البحث — المستودع الرقمي العراقي

نتائج البحث: 13 من أصل 13

التطرف الاجتماعي وعلاقته بالمشاركة في النشاطات اللاصفية لدى طلبة المرحلة الاعدادية == Social Extremism And Its Relation With Participation In The Non - Class Activities Among Secondary School Students

اسم المؤلف: هيام قاسم محمد مصطاف

اسم المشرف: بشرى عناد مبارك التميمي

الموضوع العام: علم النفس

السنة: 2010

الموضوع الدقيق: الارشاد النفسي والتوجيه التربوي

الدرجة: ماجستير

الجامعة: جامعة ديالى - كلية التربية الاساسية - قسم الارشاد النفسي والتوجيه التربوي

اللغة: العربية

النص الكامل من المصدر: https://basicedu.uodiyala.edu.iq/uploads/DHAMYA1/ARSHAD/%D9%87%D9%8A%D8%A7%D9%85%20%D9%82%D8%A7%D8%B3%D9%85%20.pdf

مكان الجامعة: ديالى

الصفحات الاولى:

المستخلص: ان مفهوم التطرف الاجتماعي، والمشاركة في النشاطات اللاصفية هي المفاهيم الرئيسة التي تناولها هذا البحث، وقد عرف التطرف الاجتماعي على انه : استجابة اجتماعية متشددة ناتجة عن التوتر والنفور من الغموض في هيئة سلوك تسلطي مشحون بشحنة انفعالية حادة ضد الجماعة الخا | Social extremism and participation in the Non - Class activities are considered as Main concepts which deals with this research. The social extremism is defined as it is asocial and severe response obtaining from extension and elienation of imbignity as a form of dominating behavior and loaded by emotional charge against the beliefs difficult to be changed du to what persom carriej from the cognitive structures standing on sharp sitnation of far ideas from moderation in dealing with social life cases. The participation of nom - class activities is defined as it is the participation as , scientific , technecial , athetic, literary or cultural nature done outside the classroom aim to fill the needs of students and to profit then the knowledge, social skills and reinforce the different types from positive behavior and development their abilities as faras possible. The Goals of this thesis : 1. Building standard for the social extremism for secondary school students. 2. Measuring this social extremism for secondary school students. 3. Identifying the differences of social extremism for secondary school according the following variables : A - Gender (girls - boys )B - Residing ( rural - urban )C - Branch (scientific - literary )4. Building standard for the participation in the non - class activities for secondary school students. 5. Measuring the participation in non - class activities for secondary school students.6. Identifying the differences in the participation in non - class activities according to the following variables : A - Gender (girls - boys )B - Residing ( rural - urban )C - Branch (scientific - literary )7. Identifying the relationship between the social extremism and non - class activities for secondary school students.For achieving these goals, the researcher makes two standards , the first is to measure the social extremism and the second one to measure the participation of non - class activities for secondary stage students. These two standard are applied on the research sample which totally (600) student by random way from school of General directorate Education of Diyala distributed according to gender, residing and branch of study. After collecting date and treat them statistically by using T. Test for one sample and two independent samples and Pearson correlation coefficient the researcher concludes the following results : - 1. Getting a standard can be used to measure the social extremism by identifying indications of honest and stability.2. There is indicative level of social extremism for secondary stage students.3. There are no differences in social extremism for secondary stage students according to the variables of (gender - residing and branch )4. Getting a standard can used in measuring the participation in non - class activities for secondary stage students. 5. There is no indicative level of participation in non - class activities for secondary stage students. 6. There are no differences in participation in non - class activities for secondary school students according to the variables : gender, residing and branch. 7. There is no indicative morally relationship between the social extremism and the participation in non - class activities.according these results , the researcher convies to some recommendations and suggestions

الملخص:

المصادر:

الكفاية المهنية لدى المرشدين التربويين وعلاقتها بالمكانة الاجتماعية == Occupational Competence And Its Relation To Social Status Among Educational Counsellors

اسم المؤلف: سناء علي حسون نجرس الخزرجي

اسم المشرف: بشرى عناد مبارك التميمي

الموضوع العام: علم النفس

السنة: 2010

الموضوع الدقيق: الارشاد النفسي والتوجيه التربوي

الدرجة: ماجستير

الجامعة: جامعة ديالى - كلية التربية الاساسية - قسم العلوم التربوية والنفسية

اللغة: العربية

النص الكامل من المصدر: https://basicedu.uodiyala.edu.iq/uploads/DHAMYA1/ARSHAD/%D8%B3%D9%86%D8%A7%D8%A1%20%D8%B9%D9%84%D9%8A%20%D8%AD%D8%B3%D9%88%D9%86.pdf

مكان الجامعة: ديالى

الصفحات الاولى:

المستخلص: الكفاية المهنية، والمكانة الاجتماعية، هي المفاهيم الرئيسة التي تناولها هذا البحث، وقد تم تفسير مفهوم الكفاية المهنية في ضوء نظرية العاملين لـ (هيرزبيرغ)، اما مفهوم المكانة الاجتماعية فقد تم تناوله على وفق المنظور المعرفي ممثلا بنظرية الموازنة الاجتماعية | This research deals with the occupational competence and social status are which considered as main concepts It gives.am explaination of occupational competence on the scope of the Theory of (HERZBERG) of Employees. As the concept of " social status " has been discussed according to the cognitive theory , for Instance the theory of social balance by " HEIDER" , theory of social comparative by " Festinger " , and theory of perceive and social behaviour change by "Rokeach" The research is Targeting to : First : Establishing an essencial system for the occupational competence of educational counsellor.Second : Measuring the of occupational competence for educational counsellor.Third : Notice the differences in the occupational competence of educational counsellor in accordance with the following alternatives. A. Gender ( Educational counsellor : male, female).B. Service (Less than 10 years) , (More than 10 years).C.SpecialiZation : (Psychological & educational sciences , psychology , educational counsellor , sociology).Fourth : Establishing an essential system for social status of educational Counsellor.Fifth : Measuring social status for the educational Counsellor. Sixth : Notice the differences of the social status of the educational counsellor in accordance with the following alternatives.A. Gender (Educational counsellor : male, female). B. Service ( Less than 10 years), (more than 10 years). C. Specialization (Psychological & educational sciences, psychology, educational counsellor, sociology). Seventh : To acquaint with the relationship between the occupational competence & social status for the educational counsellor. To achieve the mentioned goals, the researcher has done the establishing of two measurements units , one is used for measuring the occupational competence and the other is used for measuring the social status , both units measuring systems have been applied on samples of (440) educational counsellor male, female chosen randamly , from various schools of Dyala general directorate of education , baghdad.1st.RESAFFA general directorate of education , distributed according to the alternative of gender , service , and the specialization. After the process of collecting all information and data and treated in statistical meads , lay using the equahilruim of (T - Test) for onesample , and for two independent samples (one - way ANOVA), pearson linker coefficient , the reseacher har concluded the following results : 1 - The educational counsellor have obtained on acceptable average of the professional effeciency and the social status.2 - There are no differences in occupational competence for the educational counsellor in accordance with the alternatives : (Gender , specialiZation , services).3 - There are no differences in the social status for the educational counsellor in accordance the following alternatives (Gender, Spaciaization ). 4 - There are differences in significance of statistics in social status for the educational counsellor in accondance of services atternative for the counselor interests of longer services.5 - There are strong and positive relationships between the occupational competence and the social status. According to these results, The researeher has concluded most important recommendations and suggestions

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