المراجع:
أولًا: المراجع العربية:
أسماء، عبد المنعم عرفان (2020). الإسهام النسبي لصعوبات التنظيم الانفعالي في التنبؤ بالاحتراق الأکاديمي لدى طالبات الجامعة. مجلة البحث العلمي في التربية، کلية البنات للآداب والعلوم والتربية، جامعة عين شمس،21(7)،171-206.
أسيل، صبار محمد (2015). الصمود النفسي لدى طلبة الجامعة النازحين وغير النازحين. مجلة الآداب، کلية الآداب، جامعة بغداد، (114)، 603-626.
إيمان، مصطفى سرميني (2015). مقياس الصمود النفسي. مکتبة الأنجلو المصرية.
حمدي، محمد ياسين؛ نادية، إيميل بنا؛ وشيماء، سيد علي (2018). الأمل والتفاؤل محددان للصمود النفسي لعينة من طلبة الجامعة. مجلة البحث العلمي في التربية، کلية البنات للآداب والعلوم والتربية، جامعة عين شمس،19(6)،307-333.
رافع، الزغلول (2006). أنماط الأهداف عند طلبة جامعة مؤتة وعلاقتها باستراتيجيات الدراسة التي يستخدمونها. المجلة الأردنية في العلوم التربوية، عمادة البحث العلمي، جامعة اليرموک، 2 (3)، 115- 127.
عادل، عبادي أحمد؛ عبد الناصر عبد الحليم أمين؛ ونبيل، صالح سفيان (2019). تقنين مقياس صعوبات التنظيم الانفعالي لـ " بجوريبيرج وآخرون " على طلبة الجامعة. مجلة الأندلس للعلوم الإنسانية والاجتماعية، جامعة الأندلس للعلوم والتقنية، (21)، 176-199.
عادل، محمود المنشاوي (2016). نموذج سببي للعلاقات المتبادلة بين الشفقة بالذات وکلا من الإرهاق والصمود الأکاديمي لدى الطالب المعلم. مجلة کلية التربية، جامعة الإسکندرية، 26(5)،153-225.
عبد الرسول، عبد اللطيف عبد اللاه (2017). الاحتراق التعلمي وعلاقته بالتسويف الأکاديمي لدى طلاب کلية التربية بجامعة سوهاج في ضوء متغيري النوع الاجتماعي والتخصص الدراسي. المجلة التربوية، کلية التربية، جامعة سوهاج،49،233-281.
عبد الناصر، السيد عامر (2005). بنية نظرية توجه الهدف: استقلالية أم ارتباطية؟ المجلة المصرية للدراسات النفسية، الجمعية المصرية للدراسات النفسية،15(48)،277-310.
عبد الناصر، ذياب الجراح؛ وفيصل، خليل الربيع (2020). الشغف الأکاديمي وعلاقته بالاحتراق الأکاديمي لدى طلبة جامعة اليرموک. المجلة الأردنية في العلوم التربوية، جامعةاليرموک، 16(4)،519-539.
علي، عبد الرحمن الشهري (2020). الاحتراق الأکاديمي وعلاقته بالهناء الذاتي الأکاديمي لدى طلبة المرحلة الثانوية. المجلة العربية للعلوم التربوية والنفسية، المؤسسة العربية للتربية والعلوم والآداب، (17) ،179-204.
فاتن، فاروق عبد الفتاح؛ وشيري، مسعد حليم (2014). الصمود النفسي لدى طلبة الجامعة وعلاقته بکل من الحکمة وفاعلية الذات لديهم. مجلة کلية التربية، جامعة بور سعيد، (15)، 90-134.
کمال، إسماعيل عطية (1999). الضغوط الأکاديمية والتوجه نحو التعلم لدى طالبات کلية التربية بعبرى سلطنة عمان. مجلة کلية التربية، جامعة بنها،10(40)،12-49.
محمد، حسانين حسانين (2008). النموذج البنائي للعلاقة بين توجهات الهدف وقلق الاختبار المعرفي والضغوط النفسية والأداء الأکاديمي لدى عينة من طلاب کلية التربية ببنها. مجلة کلية التربية، جامعة طنطا،38،531-574.
محمد، سليمان الوطبان (2013). بنية توجهات أهداف الإنجاز في ضوء النموذج الرباعي والسداسي لدى طلاب جامعة القصيم وطالباتها باستخدام النمذجة البنائية. مجلة العلوم التربوية، کلية التربية، جامعة الملک سعود، 25(3)،725-752.
معاوية، محمود أبو غزال؛ فراس، أحمد الحموري؛ ومحمود، حسن العجلوني (2013). توجهات الأهداف وعلاقتها بتقدير الذات والتسويف الأکاديمي لدى طلبة جامعة اليرموک بالمملکة الأردنية الهاشمية. المجلة التربوية، جامعةالکويت،مجلسالنشرالعلمي،27(108)،111-154.
هبة، محمود محمد (2014). الصمود النفسي کمتغير معدل للعلاقة بين الاحتراق النفسي والرضا الزواجي. المجلة المصرية لعلم النفس الإکلينيکي والإرشادي، الجمعية المصرية للمعالجين النفسين (جمعن) ،2(4)،475-525.
