‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬

‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ‬

‫ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬

‫ﺩ ‪ /‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬ ‫ﺩ ‪ /‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ *‬

‫ﻤﺩﺭﺱ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻯ‬ ‫ﺃﺴﺘﺎﺫ ﻤﺴﺎﻋﺩ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻯ‬
‫ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺍﻝﺯﻗﺎﺯﻴﻕ‬ ‫ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺍﻝﺯﻗﺎﺯﻴﻕ‬

‫‪٩٠‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺍﻝﻤﻠﺨﺹ‬
‫ﻫﺩﻑ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭ ﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ‬
‫ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﻁﻼﺏ ﺍﻝﺠﺎﻤﻌﺔ‪ .‬ﻭ ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﻤﻥ )‪ (٥٤٠‬ﻁﺎﻝﺒ‪‬ﺎ ﻭﻁﺎﻝﺒﺔ ﺒﺎﻝﻔﺭﻗﺘﻴﻥ ﺍﻷﻭﻝﻰ‬
‫ﻭﺍﻝﺭﺍﺒﻌﺔ ﺒﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﺒﺠﺎﻤﻌﺔ ﺍﻝﺯﻗﺎﺯﻴﻕ ‪ ،‬ﻤﻨﻬﻡ ‪ ٣٢٠‬ﻁﺎﻝﺒ‪‬ﺎ ﻭﻁﺎﻝﺒﺔ ﺒﺎﻝﻔﺭﻗﺔ ﺍﻷﻭﻝﻰ ‪ ٢٢٠ ،‬ﻁﺎﻝﺒ ﹰﺎ ﻭ‬
‫ﻁﺎﻝﺒﺔ ﺒﺎﻝﻔﺭﻗﺔ ﺍﻝﺭﺍﺒﻌﺔ ‪ ،‬ﻭﻗﺩ ﺒﻠﻎ ﻤﺘﻭﺴﻁ ﺃﻋﻤﺎﺭﻫﻡ ‪ ٢٢‬ﺴﻨﺔ ﻭﺜﻤﺎﻨﻴﺔ ﺃﺸﻬﺭ ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪٥‬‬
‫ﺴﻨﻭﺍﺕ ﻭﺜﻼﺜﺔ ﺃﺸﻬﺭ‪ .‬ﻁﺒﻕ ﻋﻠﻴﻬﻡ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﻭ ﻤﻘﻴﺎﺱ ﻓﺎﻋﻠﻴﺔ‬
‫ﺍﻝﺫﺍﺕ‪ .‬ﻭ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ " ﺕ " ‪ ،‬ﻭ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ‪ ،‬ﻭ ﺘﺤﻠﻴل ﺍﻝﻤﺴﺎﺭ ‪ ،‬ﺃﻅﻬﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻤﺎ ﻴﻠﻰ‪:‬‬
‫‪ (١‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺃﺒﻌﺎﺩ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻰ )ﺍﻝﺘﻔﺎﺅل ‪ ،‬ﻭﻓﺭﺓ ﺍﻝﻤﻭﺍﺭﺩ ‪ ،‬ﺍﻝﻬﺩﻑ ﺍﻝﻤﺭﺍﺩ ﺘﺤﻘﻴﻘﻪ( ﻭﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻲ‪ .‬ﻓﻰ ﺤﻴﻥ ﻴﻭﺠﺩ ﻓﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻱ )‪ (٠,٠١‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ‬
‫ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺒ‪‬ﻌﺩ )ﺍﻝﺼﻼﺒﺔ( ﻝﺼﺎﻝﺢ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ‪.‬‬
‫‪ (٢‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ ﺍﻝﻔﺭﻗﺔ ﺍﻷﻭﻝﻰ ﻭﺍﻝﻔﺭﻗﺔ ﺍﻝﺭﺍﺒﻌﺔ ﻓﻲ‬
‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻷﺭﺒﻌﺔ )ﺍﻝﺼﻼﺒﺔ ‪ ،‬ﺍﻝﺘﻔﺎﺅل ‪ ،‬ﻭﻓﺭﺓ ﺍﻝﻤﻭﺍﺭﺩ ‪ ،‬ﺍﻝﻬﺩﻑ ﺍﻝﻤﺭﺍﺩ‬
‫ﺘﺤﻘﻴﻘﻪ( ﻭﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪.‬‬
‫‪ (٣‬ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﺠﻤﻴﻊ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻲ ﻭﺠﻤﻴﻊ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺤﻜﻤﺔ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫‪ (٤‬ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﺠﻤﻴﻊ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻲ ﻭﺠﻤﻴﻊ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫‪ (٥‬ﻭﺠﻭﺩ ﺘﺄﺜﻴﺭ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻋﻠﻰ ﻜل ﻤﻥ ‪ :‬ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭﺍﻝﺤﻜﻤﺔ ‪ ،‬ﻭ‬
‫ﻭﺠﻭﺩ ﺘﺄﺜﻴﺭ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻝﻠﺤﻜﻤﺔ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ‬

‫‪٩١‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬.‫ﺩ‬- ‫ ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ‬. ‫ﺩ‬

Abstract
The goal of this research is to identify the relationship between
psychological resilience and wisdom and self-efficacy among
university students. And sample consisted of (540) students first and
fourth at the Faculty of Education at the University of Zagazig, of
whom 320 students first year 220 students in the fourth year, the
average age of the students 22 years and eight months with a standard
deviation of 5 years and three months. Applied to them withstand the
psychological scale and the scale of wisdom and self-efficacy scale.
And using the test "t", and the correlation coefficient, and path
analysis,the results showed the folowing:

1) there is a statistically significant difference between the mean scores

of males and females in the psychological dimensions of resilience
(optimism, and abundant resources, the objective to be achieved) and
in the total score of psychological resilience. While no statistically
significant difference at the level of (0.01) between the mean scores of
males and females in after (stiffness) for the benefit of the average
scores for males.
2) There is a statistically significant difference between the mean
scores of the first year and the fourth year in the four dimensions of
psychological resilience (rigidity, optimism, and abundant resources,
the objective to be achieved) and in the total score of psychological
resilience.
3) There is a positive correlation statistically significant between all
the dimensions and the overall degree of psychological resilience and
all the dimensions and the total degree of wisdom among the students
of the university.
4) There is a positive correlation statistically significant between all
the dimensions and the overall degree of psychological resilience and
all the dimensions and the overall degree of self-efficacy among the
students of the university.
5) There is a statistically significant positive effect of psychological
resilience on both: self-efficacy and wisdom, and the presence of a
statistically significant positive effect of wisdom on self-efficacy among
university students.

٩٢ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﻡ‬٢٠١٤‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‬

 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﻤﻘﺩﻤﺔ ‪:‬‬
‫ﻤﻤﺎ ﻻ ﺸﻙ ﻓﻴﻪ ﺇﻥ ﻤﺠﺘﻤﻌﻨﺎ ﻓﻰ ﺍﻝﻭﻗﺕ ﺍﻝﺤﺎﻝﻰ ﻓﻰ ﺃﺸﺩ ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺍﻝﻨﻤﻭ ﻭﺍﻝﺘﻜﺎﻤل‬
‫ﻝﺘﻐﻴﺭ ﻭﺍﻗﻌﻪ ﻭﻤﻘﺎﻭﻤﺔ ﺍﻻﻨﻜﺴﺎﺭ ﺃﻤﺎﻡ ﺍﻝﻤﺤﻥ ﻭﺍﻝﺼﻌﺎﺏ ﺍﻝﺘﻰ ﻴﻭﺍﺠﻬﻬﺎ‪ .‬ﻭﻝﻌﻠﻡ ﺍﻝﻨﻔﺱ ﺒﺼﻤﺔ ﺤﻘﻴﻘﻴﺔ‬
‫ﻭﺩﻭﺭ ﻫﺎﻡ ﻓﻰ ﺒﻨﺎﺀ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻷﺒﻨﺎﺌﻪ ﻭﺍﻝﺴﻌﻰ ﻝﻼﺯﺩﻫﺎﺭ ﻓﻰ ﻫﺫﺍ ﺍﻝﻤﺠﺘﻤﻊ‪.‬‬
‫ﻓﻴﻌﻴﺵ ﺍﻝﺸﻌﺏ ﺍﻝﻤﺼﺭﻯ ﺒﻔﺌﺎﺘﻪ ﻭﺸﺭﺍﺌﺤﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻅﺭﻭﻓ ﹰﺎ ﺤﻴﺎﺘﻴﺔ ﺼﻌﺒﺔ ﻭﻜل ﻫﺫﻩ ﺍﻝﻅﺭﻭﻑ‬
‫ﻭﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻰ ﻴﻤﺭ ﺒﻬﺎ ﺍﻷﺸﺨﺎﺹ ﺘﺅﺜﺭ ﻋﻠﻰ ﺸﺨﺼﻴﺔ ﺍﻝﻔﺭﺩ ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﺘﻠﻙ ﺍﻝﻅﺭﻭﻑ‬
‫ﻝﻴﻭﺍﺼل ﻤﺸﻭﺍﺭ ﺤﻴﺎﺘﻪ ﻓﻰ ﺍﻝﺒﻨﺎﺀ ﻭﺇﺜﺒﺎﺕ ﺫﺍﺘﻪ ‪ ،‬ﻭﻫﺫﺍ ﻴﺘﻁﻠﺏ ﺼﻤﻭﺩﹰﺍ ﻨﻔﺴﻴ ﹰﺎ ﻤﻥ ﺍﻝﻔﺭﺩ ﻭﻨﻅﺭﺓ ﻭﺍﻗﻌﻴﺔ‬
‫ﻝﻠﺤﻴﺎﺓ ﻭﺍﻝﻌﻤل ﻤﻥ ﺨﻼﻝﻬﺎ‪.‬‬
‫ﻓﺎﻝﺼﻤﻭﺩ "‪ "Resilience‬ﻫﻭ ﺃﺤﺩ ﺍﻝﺒﻨﺎﺀﺍﺕ ﺍﻝﻜﺒﺭﻯ ﻓﻰ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻹﻴﺠﺎﺒﻰ ﺤﻴﺙ ﺇﻥ ﻫﺫﺍ‬
‫ﺍﻝﻌﻠﻡ ﻫﻭ ﺍﻝﻤﻨﺤﻨﻰ ﺍﻝﺫﻯ ﻴﻌﻅﻡ ﺍﻝﻘﻭﻯ ﺍﻻﻨﺴﺎﻨﻴﺔ ﺒﺎﻋﺘﺒﺎﺭﻫﺎ ﻗﻭﻯ ﺃﺼﻠﻴﺔ ﻓﻰ ﺍﻹﻨﺴﺎﻥ ﻤﻘﺎﺒل ﺍﻝﻤﻨﺎﺤﻰ‬
‫ﺍﻝﺴﺎﺌﺩﺓ ﻭﺍﻝﺸﺎﺌﻌﺔ ﻭﺍﻝﺘﻰ ﺘﻌﻅﻡ ﺍﻝﻘﺼﻭﺭ ﻭﺃﻭﺠﻪ ﺍﻝﻀﻌﻑ ﺍﻹﻨﺴﺎﻨﻰ ﻭﻫﺫﺍ ﺍﻻﺨﺘﻼﻑ ﻓﻰ ﺍﻝﺭﺅﻯ ﻻ‬
‫) ﺼﻔﺎﺀ ﺍﻷﻋﺴﺭ‪،‬‬ ‫ﻴﺘﻌﺎﺭﺽ ﻤﻊ ﻭﺤﺩﺓ ﺍﻝﻬﺩﻑ ﻭﻫﻭ ﺘﺤﻘﻴﻕ ﺠﻭﺩﺓ ﺍﻝﺤﻴﺎﺓ ‪.‬‬
‫‪(١١ :٢٠١٠‬‬
‫ﻭﻗﺩ ﻋﺭﻑ " ﺭﻴﺘﺸﺎﺭﺩﺴﻭﻥ" )‪ ( Richardson, 2002:313‬ﺍﻝﺼﻤﻭﺩ ﻋﻠﻰ ﺃﻨﻪ ﻫﻭ ﺍﻝﻘﻭﺓ‬
‫ﺍﻝﺩﺍﺨﻠﻴﺔ ﺍﻝﺘﻰ ﺘﻭﺠﺩ ﺩﺍﺨل ﻜل ﻓﺭﺩ ﻭﺍﻝﺘﻰ ﺘﺩﻓﻌﻪ ﺇﻝﻰ ﺍﻝﺴﻌﻰ ﻭﺘﺤﻘﻴﻕ ﺍﻹﺩﺭﺍﻙ ﺍﻝﺫﺍﺘﻰ ﻭﺍﻹﻴﺜﺎﺭ ﻭﺍﻝﺤﻜﻤﺔ‬
‫ﻭﻴﻜﻭﻥ ﺍﻝﻔﺭﺩ ﻓﻰ ﻭﺌﺎﻡ ﻭﺘﻨﺎﻏﻡ ﻤﻊ ﻤﺼﺩﺭ ﺍﻝﻘﻭﺓ ﺍﻝﺭﻭﺤﻴﺔ‪.‬‬
‫ﻓﺎﻝﺼﻤﻭﺩ ﻓﻰ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻫﻭ ﻴﻌﻨﻰ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺴﺘﻌﺎﺩﺓ ﺍﻝﻔﺭﺩ ﻝﺘﻭﺍﺯﻨﻪ ﺒﻌﺩ ﺍﻝﺘﻌﺭﺽ ﻝﻠﻤﺤﻥ‬
‫ﻭﺍﻝﺼﻌﺎﺏ ‪ ،‬ﺒل ﻭ ﻗﺩ ﻴﻭﻅﻑ ﻫﺫﻩ ﺍﻝﻤﺤﻥ ﻭﺍﻝﺼﻌﺎﺏ ﻝﺘﺤﻘﻴﻕ ﺍﻝﻨﻤﻭ ﻭﺍﻝﺘﻜﺎﻤل ﻭﻫﻭ ﺒﺎﻝﺘﺎﻝﻰ ﻤﻔﻬﻭﻡ‬
‫) ‪( Masten,‬‬ ‫ﺩﻴﻨﺎﻤﻰ ﻴﺤﻤل ﻓﻰ ﻤﻌﻨﺎﻩ ﺍﻝﺜﺒﺎﺕ ‪ ،‬ﻜﻤﺎ ﻴﺤﻤل ﺃﻴﻀ ﹰﺎ ﻓﻰ ﻤﻌﻨﺎﻩ ﺍﻝﺤﺭﻜﺔ‪.‬‬
‫‪2009: 29‬‬
‫ﻭﺘﻠﻌﺏ ﻓﻌﺎﻝﻴﺔ ﺍﻝﺫﺍﺕ ‪ Self- efficacy‬ﺩﻭﺭﹰﺍ ﻓﻰ ﺘﻌﺯﻴﺯ ﺍﻝﺼﻤﻭﺩ ﺤﻴﺙ ﺇﻥ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﺘﻤﺜل‬
‫ﺴﻤﺔ ﻫﺎﻤﺔ ﻓﻰ ﺘﻁﻭﻴﺭ ﺍﻝﻜﻔﺎﺀﺓ ﻭﺍﻝﻔﺎﻋﻠﻴﺔ ﻋﻨﺩ ﻤﻭﺍﺠﻬﺔ ﺍﻝﺸﺩﺍﺌﺩ ﺤﻴﺙ ﻴﻨﻅﺭ ﺇﻝﻰ ﻓﻌﺎﻝﻴﺔ ﺍﻝﺫﺍﺕ ﻋﻠﻰ‬
‫ﺃﻨﻬﺎ ﺘﺅﺜﺭ ﻓﻰ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﻭﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺼﻌﺒﺔ ﺒﻤﺭﻭﻨﺔ ﻭﺃﻴﻀ ﹰﺎ ﺘﺅﺜﺭ ﻋﻠﻰ ﺘﻁﻠﻌﺎﺕ‬
‫) ‪(Bandura et al.,‬‬ ‫ﺍﻷﻓﺭﺍﺩ ﻭﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﺘﺤﻠﻴﻠﻰ ﻭﺍﻝﻤﺜﺎﺒﺭﺓ ﻓﻰ ﻤﻭﺍﺠﻬﺔ ﺍﻝﻔﺸل ‪.‬‬
‫‪2001:188‬‬
‫ﻭﻤﻌﺘﻘﺩﺍﺕ ﺍﻝﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺘﻴﺔ ﺘﻨﻅﻡ ﺍﻷﺩﺍﺀ ﺍﻝﺒﺸﺭﻯ ﻤﻥ ﺨﻼل ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ ﻭﺍﻝﺩﺍﻓﻌﻴﺔ‬
‫ﻭﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻭﺍﻻﻨﺘﻘﺎﺌﻴﺔ‪ .‬ﻭﻋﻨﺩ ﻤﻭﺍﺠﻬﺔ ﺍﻷﺤﺩﺍﺙ ﺍﻝﺴﻴﺌﺔ ﻓﺈﻥ ﺍﻝﺫﻴﻥ ﻴﺤﺘﻔﻅﻭﻥ ﺒﺎﻻﻋﺘﻘﺎﺩ ‪ ،‬ﺒﺄﻨﻬﻡ‬
‫ﻼ ﺇﻝﻰ ﺍﻝﻤﺜﺎﺒﺭﺓ ﻓﻰ ﺠﻬﻭﺩﻫﻡ ‪ ،‬ﻜﻤﺎ ﺃﻥ ﻤﺭﺘﻔﻌﻰ ﺍﻝﻔﺎﻋﻠﻴﺔ‬
‫ﻗﺎﺩﺭﻭﻥ ﻋﻠﻰ ﻀﺒﻁ ﺃﻓﻜﺎﺭﻫﻡ ﻫﻡ ﺍﻷﻜﺜﺭ ﻤﻴ ﹰ‬
‫ﻼ ﺇﻝﻰ ﻨﺒﺫ ﻭﺭﻓﺽ ﺍﻷﻓﻜﺎﺭ ﺍﻝﺴﻠﺒﻴﺔ ﻋﻥ ﺃﻨﻔﺴﻬﻡ ﺃﻭ ﻗﺩﺭﺍﺘﻬﻡ ﺃﻜﺜﺭ ﻤﻥ ﺫﻭﻯ‬
‫ﺍﻝﺫﺍﺘﻴﺔ ﻫﻡ ﺃﻴﻀﹰﺎ ﺃﻜﺜﺭ ﻤﻴ ﹰ‬

‫‪٩٣‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺍﻹﺤﺴﺎﺱ ﺒﻌﺩﻡ ﻓﺎﻋﻠﻴﺘﻬﻡ ﺍﻝﺸﺨﺼﻴﺔ )‪ (Bandura, 1993:118‬ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻻﻫﺘﻤﺎﻡ‬

‫ﺍﻝﻤﺘﺯﺍﻴﺩ ﺒﺩﺭﺍﺴﺔ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺅﺜﺭﺓ ﻓﻰ ﻓﻌﺎﻝﻴﺔ ﺍﻝﺫﺍﺕ ﻝﻠﺸﺨﺹ ﻓﺈﻥ ﻫﻨﺎﻙ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻰ‬
‫) ﻫﻴﺎﻡ ﺼﺎﺒﺭ ﺸﺎﻫﻴﻥ‬ ‫ﺘﻡ ﺇﻏﻔﺎﻝﻬﺎ ‪ ،‬ﻭﺘﻌﺩ ﺍﻝﺤﻜﻤﺔ )‪ (Wisdom‬ﻓﻰ ﺼﺩﺍﺭﺓ ﻫﺫﻩ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪.‬‬
‫‪(٤٩٨ :٢٠١٢،‬‬
‫ﻓﺎﻝﺤﻜﻤﺔ ﺘﻌﺩ ﺃﺤﺩ ﺃﺸﻜﺎل ﺍﻷﺩﺍﺀ ﺍﻝﻨﻤﻭﺫﺠﻰ ﻝﻠﻔﺭﺩ ‪ ،‬ﻭﺍﻝﺘﻰ ﺘﺘﻀﻤﻥ ﺍﻻﺴﺘﺒﺼﺎﺭ ﻭﺍﻝﻤﻌﺭﻓﺔ ﺒﺎﻝﺫﺍﺕ‬
‫ﻭﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﺤﻴﻁ ﺒﻪ ﻭ ﺇﺼﺩﺍﺭ ﺃﺤﻜﺎﻡ ﺼﺎﺌﺒﺔ ﻓﻰ ﻤﺴﺎﺌل ﺍﻝﺤﻴﺎﺓ ﺍﻝﺼﻌﺒﺔ‬
‫)ﻋﻼﺀ ﺍﻝﺩﻴﻥ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ﺍﻷﻴﻭﺏ‪.(٢٠٢ : ٢٠١١ ،‬‬
‫ﻭﺒﻨﺎ ‪‬ﺀ ﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻝﺤﻜﻤﺔ ﺘﻌﺭﻑ ﻋﻠﻰ ﺃﻨﻬﺎ ﻗﻭﺓ ﺍﻝﺤﻜﻡ ﺒﺼﻭﺭﺓ ﺼﺤﻴﺤﺔ ﻭﺍﺘﺒﺎﻉ ﺍﻝﻤﺴﺎﺭ ﺍﻷﺴﻠﻡ ﻓﻰ‬
‫)‪.(Ali Irani et al., 2012:81‬‬ ‫ﺍﻝﻌﻤل ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﺨﺒﺭﺓ ﻭﺍﻝﻔﻬﻡ‬
‫ﻭﺘﻌﺘﺒﺭ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ ﻤﻥ ﺍﻝﻤﺭﺍﺤل ﺍﻝﻤﻔﻀﻠﺔ ﻓﻰ ﺤﻴﺎﺓ ﺍﻝﻔﺭﺩ ﺍﻝﺘﻰ ﺘﺤﺩﺩ ﺸﻜل ﺤﻴﺎﺘﻪ ﺍﻝﻤﺴﺘﻘﺒﻠﻴﺔ‬
‫ﻭﻝﻜﻰ ﻴﺠﺘﺎﺯ ﺍﻝﻁﺎﻝﺏ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﺒﻨﺠﺎﺡ ﻓﻴﺘﻭﺠﺏ ﻋﻠﻴﻪ ﺒﺫل ﺍﻝﺠﻬﺩ ﻭﺍﻝﻤﺜﺎﺒﺭﺓ ﻭﺍﻝﻤﺒﺎﺩﺭﺓ ﺒﺘﺤﻤل‬
‫ﺍﻷﻋﺒﺎﺀ ﺍﻝﺩﺭﺍﺴﻴﺔ ﻭﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﺠﺎﻤﻌﻴﺔ‪.‬‬
‫ﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ‪:‬‬
‫ﺒﺎﻝﻨﻅﺭ ﺇﻝﻰ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻜﺄﺤﺩ ﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻭﺍﻝﻬﺎﻤﺔ ﻝﻸﻓﺭﺍﺩ ﻭ ﺒﺨﺎﺼﺔ ﻓﻰ‬
‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ ﻭﺍﻝﺘﻰ ﺘﻌﺩ ﻤﻥ ﺍﻝﻤﺭﺍﺤل ﺍﻝﻬﺎﻤﺔ ﻓﻰ ﺤﻴﺎﺓ ﺍﻝﻔﺭﺩ ﻭﺍﻝﺘﻰ ﺘﺤﺩﺩ ﺸﻜل ﺤﻴﺎﺘﻪ‬
‫ﺍﻝﻤﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﻤﻊ ﻗﻠﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ – ﻓﻰ ﺤﺩﻭﺩ ﻋﻠﻡ ﺍﻝﺒﺎﺤﺜﺘﻴﻥ ‪ -‬ﻭﺍﻝﺘﻰ ﺘﻨﺎﻭﻝﺕ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﺤﺎﻝﻰ‪ .‬ﻓﺈﻥ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﻴﺤﺎﻭل ﺍﻝﻜﺸﻑ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭﻓﺎﻋﻠﻴﺔ‬
‫ﺍﻝﺫﺍﺕ ؛ ﻭﻤﻥ ﺜﻡ ﻴﻤﻜﻥ ﺼﻴﺎﻏﺔ ﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ﻓﻰ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻵﺘﻴﺔ‪:‬‬
‫‪ -١‬ﻫل ﻴﻭﺠﺩ ﻓﺭﻕ ﺫﻭ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻰ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻰ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ؟‬
‫‪ -٢‬ﻫل ﻴﻭﺠﺩ ﻓﺭﻕ ﺫﻭ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻰ ﺩﺭﺠﺎﺕ ﺍﻝﻔﺭﻗﺔ ﺍﻷﻭﻝﻰ ﻭﺍﻝﻔﺭﻗﺔ ﺍﻝﺭﺍﺒﻌﺔ ﻓﻰ‬
‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ؟‬
‫‪ -٣‬ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﺍﻝﺤﻜﻤﺔ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ؟‬
‫‪ -٤‬ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ؟‬
‫‪ -٥‬ﻤﺎ ﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ؟‬
‫ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ‪:‬‬
‫ﻴﻬﺩﻑ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﺇﻝﻰ‪:‬‬
‫‪ -١‬ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻝﻨﻭﻋﻴﻥ ﻓﻰ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‪.‬‬
‫‪ -٢‬ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﻔﺭﻭﻕ ﻓﻰ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﺍﻝﺘﻰ ﺘﺭﺠﻊ ﺇﻝﻰ ﺍﺨﺘﻼﻑ ﺍﻝﻔﺭﻗﺔ ﺍﻝﺩﺭﺍﺴﻴﺔ‪.‬‬
‫‪ -٣‬ﺍﻝﻜﺸﻑ ﻋﻥ ﻨﻭﻉ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ‪.‬‬

