القدرة التنبؤية للنظريات الضمنية للذكاء ومنظور  الزمن المستقبلي بالاهتمام الأكاديمي لدى  طالبات جامعة القصيم

عائشة سلمان الحربي; نسرين محمد سعيد زارع

doi:10.55074/hesj.vi44.1297

Authors

Aisha Salman Al-Harbi
Nasreen Mohammed Saeed Zari Associate Professor of Educational Psychology College of Education, Qassim University, Kingdom of Saudi Arabia

DOI:

https://doi.org/10.55074/hesj.vi44.1297

Keywords:

Implicit Theories of Intelligence, Future Time Perspective Academic Interest

Abstract

The current study aimed to determine the potential for predicting academic engagement through implicit theories of intelligence and future time perspective among female students at Qassim University. Additionally, the study aimed to identify the level of academic engagement and examine differences in academic engagement based on major (scientific/humanities) and academic year (first, second, third, fourth), as well as the interaction effects between them. Furthermore, the study sought to explore differences in implicit theories of intelligence based on major (scientific/humanities) and academic year, along with their interactions. Finally, it examined variations in future time perspective among students based on major and academic year and their interactions.The study sample consisted of 505 female students from scientific and humanities majors across various academic levels at Qassim University, selected using convenience random sampling. To achieve the study objectives, the researcher utilized. The descriptive research methodology was employed. Findings 1- Statistically significant differences were found between the mean scores of the sample on the Academic Engagement Scale and the hypothetical mean, favoring the sample, indicating a high level of academic engagement. The "academic ambition" dimension was the most prevalent among the dimensions of academic engagement. 2- Statistically significant differences in the "future confidence" dimension were attributed to the interaction between major and academic year, favoring fourth-year students in scientific majors. No statistically significant differences were found in academic engagement based on major (scientific/humanities) or academic year (first, second, third, fourth). 3- Statistically significant differences in the "malleable intelligence" dimension were attributed to the interaction effect of major, favoring students in scientific majors. No statistically significant differences were found in implicit theories of intelligence based on major (scientific/humanities) or academic year (first, second, third, fourth). 4- Academic engagement among female students at Qassim University can be predicted through the dimensions of implicit theories of intelligence (fixed and malleable) and the subdimensions of future time perspective.

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