Psychological Stability and Its Relationship with Learning Motivation Among Fourth-Grade Scientific Students in Chemistry

Abstract

This research aims to identify the level of psychological stability and learning motivation, and to study the relationship between them among fourth-grade female students in chemistry. The researcher employed a descriptive method using survey and correlational study techniques, and the research population consisted of 80 female students representing all fourth-grade female students in chemistry. They were selected entirely as the sample for the study.

The researcher applied measures of psychological stability and learning motivation to the sample, utilizing appropriate statistical treatments to extract, analyze, and discuss the results. The findings revealed a positive correlation between the two research variables, indicating that an increase in psychological stability is associated with higher learning motivation among the students.

Based on these results, the researcher recommended using the measures of psychological stability and learning motivation as tools to assess the traits of psychological stability and learning motivation among female students in other educational stages, as well as in other schools. Additionally, it is important to guide students to focus on their lessons, emphasize the importance of daily reading, and avoid accumulating material until exam time to mitigate fear and anxiety related to exams. The researcher also encouraged students to participate in various activities such as festivals, scientific exhibitions, and courses, and to assess other psychological traits of the students due to their relevance to the nature of their practical and theoretical performance.