‫‪٩٤‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ‪:‬‬
‫ﺘﺘﻤﺜل ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﻓﻰ ﺃﻨﻪ‪:‬‬
‫‪ -١‬ﻴﺘﻁﺭﻕ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﺇﻝﻰ ﻤﻭﻀﻭﻉ ﻝﻡ ﻴﻠﻕ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻻﻫﺘﻤﺎﻡ ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺜﻴﻥ ‪ ،‬ﺤﻴﺙ ﺇﻥ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻰ ﺃﺠﺭﻴﺕ ﺤﻭل ﻤﻔﻬﻭﻡ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻗﻠﻴﻠﺔ‪.‬‬
‫‪ -٢‬ﻗﻠﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺘﻰ ﺘﻨﺎﻭﻝﺕ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﻓﻰ ﻤﺤﺎﻭﻝﺔ ﻝﻔﻬﻡ‬
‫ﺃﻋﻤﻕ ﻝﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻫﺫﻩ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪.‬‬
‫‪ -٣‬ﺘﻜﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﻓﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻰ ﺘﺸﻜل ﻓﻰ ﻤﺠﻤﻠﻬﺎ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‬
‫ﻭﻜﺫﻝﻙ ﻤﺴﺘﻭﻯ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫‪ -٤‬ﺘﺒﺭﺯ ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﻤﻥ ﺨﻼل ﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﻰ ﺘﻘﻭﻡ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻋﻠﻴﻬﺎ ) ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ(‪.‬‬
‫‪ -٥‬ﻤﻥ ﺨﻼل ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﻴﻤﻜﻥ ﺭﻓﻊ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﺯﻴﺎﺩﺓ ﺇﻗﺒﺎﻝﻬﻡ ﻋﻠﻰ ﺍﻝﺤﻴﺎﺓ‬
‫ﺒﺭﻭﺡ ﻤﺘﻔﺎﺌﻠﺔ‪.‬‬
‫‪ -٦‬ﻴﻤﻜﻥ ﺃﻴﻀ ﹰﺎ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﻓﻰ ﻭﻀﻊ ﺒﺭﺍﻤﺞ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺭﻓﻊ ﻤﺴﺘﻭﻯ‬
‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫‪ -٧‬ﺘﻨﺒﻊ ﺃﻴﻀ ﹰﺎ ﺍﻷﻫﻤﻴﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ﻝﻠﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻓﻰ ﻨﺘﺎﺌﺠﻬﺎ ﺍﻝﺘﻰ ﺘﺄﻤل ﺃﻥ ﻴﺴﺘﻔﻴﺩ ﻤﻨﻬﺎ ﺍﻝﻘﺎﺌﻤﻭﻥ‬
‫ﻋﻠﻰ ﻤﺒﺎﺸﺭﺓ ﺸﺌﻭﻥ ﺍﻝﻁﻠﺒﺔ ﺒﺎﻝﺠﺎﻤﻌﺔ‪.‬‬
‫ﻤﺼﻁﻠﺤﺎﺕ ﺍﻝﺒﺤﺙ‪:‬‬
‫‪ -١‬ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‪Psychological Resilience :‬‬
‫ﻴﻌﺭﻑ )‪ (Connor & Davidson, 2003‬ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻋﻠﻰ ﺃﻨﻪ ﻗﺩﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻰ‬
‫ﺍﻝﺘﻜﻴﻑ ﺍﻹﻴﺠﺎﺒﻰ ﻓﻰ ﻤﻭﺍﺠﻬﺔ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ‪ ،‬ﻜﻤﺎ ﻴﺘﻤﺜل ﻓﻰ ﻗﺩﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﺍﺴﺘﻌﺎﺩﺓ ﺘﻭﺍﺯﻨﻪ ﺒﻌﺩ‬
‫ﺍﻝﺘﻌﺭﺽ ﻝﻠﻤﺤﻥ ﻭﺍﻝﺼﺩﻤﺎﺕ ﺍﻝﻤﻀﻁﺭﺒﺔ ﺍﻝﺘﻰ ﺘﻭﺍﺠﻬﻪ‪.‬‬
‫ﻭﻴﻌﺭﻑ ﺇﺠﺭﺍﺌﻴ ﹰﺎ ﻓﻰ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﺒﺎﻝﺩﺭﺠﺔ ﺍﻝﺘﻰ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻝﻔﺭﺩ ﻓﻰ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻰ ﺍﻝﻤﺴﺘﺨﺩﻡ ﻓﻰ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ‪.‬‬
‫‪ -٢‬ﺍﻝﺤﻜﻤﺔ ‪Wisdom :‬‬
‫ﺘﻌﺭﻑ )‪ (Brown & Greene, 2006‬ﺍﻝﺤﻜﻤﺔ ﻋﻠﻰ ﺃﻨﻬﺎ ﻤﻜﻭﻥ ﻤﺘﻌﺩﺩ ﺍﻷﺒﻌﺎﺩ ﻴﺸﻤل ﻋﻠﻰ‬
‫ﻤﻌﺭﻓﺔ ﺍﻝﻔﺭﺩ ﻝﺫﺍﺘﻪ ﻭﻓﻬﻤﻪ ﻝﻶﺨﺭﻴﻥ ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻝﺤﻜﻡ ﻋﻠﻰ ﺍﻷﺸﻴﺎﺀ ﻭﻤﻌﺭﻓﺘﻪ ﺒﺎﻷﻤﻭﺭ ﻭﺍﻝﺸﺌﻭﻥ‬
‫ﺍﻝﺤﻴﺎﺘﻴﺔ ‪ ،‬ﻜﻤﺎ ﻴﺘﻀﻤﻥ ﺍﺴﺘﻌﺩﺍﺩ ﺍﻝﻔﺭﺩ ﻝﻠﺘﻌﻠﻡ ‪.‬‬
‫ﻭﺘﻌﺭﻑ ﺍﻝﺤﻜﻤﺔ ﺇﺠﺭﺍﺌﻴ ﹰﺎ ﺒﺄﻨﻬﺎ ﺍﻝﺩﺭﺠﺔ ﺍﻝﺘﻰ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻝﻔﺭﺩ ﻓﻰ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﺍﻝﻤﺴﺘﺨﺩﻡ‬
‫ﻓﻰ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ‪.‬‬

‫‪٩٥‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫‪ -٣‬ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ‪Self – efficacy :‬‬

‫ﺘﻌﺭﻑ ) ﻋﻁﺎ ﻤﺤﻤﻭﺩ ﺃﺒﻭ ﻏﺎﻝﻰ‪ (٢٠١٢ ،‬ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻋﻠﻰ ﺃﻨﻬﺎ ﻤﻌﺘﻘﺩﺍﺕ ﻴﻤﺘﻠﻜﻬﺎ ﺍﻝﻔﺭﺩ‬
‫ﺘﺤﺩﺩ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻝﺴﻠﻭﻙ ﻭﺘﻭﺠﻴﻬﻪ ‪ ،‬ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﻋﻠﻰ ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﻰ ﺘﻘﻭﻡ ﺒﻬﺎ ‪ ،‬ﻭﺍﻝﻜﻴﻔﻴﺔ ﺍﻝﺘﻰ‬
‫ﻴﺘﻌﺎﻤل ﻤﻌﻬﺎ ﻓﻰ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺘﻰ ﺘﻭﺍﺠﻬﻪ ﻓﻰ ﺍﻝﺤﻴﺎﺓ‪.‬‬
‫ﻭﺘﻌﺭﻑ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﺇﺠﺭﺍﺌﻴﹰﺎ ﺒﺄﻨﻬﺎ ﺍﻝﺩﺭﺠﺔ ﺍﻝﺘﻰ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻝﻔﺭﺩ ﻓﻰ ﻤﻘﻴﺎﺱ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ‬
‫ﺍﻝﻤﺴﺘﺨﺩﻡ ﻓﻰ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ‪.‬‬
‫ﺍﻹﻁﺎﺭ ﺍﻝﻨﻅﺭﻯ‬
‫ﺃﻭ ﹰﻻ ‪ :‬ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‪Psychological Resilience :‬‬
‫ﻝﻘﺩ ﺘﻨﺎﻭﻝﺕ ﺼﻔﺎﺀ ﺍﻷﻋﺴﺭ ) ‪ (١١ : ٢٠١٠‬ﺒﺎﻝﺘﺤﻠﻴل ﺍﻝﺘﺭﺠﻤﺎﺕ ﺍﻝﺘﻰ ﻁﺭﺤﺕ ﻝﻤﻔﻬﻭﻡ‬
‫"‪ "Resilience‬ﺤﻴﺙ ﺃﻥ ﻫﺫﺍ ﺍﻝﻤﻔﻬﻭﻡ ﻴﺸﻴﺭ ﺇﻝﻰ ﺍﻝﺼﻌﺎﺏ ﺍﻝﺘﻰ ﺘﻤﺜﻠﻬﺎ ﺍﻝﺘﺭﻜﻴﺒﺔ ﺍﻝﺴﻴﻜﻭﻝﻭﺠﻴﺔ ﻓﻴﻤﺎ‬
‫ﻴﺘﻌﻠﻕ ﺒﺘﺭﺠﻤﺘﻬﺎ ﺇﻝﻰ ﺍﻝﻌﺭﺒﻴﺔ‪ .‬ﻓﻘﺩ ﺘﻭﻗﻔﺕ ﺃﻤﺎﻡ ﻤﺭﺍﺩﻓﺎﺕ ﻋﺩﻴﺩﺓ ‪ ،‬ﻤﻨﻬﺎ ‪ :‬ﻤﻘﺎﻭﻤﺔ ﺍﻻﻨﻜﺴﺎﺭ ‪،‬‬
‫ﺍﻝﺼﻼﺒﺔ‪ ،‬ﺍﻝﺘﺼﺎﻝﺤﻴﺔ ﺍﻝﻤﺭﻭﻨﺔ ‪ ،‬ﺍﻝﺘﻌﺎﻓﻰ‪،‬ﻭﻜﺎﻥ ﻓﻰ ﻜل ﻤﻨﻬﺎ ﻗﺼﻭﺭ ﻭﻋﻥ ﺍﺤﺘﻭﺍﺀ ﺍﻝﻤﻌﻨﻰ ﺍﻷﺼﻠﻰ ‪.‬‬
‫ﻭﺍﻨﺘﻬﺕ ﺇﻝﻰ ﺘﻔﻀﻴل ﺘﺭﺠﻤﺘﻪ ﺇﻝﻰ ﺍﻝﻤﻘﺎﺒل ﺍﻝﻌﺭﺒﻰ " ﺍﻝﺼﻤﻭﺩ"‪.‬‬
‫ﻓﻴﻌﺭﻑ " ﻨﻴﻭﻤﺎﻥ ‪ " NewMan‬ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻋﻠﻰ ﺃﻨﻪ ﻗﺩﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﻤﻊ‬
‫ﺍﻷﺤﺩﺍﺙ ﺍﻝﺼﺎﺩﻗﺔ ﻭﺍﻝﻤﺤﻥ ﻭﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻀﺎﻏﻁﺔ ﺍﻝﻤﺘﻭﺍﺼﻠﺔ‪ .‬ﻭﻫﻭ ﻋﻤﻠﻴﺔ ﻤﺴﺘﻤﺭﺓ ﻴﻅﻬﺭ ﻤﻥ ﺨﻼﻝﻬﺎ‬
‫ﺍﻝﻔﺭﺩ ﺴﻠﻭﻜ ﹰﺎ ﺘﻜﻴﻔﻴ ﹰﺎ ﺇﻴﺠﺎﺒﻴﹰﺎ ﻓﻰ ﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﺤﻥ ﻭﺍﻝﺼﺩﻤﺎﺕ ﻭﻤﺼﺎﺩﺭ ﺍﻝﻀﻐﻁ ﺍﻝﻨﻔﺴﻰ‪.‬‬
‫)‪(NewMan, 2002: 62‬‬
‫ﻜﻤﺎ ﺫﻜﺭ " ﻤﺎﺴﺘﻥ ‪ "Masten‬ﺃﻥ ﺍﻝﺼﻤﻭﺩ ﻜﻤﺼﻁﻠﺢ ﻓﻰ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻴﺸﻴﺭ ﺇﻝﻰ ﺍﻝﻘﺩﺭﺓ‬
‫ﺍﻹﻴﺠﺎﺒﻴﺔ ﻝﻠﻔﺭﺩ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺘﻰ ﺘﻤﻜﻨﻪ ﻤﻥ ﺃﺩﺍﺀ ﻭﻅﺎﺌﻔﻪ ﺒﺸﻜل ﺠﻴﺩ‬
‫) ‪.(Masten, 2009: 28‬‬
‫ﻭﻴﺘﻔﻕ ﻤﻌﻬﻡ ﻜل ﻤﻥ "ﺴﻨﺎﺏ ﻭﻤﻴﻠﻠﺭ" )‪ ( Snape& Miller, 2002: 224‬ﻓﻴﻌﺭﻓﺎﻥ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻰ ﻋﻠﻰ ﺃﻨﻪ ﻅﺎﻫﺭﺓ ﺘﻌﻜﺱ ﻗﺩﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﺍﻹﻴﺠﺎﺒﻰ ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺍﻝﻤﺤﻥ ﻭﺍﻝﺼﻌﺎﺏ ﺍﻝﺘﻰ‬
‫ﻗﺩ ﻤﺭ ﺒﻬﺎ ﻓﻰ ﺨﺒﺭﺍﺘﻪ ﺍﻝﺤﻴﺎﺘﻴﺔ‪.‬‬
‫ﻭﻓﻰ ﻫﺫﺍ ﺍﻝﺴﻴﺎﻕ ﻓﻘﺩ ﻋﺭﻑ " ﺩﻭﺭﻴﻙ ﻭ ﺁﺨﺭﻭﻥ" ) ‪ (Dowrick et al., 2008: 439‬ﻋﻠﻰ‬
‫ﺃﻨﻪ ﻫﻭ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﺒﻨﺠﺎﺡ ﻭ ﺃﺤﺩﺍﺙ ﺍﻝﺘﻐﻴﻴﺭﺍﺕ ﺍﻝﻼﺯﻤﺔ ﻝﻤﻭﺍﺠﻬﺔ ﺍﻝﺘﺤﺩﻴﺎﺕ ‪.‬ﻜﻤﺎ ﺃﻥ ﻤﻭﺍﺠﻬﺔ‬
‫ﺍﻝﺘﺤﺩﻴﺎﺕ ﻤﻥ ﺃﻫﻡ ﻤﺅﺸﺭﺍﺕ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‪.‬‬
‫ﻭﻗﺩ ﺃﺸﺎﺭ ) ﻤﺤﻤﺩ ﺍﻝﺴﻌﻴﺩ ﻋﺒﺩ ﺍﻝﺠﻭﺍﺩ ‪ (٩ : ٢٠١٣،‬ﺃﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ‪Psychological‬‬
‫‪ Resilience‬ﻫﻭ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺤﺎﻝﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺍﻝﺘﺄﺜﻴﺭ ﺍﻝﻔﻌﺎل ﻭﺍﻝﺘﻤﺎﺴﻙ ﻭﺍﻝﺜﺒﺎﺕ‬

‫‪٩٦‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺍﻻﻨﻔﻌﺎﻝﻰ ﻓﻰ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺼﻌﺒﺔ ﺃﻭ ﺍﻝﻤﺘﺤﺩﻴﺔ ﻤﻊ ﺍﻝﺸﻌﻭﺭ ﺒﺤﺎﻝﺔ ﻤﻥ ﺍﻻﺴﺘﺒﺸﺎﺭ ﻭﺍﻝﺘﻔﺎﺅل ﻭﺍﻻﻁﻤﺌﻨﺎﻥ‬

