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فاعلية فنيتي الاندماج واشباع الحاجات في تنمية الهوية الناجحة لدى طلبة المرحلة المتوسطة == The Effective Of The (Involvement - Needs Fulfillment) Techniques In The Development Of The Successful Identity For The Middle School Students

Author name: مزهر مطر شبيب
Supervisor name: عبد العباس مجيد تايه اللامي
General topic: Psychology
Specific topic: Psychological Counseling and Educational Guidance
Degree: Doctorate
University: Mustansiriyah University - College Of Education For Girls
Language: Arabic
University location: Baghdad
First pages:
Abstract: المجتمع لا يتاسس بشكل جيد اذا كان هناك اشخاص كثيرون لا يمكنهم النجاح, من الذين يصنفون كفاشلين, والذين تتزايد اعدادهم ولاسيما بين طلاب المدارس الذين يفشلون في الحصول على الهوية الناجحة كونهم لا يستجيبون استجابة منطقية وعاطفية ازاء فشلهم, مما يسهم في تكوين | The current research aims to identify the effectiveness of (involvement and need fulfillment) in the development of the successful identity for middle school students. This is achieved by testing the null hypothesis against the following alternative hypotheses as follows : The first hypothesis - There is no Differences in Statistic at Level (0.05) among Order Grades for the individuals of the three Groups (First experimental Group And second Experimental Group and stander group) on the Scale of successful Identity at the retest - test application.The second hypothesis : - There is no Differences in Statistical at Level (0.05) among Order Gradesof First Experimental Group In tow Tests (retest - test and delayed - test) On Scale of Successful Identity.The third hypothesis : - there is no Differences in Statistical Related at Level (0.05) between Order Grades of second Experimental Group In tow Tests (retest - test and delayed - test) On Scale of Successful Identity.Also, For testing research thoughts the researcher use experimental design for equal groups with the two experimental groups and one stander group with the controlling , and used two tests (test and retest) sample of research consisted (30 students) of the second - stage from middle school randomly distributed among the three groups (the first experimental group and the second experimental group and the stander group) After Valence Procedures for the Groups Variables (degrees Students on Scale Successful Identity, Age Schedule, Numberof Years Repetition),The Researcher Applied involvement technique on the Students of the first Experimental Group and Applied Needs fulfillment technique With the Students In second Experimental Group and there is no Technical Applied With stander Group.The researcher constructed the following : - a - Scale of Successful identity : - After reviewing the literature research and previous studies in this research and based on the theoretical concepts of realty therapy and choice theory, the researcher has create this scale, and after verification of the truthfulness and steadfastness of this scale, the number of paragraphs is (32 paragraph) spread over three sections (skillful, competent, a sense of significance).b - Two extension they are, (the Counseling program according to the involvement technique) and (the Counseling program according to needs fulfillment technical) and on according principles of reality therapy as steps for the development of the Successful identity brought by William Glasser the theorist, each program have (14 Counseling sessions).The researcher used statistical methods to calculate the data of this research, (T - Test) for the two samples Independent, And the Pearson Coefficient, Alpha Cronbach equation, And Analysis Copykat of First Class for (Kruskal - Wallis), the test Mann - Whitney For two Independent samples, and the Wilcoxon test for Symmetric Samples.From the results of this research there are differences statistically significant at the level of significance (0.05) between the groups in the retest - test to measure successful identity, and when comparisons between these groups showed that there were statistically significant differences between arranged degrees of first Experimental Group and the stander group on the successful identity scale in retest - test to the first experimental group, and when comparing arranged degrees of second experimental group and the stander group showed that there were statistically significant differences between the second experimental group and the stander group on the successful identity scale retest - test to the second group, and when comparing arranged degrees first Experimental Group and second Experimental group showing no statistically significant differences between the first experimental group that used the technical (involvement) and between second group Which Used technical (Needs fulfillment).research results also found that there were no statistically significant differences between the retest - test and delayed test degrees arranged between the first Experimental Group, which used technical (involvement), and also there are no statistically significant differences between the retest - test and delayed test degrees between second Experimental group Technical used (Needs fulfillment).From this the Researcher concluded the below : - 1. The techniques (involvement and Needs fulfillment) is Effective on students at the middle stage.2. The interaction of the students in the two experimental groups with in the program steps were helped in the development of Successful identity.Another important recommendation that the researcher recommends the below : - 1. Insert the training on techniques (involvement and Needs fulfillment) within the School curriculum and training departments, schools, teachers and counselors.2. The educational counselor have to use techniques involvement and Needs fulfillment in the early stages of study by applied program steps in the guiding the process
