The Level of Personal and Social Adjustment and Its Relationship with Academic Achievement Motivation among Elementary School Students

Document Type : Original Article

Authors

قسم العلوم التربوية، كلية اربد الجامعية، جامعة البلقاء التطبيقية الأردن

Abstract

The aim of this study was to investigate the levels of personal and social adjustment, as well as academic achievement motivation among elementary school students, and the correlational relationship between them. Two scales were developed by the researchers, validated, and tested for reliability on a convenient random sample of 747 male and female students from elementary schools in the Irbid Second Educational Directorate. Such two scales included a Personal and Social Adjustment Scale consisting of 38 items distributed across two dimensions (personal adjustment and social adjustment), and an Academic Achievement Motivation Scale consisting of 24 items. The study results revealed that the sample had a high level of personal and social adjustment. The personal adjustment dimension ranked highest with a high level, followed by the social adjustment dimension with a moderate level. The study also revealed that the sample had a moderate level of academic achievement motivation. Furthermore, the study showed a statistically significant positive correlation between personal and social adjustment and academic achievement motivation among elementary school students. The study recommended the necessity of enhancing the role of psychological counseling units in elementary schools to provide programs for the development and improvement of social adjustment and academic achievement motivation among elementary school students.

Keywords

References

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