‫ﺇﻝﻰ ﺍﻝﻤﺴﺘﻘﺒل‪.‬‬
‫ﻭﺒﻬﺫﺍ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺇﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻫﻭ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻭ ﺍﻝﻌﻘﻠﻴﺔ ﺍﻝﺘﻰ ﺘﻤﻜﻥ ﺍﻹﻨﺴﺎﻥ‬
‫ﻤﻥ ﺍﻝﺘﻜﻴﻑ ﺍﻹﻴﺠﺎﺒﻰ ﻤﻊ ﻤﻭﺍﻗﻑ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﻋﻠﻰ ﺃﻨﻪ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻭﺍﻓﻕ ﺍﻝﺠﻴﺩ‬ ‫ﻭﺘﻌﺭﻑ ﺍﻝﺠﻤﻌﻴﺔ ﺍﻻﻤﺭﻴﻜﻴﺔ ﻝﻌﻠﻡ ﺍﻝﻨﻔﺱ " ﺍﻝﺼﻤﻭﺩ "‬
‫ﻭﺍﻝﻤﻭﺍﺠﻬﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻝﻠﺸﺩﺍﺌﺩ ﻭﺍﻝﺼﺩﻤﺎﺕ ‪،‬ﻭ ﺍﻝﻨﻜﺒﺎﺕ ‪ ،‬ﺃﻭ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﻌﺎﺩﻴﺔ ﺍﻝﺘﻰ ﻴﻭﺍﺠﻬﻬﺎ‬
‫ﺍﻷﺸﺨﺎﺹ ﻤﺜل ﺍﻝﻤﺸﻜﻼﺕ ﺍﻷﺴﺭﻴﺔ ‪ ،‬ﻭﻤﺸﻜﻼﺕ ﺍﻝﻌﻼﻗﺎﺕ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ‪ ،‬ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﻤﺎﺩﻴﺔ‪.‬‬
‫)‪(APA, 2002: 2‬‬
‫ﻓﻴﻠﻌﺏ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﺩﻭﺭﹰﺍ ﻫﺎﻤ ﹰﺎ ﻓﻰ ﺘﺤﺩﻴﺩ ﻤﺩﻯ ﻗﺩﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﺘﻜﻴﻔﻪ ﻤﻊ ﺍﻝﺼﻌﻭﺒﺎﺕ‬
‫)‪( Christopher et al. , 2013: 415‬‬ ‫ﻭﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻀﺎﻏﻁﺔ ﺍﻝﺘﻰ ﺘﻭﺍﺠﻬﻪ ﻓﻰ ﺤﻴﺎﺘﻪ‪.‬‬
‫ﻭﻗﺩ ﺃﺸﺎﺭ" ﺃﻨﺱ ﺴﻠﻴﻡ ﺍﻷﺤﻤﺩﻯ" ) ‪ (٤٠٣ : ٢٠٠٧‬ﺃﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻫﻭ ﺍﻻﺴﺘﺠﺎﺒﺔ‬
‫ﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻭﺍﻝﻌﻘﻠﻴﺔ ﺍﻝﺘﻰ ﺘﻤﻜﻥ ﺍﻹﻨﺴﺎﻥ ﻤﻥ ﺍﻝﺘﻜﻴﻑ ﺍﻹﻴﺠﺎﺒﻰ ﻓﻰ ﻤﻭﺍﻗﻑ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺴﻭﺍﺀ ﺃﻜﺎﻥ‬
‫ﻫﺫﺍ ﺍﻝﺘﻜﻴﻑ ﺒﺎﻝﺘﻭﺴﻁ ﺃﻭ ﺍﻝﻘﺎﺒﻠﻴﺔ ﻝﻠﺘﻐﻴﻴﺭ ﺃﻭ ﺍﻷﺨﺫ ﺒﺄﻴﺴﺭ ﺍﻝﺤﻠﻭل‪.‬‬
‫ﻭﻗﺩ ﺭﺃﺕ " ﺼﻔﺎﺀ ﺍﻷﻋﺴﺭ " ) ‪ (١١ : ٢٠١٠‬ﺃﻥ ﻓﻰ ﻤﻔﻬﻭﻡ ﺍﻝﺼﻤﻭﺩ ﺩﻻﻻﺕ ﻜﺜﻴﺭﺓ ﻓﺄﺸﺎﺭﺕ‬
‫ﺇﻝﻰ ﺃﻥ ﻓﻰ ﺤﺭﻑ )ﺹ( ﺼﻼﺒﺔ ‪ ،‬ﻭﻓﻰ ﺤﺭﻑ ) ﻡ( ﻤﺭﻭﻨﺔ ‪ ،‬ﻭﻓﻰ ﺤﺭﻑ )ﻭ ( ﻭﻗﺎﻴﺔ ‪ ،‬ﻭﻓﻰ ﺤﺭﻑ‬
‫)ﺩ( ﺩﺍﻓﻌﻴﺔ ﻭﺒﺎﻝﺘﺎﻝﻰ ﻴﺘﺠﺎﻭﺯ ﺍﻝﺼﻤﻭﺩ ﻜﻤﺼﻁﻠﺢ ﺍﻝﻤﺩﻝﻭل ﺍﻝﻠﻐﻭﻯ ﺇﻝﻰ ﺍﻝﻤﺩﻝﻭل ﺍﻝﻨﻔﺴﻰ ﻝﻜﻠﻤﺔ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻰ ﺒﻤﻌﻨﺎﻩ ﺍﻝﻤﺘﻌﺎﺭﻑ ﻋﻠﻴﻪ‪.‬‬
‫ﻓﻘﺩ ﺃﺸﺎﺭ " ﻤﺤﻤﺩ ﺍﻝﺴﻌﻴﺩ ﻋﺒﺩ ﺍﻝﺠﻭﺍﺩ ) ‪ (٣٠ : ٢٠١٣‬ﺃﻥ ﻤﺎ ﻴﺘﻀﻤﻨﻪ ﻤﺼﻁﻠﺢ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻰ ﻤﻥ ﺩﺍﻓﻌﻴﺔ ﺘﺠﻌل ﺍﻝﻤﺭﺀ ﻴﻨﺩﻓﻊ ﺒﺎﺘﺠﺎﻫﻪ ﻝﻠﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻻﺘﺠﺎﻩ ﻭﺍﻝﻤﺜﺎﺒﺭﺓ ﻭﻤﻭﺍﺼﻠﺔ ﺒﺫل‬
‫ﺍﻝﻤﺠﻬﻭﺩ ﺒﻐﺽ ﺍﻝﻨﻅﺭ ﻋﻥ ﺤﺎﻝﺔ ﺍﻹﻋﻴﺎﺀ ﺃﻭ ﺍﻝﺘﻌﺏ ﺍﻝﺘﻰ ﻴﻌﺎﻨﻰ ﻤﻨﻬﺎ ﻝﻜﻭﻨﻬﺎ ﺤﺎﻝﺔ ﻏﺎﻝﺒ ﹰﺎ ﻤﺎ ﻻ ﻴﺤﺩﺙ‬
‫ﻝﻬﺎ ﻜﻑ ﺃﻭ ﺍﻨﻁﻔﺎﺀ‪.‬‬
‫ﻭﻴﻌﺩ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻤﻔﻬﻭﻤ ﹰﺎ ﺤﺩﻴﺜ ﹰﺎ ﻨﺴﺒﻴ ﹰﺎ ﺤﻅﻰ ﺒﺎﻫﺘﻤﺎﻡ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻜﺘﻁﻭﺭ ﻝﺩﺭﺍﺴﺎﺕ ﻋﻠﻡ‬
‫ﺍﻝﻨﻔﺱ ﺍﻹﻴﺠﺎﺒﻲ ﻭﺭﻜﺯ ﻋﻠﻰ ﺩﻭﺭ ﻋﻭﺍﻤل ﺍﻝﻭﻗﺎﻴﺔ ﻭﺍﻝﺤﻤﺎﻴﺔ ﻓﻰ ﺇﺩﺍﺭﺓ ﺍﻝﻤﺤﻥ ﻭﺍﻷﺯﻤﺎﺕ‪ .‬ﻓﻘﺩ ﺍﺤﺘل‬
‫ﻤﺭﻜﺯ ﺍﻝﺼﺩﺍﺭﺓ ﻓﻰ ﻤﺠﺎل ﻤﺎ ﻴﺴﻤﻰ ﺒﺒﺤﻭﺙ ﺍﻝﻤﺨﺎﻁﺭ‪ ،‬ﻭﺘﺅﻜﺩ ﺍﻝﺸﻭﺍﻫﺩ ﻋﻠﻰ ﺃﻨﻪ ﺩﻴﻨﺎﻤﻰ ﻭﻗﺎﺒل‬
‫) ﻤﺤﻤﺩ ﺭﺯﻕ ﺍﻝﺒﺤﻴﺭﻯ‪.(٤٨٠: ٢٠١٠ ،‬‬ ‫ﻝﻺﻨﻤﺎﺀ ﻭﺍﻝﺘﻁﻭﺭ ﻭﺍﻹﺜﺭﺍﺀ‬
‫ﻭﻴﻠﻌﺏ ﺍﻝﺼﻤﻭﺩ ﺩﻭﺭﹰﺍ ﻤﻬﻤﺎ ﻓﻰ ﺇﺤﺩﺍﺙ ﺍﻝﺘﻭﺍﺯﻥ ﻝﻠﻔﺭﺩ ﺴﻭﺍﺀ ﺃﻜﺎﻥ ﺩﺍﺨﻠﻴ ﹰﺎ ﺃﻭ ﺨﺎﺭﺠﻴ ﹰﺎ ‪ ،‬ﻭﻴﺭﺘﺒﻁ‬
‫ﺍﻝﺼﻤﻭﺩ ﺍﺭﺘﺒﺎﻁ ﹰﺎ ﺇﻴﺠﺎﺒﻴ ﹰﺎ ﻭﺜﻴﻘ ﹰﺎ ﺒﻜل ﻤﻥ ﺍﻝﺘﻔﺎﺅل ﻭﺍﻷﻤل ﻭﺭﻭﺡ ﺍﻝﺩﻋﺎﺒﺔ ﻭ ﺇﺩﺭﺍﻙ ﺍﻝﻤﺴﺎﻨﺩﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪،‬‬
‫)‪(Smith et al., 2008: 194‬‬ ‫ﻜﻤﺎ ﻴﺭﺘﺒﻁ ﺍﺭﺘﺒﺎﻁ ﹰﺎ ﺴﺎﻝﺒ ﹰﺎ ﺒﺎﻻﻜﺘﺌﺎﺏ ﻭﺍﻝﻴﺄﺱ ﻭﺍﻝﺸﻌﻭﺭ ﺒﺎﻷﻝﻡ‪.‬‬

‫‪٩٧‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﻭﻴﺸﻜل ﺍﻝﺼﻤﻭﺩ ﻓﻰ ﻤﺠﻤﻠﻪ ﺍﻷﺒﻌﺎﺩ ﺍﻝﻌﻘﻠﻴﺔ ‪ ،‬ﻭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪ ،‬ﻭﺍﻝﻨﻔﺴﻴﺔ ‪ ،‬ﻭﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻭ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬
‫ﻝﺸﺨﺼﻴﺔ ﺍﻝﻔﺭﺩ ‪ ،‬ﺒﺤﻴﺙ ﺘﻜﺴﺒﻪ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﺍﻷﺤﺩﺍﺙ ﻏﻴﺭ ﺍﻝﻤﻭﺍﺘﻴﺔ ﻭﺍﻝﺘﻰ ﻤﻥ ﺍﻝﻤﺘﻭﻗﻊ ﺃﻥ‬
‫ﺘﻌﺭﻗل ﻤﺴﻴﺭﺓ ﻨﻤﻭ ﺍﻝﺸﺨﺼﻴﺔ ﻓﻰ ﺍﻻﺘﺠﺎﻩ ﺍﻝﻁﺒﻴﻌﻰ ﺍﺫﺍ ﻤﺎ ﻜﺎﻥ ﻫﺫﺍ ﺍﻝﺸﺨﺹ ﻏﻴﺭ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻝﺘﻌﺎﻤل‬
‫)‪(Nath&Pardhan, 2012: 163‬‬ ‫ﻤﻊ ﻤﺎ ﻴﻭﺍﺠﻬﻪ ﻤﻥ ﺃﺤﺩﺍﺙ ﺼﺎﺩﻤﺔ‪.‬‬
‫ﻭﺒﻬﺫﺍ ﻴﻌﺩ ﺼﻤﻭﺩ ﺍﻹﻨﺴﺎﻥ ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺍﻝﻤﺤﻥ ﺍﻝﺘﻰ ﻴﺘﻌﺭﺽ ﻝﻬﺎ ﺃﻜﺒﺭ ﺩﻝﻴل ﻋﻠﻰ ﺍﻹﻴﺠﺎﺒﻴﺔ‬
‫ﺍﻝﺨﻼﻗﺔ ﺍﻝﺘﻰ ﻻ ﺘﺯﻋﻥ ﻝﻅﺭﻭﻑ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺨﺎﺭﺠﻴﺔ ‪ ،‬ﻭﻻ ﺘﺭﻜﻥ ﻝﻌﻭﺍﻤل ﺍﻝﺘﻐﻴﻴﺭ ﺍﻝﻘﺩﺭﻯ ﺍﻝﺘﻰ ﻻ ﻴﺴﺘﻁﻴﻊ‬
‫ﺍﻹﻨﺴﺎﻥ ﺘﻐﻴﻴﺭﻫﺎ ﺤﺘﻰ ﻴﺼل ﺍﻹﻨﺴﺎﻥ ﺍﻝﺼﺎﻤﺩ ﻓﻰ ﻋﻼﻗﺘﻪ ﺒﻅﺭﻭﻑ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺨﺎﺭﺠﻴﺔ ﺇﻝﻰ ﻤﺴﺘﻭﻯ‬
‫ﺍﻝﺘﺄﺜﻴﺭ ﺍﻝﻤﺘﺒﺎﺩل‪ ،‬ﻓﻼ ﺘﻠﺒﺙ ﺃﻥ ﺘﻠﻘﻰ ﻋﻠﻴﻪ ﺍﻝﺒﻴﺌﺔ ﻅﺭﻭﻓ ﹰﺎ ﻗﺎﻫﺭﹰﺍ ‪ ،‬ﺇﻻ ﻭﻴﻘﺎﺒﻠﻬﺎ ﺒﻨﻭﻉ ﻤﻥ ﺍﻷﻤل ﻭﺍﻝﺘﻁﻠﻊ‬
‫) ﺃﺸﺭﻑ ﻤﺤﻤﺩ ﻤﺤﻤﺩ ﻋﻁﻴﺔ ‪(٥٧٢ : ٢٠١١ ،‬‬ ‫ﺍﻝﺩﺍﺌﻡ ﺇﻝﻰ ﺍﻷﻤﺎﻡ‪.‬‬
‫ﻭﻤﻥ ﺨﻼل ﺍﻝﻌﺭﺽ ﺍﻝﺴﺎﺒﻕ ﻝﻤﻔﻬﻭﻡ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻓﺈﻥ ﺍﻝﺒﺎﺤﺜﺘﻴﻥ ﺍﻝﺤﺎﻝﻴﺘﻴﻥ ﻴﻌﺭﻓﺎﻨﻪ ﺒﺄﻨﻪ ﻗﺩﺭﺓ‬
‫ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﻤﻭﺍﺠﻬﻪ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺒﻔﺎﻋﻠﻴﺔ ﻭﺍﻝﺭﺩ ﻋﻠﻴﻬﺎ ﺒﺸﻜل ﻋﻘﻼﻨﻰ‪.‬‬
‫ﻭﺘﺭﻯ " ﺼﻔﺎﺀ ﺍﻷﻋﺴﺭ" ) ‪ (١٣ : ٢٠١٠‬ﺃﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻫﻭ ﻤﻨﺘﺞ ﺃﻭ ﻤﺨﺭﺝ ﻭﻝﻴﺱ ﺴﻤﺔ‪،‬‬
‫ﻓﻬﻭ ﻤﺨﺭﺝ ﻝﻠﺘﻔﺎﻋل ﺒﻴﻥ ﻋﻭﺍﻤل ﺍﻝﺨﻁﺭ ﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻴﻤﺎ ﺘﺤﻤﻠﻪ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺸﺨﺼﻴﺔ ﺃﻭ ﺍﻝﺒﻴﺌﺔ ﻝﻠﻔﺭﺩ ‪،‬‬
‫ﻭﻋﻭﺍﻤل ﺍﻝﻭﻗﺎﻴﺔ ﺃﻭ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻌﻭﻴﻀﻴﺔ ﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻴﻤﺎ ﺘﺤﻤﻠﻪ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺸﺨﺼﻴﺔ ﺃﻭ ﺍﻝﺒﻴﺌﻴﺔ ﻝﻠﻔﺭﺩ ‪.‬‬
‫ﻭﻴﺘﻡ ﺍﻝﺘﻔﺎﻋل ﻤﻥ ﺨﻼل ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻭﺴﻴﻁﺔ ﺃﻭ ﺍﻝﻤﻌﺩﻝﺔ‪.‬‬
‫ﻓﻰ ﺤﻴﻥ ﺍﺨﺘﻠﻑ ﻜل ﻤﻥ )‪ ( Benetti &Kambouro, 2006 :344‬ﻤﻊ " ﺼﻔﺎﺀ ﺍﻷﻋﺴﺭ"‬
‫ﺤﻴﺙ ﺭﺃﻴﺎ ﺃﻥ ﺍﻝﺼﻤﻭﺩ ﻴﻌﺩ ﺴﻤﺔ ﻓﻬﻭ ﻴﻤﺜل ﻗﺩﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﻤﻁﺎﻝﺏ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻀﺎﻏﻁﺔ‬
‫ﻨﻔﺴﻴ ﹰﺎ ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻰ ﻴﺅﺩﻯ ﺇﻝﻰ ﺘﺩﻋﻴﻡ ﺍﻝﻤﺸﺎﻋﺭ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻝﻘﻴﻤﺔ ﺍﻝﻔﺭﺩ ﻝﺫﺍﺘﻪ ﻭﻤﻥ ﺜﻡ ﻴﺅﺜﺭ ﻓﻰ ﻓﺎﻋﻠﻴﺔ‬
‫ﺍﻝﺫﺍﺕ ﻝﻠﻔﺭﺩ ﻨﻔﺴﻪ‪.‬‬
‫ﻭﻗﺩ ﻭﺭﺩ ﻓﻰ ﺒﻌﺽ ﺍﻝﻜﺘﺎﺒﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻌﻠﻡ ﺍﻝﻨﻔﺱ ﻤﻔﻬﻭﻤﺎﻥ ﻤﺴﺘﻘﻼﻥ ﻭﻤﺘﺩﺍﺨﻼﻥ ﻝﻬﻤﺎ‬
‫ﻋﻼﻗﺔ ﺒﻘﺩﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﻤﻭﺍﺠﻬﻪ ﺃﺤﺩﺍﺙ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻀﺎﻏﻁﺔ ﻭﺍﻝﺘﻜﻴﻑ ﻤﻌﻬﺎ ﻭﻤﻭﺍﺼﻠﺔ ﺸﻕ ﻁﺭﻴﻘﺔ ﻓﻰ‬
‫ﺍﻝﺤﻴﺎﺓ ﺒﺸﻜل ﺇﻴﺠﺎﺒﻰ ﻭﻫﺫﺍﻥ ﺍﻝﻤﻔﻬﻭﻤﺎﻥ ﻫﻤﺎ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﺍﻝﺼﻼﺒﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﺘﻰ ﺘﻌﺩ ﺃﻴﻀ ﹰﺎ ﻤﻥ‬
‫ﺃﺤﺩ ﻤﺭﺘﻜﺯﺍﺕ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻹﻴﺠﺎﺒﻰ ﺍﻝﺫﻯ ﻴﺤﻔﺯ ﺍﻝﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻰ ﻝﻤﻭﺍﺠﻬﻪ ﺍﻝﻀﻐﻭﻁﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‬
‫ﺍﻝﺤﻴﺎﺘﻴﺔ ﺒﻔﺎﻋﻠﻴﺔ‪ ) .‬ﺃﻤﺎﻨﻰ ﻋﺒﺩ ﺍﻝﺭﺤﻤﻥ ‪(٢٠ : ٢٠١٢ ،‬‬
‫ﻭﻫﻨﺎﻙ ﺜﻼﺜﺔ ﻤﺼﺎﺩﺭ ﻝﻠﺼﻤﻭﺩ ﻭﺘﺘﻤﺜل ﻓﻰ ﺍﻝﻘﻭﺓ ﺍﻝﺫﺍﺘﻴﺔ ﺍﻝﺘﻰ ﺘﻜﻭﻥ ﻤﻊ ﻤﺭﻭﺭ ﺍﻝﻭﻗﺕ ‪ ،‬ﻭﺍﻝﺩﻋﻡ‬
‫ﺍﻝﺨﺎﺭﺠﻰ ﺍﻝﺫﻯ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﺴﺘﻤﺭﺍﺭﻴﺔ ﺍﻝﺼﻤﻭﺩ ﻝﻠﻔﺭﺩ ﻭﺃﺨﻴﺭﹰﺍ ﺍﻤﺘﻼﻙ ﺍﻝﻔﺭﺩ ﻝﻤﻬﺎﺭﺍﺕ ﺤل ﺍﻝﻤﺸﻜﻼﺕ‬
‫)‪(Stein, 2005: 3‬‬ ‫ﺍﻝﺘﻰ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﻤﻭﺍﺠﻬﻪ ﺍﻝﺸﺩﺍﺌﺩ ﻭﺍﻝﺼﻌﺎﺏ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻰ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﺴﺘﻤﺭﺍﺭﻴﺔ ﺍﻝﺼﻤﻭﺩ ﻝﺩﻯ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻝﺘﻰ ﺘﻌﻤل‬
‫ﻋﻠﻰ ﺘﻌﺩﻴل ﺍﻵﺜﺎﺭ ﺍﻝﺴﻠﺒﻴﺔ ﺍﻝﻨﺎﺘﺠﺔ ﻋﻥ ﻤﻭﺍﻗﻑ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻀﺎﻏﻁﺔ ﻭﻤﻥ ﻫﺫﻩ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻰ ﺘﺴﺎﻋﺩ ﻋﻠﻰ‬

