2021.823537

Ye, W., Strietholt, R., & Blömeke, S. (2021). Academic resilience: Underlying norms and validity of definitions. Educational Assessment, Evaluation and Accountability, 33, 169-202.‏ https://doi.org/10.1007/s11092-020-09351-7

Yu, J., & Chae, S. (2020). The mediating effect of resilience on the relationship between the academic burnout and psychological well-being of medical students. Korean journal of medical education, 32(1), 13-21. https://doi.org/10.3946/kjme.2020.149

Zell, E., Krizan, Z., & Teeter, S. R. (2015). Evaluating gender similarities and differences using metasynthesis. American Psychologist, 70(1), 10–20. https://doi.org/10.1037/a0038208

Zhai, X., Zhu, C. J., & Zhang, M. M. (2023). Mapping promoting factors and mechanisms of resilience for performance improvement: The role of strategic human resource management systems and psychological empowerment. Applied Psychology, 72(3), 915-936.‏

https://doi.org/10.1111/apps.12411

Zhang, M., Zhang, J., Zhang, F., Zhang, L., & Feng, D. (2018). Prevalence of psychological distress and the effects of resilience and perceived social support among Chinese college students: Does gender make a difference? Psychiatry research, 267, 409-413.‏

https://doi.org/10.1016/j.psychres.2018.06.038

التنزيلات

منشور

2025-04-01

كيفية الاقتباس

خليفة و. ا., الجيزاوي ص. إ., إبراهيم أ. ر., & نعمة الله م. ع. (2025). الصمود الأكاديمي والتدفق النفسي لدى طلاب الجامعة: دراسة أثر تفاعل النوع والإقامة. مجلة جامعة فلسطين الأهلية للبحوث والدراسات, 4(1), 1–18. https://doi.org/10.59994/pau.2025.1.1

إصدار

القسم

المقالات