Basic Informations

C.V

Curriculum Vitae

Dr. Magda Bebawy Mikhaiel Abu elKhair

Educational psychology teacher

Faculty of Education - Beni Suef University

Firstly: a statement of the situation

(a) Personal data:

Name: Magda Bebawy Mikhaiel Abu el-Khair.

Nationality: Egyptian.

Date of birth: 28/8/1981.

Place of birth: Beni-Suef, Arab Republic of Egypt.

Position: Teacher of Educational Psychology, Faculty of Education – Beni-Suef University.

General specialty: Educational Psychology

Detailed specialty: Educational Psychology

Mobile: 01153514940 Egypt

E-mail:

E-Mail: mbebawy2000@yahoo.com

 

(B) Academic Qualifications:

1. Bachelor of Arts and Education - Faculty of Education - Cairo University, Beni-Suef Branch - 2002, specializing in English with a grade of very good.
2. Special Diploma in Education - Faculty of Education - Cairo University, Beni-Suef Branch - 2004 with a grade of excellent.
3. Master of Education, specializing in Educational Psychology - Faculty of Education – Beni-Suef University - in 2007 with a grade of excellent, for a thesis entitled: "The causal model of the relationship among achievement goals, test anxiety and academic achievement."
4. Ph.D. Degree in Education, specializing in Educational Psychology - Faculty of Education – Beni-Suef University in 2012, with a recommendation to print the thesis at the university’s expense and exchange it among universities and other research centers, for a thesis entitled: “The Effectiveness of training program in Improving Metamemory Awareness and its effect on intrinsic motivation for pupils with attention deficit Hyperactivity Disorder”.

(c) Career progression:

1. Demonstrator, Department of Psychology and Mental Health, specializing in educational psychology, on 1/2/2003.
2. Assistant Lecturer, Department of Psychology and Mental Health, specializing in Educational Psychology, on 10/2/2008.
3. Instructor, Department of Psychology and Mental Health, specializing in educational psychology on 29/5/2012.

 

 

 

 

 

 

 

 

Secondly: research activities

(a) Scientific Research:

1. Research entitled "The effect of a training program to improve self-efficacy on raising the level of self-control for children with Insulin Dependent Diabetes mellitus". Journal of Educational and Human Studies, Faculty of Education, Damanhur University, Volume (7), Issue (4), Part One, 2015, 171-248.
2. Research entitled "Some Factors Predicting Learning Burnout among Faculty of Education Students". Journal of the faculty of Education, Kafr El-Sheikh University, Issue (91), Volume (4), Issue (2), 2018, 1947-2044.
3. Research entitled "Academic reputation and its relation to the academic self-concept and the level of academic aspiration among the preparatory stage pupils". Journal of the faculty of Education, Alexandria University, Volume (29), Issue (6), Part Two, 2019, 49-94.
4. Research entitled "The Factorial Structure of Flashbulb Memory in light of the Emotional-integrative Model of University Students". Journal of Research in Education and Psychology, Faculty of Education, El-Minia University, Volume (36), Issue (4), Part One, 2021, 115-178.
5. Research entitled "The prevailing motivated thinking styles in the light of the motivated mind theory and gender among mentally talented students in the secondary stage". Journal of the faculty of Education, Alexandria University, Volume (31), Issue (4), Part One, 2021, 271-309.
6. Research entitled "The predictive ability of uncertainty-identity about the motivation of self- verification among first-grade students in the secondary stage". Journal of Research in Education and Psychology, Faculty of Education, El-Minia University, Volume (37), Issue (1), 2022, 281-360.

 

(B) Papers:

1. A paper entitled “Distance education and social networks”. The Second International Conference on Distance Education of Beni-Suef University in partnership with the Federation of Arab Universities, entitled "Distance education and its role in developing the university education system in the Arab world" from 16-17/12/2014. The paper was published in the Journal of Distance and Open Education, issued by Beni-Suef University in cooperation with the Union of Arab Universities, Volume (3), Issue (4), 2015.

 

 

 

 

 

 

 

 

Thirdly: Teaching Activities

(a) Teaching courses at the undergraduate level:

 

(B) Teaching courses at the postgraduate level:

M	course	grade
1	Psychology of Learning and Teaching	General Diploma

Fourthly: Supervising scientific theses

Master's theses

1. Khaled Rady El-Sayed Abdel-Aal (2018). Some cognitive styles and their relationship to semantic memory among middle school students.
2. Mahmoud Mohamed Mahmoud Hassan (2018). A comparative study of the relationship between mood and semantic and verbal memory of the Dies/Rudiger-McDermott model (DRM) among gifted and learning disabled students.
3. Shaima Abdel Rahman Ali (2019). Causal relationships among academic boredom, test anxiety, and academic achievement among middle school students.
4. Tarek Kamal Sayed (2019). The factorial structure of academic advancement and its relationship to self-regulation and psychological risks among middle school students.