‫‪٩٨‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺘﻜﻭﻴﻥ ﺍﻝﺼﻤﻭﺩ ﻫﻰ ﻭﺠﻭﺩ ﺍﻝﺭﻋﺎﻴﺔ ﻭﺍﻝﺩﻋﻡ ﻭﺍﻝﺜﻘﺔ ﻭﺍﻝﺘﺸﺠﻴﻊ ﺴﻭﺍﺀ ﻤﻥ ﺩﺍﺨل ﺍﻷﺴﺭﺓ ﺃﻭ ﻤﻥ‬
‫ﺨﺎﺭﺠﻬﺎ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻝﻔﺭﺩ ﻓﻰ ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺤﻜﻤﺔ ﺍﻝﻔﺭﺩ ﻓﻰ ﻭﻀﻊ ﺨﻁﻁ‬
‫ﻭﺍﻗﻌﻴﺔ ﻝﻨﻔﺴﻪ ﺍﻝﺘﻰ ﺘﺴﺎﻋﺩﻩ ﻋﻠﻰ ﺤل ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻰ ﺘﻭﺍﺠﻬﻪ‪.‬‬
‫) ‪( Lightsey, 2006: 99‬‬
‫ﻜﻤﺎ ﺃﺸﺎﺭ ﻜل ﻤﻥ ) ‪ (Snape& Miller, 2008: 220‬ﺃﻥ ﺍﻝﺼﻤﻭﺩ ﻓﻰ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺼﻌﺒﺔ‬
‫ﻴﺭﺠﻊ ﺇﻝﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺼﻔﺎﺕ ﺍﻝﻤﻭﺠﻭﺩﻩ ﺩﺍﺨل ﺍﻝﻔﺭﺩ ) ﻤﺜل ﺍﺤﺘﺭﺍﻡ ﺍﻝﻔﺭﺩ ﻝﺫﺍﺘﻪ ﻭﺍﻝﻘﻴﻡ ﺍﻹﻴﺠﺎﺒﻴﺔ‬
‫ﺍﻝﺘﻰ ﻴﺘﻤﺘﻊ ﺒﻬﺎ( ﻭﺍﻝﺘﻰ ﺒﺩﻭﺭﻫﺎ ﺘﺅﺜﺭ ﻓﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‪.‬‬
‫ﻓﺎﻷﻓﺭﺍﺩ ﺍﻝﺫﻴﻥ ﻴﺘﻤﺘﻌﻭﻥ ﺒﺼﻤﻭﺩ ﻤﺭﺘﻔﻊ ﻴﻤﻜﻨﻬﻡ ﺃﻥ ﻴﺘﺨﻴﻠﻭﺍ ﺘﻭﺍﻝﻰ ﺍﻷﺤﺩﺍﺙ ﻝﺩﻴﻬﻡ ﻭﺒﺎﻝﺘﺎﻝﻰ‬
‫ﻴﻤﻜﻨﻬﻡ ﺼﻨﺎﻋﺔ ﻭﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭ ﺍﻝﺤﻜﻴﻡ ﻓﻰ ﻤﻭﺍﺠﻬﺔ ﻤﺜل ﻫﺫﻩ ﺍﻷﺤﺩﺍﺙ‪( Wolin &Wolin, ) .‬‬
‫‪1993 : 158‬‬
‫ﻭﻗﺩ ﺃﻭﻀﺢ ﻜل ﻤﻥ " ﺒﺎﻝﻤﺭ " )‪ ( Palmer, 1997 :203‬ﻭ " ﺴﻨﺎﺏ ﻭ ﻤﻴﻠﻠﺭ" &‪( Snape‬‬
‫)‪ Miller, 2008 : 220-221‬ﺃﻥ ﻫﻨﺎﻙ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻌﻭﺍﻤل ﺘﺩﻋﻡ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﺘﻜﻭﻴﻥ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻰ ﻭﻋﻭﺍﻤل ﺃﺨﺭﻯ ﺘﻌﻭﻕ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺭﺍﺭﻴﺔ ﻓﻰ ﺍﻝﺼﻤﻭﺩ ﻭﺘﺘﻀﺢ ﻫﺫﻩ ﺍﻝﻌﻭﺍﻤل ﻤﻥ ﺨﻼل‬
‫ﺍﻝﺠﺩﻭﻝﻴﻥ ﺍﻝﺘﺎﻝﻴﻴﻥ‪.‬‬
‫ﺠﺩﻭل )‪(١‬‬
‫ﻴﻭﻀﺢ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺴﺎﻋﺩﺓ ﻭﺍﻝﻤﺩﻋﻤﺔ ﻝﺘﺸﻜﻴل ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‬
‫ﻋﻭﺍﻤل ﺘﺘﻌﻠﻕ ﺒﺎﻝﺒﻴﺌﺔ‬ ‫ﻋﻭﺍﻤل ﺘﺘﻌﻠﻕ ﺒﺎﻷﺴﺭﺓ‬ ‫ﻋﻭﺍﻤل ﺘﺘﻌﻠﻕ ﺒﺎﻝﻔﺭﺩ‬
‫‪ -‬ﺍﻝﺨﺒﺭﺍﺕ ﻭﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﻤﺩﺭﺴﻴﺔ ﺍﻝﻨﺎﺠﺤﺔ‪.‬‬ ‫‪ -‬ﺩﻋﻡ ﺍﻝﻭﺍﻝﺩﻴﻥ ﻷﺒﻨﺎﺌﻬﻤﺎ‪.‬‬ ‫‪ -‬ﻨﺴﺒﺔ ﺍﻝﺫﻜﺎﺀ ﺍﻝﻤﺭﺘﻔﻌﺔ‬
‫ﻤﺜل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻝﻘﻴﻡ‬ ‫‪ -‬ﺍﻤﺘﻼﻙ‬ ‫‪ -‬ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﻭﻁﻴﺩﺓ ﺒﻴﻥ ﺍﻻﺒﺎﺀ ﻭﺍﻷﺒﻨﺎﺀ‪.‬‬ ‫‪ -‬ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫)ﻤﺴﺎﻋﺩﺓ ﺍﻝﺠﻴﺭﺍﻥ ‪ ،‬ﺍﻝﻌﻤل ﺍﻝﺘﻁﻭﻋﻰ(‬ ‫‪ -‬ﺍﻝﻭﺌﺎﻡ ﺍﻷﺴﺭﻯ ﺒﻴﻥ ﺍﻝﻭﺍﻝﺩﻴﻥ‪.‬‬ ‫‪ -‬ﺍﻝﻭﻋﻰ ﺍﻝﺸﺨﺼﻰ‬
‫‪ -‬ﺍﻝﺘﺩﻴﻥ ﻭﺍﻹﻴﻤﺎﻥ ﺍﻝﻘﻭﻯ‬ ‫‪ -‬ﻋﻼﻗﺔ ﺍﻝﻔﺭﺩ ﺍﻝﻘﻭﻴﺔ ﻤﻊ ﺃﺤﺩ ﺍﻝﻭﺍﻝﺩﻴﻥ‪.‬‬ ‫‪ -‬ﻤﺭﻜﺯ ﺍﻝﺘﺤﻜﻡ ﺍﻝﺩﺍﺨﻠﻰ‬
‫‪ -‬ﺍﻝﺠﺎﺫﺒﻴﺔ ﻭﺍﻝﻤﺭﺡ‬

‫ﺠﺩﻭل )‪(٢‬‬
‫ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﻌﻴﻘﺔ ﻻﺴﺘﻤﺭﺍﺭﻴﺔ ﺍﻝﺼﻤﻭﺩ‬
‫ﻋﻭﺍﻤل ﺘﺘﻌﻠﻕ ﺒﺎﻝﺒﻴﺌﺔ‬ ‫ﻋﻭﺍﻤل ﺘﺘﻌﻠﻕ ﺒﺎﻷﺴﺭﺓ‬ ‫ﻋﻭﺍﻤل ﺘﺘﻌﻠﻕ ﺒﺎﻝﻔﺭﺩ‬
‫‪ -‬ﻋﺩﻡ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻰ‬ ‫‪ -‬ﺍﻝﻜﺭﺍﻫﻴﺔ ﺒﻴﻥ ﺍﻵﺒﺎﺀ ﻭﺍﻷﺒﻨﺎﺀ‪.‬‬ ‫‪ -‬ﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻌﻠﻡ‪.‬‬
‫ﺍﻷﺯﻤﺎﺕ ﻭﺍﻝﻤﺤﻥ ﺍﻝﺘﻰ ﻴﻤﺭ ﺒﻬﺎ ﺍﻝﻔﺭﺩ‪.‬‬ ‫‪ -‬ﻋﺩﻡ ﺍﻝﻭﺌﺎﻡ ﺒﻴﻥ ﺍﻝﻭﺍﻝﺩﻴﻥ‪.‬‬ ‫‪ -‬ﺍﻝﻌﻭﺍﻤل ﺍﻝﻭﺭﺍﺜﻴﺔ ﻭﺍﻝﺠﻴﻨﺎﺕ‪.‬‬
‫‪ -‬ﺍﻝﺘﻤﻴﻴﺯ ﺍﻝﻌﻨﺼﺭﻯ‪.‬‬ ‫‪ -‬ﺍﻨﻔﺼﺎل ﺍﻝﻭﺍﻝﺩﻴﻥ ﻋﻥ ﺒﻌﻀﻬﻤﺎ ﺍﻝﺒﻌﺽ‪.‬‬ ‫‪ -‬ﺘﺄﺨﺭ ﺍﻝﻨﻤﻭ‪.‬‬
‫‪ -‬ﺍﻝﻤﺴﺘﻭﻯ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻝﻤﻨﺨﻔﺽ‪.‬‬ ‫‪ -‬ﻋﺩﻡ ﺘﻭﺍﻓﺭ ﺍﻹﺭﺸﺎﺩ ﺍﻷﺴﺭﻯ‪.‬‬ ‫‪ -‬ﺍﻷﻤﺭﺍﺽ ﺍﻝﻤﺯﻤﻨﺔ‪.‬‬
‫‪ -‬ﺴﻭﺀ ﺍﻝﻤﻌﺎﻤﻠﺔ‪.‬‬ ‫‪ -‬ﻤﺸﺎﻜل ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻰ‪.‬‬
‫‪ -‬ﻋﺩﻡ ﺘﻭﺍﻓﺭ ﺍﻝﺼﺩﺍﻗﺔ ﺒﻴﻥ ﺍﻻﺒﺎﺀ ﻭ ﺍﻻﺒﻨﺎﺀ‪.‬‬
‫‪ -‬ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﻭﺍﻝﺩﻴﺔ‪.‬‬

‫‪٩٩‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﻭﻤﻥ ﺍﻝﺠﺩﻴﺭ ﺒﺎﻝﺫﻜﺭ ﺃﻥ ﻫﻨﺎﻙ ﺒﻌﺽ ﺍﻝﺴﻤﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ﺍﻝﻤﻤﻴﺯﺓ ﻝﻸﺸﺨﺎﺹ ﺫﻭﻯ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‬
‫ﺍﻝﻤﺭﺘﻔﻊ ﻭﻤﻥ ﻫﺫﻩ ﺍﻝﻤﻜﻭﻨﺎﺕ‪:‬‬
‫ﺍﻻﺴﺘﺒﺼﺎﺭ ‪ :‬ﻭﺍﻝﺘﻰ ﺘﻤﺜل ﻗﺩﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﺍﻝﺘﻔﺎﻋل ﻤﻊ ﻤﺸﺎﻋﺭ ﻭﺍﺘﺠﺎﻫﺎﺕ ﻭ ﺃﻓﻜﺎﺭ ﺍﻵﺨﺭﻴﻥ‬ ‫)‪(١‬‬
‫ﻤﻤﺎ ﻴﺴﻬل ﻋﻠﻰ ﺍﻝﻔﺭﺩ ﺍﻝﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻭﻤﻌﺭﻓﺔ ﻜﻴﻔﻴﺔ ﺘﻜﻴﻑ ﺴﻠﻭﻙ ﺍﻝﻔﺭﺩ ﻭﺘﻌﺩﻴﻠﻪ ﻝﻴﻜﻭﻥ‬
‫)‪( Wolin &Wolin, 1993 : 67‬‬ ‫ﻤﺘﻨﺎﺴﺒﹰﺎ ﻤﻊ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫)‪ (٢‬ﺍﻝﺘﺼﻤﻴﻡ ﻭﺍﻝﻌﺯﻴﻤﺔ ‪ :‬ﻭﻴﺘﺴﻡ ﻓﻴﻬﺎ ﺍﻝﻔﺭﺩ ﺍﻝﺼﺎﻤﺩ ﺒﺎﻝﻤﺜﺎﺒﺭﺓ ﺤﺘﻰ ﺍﻜﺘﻤﺎل ﺍﻝﻤﻬﻤﺔ ﻭﺘﺤﻘﻴﻕ ﺍﻝﻬﺩﻑ‪.‬‬
‫ﻭﻴﻜﻭﻥ ﻝﺩﻴﻪ ﺍﻋﺘﻘﺎﺩ ﻗﻭﻯ ﺒﺎﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺤل ﺍﻝﻤﺸﺎﻜل ﺍﻝﺘﻰ ﺘﻭﺍﺠﻬﻪ ﻭﻴﺴﺘﻁﻴﻊ ﺍﻝﻔﺭﺩ ﺍﻝﺼﺎﻤﺩ ﺃﻴﻀ ﹰﺎ‬
‫ﺃﻥ ﻴﻜﻭﻥ ﻋﻼﻗﺎﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻝﻴﺱ ﻓﻘﻁ ﻤﻊ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺨﺎﺭﺠﻰ ﺇﻨﻤﺎ ﺃﻴﻀ ﹰﺎ ﺘﺸﻤل ﻗﺩﺭﺘﻪ ﻋﻠﻰ‬
‫)‪( Gayles, 2005 : 251‬‬ ‫ﺍﻝﺘﻭﺍﺼل ﻤﻊ ﺫﺍﺘﻪ‪.‬‬
‫)‪ (٣‬ﺍﻝﻘﻴﻡ ﺍﻷﺨﻼﻗﻴﺔ ‪ :‬ﻭﻫﻰ ﺘﺸﻤل ﺍﻝﺒﻨﺎﺀ ﺍﻝﺨﻠﻘﻰ ﻭﺍﻝﺭﻭﺤﻰ ﻝﻠﺸﺨﺹ ﺍﻝﺼﺎﻤﺩ ‪ ،‬ﻭﻴﺸﺘﻤل ﻋﻠﻰ ﻗﺩﺭﺓ‬
‫ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﺘﻜﻭﻴﻥ ﺍﻝﻤﻔﺎﻫﻴﻡ ﺍﻝﺭﻭﺤﺎﻨﻴﺔ ﻭﺘﻁﺒﻴﻘﻬﺎ ﻤﻥ ﺨﻼل ﺘﻔﺎﻋﻠﻪ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻤﻥ ﺃﻓﺭﺍﺩ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﻭ ﺃﻴﻀ ﹰﺎ ﻤﻥ ﺨﻼل ﺘﻌﺎﻤﻠﻪ ﻤﻊ " ﺍﷲ ﺴﺒﺤﺎﻨﻪ ﻭﺘﻌﺎﻝﻲ " ﻝﻴﻜﻭﻥ ﺸﺨﺼ ﹰﺎ ﻤﺘﻤﺘﻌﺎ ﺒﺎﺩﺭﺍﻜﺎﺕ‬
‫ﺨﻠﻘﻴﺔ ﻭ ﺭﻭﺤﺎﻨﻴﺔ ﻓﻰ ﻜل ﻤﻥ ﺤﻴﺎﺘﻪ ﺍﻝﻌﺎﻤﺔ ﻭﺍﻝﺨﺎﺼﺔ‪( Wolin &Wolin, 1993 : 84) .‬‬
‫ﻨﻅﺭﻴﺎﺕ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‪:‬‬
‫)‪ (١‬ﻨﻅﺭﻴﺔ " ﺭﻴﺘﺸﺎﺭﺩﺴﻭﻥ" )‪:(٢٠٠٠‬‬
‫ﻝﻘﺩ ﺍﻗﺘﺭﺡ "ﺭﻴﺘﺸﺎﺭﺩﺴﻭﻥ" ‪ Richardson‬ﻤﺎ ﺃﺴﻤﺎﻩ ﺒﻨﻅﺭﻴﺎﺕ ﻤﺎ ﻭﺭﺍﺀ ﺍﻝﺼﻤﻭﺩ ﻭﺍﻝﺘﻰ ﻗﺩ‬
‫ﺘﻁﻭﺭﺕ ﻤﻥ ﺨﻼل ﺜﻼﺙ ﻤﻭﺠﺎﺕ ﻤﺨﺘﻠﻔﺔ‪ .‬ﻓﺎﻝﻤﻭﺠﺔ ﺍﻷﻭﻝﻰ ‪ :‬ﺘﻬﺘﻡ ﺒﺎﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﺨﺼﺎﺌﺹ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻝﺫﻴﻥ ﻴﻭﺍﺠﻬﻭﻥ ﺍﻻﻀﻁﺭﺒﺎﺕ ﺒﻔﺎﻋﻠﻴﺔ ﻭﻫﻰ ﺘﺭﻜﺯ ﻋﻠﻰ ﺍﻝﻌﻭﺍﻤل ﻭﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺫﺍﺘﻴﺔ ﻭﺍﻝﺒﻴﺌﻴﺔ‬
‫ﺍﻝﺘﻰ ﺘﺭﺘﺒﻁ ﺒﺎﻝﺼﻤﻭﺩ ﺴﻭﺍﺀ ﺃﻜﺎﻨﺕ ﻫﺫﻩ ﺍﻝﻌﻭﺍﻤل ﺸﺨﺼﻴﺔ ﺃﻭ ﺃﺴﺭﻴﺔ ﺃﻭ ﻤﺠﺘﻤﻌﻴﺔ ﺃﻭ ﺜﻘﺎﻓﻴﺔ‪ .‬ﻭﺍﻝﻤﻭﺠﺔ‬
‫ﺍﻝﺜﺎﻨﻴﺔ‪ :‬ﻭﻫﻰ ﺍﻝﺘﻰ ﺘﻬﺘﻡ ﺒﻔﺤﺹ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻰ ﺘﺴﻤﺢ ﺒﺘﻔﺴﻴﺭ ﻜﻴﻑ ﺘﻌﻤل ﻫﺫﻩ ﺍﻝﻌﻭﺍﻤل ﺴﻭﺍﺀ ﺃﻜﺎﻨﺕ‬
‫) ﺍﻝﺩﺍﺨﻠﻴﺔ ﻭ ﺍﻝﺨﺎﺭﺠﻴﺔ( ﻭ ) ﺍﻝﺴﻠﺒﻴﺔ ﻭ ﺍﻻﻴﺠﺎﺒﻴﺔ( ﺒﻤﺎ ﻴﺅﺩﻯ ﺇﻝﻰ ﺍﺴﺘﻌﺎﺩﺓ ﺍﻝﺘﻭﺍﺯﻥ ﻭﺘﺤﻘﻴﻕ ﺍﻝﺘﻭﺍﻓﻕ‬
‫ﺃﻭ ﺍﻝﻌﻜﺱ ﺒﻤﻌﻨﻰ ﻓﻘﺩﺍﻥ ﺍﻝﺘﻭﺍﺯﻥ‪ .‬ﻭﺍﻝﻤﻭﺠﺔ ﺍﻝﺜﺎﻝﺜﺔ‪ :‬ﻫﻰ ﺍﻝﺘﻰ ﺘﺭﻜﺯ ﻋﻠﻰ ﺘﻭﻅﻴﻑ ﻨﻭﺍﺘﺞ ﺍﻝﻤﻭﺠﺘﻴﻥ‬
‫ﺍﻝﺴﺎﺒﻘﺘﻴﻥ ﻓﻰ ﺘﻨﻤﻴﺔ ﺍﻝﺼﻤﻭﺩ ﻭﺘﻨﻁﻠﻕ ﻤﻥ ﺃﻥ ﻜل ﻓﺭﺩ ﻝﺩﻴﺔ ﻗﻭﻯ ﻴﻤﻜﻥ ﺘﻘﻭﻴﺘﻬﺎ ﻝﻠﺒﻨﺎﺀ ﻭﺍﻝﺘﺸﻴﻴﺩ‬
‫)‪(Richardson, 2002: 307‬‬ ‫ﺍﻝﻌﻘﻠﻰ ﻭﺍﻝﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺍﻝﺼﻤﻭﺩ ﻭﻤﻘﺎﻭﻤﺔ ﺍﻻﻨﻜﺴﺎﺭ‪.‬‬
‫ﻭﺍﻻﻓﺘﺭﺍﺽ ﺍﻷﺴﺎﺴﻰ ﻝﻬﺫﻩ ﺍﻝﻨﻅﺭﻴﺔ ﻫﻭ ﻓﻜﺭﺓ ﺍﻝﺘﻭﺍﺯﻥ ﺍﻝﺒﻴﻭﻝﻭﺠﻰ ﺍﻝﻨﻔﺴﻰ ﺍﻝﺭﻭﺤﻰ ﻭﺍﻝﺫﻯ‬
‫ﻴﺴﻤﺢ ﻝﻨﺎ ﺒﺎﻝﺘﻜﻴﻑ ﻤﻊ ﻅﺭﻭﻑ ﺍﻝﺤﻴﺎﺓ ﺍﻝﺤﺎﻝﻴﺔ‪ .‬ﺤﻴﺙ ﺇﻥ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﻤﺜل ﻫﺫﻩ ﺍﻷﺤﺩﺍﺙ‬
‫ﺍﻝﺤﻴﺎﺘﻴﺔ ﺘﺘﺄﺜﺭ ﺒﺼﻔﺎﺕ ﺍﻝﺼﻤﻭﺩ ﻭ ﺇﻋﺎﺩﺓ ﺍﻝﺘﻜﺎﻤل ﻤﻊ ﺍﻝﺼﻤﻭﺩ ﺍﻝﺴﺎﺒﻕ ‪Richardson, 2002:‬‬
‫)‪ .( 314‬ﻭﺍﻝﺸﻜل ﺍﻝﺘﺎﻝﻰ ﻴﻭﻀﺢ ﻨﻤﻭﺫﺝ "ﺭﻴﺘﺸﺎﺭﺩﺴﻭﻥ" ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‪.‬‬

‫‪١٠٠‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺸﻜل )‪(١‬‬
‫ﻨﻤﻭﺫﺝ " ﺭﺩﻴﺘﺸﺎﺭﺩﺴﻭﻥ " ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‪.‬‬

‫ﺍﻟﻀﻐﻮﻁ ﺍﻟﻨﻔﺴﻴﺔ ﻧﺘﻴﺠﺔ ﻟﻸﺣﺪﺍﺙ ﺍﳊﻴﺎﺗﻴﺔ‬

‫ﺍﻟﺘﻜﺎﻣﻞ ﺍﻝﺘﻜﺎﻤل‬
‫ﺇﻋﺎﺩﺓ ﺃﻋﺎﺩﺓ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻮﻗﺎﺋﻴﺔ‬

‫ﺇﻋﺎﺩﺓ ﺍﻟﺘﻜﺎﻣﻞ ﻣﺮﺓ ﺃﺧﺮﻯ‬

‫ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺒﻴﻮﻟﻮﺟﻰ‬
‫ﻟﻠﺘﻮﺍﺯﻥ‬
‫ﺍﻟﺮﻭﺣﻰ ﺍﻟﻨﻔﺴﻰ‬
‫ﺇﻋﺎﺩﺓ ﺍﻟﺘﻜﺎﻣﻞ ﻣﻊ‬
‫ﺇﻋﺎﺩﺓ ﺍﻟﺘﻜﺎﻣﻞ‬ ‫ﺍﻟﻔﻘﺪ‬
‫ﻭﺍﻻﺩﻣﺎﺝ‬
‫ﺇﻋﺎﺩﺓ ﺍﻟﺘﻜﺎﻣﻞ ﺍﳌﺨﺘﻞ‬
‫ﺍﻟﺘﺸﻮﻳﺶ‬ ‫ﻭﻇﻴﻔﻴﹰﺎ‬

