الشغف المعرفي والسعادة النفسية وعلاقتهما بالتحكم الأكاديمي المتصور لدى تدريسي الجامعة

الموضوعات

علم نفس

روابط وملفات

التعريف والنوع

رقم الوثيقة

0596bf81-6667-4d41-9bd6-5bce569e35db

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل دكتوراة

نوع الملف

pdf text

أسماء الملفات

994310_1.pdf

بيانات النشر

ترجمة العنوان

Cognitive Passion and Psychological Happiness and Their Relationship to the Perceived Academic Control of University Teachers

ألقاب المؤلفين

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اللغة

Arabic

المصدر والدورية

اسم المصدر

الشغف المعرفي والسعادة النفسية وعلاقتهما بالتحكم الأكاديمي المتصور لدى تدريسي الجامعة

المحتوى والصفحات

عدد الصفحات

0

ترجمة الملخص

Therefore, the aim of the current research is to identify: The cognitive passion among university teachers. The psychological happiness among university teachers. The perceived academic control among university teachers. The statistical significance of the correlation between cognitive passion and perceived academic control of university teachers. Statistically significant differences in the correlation between cognitive passion and perceived academic control of university teachers according to the variables of: A. Gender (male-female). B. Specialization (scientific-human). C. Degree type (MA-PhD). The statistical significance of the correlation between psychological happiness and perceived academic control of university teachers. Statistically significant differences in the correlation between psychological happiness and perceived academic control of university teachers according to the variables of: A. Gender (male-female). B. Specialization (scientific-human). C. Degree type (MA-PhD). The percentage of the contribution of cognitive passion and psychological happiness to the perceived academic control of university teachers. The current research sample consists of 400 male and female teachers from the University of Babylon, representing both scientific and human specializations, with all academic ranks included. As for the research tools, the researcher used three tools in this study: The cognitive passion scale, which was built based on the theory of Vallerand et al. (2003). The psychological happiness scale, adopted from Argyle & Hills (2002), after validating its translation. The perceived academic control scale, built according to Perry et al. (2001). The researcher extracted the psychometric properties of the scales and analyzed the data using appropriate statistical methods via SPSS. The current research reached the following results: The university teachers in the research sample have a high level of cognitive passion. The sample enjoys a high level of psychological happiness. The sample possesses a high level of perceived academic control. There is a direct statistically significant relationship at the 0.05 level between cognitive passion and perceived academic control, meaning that the higher the cognitive passion among the research sample, the greater their perceived academic control, and vice versa. There are statistically significant differences in the correlation between cognitive passion and perceived academic control according to gender, specialization, and degree type at the 0.05 significance level. There is a direct statistically significant relationship at the 0.05 level between psychological happiness and perceived academic control, meaning that higher psychological happiness is associated with higher perceived academic control, and vice versa. There are statistically significant differences in the correlation between psychological happiness and perceived academic control according to gender, specialization, and degree type at the 0.05 significance level. The results reveal a positive correlation between the research variables (cognitive passion, psychological happiness, and perceived academic control). Regarding the contribution of cognitive passion and psychological happiness (independent variables) to perceived academic control (dependent variable), both independent variables make a statistically significant contribution, with cognitive passion contributing more than psychological happiness. This indicates that cognitive passion is a stronger predictor of perceived academic control among university teachers. In light of these results, the researcher provided several conclusions, recommendations, and suggestions.

كلمات الباحثين

الشغف المعرفي، السعادة النفسية، التحكم الأكاديمي المدرك، أعضاء هيئة الجامعة، الفروق الإحصائية، العلاقة الارتباطية، المساهمة النسبية

إشراف وإعداد

الإشراف

حسين ربيع حمادي

الإعداد

أسيل لطيف كتاب

الاقتباسات الببليوغرافية