The Relationship between social adjustment and scholastic achievement (A field study of a sample of children in the childfriendly space In Jermana)

The current research aims to identify the relationship between social adjustment of children and their degree of achievement. The impact of the sex variable is known in a segment of children whose families were displaced during the period of the Syrian crisis from the Damascus countryside to the city of Jaramana. The descriptive analytical approach was used in the field study and sample survey, which consisted of 011child-friendly children and children in the city of Jaramana. The research tool consisted of a questionnaire to measure the social compatibility and educational achievement of children., The research has reached a number of results, the most important of which are: -There is no significant correlation between the social adjustment of the sample and the academic achievement. -There was a statistically significant correlation between the social adjustment of female sample members and the academic achievement. -There was no statistically significant correlation between social adjustment of male sample members and academic achievement.

Casual Attribution and Its Relation with The Scholastic Achievement Motivation on A Sample of Superior and Ordinary Students in Lattakia Governorate

This research aimed at knowing the relation between casual attribution, and scholastic Achievement Motivation on a sample of superior And ordinary students, and at knowing the differences between the two sorts of each sample the research depended on the descriptive and analytic method by using casual attribution scale which has been designed by the researcher the sample was (288) students of males and females from the eighth grade at schools of superior And ordinary in Lattakia governorate: The results were as follows: There is a statistical significant positive correlative relation between attribution of (effort making) and scholastic Achievement Motivation of ordinary students students while there is no statistical significant correlative relation between the other casual attributions (the ability, the luck (chance), the task difficulty, (the mixed attribution) and scholastic Achievement Motivation. There is a statistical significant positive correlative relation between each of (the ability attribution, the effort attribution, the task difficulty attribution, and between scholastic Achievement Motivation of superior students, while there is no statistical significant correlative relation between, the luck attribution, and the mixed attribution, and scholastic Achievement Motivation. There are statistical significant differences between the mean scores of ordinary students responses and superior students ones according to casual attribution scale except for the mixed attribution, and there are differences according to scholastic Achievement Motivation scale in favor of the superior students. There are no a statistical significant differences between the mean scores of male students responses and female students ones according to both scales the casual attribution and scholastic Achievement Motivation.

The relationship between Metacognition, Goal Orientation and Scholastic Achievement of Secondary School Students

Although met cognition and goal orientation are still considered some of the new structures in the search for students achievements in academic attitudes and the school semester, it is important for all students, as well as for all educators. The aim of the present research is to find out the relationship between met cognition, students' goal orientation (mastery orientation / performance orientation) and scholastic achievements for these students, and to study met cognition as a feature in the individual in relation to students goal orientation, their scholastic achievements, and to identify the relationship between met cognition and, scholastic achievement. All of this is done to benefit from the results in drawing the attention of those in charge of the educational process in this area. The present study has concluded that there is a statically significant correlation between met cognition and students goal orientation of secondary school students, and a statically significant relationship between met cognition and scholastic achievements of these students. The study ends up with some conclusions and recommendations for research.