Ali Abdullah AlSwihri
Department of Counseling Psychology; Faculty of Arabic language and humanities, Islamic University of Madinah, Al-Madinah al-Munawwarah, Saudi Arabia
Volume: 17 | Issue: 4 | Pages: 178-196 | December 2025 | https://doi.org/10.54940/ep48670056 | PDF
Received:17/09/2025 | Received:17/11/2025 | Accepted:19/11/2025
Corresponding Author: [email protected]
Abstract
The study aimed to examine the relative contribution of learning agility and academic satisfaction in predicting social activities among students at the Islamic University of Madinah. The study population consisted of 647 students, with a main sample of 256 students and an additional sample of 108 students to verify the psychometric properties of the research instruments. The researcher employed three measures: the Learning Agility Scale (developed by the researcher), the Academic Satisfaction Scale (developed by the researcher), and the Social Activities Scale (adapted and validated by the researcher). The results revealed significant positive correlations among all variables: learning agility was positively associated with both academic satisfaction and social activities, while academic satisfaction showed a stronger correlation with social activities compared to learning agility. Structural equation model (SEM) analysis revealed a statistically significant direct effect of learning agility on academic satisfaction. There was no direct effect of learning agility on social activities, but there was a statistically significant indirect effect of learning agility on social activities. This indicates that the model includes total mediation, which implies an indirect effect of learning agility on social activities through academic satisfaction. The study recommended enhancing students’ learning agility and academic satisfaction as a pathway to promoting their engagement in university social activities.
Keywords
Academic Satisfaction, Learning Agility, Social Activities, academic, to learn, The Relative Contribution.
How to Cite
AlSwihri, A. (2025). The Relative Contribution of Academic Satisfaction and Learning Agility in Predicting Students’ Social Activities at the Islamic University of Madinah. Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol17(4), pp178-196. https://doi.org/10.54940/ep48670056
License
1658-8177/© 2025-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of the https://creativecommons.org/licenses/by-nc/4.0/-