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الذكاء الوجودي وعلاقته باساليب التفكير لدى طلبة المرحلة الاعدادية Existential Intelligence and Its relationship with Thinking Styles among Preparatory School Students

المستخلص: الذكاء الوجودي لدى طلبة المرحلة الاعدادية.2. الذكاء الوجودي لدى طلبة المرحلة الاعدادية حسب متغيري الجنس والتخصص الدراسي .3. اساليب التفكير لدى طلبة المرحلة الاعدادية.4. اساليب التفكيرالمفضلة لدى طلبة المرحلة الاعدادية حسب متغيري الجنس - والتخصص الدراسي .5. العلاقة الارتباطية بين الذكاء الوجودي واساليب التفكير المفضلة لدى طلبة المرحلة الاعدادية .وقد بلغت عينة الدراسة (460) طالبا وطالبة منهم ( 265) طالبا و(195) طالبة، ومن التخصصين العلمي والادبي في المدارس الحكومية، اختيرت بالطريقة الطبقية العشوائية، ولتحقيق هدف الدراسة تم اعداد اداة لقياس الذكاء الوجودي حسب نظرية كاردنر، وتبني مقياس اساليب التفكير ل( الجميلي، 2013) وفق نظرية هاريسون وبرامسون وتم التحقق من الخصائص السايكومترية لكلا المقياسين,واستخراج الصدق والثبات لهما , وقد تم استعمال الوسائل الاحصائية الاتية ( تحليل التباين الثنائي، معامل ارتباط بيرسون، الاختبار التائي لعينة واحدة، والاختبار التائي لعينتين مستقلتين، ومعادلة الفا كرونباخ لحساب الثبات، والنسبة المئوية ) توصل البحث الى النتائج الاتية : 1. ان طلبة المرحلة الاعدادية يتمتعون بمستوى جيد من الذكاء الوجودي .2. لا توجد فروق ذات دلالة احصائية لدى طلبة المرحلة الاعدادية حسب متغيري الجنس والتخصص على مقياس الذكاء الوجودي .3. ان طلبة المرحلة الاعدادية يمتلكون جميع اساليب التفكير بصورة عامة وكان الاسلوب المفضل لديهم في المرتبة الاولى هو الاسلوب المثالي ويليه الاسلوب التركيبي فالاسلوب التحليلي فالعملي فالاسلوب الواقعي على التوالي .4. توجد فروق ذات دلالة احصائية في اساليب التفكير ( المثالي - العملي - الواقعي ) حسب متغير الجنس ولصالح الاناث في الاسلوب المثالي ولصالح الذكور في الاسلوبين ( العملي - الواقعي ) ولا توجد فروق ذات دلالة احصائية في اسلوبي التفكير ( التركيبي - التحليلي ) حسب متغير الجنس، وتوجد فروق ذات دلالة احصائية في اساليب التفكير ( التركيبي - المثالي) ولصالح الفرع الادبي وفي اساليب التفكير ( التحليلي - الواقعي ) لصالح الفرع العلمي، ولا توجد فروق ذات دلالة احصائية في اسلوب التفكير( العملي ) في متغير التخصص لدى افراد العينة .5. وجودعلاقة ارتباطية ضعيفة بين الذكاء الوجودي واساليب التفكير الخمسة ( التركيبي - المثالي - العملي - التحليلي - الواقعي ) لدى افراد العينة .وقد ناقشت الباحثة تلك النتائج مع نتائج الدراسات السابقة وقد خرجت الباحثة بعدد من التوصيات منها الحفاظ على مستوى الذكاء الوجودي وتنميته , واعداد برامج تدريبية في المدارس الاعدادية تتضمن فعاليات اجتماعية وتربوية ودينية تساعد على تنمية الذكاء الوجودي لدى الطلبة , تضمين البرامج الارشادية في المدارس فعاليات تدريبية لتطوير اساليب التفكير لدى الطلبة , واستكمالا للبحث خرجت الباحثة بعدد من المقترحات لدراسات مستقبلية منها اجراء دراسة لمعرفة العلاقة بين الذكاء الوجودي ومتغيرات اخرى مثل (دافع الانجاز , الصحة النفسية ,التفكير الايجابي )وكذلك اجراء دراسات في مجال الذكاء الوجودي وعلاقته باساليب التفكير وفقا لنظريات اخرى | The researcher discussed these results with the results of the previous studies and the researcher cam out with a number of reconservation including the level of existential intelligence and its development,the preparation of guidance programs in the preparatory schools include social ,educational and religious activities that help to develop the students, existential intelligence ,the training programs in the schools included training activites to develop the thinking methods of the student ,Astudy of the relationship between existential intelligence and other variables such as motivation for achievement, mental health,positive thinking , us well as conducting studies in the field of existential intelligence and its relation to methods of thinking according to other theories
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2017
الموضوع العام: علم النفس
اسم المؤلف: لمياء حطاب رحيم المالكي

الاسلوب الابداعي " التجديدي - التكيفي " وعلاقته بمواجهة الضغوط لدى طلبة الدراسات العليا في جامعة البصرة INNOVATIVE STYLE (RECREATIVE AND ADAPTIVE) AND ITS RELATION IN CONFRONTING HIGH STUDIES STUDENTS PRESSURES IN BASRA UNIVERSITY

المستخلص: يعد الاسلوب المعرفي هو احد السبل التي يمكن من خلالها فهم تفضيلات الطلاب في معالجة المعلومات وتتحدد مشكلة الدراسة في التساؤل الاتي : ما علاقة الاسلوب الابداعي ( التجديدي - التكيفي) بمواجهة الضغوط لدى طلبة الدراسات العليا في جامعة البصرة ؟ فنظرية الاسلوب الابداعي التي يشار اليها اختصارا(A - I) تعرف بنظرية (التكيف - االتجديد) يمكن تفسير نظرية التكيف - التجديد بانها معدة اساسا للاستفادة من التنوع على المدى الطويل ومعرفة العلاقات بين الاختلافات في الاسلوب الابداعي واساليب مواجهة الضغوط . ويهدف البحث الحالي الى معرفة ماياتي : 1 - نوع الاسلوب الابداعي الذي يستخدمه طلبة الدراسات العليا بجامعة البصرة.2 - مستوى مواجهة الضغوط لدى افراد العينة.3 - العلاقة بين الاسلوب الابداعي ومواجهة الضغوط لدى طلبة الدراسات العليا.4 - العلاقة بين الاسلوب الابداعي واساليب مواجهة الضغوط لدى طلبة الدراسات العليا تبعا لمتغير النوع الاجتماعي(ذكور - اناث).5 - العلاقة بين الاسلوب الابداعي واساليب مواجهة الضغوط حسب متغير المرحلة الدراسية (ماجستير,دكتوراه).6 - العلاقة بين الاسلوب الابداعي ومواجهة الضغوط والعمر الزمني لدى لطلبة الدراسات العليا.7 - الفروق في الاسلوب الابداعي بين طلبة الدراسات العليا تبعا لمتغير النوع الاجتماعي (ذكور - اناث).8 - الفروق في مواجهة الضغوط بين افراد العينة تبعا لمتغير النوع الاجتماعي (ذكور - اناث).9 - العلاقة الارتباطية بين الاسلوب الابداعي بمجالاته المختلفة واساليب مواجه الضغوط لدى جميع افراد العينة.10 - الفروق في الاسلوب الابداعي واساليب مواجهة الضغوط بين طلبة الدراسات العليا على وفق متغير الشهادة (ماجستير,دكتوراه) وقد بلغت عينة الدراسة (339) طالبا وطالبة شملت مجموعة من طلبة الدراسات العليا في جامعة البصرة يتلاءم وحجم المجتمع الاصلي في البحث منهم (160) طالبا و(179) طالبة اختيروا بالطريقة الطبقية العشوائية ولتحقيق اهداف الدراسة استخدم مقياس كرتون ويشار اليه بالرمزKAI)) الذي اعده عام 1976 اذ ترجم وكيف ليصبح ملائما للبيئة العراقية ,في حين اعتمد مقياس لازاروس وفولكمان عام (1984) لقياس مواجهة الضغوط وترجم وكيف بما يتلاءم والبيئة العراقية ,وتحقق من الخصائص السايكومترية في المقياسين ,واستعمال الوسائل الاحصائية الاتية (معامل ارتباط بيرسون, الاختبار التائي لعينة واحدة, الاختبار التائي لعينتين مستقلتين ,معادلة الفا كروبناخ).واسفر البحث الحالي الى النتائج الاتية : 1 - افراد عينة البحث يتراوحون بين الاسلوبيين الابداعيين التجديدي والتكيفي. 2 - افراد العينة من طلبة الدراسات العليا لديهم مستوى مرتفع لمواجهة الضغوط. 3 - عدم وجود علاقة ارتباطية بين الاسلوب الابداعي ومواجهة الضغوط.4 - عدم وجود علاقة ارتباطية بين الاسلوب الابداعي ومواجهة الضغوط عند الذكور وكذلك عدم وجود علاقة ارتباطية بين المتغيرين عند الاناث.5 - عدم وجود ارتباط دال بين متغيري الاسلوب الابداعي واساليب مواجهة الضغوط عند عينة طلبة الماجستير وعينة طلبة الدكتوراه كل عينة على حدة.6 - عدم وجود علاقة ارتباطية بين العمر الزمني في افراد العينة وبين متغيري الاسلوب الابداعي ومواجهة الضغوط.7 - عدم وجود فروق بين الجنسين (الذكور - الاناث) في مستوى الاسلوب الابداعي .8 - عدم وجود فروق بين النوعين الاجتماعيين (الذكور - الاناث) في الاساليب التي يستخدمونها لمواجهة الضغوط. 9 - عدم وجود فروق في الاسلوب الابداعي ومواجهة الضغوط تبعا لمتغير الشهادة الدراسية التي يروم الحصول عليها(ماجستير, دكتوراه).10 - وجود علاقة موجبة دالة احصائيا بين كفاية الاصالة ومواجهة الضغوط. | The cognitive style, is one of the ways by which students are able to understand preferences and to process information. The innovation style theory is referred to as adaptation - Innovation theory. This theory can be understood as a basis for exploiting the long term variation and recognizing the relation between differences in the creative style and ways of confronting pressures. The current research aims at recognizing the following : 1. The type of innovative style the high studies students follow in Basra University. 2. The level of confronting pressures among the chosen samples.3. The relation between the innovative style and the style of confronting the pressures in those high studies students.4. The relation between the innovative style and the style of confronting the pressures in those high studies students according to the sex variant (males vs. females). 5. The relation between the innovative style and the style of confronting the pressures in those high studies students according to the level of study (M A or PhD.).6. The relation between the innovative style and the style of confronting the pressures according to age in those students.7. Differences in the innovative style among the high studies students according to the sex variant (males vs. females).8. Differences in confronting the pressures among the samples according to sex variant (males vs. females).9. The connective relation between the innovative style with its various aspects and the style of confronting pressures among those students. 10. Differences in the innovative style and the style of confronting pressures according to certificate variant (M A vs. Ph. D.). The current work comprises 339 students (males and females) from those high study students in Basra University, 160 male students and 279 female students. Those are chosen via random stratification to accomplish the aims of this study, depending on Kirton scale, known as the KAI produced in 1976 when it was adapted and translated to be suitable for the Iraqi media. Also, Lazarus and Folkman's scale (1984) to measure the confrontation of pressure, translated and adapted to be compatible with the Iraqi media, checking the psycho - metric qualities for both scales and also using statistical instruments such as Pearson coefficient correlation, T - test for one specimen, and T - test for tow independent samples, and Cronbach's Alpha Equation and half - split equation. The main results in this study can be summarized in the following points : 1. The samples in this study are alternating between the two types of styles (innovative and adaptive).2. High studies students have a high level of confronting pressures.3. There is no connective relation between the innovative style and pressure confrontation. 4. There is no connective relation between the innovative style and pressure confrontation among males and among females. 5. There is no indicating connection between the variants of innovative style and the styles of confronting pressures among the chosen sample from the M A level and Ph D. level, each one in isolation. 6. There is connective relation between age among the selected specimen and the two variants of innovative style and pressure confrontation. 7. There are no differences between males and females at the level of innovative style. 8. There are no differences between males and females when using styles in confronting pressures. 9. There is a positive relation with statistical evidence between the innovative style and confronting pressures according to the variant of certificate they aspire to get (M A or PhD
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2017
الموضوع العام: علم النفس
اسم المشرف: نبيل كاظم نهير الشمري
اسم المؤلف: فراقد ياسين طه العاتي

المرونة النفسية وعلاقتها بالتدريس الابداعي لدى مدرسي ومدرسات المرحلة الاعدادية Resilience and Its Relation to Creative Teaching of Secondary School Teachers

