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التنظيم الانفعالي المعرفي وعلاقته بالاندماج المدرسي لدى طلاب المرحلة الثانوية (Arabic)
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- Additional Information
- Alternate Title:
Cognitive-Emotion Regulation and its Relationship to School Engagement among Secondary School Students. (English)
- Abstract:
The current research aimed to reveal the relationship between cognitive emotion regulation and school engagement among a sample of Secondary School Students, as well as to know the differences in both cognitive emotion regulation and school engagement according to gender (male-female), and the primary research sample consisted of (323) students (100) male and (223) female students at secondary schools in North Sinai governorate, and the research tools included the cognitive emotion regulation scale, school engagement scale (prepared by the researcher), and The results concluded that there is a statistically significant relationship between cognitive emotion regulation and school engagement. There are no statistical differences in cognitive emotion regulation and school engagement among the student of the research sample due to gender (male/female). [ABSTRACT FROM AUTHOR]
- Abstract:
هدف البحث الحالي إلى الكشف عن العلاقة بين التنظيم الانفعالي المعرفي والاندماج المدرسي لدى عينة من طلاب المرحلة الثانوية، كما هدف البحث إلى معرفة الفروق في كل من التنظيم الانفعالي المعرفي ، والاندماج المدرسي تبعاً للنوع)ذكور/إناث(، وتكونت عينة البحث الأساسية من) 323 (طالباً وطالبة، بواقع) 100 (طالباً ، و(223 (طالبةً من طلاب مدارس الثانوية العامة بمحافظة شمال سيناء ، واشتملت أدوات البحث على مقياس التنظيم الانفعالي المعرفي ، ومقياس الاندماج المدرسي من)إعداد فريق البحث(، وتوصلت النتائج إلى وجود علاقة دالة إحصائياً بين التنظيم الانفعالي المعرفي ، والاندماج المدرسي ، وعدم وجود فروق دالة إحصائياً في التنظيم الانفعالي المعرفي، والاندماج المدرسي لدى طلاب عينة البحث ترجع إلى النوع)ذكور / إناث(. [ABSTRACT FROM AUTHOR]
- Abstract:
Copyright of International Journal of Research in Educational Sciences (IJRES) is the property of International Journal of Research in Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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