JJES » JJES Issues
 Yarmouk Journals
Editorial Board
Consulative Board
Manuscript Submission
Publication Guidelines
JJES Issues  
Contact Address


القدرة التنبؤية للِكفاءة الذّاتية بالشَّغف الأكاديمي لَدى طَلبة جامِعة اليرموك

تمارا حسبان* و فيصل الربيع **

‏* وزارة التربية والتعليم، الأردن.‏
‏** جامعة اليرموك، الأردن.‏


JJES,18(2), 2022, 243-253

ملخص: هَدفت الدّراسة الحالية إلى الكشف عن القدرة التنبؤية للكفاءة الذاتية بالشَّغف الأكاديمي، والكشف عن بُعد الشَّغف الأكاديمي الأكثر شيوعًا لدى طلبة جامعة اليرموك. تكونت عينة الدّراسة من (1044) طالبًا وطالبة من طلبة البكالوريوس خلال الفصل الدّراسي الصيفي من العام الدراسي 2019/2020، تَمَّ اختيارهم بالطريقة المتيسرة. وتم استخدام مقياسين، أحدهما للشَّغف الأكاديمي، والآخر للكفاءة الذاتية الأكاديمية. وأظهرت نَّتائج الدّراسة أن الشَّغف الانسجامي هو البعد الأكثر شيوعًا. كما أظهرت النتائج وجود فروق دالة إحصائيًا في الشَّغف الانسجامي تعزى إلى متغير الجنس لصالح الإناث، ووجود فروق دالة إحصائيًا في الشَّغف القهري تعزى إلى متغير التخصص لصالح التخصصات الإنسانية. وأﻓﺮزت ﻧﺘﺎﺋﺞ التحليل (stepwise) أن الكفاءة الذاتية الأكاديمية تفسر ماقيمته (%25.6) من التباين في الشَّغف الانسجامي، وتفسر ما نسبته (22.4%) من التباين في الشَّغف القهري مع تثبيت أثر المتغيرات الأخرى.

(الكلمات المفتاحية: الشَّغف الانسجامي، الشَّغف القهري، الكفاءة الذّاتية الأكاديمية)


The Predictive Ability of Self-efficacy of Academic ‎Passion among Yarmouk University Students

Tamara Husban, Ministry of Educational, Jordan

Faisal Al-Rabie’, Yarmouk University, Jordan.  

Abstract: This study aimed at investigating the predictability of self-efficacy of academic passion, as well as at investigating the most popular academic passion. The study’s sample consisted of (1044) undergraduate students at Yarmouk University during the summer semester of the academic year 2019\ 2020. Two measures were used: one for academic passion and the other for academic self-efficacy. The results showed that the most popular passion is the harmonious passion pattern. There were statistically significant differences in harmonious passion pattern levels due to gender, in favor of female students, and there were statistically significant differences in obsessive passion pattern levels due to specialization, in favor of humanities. The analysis of the stepwise regression revealed that academic self-efficacy explained (25.6%) of the variance in harmonious passion and explained (22.4%) obsessive passion with Stabilizing the effects of other variables.

(Keywords: Obsessive Passion, Harmonious Passion, Academic Self-efficacy).



Al-Alwan, A., & Mahasna, R.(2011). Self-efficacy in reading and its relationship with the use of reading strategies among a sample of the Hashemite University students. The Jordanian Journal of Educational Sciences, 7(4), 399-418.

Al-Rabee`, F. (2013). Spiritual intelligence and its relationship to gender and the level of achievement of students of the Faculty of Education at Yarmouk University, Jordan. The Jordanian Journal of Educational Sciences, 9(4), 353 -364.

Altun, F., Yazici, H., & Seyis, S. (2015). efficacy beliefs as predictors of academic achievement among high-school students. Social and Behavioral Sciences, 15(23), 19-23.

Al-Zaq, A. (2009). The perceived academic self-efficacy of Jordanian university students in light of the variables of sex, college and academic level. Journal of Educational and Psychological Sciences, 10(2), 38-58.

Antoncic, B., Antoncic, J., & Aaltonen, M. (2016). Marketing self-efficacy and firm creation. Journal of Small Business and Enterprise Development, 23(1), 90–104.

