الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction :
The importance of the psychological factors which are retated to academic achievement emerges in the university field. This appears through the modern psychological researches and attitudes which give greater importance to study of the human personality and what this personality includes of attitudes and drives, all
of which lead man to behave according to this pattern or that with the aim of reaching the possibility of
controlling his behaviour and of interfering in order to orient and modify his behaviour.
Purposes of the research :
The present research aims at building a scale for personality traits (positive and negative) of the University students and appling this scale in an attempt of answering the questions which the research raises .
Reveiw of Literature :
The research has offered the previous studies which are related to the present study from two sides :
First : Studies which are related to positive and negative traits and their relationships to the academic achievement.
Secondly : studies which are related to the studies related to the scale
The procedure :
The research has used the questionnaire of the negative and positive traits of the university students and applied this to the sample of the research which consisted of 1216 (male - female) university students
at the faculties of Education and Arta (Zagazig -
Ain Shames - Alexandria Asuit universities) Literary and scientific Departments, First and Fourth years.
Statistical analysis :
The researcher has used the following statistical styles :
1 - T - Test.
2 - Correlation coefficients.
3 7 Variance analysis.
4 - Newman Keutes Test.
5 - Factor Analysis .
Results of the research :
1 - The differences in the nine traits of the scale and its relationship to achievement variables in the First and Fourth years are for the good of the high achieving students.
2 - The differences in the nine traits of the scale .of the study and their relationships to sex in the First and Fourth years were as follows :
A - Concerning initiation, Sociability, bearing
responsibility and emotional stability traits, the differences in the First and Fourth years were for the good of male students,
B - Concerning interest in study, self-confidence, activity and persistence traits, the differences in the First year were for the good of the male, while there were no significant differences
among the Fourth year students.
C -Concerning flexibility trait, there were no significant differences among the students of the First and Fourth years.
3 - The differences in the nine traits of the
scale and their relationship to the Specialization Variables in the First and Fourth years were as follows :
A - Concerning initiation trait, the differences among the First year students were for the good of the scientific Departments, but concerning the Fourth year, the differences were for the good of the Literary Departments.
B - Concerning Sociability trait, there were no significant differences among the First and Fourth year students,
C - Concerning the bearing responsibility trait, the differences among the first year students were for the good of scientific Departments, while there were no significant differences among the fourth year students in this trait.
D - Concerning school - interest, self - confidence and persistence traits, there were no significant differences among the First year students, while the differences among the Fourth year students were for the good of the Literary Departments.
E - Concerning the Flexibility trait, the differences among the First year students were for the good of the scientific Department, while there were
no significant differences among the Fourth year students.
F -Concerning the activity trait, there were no
significant differences among the First and Fourth year students.
G - Concerning the emotional stability trait, the differences among the First year students were
for the good of the scientific Department students, while there were no significant differences among the Fourth year students.
4 - Concerning the interaction of achievement and sex,
the differences in the nine traits of the scale and their interactions were as follows :
A - Concerning initiationlflexibility and persistence, there were no significant differences among the First and Fourth year students.
B Concerning sociability, study - interest, self -
confidence and activity, there were no significant differences among the Fourth year students in
this interaction.
C - Concerning the bearing responsibility trait there were significant differences among the First and Fourth year students.
5 - Concerning the interaction of the achievement and
specialization, there were differences in the nine traits of the scale as follows :
A - Concerning the initiation trait, there were significant differences among the First and Fourth year students in this interaction.
B Concerning sociability, bearing responsibility and self - Confidence there were significant
differences among the First and Fourth year students in this interaction,
C - Concerning study - interest, flexibii.ity,
emotional stability and persistence traits there were no significant differences among the First and Fourth year students in this interaction.
D Concerning the activity trait, there were no
significant differences among the First year student while there were significant differences among the fourth year students in this interaction.
6 - Concerning the interaction of sex and speciatization, the differences in the nine traits of the scale were as follows :
A — Concerning initiation sociability, activity, emotional stability traits, there were no significant differences among the First and the Fourth year students in this interaction.
B — Concerning bearing responsibility and persistence, there were significant differences among the First and Fourth year students in this
interaction.
C — Concerning study — interest, self — confidence, and flexibility, there were no significant differences among the First year students while there were significant differences among the
Fourth year students in this interaction,
7 — Concerning the interaction of achievement, sex and specialization, the differences in the nine traits of the scarce were as follows :
A — Concerning initiation,sociability, self —confidence, flexibility, activity, emotional
stability and persistence, there were no significant differences among the First and
Fourth year students in this interaction
B — Concerning the bearing responsibility trait, t there were no significant differences among the First year students in this interaction, while there were significant differences among the Uourth year students in this interaction,
C - Concernini,-; the study - interest trait, there were significant differences among the First year students in this interaction, while there were no significant differences among the Fourth year students in this interaction.
Discussion-: -
The researcher has investigated the result of the study through the theortical part of the study and previous studies, and has revealed similarity between the present study and the previous ones .