‫ﺤﻴﺙ ﺘﺅﺩﻯ ﻋﻤﻠﻴﺔ ﺇﻋﺎﺩﺓ ﺍﻝﺘﻜﺎﻤل ﺒﺎﻝﻔﺭﺩ ﺇﻝﻰ ﺃﺭﺒﻊ ﻨﺘﺎﺌﺞ ‪:‬‬
‫)‪ (١‬ﺇﻋﺎﺩﺓ ﺘﻜﺎﻤل ﺍﻝﺼﻤﻭﺩ ﺤﻴﺙ ﻴﺅﺩﻯ ﺍﻝﺘﻜﻴﻑ ﺇﻝﻰ ﻤﺴﺘﻭﻯ ﺃﻋﻠﻰ ﻤﻥ ﺍﻝﺘﻭﺍﺯﻥ ‪.‬‬
‫)‪ (٢‬ﺍﻝﻌﻭﺩﺓ ﺇﻝﻰ ﺍﻝﺘﻭﺍﺯﻥ ﺍﻷﺴﺎﺴﻰ ﻓﻰ ﻤﺤﺎﻭﻝﺔ ﻝﺘﺠﺎﻭﺯ ﺍﻝﺘﺸﻭﻴﺵ ‪.‬‬
‫)‪ (٣‬ﻓﻘﺩﺍﻥ ﺍﻻﻨﺘﻌﺎﺵ ﻭﺇﻨﺸﺎﺀ ﻤﺴﺘﻭﻯ ﺃﺩﻨﻰ ﻤﻥ ﺍﻝﺘﻭﺍﺯﻥ ‪.‬‬
‫)‪ (٤‬ﺤﺎﻝﺔ ﻤﺨﺘﻠﺔ ﻭﻅﻴﻔﻴ ﹰﺎ ﻭﻤﻥ ﺜﻡ ﻴﻤﻜﻥ ﺍﻋﺘﺒﺎﺭ ﺍﻝﺼﻤﻭﺩ ﻜﻨﺘﻴﺠﺔ ﻝﻘﺩﺭﺍﺕ ﺍﻝﺘﻌﺎﻤل ﺍﻝﻨﺎﺠﺤﺔ‬
‫)‪.( Richardson, 2002: 314‬‬
‫)‪( Saakvitne& et al, 1998‬‬ ‫)‪ (٢‬ﻨﻅﺭﻴﺔ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﺫﺍﺘﻴﺔ ﺍﻝﺒﻨﺎﺌﻴﺔ ﻝﺴﺎﻜﻔﻴﺘﻴﻥ ﻭ ﺁﺨﺭﻴﻥ‬
‫ﻭﻫﺫﻩ ﺍﻝﻨﻅﺭﻴﺔ ﺘﺩﻋﻭ ﺇﻝﻰ ﺃﻥ ﺃﻋﺭﺍﺽ ﺃﺤﺩ ﺍﻝﻨﺎﺠﻴﻥ ﻤﻥ ﺍﻝﺼﺩﻤﺔ ﻫﻰ ﺘﻌﺩ " ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﺍﻝﺘﻜﻴﻑ" ﻭﺍﻝﺘﻰ ﺘﻨﺸﺄ ﻹﺩﺍﺭﺓ ﻭﺴﻼﻤﺔ ﺍﻝﻨﻔﺱ‪.‬‬
‫ﻭﻗﺩ ﺃﺸﺎﺭ " ﺴﺎﻜﻔﻴﺘﻴﻥ ﻭﺁﺨﺭﻭﻥ" ﺇﻝﻰ ﺃﻥ ﻫﻨﺎﻙ ﺨﻤﺱ ﻤﻨﺎﻁﻕ ﺫﺍﺘﻴﺔ ﺘﺘﺄﺜﺭ ﺒﺎﻷﺤﺩﺍﺙ ﺍﻝﻤﺅﻝﻤﺔ‪ .‬ﺍﻝﻤﻨﻁﻘﺔ‬
‫ﺍﻷﻭﻝﻰ‪ :‬ﻭﻫﻰ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻌﺘﺎﺩﺓ ﻝﻔﻬﻡ ﺍﻝﺫﺍﺕ ﻭﺍﻝﻌﺎﻝﻡ ﺒﻤﺎ ﻓﻰ ﺫﻝﻙ ﺍﻝﺭﻭﺤﺎﻨﻴﺎﺕ ‪ ،‬ﻭﺍﻝﻤﻨﻁﻘﺔ ﺍﻝﺜﺎﻨﻴﺔ ‪:‬‬
‫ﻭﻫﻰ ﺍﻝﻘﺩﺭﺍﺕ ﺍﻝﺫﺍﺘﻴﺔ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺃﻨﻬﺎ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﺴﺎﻤﺢ ﻭ ﺍﻝﺩﻤﺞ ﺍﻝﻤﺅﺜﺭ ﻭﺍﻝﺤﻔﺎﻅ ﻋﻠﻰ‬
‫ﺍﻻﺘﺼﺎل ﺍﻝﺩﺍﺨﻠﻰ ﻤﻊ ﺍﻝﺫﺍﺕ ﻭﺍﻷﺨﺭﻴﻥ‪ .‬ﻭﺍﻝﻤﻨﻁﻘﺔ ﺍﻝﺜﺎﻝﺜﺔ ‪ :‬ﻭﻫﻰ ﺍﻝﺘﻰ ﺘﺘﺄﺜﺭ ﺒﺎﻝﻤﻭﺍﺭﺩ ﺍﻝﻼﺯﻤﺔ ﻝﺘﻠﺒﻴﺔ‬
‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺒﻁﺭﻕ ﻨﺎﺠﺤﺔ ﻤﺜل ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﻤﺭﺍﻗﺒﺔ ﺍﻝﺫﺍﺕ‪ .‬ﻭﺍﻝﻤﻨﻁﻘﺔ ﺍﻝﺭﺍﺒﻌﺔ ‪ :‬ﻭﻫﻰ ﺍﻝﺘﻰ‬
‫ﺘﺘﺄﺜﺭ ﺒﻤﻔﻬﻭﻡ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﻤﺭﻜﺯﻴﺔ ﻭﺍﻝﺘﻰ ﺘﻌﻜﺱ ﻭﺘﺘﻀﺢ ﻓﻰ ﺍﻝﻤﺨﻁﻁﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﻝﻤﻤﺯﻗﺔ ﻓﻰ‬
‫ﺨﻤﺴﺔ ﻤﺠﺎﻻﺕ ) ﺍﻝﺴﻼﻤﺔ ‪ ،‬ﺍﻝﺜﻘﺔ ‪ ،‬ﺍﻝﺴﻴﻁﺭﺓ‪ ،‬ﺍﻻﺤﺘﺭﺍﻡ ‪ ،‬ﺍﻝﻌﻼﻗﺔ ﺍﻝﺤﻤﻴﻤﺔ(‪ .‬ﻭﺃﺨﻴﺭﹰﺍ ﺍﻝﻤﻨﻁﻘﺔ‬

‫‪١٠١‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﻼ ﻤﻥ ﺍﻝﺘﻜﻴﻔﻴﺎﺕ ﺍﻝﺒﻴﻭﻝﻭﺠﻴﺔ ﻭﺍﻝﺨﺒﺭﺍﺕ‬

‫ﺍﻝﺨﺎﻤﺴﺔ ‪ :‬ﻭﻫﻰ ﻨﻅﺎﻡ ﺍﻹﺩﺭﺍﻙ ﺍﻝﺤﺴﻰ ﻭﺍﻝﺫﺍﻜﺭﺓ ﻭﻴﺸﻤل ﻜ ﹰ‬
‫ﺍﻝﺤﺴﻴﺔ‪(In Wald et al., 2006:17-18) .‬‬
‫ﺜﺎﻨﻴ ﹰﺎ ﺍﻝﺤﻜﻤﺔ‪Wisdom :‬‬
‫ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺃﻥ ﺍﻝﺤﻜﻤﺔ ﻝﻡ ﺘﻜﻥ ﺘﺎﺭﻴﺨﻴ ﹰﺎ ﺠﺯﺀﹰﺍ ﻤﻥ ﺍﻷﺒﺤﺎﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺇﻻ ﺃﻥ ﻋﻠﻤﺎﺀ ﺍﻝﻨﻔﺱ‬
‫ﺒﺩﺃﻭﺍ ﺒﺼﻭﺭﺓ ﻤﺘﺯﺍﻴﺩﺓ ﻓﻰ ﺩﺭﺍﺴﺔ ﺍﻝﺤﻜﻤﺔ ﻓﻰ ﻤﺤﺎﻭﻝﺔ ﻝﻔﻬﻡ ﻨﻤﻭﻫﺎ ﻓﻰ ﺍﻹﻨﺴﺎﻥ ‪(Watson, ) .‬‬
‫‪2012:39‬‬
‫ﺍﻝﺤﻜﻤﺔ ﺘﻌﺩ ﻜﻤﺎ ﻝﻭ ﻜﺎﻨﺕ ﺸﻴﺌﹰﺎ ﺼﻌﺏ ﺍﻝﻤﻨﺎل ﻤﺜل ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺒﻨﻴﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻠﻔﺭﺩ ﻭﻋﻠﻰ‬
‫ﺍﻝﺭﻏﻡ ﻤﻥ ﻭﺠﻬﺎﺕ ﺍﻝﻨﻅﺭ ﺍﻝﻤﺘﺒﺎﻴﻨﺔ ﻓﻰ ﺘﻌﺭﻴﻑ ﺍﻝﺤﻜﻤﺔ ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﺇﺠﻤﺎﻋﹰﺎ ﻋﺎﻤﹰﺎ ﻋﻠﻰ ﺃﻥ ﺍﻝﺤﻜﻤﺔ ﻫﻰ‬
‫) ‪(Ardelt,2003:277; Webster,2013:13‬‬ ‫ﻤﺭﻜﺏ ﻤﺘﻌﺩﺩ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻝﺠﻭﺍﻨﺏ ﻭﺍﻷﻭﺠﻪ‪.‬‬
‫ﻓﺎﻝﺤﻜﻤﺔ ﻻ ﻴﻤﻜﻥ ﺃﻥ ﺘﻨﻤﻭ ﻭﺘﺘﻁﻭﺭ ﻤﻥ ﻓﺭﺍﻍ ﻓﺘﻅﻬﺭ ﺍﻝﺤﻜﻤﺔ ﻤﻥ ﺨﻼل ﻤﻘﺘﻀﻴﺎﺕ ﺍﻝﺤﻴﺎﺓ‬
‫ﺍﻝﻴﻭﻤﻴﺔ ﻭﻤﻥ ﺨﻼل ﻗﺩﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﻤﻭﺍﻗﻑ ﺍﻝﺤﻴﺎﺓ ﻭﺍﻝﺘﺼﺩﻯ ﻝﻬﺎ ﻭﻤﻭﺍﺠﻬﺘﻪ‪.‬‬
‫) ‪(Staudinger, 1999:643‬‬
‫ﻭﺘﻌﺩ ﺍﻝﺤﻜﻤﺔ ﻤﻥ ﺃﻜﺜﺭ ﺍﻝﺤﺎﻻﺕ ﺍﻝﻤﺴﺘﻬﺩﻓﺔ ﻝﻠﻨﻤﻭ ﺍﻹﻨﺴﺎﻨﻰ ﻭﺫﻝﻙ ﻝﻐﺭﻀﻴﻥ ﺃﺴﺎﺴﻴﻥ ﻭﻫﻤﺎ ‪:‬‬
‫ﺃﻭ ﹰﻻ‪ :‬ﺍﻨﻬﺎ ﺘﻤﺜل ﺃﻋﻠﻰ ﻤﺴﺘﻭﻯ ﻤﻥ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺎﻷﻫﺩﺍﻑ ﻭﺍﻝﻭﺴﺎﺌل ﻓﻰ ﺍﻝﺤﻴﺎﺓ ﺍﻝﺘﻰ ﺘﻭﺼل ﺇﻝﻴﻬﺎ ﺘﺤﻠﻴل‬
‫ﺍﻝﻔﻼﺴﻔﺔ ﻭﺍﻷﻨﺜﺭﺒﻭﻝﻭﺠﻴﺔ‪ .‬ﺜﺎﻨﻴ ﹰﺎ‪ :‬ﺃﻨﻬﺎ ﺘﺘﻤﻴﺯ ﺒﺎﻝﻌﻤﻭﻤﻴﺔ ﻷﻨﻬﺎ ﻨﺘﻴﺠﺔ ﻝﻤﺴﺘﻭﻯ ﻋﺎ ٍل ﻤﻥ ﺍﻝﺘﺠﺭﻴﺩ ﺍﻝﺫﻯ‬
‫ﻴﺴﻤﺢ ﺒﺎﻝﺘﻨﻭﻉ‪ .‬ﻭﺒﻬﺫﺍ ﺍﻝﻤﻌﻨﻰ ﻓﺎﻨﻬﺎ ﺘﺠﻤﻊ ﺍﻝﻌﺎﻝﻤﻴﺔ ﻤﻊ ﺍﻝﺨﺼﻭﺼﻴﺔ ﺍﻝﻔﺭﺩﻴﺔ ﻭﺍﻝﺜﻘﺎﻓﻴﺔ‪.‬‬
‫) ﻫﻴﺎﻡ ﺼﺎﺒﺭ ﺸﺎﻫﻴﻥ ‪(٤٩٩ :٢١٢ ،‬‬
‫ﻭﺘﻌﺭﻑ ﺍﻝﺤﻜﻤﺔ ﻋﻠﻰ ﺃﻨﻬﺎ ﺸﻜل ﻤﻥ ﺃﺸﻜﺎل ﺍﻝﻭﻅﺎﺌﻑ ﺍﻹﺩﺭﺍﻜﻴﺔ ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﻝﻤﺘﻘﺩﻤﺔ ﺒﺎﻹﻀﺎﻓﺔ‬
‫ﺇﻝﻰ ﺃﻨﻪ ﻴﻤﻜﻥ ﺘﻌﺭﻴﻔﻬﺎ ﻋﻠﻰ ﺃﻨﻬﺎ ﺍﻝﺨﺒﺭﺓ ﻓﻰ ﺍﻝﺴﻠﻭﻙ ﻭﻤﻌﻨﻰ ﺍﻝﺤﻴﺎﺓ‪.‬‬
‫) ‪(Baltes& Staudinger, 2000:124‬‬
‫ﺤﻴﺙ ﺘﺅﺜﺭ ﺍﻝﺨﺒﺭﺓ ﻓﻰ ﺘﺸﻜﻴل ﺍﻝﺤﻜﻤﺔ ﻋﻨﺩ ﺍﻷﻓﺭﺍﺩ ﻓﻰ ﻀﻭﺀ ﺫﻝﻙ ﻭﺠﺩ ﻜل ﻤﻥ " ﻭﻨﻴﻙ ﻭ‬
‫ﻫﻠﺴﻭﻥ" )‪ ( Wink &Helson, 1997:11‬ﺃﻥ ﺍﻝﻨﺴﺎﺀ ﺍﻝﻼﺘﻰ ﺘﻌﺭﻀﻥ ﻝﻤﺸﺎﻜل ﻤﺜل ﺍﻝﻁﻼﻕ ﻜﺎﻨﺕ‬
‫ﺘﻤﺘﻠﻜﻥ ﻗﺩﺭﹰﺍ ﻋﺎﻝﻴ ﹰﺎ ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻓﻰ ﻤﻭﺍﺠﻬﺔ ﺃﺤﺩﺍﺙ ﺍﻝﺤﻴﺎﺓ ﺍﻝﺼﻌﺒﺔ ﻋﻥ ﺍﻝﻼﺘﻰ ﻝﻡ ﺘﻤﺭﺭﻥ ﺒﻬﺫﻩ‬
‫ﺍﻝﻤﺤﻨﺔ‪.‬‬
‫ﻭﻗﺩ ﻋﺭﻑ ) ‪ (Ardelt, 2003:277‬ﺍﻝﺤﻜﻤﺔ ﻋﻠﻰ ﺃﻨﻬﺎ ﺩﻤﺞ ﺒﻴﻥ ﻜل ﻤﻥ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﻤﻌﺭﻓﻴﺔ‬
‫ﻭﺍﻝﺘﺄﻤﻠﻴﺔ ﻭﺍﻝﻌﺎﻁﻔﻴﺔ‪.‬‬
‫ﻓﺎﻝﺠﺎﻨﺏ ﺍﻝﻤﻌﺭﻓﻰ ﻝﻠﺤﻜﻤﺔ ﻴﺸﻴﺭ ﺇﻝﻰ ﻗﺩﺭﺓ ﺍﻝﺸﺨﺹ ﻋﻠﻰ ﻓﻬﻡ ﺍﻝﺤﻴﺎﺓ ﻭﻓﻬﻡ ﺍﻝﻅﻭﺍﻫﺭ‬
‫ﻭﺍﻷﺤﺩﺍﺙ ﺍﻝﺘﻰ ﺘﻤﺭ ﺒﻬﺎ ﺒﺸﻜل ﺃﻋﻤﻕ ﻭﺒﺨﺎﺼﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻷﻤﻭﺭ ﺍﻝﺸﺨﺼﻴﺔ ﻭﺍﻝﺒﻴﻨﺸﺨﺼﻴﺔ ﻝﻠﻔﺭﺩ‬
‫ﻨﻔﺴﻪ)‪. ( Glück&Bluck, 2011:1‬‬

‫‪١٠٢‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﻭﻴﻌﺩ ﺍﻝﻤﻜﻭﻥ ﺍﻝﺘﺄﻤﻠﻰ ﺸﺭﻁ ﹰﺎ ﺃﺴﺎﺴﻴ ﹰﺎ ﻝﺘﻁﻭﻴﺭ ﺍﻝﺒﻌﺩ ﺍﻝﻤﻌﺭﻓﻰ ﻝﻠﺤﻜﻤﺔ ‪ .‬ﻓﺎﻝﻔﻬﻡ ﺍﻝﻌﻤﻴﻕ ﻝﻠﺤﻴﺎﺓ‬
‫ﻴﻤﻜﻥ ﺃﻥ ﻴﺤﺩﺙ ﻓﻘﻁ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﻔﺭﺩ ﻴﺭﻯ ﺍﻝﻭﺍﻗﻊ ﻜﻤﺎ ﻫﻭ ﻋﻠﻴﻪ ﺩﻭﻥ ﺃﻯ ﺘﺸﻭﻴﻬﺎﺕ ﻋﻠﻴﻪ ﻭﻝﻜﻰ ﻴﺤﺩﺙ‬
‫ﺫﻝﻙ ﻓﺈﻥ ﺍﻝﻔﺭﺩ ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﺍﻻﻨﺨﺭﺍﻁ ﻓﻰ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﺘﺄﻤﻠﻰ ﻤﻥ ﺨﻼل ﺍﻝﻨﻅﺭ ﺇﻝﻰ ﺍﻝﻅﻭﺍﻫﺭ ﻭ ﺍﻷﺤﺩﺍﺙ ﻤﻥ‬
‫ﻭﺠﻬﺎﺕ ﻨﻅﺭ ﻤﺘﻌﺩﺩﺓ ﻭﻤﺨﺘﻠﻔﺔ ﺤﺘﻰ ﻴﻤﻜﻨﻪ ﺘﻁﻭﻴﺭ ﻜل ﻤﻥ ﺍﻝﻭﻋﻰ ﺍﻝﺫﺍﺘﻰ ﻭﺍﻝﺘﺒﺼﺭ ﺍﻝﺫﺍﺘﻰ‬
‫ﻝﻸﺸﻴﺎﺀ)‪ (Ardelt,2000: 775‬ﺃﻤﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺒﻌﺩ ﺍﻝﺜﺎﻝﺙ ﺍﻝﺫﻯ ﺘﺘﻀﻤﻨﻪ ﺍﻝﺤﻜﻤﺔ ﻓﻬﻭ ﺍﻝﺘﻤﺭﻜﺯ ﻋﻠﻰ‬
‫ﺍﻝﺫﺍﺕ ﻭﻫﻭ ﻴﺸﻴﺭ ﺇﻝﻰ ﻗﺩﺭﺓ ﺍﻝﺸﺨﺹ ﻋﻠﻰ ﻓﻬﻡ ﺴﻠﻭﻙ ﺍﻷﺸﺨﺎﺹ ﺍﻵﺨﺭﻴﻥ‪ .‬ﻫﺫﺍ ﺒﺩﻭﺭﻩ ﻴﺴﺎﻋﺩ ﻋﻠﻰ‬
‫ﺍﺤﺘﻤﺎﻝﻴﺔ ﺘﺤﺴﻴﻥ ﺍﻝﻤﺸﺎﻋﺭ ﺍﻝﻭﺠﺩﺍﻨﻴﺔ ﻝﻠﻔﺭﺩ ﻜﻤﺎ ﻤﻥ ﺸﺄﻨﻬﺎ ﺃﻥ ﺘﺤﺴﻥ ﺴﻠﻭﻜﻪ ﺘﺠﺎﻩ ﺍﻵﺨﺭﻴﻥ ﻭﺯﻴﺎﺩﺓ‬
‫)‪( Glück&Bluck, 2011:1‬‬ ‫ﺘﻌﺎﻁﻔﺔ ﻤﻌﻬﻡ ﻭﺍﻹﺤﺴﺎﻥ ﺘﺠﺎﻫﻬﻡ‪.‬‬