المستخلص: يقصد بالمرونة النفسية هي القدرة على تدبير الامور في الاحوال القاسية الصعبة او المهددة او حتى في حالات المحن بمقاربة فعالة وناجحة، تلك القدرة على تعبئة الطاقات الذهنية والمهارية بغية القيام بالتصرف الجيد في الظروف التي تفرض المعوقات على النجاح وتهدد نتائجه ، اذ يمتاز الافراد المرنون نفسيا بالصمود في وجه المحن والصعاب ويخرجون منها بشكل ايجابي والمرونة النفسية هي احد المكونات الرئيسة المتممة للصحة النفسية فهي تصنع مساهمة رئيسة لرفاهية يومية وصحة نفسية دائمة, كما يعد التدريس الابداعي من احد متطلبات العصر الحديث, اذ يتطلب هذا العصر عقولا مبدعة قادرة على مواجهة التحديات المختلفة في شتى مجالات الحياة. وجاء البحث لدراسة جانب نفسي وهو المرونة النفسية وعلاقتها بالتدريس الابداعي لفئة مهمة وهم مدرسو ومدرسات المرحلة الاعدادية ومن خلال ذلك : يهدف البحث الحالي التعرف على : 1 - المرونة النفسية لدى المدرسين والمدرسات في المرحلة الاعدادية.2ـ المرونة النفسية تبعا لمتغير الجنس ( ذكور ـ اناث ).3ـ المرونة النفسية تبعا لمتغير التخصص ( انساني ـ علمي ).4ـ المرونة النفسية تبعا لمتغير عدد سنوات الخدمة ( اقل من 5 سنوات / من 5 سنوات الى 10 سنوات / اكثر من 10 سنوات ).5ـ التدريس الابداعي لدى المدرسين والمدرسات في المرحلة الاعدادية .6ـ التدريس الابداعي تبعا لمتغير الجنس ( ذكور ـ اناث ) .7ـ التدريس الابداعي تبعا لمتغير التخصص ( انساني ـ علمي ) .8ـ التدريس الابداعي تبعا لمتغير عدد سنوات الخدمة ( اقل من 5 سنوات / من 5 سنوات الى 10 سنوات / اكثر من 10 سنوات ) .9ـ العلاقة بين المرونة النفسية والتدريس الابداعي . ولتحقيق اهداف البحث قامت الباحثة ببناء مقياس للمرونة النفسية اعتمادا على انموذج (pienar,2007) حيث تكون المقياس من (50) فقرة موزعة على ثلاثة مجالات وهي : 1 - المساندة الخارجية2 - القوة الداخلية3 - مهارات حل المشكلة البينشخصية. وتحققت الباحثة من الصدق بطريقة (الصدق الظاهري - الصدق التمييزي - والثبات للمقياس بطريقة اعادة الاختبار والفاكرونباخ( وقد اعتمدت الباحثة في مقياس التدريس الابداعي على مقياس2013) Benlamri,) المبني على وفق انموذج Downing , 1997)) اذ ترجم المقياس وعرب وطبق والتحقق من الصدق والثبات لديه اذ يتكون المقياس من ستة مجالات هي : 1 - مجال الدافعية, 2ــ مجال القدرة الفكرية او العقلية 3 - مجال المعرفة 4 - مجال اسلوب التفكير 5 - مجال الشخصية 6 - مجال البيئة حيث كانت بدائل المقياس هي(نعم , لا ) تعطى لها عند التصحيح (1, 0) للفقرات. وتحققت الباحثة من الصدق بطريقة (الصدق الظاهري - الصدق التميزي - والثبات للمقياس) بطريقة (اعادة الاختبار والفاكرونباخ وطريقة كيودر ريتشاردسون) وكذلك التحقق من القوة التمييزية لفقرات المقياسين وذلك بتطبيق المقياسين على عينة قوامها (400) مدرس ومدرسة في المرحلة الاعدادية. وبعد التحقق من دقة الخصائص السيكومترية لمقياسي البحث وفقراتهما, تم تطبيق مقياسي البحث على عينة البحث الاساسية البالغة (400) مدرس ومدرسة اختيروا باسلوب العينة العشوائية الطبقية, وثم استخراج النتائج باستعمال الحقيبة الاحصائية(SPSS) والوسائل هي (الوسط الحسابي والانحراف المعياري ومعامل الارتباط بيرسون والاختبار التائي لعينة واحدة واختبار التباين وفروق الخطا المعياري) وظهرت النتائج كالاتي... - تمتع المدرسين والمدرسات بمستوى من المرونة النفسية وبمستوى من التدريس الابداعي. - لا توجد فروق ذات دلالة احصائية عند مستوى (0,05) للمرونة النفسية والتدريس الابداعي وفق متغير الجنس (الذكورــــ اناث) - توجد فروق ذات دلالة احصائية عند مستوى (0,05) بين درجات المرونة النفسية على وفق متغير التخصص (انساني ـــ علمي ) ولصالح التخصص الانساني. ولا توجد فروق ذات دلالة احصائية بين درجات التدريس الابداعي على فق متغير التخصص( انساني ـــ علمي ). - لا توجد فروق ذات دلالة احصائية عند مستوى (0,05) بين درجات المرونة النفسية والتدريس الابداعي على فق متغير عدد سنوات الخدمة ( اقل من 5 سنوات / من 5 سنوات الى 10 سنوات / اكثر من 10 سنوات ). - توجد علاقة ارتباطية موجبة بين المرونة النفسية والتدريس الابداعي لمدرسي ومدرسات المرحلة الاعدادية. وقد ناقشت الباحثة النتائج في ضوء النظرية المتبناة لكل متغير من متغيرات البحث (المرونة النفسية والتدريس الابداعي) وكذلك في ضوء الدراسات السابقة , وقد خرجت الباحثة بجملة من الاستنتاجات هي : ان متغير المرونة النفسية له تاثير وفعالية على مدرسي ومدرسات المرحلة الاعدادية. كما ان له اهميته في تمكينهم من مواجهة الازمات والضغوطات والصعاب التي تعترض سبيل حياتهم وكذلك التدريس الابداعي ذو اهمية كبيرة في تخريج جيل من المبدعين القادرين على مواجهة تحديات المستقبل , وقد خرجت بجملة من التوصيات هي : 1ــ اقامة دورات وندوات لتنمية المرونة النفسية ودورات لتنمية التدريس الابداعي. لمختلف الفئات والمراحل. 2ــــ تضمين المناهج الدراسية في المراحل الاعدادية موضوعات في الابداع والتفكير الابداعي. واستكمالا للبحث خرجت الباحثة بعدد من المقترحات لدراسات مستقبلية منها اجراء دراسة مماثلة على عينات اخرى مثل معلمي المدارس الابتدائية, اساتذة الجامعة. | This work investigates a psychological case which is resilience and its relation to creative teaching of an important class of teachers, i.e., secondary school teachers.This paper aims at knowing : 1. resilience of secondary school teachers.2. Sex - related resilience of teachers.3. resilience according to the specialization variable (humanistic - scientific).4. resilience according to the years of employment variable (less than 5 years, 5 - 10 years, more than 10 years).5. Creative teaching of secondary school teachers.6. Sex - related creative teaching variable.7. Creative teaching according to the specialization variable (humanistic - scientific)8. Creative teaching according to the years of employment variable (less than 5 years, 5 - 10 years, more than 10 years).9. The relation between resilience and creative teaching.And To achieve research objectives The researcher has built a scale to measure resilience based on Pinner's model. The scale consists of 50 items distributed on three levels : 1. External support 2. Internal force 3. Intrapersonal problem solving skillsThe researcher has verified validity according to (face validity, discriminant validity, and scale consistency via retest and Cronbach's methods). the researcher relied on the creative teaching scale, based on the (Benlamri, 2013) scale based on the Downing's (1997) model. The scale has been translated, Arabized, applied, and verified according to validity and consistency. The scale consists of six fields : 1. Motivation 2. Mental and intellectual ability 3. Knowledge 4. Thinking style 5. Personality 6. Environment The scale alternatives were (yes/no) and graded (1, 0) respectively. The researcher investigated validity according to (face validity, discriminant validity, and scale consistency) by applying the retesting, Cronbach, and Richardson's methods). Discriminatory power of the items of both scales has also been investigated and verified by applying the scales on a sample that comprises 400 secondary school male and female teachers. After verifying the accuracy of the psychometric features of the research scales and their items, the scales have been applied on the primary research sample which consists of 400 teachers who have been tested using the simple random sampling technique. The results have been obtained using SPSS and determining (mean, standard deviation, Pearson's correlation coefficient, T - test, ANOVA Test, and standard error differences). The results are as follows : - The teachers are characterized by a level of resilience and a level of creative teaching. - No statistically significant differences at (0.05) for resilience and creative teaching according to the sex variable (males, females). - Statistically significant differences at (0.05) for resilience values according to the specialization variable (humanistic, scientific) which go for humanistic fields. No statistically significant differences for creative teaching according to the specialization variable. - No statistically significant differences at (0.05) for resilience and creative teaching according to the years of employment variable (less than 5 years, 5 - 10 years, more than 5 years). - A positive correlation between resilience and creative teaching for secondary school teachers.The researcher has discussed the results in light of the adopted theory for each of the research variables (resilience and creative teaching) and also according to the previous studies. The researcher has then come out with some conclusions : the resilience variable has a significant influence on secondary school teachers and has its important role in enabling them to face crises, pressures and difficulties they usually encounter. Moreover, creative teaching has its importance in creating a generation of creative individuals who are able to face the challenges of the future. The researcher has also recommended the following : 1. Conducting courses and symposiums to develop resilience and creative teaching..2. Including creativity and creative teaching topics in the secondary school courses.The researcher then has ended with a number of important suggestions for future research such as conducting a similar study on a different sample like primary school teachers or college teachers
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2018
الموضوع العام: علم النفس
اسم المشرف: ميساء عبد حمزة المياحي
اسم المؤلف: بثينة ابراهيم جواد الاسدي

الانتباه المنقسم وعلاقته بالسلوك الاستكشافي لدى طلبة الجامعة

المستخلص: يهدف البحث الحالي الى تعرف : 1 - مستوى الانتباه المنقسم لدى طلبة الجامعة .2 - الفروق ذات الدلالة الاحصائية في مستوى الانتباه المنقسم لدى طلبة الجامعة على وفق متغيرات : ا - الجنس ( ذكور - اناث ) . ب - التخصص ( انساني - علمي ) . ج - السنة الدراسية ( الاولى - الرابعة ) .3 - مستوى السلوك الاستكشافي لدى طلبة الجامعة .4 - الفروق ذات الدلالة الاحصائية في مستوى السلوك الاستكشافي لدى طلبة الجامعة على وفق متغيرات : ا - الجنس ( ذكور - اناث ) . ب - التخصص ( انساني - علمي ) . ج - السنة الدراسية ( الاولى - الرابعة ) .5 - التعرف على العلاقة الارتباطية ان وجدت بين الانتباه المنقسم والسلوك الاستكشافي لدى طلبة الجامعة. اعتمد الباحث على منهج البحث الوصفي اسلوب العلاقات الارتباطية لانه المنهج الملائم لتحقيق اهداف البحث , ومن اجل تحقيق هذه الاهداف كان لابد من توفر اداتين , الاولى لقياس ( الانتباه المنقسم لدى طلبة الجامعة ) , والثانية لقياس ( السلوك الاستكشافي لدى طلبة الجامعة ) , وبعد اطلاع الباحث على الادبيات والدراسات السابقة ذات العلاقة بموضوع البحث , اعتمد الباحث على منظومة اختبارات فيينا الموجودة في كلية التربية البدنيه وعلوم الرياضة في جامعة البصرة لقياس الانتباه المنقسم , اذ تشكل اختبارات هذه المنظومة اجراءات دقيقة لقياس الانتباه المنقسم , وتتوفر فيها جميع الخصائص السيكومترية من الصدق والثبات . اما اداة البحث الثانية ( السلوك الاستكشافي ) فقد قام الباحث ببناء مقياس للسلوك الاستكشافي من خلال الاعتماد على نظرية ( Maw & Maw , 1976 ) منطلقا نظريا لبناء المقياس , وبعد اطلاع الباحث على الادبيات والدراسات السابقة ذات العلاقة بموضوع البحث , قام بصياغة ( 42 ) فقرة موزعة على ثلاثة مجالات هي ( المجال المعرفي , المجال النفسي , المجال الاجتماعي الثقافي ) , واوجدت الخصائص السيكومترية للمقياس , اذ تحقق الصدق الظاهري من خلال عرض فقرات المقياس على مجموعة من المحكمون في علم النفس التربوي والارشاد النفسي , اذ اتفق المحكمين على حذف ( 6 ) فقرات والابقاء على ( 36 ) فقرة , وكذلك تحقق من صدق البناء والقوة التمييزية للفقرات , وكانت جميع الفقرات مميزة في كل الاجراءات , اما الثبات فقد تحقق منه من خلال طريقتين ( اعادة الاختبار , الفاكرونباخ ) , ومن خلال استخدام معامل ارتباط بيرسون بين درجات التطبيق الاول ودرجات التطبيق الثاني بلغ معامل الاستقرار الخارجي للمقياس ( 0.89 ) , اما معامل الاتساق الداخلي للمقياس ( الفاكرونباخ ) فقد بلغ ( 0.87 ) . ومن اجل تحقيق اهداف البحث قام الباحث بتطبيق الاداتين على عينة اختيرت بالطريقة العشوائية الطبقية ذات التوزيع المتساوي من طلبة جامعة البصرة بلغت ( 120 ) طالبا وطالبة من التخصصات الانسانية والعلمية . وقد استعمل الباحث الوسائل الاحصائية والحسابية الملائمة لتحقيق اهداف البحث وهي : النسبة المئوية , المتوسط الحسابي والانحراف المعياري والتباين , الاختبار التائي لعينة واحدة ولعينتين مستقلتين , معامل ارتباط بيرسون , تحليل التباين الثلاثي , اختبار توكي . وقد توصل الباحث الى النتائج الاتية : 1 - ان طلبة الجامعة لديهم القدرة على تقسيم الانتباه بين مثيرين في ان واحد .2 - وجود فروق بين الذكور والاناث في القدرة على توزيع الانتباه ولصالح الذكور .3 - لا توجد فروق بين التخصص الانساني والعلمي في القدرة على تقسيم الانتباه .4 - وجود فروق بين السنة الدراسية الاولى والرابعة في القدرة على تقسيم الانتباه ولصالح السنة الرابعة .5 - ان طلبة الجامعة يتميزون بمستوى مرتفع من السلوك الاستكشافي .6 - لا توجد فروق بين الذكور والاناث في مستوى السلوك الاستكشافي .7 - وجود فروق بين التخصص الانساني والعلمي في مستوى السلوك الاستكشافي ولصالح التخصص الانساني .8 - وجود فروق بين السنة الدراسية الاولى والرابعة في مستوى السلوك الاستكشافي ولصالح السنة الرابعة .9 - هناك علاقة ارتباط ايجابية بين الانتباه المنقسم والسلوك الاستكشافي لدى طلبة الجامعة . وفي ضوء نتائج البحث يوصي الباحث بما ياتي : 1 - توجيه مختلف المؤسسات بالاعتماد على منظومة اختبارات فيينا في عملية اختيار المتقدمين لشغل الوظائف فيها .2 - ضرورة الاعتناء بالبيئة التعليمية التي تشجع المتعلمين على الاكتشاف والبحث عن المعارف والمعلومات في مختلف حقول المعرفة .استكمالا لجوانب البحث الحالي يقترح الباحث ماياتي : 1 - اجراء دراسات مشابهة لهذه الدراسة على عينات ومجتمعات اخرى مثل ( اساتذة الجامعة , الاطباء , القضاة , المعلمين ) .2 - اجراء دراسة ارتباطية تتناول علاقة السلوك الاستكشافي بمتغيرات اخرى مثل ( مهارات اتخاذ القرار , التصورات المستقبلية , المرونة الاكاديمية
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2018
الموضوع العام: علم النفس
اسم المؤلف: اسعـد جبار عباس الاسدي

