الفهرس 
الفصل الأول ( مدخل الدراسة )يوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Paying attention to the psychological aspects of university students and developing them in all their aspects is the focus of attention of educational systems and educational institutions, as it requires those in charge of the educational process to make more efforts and develop appropriate mechanisms of teaching methods and educational strategies to achieve the desired goals.
Specialists in educational psychology seek to build the learner’s personality and understand its components. The learner’s personal characteristics have significant effects on the learning and teaching process, which are linked to students’ academic performance and limit the impact of some disturbing situations.
• Problem of The Study:
Based on the above, the problem of the current study can be formulated in the following question:
”Is it possible to arrive at a structural model of the causal relationships between emotional intelligence, self- assertiveness, and academic hardiness among students at Damanhour University?”.
The following sub-questions branch out from this main question:
1- Can self-assertiveness be predicted in light of both emotional intelligence and academic hardiness among a sample of Damanhour University students?
2- Is it possible to arrive at a structural model of the relationship between emotional intelligence, self- assertiveness, and academic hardiness among a sample of Damanhour University students?
• Objectives of the study:
The current study aims to:
1- Understanding and explaining the relationship between academic hardiness, self- assertiveness, and emotional intelligence among university students.
2- Predicting academic hardiness in light of both emotional intelligence and self- assertiveness among university students.
3- Explaining the differences in academic hardiness according to the differences in emotional intelligence and self- assertiveness among university students.
• Importance of study:
The importance of the current study is evident through the following:
1- The current study deals with research into the academic hardiness of learners, as this variable is one of the variables influencing the learning process and its outcomes. By revealing the factors influencing the academic hardiness of students, one can contribute to achieving and improving the quality of the learning process.
2- Understanding the nature of academic hardiness in light of the variables of emotional intelligence and self- assertiveness, which contributes to giving a picture of the nature of the formation of academic hardiness among university students. Therefore, this understanding can reflect positively on improving the educational process.
3- The current study provides a theoretical foundation for the variables of the current study, and clarifies the correlational relationships between these variables.
4- The importance of the age stage to which the current study is addressed, which is the College stage, which represents a special and critical stage in the learner’s life.
• The study sample :
1- A sample for determining the psychometric properties of the tools:
The sample to determine the psychometric properties of the tools used in the study consisted of students from Damanhour University, enrolled in the academic year 2021/2022 AD in the faculties of (Pharmacy - Veterinary Medicine - Sciences - Arts - Commerce - Education). Their number reached (134) male and female students (83 female students - 51 students).
2- Basic sample:
The basic study sample consisted of students from Damanhour University, who are enrolled in the academic year 2021/2022 in the faculties of (Pharmacy - Veterinary Medicine - Sciences - Arts - Commerce - Education). Their number reached (496) male and female students from the (first - second - third – Fourth years), their average age was (19.343) years with a standard deviation of (0.92).
• Study tools:
The current study tools include the following tools:
1- Battery for measuring emotional intelligence. (Fatima Abdel Rahman Musa, 2007)
2- - Self- assertiveness scale. Prepared by (Erickson & Noonan, 2021), translated by the researcher).
3- Academic hardiness scale. Prepared by: (Benishek et al., 2005), translated by the researcher).
• Results of The Study:
1- There is a direct positive effect of (0.093) and a statistically significant effect at the level of (0.01) for emotional intelligence on self- assertiveness.
2- There is an indirect positive effect with a value of (0.375) and a statistically significant effect at the level of (0.01) for emotional intelligence on self-affirmation, resulting from the effect of emotional intelligence on academic hardiness as a mediating variable, and the effect of academic hardiness in turn on self- assertiveness.
3- There is a direct positive effect of (0.817) and a statistically significant effect at the level of (0.01) for academic hardiness on self- assertiveness.
4- There is a direct positive effect of (0.459) and a statistically significant effect at the level of (0.01) for emotional intelligence on academic hardiness.