Bandura, A. (1994). Self-efficacy. In: V. S. Ramachaudran (Ed.), Encyclopedia of human behavior. Academic Press, New York, 4, 71-81.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Betz, E. (2004). Self-efficacy: Contributions of Self-efficacy theory to career

counseling: A personal perspective. The Career Development Quarterly, 52 (4), 340–353.

Birkeland, I., & Buch, R. (2015). The dualistic model of passion for work: discriminate and predictive validity with work engagement and workwholism. Motivation and Emotion, 39 (3),392-408.

Bonneville-Roussy, A., Vallerand, R., & Bouffard, T. (2013). The roles of autonomy support and harmonious and obsessive passions in educational persistence. Learning and Individual Differences, 24, 22– 31.

Campos, M. (2016). The role of creativity in mediating the relationship between entrepreneurial passion and entrepreneurial alertness. Revista Brasileira de Gesta˜o de Nego´cios, 18 (61), 457–472.

Cascio, I., Magnano, P., Elastico, S., Costantino, V., Zapparrata, V., & Battiato, A. (2014). The relationship among self-efficacy beliefs, external locus of control and work stress in public-setting school teachers. Open Journal of Social Sciences, 2, 149-156.

Coleman, J., & Guo, A. (2013). Exploring children’s passion for learning in six domains. Journal for the Education of the Gifted, 36 (2), 155–175.

Deci, L., & Ryan, M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.

Draissi, Z.,& Yong, Q, Z. (2020). COVID-19 outbreak response plan: Implementing distance education in moroccan universities. School of Education, Shaanxi Normal University. https://papers.ssrn.com/sol3/ papers.cfm?abstract_id=35867

El-Daba'a, F. (2019). Self-transcendence, passion and neurotic perfectionism as predictors of self-satisfaction at work among kindergarten teachers. The Educational Journal, 63, 28-97.

Fesharaki, F. (2019). Entrepreneurial passion, self-efficacy and spiritual intelligence among iranian SME owner–managers. National Academy of Psychology (NAOP): India.

Forest, J., Mageau, A., Sarrazin, C., & Morin, M. (2011). “Work is my passion”: The different affective, behavioural and cognitive consequences of harmonious and obsessive passion toward work. Canadian Journal of Administrative Sciences, 28(1), 27–40.

Fredricks, J., Alfeld, C., & Eccles, J. (2010). Developing and fostering passion in academic and nonacademic domains. Gifted Child Quarterly, 54 (1), 18-30.

Hetsevich. I. (2017). Advantages and disadvanta-ges of e-learning technologies for students. Joomlalms. https://www.joomlalms.com/blog/ guest-posts/elearning-advantages-disadvantages.

Ho, T., Wong, S., & Lee, H. (2011). A tale of passion: Linking job passion and cognitive engagement to employee work performance. Journal of Management Studies, 48 (1), 26–47.

Hodgins, S., & Knee, R. (2002). The integrating self and conscious experience. Handbook of Self-determination Research, University of Rochester Press.

Khan, F. (2020). Passion-based teaching in classroom: An analysis using Sem-pls approach. Humanities & Social Sciences Review, 8(3), 562-573.

Kim, A.,& Park, I. (2000). Hierarchical structure of self-efficacy in terms of generality levels and its relations to academic-performance: General, academic, domain-specific and subject-specific self-efficacy. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA, April 24-28.

Kim, H. (2013). Passion in teaching beliefs and efficacy. Academic Exchange Quarterly.

Kula, S., & Taşdemir, M,. (2013). Evaluation of pre-service teachers' academic self-efficacy levels in terms of some certain variables. Social and Behavioral Sciences, (141), 686 – 690.

Lalande, D., Vallerand, R., Lafrenière, M., Verner-Filion, J., Laurent, F., Orest, J., & Paquet, Y. (2017). Obsessive passion: A compensatory response to unsatisfied needs. Journal of Personality, 85, 163-178.

Lukas, K., Kerrick, A., Haugen, J., & Crider, J. (2016). Communicating entrepreneurial passion: Personal passion vs. perceived passion in venture pitches. IEEE Transactions on Professional Communication, 59 (4), 363–378.

Mageau, G., & Vallerand, R.J. (2007). The moderating effect of passion on the relation between activity engagement and positive affect. Motivation and Emotion, 31, 312-321.

