Al-Desouki Rasha Bassiouni, Abdellatif Mohamed Sayed, Idris Abdelfattah Issa, Mohammed Ahmed F A
Department of Islamic Studies, College of Education in Al-Kharj, Prince Sattam Bin Abdulaziz University, Saudi Arabia.
Department of Educational Sciences, College of Education in Al-Kharj, Prince Sattam Bin Abdulaziz University, Saudi Arabia.
J Educ Health Promot. 2024 Dec 28;13:470. doi: 10.4103/jehp.jehp_2066_23. eCollection 2024.
At a time prioritizing the comprehensive growth and welfare of university students, grasping the profound importance of both the quality of academic life and the intricacies of academic passion emerges as crucial for educators, administrators, and policymakers. This research investigates the levels of academic life quality and academic passion among university students, aiming to uncover the intricate relationship between these dimensions. Additionally, the study explores the feasibility of predicting academic life quality based on academic passion.
A total of 454 male and female students at Prince Sattam bin Abdulaziz University participated in the research. The researchers administered scales for academic life quality and academic passion. They employed a descriptive-analytical approach, specifically the correlational predictive method, to shed light on the relationship pattern between research variables and predict relationships among them.
The research results showed a high level of academic life quality among the research sample and a high level of academic passion (harmonious) with a low level of academic passion (obsessive). Furthermore, the research results indicated a statistically significant positive correlation between the four dimensions of academic life quality (good social relationships, enjoyable academic integration, meaningfulness, effective time management, and overall satisfaction) and harmonious academic passion. On the other hand, a statistically significant negative correlation was found between certain dimensions of academic life quality (enjoyable academic integration, meaningfulness, effective time management, and overall satisfaction) and obsessive academic passion. However, the relationship between good social relationships and obsessive academic passion was not statistically significant. The results also demonstrated the potential to predict academic life quality from passion within the research sample.
In conclusion, this research contributes valuable insights into the complex dynamics between academic life quality and academic passion among university students. These results offer implications for educational practitioners and policymakers seeking to enhance the holistic well-being and academic engagement of university students. They offer valuable insights for enhancing the overall well-being and engagement of students.
在重视大学生全面成长与福祉的当下，对于教育工作者、管理人员和政策制定者而言，深刻理解学术生活质量的重要性以及学术热情的复杂性至关重要。本研究调查了大学生的学术生活质量和学术热情水平，旨在揭示这些维度之间的复杂关系。此外，该研究还探讨了基于学术热情预测学术生活质量的可行性。
沙特国王萨勒曼本阿卜杜勒阿齐兹大学的454名男女学生参与了这项研究。研究人员使用了学术生活质量和学术热情量表。他们采用描述性分析方法，特别是相关预测法，来阐明研究变量之间的关系模式并预测它们之间的关系。
研究结果显示，研究样本中的学术生活质量水平较高，学术热情水平较高（和谐型），而学术热情水平较低（强迫型）。此外，研究结果表明，学术生活质量的四个维度（良好的社会关系、愉快的学术融入、意义感、有效的时间管理和总体满意度）与和谐型学术热情之间存在统计学上显著的正相关。另一方面，在学术生活质量的某些维度（愉快的学术融入、意义感、有效的时间管理和总体满意度）与强迫型学术热情之间发现了统计学上显著的负相关。然而，良好的社会关系与强迫型学术热情之间的关系在统计学上并不显著。结果还表明，在研究样本中，从热情预测学术生活质量具有潜力。
总之，本研究为大学生学术生活质量和学术热情之间的复杂动态提供了有价值的见解。这些结果为寻求提高大学生整体幸福感和学术参与度的教育从业者和政策制定者提供了启示。它们为提高学生的整体幸福感和参与度提供了有价值的见解。
