The Relative Contribution of Both Thinking Styles and Perceived Self-Efficacy to Academic Resilience among a Sample of University Students

Sayed, Hany F.; Ahmed, Al-Shaima Kh.

doi:10.21608/jsre.2023.225303.1590

The Relative Contribution of Both Thinking Styles and Perceived Self-Efficacy to Academic Resilience among a Sample of University Students

Document Type : Original Article

Authors

Department of Educational Psychology, Faculty of Education, Helwan University, Egypt

10.21608/jsre.2023.225303.1590

Abstract

The current research aimed to determine the relative contribution of each of the styles of thinking and perceived self-efficacy in the academic resilience of a sample of university students, on a sample of (234) of whom (79) were males, and (155) females in the second, third, and fourth grades in literary disciplines. And scientific, with an average age of (19.3) and a standard deviation of (4.09). From Helwan University students, the following tools were applied: a measure of thinking styles prepared by / researchers, and a measure of perceived self-efficacy prepared by / Fouad, 2022, and a measure of academic resilience prepared by / researchers. The results of the research revealed that there is a statistically significant positive correlation between the degrees of the research sample on the scale of thinking styles and academic resilience, as well as the presence of a statistically significant positive correlation between the degrees of the research sample on the scale of perceived self-efficacy and academic resilience, as well as the possibility of predicting academic resilience among Research sample individuals through thinking styles (minority, hierarchical, internal) and perceived social and academic self-efficacy.

Keywords

Main Subjects

Educational psychology

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