Interactional effect of motivation for achievement، metacognition and ‎academic self-esteem on the academic resilience among undergraduate ‎students

Abstract

      The aim of this study was to investigate the Interactional effects of motivation for achievement; metacognition, academic self-esteem on the academic resilience among undergraduate students, and using comparative descriptive method. The study sample included (483) students at the University of Jeddah . The Academic Resilience Scale was prepared by Abdulhadi (2018), Achievement Motivation Questionnaire by Takin Al Ali and Sahloul (2006), Metacognitive Scale by Ibrahim (2013), and Academic Self-esteem Scale by Saleh (2015). Data were analyzed by three - way ANOVA (2 × 2 × 3). The results of the study indicated that there is a statistically significant effect of the interaction of motivation for achievement, metacognition; academic self-esteem on academic resilience among undergraduate students, and the presence of statistically significant differences in academic resilience between groups of differentiated students' motivation for achievement level, metacognition and academic self-esteem on academic resilience among Undergraduate students.