دراسة العلاقة بين التوافق الدراسي والتحصيل عند تلاميذ السنة الرابعة من التعليم المتوسط

Abstract

The purpose of the actual study was to unfold the nature of the relation between the different dimensions of school adjustment (Diligence, student-teacher relationship and compliance) and academic achievement in middle school students. Participated in the study 193 male and female students chosen from four middle schools in Bab Ezzouar municipality. The data was gathered by means of Youngman’s scale of school adjustment (Youngman, 1979), and GPA from the official student’s lists of the four schools. The results showed a mild correlation between compliance and academic achievement compared to student-teacher relation and diligence. However, partial correlation showed compliance as being the strongest, and the mediator the relation between diligence teacher-pupils relationship and academic achievement .