فاعلية دورة التقصي الثنائية وانموذج (TASC) في اكساب المفاهيم الفيـزيائية ومهارات حـل المسالة وتنمية عمليات العلم لدى طلاب الصف الرابع العلمي THE EFFECTIVENESS OF USING COUPLED INQUIRY CYCLE AND TASC MODEL IN THE ACQUISITION OF PHYSICAL CONCEPTS, PRONBLEM SOLVING SKILLS AND DEVELOPING SCIENCE PROCESSING AMONG 4TH GRADE STUENTS\SCIENTIFIC BRANCH

المستخلص: هدف البحث الحالي الكشف عن (فاعلية دورة التقصي الثنائية وانموذج (TASC) في اكساب المفاهيم الفيزيائية ومهارات حل المسالة وتنمية عمليات العلم لدى طلاب الصف الرابع العلمي) وللتحقق من هذا الهدف تم صياغة الفرضيات الصفرية الاتية : 1. لا يوجد فرق ذو دلالة احصائية عند مستوى دلالة (0.05) بين متوسط درجات طلاب المجموعة التجريبية الاولى التي ستدرس على وفق دورة التقصي الثنائية ومتوسط درجات طلاب المجموعة التجريبية الثانية التي ستدرس على وفق انموذج (TASC) ومتوسط درجات طلاب المجموعة الضابطة التي ستدرس بالطريقة الاعتيادية في اختبار اكساب المفاهيم الفيزيائية.2. لا يوجد فرق ذو دلالة احصائية عند مستوى دلالة (0.05) بين متوسط درجات طلاب المجموعة التجريبية الاولى التي ستدرس على وفق دورة التقصي الثنائية ومتوسط درجات طلاب المجموعة التجريبية الثانية التي ستدرس على وفق انموذج (TASC) ومتوسط درجات طلاب المجموعة الضابطة التي ستدرس بالطريقة الاعتيادية في اختبار مهارات حل المسالة.3. لا يوجد فرق ذو دلالة احصائية عند مستوى دلالة (0.05) بين متوسط الفروق في درجات الاختبارين القبلي والبعدي لطلاب المجموعة التجريبية الاولى التي ستدرس على وفق دورة التقصي الثنائية وطلاب المجموعة التجريبية الثانية التي ستدرس على وفق انموذج (TASC) وطلاب المجموعة الضابطة التي ستدرس بالطريقة الاعتيادية في تنمية عمليات العلم .تحدد مجتمع البحث الحالي بجميع طلاب الرابع العلمي في المدارس الاعدادية والثانوية النهارية الحكومية التابعة الى محافظة القادسية، ومادة الفيزياء للفصول الخمس الاولى من الكتاب المقرر تدريسه للعام الدراسي ( 2016 - 2017 ).استخدم الباحث التصميم التجريبي ذا الضبط الجزئي للمجموعتين التجريبيتين والمجموعة الضابطة ذوات الاختبار القبلي والبعدي ووفقا لهذا التصميم تم اختيار اعدادية الديوانية للبنين لتمثل عينة البحث، وقد بلغت عينة الدراسة (98) طالبا، بواقع (32) طالبا للمجموعة التجريبية الاولى التي ستدرس وفقا لدورة التقصي الثنائية، و(34) طالبا للمجموعة التجريبية الثانية التي ستدرس وفق انموذج (TASC)، و(32) طالبا للمجموعة الضابطة التي ستدرس وفق للطريقة الاعتيادية. كوفئت مجموعات البحث الثلاث في متغيرات : العمر الزمني، ومستوى الذكاء, والتحصيل السابق، المعلومات الفيزيائية السابقة، ومهارات حل المسالة وعمليات العلم. اعد الباحث مستلزمات البحث وهي : تحديد المادة العلمية , صياغة الاهداف السلوكية ، تحديد المفاهيم الفيزيائية، اعداد الخطط التدريسية وتم بناء ثلاث ادوات وهي : 1 - اختبار اكساب المفاهيم الفيزيائية مؤلف من ( 45 ) فقرة موضوعية من نوع الاختيار من متعدد، تم التحقق من صدقه الظاهري وصدق المحتوى، وحسب ثباته باستخدام معادلة ( كودر - ريتشاردسون 20) ، اذ بلغ ( 0.87) ، كذلك تم احتساب معامل الصعوبة والتمييز لفقرات الاختبار وفاعلية البدائل الخاطئة .2 - اختبار عمليات العلم مؤلف من (42) فقرة موضوعية من نوع الاختيار من متعدد، موزعة على (11) عملية من عمليات العلم الاساسية والمتكاملة، تم التحقق من صدقه الظاهري وصدق البناء ، وحسب ثباته باستخدام معادلة ( كودر - ريتشاردسون 20) ، اذ بلغ (0.84) ، كذلك تم احتساب معامل الصعوبة والتمييز لفقرات الاختبار وفاعلية البدائل الخاطئة.3 - اختبار مهارات حل المسالة مؤلف من (45) فقرة مقالية تم التحقق من صدقه الظاهري وصدق البناء، وحسب ثباته باستخدام معادلة الفا - كرونباخ، اذ بلغ (0.82) وتم ايجاد ثبات معامل التصحيح للفقرات المقالية اذ بلغ (0.87)، فضلا عن حساب معامل الصعوبة والتمييز لفقرات الاختبار. طبقت التجربة في الفصل الدراسي الاول من العام الدراسي (2016 - 2017) واستمرت على مدى (12) اسبوعا، وبعد الانتهاء من تدريس المادة المحددة ، تم تطبيق الاختبارات, وعولجت البيانات باستخدام الحقيبة الاحصائية للعلوم الاجتماعية (SPSS - 20 ) وبرنامج (Microsoft excel )، واظهرت النتائج : 1. تفوق المجموعة التجريبية الاولى التي درست وفق لدورة التقصي الثنائية على المجموعة الضابطة التي درست بالطريقة الاعتيادية في متغير اكساب المفاهيم الفيزيائية . 2. تفوق المجموعة التجريبية الثانية التي درست وفق لانموذج (TASC) على المجموعة الضابطة التي درست بالطريقة الاعتيادية في متغير اكساب المفاهيم الفيزيائية .3. عدم وجود فرق دال معنويا بين المجموعتين التجريبية الاولى التي درست وفق لدورة التقصي الثنائية والتجريبية الثانية التي درست وفق لانموذج (TASC) في متغير اكساب المفاهيم الفيزيائية . . 4. تفوق المجموعة التجريبية الثانية التي درست وفق انموذج (TASC) على المجموعة التجريبية الاولى التي درست وفق دورة التقصي الثنائية والمجموعة الضابطة التي درست بالطريقة الاعتيادية في متغير مهارات حل المسالة. | The current work mainly aims at investigating the effectiveness of coupled inquiry cycle and also the use of TASC model in the acquisition of concepts and skills pertained to physics and problem solving skills as well as developing science processing among the 4th grade students in the scientific branch. To get sure of this goal, a null hypothesis is formed on the basis of the following : 1. There is no significant statistical difference at the level of (0.05) among the average scores of the first experimental group, whom are taught in accordance with the coupled inquiry cycle and those with the an average score in the second experimental group, being taught according to TASC model, and the average of the control group being taught following the usual method in testing the acquisition of physics concepts. 2. There is no significant statistical difference at the level of (0.05) among the average scores of among the first experimental group, being taught following the coupled inquiry cycle and those students with an average score in the second experimental group being taught according to the TASC model, the average of the control group taught following the usual method of teaching in the test problem solving skills. 3. There is no significant statistical difference at the level of (0.05) among the first experimental group's average scores that will be taught according to the coupled inquiry cycle, and those average scores belong to the second experimental group of students being taught in accordance with the TASC model, and the average scores of the control group that will be taught following the usual method of teaching in developing science processes. The samples that this research include are all 4th class students in the scientific branch in the governmental preparatory schools in Diwaniyah province, depending on the first six chapters in the physics book of the academic year of 2016 - 2017. The researcher adopted the experimental design of partial - controlled with two experimental groups and the control group applying the procedure of pre - and post - test. The researcher chooses 98 students randomly from Al - Diwaniya school for the first experimental group being taught according to the coupled inquiry cycle, 34 students as a second experiment group being taught in accordance with the TASC model and 32 students as a control group being taught following the usual method. The equivalence of those three groups are according to age, intelligence level, previous achievement of knowledge, previous knowledge in physics, problem solving skills and sciences processing level. The researcher prepared the requirements of the research as teaching material and behavioral objectives determining the terms belonging to physics and preparing a lesson as well as making three tools exposed in the following points : 1. Test of physical concepts acquisition which is composed of 45 objective terms in form of multiple choice. This test has been verified and has a valid content and a reliable face calculated by using the equation of Kuder - Richardson 20, as it was 0.87, and also calculating the difficulty and discrimination coefficient as well as the effectiveness of wrong alternatives. 2. Test of science operations which consists of 42 objective items of multiple choice, distributed to 11 processes of basic and integrated science processes. This test has a verified face and construction validity, and being reliable by using Kuder - Richardson 20 as it was (0.84) and measuring the difficulty and the discriminating coefficient as well as the effectiveness of wrong alternatives. 3. A test of problem solving skills which comprises 45 essay items. This test has a verified face and a constructed validity and being reliable by using Alpha - Cronbach, reaching (0.82) correction reliability of essay items that was 0.87, as well as difficulty coefficient and discrimination. The experiment was carried out during the first semester of the study year (2016 - 2017) lasting for 12 weeks, after the completion of teaching the specified material. The tests and the data were applied and treat using SPSS - 20 and Microsoft excel. The results showed the following : 1. The first experimental group excelled in these tests, those who studied according to the coupled inquiry cycle surpassing the control group, those who studied the material following the usual method in the learning of physics concepts. 2. The second experimental group excelled in these tests, those who studied the material according to the TASC model surpassing the control group, those followed the usual method in the learning of the physics concepts. 3. There is no significant difference between the first experimental group, who studied the material on the basis of coupled inquiry cycle and the second experimental group, those who followed the TASC model in their study of the physical concepts. 4. The second experimental group showed superiority over the first experimental group and the control group at the level of problem solving skills. 5. There is no significant difference between the first experimental group and the second experimental group at the level of problem solving skills, though the two groups followed different methods of learning. 6. The first experimental group showed superiority over the control group, both followed different methods of leaning, at the level of developing science processes. 7. The second experimental group showed superiority over the control group, both applied dissimilar ways of learning, at the level of developing science processes. 8. There is no significant difference between the first experimental group and the second experimental group at the level of developing science processes. Thus, according to these results, the researcher made the basic findings as conclusions and proposes some suggestions and recommendations for further studies.
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: المناهج وطرائق التدريس
السنة: 2017
الموضوع العام: العلوم التربوية
اسم المشرف: نضال عيسى عبد المظفر
اسم المؤلف: رضا عبد ناصر

دراسة مقارنة لمفاهيم الديمقراطية وحقوق الانسان المتضمنة في كتاب التاريخ للصف السادس الادبي في جمهورية العراق وما يماثله في بعض الدول العربية ومدى اكتساب الطلبة العراقيين من المفاهيم المشتركة بينهما A Comparative Study Of Democracy And Human Rights Concepts Included In The History Book For The Sixth Preparatory Class/Literary Branch In Iraq With Its Counterparts In Some Arab Countries And The Iraqi Students' Acquisition Of Their Mutual Concepts

