الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction
The university stage is one of the most important stages that plays an important role in achieving the academic and social development of students. It is the scourge that afflicts the student with loss of appetite in the increase of scientific achievement, and as they say: “Everything has a scourge.” The scourge of human forgetfulness and the scourge of science is boredom that reduces motivation and activates laziness and boredom. Boredom is one of the most common and emotional psychological problems of university students. Which often disturbs many students, spoils their moods, and causes them to fall into a state of silence and unconsciousness, as well as boredom results in many psychological and social problems, and perhaps the most prominent and widespread of these forms is academic boredom, which is one of the most important manifestations of ineffective educational practices that lead the learner to sense A negative psychological state causes him to feel tired and preoccupied. Boredom is the result of many factors, including the low achievement responsibility, which is one of the important factors on which students build the orientations of their activities and their academic achievement. The educational process to achieve it with the students. If the student knows that he is responsible for his achievement, this generates a strong motivation for him to be in front of a situation that pushes him to diligence and diligence. It also results from the student’s low orientation towards the future and his negative outlook. Towards the Future measures the negative and positive changes that are expected to occur to the individual in the future, and the orientation towards the future is related to the individual’s emotional balance and personal achievement in the various areas of life.
The study Problem
The study problem was identified in the following questions:
1. What is the nature of the relationship between academic boredom dimensions, total degree, and achievement responsibility dimensions for the study sample members?
2. What is the nature of the relationship between academic boredom dimensions and the total degree and orientation towards the future dimensions and the total degree of the study sample members?
3. What is the level of academic boredom among the study sample members?
4. What are the differences between the mean scores of male and female members of the study sample on the academic boredom scale dimensions and total score?
5. What are the differences between the mean scores of the study sample members with scientific disciplines and the average scores of the study sample individuals with literary majors on the academic boredom scale of dimensions and total score?
6. What is the contribution of the dimensions of educational responsibility in predicting academic boredom among the study sample members?
7. What is the contribution of orientation towards the future in predicting academic boredom among the study sample members?
Study Objectives: The current study aims to identify the
1- The correlative relationship between academic boredom dimensions, the total degree, and the dimensions of achievement responsibility among the study sample members.
2- The correlative relationship between academic boredom dimensions and the total degree and orientation towards the future dimensions and the total degree of the study sample members.
3- The level of academic boredom among the study sample members.
4- The differences between the mean scores of males and females of the study sample on the academic boredom scale, dimensions and total score.
5- The differences between the mean scores of the study sample members with scientific majors and the average scores of the study sample members with literary majors on the academic boredom scale of dimensions and total score.
6- The contribution of the dimensions of educational responsibility in predicting academic boredom among the study sample members.
7- The contribution of orientation towards the future in predicting academic boredom among the study sample members.
The importance of studying
1- Theoretical importance: The importance of the study lies in the following points:
A. The study gains its importance from the fact that it deals with an important segment, namely university students.
B. Highlighting a very important topic, which is academic boredom, which is one of the most important educational issues because of its negative effects on psychological and academic compatibility.
C. The study gains its importance from studying the concept of orientation towards the future from the psychological perspective as it is a term related to the psychological health of the individual as it is considered one of the determinants of the psychological compatibility of the individual and gives his idea of the individual’s expectations and future fantasies as it determines the goals and aspirations of the individual.
D. Providing modern scientific knowledge about university students’ orientation towards their academic future, and the extent to which this reflects on their motivation to achieve and sheds light on the reality of their future orientation.
E. Providing knowledge about the achievement responsibility of university students, as it determines the level of achievement and knowledge of the abilities and efforts of the students, and that the collection responsibility plays an important role in determining the behavior and future performance of the student.
2- Application importance
A. The study can be benefited from at the applied level by focusing on the factors that positively and negatively affect academic boredom among university students.
B. Benefiting from the results of the study in preparing counseling programs that contribute to alleviating academic boredom because of its impact on the academic achievement of students.
C. Benefiting from the results of the study in preparing extension programs that contribute to improving the internal responsibility and orientation towards the future among university students because of their positive impact on the academic achievement of students.
D. Preparing a measure of academic boredom and a translation of a measure of future orientation for university students that can be used in the field.
The limits of the study
The current study is determined by the following determinants:
1- Time limits: The study was implemented during the academic year 2021-2022
2- Spatial limits: The study was applied to students of Sohag University.
3- Human limits: The sample of the basic study consisted of (400) male and female students from the faculties of (Education - Engineering - Arts - Sciences) Sohag University.
procedural limitations:
Study tools
• Academic boredom scale (prepared by the researcher).
• The Fiscal Responsibility Scale (prepared by Al-Khaza’leh and Al-Hamdoun, 2010).
• The future orientation scale: prepared by (Stienberg, L., et al, 2009, translated by the researcher.
Study Approach:
In the current study, the researcher used the descriptive correlative approach, which is that approach that studies the conditions, situations, or relationships as they exist in reality, then the researcher makes an accurate description of them, and helps to explain the variables included, clarify and study them with an accurate scientific study and predict a certain level of significance. in the form of quantity.
Statistical processing methods
This study used several statistical methods, including:
1- Pearson’s simple correlation coefficient.
2- T-test for one sample.
3- T-test for independent samples.
4- Simple regression analysis.
5- Multiple regression analysis.
Hypotheses:
1- There is a statistically significant correlation between academic boredom dimensions, total degree, and achievement responsibility dimensions among the study sample members of Sohag University students.
2- There is a statistically significant correlation between academic boredom dimensions and the total degree and orientation towards the future dimensions and the total degree among the members of the study sample of Sohag University students.
3- There is no statistically significant correlation between the hypothetical mean and the arithmetic mean on the academic boredom scale among university students in the study sample.
4- There are no differences between the mean scores of males and females on the academic boredom scale of dimensions and the total degree of the study sample members of university students.
5- There are no differences between the mean scores of the study sample members with scientific majors and the average scores of the study sample members with literary majors on the academic boredom scale of dimensions and the total score.
6- The dimensions of educational responsibility contribute to predicting academic boredom among the members of the study sample of Sohag University students.
7- Orientation towards the future contributes to predicting academic boredom among the members of the study sample of university students.
Results:
1- There is a positive statistically significant relationship between the external academic responsibility and the academic boredom dimensions and the total degree, and there was a negative statistically significant relationship between the internal academic responsibility and the total degree of the academic boredom dimensions and the total degree.
2- There is a negative correlation with statistical significance between academic boredom dimensions and the total degree and between the orientation towards the future dimensions and the total degree among the members of the study sample of university students
3- The presence of a high level of academic boredom among the members of the study sample of university students.
4- There are no statistically significant differences between the average scores of male and female students of Sohag University on the academic boredom scale
5- There are no statistically significant differences between the average scores of Sohag University students in the study sample of Sohag University students according to the (scientific - theoretical) specializations on the academic boredom scale.
6- The dimensions of educational responsibility contribute to predicting academic boredom among the members of the study sample of university students, as the internal achievement responsibility explains 38.7% of the variance in academic boredom, while the external achievement responsibility explains 0.9% of the variance in academic boredom. ITR is more powerful than ITR in predicting academic boredom.
7- Orientation towards the future contributes to predicting academic boredom among members of the study sample of university students, as the orientation towards the future explains (37.1%) of the variation in academic boredom among the study sample of university students.