Moeller, J. (2013). Passion as a concept of the psychology of motivation: Conceptualization, assessment, inter-individual variability and long-term stability. (Dr. phil.). Universität Erfurt.

Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment. 23(3), 145-149.

Nader, A., & Al-Jubouri, M. (2018). The effectiveness of the academic self among university students. Tikrit University Journal for the Humanities, 25(12), 421-442.

Nofal, M. (2010). Differences in learning motivation based on self-determination theory of students in educational sciences faculties at the Jordanian universities. An-Najah University Journal for Research, 2(25), 278-308.

Phelps, H., & Benson, R. (2012). Teachers with a passion for the profession. Action in Teacher Education, 34(1), 65–76.

Philippe, F., Vallerand , R., & Lavigne, L. (2009). Passion does make a difference in people’s lives: A look at well-being in passionate and non-passionate individuals. Applied Psycholo-gy: Health and Well-being, 1(1), 3–22.

Rose, L. (2003). Student self-efficacy in college science: An investigation of gender, age and academic achievement. Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree with a Major in Education, University of Wisconsin-Stout.

Ruiz-Alfonso, Z., & León, J. (2018). Teaching quality: Relationships between passion, deep strategys to learn and epistemic curiosity. Journal of School Effectiveness and School Improvement, 30(2), 2-19.

Ruiz-Alfonso, Z., Vega, L., & Beltran, E. (2018). What about passion in education? The concept of passion, why it is important and how teachers can promote it. European Scientific Journal, 14(1), 1857 – 1878.

Schunk, H. (2003). Self-efficacy for reading and writing: Influence of modeling, goalsetting, and self-evaluation. Reading and Writing Quarterly, 19, 159-72.

Schunk, H., & Pajares, F. (2002). The development of academic self-efficacy. In: A. Wigfield.

Seligman, P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist.

Sheldon, M. (2002). The self-concordance model of healthy goalstriving: When personal goals correctly represent the person. NY: The University of Rochester Press.

St-Louis, A., Verner-Filion, J., & Vallerand, R. (2018). Passion and mindfulness: Accessing adaptive self-processes. The Journal of Positive Psychology, 13(2), 155-164.

Stoeber, J., Childs, H., Hayward, A., & Feast, R. (2011). Passion and motivation for studying: Predicting academic engagement and burnout in university students. Educational Psychology, 31(4), 513-528.

Vallerand, J., Rousseau, L., Grouzet, E., Dumais, A., Grenier, S., & Blanchard, M. (2006). Passion in sport: A look at determinants and affective experiences. Journal of Sport and Exercise Psychology, 28, 454-478.

Vallerand, R. (2010). On passion for life activities: The dualistic model of passion. Advances in Experimental Social Psychology, (43), 43–142.

Vallerand, R., & Houlfort, N. (2003). Passion at work: Toward a new conceptualization.

Vallerand, R., & Verner-Filion, J. (2013). Making people's life most worth living: On the importance of passion for positive psychology. Terapia Psicológica, Sociedad Chilena de Psicología Clínica Santiago. 31(1), 35-48.

Vallerand, R., Blanchard, C., Mageau, G., Koestner, R., Ratelle, C., Léonard, M.,& Gagne, M. (2003). Les passions de l'âme: On obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756-767.

Vallerand, R.J. (2008). On the psychology of passion: In search of what makes people’s lives most worth living. Canadian Psychology, 49, 1–13.

Verner-Filion, J., Vallerand, R. J., Donahue, E. G., Moreau, E., Martin, A., & Mageau, G. A. (2014). Passion, coping and anxiety in sport: The interplay between key motivational and self-regulatory processes. International Journal of Sport Psychology, 45, 516-537.

Viegas, V. (2015). Emotional intelligence,sSelf-efficacy and passion as a correlate of psychological skill usage among professional sports players. Doctor of Philosophy thesis in Psychology at Karnatak University.

Yunji, K. (2018). The mediating effect of academic passion on the relationship between self-efficacy and coping and adjustment. Master Thesis, Seoul National University: Department of Education, Teachers’ College.

Zhoa, Y., St-louis, A., & Vallerand, R., (2015). On the validation of the passion scale in Chinese. Psychology of Well-being Theory: Research and Practice, 5(1) 2-11