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المستخلص: التعرف على مفاهيم الديمقراطية التي ضمنت في كتاب التاريخ للصف السادس الادبي في العراق وما يماثله في بعض الدول العربية والمقارنة بينهما في ذلك.و التعرف على مفاهيم حقوق الانسان التي ضمنت في كتاب التاريخ للصف السادس الادبي في العراق وما يماثله في بعض الدول ا | The current study aims at : Identifying and comparing the concepts of democracy in the history book for the sixth preparatory class/literary branch in Iraq and its counterparts in some Arab countries. Identifying and comparing the concepts of human rights included in the history book for the sixth preparatory class/literary branch in Iraq and its counterparts in some Arab countries. Identifying the common concepts of democracy in the history book for the sixth preparatory class/literary branch in Iraq and its counterparts in some Arab countries.Identifying the common concepts of human rights in the history book for the sixth preparatory class/literary branch in Iraq and its counterparts in some Arab countries. The researcher followed the descriptive approach in the current study, and then chose the method of content analysis, because it is appropriate to achieve the objective of the study. The study population consisted of the history book for the sixth preparatory class/literary branch in Iraq and its counterparts in some Arab countries, and the students of the sixth preparatory class/literary branch in Iraq. The study sample included the whole content of the four history books which has (745) pages and ( 542) students.The researcher prepared a list of the concepts of democracy and human rights and presented it to the experts to evaluate its validity. As for the stability of the tool of analysis, it was extracted in two ways; the first was the re - analysis by the researcher himself over a period of time, and the second way was by two external analysts hired by the researcher. Co - efficiency was very high which met the purpose of the study. The statistical tools used in the study included repetitions, percentages, and Holsti Formula. The researcher also built a test to see how much the Iraqi students acquire the common concepts in the four books. The reliability of this test was measured by the Split - Half Method which was (0.872) after being corrected by Gittman formula. In its final form, the test consisted of(48) MCQ items whose face and content validity and internal consistency and discriminatory power and the efficiency of the wrong alternatives were measured by the Split - Half Method which was (0.922) after being corrected by Gittman formula by using the SPSS software. The number of the concepts of democracy and human rights being analyzed in the four books is (3001) concepts (785) of which were concepts of democracy and (2216) were concepts of human rights. The Egyptian book has the greatest number of these concepts; it included (1077) concepts which make (35.888%). The Emirati book came in the second place, it included (830) concepts which make (27.6575%). The Iraqi book came in the third place, it included (769) concepts which make (25.624%). The Jordanian book came in the last place, it included (325) concepts which make (10.829%). The number of the mutual concepts of democracy and human rights in the four history books is (16), (6) of which were concepts of democracy and (10) were concepts of human rights. Analysis of the results have shown that the number of ideas and their distribution is (2862) in the four books. The history book for the third secondary class/literary branch in Egypt came in the first place; it included (1032) ideas which make (36.058%). The history book for the twelfth class in the UAE came in the second place, it included (818) ideas which make (28.581%). While the history book for the sixth preparatory class literary branch in Iraq came in the third place; it included (718) ideas which make (25.087 %). The history book at the secondary stage literary section of the two levels III and IV in the Hashemite Kingdom of Jordan came in the last place; it included (294) ideas which make ( 10.272 % ).After the researcher has applied the test of the acquisition of the mutual concepts of democracy and human rights on the (542) students. He corrected their responses to the items of the test. He, then, processed the results statistically. Results have shown that the calculated T - Value is (3.042) which is higher than the tabulated T - Value which is (1.960) at (541) degree of freedom and (0.05) level of significance, which indicates the existence of statistically significant differences between the SMA and medium - premise and in favor of the largest value (premise average) which means members of the sample acquisition of the concepts of democracy and human rights is weak.In the light of the results, the researcher recommends a number of recommendations : 1. Instructing designers and authors of the four history books to work on promoting the strengths of dealing with and displaying the quality and quantity of the concepts of democracy and human rights and finding solutions for the weaknesses of dealing with the concepts that were not found in the books.2. Diversifying the sources of the concepts of democracy and human rights for the students besides the textbook. The teacher is a role model and school libraries, and means of audio - visual media, the global network of information internet provide effective support to these gains.3. The authors of history books should add a question or more to the questions that follow the chapters or topics that address one of the concepts of democracy and human rights which urges the student to think, wonder, inquire and investigate.As a completion for this study the researcher suggests to conduct researches and studies including : - 1. A comparative study of the history book for sixth - grade literary equivalents in other Arab countries (Gulf or Maghreb or African) in the concepts of democracy and human rights contained therein.2. A balanced study between the history books for the preparatory stage in Iraq and the history books in the counterpart stage in the Islamic countries.3. Conduct a study to measure the awareness of teachers of history in the preparatory stage of the concepts of democracy and human rights are included in the history books.4. Conduct a study on the effectiveness of a suggested educational program for the acquisition of the concepts of democracy and human rights which are included in a history book for sixth - grade literary in Iraq.
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: المناهج وطرائق التدريس
السنة: 2016
الموضوع العام: العلوم التربوية
اسم المشرف: تحسين فالح مبارك الكيم
اسم المؤلف: قاسم محمد كريم

المرونة المعرفية وعلاقتها ببعض انماط الشخصية التسعة وفق نظرية الانيكرام لدى طلبة الجامعة Cognitive Flexibility And Its Relationship With Some Of The Nine Personality Types (Enneagram) Among University Students

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المستخلص: Hindrances of cognitive flexibility are represented by the difficulty to use the appropriate strategies to face the different situations that the individual faces, and that learners' tendencies to understand study materials tightly by imposing one knowledge - based system is by all means inappropriate, and the treatment of limited number of the dimensions of the phenomenon is a problem by itself. University students face many hindrances and pressure of different types which play an important role in building their personality sides. The research problem is set by the following questions : Do university students have cognitive flexibility? What is the commonest personality type among them? Is there any relationship between cognitive flexibility and theirpersonality type?Cognitive flexibility, as a mental performance feature, helps the individual to change and multiply ways of mental dealing with matters according to their nature. The ability to change the cognitive strategies that are used in the treatment of the new and unexpected circumstances and situations of the students is an important dimension of the human personality dimensions which cares about gaining new styles of human behavior and get rid of old and static ones. Moreover, the study of personality types and understanding its dimensions and identifying the commonest personality type among students made educationalists and psychologists interact with them seriously and actively. The importance of this research stems from the importance of university students as they are the basic pillar of development, progress and production; they are the builders of the present and future.1. Identifying cognitive flexibility among university students. 2. Identifying cognitive flexibility according to gender variable (males - females).3. Identifying cognitive flexibility according to study specification (scientific - human)4. Identifying personality types among university students5. Identifying personality types according to gender variable (males - females).6. Identifying personality types according to study specification (scientific - human)7. Identifying the relationship between cognitive flexibility and personality types.The present study is limited to the University of Basrah (fourth year students) both sexes (males - females) day study only, whose study specification is (scientific - human) academic year 2015 - 2016.In order to achieve the goals of the research the researcher built the scale for the cognitive flexibility following the scientific steps for building psychological scales. Face validity of the scale has been achieved after being shown to a jury of experts and specialists in the field of education and psychology and psychological measurement.Differential validity of the scale has been calculated through the application of the scale on a sample of (400) students. The stability of the scale has been verified by retest procedure, it was (0.84), and by Alpha Cronbach's method, it was (0.81). The researcher used personality typology scale according to Enneagram (centre of emotions) proposed by (Riso & Hudson, 1995) which was translated into Arabic by (Alyasseri, 2004), which was applied to the Iraqi environment.Personality typology scale (centre of emotions) is composed of three personality types (the helper, the performer, and the individualized). The validity of the scale has been determined by a jury of experts and specialists. The differential validity of the scale has been calculated through applying it to a sample of (400) students. The stability of the scale has been calculated by retest procedure, it was (0.83 the helper type), (0.82 the performer type), and (0.82 the individualized type).The research reached at the following results : 1. Goal number one result has shown that university students have cognitive flexibility.2. Goal number two result has shown that there are no statistically significant differences between the individuals of the research sample according to the gender variable (males - females).3. Goal number three result has shown that there are no statistically significant differences between the individuals of the research sample according to the study specification variable (scientific - human).4. Goal number four result has shown that the highest mean is that of the (helper) type, the (performer) type came in the second place; the individualized type's mean is the lowest.5. Goal number five result has shown that; there are statistically significant differences for the helper type of human study specification. There are statistically significant differences in the performer type between human and scientific study specifications.6. Goal number six result has shown that there are no statistically significant differences in the helper type according to the gender variable. However; there are statistically significant differences in the performer type according to the gender variable for males at the expense of females. There are statistically significant differences in the individualized type according to the gender variable for females at the expense of males.7. Goal number seven result has shown that there is a positive correlative relation (0.981) between cognitive flexibility and the helper personality type, there is a positive correlative relation (0.980) between cognitive flexibility and the performer personality type, there is a positive correlative relation (0.974) between cognitive flexibility and the individualized personality type.In the light of the results, the researcher proposed a number of suggestions and recommendations.
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2017
الموضوع العام: علم النفس
اسم المشرف: عبد الكريم غالي محسن العيداني
اسم المؤلف: فجر حسين كاظم السماوي

العجز المتعلم وعلاقته بالمعتقدات المعرفية لدى طلبة الجامعة Learned Helplessness And Its Relationship With Epistemologybeliefs Among University Students

المصادر:
الملخص:
المستخلص: يعاني طالب الجامعة في بعض الاحيان من عجز في تحقيق التوازن بين دوافعه الملحة وضغوط الحياة والتي بدورها تؤثر على صحته النفسية. فطالب الجامعة يمر بمرحلة الشباب ومايتخلل هذه المرحلة من مشكلات وصراعات ناجمة عن سوء توافق دراسي ومن جملة هذه المشكلات الرسوب الدر | A university student sometimes suffers from a deficit in achieving the balance between the pressing motives and,Lite stresses which in turn, affect his mental. Therefore, a university student, undergoing the problems and conflicts which permeate this stage, often suffers from poor academic adjastment. Among these problems is the problem of repeated academic failure. When the student repeats the academic year, he/she is seen as marginalized. This marginalization undercuts the feasibility of the student's efforts and the benefits of supportive measures whether made by family, social group, or educational staff. This cyclical marginalization further reinforces the student's negative perceptions and ideas about himself/herself. Then the student's response to future opportunities and challenges is colored by his/her feelings of being marginalized and, thus, the student does not achieve his or her true potential, the desired results. Thus, this entire process is one of learned helplessness on a declamatory, cognitive, and behavioral level. And this problem is related to another problem which is the Epistemology beliefs among university students which is represented by the system of implicit assumptions which students carry about the nature of knowledge and its acquisition. The study problem is manifested in the answers to the following questions : • Do university students suffer from learned helplessness?• Do the variables of gender, stage, or specialization affect learned helplessness among university students?• What is the level of Epistemology beliefs among the university students?• Do the variables of gender, stage and the specialization have an effect on the Epistemology beliefs among the university students?• Is there a relationship between learned helplessness and cognitive beliefs among the university?The research aims at the following : 1. Measuring the level of learned helplessness among university students.2. Identifying any significant differences of learned helplessness among university students according to the variables( 1) gender; (2) specialization;( c) academic status (success versus failure).3. Measuring the level of the Epistemology beliefs among university students4. Identifying the differences of Epistemology beliefs among university students according to the variables : (a) gender; b : specialization; ( c) academic status (success v. failure).5. Recognizing the relationship between Epistemology beliefs and learned helplessness among university students? To achieve the goals of the research, a scale to measure learned helplessness has been prepared depending on Seligman's theory. The scale consists of 49 items to measure learned helplessness. Additionally, Skomer's scale of Epistemology beliefs was also modified to suite the study sample (university students). The psychometric properties of the scale were extracted by adopting a method of comparing terminals and the reliability of internal consistency, and the stability of the scales was extracted by Cronbach's alpha formula. This scale is applied to a sample of university students (repeaters - and successful) numbering 723 male and female students for the academic year 2015/2016 by using of the variance triple analysis and Pearson correlation coefficient.The most significant results are : 1. Failed (marginalized) students have a level of learned helplessness. 2. There is difference between the Epistemology beliefs of the successful students and the failed (marginalized) students.3. There is a negative correlation relationship between learned helplessness and Epistemology beliefs (learning speed) of the successful students.4. There is a positive correlation relationship between the learned helplessness and Epistemology beliefs. In light of these results, the researcher made some recommendations and proposals : 1. Through programs of the center of teaching methods, the lecturers are enlightened by the most effective ways to deal with the students to raise their motivation to attain and achieve success; especially, focus on students whose academic status is low.2. Holding training courses for the teachers through the programs of teaching methods at university to develop their Learning strategies and how they can develop the Epistemology beliefs of the students
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2017
الموضوع العام: علم النفس
اسم المشرف: بتول غالب الناهي
اسم المؤلف: اية عبد الامير علي

السعة العقلية وعلاقتها بسمات الشخصية المبتكرة لدى طلبة المرحلة الاعدادية Mental Capacity And Its Relation To The Students' Created Personality Traits In Preparatory Schools

