التنظيم الانفعالي كمتغير وسيط بين الكفاءة الذاتية والطموح الأكاديمي لدى عينة من الطلبة مرتفعي التحصيل الدراسي

Abstract

The current study aims to test the mediation of emotional regulation in the relationship between self-efficacy and academic ambition among high-achieving first-year master’s students at the Department of Social Sciences at Mohamed Khider University of Biskra. To achieve the objectives of the study, the researcher used the descriptive correlative approach, on a sample of first-year master's students, consisting of (130) male and female students, who were selected through a comprehensive survey from an indigenous community consisting of (185) male and female students. To achieve the goal of the study, the researcher applied (three) tools: -The self-efficacy scale of Ahmed El-Zeq (2009) consisted of (22) items. - The emotional regulation scale of Riyadh Al-Asmy (2018) consisted of (34) items. - The Academic Ambition Scale of Muhammad Boufateh (2005) consisted of (43) items. The psychometric properties of the study tools were verified by calculating the validity in three ways (content validity - discriminative validity - structural validity) and stability by two methods (half-segmentation alpha Cronbach). After processing the results of the study using the model of Baron and Kenny, 1986) through simple linear regression and multiple linear regression, the results resulted in the following: - There is statistically significant effect of self-efficacy on the academic ambition of high-achieving students. - There is statistically significant effect of self-efficacy on the emotional regulation of high-achieving students. - There is no statistically significant effect of emotional regulation on academic ambition in the presence of self-efficacy among high-achieving students.