Fifthly: Training courses

• Holder of the International Computer Driving License ICDL 2011 (UNESCO).
• Attending and passing a course on managing time and work pressure from 16/5/2006 to 18/5/2006, according to the project to develop the capabilities of faculty members and leaders, Beni-Suef University.
• Attending and passing the Effective Presentation Skills Course from 27/6/2006 to 29/6/2006, according to the project to develop the capabilities of faculty members and leaders, Beni-Suef University.
• Attending and passing the effective teaching course from 2/11/2006 to 6/11/2006, according to the project to develop the capabilities of faculty members and leaders, Beni-Suef University.
• Attending and passing the thinking skills course from 1/7/2007 to 3/7/2007, according to the project to develop the capabilities of faculty members and leaders, Beni-Suef University.
• Attending and passing the Examination Systems and Student Assessment Course from 4/2/2012 to 6/2/2012, according to the project to develop the capabilities of faculty members and leaders, Beni-Suef University.
• Attending and passing a course in the ethics of scientific research in the period from 14/2/2012 to 16/2/2012 according to the project to develop the capabilities of faculty members and leaders, Beni Suef University.
• Attending and passing the course of preparing competitive projects for research financing from 13/3/2012 to 15/3/2012 according to the project to develop the capabilities of faculty members and leaders, Beni-Suef University.
• Attending and passing the strategic planning course from 20/3/2012 to 22/3/2012 according to the project to develop the capabilities of faculty members and leaders, Beni-Suef University.
• Attending and passing a course of professional ethics and conduct in university work from 23/4/2012 to 26/4/2012 according to the project to develop the capabilities of faculty members and leaders, Beni-Suef University.
• Attending and passing a course on financial and legal aspects of university work in the period from 2/5/2012 to 3/5/2012, according to the project to develop the capabilities of faculty members and leaders, Beni-Suef University.
• Attending and passing the strategic planning course from 31/10/2021 to 1/11/2021 according to the project to develop the capabilities of faculty members and leaders, Beni-Suef University.
• Attending and passing a course of professional ethics and conduct in university work from 14/11/2021 to 15/11/2021 according to the project to develop the capabilities of faculty members and leaders, Beni-Suef University.
• Attending and passing a course on the ethics of scientific research in the period from 16/11/2021 to 17/11/2021 according to the project to develop the capabilities of faculty members and leaders, Beni-Suef University.
• Attending and passing the Integrity, Transparency and Anti-Corruption course from 21/11/2021 to 22/11/2021 according to the project to develop the capabilities of faculty members and leaders, Beni-Suef University.
• Attending and passing the credit hour systems course from 30/11/2021 to 1/12/2021 according to the project to develop the capabilities of faculty members and leaders, Beni-Suef University.
• Attending and passing the Fundamentals of IT & OS course from 19/1/2022 to 20/1/2022, according to the Information Technology Training Project, Beni-Suef University.
• Attending and passing the Word Processing course from 22/1/2022 to 23/1/2022, according to the Information Technology Training Project, Beni-Suef University.
• Attending and passing the Presentations course from 24/1/2022 to 25/1/2022, according to the Information Technology Training Project, Beni-Suef University.

Sixthly: Scientific conferences, seminars and

Workshops

 