‫ﻭﺘﺭﺘﺒﻁ ﺍﻝﺤﻜﻤﺔ ﺒﺎﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺨﺼﺎﺌﺹ ﻭﺍﻝﺴﻤﺎﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻤﺜل ﺴﻼﻤﺔ ﺍﻷﻨﺎ ) ﺍﻝﺫﺍﺕ( ‪،‬‬
‫ﻭ ﺍﻝﻨﻀﺞ ‪ ،‬ﻭ ﺇﺼﺩﺍﺭ ﺍﻻﺤﻜﺎﻡ ‪ ،‬ﻭﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻭﻓﻬﻡ ﻤﻌﻨﻰ ﺍﻝﺤﻴﺎﺓ‪(Vaillant, ) .‬‬
‫‪1993: 7‬‬
‫ﻭﻤﻥ ﺨﻼل ﺫﻝﻙ ﻋﺭﻑ " ﺴﺘﺭﻨﺒﺭﺝ" )‪ (Sternberg, 2004: 165‬ﺍﻝﺤﻜﻤﺔ ﻋﻠﻰ ﺃﻨﻬﺎ ﻫﻰ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺫﻜﺎﺀ ﺍﻝﻔﺭﺩ ﻓﻰ ﺘﺤﻘﻴﻕ ﺍﻝﺼﺎﻝﺢ ﺍﻝﻌﺎﻡ ﻤﻥ ﺨﻼل ﺍﻝﺘﻭﺍﺯﻥ ﺩﺍﺨل ﺍﻝﺸﺨﺹ ﻨﻔﺴﻪ ﻭﻓﻰ ﻋﻼﻗﺘﻪ‬
‫ﻤﻊ ﺍﻷﺸﺨﺎﺹ ﺍﻵﺨﺭﻴﻥ‪.‬‬
‫ﻜﻤﺎ ﻋﺭﻓﻬﺎ ﻜل ﻤﻥ " ﺒﺭﻭﻥ ﻭﺠﺭﻴﻥ" )‪ (Brown & Greene, 2006: 6‬ﻋﻠﻰ ﺃﻨﻬﺎ‬
‫ﻤﺘﻐﻴﺭ ﻤﺘﻌﺩﺩ ﺍﻷﺒﻌﺎﺩ ﻴﺸﺘﻤل ﻋﻠﻰ ﻤﻌﺭﻓﺔ ﺍﻝﻔﺭﺩ ﻝﺫﺍﺘﻪ ﻭﻓﻬﻤﻪ ﻝﻶﺨﺭﻴﻥ ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻝﺤﻜﻡ ﻋﻠﻰ‬
‫ﺍﻷﺸﻴﺎﺀ ﻭﻤﻌﺭﻓﺘﻪ ﺒﺎﻷﻤﻭﺭ ﻭﺍﻝﺸﺌﻭﻥ ﺍﻝﺤﻴﺎﺘﻴﺔ ﻭﺍﺴﺘﻌﺩﺍﺩ ﺍﻝﻔﺭﺩ ﻝﻠﺘﻌﻠﻡ‪.‬‬
‫ﻭﻗﺩ ﻗﺩﻡ )‪ (Brown, 2004: 138‬ﻨﻤﻭﺫﺠ ﹰﺎ ﻝﺘﻁﻭﺭ ﺍﻝﺤﻜﻤﺔ ﻭﺍﻝﺫﻯ ﻴﻌﺩ ﺇﻁﺎﺭﹰﺍ ﻭﺼﻔﻴ ﹰﺎ ﻝﻠﺤﻜﻤﺔ‪.‬‬
‫ﻓﻘﺩ ﺭﺃﻯ ﺃﻥ ﻫﻨﺎﻙ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻰ ﺘﺴﻬل ﻤﻥ ﺘﻁﻭﻴﺭ ﺍﻝﺤﻜﻤﺔ ﻭﻨﻤﻭﻫﺎ ﺴﻭﺍﺀ ﺃﻜﺎﻥ ﺒﺸﻜل‬
‫ﻤﺒﺎﺸﺭﺃﻭ ﺒﺸﻜل ﻭﻁﺭﻴﻘﺔ ﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ﻭﻤﻨﻬﺎ ﺘﻭﺠﻴﻪ ﺍﻝﻁﺎﻝﺏ ﻝﻠﺘﻌﻠﻡ‪ ،‬ﻭﺍﻝﺘﺠﺎﺭﺏ ﻭﺍﻝﺨﺒﺭﺍﺕ ﻤﻥ ﺍﻝﺤﻴﺎﺓ‬
‫ﺍﻝﻌﻤﻠﻴﺔ ﻭﻜﺫﻝﻙ ﺍﻝﺘﻔﺎﻋل ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻭﺍﻝﺒﻴﺌﺔ ﺍﻝﺘﻰ ﻴﻌﻴﺵ ﻓﻴﻬﺎ ﺍﻝﻔﺭﺩ ﻭﺍﻝﺸﻜل ﺍﻝﺘﺎﻝﻰ ﻴﻭﻀﺢ ﺫﻝﻙ‬

‫‪١٠٣‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺸﻜل )‪ (٢‬ﻨﻤﻭﺫﺝ " ﺒﺭﻭﻥ" ‪ Brown’s‬ﻝﺘﻁﻭﻴﺭ ﺍﻝﺤﻜﻤﺔ‪.‬‬

‫ﺍﻟﺒﻴﺌﺔ ‪Environment‬‬

‫‪Orientation to learning‬‬
‫ﺍﻟﺘﻮﺟﻪ ﻟﻠﺘﻌﻠﻢ‬

‫‪Experience‬‬
‫ﺍﳋﱪﺍﺕ‬ ‫‪Learning – from‬‬
‫ﺍﳊﻜﻤﺔ‬
‫‪life‬‬ ‫‪Wisdom‬‬
‫‪Interaction with‬‬ ‫ﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻝ‬
‫‪other‬‬
‫ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‬

‫ﻭﻤﻥ ﺨﻼل ﻨﻤﻭﺫﺝ " ﺒﺭﻭﻥ" ﻝﺘﻁﻭﻴﺭ ﺍﻝﺤﻜﻤﺔ ﻓﻨﺠﺩ ﺃﻥ ﺍﻝﺤﻜﻤﺔ ﻫﻰ ﺒﻨﺎﺀ ﻴﺘﺄﻝﻑ ﻤﻥ ﺴﺘﺔ ﺃﺒﻌﺎﺩ ﻤﺘﺩﺍﺨﻠﺔ‬
‫ﻤﻊ ﺒﻌﻀﻬﺎ ﺍﻝﺒﻌﺽ ﻭﻫﻰ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺫﺍﺘﻴﺔ " ‪ ، " self - knowledge‬ﻓﻬﻡ ﺍﻵﺨﺭﻴﻥ "‬
‫‪ ، "understanding to other‬ﺇﺼﺩﺍﺭ ﺍﻻﺤﻜﺎﻡ " ‪ ، "Judgment‬ﺨﺒﺭﺓ ﺍﻝﺤﻴﺎﺓ " – ‪life‬‬
‫‪ ، "knowledge‬ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ " ‪ "life – skills‬ﻭ ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻠﺘﻌﻠﻡ " ‪willingness to‬‬
‫)‪.(Brown, 2004: 13‬‬ ‫‪. "lean‬‬
‫ﻓﺎﻝﺒﻌﺩ ﺍﻷﻭل ﻭﻫﻭ " ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺫﺍﺘﻴﺔ " ﻴﺘﺄﻝﻑ ﻤﻥ ﺜﻼﺜﺔ ﻋﻨﺎﺼﺭ ﺭﺌﻴﺴﻴﺔ ﻭﻫﻰ ﺘﺸﻴﺭ ﺇﻝﻰ‬
‫ﺇﺩﺭﺍﻙ ﺍﻝﻔﺭﺩ ﻝﻤﻴﻭﻝﻪ ﻭﺍﻫﺘﻤﺎﻤﺎﺘﻪ ﺍﻝﺸﺨﺼﻴﺔ ﻭﻤﻌﺭﻓﺘﻪ ﺃﻴﻀﺎ ﺒﻨﻘﺎﻁ ﺍﻝﻀﻌﻑ ﻭﺍﻝﻘﻭﻩ ﻝﺩﻴﻪ‪ .‬ﻜﻤﺎ ﺘﺘﻤﺜل‬
‫ﺃﻴﻀ ﹰﺎ ﻓﻰ ﻗﺩﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﺍﻝﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻝﺠﻭﻫﺭ ﺍﻝﺤﻘﻴﻘﻰ ﻝﺸﺨﺼﻴﺘﻪ ﻓﻰ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ .‬ﺒﺎﻹﻀﺎﻓﺔ‬
‫ﺇﻝﻰ ﺃﻨﻬﺎ ﺘﺘﻤﺜل ﻓﻰ ﺍﻝﺭﻀﺎ ﺍﻝﺩﺍﺨﻠﻰ ﻋﻥ ﻋﻼﻗﺎﺕ ﺍﻝﻔﺭﺩ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ) ‪(Brown & Greene,‬‬
‫‪2006: 9‬‬
‫ﺃﻤﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺒﻌﺩ ﺍﻝﺜﺎﻨﻰ ﻭﻫﻭ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﻓﻬﻡ ﺍﻵﺨﺭﻴﻥ ﻓﻬﻭ ﻴﺸﻴﺭ ﺇﻝﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻝﺤﻘﻴﻘﻰ‬
‫ﺍﻝﺼﺎﺩﻕ ﻝﻠﺘﻌﻠﻡ ﻭﻓﻬﻡ ﺍﻵﺨﺭﻴﻥ ﻓﻰ ﺴﻴﺎﻗﺎﺕ ﻤﺘﻌﺩﺩﺓ ﻭﻤﺨﺘﻠﻔﺔ ﺴﻭﺍﺀ ﺃﻜﺎﻨﺕ ﻋﻠﻰ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﻔﺭﺩﻴﺔ ﺃﻭ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺜﻘﺎﻓﻴﺔ ﻭﺍﻝﻨﻅﺎﻤﻴﺔ‪.‬ﻜﻤﺎ ﻴﺘﻀﻤﻥ ﻗﺩﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﻜﺎﻓﺔ ﻫﺫﻩ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ‬
‫ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻭﺍﺼل ﺍﻝﻠﻔﻅﻴﺔ ﻭﻏﻴﺭ ﺍﻝﻠﻔﻅﻴﺔ ﺍﻝﺘﻰ ﺘﻤﻜﻨﻪ ﻤﻥ ﺇﻗﻨﺎﻉ ﺍﻵﺨﺭﻴﻥ‬
‫ﺒﺄﻓﻜﺎﺭﻩ‪(Brown,2004: 137) .‬‬
‫ﻭﻴﻌﺩ ﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ ﻫﻭ ﺍﻝﻤﻜﻭﻥ ﺍﻝﺜﺎﻝﺙ ﻝﻤﻔﻬﻭﻡ ﺍﻝﺤﻜﻤﺔ ﻭﻫﻭ ﻴﺸﻴﺭ ﺇﻝﻰ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ‬
‫ﺍﻝﻤﻌﺎﻝﺠﺔ ﺍﻝﻔﻌﺎﻝﺔ ﻭﺘﻁﺒﻴﻕ ﻜﺎﻓﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻋﻠﻰ ﺤﻴﺎﺓ ﺍﻝﻔﺭﺩ‪ .‬ﻭﺘﺘﺴﻡ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ ﺒﺠﺩﻩ‬

‫‪١٠٤‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺍﻻﺩﺭﺍﻙ ﻭﺍﻝﻔﻁﻨﺔ ﻭﺍﻝﺘﻰ ﺘﻅﻬﺭ ﻤﻥ ﺨﻼل ﺘﻘﻴﻴﻡ ﺍﻝﻭﻀﻊ ﻭﺍﻝﺘﻔﻜﻴﺭ ﻓﻰ ﺍﻵﺭﺍﺀ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻭﺘﺠﻤﻴﻊ ﻭﺠﻬﺎﺕ‬
‫)‪(Brown, 2004: 138‬‬ ‫ﺍﻝﻨﻅﺭ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻓﻰ ﺍﻝﻤﺎﻀﻰ ﻭﺍﻝﺤﺎﻀﺭ‪.‬‬
‫ﻭﺍﻝﺨﺒﺭﺓ ﺍﻝﺤﻴﺎﺘﻴﺔ ﻴﻤﻜﻥ ﻭﺼﻔﻬﺎ ﻋﻠﻰ ﺃﻨﻬﺎ ﻤﻘﺩﺍﺭ ﻤﺎ ﻴﻤﺘﻠﻜﻪ ﺍﻝﻔﺭﺩ ﻤﻥ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺘﻰ ﺘﻡ ﺍﻝﺤﺼﻭل‬
‫ﻋﻠﻴﻬﺎ ﻤﻥ ﺨﻼل ﻗﺭﺍﺀﺘﻪ ﻓﻰ ﺍﻝﻜﺘﺏ ﺃﻭ ﺤﺘﻰ ﻤﻥ ﺨﻼل ﺨﺒﺭﺍﺘﻪ ﺍﻝﺤﻴﺎﺘﻴﺔ ﻓﻰ ﻤﻭﺍﻗﻑ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﻓﺎﻝﺨﺒﺭﺓ ﺍﻝﺤﻴﺎﺘﻴﺔ ﺘﺸﻴﺭ ﺇﻝﻰ ﻤﺯﻴﺞ ﻤﻤﺎ ﻝﺩﻯ ﺍﻝﻔﺭﺩ ﻤﻥ ﺍﻝﺘﺒﺼﺭ ﻭﺍﻝﻔﻁﻨﺔ ﻭﺍﻝﺤﺫﺭ ﻭﻓﻬﻡ ﻭﺍﻗﻊ ﺍﻝﺤﻴﺎﺓ‪.‬‬
‫‪(Brown &Greene, 2006:10‬‬
‫ﻭﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ ﺘﺘﻤﻴﺯ ﻤﻥ ﺨﻼل ﺍﻝﻜﻔﺎﺀﺓ ﺍﻝﺸﺨﺼﻴﺔ ﻓﻰ ﻤﻭﺍﺠﻬﻪ ﻤﺸﺎﻜل ﺍﻝﺤﻴﺎﺓ ‪ .‬ﻭﺃﺨﻴﺭﹰﺍ‬
‫ﺒﻌﺩ ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻠﺘﻌﻠﻡ ﻭﺍﻝﺫﻯ ﻴﺸﻴﺭ ﺇﻝﻰ ﻋﺩﻡ ﺍﻜﺘﻔﺎﺀ ﺍﻝﻔﺭﺩ ﺒﻤﺎ ﻴﻤﺘﻠﻜﻪ ﻤﻥ ﻤﻌﺭﻓﺔ ﻭﺍﻫﺘﻤﺎﻡ ﺍﻝﻔﺭﺩ ﻓﻰ‬
‫)‪(Brown, 2004: 139‬‬ ‫ﺍﻝﺴﻌﻰ ﻝﺘﺤﻘﻴﻕ ﺍﻝﻤﺯﻴﺩ ﻤﻥ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﺘﻌﻠﻡ‪.‬‬
‫ﺜﺎﻝﺜﺎ‪ :‬ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ‪:Self – efficacy‬‬
‫ﺘﻌﺘﺒﺭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﺃﺴﺎﺴﺎﹰ ﻤﻬﻤ ﹰﺎ ﻝﺘﺤﺩﻴﺩ ﻤﺴﺘﻭﻯ ﺩﺍﻓﻌﻴﺔ ﺍﻝﻔﺭﺩ ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻹﻨﺠﺎﺯ‬
‫ﺍﻝﺸﺨﺼﻰ‪ .‬ﻓﻤﺴﺘﻭﻯ ﺍﻝﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺘﻴﺔ ﻴﺅﺜﺭ ﻋﻠﻰ ﻨﻭﻋﻴﺔ ﺍﻝﻨﺸﺎﻁﺎﺕ ﻭﺍﻝﻤﻬﻤﺎﺕ ﺍﻝﺘﻰ ﻴﺨﺘﺎﺭ ﺍﻝﻔﺭﺩ‬
‫ﺘﺄﺩﻴﺘﻬﺎ ‪ ،‬ﻭﻋﻠﻰ ﻜﻤﻴﺔ ﺍﻝﺠﻬﺩ ﺍﻝﺫﻯ ﻴﺒﺫﻝﻪ ﻹﻨﺠﺎﺯ ﻤﻬﻤﺔ ﺃﻭ ﻨﺸﺎﻁ ﻤﺎ ‪ ،‬ﺒل ﻭﻋﻠﻰ ﻁﻭل ﻤﺩﺓ ﺍﻝﻤﻘﺎﻭﻤﺔ‬
‫ﺍﻝﺘﻰ ﻴﺒﺩﻴﻬﺎ ﺍﻝﻔﺭﺩ ﺃﻤﺎﻡ ﺍﻝﻌﻘﺒﺎﺕ ﺍﻝﺘﻰ ﺘﻌﺘﺭﺽ ﻁﺭﻴﻘﺔ ﻭﺍﻝﻌﻜﺱ ﺼﺤﻴﺢ‬
‫) ﻋﻁﺎﻑ ﻤﺤﻤﻭﺩ ﺃﺒﻭ ﻏﺎﻝﻰ ‪.(٦٢٠ : ٢٠١٢ ،‬‬
‫ﻭﺘﻌﺩ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻤﻥ ﻤﻔﺎﻫﻴﻡ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺫﻯ ﻭﻀﻌﻬﺎ " ﺒﺎﻨﺩﻭﺭﺍ" ‪ Bandura‬ﻭﺍﻝﺫﻯ ﻴﺭﻯ‬
‫ﺃﻥ ﻤﻌﺘﻘﺩﺍﺕ ﺍﻝﻔﺭﺩ ﻋﻥ ﻓﺎﻋﻠﻴﺘﻪ ﺍﻝﺫﺍﺘﻴﺔ ﺘﻅﻬﺭ ﻤﻥ ﺨﻼل ﺍﻹﺩﺭﺍﻙ ﺍﻝﻤﻌﺭﻓﻰ ﻝﻠﻘﺩﺭﺍﺕ ﺍﻝﺸﺨﺼﻴﺔ‬
‫ﻭﺍﻝﺨﺒﺭﺍﺕ ﺍﻝﻤﺘﻌﺩﺩﺓ‪ .‬ﻭﻝﺫﻝﻙ ﻓﺈﻥ ﺍﻝﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺘﻴﺔ ﻴﻤﻜﻥ ﺃﻥ ﺘﺤﺩﺩ ﺍﻝﻤﺴﺎﺭ ﺍﻝﺫﻯ ﻴﺘﺒﻌﻪ ﺍﻝﻔﺭﺩ ﻜﺈﺠﺭﺍﺀﺍﺕ‬
‫ﺴﻠﻭﻜﻴﻪ ﺇﻤﺎ ﻓﻰ ﺼﻭﺭﺓ ﺍﺒﺘﻜﺎﺭﻴﻪ ﺃﻭ ﻨﻤﻁﻴﺔ ‪ ،‬ﻜﻤﺎ ﺃﻥ ﻫﺫﺍ ﺍﻝﻤﺴﺎﺭ ﻴﻤﻜﻥ ﺃﻥ ﻴﺸﻴﺭ ﺇﻝﻰ ﻤﺩﻯ ﺍﻗﺘﻨﺎﻉ‬
‫ﺍﻝﻔﺭﺩ ﺒﻔﺎﻋﻠﻴﺘﻪ ﺍﻝﺸﺨﺼﻴﺔ ﻭﺜﻘﺘﻪ ﺒﺈﻤﻜﺎﻨﺎﺘﻪ ﺍﻝﺘﻰ ﻴﻘﺘﻀﻴﻬﺎ ﺍﻝﻤﻭﻗﻑ ﻋﻠﻰ ﻤﺩﻯ ﺴﻨﻭﺍﺕ ﻤﻥ ﺍﻝﻘﻴﺎﻡ ﺒﺭﺩﻭﺩ‬
‫) ‪(Bandura,‬‬ ‫ﺃﻓﻌﺎل ﺘﺠﺎﻩ ﺘﺤﺩﻴﺎﺕ ﺍﻝﺤﻴﺎﺓ ﻭﺍﻝﺘﺩﺭﺏ ﻋﻠﻰ ﺍﻝﺘﻌﺎﻤل ﻤﻌﻬﺎ ﺒﻤﺭﻭﻨﺔ ﻭﻤﺜﺎﺒﺭﺓ‪.‬‬
‫‪1982: 123‬‬
‫ﻭﻴﻌﺭﻑ ) ﻋﺎﺩل ﺍﻝﻌﺩل ‪ (١٣١ : ٢٠٠١ ،‬ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻋﻠﻰ ﺃﻨﻬﺎ ﺜﻘﺔ ﺍﻝﻔﺭﺩ ﺍﻝﻜﺎﻤﻨﺔ ﻓﻰ‬
‫ﻗﺩﺭﺍﺘﻪ ‪ ،‬ﺨﻼل ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺠﺩﻴﺩﺓ ‪ ،‬ﺃﻭ ﺍﻝﻤﻭﺍﻗﻑ ﺫﺍﺕ ﺍﻝﻤﻁﺎﻝﺏ ﺍﻝﻜﺜﻴﺭﺓ ﻭﻏﻴﺭ ﺍﻝﻤﺄﻝﻭﻓﺔ‪ .‬ﻜﻤﺎ ﺃﻨﻬﺎ ﻫﻰ‬
‫ﺍﻋﺘﻘﺎﺩﺍﺕ ﺍﻝﻔﺭﺩ ﻓﻰ ﻗﻭﺘﻪ ﺍﻝﺸﺨﺼﻴﺔ ﻤﻊ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻝﻜﻔﺎﺀﺓ ﻓﻰ ﺘﻔﺴﻴﺭ ﺍﻝﺴﻠﻭﻙ‪.‬‬
‫ﻭﺘﺅﺜﺭ ﻤﻌﺘﻘﺩﺍﺕ ﺍﻝﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺘﻴﺔ ﻋﻠﻰ ﺃﻨﻤﺎﻁ ﺘﻔﻜﻴﺭ ﺍﻝﻔﺭﺩ ﻭﺭﺩﻭﺩ ﻓﻌﻠﻪ ﻭﻫﺫﺍ ﻤﻥ ﺸﺄﻨﻪ ﺃﻥ‬
‫ﻴﺅﺜﺭ ﺒﻘﻭﺓ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻹﻨﺠﺎﺯ ﺍﻝﺫﻯ ﻴﻤﻜﻥ ﺘﺤﺼﻴﻠﻪ‪ .‬ﻜﻤﺎ ﺃﻥ ﺍﻝﻤﺜﺎﺒﺭﺓ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ‬
‫ﺍﻝﻌﺎﻝﻴﺔ ﻤﻥ ﺍﻝﻤﺤﺘﻤل ﺃﻥ ﺘﺅﺩﻯ ﺇﻝﻰ ﺍﻷﺩﺍﺀ ﺍﻝﺫﻯ ﻴﺅﺩﻯ ﺇﻝﻰ ﺭﻓﻊ ﺍﻝﺭﻭﺡ ﺍﻝﻤﻌﻨﻭﻴﺔ ﻝﻠﻔﺭﺩ ﻭﺯﻴﺎﺩﺓ ﺍﻝﺜﻘﺔ‬
‫)‪(Bandura, 1995: 179‬‬ ‫ﺒﺎﻝﻨﻔﺱ ﻝﺩﻴﻪ‪.‬‬