المصادر:
الملخص:
المستخلص: يهدف البحث الحالي التعرف على : 1 - السعة العقلية لدى المرحلة الاعدادية.2 - دلالة الفروق في السعة العقلية لدى طلبة المرحلة الاعدادية تبعا لمتغير النوع (ذكور - اناث), التخصص(علمي - ادبي), الصف (الرابع - الخامس).3 - السمات الشخصية المبتكرة لدى طلبة المرحلة الاعدادية.4 - دلالة الفروق في سمات الشخصية المبتكرة لدى طلبة المرحلة الاعدادية تبعا لمتغير النوع (ذكور - اناث), التخصص (علمي - ادبي), الصف (الرابع - الخامس).5 - علاقة السعة العقلية بسمات الشخصية المبتكرة لدى طلبة المرحلة الاعدادية.ولتحقيق اهادف البحث، قامت الباحثة باستعمال مقياس السعة العقلية ( لجان بسكاليوني,1970) وطبق المقياس على عينة البحث للصف (الرابع والخامس الاعدادي)، كما قامت الباحثة كذلك بتبني مقياس سمات الشخصية المبتكرة لهولمز(1976), لكونه الاداة المناسبة حسب علم الباحثة القادرة على قياس السمة المراد دراستها وهو مقياس اجنبي تم ترجمته الى العربية, وتعديله بما يتناسب والبيئة العراقية، وتم التحقق من الخصائص السايكومترية لكلا المقياسين، وقد بلغت عينة البحث(776) طالبا وطالبة من الصف الرابع والخامس الاعدادي، واستعملت الباحثة الوسائل الاحصائية الاتية : (الاختبار التائي لعينة واحدة، الاختبار التائي لعينتين مستقلتين المتساويتين بالعدد، ومعامل ارتباط بيرسون، معادلة الفا كرونباخ , وتحليل التباين الثلاثي). وتم التوصل الى النتائج التالية : 1. ان طلبة المرحلة الاعدادية يتمتعون بمستوى عالي في السعة العقلية .2. ان طلبة المرحلة الاعدادية يتمتعون بسمات الشخصية المبتكرة .3. لا توجد فروق ذات دلالة احصائية في السعة العقلية تبعا لمتغير النوع (ذكور - اناث), التخصص(علمي - ادبي). لكن توجد فروق ذات دلالة احصائية في السعة العقلية تبع لمتغير الصف (الرابع - الخامس ) لصالح الصف الرابع الاعدادي.4. لا توجد فروق ذات دلالة احصائية في سمات الشخصية المبتكرة تبعا لمتغير النوع (ذكور - اناث), التخصص (علمي - ادبي), المرحلة (الرابع - الخامس) 5. توجد علاقة بين السعة العقلية وسمات الشخصية المبتكرة لدى طلبة المرحلة الاعدادية. التوصيات 1 - ضرورة توفير الفرص والظروف, والانشطة والمهام, والدعم النفسي والاجتماعي اللازمة لتنمية قدرات المتفوقين والمبتكرين الى اقصى قدر ممكن, واسهام ذلك في تنمية وتوسيع السعة العقلية لديهم.2 - اجراء ما يلزم من تعديلات للمناهج الدراسية العادية من حيث المحتوى وطرق التدريس, والتركيز على تفرد التعلم, حسب قدرات واستعدادات الطلبة نحو العملية التعليمية. 3 - ضرورة توفير معلمين متخصصين ومؤهلين للعمل مع الطلاب ذوي السعة العقلية العالية والمبتكرين, واقامة كليات ومراكز عليا لاعداد وتدريب المعلمين المتخصصين للعمل مع المبتكرين ومع ذوي السعات العقلية العليا, مع تقديم الدعم اللازم لتشجيعهم على العمل بدقة وكفاءة مع الطلاب. كذلك اقامة مدارس خاصة صيفية لتقديم موضوعات ومواد معينة كي يلتحق بها المبتكرون والطلاب ذوي السعة العقلية العليا لتطوير مهاراتهم وقدراتهم الخاصة.4 - ضرورة وضع اليات لتنفيذ البرامج التربوية للمبتكرين والاهتمام بذوي السعات العقلية العليا من خلال اجراء مسابقات او برامج او مهرجانات تظهر هذه القدرات العقلية مع وجوب توفر دعم حكومي ومجتمعي اللازم لتنفيذ ذالك.المقترحات1 - اجراء دراسة مع متغيرات اخرى مثل السعة العقلية وعلاقتها بالتفكير الناقد او الادراك او التفوق الاكاديمي وغيرها.2 - اجراء دراسة مع متغيرات اخرى لسمات الشخصية المبتكرة وعلاقتها بالمعلم الناجح او بالنمو المعرفي وغيرها. | The current work aims at the following : 1. Recognizing students' mental capacities in preparatory schools. 2. Identifying the differences in these capacities according to the variant of gender (males - females), the branch of study (pure scientific - humanistic), the level of study (fourth - fifth)3. Recognizing the students' creative personality traits in the preparatory schools.4. Recognizing the differences in these personalities according to the variant of gender (males - females), the specialty of study (humanistic - pure scientific), the level of study (fourth - fifth)5. Recognizing the relationship (positive or negative) between mental capacity and creative personality traits of those students in preparatory schools. The sample included in this study was (776) students (boys and girls) from fourth and fifth classes in the preparatory schools. To accomplish the goals of this work, the researcher has followed and adopted mental capacity measurement made by Pascal - Leone. The scale is applied to those sample students. The researcher also adopted a measurement for creative personality traits put forward by Holmes for it is the only available tool. Then, psychometric features were checked for both of these two kind of measurement using statistical means such as T - test for one specimen, T - test for two independent samples, SPSS and Cronbach's Alpha formula. The results can be summarized I the following points : 1. The students in these schools have a good level of mental capacity. 2. They have a good level of creative personality traits.3. There are no statistical differences in mental capacities according to gender differences (boy - girls), the branch of study (humanistic - pure scientific), but There are statistical differences in mental capacities due to the level of study (four and five classes)4. There are no statistical differences in creative personality traits due to gender differences (boys - girls), the branch of study. But there are statistical differences in creative personality traits due to the level of study (fourth - fifth).5. There is positive relationship between mental capacity and creative personality traits among students in the preparatory schools.
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2017
الموضوع العام: علم النفس
اسم المشرف: عبد القادر رحيم الانصاري
اسم المؤلف: سارة ابراهيم احمد

الذكاء الروحي وعلاقته بالشخصية الاخلاقية لدى طلبة الجامعة المرتفعي والمنخفضي التحصيل الدراسي Spiritual Intelligence And Its Relationship To Moral Personality For Undergraduates With High And Low Achievement

المصادر:
الملخص:
المستخلص: يستهدف البحث الحالية التعرف على : 1 - الذكاء الروحي لدى طلبة الجامعة مرتفعي التحصيل الدراسي.2 - دلالة الفروق للذكاء الروحي لدى الطلبة مرتفعي التحصيل وفق كل من متغيري. - الجنس (ذكور - اناث). - التخصص (علمي - انساني).3 - الشخصية الاخلاقية لدى طلبة الجامعة مرتفع | Aims of current study can be stated as follow : 1) spiritual intelligence for undergraduates with high achievement.2) differences in spiritual intelligence degrees of undergraduates with high achievement, according to the following variables : a) Gender (Male/female).b) Specialization (scientific/human). 3) moral Personality for undergraduates with high achievement.4) the differences in moral Personality degrees level for undergraduates with high achievement, according to the following variables : a - Gender (Male/female).b - Specialization (scientific/human).5) spiritual intelligence for undergraduates with low achievement.6) differences in spiritual intelligence degrees of undergraduates with high achievement, according to the following variables : a) Gender (Male/female).b) Specialization (scientific/human).7) the level of moral Personality degrees for undergraduates with low achievement.8) the differences in moral Personality degrees level for undergraduates with low achievement, according to the following variables : a - Gender (Male/female).b - Specialization (scientific/human).9) The relationship between the spiritual intelligence and moral character for undergraduates : a - for undergraduates with high achievement.b - for undergraduates low high achievement. To achieve study objectives, the researcher used two research tools. Specifically, The Spiritual Intelligence Self - Report Inventory (King, 2008) was used by the researcher after translation, validity (i.e., face, translation and discriminatory validity) and reliability confirmation (via using test - retest and Chronbach's Alfa Coefficient). The inventory consists of the following areas : 1 - Critical Existential Thinking, 2 - Personal Meaning Production, 3 - Transcendental Awareness, and 4 - Conscious State Expansion. Inventory alternatives were : Completely true of me, Very true of me, somewhat true of me, Not very true of me, and Not at all true of me. Each alternative take degrees ranging from 4 - 0 for positive items and the reverse for negative ones. For moral Personality, a scale was built based on Blasi's model for moral character and the cognitive - social theory. The final version of the scale consisted of (63) items distributed to the following three areas : 1 - Willpower, 2 - Moral desires, and 3 - Integration.Scale alternatives were : Completely true of me, Very true of me, somewhat true of me, Not very true of me, and Not at all true of me. Each alternative take degrees ranging from 5 to 0 for positive items and the reverse for negative ones. The scale validity (using face validity - discriminatory validity - structure) and reliability (test - retest and Chronbach's Alpha) were verified. Moreover, discriminatory power for the scale's items was verified by applying on a sample of (400) female/male undergraduate students of Al Basrah University (morning study).After psychometric characteristics precision was verified for research scales and items, the two scales were applied on the main research sample (i.e., 360 undergraduate male/female undergraduates of Basrah University : 180 undergraduate male/female undergraduates with high achievement and 180 undergraduate male/female undergraduates with low achievement) selected by regular random sample method. Results were extracted using statistical package for social science (SPSS) and statistical methods including arithmetic mean, standard deviation, Pearson coefficient, t - test with one sample, two - ways analysis of variance "ANOVA", mean differences, standard errors and standard errors differences). Findings were as follow : • Undergraduates with high achievement had higher spiritual intelligence and moral character. • There were statistically significant differences between undergraduates with high achievement in spiritual intelligence according to gender (in favor of males), and moral character according to gender (in favor of females). Moreover, no statistically significant differences were appeared according to specialization. • Undergraduates with low achievement had low spiritual intelligence and moral character.• There were statistically significant differences between undergraduates with low achievement in spiritual intelligence according to gender (in favor of males), and moral character according to gender (in favor of females). Moreover, no statistically significant differences were appeared according to specialization. • There were a positive relationship between spiritual intelligence and moral character. Findings were discussed by the researcher according to theories adopted for each variable (i.e. spiritual intelligence and moral character). In addition, according to literature review, many conclusions were drawn including : spiritual intelligence variable was effective for undergraduates in general, and specifically for those with high and low achievement. Moreover, it was shown as significant in enabling individuals address issues facing them. Additionally, the following recommendations were concluded : the development of moral values and standards which play important role in the formation of moral character for undergraduates through consulting courses.
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2017
الموضوع العام: علم النفس
اسم المشرف: زينب حياوي بديوي
اسم المؤلف: نداء كاظم هادي العطبي

اساليب التفكير والتعلم المميزة لدى طلبة الاعداديات المهنية في ضوء بعض المتغيرات Distincitive Ways Of Thinking And Learning A Mong The Preparatory Students Professional In Liaht Of Some Variables

المصادر:
الملخص:
المستخلص: ن الاهتمام بمصطلح اساليب التفكير والتعلم من العوامل المؤثرة في العملية التربوية, نظرا لان معرفتنا باساليب التفكير التي يفضلها الافراد تساعدنا في تحديد الطرائق المناسبة في تعليمهم ,وارشادهم ,وتوجيههم, وتحديد الوسائل الملائمه لتقييمهم, بما يؤدي في النهاية | The interest term thinking and learning of the factors affecting the educational process methods, because our knowledge of the ways of thinking favored individuals that help us in identifying the appropriate methods in their education, and instruct them and guide them, and determine the appropriate means of assessment, including ultimately leads to higher academic achievement level they have, and the development of and the independence of their abilities and improve the educational process and to help the students to learn ways of thinking and learning to enhance the strengths and address the weaknesses as well as assistant teachers to predict and infer character of their students and use teaching methods appropriate.IT Summarized the research problem in answerning the following questions : 1 - What is distinctive ways of thinking and learning when the preparatory studeut professional?2 - Do variables of grade and the impact of specialization in the different ways of thinking and learning a mong the preparatory students professional?Objectectives of the study : 1 - - akoshv About ways of thinking and its components have distinctive Preparatory students professional students. 2. to identify the differences in ways of thinking and its components with the Preparatory students professional, and emerge from this goal the following question : Q / Are there significant differences in ways of thinking and its components to the Preparatory students by professional variables : A - row.B - school branch. 3. disclosure of learning methods and its components have distinctive Preparatory students professional. 4 - identify the differences in learning styles and its components with the Preparatory students professional, and emerge from this goal the following question : Q / Are there significant differences in learning styles and its components to the Preparatory students by professional variables : A - row.B - school branch.The limits of the study : The current research is limited to the preparatory students professional.(Industry ,Trade ,Applied Arts ,Nursing) ,In the province of Basra, for the academic year(2014 - 2015), of aboth genders and chassrooms, (fourth ,fifth ,sixth)The study measures : A - The study tool : First\Ways of thinking scale : The researcher used the ways of thinking of the preparation of the scale sternberg and Wagner (1991) and the veracity of the scale,using , virtual honesty ,Discriminatory power factor analysis assertive and ,stability Usign Jtman coefficient and Alpha Cornbach.Second / scale learning methods : researcher learning methods were used to measure Oukad (2007) has been verified the veracity of the scale using the virtual honesty and strength of discriminatory global analysis and exploratory Althiat using Jtman coefficient alpha and Cornbach.B - The study sample : The scale was applied to a sample of 600 students from High school professional students to study the morning and disciplines (industry and trade of applied arts and nursing).The most significant results of the study as follows : 1. Online distinctive methods of thinking among the preparatory students is a professional legislative style.2. The existence of differences between students in methods variable depending on the stage of study thinking (fourth and sixth) in favor of the sixth in the legislative style.3. The existence of differences between the students in the ways of thinking according to specialize in style hierarchy.4. The distinctive learning styles among the preparatory students professional style are convergent.5. The existence of differences between students in learning styles depending on the variable phase (fifth and sixth) and in favor of the sixth in style Convergent.6. The existence of differences between students in learning styles depending on the variable Specialization divergent in style.In light of the search results Ordta researcher the following recommendations : Recommendations : In light of the findings the researcher rencommends the following : 1 - Emphasis on the distinctive ways of thinking and learning among students taken into consideration when developing their curriculum.2 - utilization of research in the evaluation of students Alaaadadiat professional results.3 - taking into account the sample students Alaaadadiat career.4 - on specialists in the Ministry of Education and Vocational Education to use methods of learning suits distinctive professional level.5 - establishment of private educational cadre of professional guidance by specialists contend in which the interest in ways of thinking and learning and its importance in the professional preparation of students Alaaadadiat professional courses.Proposals : 1 - Conduct a similar study on a sample of the average third - grade students.2 - a study in learning styles according to the deprivation of parental variable among a sample of students.3 - conduct a study on ways of thinking and learning in their relationship with some personal and emotional factors.4 - a study of the relationship between methods of thinking and learning styles, and success in various professions, and to identify the extent to which the list of methods of thinking, learning and measurements to predict success in various disciplines and professions.
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2016
الموضوع العام: علم النفس
اسم المشرف: بتول غالب الناهي
اسم المؤلف: رغد ناصر السالم