1. The Second International Conference on Distance Education of Beni-Suef University in partnership with the Federation of Arab Universities, entitled "Distance education and its role in developing the university education system in the Arab world" in the period 16-17/12/2014.
2. Forum of activities for the sixth anniversary of the founding of the arid platform on 5/14/2022.
3. An online scientific symposium entitled “Towards achieving an individual educational and professional path: Using professional readiness supported by digital learning tools, which was organized by the Unified Arab Index Center on 05/17/2022.
4. How to write an abstract and improve your article (Organized online by Elsevier on 13/ 5/ 2022).
5. How to prepare your manuscript (Organized online by Elsevier on 13/ 5/ 2022).
6. How to promote your research for maximum impact (Organized online by Elsevier on 14/ 5/ 2022).
7. Structuring your article correctly (Organized online by Elsevier on 14/ 5/ 2022).
8. Beginners’ guide to writing a manuscript in Latex (Organized online by Elsevier on 15/ 5/ 2022).
9. Plagiarism (Organized online by Elsevier on 15/ 5/ 2022). 
10. The journal publishing cycle (Organized online by Elsevier on 15/ 5/ 2022). 
11. The origins of scientific publishing (Organized online by Elsevier on 15/ 5/ 2022).
12. The conference on The role of interdisciplinary sciences in the development of industry (Organized by the Faculty of Postgraduate Studies for Advanced Sciences, Beni-Suef University, Egypt, On 15/ 5/ 2022)   
13. How to review a manuscript (Organized online by Elsevier on 17/ 5/ 2022).
14. Making sense of sciences stories (Organized online by Elsevier on 17/ 5/ 2022).    
15. Successful research grant applications - getting it right (Organized online by Elsevier on 17/ 5/ 2022).
16. Using proper manuscript language (Organized online by Elsevier on 17/ 5/ 2022). 
17. How to build empathy in research (Organized online by Elsevier on 18/ 5/ 2022). 
18. Discover how metrics can boost funding and networking opportunities (Organized online by Elsevier on 19/ 5/ 2022).
19. How to prepare a proposal for a review article (Organized online by Elsevier on 19/ 5/ 2022).
20. Make your data accessible – It is Not Fair! Improving Data publishing practices in research (Organized online by Elsevier on 19/ 5/ 2022).
21. Make your data reusable – It is Not Fair! Improving Data publishing practices in research (Organized online by Elsevier on 19/ 5/ 2022).
22. The key to successful academic collaborations (Organized online by Elsevier on 19/ 5/ 2022). 
23. How to produce highly visible research: Useful tips for researchers (Organized online by Elsevier on 20/ 5/ 2022).
24. How researchers store, share and use data (Organized online by Elsevier on 20/ 5/ 2022).
25. 10 tips for writing a truly terrible journal article (Organized online by Elsevier on 22/ 5/ 2022).
26. Authorship (Organized online by Elsevier on 22/ 5/ 2022).
27. Guide to reference managers: How to effectively manage your references (Organized online by Elsevier on 22/ 5/ 2022). 
28. Why you cannot afford to ignore publication ethics (Organized online by Elsevier on 22/ 5/ 2022). 
29. Ethics responsibilities for peer reviewers (Organized online by Elsevier on 26/ 5/ 2022). 
30. How do editors look at your paper? (Organized online by Elsevier on 26/ 5/ 2022). 
31. The comments to editors and decision recommendations (Organized online by Elsevier on 26/ 5/ 2022). 
32. What is peer review? Why peer review? (Organized online by Elsevier on 26/ 5/ 2022). 
33. Detecting image manipulation: Routines, Tools & Limitations (Organized online by Elsevier on 27/ 5/ 2022). 
34. 5 Diseases ailing research – and how to cure them (Organized online by Elsevier on 28/ 5/ 2022).
35. How to get your book published (Organized online by Elsevier on 28/ 5/ 2022).
36. Why write a book (Organized online by Elsevier on 28/ 5/ 2022).
37. Writing a persuasive cover letter for your manuscript (Organized online by Elsevier on 28/ 5/ 2022).  

Seventhly: Participation in the work of the Quality Assurance Unit and college accreditation

 

• Preparing a course description for the principles of psychology for the first year, general / basic.
• Preparing a course description for the psychology of learning and teaching for the second year, general / basic.
• Member of the strategic plan team in the QAAP II Quality Assurance and Accreditation Project at the college.

 

 

Eighthly: Practical experiences and social activities

and community service

 

• Participation in the training program for kindergarten mentors and teachers on the new curriculum, which was implemented by the Faculty of Education, Beni-Suef University in cooperation with the Ministry of Education - the Early Childhood Education Improvement Program - from 17/7/2011 to 28/7/2011.
• Participation in the training program for kindergarten mentors and teachers on the new curriculum, which was implemented by the Faculty of Education, Beni-Suef University in cooperation with the Ministry of Education - the Early Childhood Education Improvement Program - from 7/8/2011 to 17/8/2011.
• Participation in the training program for kindergarten mentors and teachers on the new curriculum, which was implemented by the Faculty of Education, Beni-Suef University in cooperation with the Ministry of Education - the Early Childhood Education Improvement Program - from 4/9/2011 to 15/9/2011.
• Participation in learning disabilities courses, Psychological Counseling Center, Faculty of Education, Beni-Suef University.
• Participation in training courses for literacy teachers in Beni-Suef Governorate.