‫‪١٠٥‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﻭﺒﺫﻝﻙ ﻴﺘﻀﺢ ﺃﻥ ﺍﻋﺘﻘﺎﺩ ﺍﻝﻔﺭﺩ ﻓﻰ ﻓﺎﻋﻠﻴﺔ ﺫﺍﺘﻪ ﻴﺠﻌﻠﻪ ﺃﻜﺜﺭ ﺍﻫﺘﻤﺎﻤ ﹰﺎ ﺒﺎﻷﻋﻤﺎل ﻭﺍﻷﻨﺸﻁﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ ‪،‬‬
‫ﻭﺍﻻﺴﺘﻐﺭﺍﻕ ﻓﻴﻬﺎ ‪ ،‬ﻭﻴﻀﻊ ﻝﻨﻔﺴﻪ ﺃﻫﺩﺍﻓ ﹰﺎ ﺒﻌﻴﺩﺓ ﺍﻝﻤﺩﻯ ‪ ،‬ﻭﻴﺒﺫل ﺍﻝﺠﻬﺩ ﻓﻰ ﻤﻭﺍﺠﻬﺔ ﺍﻝﻔﺸل ﻭﻴﻨﻅﺭ ﺇﻝﻰ‬
‫ﺍﻝﻤﻬﺎﻡ ﺍﻝﺼﻌﺒﺔ ﻋﻠﻰ ﺃﻨﻬﺎ ﻤﺼﺩﺭ ﻝﻠﺘﺤﺩﻯ ﻭﺃﻜﺜﺭ ﻤﺭﻭﻨﺔ ﻓﻰ ﺘﻌﺎﻤﻼﺘﻪ ﻭﻴﻨﺴﺏ ﻨﺠﺎﺤﻪ ﻝﺫﺍﺘﻪ ‪ ،‬ﺒﻴﻨﻤﺎ‬
‫ﻴﻨﺴﺏ ﺍﻝﻔﺸل ﺇﻝﻰ ﻋﺩﻡ ﻜﻔﺎﻴﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﺍﻝﻤﺠﻬﻭﺩ ﺍﻝﻤﺒﺫﻭل‪.‬‬
‫) ﺍﻝﺴﻴﺩ ﻤﺤﻤﺩ ﺃﺒﻭ ﻫﺎﺸﻡ ‪(١٠ : ٢٠٠٥ ،‬‬
‫ﻭﻨﻅﺭﻴﺔ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﺘﺒﻨﻰ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻷﺤﻜﺎﻡ ﺍﻝﺼﺎﺩﺭﺓ ﻤﻥ ﺍﻝﻔﺭﺩ ﻋﻥ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻝﻘﻴﺎﻡ‬
‫ﺒﺴﻠﻭﻜﻴﺎﺕ ﻤﻌﻴﻨﺔ ﻭﺒﻌﺩ ﺫﻝﻙ ﻴﻘﻭﻡ ﺍﻝﻔﺭﺩ ﺒﺎﻝﺘﻘﻭﻴﻡ ﺍﻝﺫﺍﺘﻰ ﻝﻨﻔﺴﻪ ﻤﻤﺎ ﻴﺴﺘﻁﻴﻊ ﺍﻝﻘﻴﺎﻡ ﺒﻪ ﻤﻥ ﺃﻋﻤﺎل‪.‬‬
‫)‪(Bandura,1993: 118‬‬
‫ﻭﺒﺫﻝﻙ ﺘﻌﺘﺒﺭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻫﻰ ﺃﺤﺩ ﻤﺤﺩﺩﺍﺕ ﺍﻝﺘﻌﻠﻡ ﺍﻝﻤﻬﻤﺔ ﻭﺍﻝﺘﻰ ﺘﻌﺒﺭ ﻋﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻥ‬
‫ﺍﻷﺤﻜﺎﻡ ﺍﻝﺘﻰ ﻻ ﺘﺘﺼل ﺒﻤﺎ ﻴﻨﺠﺯﻩ ﺍﻝﻔﺭﺩ ﻓﻘﻁ ‪ ،‬ﻭﻝﻜﻥ ﺃﻴﻀ ﹰﺎ ﺒﺎﻝﺤﻜﻡ ﻋﻠﻰ ﻤﺎ ﻴﺴﺘﻁﻴﻊ ﺇﻨﺠﺎﺯﻩ ﻭ ﺃﻨﻬﺎ‬
‫ﻨﺘﺎﺝ ﻝﻠﻤﻘﺩﺭﺓ ﺍﻝﺸﺨﺼﻴﺔ ﻭﺘﻤﺜل ﻤﺭﺁﺓ ﻤﻌﺭﻓﻴﺔ ﻝﻠﻔﺭﺩ ﺘﺸﻌﺭﻩ ﺒﻘﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻝﺘﺤﻜﻡ ﻓﻰ ﺍﻝﺒﻴﺌﺔ‪.‬‬
‫) ﻓﺘﺤﻰ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ‪ ،‬ﺍﻝﺴﻴﺩ ﻤﺤﻤﺩ ﺃﺒﻭﻫﺎﺸﻡ‪(١٨٨ :٢٠٠٧ :‬‬
‫ﻭﺫﻜﺭﺕ ) ﺭﻓﻘﺔ ﺨﻠﻴﻑ ﺴﺎﻝﻡ ‪ (١٣٩ : ٢٠٠٨ ،‬ﺃﻥ ﺃﺤﻜﺎﻡ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻋﻤﻠﻴﺔ ﺍﺴﺘﻨﺘﺎﺠﻴﺔ ﺘﺘﻭﻗﻑ‬
‫ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺃﺭﺒﻌﺔ ﻤﺼﺎﺩﺭ ﺭﺌﻴﺴﻴﺔ ﻭﻫﻰ )‪ (١‬ﺍﻹﻨﺠﺎﺯﺍﺕ ﺍﻷﺩﺍﺌﻴﺔ ﻭﻫﻭ ﻴﻤﺜل ﺍﻝﻤﺼﺩﺭ ﺍﻷﻜﺜﺭ‬
‫ﺘﺄﺜﻴﺭﹰﺍ ﻓﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﺍﻝﻔﺭﺩ‪ .‬ﻭﻴﻘﺼﺩ ﺒﻪ ﺍﻝﺘﺠﺎﺭﺏ ﻭﺍﻝﺨﺒﺭﺍﺕ ﺍﻝﺘﻰ ﻴﻤﺘﻠﻜﻬﺎ ﺍﻝﻔﺭﺩ ﻭﻓﻴﻬﺎ ﻴﺘﻌﻠﻡ‬
‫ﺍﻝﻔﺭﺩ ﻤﻥ ﺨﻼل ﺨﺒﺭﺍﺘﻪ ﺍﻝﺴﺎﺒﻘﺔ‪ (٢) .‬ﺍﻝﺨﺒﺭﺍﺕ ﺍﻝﺒﺩﻴﻠﺔ ‪ :‬ﻭﻴﻁﻠﻕ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻤﺼﺩﺭ " ﺍﻝﺘﻌﻠﻡ ﺒﺎﻝﻨﻤﻭﺫﺝ‬
‫ﻭﻤﻼﺤﻅﺔ ﺍﻵﺨﺭﻴﻥ " ‪ (٣) .‬ﺍﻹﻗﻨﺎﻉ ﺍﻝﻠﻔﻅﻰ ‪ :‬ﻭﻫﻭ ﻴﻌﻨﻰ ﺒﻪ ﻜﻤﻴﺎﺕ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻰ ﻴﺤﺼل ﻋﻠﻴﻬﺎ‬
‫ﺍﻝﻔﺭﺩ ﻋﻥ ﻁﺭﻴﻕ ﺍﻵﺨﺭﻴﻥ ﺒﻁﺭﻴﻘﺔ ﻝﻔﻅﻴﺔ ﻭﻫﺫﺍ ﻗﺩ ﻴﻜﺴﺏ ﺍﻝﻔﺭﺩ ﻨﻭﻋ ﹰﺎ ﻤﻥ ﺍﻝﺭﻏﺒﺔ ﻓﻰ ﺍﻷﺩﺍﺀ ﻭﺍﻝﻌﻤل‬
‫)‪ (٤‬ﺍﻝﺤﺎﻝﺔ ﺍﻝﻨﻔﺴﻴﺔ ﺃﻭ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ‪ :‬ﻭﻫﻭ ﻴﺸﻴﺭ ﺇﻝﻰ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺩﺍﺨﻠﻴﺔ ﺍﻝﺘﻰ ﺘﺤﺩﺩ ﻝﻠﻔﺭﺩ ﻤﺎ ﺇﺫﺍ ﻜﺎﻥ‬
‫ﻴﺴﺘﻁﻴﻊ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ ﺃﻡ ﻻ ‪ .‬ﻭﺘﻌﺩ ﻤﺼﺩﺭﹰﺍ ﻫﺎﻤ ﹰﺎ ﻝﺸﻌﻭﺭ ﺍﻝﻔﺭﺩ ﺒﺩﻭﺭ ﺍﻝﻌﺎﻁﻔﺔ ﺃﻭ ﺍﻝﺤﺎﻝﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻰ‬
‫ﺍﻝﺘﻘﻴﻴﻡ ﺒﻤﻌﻨﻰ ﺃﻨﻪ ﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﺤﺎﻝﺔ ﺍﻝﻤﺯﺍﺠﻴﺔ ﺠﻴﺩﻩ ﻓﻴﻜﻭﻥ ﺘﻘﻴﻴﻡ ﺍﻝﻔﺭﺩ ﺇﻴﺠﺎﺒﻴ ﹰﺎ ﻭﺍﻝﻌﻜﺱ ﺼﺤﻴﺢ‪.‬‬
‫ﻭﻤﻥ ﺨﻼل ﺍﻝﻌﺭﺽ ﺍﻝﺴﺎﺒﻕ ﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺒﺤﺙ ﻓﻨﺠﺩ ﺃﻨﻪ ﺇﺫﺍ ﻝﻡ ﻴﻌﺘﻘﺩ ﺍﻷﻓﺭﺍﺩ ﺃﻨﻬﻡ ﻓﻰ ﺍﺴﺘﻁﺎﻋﺘﻬﻡ‬
‫ﻼ ﻝﻠﻤﺜﺎﺒﺭﺓ ﻓﻰ ﻤﻭﺍﺠﻬﺔ‬
‫ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺭﻏﻭﺒﺔ ﻭﺨﻼل ﺃﻋﻤﺎﻝﻬﻡ ﻴﺼﺒﺢ ﺍﻝﺤﺎﻓﺯ ﻝﺩﻴﻬﻡ ﻀﻴﺌ ﹰ‬
‫ﺍﻝﺼﻌﻭﺒﺎﺕ ‪ ،‬ﻭﻤﻥ ﺍﻝﻤﺤﺘﻤل ﺃﺫﻥ ﺃﻥ ﺍﻝﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺘﻴﺔ ﺘﺼﺒﺢ ﺴﻤﺔ ﻤﻬﻤﺔ ﻓﻰ ﺘﻨﻤﻴﺔ ﺍﻝﻜﻔﺎﺀﺓ ﻋﻨﺩ‬
‫ﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﺤﻥ‪ .‬ﻭﺍﻝﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺘﻴﺔ ﻴﻤﻜﻥ ﺃﻥ ﺘﺅﺜﺭ ﻓﻰ ﻗﺩﺭﺓ ﺍﻷﻓﺭﺍﺩ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﻭﺍﻝﺘﻌﺎﻤل ﺒﻤﺭﻭﻨﺔ ﻤﻊ‬
‫ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺼﻌﺒﺔ ﻭﺘﺅﺜﺭ ﺃﻴﻀﹰﺎ ﻓﻰ ﻁﻤﻭﺤﺎﺕ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻝﻤﺜﺎﺒﺭﺓ ﻓﻰ ﻤﻭﺍﺠﻬﺔ ﺍﻝﻔﺸل‪.‬‬
‫)‪(Bandura et al.,2001:189‬‬

‫‪١٠٦‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬
‫ﺴﻭﻑ ﺘﻌﺭﺽ ﺍﻝﺒﺎﺤﺜﺘﺎﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺘﻰ ﺘﺘﻨﺎﻭل ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ) ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‬
‫ﻭﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ(‪.‬‬
‫ﺃﻭ ﹰﻻ‪ :‬ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻰ ﺘﻨﺎﻭﻝﺕ ﺘﺄﺜﻴﺭ ﺒﻌﺽ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ ﻋﻠﻰ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‪:‬‬
‫ﻓﻰ ﻋﻼﻗﺔ ﺍﻝﺼﻤﻭﺩ ﺒﺎﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ ﻓﻘﺩ ﺘﻨﻭﻋﺕ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻓﻰ ﻫﺫﺍ ﺍﻝﻤﻘﺎﻡ‪ .‬ﻭ ﻻ‬
‫ﺴﻴﻤﺎ ﺘﻠﻙ ﺍﻝﺘﻰ ﺘﺩﻭﺭ ﻓﻰ ﻓﻠﻙ ﻤﺘﻐﻴﺭﻯ ) ﺍﻝﻨﻭﻉ ﻭﺍﻝﻌﻤﺭ( ﻭﻴﻼﺤﻅ ﺃﻥ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺠﺎﺀﺕ ﺒﻴﻥ‬
‫ﻤﺅﻴﺩ ﻝﺘﺄﺜﻴﺭ ﻫﺫﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﻴﻥ ﻓﻰ ﺍﻝﺼﻤﻭﺩ ﻭﻤﻌﺎﺭﺽ ﻝﻭﺠﻭﺩ ﺘﻠﻙ ﺍﻝﺘﺄﺜﻴﺭﺍﺕ‪ .‬ﻓﻌﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل ﻨﺠﺩ‬
‫ﺩﺭﺍﺴﺔ " ﻤﻭﻤﻔﻭﺭﺩ ﻭ ﺭﻭﺯ " )‪ (Mumford & Rose, 2002‬ﺍﻝﺘﻰ ﻫﺩﻓﺕ ﺇﻝﻰ ﺒﺤﺙ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﻜل ﻤﻥ ﺍﻝﺸﻌﻭﺭ ﺒﺎﻝﻭﺤﺩﺓ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﺘﻔﺎﺅل ﻭﺍﻝﻤﺴﺎﻨﺩﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ .‬ﻭﺘﻜﻭﻨﺕ ﺍﻝﻌﻴﻨﺔ‬
‫ﻤﻥ )‪ (٦٢٤‬ﻁﺎﻝﺒ ﹰﺎ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒﻴﻥ ) ‪ (١٦-١٥‬ﻋﺎﻤ ﹰﺎ‪ .‬ﻭﻗﺩ ﻗﺎﻡ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺒﺒﺤﺙ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ‬
‫ﺍﻝﻨﻭﻋﻴﻥ ﻓﻰ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﺘﻭﺼﻼ ﺇﻝﻰ ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗ ﹰﺎ ﺩﺍﻝﺔ ﺍﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻰ ﺩﺭﺠﺎﺕ‬
‫ﺍﻝﺫﻜﻭﺭ ﻭ ﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‪ .‬ﻓﻘﺩ ﺃﻜﺩﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻰ ﺇﺭﺘﻔﺎﻉ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻰ ﻋﻨﺩ ﺍﻝﺫﻜﻭﺭ ﻋﻨﻪ ﻋﻨﺩ ﺍﻹﻨﺎﺙ‪.‬‬
‫ﻭﻓﻰ ﺍﻝﺴﻴﺎﻕ ﻨﻔﺴﻪ ﻨﺠﺩ ﺩﺭﺍﺴﺔ " ﻜﻭﺒﻼﻨﺩ" )‪ ( Copeland, 2007‬ﻭﺍﻝﺘﻰ ﺍﻫﺘﻤﺕ ﺒﺒﺤﺙ‬
‫ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻝﺠﻨﺴﻴﻥ ﻭﺍﻝﻌﻤﺭ ﻓﻰ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ‪ .‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﻤﻥ )‪ (٣٧‬ﺸﺨﺼ ﹰﺎ ﻤﺭﺍﻫﻘ ﹰﺎ‬
‫) ‪ ١٧‬ﻤﻥ ﺍﻹﻨﺎﺙ ‪ ٢٠ ،‬ﻤﻥ ﺍﻝﺫﻜﻭﺭ( ‪ .‬ﻭﻗﺩ ﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪ (٢٢- ١٥‬ﻋﺎﻤ ﹰﺎ‪ .‬ﻜﻤﺎ ﺘﻡ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﻋﻴﻨﺔ ﺃﺨﺭﻯ ﻤﻥ ﺍﻝﺭﺍﺸﺩﻴﻥ ﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒﻴﻥ ) ‪ (٥٥ – ٤٥‬ﻋﺎﻤ ﹰﺎ‪ .‬ﻭ ﻜﺎﻨﺕ ﻗﻭﺍﻤﻬﺎ‬
‫‪ ٧‬ﺃﺸﺨﺎﺹ ) ‪ ٤‬ﻤﻥ ﺍﻝﺫﻜﻭﺭ ‪ ٣ ،‬ﻤﻥ ﺍﻹﻨﺎﺙ( ‪ .‬ﺃﻭﻀﺤﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﺎ ﺩﺍﻝﺔ ﺍﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁﻰ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻭ ﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺼﺎﻝﺢ ﺍﻝﺫﻜﻭﺭ ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺃﻨﻪ‬
‫ﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻰ ﺍﺭﺘﻔﺎﻉ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻋﻨﺩ ﺍﻝﺭﺍﺸﺩﻴﻥ ﻋﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ‪.‬‬
‫ﻜﻤﺎ ﺤﺎﻭﻝﺕ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ " ﺼﻥ ﻭ ﺴﺘﻴﻭﺍﺭﺕ" ) ‪ ( Sun & Stewart, 2007‬ﺍﻝﻜﺸﻑ ﻋﻥ‬
‫ﺘﺄﺜﻴﺭ ﻜل ﻤﻥ ﺍﻝﻌﻤﺭ ﻭﺍﻝﻨﻭﻉ ﻋﻠﻰ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﻭ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ‪ .‬ﺤﻴﺙ ﺘﻜﻭﻨﺕ‬
‫ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ‪ ٢٤٩٢‬ﺘﻠﻤﻴﺫﹰﺍ ) ‪ ١١٠٩‬ﻤﻥ ﺍﻝﺫﻜﻭﺭ ‪ ١١٦٣ ،‬ﻤﻥ ﺍﻹﻨﺎﺙ( ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ‬
‫ﺒﻴﻥ ) ‪ (١٣ – ٧‬ﻋﺎﻤ ﹰﺎ‪ .‬ﻭ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﺇﻝﻰ ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﺎ ﺩﺍﻝﺔ ﺍﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻰ‬
‫ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻭ ﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺼﺎﻝﺢ ﺍﻹﻨﺎﺙ‪ .‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﺎ‬
‫ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻓﻰ ﺍﻝﻌﻤﺭ ﻝﺼﺎﻝﺢ ﺍﻝﺘﻼﻤﻴﺫ ﺍﻷﻜﺒﺭ ﺴﻨ ﹰﺎ‪.‬‬
‫ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ " ﻫﻭﺩﺱ ﻭ ﺁﺨﺭﻴﻥ " )‪ ( Hodes et al. , 2008‬ﺍﻝﺘﻰ‬
‫ﺤﺎﻭﻝﺕ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﻜل ﻤﻥ ﺍﻻﻜﺘﺌﺎﺏ ﻭ ﺇﺩﺭﺍﻙ ﺍﻝﻀﻐﻭﻁ ‪ ،‬ﻭ ﺘﻀﻤﻨﺕ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺒﺤﺙ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻝﻨﻭﻋﻴﻥ ﻓﻰ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﺫﻝﻙ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ )‪ (٧٨‬ﺸﺨﺼ ﹰﺎ‬