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المعتقدات اللاعقلانية وعلاقتها بتوقعات النجاح والفشل لدى طلبة الجامعة == Irrational Beliefs And Its Relation With The Expectations Of Success And Failure For Among University Students

Author name: زينب اسماعيل رؤوف الموسوي
Supervisor name: فرحان محمد حمزة البيضاني
General topic: Psychology
Specific topic: Educational Psychology
Degree: Master
University: Mustansiriyah University - College Of Education For Girls
Language: Arabic
University location: Baghdad
First pages:
Abstract: The development of nations depends largely on the quality of the output of the educational system in the community, so is the university of the most important pillars of the society, which is based in its progress and development in various fields. As the Iraqi student lives and daily reality down and frustrating may feel frustrated by which, through the interpretation of the events of knowledge, attitudes and beliefs that caused, it appears through his behavior.The beliefs irrationality has an important role in how aware and explains the individual events and attitudes Beliefs irrationality absolute and rigid and illogical and separate from reality, the individual and believe that misery is always the result of beyond his control conditions, and he has to with high efficiency even have a value or trying to avoid responsibilities instead It is this face of pushing himself away from the reality.Moreover the expectations have an important role in the individual responses to the events of social, educational and attitudes in the interpretation of the information related to these positions and the expectations of the individual himself and his appreciation for the efficiency influence the level of actual performance and its ability to overcome the difficulties and when events and attitudes that makes him feel failure and frustration and that lead to the destabilization of these positive beliefs so shatter his hopes and feel despair and lack of his self - esteem and thus positive beliefs turn into negative beliefs and lose their self - worth outside world becomes threatened to success and achieve their goals, and lead to a sense of futility of the effort to reach the best results, which creates a state of surrender, and the deficit, and acceptance of the status quo without improvement.The current research was aimed to know : 1. Irrational beliefs among university students.2. Expectations of success and failure with university students.3. Relationship between irrational beliefs and expectations of success and failure with university students.4. Difference in the relationship between irrational beliefs and expectations of success and failure among university students according to the gender variable (Males - females).5. Differences in the relationship between irrational beliefs and expectations of success and failure with university students on variable according to specialization (scientific , human).In order to achieve the objectives of the research, the researcher build irrational beliefs scale according to the definition Iron Beck Consisting of (54) items, and adopted a researcher expectations of success and failure for a measure (Fibel & Hale) Consisting of (30) items after translation and adaptation of the research sample. It was extracted the psychometric properties of the two scales is applied to sample consisted of (400) male and female students of university students, was calculated force discriminatory to paragraphs, and the sincerity of internal consistency for them, The researcher used two methods to extract the two reliability coefficient, namely : the method returns, and (equation alpha - Cronbach), and the reliability coefficient, respectively : (0,84), (0,90) to measure irrational beliefs (0,81), (0,89) to measure expectations of success and failure.The two scales are administered to sample consisted of (500) male and female students of university students, after applying both research tools to the sample and data analysis, the researcher has arrived at the following result : - University students have the irrational beliefs. - Percentage of students who expect success outnumber students who expect failure rate. - There is an inverse relationship between irrational beliefs and expectations of success and failure. - No statistically significant differences in the relationship between irrational beliefs and expectations of success and failure on the differences in accordance with the variable sex. - No statistically significant differences in the relationship between irrational beliefs and expectations of success and failure on the differences in accordance with the variable of specialization.Researcher These results were interpreted based on theoreticalframeworks, in the light of the study the researcher has many conclusions, recommendations and suggestions.
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