Ninthly: Membership of scientific societies

 

Master Title

The Causal Model of Relation among Achievement Goals, Test Anxiety and Scholastic Achievement

Master Abstract

Summary Introduction: Scholastic achievement has a special importance with student. It is the basic criterion of his passing from one grade to another, in addition to its traces in establishing and forming his personality and feeling of satisfaction and personal happiness or self-actualization. It also leads to get certifications, appreciation from others (peers, parents, or closed persons) or a job that may help individual to achieve a kind of settlement in life. So, many researchers had concerned with scholastic achievement in order to examine the factors that may affect it positively or negatively, and tended to examine both, internal factors which are relevant to individual’s personality and its characteristics, and external factors which are represented in all what surround him and may affect his achievement score. Achievement goals are considered one of the factors relevant to individual and he adopts them in any educational situation. Every educational work which individual performs should depend on specific goals to be achieved; these goals increase his effort and persistence and help him to continue academic tasks performance. The level of scholastic achievement may differ according to the different kind of goal that student adopts during learning because goal adopting affects student beliefs relevant to his behavior and achievement in learning situations. It also affect his beliefs and imaginations relevant to the reasons of his performance whether this performance is positive or negative in academic situations. As a result, recent studies of achievement motivation take care of determining different patterns of achievement goals and motive processes relevant to them with students. (Mosaad Rabia Abd Allah, 2003) Test anxiety is considered one of the motive processes relevant to achievement goals and a real problem that many students face. It is a source of insomnia not only for students, but also for family, scholastic administration and society as a whole. Many studies found that students’ high test anxiety affects scholastic achievement negatively. In terms of what mentioned, the problem of the study can be determined in the following questions: 1- To what extent do achievement goals [Mastery (approach / avoidance), performance (approach / avoidance), work – avoidance, and social (approval / concern) goals] differ according to the different level of scholastic achievement (high, middle, low)? 2- To what extent does test anxiety (worry, emotionality, bodily reactions) differ according to the different level of scholastic achievement (high, middle, low)? 3- To what extent do achievement goals [Mastery (approach / avoidance), performance (approach / avoidance), work-avoidance, and social (approval / concern) goals] differ according to the different gender of students (males / females)? 4- To what extent does test anxiety (worry / emotionality / bodily reactions) differ according to the different gender of students (males / females)? 5- To what extent do achievement goals [Mastery (approach / avoidance), performance (approach / avoidance), work-avoidance, and social (approval / concern) goals] differ according to the different geographical location of students (rural/urban)? 6- To what extent does test anxiety (worry / emotionality / bodily reactions) differ according to the different geographical location of students (rural/urban)? 7- What is the best causal model that indicates the relation among achievement goals, test anxiety and scholastic achievement? Objectives of the study: 1- Discovering the differences in achievement goals [Mastery (approach/avoidance), performance (approach/avoidance), work-avoidance, and social (approval/concern) goals] which due to: • Level of scholastic achievement (high, middle, low). • Gender (males/females). • Geographical location (rural/urban). 1- Discovering the differences in test anxiety (worry / emotionality / bodily reactions) which due to: • Level of scholastic achievement (high, middle, low). • Gender (males/females). • Geographical location (rural/urban). 2- Finding the best causal model that indicates the relation among achievement goals, test anxiety and scholastic achievement with high, middle and low achievers. Significance of the study: The significance of the present study stems from the nature of variables which it examines. These variables are achievement goals, test anxiety and scholastic achievement. Achievement goals are considered one of the recent attitudes of achievement motivation with which many foreign but few Arabic researchers concerned. So, this study will present this concept comprehensively with its theoretical root and importance in academic achievement. Also, test anxiety is considered a real problem that many students face. It is a source of insomnia not only for students, but also for family, scholastic administration and society as a whole especially, if a student is in a stage like secondary stage in which anxiety degree of both father and student increases because it is a fatal stage as it determines student’s future later on. So, the current study tries to explore some factors that may affect test anxiety to be taken into consideration in designing programs in order to limit students' test anxiety so as to overcome one of scholastic achievement obstacles. The current study results can also be of a great benefit in developing a comprehensive tool to measure achievement goals, as the researcher has noticed that there is no agreement among researchers in achievement goals components. Method of the study: The causal descriptive method was used because it’s suitable for the nature and objectives of the study which tries to define the causal model of relation among achievement goals, test anxiety and scholastic achievement. Sample of the study: The researcher selected the main study sample from some secondary schools