الاسهام النسبی لرأس المال النفسی والاحتراق الأکادیمی فی التنبؤ بالاندماج الدراسی لدى طلاب الجامعة

Abstract

The current research aimed to identify the relative contribution of psychological capital (optimism, resilience, hope, and self-efficacy) and academic burnout (exhaustion, cynicism, and inefficacy) in predicting study engagement of ( 687) undergraduates (110 males and 577 females) in the third year of basic education in Faculty of Education, Beni Suef University at the first semester of the academic year 2020-2021, with age mean (19.98) years, and standard deviation (3.66). The descriptive approach was used, in which psychological capital scale by Luthans et al., (2007) adapted by the researcher, academic burnout scale by Shin et al., (2011) adapted by the researcher, and study engagement scale by Assuncao et al., (2020) adapted by the researcher were applied. By using correlation coefficients and progressive multiple regression analysis, the results indicated the existence of a positive and significant relationship between study engagement with its various dimensions (behavioral, emotional, cognitive, and total score) and psychological capital (optimism, resilience, hope, self-efficacy, and total score), and the existence of a negative and significant relationship between study engagement with its various dimensions (behavioral engagement, emotional engagement, cognitive engagement, and total score) and academic burnout (exhaustion, cynicism, and inefficacy), and nonexistence of a relationship between study engagement (behavioral, emotional, cognitive, and total score) and exhaustion dimension of academic burnout. The results also showed that the most important factor that can contribute to predicting study engagement of psychological capital is hope which explained )65.3%( of the variance, followed by resilience which explained (4.20%) of the variance, followed by self-efficacy which explained (2.40%). of the variance, followed by optimism which explained (0.90%) of the variance, and the most important factor that could contribute to predicting study engagement of academic burnout is inefficacy which explained )72.5%( of the variance, followed by cynicism which explained (1.80%) of the variance.