Differences in Academic Achievement Between High and Low Emotionally Stable Individuals in Light of Some Demographic Variables

Abstract

The current study aimed to reveal the nature of the relationship between emotional stability and academic achievement among university students, according to the variables of gender and university specialization among students of Imam Mohammad Ibn Saud Islamic University. The study sample consisted of (350) students from the Department of Psychology at the Faculty of Social Sciences, including (200 males, 150 females). The average age of females was (19.8) years with a standard deviation of (2.3), while the average age of males was (19.9) years with a standard deviation of (2.6). The current study used the Emotional Stability Scale prepared by Ashour (2017). The study found that the level of emotional stability among undergraduate students was generally moderate. The study results also indicated statistically significant differences at a significance level of (0.05) or less in academic achievement between high and low emotionally stable individuals, in favor of the study participants with high emotional stability. This indicates that individuals with high emotional stability have a higher rate of academic achievement than individuals with low emotional stability. Finally, the study found no statistically significant differences in the level of emotional stability attributable to the variables of gender and specialization, as the significance level for the interaction between the variables of gender and specialization was (0.791), which is a value greater than (0.05) and not statistically significant.