هيام، صابر شاهين (2013). الأمل والتفاؤل مدخل لتنمية الصمود النفسي لدى عينة من المراهقين ضعاف السمع. مجلة العلوم التربوية والنفسية، مرکز النشر العلمي، جامعة البحرين،14(4)،613-653.
يوسف، محمد شلبي؛ ووسام، حمدي القصبي (2018). أنماط الکمالية الأکاديمية المميزة لطلاب الجامعة وعلاقتها بکل من الاحتراق والصمود والتحصيل الأکاديمي. مجلة کلية التربية، جامعة طنطا،70(2)،110-184.
ثانيا: المراجع العربية مترجمة للغة الانجليزية:
Asmaa, A. E. (2020). The relative contribution of emotional regulation difficulties in predicting academic burnout among university female students. Journal of Scientific Research in Education, Girls' College of Arts, Sciences and Education, Ain Shams University, 21(7), 171-206.
Aseel, S. M. (2015). Psychological resilience among displaced and non-displaced university students. Journal of Arts, College of Arts, University of Baghdad, (114), 603-626.
Iman, M. S. (2015). Psychological resilience scale. Anglo-Egyptian Library.
Hamdi, M. Y.; Nadia, E. B.; & Shaima, S. A. (2018). Hope and optimism determine the psychological resilience of a sample of university students. Journal of Scientific Research in Education, Girls' College of Arts, Sciences and Education, Ain Shams University, 19(6), 307-333.
Rafea, Z. (2006). Patterns of goals among MutahUniversity students and their relationship to the study strategies they use. The Jordanian Journal of Educational Sciences, Deanship of Scientific Research, Yarmouk University, 2 (3), 115-127.
Adel, E. A.; Abdel Nasser, A. A.; & Nabil, S. S. (2019). Standardization of the emotional regulation difficulties scale of "Bjoerberg and others" on university students. Andalus Journal for Human and Social Sciences, Andalus University for Science and Technology, (21), 176-199.
Adel, M. E. (2016). A causal model of the interrelationships between self-compassion and both burnout and academic resilience in the student teacher. Journal of the Faculty of Education, Alexandria University, 26(5), 153-225.
Abdel Rasoul, A. A. (2017). Educational burnout and its relationship to academic procrastination among students of the Faculty of Education at SohagUniversity in the light of the variables of gender and academic specialization. Educational Journal, Faculty of Education, Sohag University, 49,233-281.
Abdel Nasser, E. A. (2005). The structure of goal orientation theory: Autonomy or association? The Egyptian Journal of Psychological Studies, The Egyptian Society for Psychological Studies, 15 (48), 277-310.
Abdel Nasser, D. A.; Faisal, K. A. (2020). Academic passion and its relationship to academic burnout among YarmoukUniversity students. The Jordanian Journal of Educational Sciences, Yarmouk University, 16(4), 519-539.
Ali, A. A. (2020). Academic burnout and its relationship to academic self-satisfaction among secondary school students. The Arab Journal of Educational and Psychological Sciences, The Arab Foundation for Education, Science and Arts, (17), 179-204.
Faten, F. A.; & Sherry, M. H. (2014). Psychological resilience among university students and its relationship to wisdom and self-efficacy. Journal of the College of Education, Port Said University, (15), 90-134.
Kamal, I. A. (1999). Academic pressures and orientation towards learning among female students of the College of Education in Ibri, Sultanate of Oman. Journal of the Faculty of Education, Benha University, 10(40), 12-49.
Mohammad, H. H. (2008). The structural model of the relationship between goal orientations, cognitive test anxiety, psychological stress, and academic performance among a sample of Benha College of Education students. Journal of the Faculty of Education, Tanta University, 38,531-574.
Mohammed, S. A. (2013). The structure of achievement goals orientations in the light of the quadrilateral and hexagonal model among the students of QassimUniversity using structural modeling. Journal of Educational Sciences, College of Education, King Saud University, 25(3), 725-752.
Muawiyah, M. A.; Firas, A. H.; & Mahmoud, H. A. (2013). Goal orientations and their relationship to self-esteem and academic procrastination among YarmoukUniversity students in the Hashemite Kingdom of Jordan. Educational Journal, Kuwait University, Scientific Publication Council, 27 (108), 111-154.
Heba, M. M. (2014). Psychological resilience as a modifier variable for the relationship between psychological burnout and marital satisfaction. The Egyptian Journal of Clinical and Counseling Psychology, The Egyptian Society of Psychotherapists (Jamaan), 2(4), 475-525.
Hiam, S. S. (2013). Hope and optimism are an approach to developing psychological resilience among a sample of hearing-impaired adolescents. Journal of Educational and Psychological Sciences, Scientific Publishing Center, University of Bahrain, 14(4), 613-653.
Youssef, M. S.; & Wessam, H. A. (2018). Patterns of academic perfectionism characteristic of university students and their relationship to combustion, resilience and academic achievement. Journal of the Faculty of Education, Tanta University, 70(2), 110-184.
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