The relative contribution of subjective vitality, sense of coherence and future orientation in academic buoyancy among a sample of Al-Azhar secondary stage students

Document Type : Original Article

Author

Mental health Department, Faculty of Education for Girls, Al-Azhar University in Cairo.

Abstract

The research aimed to identify the relative contribution of subjective vitality, a sense of coherence, and future orientation in academic buoyancy of a sample of Al-Azhar secondary stage students. Participants in The exploratory research included (180) male and female students with an average age of (16.76) and a standard deviation of (2.3). The basic research participants were (272) male and female students, with an average age of (16.82) years and a standard deviation of (2.1). Academic buoyancy, subjective vitality, and future orientation scales (prepared by researcher), sense of coherence for (Antonovisky,1996) were applied. She used the descriptive approach. The results showed that there is a positive statistically significant correlation at the level of (0.01) between students’ scores in academic buoyancy in its sub-dimensions and each of subjective-vitality, sense of coherence, and future orientation in their sub dimensions. The results showed that the total score of subjective-vitality can predict academic buoyancy, as it explains (51.1%) ) of the total variance of academic buoyancy  , and that the dimensions of mental, physical, and social vitality can  explain (40.2%) of the total variance. Also, the total degree of sense of coherence can predict academic buoyancy  and explain (35.3%), and the two dimensions (feelings of Understanding and clarity, feelings of docility and flexibility) explain (33.3%) of the total variance. Future Orientation can contribute to academic  buoyancy, as the total score explains (44.4%) of the total variance. The dimensions (challenge and persistence, ability to Planning for the future) explain (39%) of the total variance in academic buoyancy. It also showed that the differences in the gender are not statistically significant in the research variables, and that there are statistically significant differences between the average scores of scientific and literary students in the total score for academic buoyancy and sense of cohesion at a significance level (0.01) in favor of scientific students, and that the differences between scientific and literary students are not statistically significant of the variables of subjective vitality and orientation towards the future. There are no statistically significant differences in subjective vitality, sense of coherence, and future orientation between the average scores of students in the first and second year, and the first and third year. There are statistically significant differences at the level of (0.01) in academic buoyancy between the average scores of students in the first and second year in favor of Students in the second year. There are statistically significant differences in academic buoyancy, subjective vitality, sense of coherence, and future orientation between the average scores of students in the second and third year in favor of students in the second year.

Keywords


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