قياس قلق التصور المعرفي لدى طلبة المرحلة الاعدادية Measuring Anxiety Conception Cognitive Among The Preparatory Level Students

المصادر:
الملخص:
المستخلص: لقد تزايد الاهتمام بدراسة الاضطرابات السلوكية فظهرت الحاجة لدراسة المتغيرات او الظواهر النفسية والسلوكية والمعرفية ومنها قلق التصور المعرفي في اطار العوامل والمتغيرات التي تتفاعل معها تاثيرا وتاثرا ما كون لنراؤية علمية اشمل من منظور اوسع للظاهرة من | The increasing interest in the study behavioral disturbances and distractions which showed the need to study the variables or psychological, behavioral and the cognitive phenomena such as cognitive perception worry in the framework of the factors and variables that influence and interact with affected Thus been made available Vision Of scientific most comprehensive of a broader phenomenon of perspective of and through the understanding and forecasting and early intervention to reduce the extent of the negative effects on the individual and the community and as he a manifestation of both a mental health proper conformance and has spoiled with the surrounding community in doing the responsibility, production and respect the customs and traditions and the rights of third parties, any deflection in thinking or The behavior, conscience, perception leads to a deterioration in the personal which affects the same individual and to society a negative impact, hence the idea of research to shed worry cognitive perception in terms of being emotive state of fear and the discomfort and preoccupation with of thinking and disorder the cognitive activities necessary in addressing the various attitudes and through the above lies the problem of current research to answer following two both questions;* What level of worry cognitive perception among preparatory level students?* Do you variable sex and branch school and Row level of worry at the impact of cognitive perception?.The study aimed to measure the cognitive perception worry among preparatory level students through the construction of disclosure of extent to which the students worried cognitive perception tool has corrupted the scale of four areas : (a sense of guilt, threat, the aggressive, shyness), according to the theory of Kelly virtual extracted as honesty and consistency and discriminatory internal measure of stability and extracted retail midterm manner reaching stability(0.81)and the way Alvakronbach where reliability coefficient was (0.90)and this shows that the measure enjoys consistently high. Dish the scale on a sample of junior high and high school students in the province of Basra, numbered (614) students were chosen random stratified way, and after the sample a questionnaire statistical analysis using the bag of Social Sciences (spss) The results were as follows : - The preparatory level students they have level of worry cognitive perception where it reached arithmetic mean (153.66) compared to center - premise (145) - The results of statistical analysis indicated that the anxiety the level of the females are larger than the level of anxiety in males. - There are significant for their classroom variable compared to the fourth preparatory grade to sixth preparatory for the benefit of the concern cognitive perception. - There is no indication of variable section (scientific - literary)concern in cognitive perception.In light of the findings the researcher found the following recommendations : 1 - On the educational and educational institutions develop special programs to enhance for students self - confidence in various stages of study.2 - Activating the role of educational counselor in the junior high school and detection of cases of worry perception of for students and processed as they arise.3 - Awareness through the mass media to spread the educational programs concern the cognitive perception.To complete current research she researcher suggests the following proposals : 1 - studying the measurement of krowldge anxiety and its relation ship with self - appreciation of in termediate school studonts. 2. Conduct a comparative study in cognitive perception worry among preparatory level students in the secondary and professional.3 - Conduct a comparative study in cognitive perception worry among junior high students stage between the countryside and the city.
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2016
الموضوع العام: علم النفس
اسم المشرف: بتول غالب الناهي
اسم المؤلف: ذكاء رحمن خضير العقابي

نظرية العقل وعلاقتها بالتفكير فوق المعرفي عند الطلبة المتفوقين تحصيليا واقرانهم العاديين في جامعة البصرة Theory Of Mind And Relationship With Metacognition Thinking For Students Owners Of High Achievement And Their Peers In University Of Basra

المصادر:
الملخص:
المستخلص: The compatibility level that the student achieves mentally and sentimentally refer to what extent he has two kinds of sophisticated social cognition These abilities are : the Theory of Mind (TOM)Which is regarded fundemental prerequisite in daily interactions, in cooperation and in education. Any deficiency leads to difficulties in social interaction. And matcogntion of thinking. The present study aims to : 1 - To Assess the development of the Theory of Mind for University Students.2 - To compare the development of the Theory of Mind amongst the highest achieves Students and their Normal Peers.3 - To Assess the Metacognitive thinking for university students.4 - To compare the Metacognitive Thinking among the highest achieves Students and their Normal Peers.5 - To recognize the Relationship between the development of the Theory of mind and the Metacognitive Thinking for the Hight achieve Students and their Normal Peers in Basra University.The Sample of the study, which was chosen randomly consisted of (400) students : (160) Hight achieves students and (240) normal students. To achieve the aim of the study, an Arabic version of Simon Baron - Cohen and his colleagues (1997) scale "Theory of Mind", and it was also known as "Facial Expression Scale'' and the Arabic version of Schraw and Denison's (1994) metacognitive thinking scale were conducted. Both scales were translated and adapted to be appropriate for the Iraqi environment. It was verified for the psychometric characteristics for both scales. The following statistical methods were used such as : (T - Test for One Independent Sample, T - Test for Two independent Sample, Std. Deviation, MANOVA, Pearson Correlation, Alpha Croanbach‘s Formula, Kuder - Richardson, and Biserial Correlation).The following results outlined : 1 - The results of the study revealed that university students have a developed Theory of Mind at the total score on the scale, and at the level of each domain separately : Emotions and Thoughts.2 - Students recorded higher level in the Theory of Mind in comparison with other normal peers.3 - The results of the study revealed that university students showed a high level of Metacognitive Thinking.4 - Hight achieve students recorded higher level in the Metacognitive Thinking in comparison with other normal peers.5 - There is a strong positive correlation between the Theory of Mind and the Metacognitive Thinking among the highest achieving students and their normal peers.
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2016
الموضوع العام: علم النفس
اسم المشرف: رفعت عبد الله جاسم
اسم المؤلف: نور كاطع عباس العيداني

الاعتماد - الاستقلال عن المجال الادراكي وعلاقته بدافع الانجاز الدراسي لدى طلبة المرحلة الاعدادية Reliance - Independence From The Perceptive Aspect And Its Relation With Academic Achievement Motivationof High School Students

المصادر:
الملخص:
المستخلص: يستهدف البحث الحالي تعرف : - 1 - الاسلوب المعرفي (الاعتماد - الاستقلال) عن المجال الادراكي لدى طلبة المرحلة الاعدادية. 2 - دافع الانجاز الدراسي لدى طلبة المرحلة الاعدادية. 3 - الفرق ذات الدلالة الاحصائية في الاسلوب المعرفي (الاعتماد - الاستقلال)على المجال ال | the current research aims to To recognize : 1 - the cognitive method (reliance & independence ) from perceptive aspect of high school students.2 - achievement motivation of students high school students..3 - significant differences statistically in cognitive method according (reliance & independence ) from perceptive aspect to variable of : A - Gender ( Males and Females).B - Specialization( Scientific and Literary Specialization students).4 - difference significant differences statistically in academic achievement motivation according high school students. to variable of : A - Gender ( Males and Females).B - Specialization ( Scientific and Literary Specialization students).5 - significant differences statistically the relation between the cognitive method ( reliance - independence ) from the perceptive aspect and the academic achievement motivation of students.6 - difference significant differences statistically in the relation of cognitive method (reliance - independence ) from perceptive aspect by the motivation of academic achievement high school students to variable of : : A - Gender( Males and Females).B - Specialization( Scientific and Literary Specialization students).The statistics analysis sample is consisted of (400 ) students ( female and male ) of 5th high school class for both specialization ( scientific and literary ) that are selected randomly from 7 schools to extract the honesty and reliability ,where the final application consists of 600 students ( females and males ) 5th high school ,selected randomly from 6 schools in the city center of Basra governorate for the academic year 2014 - 2015. For research Tools : Witkin scaleof forms including, Academic achievement motivation scale. To establish the scale of academic achievement according to (McClelland's Human Motivation Theory)and to demonstrate it to experts and specialists in measuring and evaluation field , educational psychology.The apparent honesty has been extracted by the using of percentage and (Chi - square) , also the reliability has been extracted by the applying (Spearman - Brown coefficient)as it isreached(0,84) ,the reliability coefficientby the way of split - half (0,74 ).For Cronbach's alpha,the reliability is (0,90) ,also the Internal consistency is extracted between the response of each item and the total degree of scale by using (Spearman - Brown coefficient) as it is reachedgthe highest value of (0,96) and the lowest value of ( 0,54).In order to achieve the research objects , the researcher has relied the following statistics measures : )Chi - Square), (Spearman - Brown law) ,Arithmetic Mean , Standard deviation , skews ,Al - Waseet( Median ) ,Mode ( statistics ) , liner correlation / Pearson , Cronbach's alpha equation and T - test for un - equal separate samples.The findings are showed as follows : 1 - There is a connective relation between reliance - independence from the perceptive aspect and academic achievement motivation.2 - the students of scientific specializations are exceededat the independence aspect from the perceptive aspect more than the literary specializations. 3 - The girl students are exceeded boy students at the level of achievement motivation.4 - There are significant differences statistically between students of scientific specializations and students of humanitarian specializations in cognitive method ( reliance - independence ) from the perceptive aspect in favor of the students of scientific specializations.5 - There are significant differences statistically between females and males in the test of academic achievement motivation in favor of females
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2015
الموضوع العام: علم النفس
اسم المشرف: عبد القادر رحيم عبد الرحيم
اسم المؤلف: زينب سمير عبد الرزاق

الاخفاقات المعرفية وعلاقتها بفقدان الامل لدى طلبة الجامعة Cognitive Failures And Its Relationship With Hopeless Of University Students

المصادر:
الملخص:
المستخلص: يجد الفرد نفسه احيانا في موقف ما يصعب عليه تفسير تواجده في ذلك الموقف او انه يخفق في اداء متطلبات مهمة ما اعتاد على القيام بها بصورة دورية وشبه يومية احيانا كثيرة وربما قرا شيئا ووجد نفسه لم يفهم او لم يتذكر ما يتوجب عليه فعله من قراءة ذلك الشيء. وقد ا | The individual finds himself sometimes in what position difficult for him to interpret, or that he fails to perform a task requirements of what he used to do regularly and almost daily, sometimes he read something and found himself did not understand or did not remember what he must do to read that thing. Broadbent and others have called such errors and failures the individualfaced daily as (Cognitive Failure). Martin define these mistakes as a "the individual errors on the cognitive foundations hinder Sometimes the individual completion or achievement or addressing the issue of what used to be performed by the individual in later times easily and facilitates (Marten, 1983, P.97).On the other hand; the individual face in his life a lot of crises and difficult times caused by the nature of life itself is vulnerable to natural disasters, wars, family and professional problems, all these eventsleft him transient effects in some cases and severe cases else. Arab societies suffered in general and the Iraqi community in particular, is still suffering from difficult conditions starting wars, economic blockade, which lasted for a long time and the end of political changes, these wars and calamities and psychological pressure large to which the individual sense and feeling that are hopeless in the face of external events.Therefore, the current research sought to verify the following objectives : 1. Measure the cognitive failures among university students.2. Measure the hopeless among university students.3. Identify the nature of the relationship between cognitive failures and hopeless among university students. Current research conducted on university students, male and female, for the academic year (2013 - 2014), the sample was chosen the way indiscriminate The total number is (400) students, as the number of males stood at (200) male and female number (200) student.The current study requirements has necessitated translation Scale of cognitive failures (Broadbent 1982).And building scale of hopeless according to Aaron Beck perspective.The results showed : - That college students have cognitive failures, and this is in line with what literature and previous studies brought. - University students have hopelessness. - The current study found a positive correlation between cognitive failures and hopeless, correlation coefficient (0.845) and the level of significance (0.05). The study also revealed that there is neither statistically significant differences on cognitive failures scale according to gender (male - female)to the amount of the value of T (1107). Nor hopelessness scale, according to gender by the T value of $ (2,263) and the level of significance (0.05).In light of the results achieved researcher recommended a number of recommendations, including : The contribution of the media in easing the suffering of university students from cases of hopeless, through television seminars and extension programs in order to help them deal with what they suffer from psychological crises. Among the proposalsConduct a study to examine the relationship between the hopless and other variables (such as depression, psychological stress, thoughts of suicide, the locus of control, social support, self - esteem, and academic achievement)
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2015
الموضوع العام: علم النفس
اسم المشرف: رفعت عبد الله جاسم
اسم المؤلف: اشواق جبار حمود