in Beni-Suef. The total size of the primary sample reached (806) students in first grade of secondary school (414 males, 392 females). Their ages ranged from 14 - 16 years. The sample also consisted of (462) urban and (344) rural. After applying study tools, 15 students were removed and the total and final size of the sample reached (791) students (406 males, 385 females). Tools of the study: The study depends in achieving its objectives on the following tools: • Achievement Goals Scale, prepared by the researcher. • Test Anxiety Scale, prepared by the researcher. • Students’ Scores in the final exams of the year 2005 / 2006. Statistical treatment of the study: • Analysis of Variance. • Scheffe Test • T-Test. • Path Analysis. Results of the study: The current study results indicated that: Firstly: achievement goals differ according to the different level of scholastic achievement (high-middle-low): 1- Concerning Mastery Goals: A) Mastery-Approach Goals: • There are statistically significant differences between means of low and middle achievers in mastery-approach goals, in favour of middle achievers. • There are statistically significant differences between means of low and high achievers in mastery-approach goals, in favour of high achievers. • There are statistically significant differences between means of middle and high achievers in mastery-approach goals, in favour of high achievers. B) Mastery – Avoidance Goals: • There are statistically significant differences between means of low and high achievers in mastery-avoidance goals, in favour of high achievers. • There are no statistically significant differences between means of low and middle achievers in mastery-avoidance goals. • There are no statistically significant differences between means of middle and high achievers in mastery-avoidance goals. C) Mastery Goals (whole score): • There are statistically significant differences between means of low and high achievers in mastery goals (whole score), in favour of high achievers. • There are statistically significant differences between means of middle and high achievers in mastery goals (whole score), in favour of high achievers. • There are no statistically significant differences between means of low and middle achievers in mastery goals (whole score). 2-Concerning Performance Goals: A) Performance-Approach Goals: • Performance-approach goals don't differ according to the different level of scholastic achievement (high, middle, low). B) Performance – Avoidance Goals: • Performance-avoidance goals don't differ according to the different level of scholastic achievement (high, middle, low). C) Performance Goals (whole score): • Performance goals (whole score) don't differ according to the different level of scholastic achievement (high, middle, low). 3-Concerning Work-Avoidance Goals: • There are no statistically significant differences between means of low and middle achievers in work-avoidance goals . • There are statistically significant differences between means of low and high achievers in work-avoidance goals, in favour of low achievers. • There are statistically significant differences between means of middle and high achievers in work-avoidance goals, in favour of middle achievers. 4-Concerning Social Goals: A) Social Approval Goals: • Social approval goals don't differ according to the different level of scholastic achievement (high, middle, low). B) Social Concern Goals: • Social Concern goals don't differ according to the different level of scholastic achievement (high, middle, low). C) Social Goals (Whole Score): • Social goals (whole score) don't differ according to the different level of scholastic achievement (high, middle, low). Secondly: Test Anxiety differs according to the different level of scholastic achievement (high, middle, low). 1-Concerning Worry: • There are statistically significant differences between means of low and middle achievers in worry, in favour of low achievers. • There are statistically significant differences between means of low and high achievers in worry, in favour of low achievers. • There are no statistically significant differences between means of middle and high achievers in worry. 2-Concerning Emotionality: • There are statistically significant differences between means of low and middle achievers in emotionality, in favour of low achievers. • There are statistically significant differences between means of low and high achievers in emotionality, in favour of low achievers. • There are no statistically significant differences between means of middle and high achievers in emotionality. 3-Concerning Bodily Reactions: • There are statistically significant differences between means of low and middle achievers in bodily reactions, in favour of low achievers. • There are statistically significant differences between means of low and high achievers in bodily reactions, in favour of low achievers. • There are no statistically significant differences between means of middle and high achievers in bodily reactions. 4-Concerning Test Anxiety (Whole Score): • There are statistically significant differences between means of low and middle achievers in test anxiety (whole score), in favour of low achievers. • There are statistically significant differences between means of low and high achievers in test anxiety (whole score), in favour of low achievers. • There are no statistically significant differences between means of middle and high achievers in test anxiety (whole score). Thirdly: There are statistically significant differences between means of males and females in achievement goals: 1-Concerning Mastery Goals: • There are statistically significant differences between means of males and females in mastery – approach goals, in favour of females. • There are statistically significant differences between means of males and females in mastery – avoidance goals, in favour of females. • There are statistically significant differences between means of males and females in mastery goals (whole score), in favour of females. 