الفهرس 
الفصل الثاني: الإطار النظري والدراسات ذات الصلةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Abstract Introduction : The sophistication and prosperity of any community depend principally on the abilities of its individuals, which require the organizations of this community to develop the different abilities of these individuals. Secondary school students are a big and effective slide of each community. Hence, it is very important to take care of them and of their learning outcomes and how far their academic engagement is achieved through paying concern to the factors which affect and predict it. That is why it became important to study the concept of academic engagement of students as a one of the important educational concepts, which has been being talked about in many modern studies all over the world.
The care on secondary school students can be based on the principle of systemic thinking. It is important to train the student to build new systems according to his intellectual skills, to review the syllabus in a systemic way, and to understand the educational concepts and the ease of their entry, in addition to that the student who enjoys the psychological flexibility, which is required during different educational situations, deals with these situations in a positive way, which helps in protecting the student from frustration and helplessness factors which freeze his thinking in a specific direction and thus makes him academically non-engaged.
On the other hand, the scientists of cognitive theory emphasize that self-regulation of learning and developing the memorization skills of the students help them to achieve more, and helps them to be academically engaged in many cognitive operations which affect their behavior particularly and their academic performance in different learning situations generally.
study Problem :
The study Problem can be Summanzed in the following main question:
Is it possible to predict academic engagement through systemic thinking, psychological flexibility and self-regulation and academic engagement with secondary school students?
from this question, the following questions are branched:
1) Is there a significant statistical correlation among systemic thinking, psychological flexibility and self-regulation and academic engagement with the students of the study sample?
2) Do the dimensions of systemic thinking (dynamic thinking, skill like reasoning system, procedural thinking, closed ring thinking and jungle thinking) differ according to the social type?
3) Do the dimensions of psychological flexibility (positive acceptance to change, self-flexibility, self-openness and creativity, dynamic cognition and change to reality, realizing that reality is multifaceted) differ according to the social type?
4) Do the dimensions of self-regulation (the knowledge of important information, evaluation, change, study, designing a plan, implementing the plan and evaluation) differ according to the social type?
5) Do the dimensions of academic engagement (behavioral engagement, emotional engagement and cognitive engagement) differ according to the social type?
6) Can each of systemic thinking, psychological flexibility and self-regulation contribute to predicting the academic engagement of secondary school students?
7) Are there direct and indirect effects caused by each of the independent variables (systemic thinking, psychological flexibility and self-regulation) to the academic engagement?
8) Does the extracted model of the relationship between systemic thinking, psychological flexibility, self-regulation differ ( as independent variables),and academic engagement (adependent variable) secondary school students depending to the social type?
Study hypothesis:
1) There is a significant statistical correlation among systemic thinking, psychological flexibility and self-regulation and academic engagement with the students of the research sample.
2) There are no significant statistical differences between males and females considering the average results of systemic thinking dimensions (dynamic thinking, skill like reasoning system, procedural thinking, closed ring thinking and jungle thinking) and in the measure as a whole.
3) There are no significant statistical differences between males and females considering the average results of the dimensions of psychological flexibility (positive acceptance to change, self-flexibility, self-openness and creativity, dynamic cognition and change to reality, realizing that reality is multifaceted) and in the measure as a whole.
4) There are no significant statistical differences between males and females considering the average results of the dimensions of self-regulation (the knowledge of important information, evaluation, change, study, designing a plan, implementing the plan and evaluation) and in the measure as a whole.
5) There are no significant statistical differences between males and females considering the average results of the dimensions of academic engagement (behavioral engagement, emotional engagement and cognitive engagement) and in the measure as a whole.
6) There is a relative contribution by each of systemic thinking, psychological flexibility and self-regulation in predicting the academic engagement of secondary school students.
7) There are direct and indirect effects by each of the independent variable represented in systemic thinking, psychological flexibility and self-regulation on the academic engagement of secondary school students.
8) The extracted model of the relationship between systemic thinking, psychological flexibility, self-regulation differ ( as independent variables),and academic engagement (adependent variable) secondary school students depending on the gender variable (male-female).
Study methodology :
In order to achieve the goal of this study and to complete its procedures, the descriptive correlative methodology was used as it is the appropriate one for the nature of the studied goals and hypothesis.
Study procedures:
a- Sample of the study
The main sample was composed of 683 secondary school students, who were classified into two groups (326 males and 357 females). They were from 5 different schools in Abu Tish city, Qena governorate. There ages ranged from 14 to 17 years, with an average of 15.56 and a standard deviation of 0.9543.
b- Methodology of the study
In order to achieve the goal of this study and to complete its procedures, the descriptive correlative methodology was used as it is the appropriate one for the nature of the studied goals and hypothesis.
c- Tools of the study:
The following tools were implemented in the current study:
1- Systemic thinking test (prepared by the researcher)
2- Psychological flexibility test (Ben Itzhak et al., 2014) (translated and localized by the researcher)
3- Self-regulation test (Moilanen,2007) (translated and localized by the researcher)
4- Academic engagement test (prepared by the researcher)
Statistical methods :
1- Path analysis.
2- Factorial analysis of the scale expressions correlations matrix through principle component method.
3- Varimax Rotation method for diagonal rotation of factors.
4- Independent Sample t-Test.
5- Multiple regression analysis (MRA).
Results of the study :
1- There is a significant statistical correlation among systemic thinking, psychological flexibility and self-regulation and the academic engagement of the sample students of the study.
2- There are no significant statistical differences between males and females considering the average results of systemic thinking dimensions (dynamic thinking, skill like reasoning system, procedural thinking, closed ring thinking and jungle thinking) and in the measure as a whole.
3- There are no significant statistical differences between males and females considering the average results of the dimensions of psychological flexibility (positive acceptance to change, self-flexibility, self-openness and creativity, dynamic cognition and change to reality, realizing that reality is multifaceted) and in the measure as a whole.
4- There are no significant statistical differences between males and females considering the average results of the dimensions of self-regulation (the knowledge of important information, evaluation, change, study, designing a plan, implementing and assessing the plan) and in the measure as a whole.
5- There are no significant statistical differences between males and females considering the average results of the dimensions of academic engagement (behavioral engagement, emotional engagement and cognitive engagement) and in the measure as a whole.
6- There is a relative contribution by each of systemic thinking, psychological flexibility and self-regulation in predicting the academic engagement of secondary school students.
7- There are direct and indirect effects by each of the independent variable represented in systemic thinking, psychological flexibility and self-regulation on the academic engagement of secondary school students.
8- The extracted model of the relationship between systemic thinking, psychological flexibility, self-regulation differ ( as independent variables), and academic engagement (dependent variable) of secondary school students does not differ depending on the gender variable (male-female).