العادات الدراسية وعلاقتها بعادات العقل لدى طلبة المرحلة الاعدادية Study Habits And Their Relationship To With Habits Of Mind With The Students Preparatory Stage

المصادر:
الملخص:
المستخلص: اولا : مشكلة البحث : ان الانفجار المعرفي وثورة المعلومات التي اجتاحت العالم حاليا لم تجعل للتخمين دورا في النجاح والتقدم , واصبح السلاح الحقيقي الذي يجب ان نزود به طلبتنا هو سلاح المعرفة الصحيح والبناءات المعرفية القوية المتمايزة والواضحة والمنظمة , وال | First : the research problem : The explosion of knowledge and the information revolution that swept the world turn of the century did not make the guess role in the success and progress, and became a real weapon that should provide him our students is the right knowledge weapon and strong buildings cognitive clear differentiated and organization, and proper road to success in building students cognitive and build their minds properly and faces preparatory school students study life different from those that lived in the middle stage, a student in junior high is responsible for instruction significantly and the demands of the collection of information and ways and means commensurate with the nature and objectives of the subjects that are studied Therefore habits used by students to acquire and save and retrieve information in the preparatory stage differ from the habits that they use in the previous educational levels.Second : the importance of research : due attention to self - research in the field of learning the habits of scientists and study their importance in all fields of education in general and learning in particular where they help students to gain knowledge and completion of learning absorb the content of the subject and the development of the ability to take responsibility and achieve academic success.otaml tasks learning habits and remember to reduce the anxiety of students and increase their integration into the educational process and selection of the best ways to learn and identify strengthen learning strategies The study is the effort my mind to get the knowledge and this means that the art of learning arts is not limited to the acquisition of knowledge, but it also helps the individual to acquire the skills and positive habits in much better than the actual performance, by exploring options and looking at the pros and cons and show the type required to think easily that age we live in it is characterized by a revolution Informatics and technology fast and changes multiple and developments in all areas of life where The importance of the use of reason habits and invest smart in ways that in this day and age, which is characterized change speed and openness to the cultures.Third : Research Objectives : The aim of the current research to identify habits at school fifth grade secondary students.12. The difference between (male and female) and Branch (scientific, literary) in school habits scale. Habits of Mind to the fifth grade secondary students.3 4. recognize the difference between (male and female) and Branch (scientific, literary) in Habits of Mind scale. 5. The relationship between academic customs and habits of the mind. Fourth : Borders Search : Search is determined by the current students of Basra province (morning Studies) male and female students and grade (the fifth intermediate) and Branch( Scientific and literary) and for the academic year (2013 - 2014). Fifth : curriculum and research tools : Correlative researcher descriptive approach adopted for being the most suitable approaches to the study of the correlation relationships between variables and describe the phenomenon studied and analyzed, and that the current research deals with the relationship between two variables (academic customs and habits of mind) students at the preparatory stage. Either for research tools have been building a questionnaire to the habits of the school is made up of six areas (motivation for the study, management and time management, note - taking, concentration, activity and perseverance, prepare for exams) and includes all the area (13) paragraph either Habits of Mind scale has adopted researcher prepared by the scale (Turaihi and Kazem 2013) Sixth : Statistical methods The researcher used statistical methods that are appropriate to the nature of the research and its objectives based on the consultation of some specialists in statistics and psychology consisted of statistical methods using statistical software (SPSS V, 9) : and as follows : 1. samples( t - test) for one sample to find a difference between the average and the average of the sample premise of both scales. 2. samples t test samples t test for two independent samples T - Test for Two independent Variables to extract the discriminatory power of the two measures, and recognize the difference between (male and female) and recognize the difference between the branch (scientific, literary) for both scales. 3. Pearson Person Correlation Coefficient Formula correlation coefficient to achieve the following. Find the relationship between the degree of each paragraph of the two measures primarily college Paragraph degree relationship extraction degree component of the scale of study habits. Find a correlation between academic habits among students as a whole scale. 4. equation Alvakronbach Crounbach Alpha Formula to extract the stability of the two scales indicators. Conclusions : 1. The school habits necessary for good performance of the student and help him to gain information, storage and retrieval. 2.used fifth - grade students at the appropriate study habits to prepare them for the duties of the school. 3.The school habits necessary it is his fundamental requirement, it helps students to achieve success and to deal with diverse situations. does not have the fifth - grade students habits of mind.4 5. Students using scientific specialization courses habits better than students of literary specialization. 6. there is a relationship between academic customs and habits of mind...Recommendations : Based on the findings of the current research, the researcher recommends the following : 1. to take advantage of current research standards in the educational fields. 2. The need to pay attention to each variable of the current study variables due to the respective roles in student achievement, so attention must be paid to the development of positive habits of mind and habits of study together. 3. emphasis on habits that appeared low among students development
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2015
الموضوع العام: علم النفس
اسم المشرف: زينب فالح سالم الشاوي
اسم المؤلف: لبنى عبد الاله خضير حسين

الدافعية العقلية وعلاقتها بمهارات ادارة الوقت لدى طلبة الجامعة Mental Motivation And Its Relationship With Time Management Skill At College Students

المصادر:
الملخص:
المستخلص: تلخصت مشكلة البحث في الاجابة عن التساؤلات الاتية : 1 - هل يمتلك طلبة الجامعة مستوى من الدافعية العقلية.2 - ما مستوى مهارات ادارة الوقت لدى طلبة الجامعة.3 - التعرف على دلالة الفروق في الدافعية العقلية ومهارات ادارة الوقت بحسب متغير (الجنس، التخصص، المرحلة). | The study problem can be summarized in the following questions; 1 - Do students in the university Level have mental motivation?2 - What is students in the university Level 's of the time management skill?3 - Is there any correlation between mental motivation and students at the university Level 's of the time management skill?Study Objectives : The present study aims to : . 1 - Identify the level of mental motivation of university level students.2 - . Identify the time management skill of students at the university Level. 3 - Identify the correlation between mental motivation and time management skill of students at the university Level.Research limits : The current research is limited to a sample of undergraduate students of Basra University, morning shift, of the academic year (2013 - 2014) and both genders for four stages of colleges from both humanistic and scientific.Research procedures : A - Tools of the study : First - Scale of Mental Motivation : The researcher used the Hmuk scale (2012) of mental motivation, As the face validity, Discriminant validity , stability, and internal consistency is checked. Second - Scale of time management skills;the researcher built a scale of time management skills that consists of (45) items fall into five subscales (planning, setting goals, A good management of the public time wasting factors, Homework activation) The validity (content validity, Discriminant validity, internal consistency) of the scale is checked by using. also stability is measured using test - retest and Cronbach alpha. B - Study Sample : The study sample consisted of (1000) Students from the University of Basra in both humanistic and scientific. In order to analyze the data responses of the participant of the test, the researcher used the three - way Anova and SPSS Pearson correlation coefficient. The main conclusions of the study are : 1 - Students at the university Level have a high level of mental motivation.2 - Students at the university Level have an Average level of time management skills.3 - There is a positive correlation between mental motivation and time management skills.According to the previous results, the researcher has the following recommendation : 1 - The university counseling Units should give specialized courses for students at the university Level in the time management skills.2 - Directing educational institutions To plan programs aimed at the development of mental motivation In different ages Because of its importance In the development of the educational process
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2015
الموضوع العام: علم النفس
اسم المشرف: بتول غالب الناهي
اسم المؤلف: نوال محمد عساف

الاستيعاب القرائي وعلاقته باستراتيجيات التعلم والتفكير لدى طلبة مرحلة الدراسة الجامعية Reading Comprehension In Relation To The Use Of Learning And Thinking Strategies By University Students

المصادر:
الملخص:
المستخلص: يعد الاستيعاب بصورة عامة، والاستيعاب القرائي بصورة خاصة واحدا من العمليات العقلية المعرفية الاساسية التي تسهم بصورة مباشرة واساسية في عمليات التعلم والتعليم والتحصيل الاكاديمي والدراسي الجيد في مراحل التعليم المختلفة.وتعتمد هذه العملية على عدد من العملي
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2016
الموضوع العام: علم النفس
اسم المشرف: عياد اسماعيل صالح السامرائي
اسم المؤلف: افياء سليم كاطع

اثر اسلوب القصد المعاكس في خفض القلق الوجودي لدى عينـة من المسنيـن المقيميـن في دور الدولة Impact Of The Opposite - Intent Approach At Decreasing The Existential Anxiety At A Sample Of Elderly Residents At Governmental Homes

المصادر:
الملخص:
المستخلص: استهدف البحث الحالي التعرف على : اثر اسلوب القصد المعاكس في خفض القلق الوجودي لدى عينة البحث من خلال اختبار الفرضيات الاتية : ا - توجد فروق ذات دلالة احصائية بين رتب درجات المجموعة التجريبية على الاختبار القبلي والبعدي.ب‌ - توجد فروق ذات دلالة احصائية بي | The current research addresses the identification of the impact of the opposite - intent approach at decreasing the existential anxiety of the research's sample by assessing the following hypothesis : A - There are differences of statistical indication among the ranks of the experimental group's marks concerning the pre and post test. B - There are differences of statistical indication among the ranks of the control group's marks concerning the pre and post exam.C - There are differences of statistical indication among the ranks of the experimental and control groups' marks concerning the pre and post test.In order to examine the research hypothesis, the researcher uses the experimental two - group design ( experimental group and control group for the pre and post test) to apply for the male old - age research community resident in Governmental Homes at Basra and Baghdad Provinces which number is (131) as per 15/02/2014. The research sample chosen consists of (100 old - age individuals) while the experiment sample consisting of (20 old - age individuals) who ranked marks higher than the hypothetical medium of the scale. Those last are distributed fairly into two groups (experimental group & control group). Equivalence between the two groups is made at some of variables such as (respondent grades on the existential anxiety scale, chronological age, length of residence period). The experimental group exposes to a counseling program in accordance with the opposite intent approach, while the control group does not receive any counseling program.For achieving the aim of the current research and testing its hypotheses, the following steps are made by the researcher : 1 - The construction of the existential anxiety scale of 42 items at five areas (Existential vacuum, the meaning of life, the meaning of death, the meaning of suffering, loss of social attribution). To verify the psychometric standards of the scale, it is important to verify the reliability of scale in terms of virtual reliability and the reliability of construction. As for stability measures, the researcher relies upon the re - test method as the reliability coefficient appears to be (0,83).2 - The construction of a counseling program on accordance with the opposite - intent approach, as the total program sessions are (14) counseling session presented as three sessions per week.In terms of the statistical procedures, a number of measures are employed including : ((Pearson correlation coefficient, two - independent - sample t - test, one - sample t - test, Mann Whitney test, and Wilcoxon test).Results of the current research show the following : 1 - There are differences of statistical indication between the average marks of individuals belonging to the experimental group in the pre and post tests at the existential anxiety scale.2 - There are no differences of statistical indication between the average marks of individuals belonging to the control group in the pre and post tests at the existential anxiety scale. 3 - There are differences of statistical indication between the average marks of individuals belonging to both experimental and control groups in the pre and post tests at the existential anxiety scale.In light of research results, a number of recommendations and suggestions emerges.Recommendations : 1 - Benefit of social researchers working in the Ministry of Labour and Social Affairs from the program developed to reduce existential anxiety in this age group.2 - Benefit of the existential anxiety measurement means prepared by the researcher during the current research in order for using it for detecting existential anxiety at other age groups by educational counselors.3 - The continuous concern of old - age individuals by family and society for the huge experiences of this age group at various fields, which can be benefited of to the social service.Suggestions : 1 - Conducting a survey study to identify the level of existential anxiety of old - age individuals at the Governmental Old - age Homes of Iraq.2 - Conducting a survey study to identify the impact of opposite - intent approach on other variables like psychological alienation, affinity, and compassion. 3 - Conducting a study to reduce existential anxiety of old - age individuals resident at Governmental Homes by means of another approaches like self - sublimation or thinking - shift, and comparing their results with the results of current research
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: الارشاد النفسي والتوجيه التربوي
السنة: 2015
الموضوع العام: علم النفس
اسم المشرف: حامد قاسم ريشان
اسم المؤلف: منتظر عبد الله مغامس

التسويف الاكاديمي وعلاقته باساليب التفكير لدى طلبة الجامعة Academic Procrastination And Relationship To Thinking Styles Of Undergraduates

