اليقظة العقلية والمساندة الاجتماعية وعلاقتهما بالصمود الأكاديمي لدى طلبة المرحلة الثانوية العامة

The research was interested in identifying the impact of some demographic variables such as gender (male-female), grade (second grade -third grade), and specialization (literary-scientific) on academic resilience, as well as identifying the relationship between mindfulness and social support, between mindfulness and academic resilience, and between social support and academic resilience, as well as prediction of academic resilience from both mindfulness and social support, The research sample consisted of (495) males and females students, and scales of mindfulness, social support, academic resilience (prepared by the researcher) was used, by using independent samples T test, Pearson correlation, and multiple regression analysis; The results show There are no statistically significant differences between male and female means degrees in the total degree of academic resilience and its different dimensions except for the dimension of self-efficacy, where there are statistically significant differences between male and female means scores in favor of males, There are statistically significant differences between the means of second grade and third grade at the total degree of academic resilience and its different dimensions in favor of third grade students, There are no statistically significant differences between the means of degrees of specialization (literary-scientific) in the total degree of academic resilience and its different dimensions except for the dimension of academic perseverance in which there are statistically significant differences in favor of scientific specialization, There are a positive statistically significant correlations between mindfulness and social support, mindfulness and academic resilience, and between social support and academic resilience, Academic resilience can be predicted from acting with awareness, observation, non-reactivity to inner experience, description, and total degree of mindfulness, and from social support from (family, friends, teachers) and the total degree of social support, while academic resilience cannot be predicted from non-judging of inner experience among general secondary stage students.