Modeling Causal Relationships between Academic Adjustment, Academic Striving and Future Expectations on Psychological Resilience and Cognitive Modifiability among Elementary School Students

نوع المستند : المقالة الأصلية

المؤلفون

1 مدرس علم النفس التربوي کلية التربية – جامعة الزقازيق - مصر

2 أستاذ مشارک علم النفس التربوي جامعة التقنية والعلوم التطبيقية بالرستاق - سلطنة عُمان

المستخلص

This study figured out  modeling the causal relationships between academic adjustment, academic strive and future expectations on psychological resilience and cognitive modifiability. The study included sample size (399) from six grade of elementary school students in Sharkia governorate in Egypt, first semester in the academic year 2021-2022. The study revealed that academic adjustment, academic strive, and future expectations had direct effect on students’ psychological resilience, in addition to academic adjustment, academic strive, and future expectations had negative direct effect of -0.0262 on students’ cognitive modifiability. There is no effective model that statistically fit effects of relations between academic adjustment, academic strive and future expectations on psychological resilience and cognitive modifiability. the study makes the recommendations: academic adjustment must be put into perspective so as increased cognitive modifiability and psychological resilience. Academic striving must be increased so as to increase cognitive modifiability and psychological resilience. Future expectations must be put into perspective so as to positively impact cognitive modifiability and psychological resilience.

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