Modeling the Relationships between Academic Quality of Life, Self-Regulation and Academic Boredom among Al-Azhar University Students

Document Type : Original Article

Author

Educational Psychology, Faculty of Education for boys (Cairo), AL-Azhar University.

Abstract

This study sought to structure a pathway analysis model that account for relationships between academic quality of life, self-regulation and academic boredom among university students. The study sample consisted of (1022) students from the Faculty of Education for boys (Cairo), AL-Azhar University, with a mean age of (21.05) and a standard deviation of (1.53).The researcher designed and utilized scales for academic quality of life, self-regulation and academic boredom. By utilizing Structural equation modeling method (path analysis) it was revealed that: Model (A) was more identical than Model (B) to the study data with regard to the relationships between academic quality of life, self-regulation and academic boredom. It also revealed that there were statistically significant direct negative effects between the components of academic quality of life and academic boredom. In addition, there were statistically significant direct positive effects between the components of academic quality of life and self-regulation.  Moreover, there were statistically significant indirect negative effects between the components of academic quality of life and academic boredom through self-regulation as mediator. Furthermore, there was a similarity in the path analysis model of relationships between the components of academic quality of life, self-regulation, and academic boredom among scientific, literary and generic specializations students. The results were interpreted in light of the theoretical background and previous studies. The research ended with providing some suggestions and recommendations.

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References

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