הקשר בין המשאבים האישיים והקוגניטיביים של סטודנטים חרדים, דתיים וחילונים לשביעות רצונם האקדמית

This study focused on the academic satisfaction (AS) and personal and cognitive resources of Haredi students (N=128) as a unique minority group, compared to those of their religious (N=158) and secular peers (N=134). Variables that significantly explained the variance of AS were personal characteristics, personal resources (cohesion and social support), cognitive resources (sense of threat and challenge and sense of self-efficacy), and motivation. No significant differences were found in level of satisfaction. Haredi and secular students have higher levels of self-efficacy and motivation than their religious peers, and support levels are lower among Haredi students. The contribution to variance in AS of the resources cohesion and support was similar in all three groups, as were sense of challenge and sense of self-efficacy. Referring to the Identity Capital model, the findings indicate that Haredi students' identity capital is based on high levels of personal and cognitive resources, as are those of secular and religious students. Referring to the Acculturation Theory, their strategy is to preserve their culture of origin while seeking contact with the majority group. The findings could help academic institutions integrate new populations, including Haredi ones, into their schools.