The contribution of successful intelligence in predicting students' orientation toward academic quality of life

Abstract

This study investigated the relationship between successful intelligence and the academic quality of life among university students in Saudi Arabia. A descriptive, correlational, and causal-comparative design was employed. The population comprised all undergraduate students at King Faisal University in Al-Ahsa (N = 33,833), across scientific and humanities disciplines. A stratified random sample of 395 students (190 males, 205 females) was selected, and a pilot sample of 100 students was used to validate the study instruments. Two validated instruments were used: the Successful Intelligence Scale Al-Otebi and Al-Qamash [1] and the Academic Quality of Life Scale Abd Elraziq [2] both demonstrating high internal consistency (omega = 0.705–0.909). The findings revealed a statistically significant positive correlation (p < .01) between successful intelligence and the total score and dimensions of academic quality of life, with Pearson's r ranging from 0.379 to 0.535. Furthermore, multivariate analysis of variance (MANOVA) showed significant differences based on academic major and the interaction between gender and major, with no differences by gender alone. Independent samples t-tests indicated higher scores for students in scientific majors on both variables. Simple linear regression analysis revealed that successful intelligence significantly predicted academic quality of life (R² = 0.286, F = 157.31, p < .01), explaining 28.6% of the variance. These findings highlight the predictive role of successful intelligence in enhancing the academic quality of life and suggest implications for support programs in higher education.