الفهرس 
الفصل الأول: مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 105 |  |  |
| | | from | 105 | | |
المستخلص
Over the past years, there has been an increase in the literature indicating emotional student experiences in academia, due to the widespread influence of emotional experiences on learning processes and performance (Pekrun & Perry, 2014). The incorporation of emotional variables and their interaction with cognitive variables is a facilitation for understanding teaching and learning processes in the academic field, and therefore, further studies of these become essential (Schutz & Mikyoung, 2014; Schutz & Zembylas, 2011).
Some of these studies have shown that feeling positive emotions such as happiness, hope, or pride facilitates the development of organized self-learning strategies, increases academic efforts and achievements for students, and the experience of positive feelings in the classroom certainly allows students to enjoy the learning process and draw their attention to it (Paoloni, 2014).
Therefore, academic self-efficacy is linked to students ’abilities to identify environmental opportunities and obstacles, without reducing participation and motivation, and through this, a distinction can be made between those who govern themselves as being able to control their environment, and view the task as a challenge, and those who question Their abilities stop and stop before their first obstacle (Salanova, Schaufeli, Martínez, & Bresó, 2010).
The concept of self-efficacy is considered one of the concepts of modern psychology developed by Pandora, who believes that the beliefs of the individual about his self-efficacy emerge through the cognitive awareness of capabilities, personal competencies and multiple experiences, whether direct or indirect, and therefore the effectiveness of the self can determine the path that it follows as procedures Behavioral behavior, either in an innovative or stereotypical form, as this path can indicate the extent of the individual’s conviction of his personal effectiveness, and his confidence in his capabilities required by the situation over years of doing reactions to life challenges and training in dealing with them with flexibility and perseverance (Huwaida Hanafi Mahmoud, 2013 : 3). It should be noted that the feeling of positive feelings in the classroom was linked to the drive to and intended for the effectiveness of the academic self (Davey et al., 2005).
Consistent with all of the above, the research problem is determined in the following two main questions:
1- What is the effectiveness of the training program in developing positive academic emotions among high school students?
2- What is the effect of developing positive academic emotions on academic self- efficacy among secondary school students?
Objectives of the study:
The study aims to prepare and evaluate a training program by identifying its effectiveness in developing positive academic emotions (the joy of learning, pride, and hope) among secondary school students, in addition to identifying the effect o academic self-efficacy, and identifying the impact of the training program among students of the group Study, discuss and interpret these results in light of previous studies.
The importance of the study:
First: Theoretical importance:
The theoretical importance of the current study is to address the positive academic emotions; the joy of learning, pride, and hope among high school students, which, despite their impact on many psychological and cognitive aspects, have their reflections on their beliefs about their ability to implement academic tasks and accomplishments to be achieved, However, he notes the scarcity of research and studies that specifically addressed these emotions (joy, learning, pride, and hope). The study sample is also in an important educational stage with a great impact on the academic and future aspects for them, besides what the study contributes to shed light on the positive academic emotions (joy of learning, pride, and hope) in its concept, its implications, and the need to develop it, as well as for effectiveness Academic self.
Second: Practical Importance:
The applied importance of the current study is to provide a training program with its various activities that can benefit educators and parents in developing positive academic emotions (joy of learning, pride, and hope) for students without the study sample, which in turn affects improving the effectiveness of the academic self, as well as supplying the Arab and psychological library A measure of the effectiveness of the academic self.
Methodology:
The semi experimental method approach was used to suit the nature and objectives of the study. As the one group design was relied upon for more experimental control and controlling the effect of intermediate variables, and the pre-dimensional and sequential measurement of the study variables was used.
Sampling:
The sample of the study included (30) students in the first secondary school at the “Girls’ Al-Shaqar Secondary School ”in the Al-Fashn Center in Beni Suef Governorate.
Study Tools:
The following tools were used:
• Positive Academic Emotion Scale (Prepared by: Marwa Baghdadi, 2016).
• Academic Self-Effectiveness Scale prepared by: Andrade, M., (2018), translated to Arabic by the researcher.
• Training program (researcher preparation).
Statistical methods:
The appropriate parametric statistical methods were used to test the study hypotheses, which was the ”t” test to indicate the differences between the associated averages. All statistical treatments were done using the SPSS statistical program (V, 12).
Results:
The results of the study showed that there were statistically significant differences between the mean scores of the study group in the pre and post measurements of positive academic emotions in favor of telemetry, as the study results indicated that there is a survival of the effect of the program on developing positive academic emotions among students of the study group, as there are no significant differences A statistic between the mean scores of the study group in the post and track measurements of positive academic emotions.
The study results also showed the presence of statistically significant differences between the mean levels of the study group scores in the pre and post measurements of the academic self-efficacy in favor of the post measurement. The results of the study also indicated the presence of a survival effect of the program for developing positive academic emotions in the study group, as there were no statistically significant differences between the mean levels of the study group scores in the post and track measurements of the effectiveness of the academic self.
The results of the study were discussed and interpreted in the light of the theoretical framework, studies and research related to the subject of the study, and a set of recommendations and proposed research were presented, and the results of the study resulted in the need for them.