قلق المستقبل وعلاقته بدافعية الانجاز لدى طلبة الصف الحادي عشر في محافظة بيت لحم خلال جائحة كورونا
نجاح محمود حسن سليمان
Najah Mahmoud Hassan Suliman
This study aims to identify future anxiety and its relationship with achievement motivation among eleventh grade students in Bethlehem Governorate during the Covid- 19 pandemic, to identify the levels of both future anxiety and achievement motivation, and to investigate the differences in the levels of future anxiety and achievement motivation according to study variables: (gender, place of residence, branch of study, type of school, academic achievement, relationship with father, and relationship with mother). A descriptive correlational approach is used in this study in order to achieve the objectives. The researcher used the simple random method to select a sample consisted of (273) regular male and female students enrolled in the eleventh grade during the second semester of the academic year (2020-2021). After making sure of their validity and stability; Shukair (2005) future anxiety scale, along with another scale of achievement motivation used in its composition the scale of Al-Ghamdi (2009) were used in this study to determine the anxiety levels among the respondents. The results have shown a statistically significant inverse relationship between future anxiety and the level of achievement motivation among the respondents. A moderate level of future anxiety of the respondents has been found in the results with an arithmetic average of total score (1.39), and a moderate level of motivation for academic achievement has been found too, with a total score mean of (2.31). In addition, the results of the study have shown that there are statistically significant differences in the level of future anxiety among the respondents associated with variables (place of residence, type of school, academic achievement, relationship with father, and relationship with mother). The study also has found that there are statistically significant differences in the level of achievement motivation among the respondents associated with the variables (academic branch, academic achievement, relationship with father, relationship with mother). At the end of the study, the researcher recommends to activate the role of pedagogical, educational, psychological and media institutions, and the role of educational guidance in order to prepare educational, psychological and counseling programs and applying them to the target group of the study.