2-Concerning Performance Goals: • There are no statistically significant differences between means of males and females in performance- approach goals. • There are no statistically significant differences between means of males and females in performance – avoidance goals. • There are no statistically significant differences between means of males and females in performance goals (whole score). 3-Concerning Work-Avoidance Goals: • There are no statistically significant differences between means of males and females in work-avoidance goals. 4-Concerning Social Goals: • There are no statistically significant differences between means of males and females in social approval goals. • There are statistically significant differences between means of males and females in social concern goals, in favour of females. • There are statistically significant differences between means of males and females in social goals (whole score), in favour of females. Fourthly: Concerning the differences between males and females in test anxiety, the results indicated that: • There are statistically significant differences between means of males and females in test anxiety (worry), in favour of females. • There are statistically significant differences between means of males and females in test anxiety (emotionality), in favour of females. • There are no statistically significant differences between means of males and females in test anxiety (bodily reactions). • There are statistically significant differences between means of males and females in test anxiety (whole score), in favour of females. Fifthly: Concerning the differences between rural and urban students in achievement goals, results indicated that: 1- Concerning Mastery Goals: • There are no statistically significant differences between means of rural and urban students in mastery - approach goals. • There are no statistically significant differences between means of rural and urban students in mastery - avoidance goals. • There are no statistically significant differences between means of rural and urban students in mastery goals (whole score). 2- Concerning Performance Goals: • There are no statistically significant differences between means of rural and urban students in performance – approach goals. • There are no statistically significant differences between means of rural and urban students in performance – avoidance goals. • There are no statistically significant differences between means of rural and urban students in performance goals (whole score). 3-Concerning Work - Avoidance Goals: • There are statistically significant differences between means of rural and urban students in work - avoidance goals, in favour of urban students. 4- Concerning Social Goals: • There are no statistically significant differences between means of rural and urban students in social approval goals. • There are no statistically significant differences between means of rural and urban students in social concern goals. • There are no statistically significant differences between means of rural and urban students in social goals (whole score). Sixthly: Concerning the differences between rural and urban students in test anxiety, results indicated that: • There are no statistically significant differences between means of rural and urban students in test anxiety (worry). • There are statistically significant differences between means of rural and urban students in test anxiety (emotionality), in favour of urban students. • There are statistically significant differences between means of rural and urban students in test anxiety (bodily reactions), in favour of urban students. • There are statistically significant differences between means of rural and urban students in test anxiety (whole score), in favour of urban students. Seventhly: Concerning the causal model which indicates the relation among achievement goals, test anxiety and scholastic achievement, results indicated that 1- Concerning the sample of low achievers: • Work-avoidance goals affect test anxiety positively. • Work-avoidance goals affect scholastic achievement negatively. • Test anxiety affects scholastic achievement negatively. • Work-avoidance goals affect scholastic achievement negatively and indirectly through test anxiety. 2- Concerning the sample of middle achievers: • Mastery goals affect scholastic achievement positively. • Test anxiety affects scholastic achievement negatively. • Performance goals affect test anxiety positively. • Performance goals affect scholastic achievement indirectly through test anxiety. 3- Concerning the sample of high achievers: • Social goals affect test anxiety positively. • Mastery goals affect test anxiety negatively • Mastery goals affect scholastic achievement positively. • Test anxiety affects scholastic achievement negatively. • Mastery goals affect scholastic achievement indirectly through test anxiety. • Social goals affect scholastic achievement indirectly through test anxiety. 4- Concerning the whole sample: • Work-avoidance goals affect test anxiety positively. • Work-avoidance goals affect scholastic achievement negatively. • Test anxiety affects scholastic achievement negatively. • Work-avoidance goals affect scholastic achievement negatively and indirectly through test anxiety. • Mastery goals affect scholastic achievement positively. • Performance goals affect test anxiety positively. • Performance goals affect scholastic achievement indirectly through test anxiety. • Social goals affect test anxiety positively. • Social goals affect scholastic achievement indirectly through test anxiety. The current study results were discussed and interpreted in terms of review of literature and studies relevant to the study topic. Also, some recommendations and suggested researches were presented as the current study results showed the need for them.

PHD Title

The Effectiveness of training program in Improving Metamemory Awareness and its effect on intrinsic motivation for pupils with attention deficit Hyperactivity Disorder

PHD Abstract