الدافعية الأكاديمية الذاتية وعلاقتها بالأمن النفسي لدى طلبة المرحلة الإعدادية

Academic Intrinsic Motivation and Its Relation with Psychological Security of Secondary Schools' Students

The academic intrinsic motivation is regarded as the main interesting field of many educational and psychological studies and researches during the last years, because academic intrinsic motivation accomplishes the activities for the purpose of the activities themselves regarding the interestingness is originally available in the activity itself. Therefore, the source of the academic intrinsic motivation is the learner him/herself. The learner is proceeding to learning operation  according to an internal desire to satisfy himself and to obtain the required interesting by the acquired information, knowledge, and skills due to its importance for the learner.

In spite of the importance and independency of the intrinsic motivation, its effects  may be related to the psychological security for individuals or specified group of individuals they share some features. The need of the psychological security is the main  psychological needs, its saturation will prepare to saturate the other social and psychological needs.

The psychological security need includes avoiding the distressing, disengagement of the fear from different resources, and the safe and security feeling. This need is not satisfied unless the biological individual’s needs are partially or completely satisfied, therefore there is a strong correlation between the biological needs and the security

Therefore the aim of this study is:

-Determine the level of academic intrinsic motivation of secondary schools’ students.

-Identifying the statistical differences of academic intrinsic motivation according to the variables of gender i.e., (male, female) and specialization, i.e., (literary, scientific).

-Specify the level of the psychological security of secondary schools’ students.

– Identifying the statistical differences of the psychological security according to the variables of gender i.e., (male, female) and specialization, i.e., (literary, scientific).

– Discovering the relationship between the academic intrinsic motivation and psychological security which are related to the secondary schools’ students.

A stratified random sample of (360) male and female students of the three stages of the literary and scientific secondary schools during (2010-2011) studying year.

To achieve the aims of the research, the researcher has built an academic intrinsic motivation scale  which consisting of five components specified by selected experts; these components are: curiosity, achievement motivation, aspiration level, challenge, and independent mastery. The researcher has verified the psychometric characteristics of the designed measure by specifying the validity by two methods: superficial validity and construction validation. Also, she extracts the measure reliability by test-retest method and Cronbach Alpha method and according to these methods the reliability coefficient was (0.80) and (0.90) respectively.

The final form of the scale consists of 39 suitable items for measurement of academic intrinsic motivation. The researcher adopted the (Maslow security-insecurity scale) which includes (75) items to determine the validity and reliability. The validity was measured by superficial validation, while the reliability was measured by the test-retest method and accordingly the reliability coefficient was (0.85).

The   researcher applied the research sample and after the statistical processing and analyzing of data by using T-test for one sample and two independent samples, Pearson correlation coefficient, chi square, and Cronbach Alpha equation, the following results were attained:

• The individuals of research sample have high level of academic intrinsic motivation.
• There are no statistical indicative differences in the level of academic intrinsic motivation according to the variables of gender and specialization.
• The individuals of research sample suffer from the high loss of psychological security.
• There are statistical indicative differences in the level of psychological security according to the gender variable and specialization variable with bias to male students and a bias to scientific specialization respectively.
• There is a negative inversive correlative relation between academic motivation and psychological security.

According to the attained results, the researcher lists some recommendations:

• Redirection of the concentration of the all the liable to the importance of the academic motivation and the necessity of its growth among the students due to its effects on their activities.
• Exhortation of the schools’ management offices to exploit the high level of academic motivation of the secondary schools’ students and encourage them to work to confirm the psychological security.

The main research suggestion is that:

• Studying the relation between the academic intrinsic motivation and some variables such as personality pattern, social responsibility, locus of control, creative inference, critic thinking, shying, self-activeness, test’s worrying, and learning and remembrance strategies.