المصادر:
الملخص:
المستخلص: يهدف البحث الحالي الى التعرف على : - التسويف الاكاديمي لدى طلبة الجامعة. - الفروق ذات الدلالة الاحصائية في التسويف الاكاديمي لدى طلبة الجامعة حسب المتغيرات ( النوع - التخصص). - اساليب التفكير لدى طلبة الجامعة. - الفروق ذات الدلالة الاحصائية في اساليب التفكي | Title : (Academic Procrastination and Relationship to Thinking Styles of Undergraduates)Current research aims at : - Identifying academic procrastination of undergraduates. - Identifying differences in academic procrastination of undergraduates according to variables (gender and specialization). - Identifying the common thinking styles of undergraduates. - Identifying differences in common thinking styles of undergraduates according to variables (gender and specialization). - Identifying the relationship between academic procrastination level and common thinking styles of undergraduates. Research was conducted to a sample of Al Basra University undergraduates (males and females) according to specialization (i.e. scientific - human) for the academic year 2015 - 2016. For theoretical framework, it concentrated on the following two themes : 1 - Academic procrastination : concept, causing factors, and theories. 2 - Thinking styles : concept, kinds, and theories. Descriptive relational methodology was used to explore the relationship between academic procrastination and common thinking stylesacademic procrastination, and the development of thinking styles through including thinking skills in curricula. As complementary to research, suggestions were concluded for future study such as performing a similar study on a sample of undergraduates with low and high achievement levels. 1 - here were statistically significant differences at (0.05) between mean degrees of the sample according to gender, in favor of males. 2 - There were statistically significant differences at (0.05) between mean degrees of the sample according to specialization. 3 - There was an interaction between gender and specialization related to effects on academic procrastination. Other findings included : 1 - Research sample had more than hypothetical level of common thinking styles. 2 - There were statistically significant differences (at 0.05) between degrees of the sample according to gender in favor of males. 3 - There were no statistically significant differences (at 0.05) between degrees of the sample according to specialization. 4 - There was an interaction between gender and specialization in effects on the four common thinking styles.Moreover, it was found a significant correlation between academic procrastination and common think styles. Results are interpreted and discussed according to the adopted theory of each variable (academic procrastination and thinking styles). Additionally, the results were discussed in relation to literature. The researcher concluded some recommendations included : holding seminars and conferences to decrease academic procrastination and show its passive effects on undergraduates and all levels of society. Moreover, there should beFor procedures, the research was conducted to 800 undergraduates (i.e. 400 respondents as treatment and 400 undergraduates as control group), selected by random stratified method of University faculties.To achieve the goals, Academic Procrastination Scale (63 - items scale divided to behavioral, cognitive and emotional fields) was used; in addition to the translation and using Gregorc's Thinking Styles Scale (15 situations, with four choices per each situation; each respondents are free to choose 2 situations distributed to four fields : concrete sequential, concrete random, abstract random, and abstract sequential. External validity, structure validity indicators and discriminatory validity were considered for the Academic Procrastination Scale. As for Thinking Styles; external validity, translation validity and discriminatory validity were considered. In addition, stability of scales was confirmed through test - retest and Cronbach's Alpha coefficient. To verify research procedures and results, the following statistical methodologies were used : (One - sample t - test, two independent samples t - test, two - way analysis of variance (ANOVA), Tukey's test for multiple comparisons, relative weight, standard error equation, and Pearson relation coefficient). Research concluded the following findings : 1 - The sample scored higher than hypothesis level in academic procrastination.
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2017
الموضوع العام: علم النفس
اسم المشرف: زينب حياوي بديوي
اسم المؤلف: رحاب نوري لفتة العبادي

ما وراء الذاكرة وعلاقتها بالدافعية للتعلم لدى طلبة الجامعة Meta - Memory And Its Relationship With Motivation For Learning Among University Students

المصادر:
الملخص:
المستخلص: يعد موضوع ما وراء الذاكرة من الاستراتيجيات المعرفية الفعالة التي تعمل على تحسين اداء الذاكرة، ورفع كفاءتها اذ تنمي عند الطلبة فهما ووعيا افضل عن كيفية عمل الذاكرة، والوعي باستراتيجيات التذكر المناسبة، والوعي بانظمة الذاكرة المختلفة، وذلك يساعد على انجاز | Meta - memory is considered as one of the effective cognitive strategies that work to improve the performance of the memory, where it grows students' understanding and awareness about the way the memory works and appropriate recalling strategies. This helps perform all cognitive tasks effectively. Thus, it impacts students' motivation to learn and perform. Through this research, we aim to identify : 1. Meta - memory among university students.Z. Motivation to learn among university students.3. The relationship between Meta - memory and motivation to learn.4. Statistically significance differences in the meta - memory scale among university students according to the gender variable (males - females).5. Statistically significance differences in the meta - memory scale among university students according to the stage variable (second - fourth)6. Statistically significance differences in the motivation to learn scale among university students according to the gender variable (males - females).7. Statistically significance differences in the motivation to learn scale among university students according to the stage variable (second - fourth).8. Statistically significance differences in the level of relationship between Metamemory and motivation to learn among university students according to the gender variable (males - females).9. Statistically significance differences in the level of relationship between Metamemory and motivation to learn among university students according to the stage variable (second - fourth).The research sample is (420) male and female second and fourth years students. In order to achieve the goal of the study, the researcher built a meta - memory scale depending on previous studies thattackled the topic. The scale was applied on the study sample (second and fourth years students). Depending on previous studies and scales, the researcher built another scale to measure students' motivation to learn because there weren't any scale that suits the study sample. The psychometric features of the two scales have been verified by the use of thefollowing statistical tests : (T - Test one sample, T - Test two independent samples, Z - test, Pearson correlation, Alpha Cronbach's formula). The following results have been reached at : University students have a good level of meta - memory.University students have a good level of motivation for learning.There is a positive relationship between meta - memory and motivation for learning among university students.There are no statistically significant differences in the level of meta - memory according to the gender variable (males - females).There are statistically significant differences in the level of meta - memory for second year students.There are no statistically significant differences in the level of motivation for learning according to the gender variable (males - females).There are no statistically significant differences in the level of motivation for learning according to the stage variable (second - fourth).There are statistically significant differences in the relationship between the two variables according to the gender variable for females at the expense of males.There are statistically significant differences in the relationship between the two variables according to the stage variable for the second stage at the expense offourth stage.At the end of the research, the researcher came up with a number of suggestions and recommendations.
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2017
الموضوع العام: علم النفس
اسم المشرف: عبد الزهراء لفتة البدران
اسم المؤلف: سماء فالح غالي السبيلاوي

الذكاء الثقافي وعلاقته بالاندماج الجامعي لدى طلبة الجامعة

المصادر:
الملخص:
المستخلص: وقد هدف هذا البحث الى معرفة : 1 - الذكاء الثقافي لدى طلبه الجامعة.2 - الاندماج الجامعي لدى طلبة الجامعة.3 - العلاقه بين الذكاء الثقافي والاندماج الجامعي لدى طلبة الجامعة.4 - العلاقه بين الذكاء الثقافي والاندماج الجامعي لدى طلبة الجامعة على وفق متغيرات.ا - الج
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2017
الموضوع العام: علم النفس
اسم المشرف: عبد المحسن عبد الحسين خضير
اسم المؤلف: نجلاء عبد الكاظم محيبس

اثر اسلوب التفاعل الاجتماعي في خفض قلق التدريس لدى طلبة كليات التربية في جامعة البصرة The Impact Of Social Interaction In Decreasing Teaching Anxiety Among Students Of The Colleges Of Education Basrah University

المصادر:
الملخص:
المستخلص: تعد مهنة التدريس واحدة من الوظائف المهمة في المجتمع. فالنظام التعليمي هو الاساس الذي يبني عليه المجتمع طموحاته وازدهاره ورقيه. اما المعلم فانه اهم العناصر التي لها دور فاعل في تطور النظام التعليمي. فعندما يقوم المعلم بالتدريس في الفصول الدراسية فانه | Teaching is one of the important carriers in the society. The educational system is the foundation upon which the society builds its ambitions, prosperity and development. As for the teacher, he is the most important of the factors that effectively impact the development of the educational system. When the teacher teaches study classes he faces and undergoes many pressures among which is worry. The teacher's anxiety during his presence in the classes contributes in creating many problems like; the effectiveness of class activities, their quality and the way they are conducted. Anxiety that is resultant of teaching appears clearly at the beginning of the teaching experience or before it. This appears on the student teachers at the colleges of education who suffer a lot from the problem of teaching worry. - Social interaction is one of the main processes in all the different society institutions; it works on building mental health of individuals. Mental health has a positive relationship with social interactions, where the person who has social interaction can control worry. Anxiety is one of the most famous psychological variables that emerged in the present century. Anxiety in general and teaching anxiety in particular is one of the most important variables that affect trainees in the professional preparation stage. The importance of teaching anxiety appears clearly among the students during the teaching practicum period for the first time. The teaching process represents a new experience for the teacher students. Joyce and Gift emphasize the importance of building a training program whose objective is to enable the student teacher to socially interact with the carrier and overcome the difficulty of the teaching carrier. American experimentalist sociologists have taken interaction as main variable in their experiments, for it suits their wish of objectivity, as it is a great understanding tool among those who study the operations of small groups whether they are at the factory or at the protected group. - This research aims at identifying the following : 1. Teaching anxiety among students of the colleges of Education at the University of Basrah.2. The impact of the social interaction method in decreasing teaching anxiety among students of the colleges of Education at the University of Basrah.The following hypotheses are based on this objective : • There are no statistically significant differences at (0.05) in the post - test for the teaching anxiety scale in the experimental and control groups. • There are no statistically significant differences at (0.05) in the (pre - test - post - test) for the teaching anxiety scale in the experimental group.• There are no statistically significant differences at (0.05) in the (pre - test - post - test) for the teaching anxiety scale in the control group. - The basic research sample is composed of (845) fourth year students from the colleges of Education (college of Education for Human Sciences, College of Education for Pure Sciences, College of Education for Women, College of Education - Qurna, and College of Physical Education and Sports Sciences) at the University of Basrah. The experimental sample, (20) students, was chosen randomly from the college of Education for Human Sciences in the academic year (2015 - 2016). They were distributed randomly into two even groups, an experimental group and a control one. - To achieve the goals of the research, the researcher adopted teaching anxiety scale presented by (Parsons, 1973) (TCHAS (1)(29)) translated by Saied Aldhufri and Ayda Albosaidia (2009), and built a training program according to the social interaction method, it was composed of a theoretical side and a practical one depending on (R.F. Bales) theory of social interaction. - The researcher balanced the students of both groups in a number of variables (pre - test of the teaching anxiety scale, father and mother's qualification, age, gender). - The researcher investigated the validity of the scale and the training program through face validity method. The reliability of the scale was measured by Alpha Cronbach's formula. The scale's reliability was (0.80). The final form of the scale included 29 items (15 negative and 14 positive) and alternatives (Always, often, sometimes, rarely, never). Theoretical grading of the scales ranges between (29 - 145) points with a theoretical mean about (87). - The researcher used the following statistical means (T - Test one sample, Alpha Cronbach's formula, Mann Whitney Test, Wilcoxon Test). - The research reached at the following results : 1. Students of the colleges of Education at the University teaching anxiety where the mean obtained was a little lower than the hypothesized one.2. The results of the training program according to social interaction method showed that the program was effective. - In the light of the results obtained, the researcher concluded that : 1. The teaching anxiety scale (TCHAS (1) - 29) is effective in measuring teaching anxiety as previous studies had shown.2. The social interaction method is effective in decreasing the level of teaching anxiety among the students of the colleges of Education. - Depending on these results, the researcher recommended the following : 1. It is necessary to pay attention to the practical and training sides in the teacher preparation programs at the colleges of Education.2. It is necessary for the professors at the colleges of Education who supervise student teachers to advise them and decrease their fears and difficulties - The researcher also suggested the following : 1. Conducting a similar study to be applied to newly appointed teachers.2. Conducting a study to identify the hindrances of social interaction throughout the lectures at the colleges of Education
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: علم النفس التربوي
السنة: 2016
الموضوع العام: علم النفس
اسم المشرف: بتول بناي زبيري
اسم المؤلف: اسيا صبري عبد الغني العبد الله

تقويم مناهج الاعداد المهني للكلية التربوية المفتوحة في ضوء معايير الجودة من وجهة نظر الطلبة EVALUATING THE PROFESSIONAL PREPARATION CURRICULUMS OF THE OPEN EDUCATION COLLEGE IN THE LIGHT OF QUALITY STANDARDS ACCORDING TO VIEW STUDENTS

المصادر:
الملخص:
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: المناهج وطرائق التدريس
السنة: 2015
الموضوع العام: العلوم التربوية
اسم المشرف: فيصل عبد منشد الشويلي
اسم المؤلف: صباح غازي داود العامري

تقويم منهج مادة المناهج وطرائق التدريس للمرحلة الثالثة في كليتي التربية من وجهة نظر الطلبة Assessment of Curricula and Teaching Methods Course For the Third year Colleges of Education as Viewed by Students

المصادر:
الملخص:
الصفحات الاولى:
مكان الجامعة: البصرة
اللغة: العربية
الجامعة: جامعة البصرة - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية
الدرجة: ماجستير
الموضوع الدقيق: المناهج وطرائق التدريس
السنة: 2014
الموضوع العام: العلوم التربوية
اسم المشرف: نداء محمد باقر الياسري
اسم المؤلف: ايلاف عزيز لازم عبد السيد
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