‫‪١٠٧‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫)‪ ٣٧‬ﻤﻥ ﺍﻝﺫﻜﻭﺭ ﻭ ‪ ٤١‬ﻤﻥ ﺍﻹﻨﺎﺙ( ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒﻴﻥ )‪ (١٨ -١٣‬ﻋﺎﻤ ﹰﺎ‪ .‬ﻭﺘﻭﺼﻠﺕ ﻨﺘﺎﺌﺞ‬
‫ﺍﻝﺒﺤﺙ ﺇﻝﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﻪ ﺴﺎﻝﺒﺔ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻝﻁﻼﺏ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻰ ﻭ ﺩﺭﺠﺎﺘﻬﻡ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻻﻜﺘﺌﺎﺏ ‪ ،‬ﻜﻤﺎ ﺃﻭﻀﺤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﺎ ﺩﺍﻝﺔ ﺍﺤﺼﺎﺌﻴﺎ‬
‫ﺒﻴﻥ ﻤﺘﻭﺴﻁﻰ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻭ ﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‪ .‬ﻓﻘﺩ ﺘﻭﺼﻠﻭﺍ ﺍﻝﻰ ﺃﻥ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻰ ﻋﻨﺩ ﺍﻝﺫﻜﻭﺭ ﺃﻋﻠﻰ ﻤﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻋﻨﺩ ﺍﻹﻨﺎﺙ‪.‬‬
‫ﻭﻗﺩ ﻗﺎﻡ "ﻤﻴﺴﺘﺭﻯ ﻭ ﺃﺨﺭﻭﻥ" )‪ ( Mistry et al. , 2009‬ﺒﺩﺭﺍﺴﺔ ﺘﻬﺩﻑ ﺍﻝﺘﻌﺭﻑ‬
‫ﻋﻠﻰ ﺍﻝﻌﻼﻗﺔ ﺍﻻﺭﺘﺒﺎﻁﻴﻪ ﺒﻴﻥ ﺴﻠﻭﻜﻴﺎﺕ ﺍﻝﺨﻁﺭ ﻋﻨﺩ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﻭ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻴﻬﻡ‪ .‬ﻭﻓﻰ ﻀﻭﺀ‬
‫ﺫﻝﻙ ﻁﺒﻕ ﺍﻝﺒﺤﺙ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ ‪ ٤٠١٠‬ﻤﺭﺍﻫﻘﻴﻥ ﻓﻰ ﻭﻻﻴﺔ ﻜﺎﻝﻴﻔﻭﺭﻨﻴﺎ )‪ ٢٠٤٨‬ﻤﻥ ﺍﻝﺫﻜﻭﺭ ‪،‬‬
‫‪ ١٩٦٢‬ﻤﻥ ﺍﻹﻨﺎﺙ( ‪ .‬ﻭ ﻗﺩ ﻁﺒﻕ ﻋﻠﻴﻬﻡ ﻤﻘﻴﺎﺱ ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭ ﺍﺨﺭ ﻝﻘﻴﺎﺱ ﺍﻻﻜﺘﺌﺎﺏ ‪ .‬ﻭﻗﺩ ﺘﻡ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ "ﺕ " ﻝﻤﻌﺭﻓﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻰ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻭ ﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ ﻓﻰ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻰ‪ .‬ﻭ ﻗﺩ ﺃﻅﻬﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻕ ﺩﺍل ﺍﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻰ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻭ ﺍﻹﻨﺎﺙ‬
‫ﻓﻰ ﺃﺒﻌﺎﺩ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‪.‬‬
‫ﻜﻤﺎ ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ "ﺃﺸﺭﻑ ﻤﺤﻤﺩ ﻤﺤﻤﺩ ﻋﻁﻴﺔ" )‪ (٢٠١١‬ﺇﻝﻰ ﺍﺴﺘﻜﺸﺎﻑ ﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺔ‬
‫ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻷﻜﺎﺩﻴﻤﻰ ﻭ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻁﻼﺏ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﻔﺘﻭﺡ‪ .‬ﻭ ﺸﻤﻠﺕ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ‪ ٢٥٣‬ﻁﺎﻝﺒﺎ )‪ ١٥٠‬ﻤﻥ ﺍﻝﺫﻜﻭﺭ ‪ ١٠٣ ،‬ﻤﻥ ﺍﻹﻨﺎﺙ( ﺒﻤﺘﻭﺴﻁ ﻋﻤﺭﻯ ﻗﺩﺭﺓ‬
‫‪ .٢٥,٤٦‬ﻭﺍﺸﺘﻤﻠﺕ ﺃﺩﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺴﻴﻥ ﺃﺤﺩﻫﻤﺎ ﻝﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻷﻜﺎﺩﻴﻤﻰ ﻭﺃﺨﺭ ﻝﻘﻴﺎﺱ‬
‫ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ‪ .‬ﻭ ﺃﺴﻔﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻥ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﻪ ﺴﺎﻝﺒﺔ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ‬
‫ﺩﺭﺠﺎﺕ ﺍﻝﻁﻼﺏ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻷﻜﺎﺩﻴﻤﻰ ﻭ ﺩﺭﺠﺎﺘﻬﻡ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ‪ .‬ﻜﻤﺎ ﺃﺸﺎﺭﺕ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﺎ ﺩﺍﻝﺔ ﺍﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻝﻁﻼﺏ ﻭ ﺍﻝﻁﺎﻝﺒﺎﺕ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻰ ﻓﻰ ﺍﺘﺠﺎﻩ ﺍﻝﻁﺎﻝﺒﺎﺕ‪.‬‬
‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺜﺎﻨﻰ‪ :‬ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻰ ﺘﻨﺎﻭﻝﺕ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﺍﻝﺤﻜﻤﺔ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ‪:‬‬
‫ﺍﻫﺘﻡ " ﻓﺎﻨﺞ" )‪ ( Fung, 1996‬ﺒﺩﺭﺍﺴﺔ ﺍﻝﺤﻜﻤﺔ ﻭﺍﻝﺤﻜﻤﺔ ﻓﻰ ﺍﻝﺘﺩﺭﻴﺱ ﻭﻋﻼﻗﺘﻬﻤﺎ ﺒﻔﺎﻋﻠﻴﺔ‬
‫ﺍﻝﺫﺍﺕ ﻝﻠﻤﺩﺭﺱ ﺒﻭﺠﻪ ﺨﺎﺹ ﻭﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺒﻭﺠﻪ ﻋﺎﻡ ‪ .‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ‪ ٨٩‬ﻁﺎﻝﺒ ﹰﺎ‬
‫ﻤﻌﻠﻤﹰﺎ ﺒﺎﻝﺴﻨﺔ ﺍﻝﻨﻬﺎﺌﻴﺔ )‪ ٢٨‬ﻤﻥ ﺍﻝﺫﻜﻭﺭ ‪ ٦١ ،‬ﻤﻥ ﺍﻻﻨﺎﺙ(‪ .‬ﺘﻡ ﺘﻁﺒﻴﻕ ﺜﻼﺜﺔ ﺍﻨﻭﺍﻉ ﻤﻥ ﺍﻝﻤﻘﺎﻴﻴﺱ ‪:‬‬
‫ﻤﻘﻴﺎﺱ " ﺴﻤﻴﺙ" )‪ (١٩٨٧‬ﻝﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﻭ ﻤﻘﻴﺎﺱ "ﺃﺭﻝﻴﻥ" )‪ (١٩٨٧‬ﻝﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﻓﻰ ﺍﻝﺘﺩﺭﻴﺱ‬
‫ﻭﻤﻘﻴﺎﺱ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺠﻴﺒﺴﻭﻥ )‪ .(١٩٨٤‬ﻭﺃﺸﺎﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺇﻝﻰ ﺃﻥ ﺍﻝﺤﻜﻤﺔ ﻓﻰ ﺍﻝﺘﺩﺭﻴﺱ ﻭ ﺍﻷﺩﺍﺀ‬
‫ﺍﻝﺘﺩﺭﻴﺴﻰ ﻴﻭﻓﺭﺍﻥ ﻤﺼﺩﺭﹰﺍ ﻫﺎﻤ ﹰﺎ ﻝﺸﺭﺡ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﻠﻤﻌﻠﻡ‪ .‬ﻜﻤﺎ ﺘﻭﺼل ﺍﻝﻰ ﺃﻥ ﺍﻝﺤﻜﻤﺔ ﻓﻰ ﺍﻝﺘﺩﺭﻴﺱ‬
‫ﻝﻬﺎ ﺘﺄﺜﻴﺭ ﻗﻭﻯ ﻋﻠﻰ ﺍﻻﺩﺍﺀ ﺍﻝﺘﺩﺭﻴﺴﻰ‪ .‬ﻜﻤﺎ ﺃﻜﺩ ﻋﻠﻰ ﺃﻥ ﺍﻷﺩﺍﺀ ﺍﻝﺘﺩﺭﻴﺱ ﻜﺎﻥ ﺃﻓﻀل ﻓﻰ ﺤﺎﻝﺔ ﺍﻝﺘﺄﺜﻴﺭ‬
‫ﺍﻝﻤﺸﺘﺭﻙ ﻝﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ‪.‬‬

‫‪١٠٨‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﻜﻤﺎ ﻗﺎﻡ ﻜل ﻤﻥ " ﻓﺎﻴﻴﻥ ﻭﺭﻭﻙ" ) ‪ (Finn & Rock, 1997‬ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻜل‬
‫ﻤﻥ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭﻤﺭﻜﺯ ﺍﻝﺘﺤﻜﻡ ﻭﺍﻝﺼﻤﻭﺩ ﺍﻷﻜﺎﺩﻴﻤﻰ ‪ .‬ﻭﺘﻜﻭﻨﺕ ﺍﻝﻌﻴﻨﺔ ﻤﻥ ‪ ١٨٠٣‬ﻁﻼﺏ ﺒﺎﻝﺼﻑ‬
‫ﺍﻝﺜﺎﻤﻥ ‪.‬ﺘﻡ ﺘﻁﺒﻴﻕ ﻤﺠﻤﻭﻋﻪ ﻤﻥ ﺍﻝﻤﻘﺎﻴﻴﺱ ﺤﻴﺙ ﺍﺴﺘﺨﺩﻤﺎ ﻤﻘﻴﺎﺱ ﺍﺴﺘﻜﻤﺎل ﺍﻝﻨﺠﺎﺡ ﺍﻷﻜﺎﺩﻴﻤﻰ ﻜﻤﺅﺸﺭ‬
‫ﻝﻠﺼﻤﻭﺩ ﺍﻷﻜﺎﺩﻴﻤﻰ ﻭ ﻤﻘﻴﺎﺱ ﻋﺩﻡ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺴﺘﻜﻤﺎل ﺍﻝﻨﺠﺎﺡ ﺍﻷﻜﺎﺩﻴﻤﻰ ﻜﻤﺅﺸﺭ ﻝﻌﺩﻡ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻻﻜﺎﺩﻴﻤﻰ ﻝﻠﻁﻼﺏ‪ .‬ﻜﻤﺎ ﻁﺒﻕ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻘﻴﺎﺱ ﻝﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭﻤﻘﻴﺎﺱ ﺍﻝﺘﺤﻜﻡ ﺍﻝﺩﺍﺨﻠﻰ‪.‬‬
‫ﻭﺃﺴﻔﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺇﻝﻰ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﻋﺎلٍ ﺩﺍل ﺍﺤﺼﺎﺌﻴ ﹰﺎ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻝﻁﻼﺏ ﻓﻰ ﺍﻝﺼﻤﻭﺩ ﺍﻷﻜﺎﺩﻴﻤﻰ ﻭ‬
‫ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‪ .‬ﻜﻤﺎ ﺃﻜﺩﺍ ﻋﻠﻰ ﺃﻥ ﺍﻻﻨﺩﻤﺎﺝ ﺍﻝﻁﻼﺒﻰ ﻴﻌﺩ ﻤﻥ ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻝﻬﺎﻤﺔ ﻝﻠﺼﻤﻭﺩ‬
‫ﺍﻻﻜﺎﺩﻴﻤﻰ‪.‬‬
‫ﻫﺩﻑ ﺒﺤﺙ " ﻫﺎﻤﻴل " ) ‪ (Hamill,2003‬ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻜل ﻤﻥ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻰ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ‪ .‬ﻜﻤﺎ ﺍﻫﺘﻡ ﺒﻤﻌﺭﻓﺔ ﺃﻫﻤﻴﺔ ﻤﻌﺘﻘﺩﺍﺕ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻤﻭﺍﺠﻬﻪ ﻓﻰ‬
‫ﺘﺸﻜﻴل ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﻠﻤﺭﺍﻫﻘﻴﻥ ‪ .‬ﺤﻴﺙ ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﻤﻥ )‪ (٤٣‬ﻁﺎﻝﺒ ﹰﺎ ﻤﻥ ﻁﻼﺏ ﺍﻝﻤﺩﺍﺭﺱ‬
‫ﺍﻝﺜﺎﻨﻭﻴﺔ ﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒﻴﻥ )‪ (١٩- ١٦‬ﻋﺎﻤ ﹰﺎ ‪ .‬ﻭﺘﻡ ﺘﻁﺒﻴﻕ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻘﺎﻴﻴﺱ‬
‫ﻭﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﻝﻘﻴﺎﺱ ﻤﺩﻯ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻔﺭﺩ ﻝﻺﺠﻬﺎﺩ ﻭﺍﻝﻤﺜﺎﺒﺭﺓ ﻜﺄﺒﻌﺎﺩ ﻝﻤﻘﻴﺎﺱ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ‬
‫ﺇﻝﻰ ﺃﻨﻪ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻘﻴﺎﺱ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﻤﻘﻴﺎﺱ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻤﻭﺍﺠﻬﻪ ﻜﻤﺅﺸﺭ ﻝﻘﻴﺎﺱ‬
‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‪ .‬ﺃﺴﻔﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻋﻥ ﻭﺠﻭﺩ ﺃﺭﺒﻊ ﻤﺠﻤﻭﻋﺎﺕ ﻤﻥ ﺍﻝﻁﻼﺏ )ﻤﺭﺍﻫﻘﻴﻥ ﻝﺩﻴﻬﻡ ﺼﻤﻭﺩ ‪،‬‬
‫ﻤﺭﺍﻫﻘﻴﻥ ﻤﺘﺨﺼﺼﻴﻥ ‪ ،‬ﻤﺭﺍﻫﻘﻴﻥ ﻏﻴﺭ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﺍﻝﺘﺄﻗﻠﻡ ﻭﺍﻝﺘﻜﻴﻑ ‪ ،‬ﻤﺭﺍﻫﻘﻴﻥ ﻤﻨﺨﻔﻀﻴﻥ ﻓﻰ‬
‫ﺍﻝﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺘﻴﺔ(‪ .‬ﻭ ﻜﺎﻥ ﺍﻝﻤﺭﺍﻫﻘﻭﻥ ﺍﻝﺼﺎﻤﺩﻭﻥ ﻭ ﺍﻻﻜﻔﺎﺀ ﻤﺘﺸﺎﺒﻬﻭﻥ ﻓﻰ ﺍﻝﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺘﻴﺔ ﻭ ﺁﻝﻴﺎﺕ‬
‫ﺍﻝﻤﻭﺍﺠﻬﺔ‪ .‬ﻭ ﺃﺤﺭﺯﺕ ﻤﺠﻤﻭﻋﺎﺕ ﺴﻭﺀ ﺍﻝﺘﻜﻴﻑ ﻭ ﺫﻭﻭ ﺍﻝﻜﻔﺎﺀﺓ ﺍﻝﻤﻨﺨﻔﻀﺔ ﺩﺭﺠﺎﺕ ﺃﻗل ﻋﻠﻰ ﺘﻠﻙ‬
‫ﺍﻝﻤﻘﺎﻴﻴﺱ ﻤﻤﺎ ﺃﺤﺭﺯﺘﻪ ﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﺼﻤﻭﺩ ﻭ ﺍﻝﻜﻔﺎﺀﺓ‪ .‬ﻭ ﺒﻭﺠﻪ ﻋﺎﻡ ﺘﻭﺼل ﺇﻝﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺎﺕ‬
‫ﻤﺘﺒﺎﺩﻝﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﺘﺄﺜﻴﺭﻩ ﻋﻠﻰ ﻜل ﻤﻥ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻤﻭﺍﺠﻬﺔ‪.‬‬
‫ﻜﺫﻝﻙ ﺍﻫﺘﻡ " ﻤﺎﺭﺘﻥ ﻭ ﻤﺎﺭﺵ " ) ‪ (Martin &Marsh,2006‬ﺒﺎﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺔ‬
‫ﺍﻻﺭﺘﺒﺎﻁﻴﻪ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻷﻜﺎﺩﻴﻤﻰ ﻭ ﺒﻌﺽ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ‪ ٤٠٢‬ﻁﺎﻝﺏ ﻓﻰ‬
‫ﻤﺭﺤﻠﺔ ﺍﻝﻤﺭﺍﻫﻘﺔ ﺒﺎﺴﺘﺭﺍﻝﻴﺎ‪ .‬ﻭﻗﺩ ﺘﻡ ﺘﻁﺒﻴﻕ ﻋﻠﻴﻬﻡ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻘﺎﻴﻴﺱ ) ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻰ ‪ ،‬ﻤﻘﻴﺎﺱ ﻝﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ‪ ،‬ﻤﻘﻴﺎﺱ ﻝﻠﻤﺜﺎﺒﺭﺓ ﻭ ﺁﺨﺭ ﻝﻠﺘﺨﻁﻴﻁ ﻭ ﻤﻘﻴﺎﺱ ﻝﻠﻘﻠﻕ ﻭ ﻤﻘﻴﺎﺱ‬
‫ﻝﻤﺭﻜﺯ ﺍﻝﺘﺤﻜﻡ (‪ .‬ﻭﻗﺩ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﻜل ﻤﻥ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻭ ﺘﺤﻠﻴل ﺍﻝﻤﺴﺎﺭ ﺃﻨﻪ ﻴﻤﻜﻥ ﺍﻝﺘﻨﺒﺅ‬
‫ﺒﺎﻝﺼﻤﻭﺩ ﺍﻷﻜﺎﺩﻴﻤﻰ ﻝﺩﻯ ﻁﻼﺏ ﺍﻝﻤﺩﺍﺭﺱ ﻤﻥ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭ ﺍﻝﻤﺜﺎﺒﺭﺓ ﻭ ﺍﻝﺘﺤﻜﻡ ﻝﺩﻴﻬﻡ‪.‬‬
‫ﻭﻗﺩ ﺍﻫﺘﻡ )‪ (AliIrani et al., 2012‬ﺒﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺤﻜﻤﺔ ﺍﻝﺜﻘﺎﻓﻴﺔ ﻭﻓﺎﻋﻠﻴﺔ‬
‫ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﺍﻝﻤﻭﻅﻔﻴﻥ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻰ ﺠﺎﻤﻌﺔ ﺇﺯﺍﺩ ﺍﻹﺴﻼﻤﻴﺔ‪ .‬ﻭﺘﻜﻭﻨﺕ ﺍﻝﻌﻴﻨﺔ ﻤﻥ ‪ ٣٢٢‬ﻤﻭﻅﻔ ﹰﺎ )‪١٦٦‬‬
‫ﻤﻥ ﺍﻝﺫﻜﻭﺭ‪ ١٥٦ ،‬ﻤﻥ ﺍﻝﺴﻴﺩﺍﺕ( ﺒﺠﺎﻤﻌﺔ ﺇﺯﺍﺩ ﺍﻻﺴﻼﻤﻴﺔ ﺍﻝﻤﻭﻗﻊ ‪ .١٣‬ﻭﻗﺩ ﺘﻡ ﺘﻁﺒﻴﻕ ﻋﺩﺓ ﻤﻘﺎﻴﻴﺱ‬

‫‪١٠٩‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺃﺤﺩﻫﺎ ﻝﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﺍﻝﺜﻘﺎﻓﻴﺔ ﻤﻥ ﺇﻋﺩﺍﺩ "ﻤﺎﻙ ﺩﻴﺭﻤﻭﺕ" )‪ (٢٠٠١‬ﻭ ﻤﻘﻴﺎﺴﻰ ﺍﻝﺫﻜﺎﺀ ﺍﻷﺨﻼﻗﻰ ﻭ‬
‫ﺍﻝﻨﺠﺎﺡ ﻓﻰ ﺍﻝﻌﻤل ﻜﻤﻜﻭﻨﻴﻥ ﺃﺴﺎﺴﻴﻥ ﻝﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﺒﺼﻔﺔ ﻋﺎﻤﺔ ﻭﺍﻵﺨﺭ ﻝﻘﻴﺎﺱ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﺍﻝﻌﺎﻤﺔ‬
‫ﺒﻴﻥ ﺍﻝﻤﻭﻅﻔﻴﻥ‪ .‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻤﻭﺍ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻝﻭﺼﻔﻴﺔ ﻝﺘﺼﻨﻴﻑ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭ‬
‫ﺍﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻭﺽ‪ .‬ﺜﻡ ﺍﺴﺘﺨﺩﻤﻭﺍ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻻﺴﺘﺩﻻﻝﻴﺔ ﺒﻌﺩ ﺫﻝﻙ ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺇﻝﻰ ﺃﻥ‬
‫ﺍﻝﺤﻜﻤﺔ ﻝﻬﺎ ﺘﺄﺜﻴﺭ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﺍﻝﻌﺎﻤﺔ ﻝﻠﻤﻭﻅﻔﻴﻥ ﺍﻝﻌﺎﻤﻠﻴﻥ ﺒﺎﻝﺠﺎﻤﻌﺔ‪.‬‬
‫ﺒﺤﺙ " ﺭﻭﻫﺎﺭﻴﻜﻭﻓﺎ ﻭﺁﺨﺭﻴﻥ " )‪ (Roharikova et al., 2013‬ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺤﻜﻤﺔ ﻭ‬
‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﺘﻀﻤﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ‪ ٤٦‬ﺸﺨﺼﺎ ﺼﻨﻔﻭﺍ ﻓﻰ ﻤﺠﻤﻭﻋﺘﻴﻥ )‪ ٢٠‬ﺸﺨﺼ ﹰﺎ ﺴﻭﻴ ﹰﺎ ‪،‬‬
‫‪ ٢٦‬ﺸﺨﺼ ﹰﺎ ﻤﺭﻴﻀ ﹰﺎ ﺒﺄﻋﺭﺍﺽ ﻨﻔﺴﻴﺔ( ﻭﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒﻴﻥ )‪ (٦١- ١٧‬ﻋﺎﻤ ﹰﺎ‪.‬ﻭﻗﺩ ﺘﻡ ﻗﻴﺎﺱ‬
‫ﺍﻝﺤﻜﻤﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﺠﻤﻭﻋﺔ ﻤﺘﻌﺩﺩﺓ ﻤﻥ ﺍﻝﻤﻘﺎﻴﻴﺱ ﻤﻨﻬﺎ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﺜﻼﺜﻰ ﺍﻷﺒﻌﺎﺩ )‪(3D- WS‬‬
‫ﻭﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﺍﻝﺫﺍﺘﻰ‪ .‬ﻜﻤﺎ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻼﺒﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻜﻤﺅﺸﺭ ﻝﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‬
‫ﻭﻤﻘﻴﺎﺱ ﺁﺨﺭ ﺨﺎﺹ ﺒﺎﻷﻋﺭﺍﺽ ﺍﻝﻨﻔﺴﻴﺔ‪ .‬ﺃﻭﻀﺤﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻥ ﻫﻨﺎﻙ ﺨﻤﺴﺔ ﺃﺒﻌﺎﺩ ﻝﻠﺤﻜﻤﺔ ﻭ‬
‫ﺍﺴﺘﻨﺘﺞ " ﺭﻭﻫﺎﺭﻴﻜﻭﻓﺎ ﻭﺯﻤﻼﺅﻩ " ﺃﻥ ﺃﺒﻌﺎﺩ ﺍﻝﺤﻜﻤﺔ ﺘﺭﺘﺒﻁ ﺇﻴﺠﺎﺒﻴ ﹰﺎ ﺒﺎﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﺒﻴﻨﻤﺎ ﺘﺭﺘﺒﻁ‬
‫ﺍﺭﺘﺒﺎﻁ ﹰﺎ ﺴﻠﺒﻴ ﹰﺎ ﻤﻊ ﺍﻷﻋﺭﺍﺽ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﻤﺭﻀﻴﺔ‪ .‬ﻭﻓﻰ ﻀﻭﺀ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺴﺎﺒﻘﺔ ﻴﻤﻜﻥ ﺼﻴﺎﻏﺔ‬
‫ﻓﺭﻭﺽ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ‪:‬‬
‫ﻓﺭﻭﺽ ﺍﻝﺒﺤﺙ‪:‬‬
‫ﺍﻝﻔﺭﺽ ﺍﻻﻭل‪ :‬ﻻ ﻴﻭﺠﺩ ﻓﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻲ‪.‬‬
‫ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻨﻰ‪ :‬ﻻ ﻴﻭﺠﺩ ﻓﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ ﺍﻝﻔﺭﻗﺔ ﺍﻷﻭﻝﻰ ﻭﺍﻝﻔﺭﻗﺔ ﺍﻝﺭﺍﺒﻌﺔ ﻓﻲ‬
‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪.‬‬
‫ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻝﺙ‪ :‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻭﺍﻝﺤﻜﻤﺔ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫ﺍﻝﻔﺭﺽ ﺍﻝﺭﺍﺒﻊ‪ :‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫ﺍﻝﻔﺭﺽ ﺍﻝﺨﺎﻤﺱ‪ :‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺘﺄﺜﻴﺭ ﻭﺘﺄﺜﺭ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻭﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ‬
‫ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫ﻤﻨﻬﺞ ﺍﻝﺒﺤﺙ ﻭ ﺍﻻﺠﺭﺍﺀﺍﺕ‪:‬‬
‫ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻰ ﻭ ﺫﻝﻙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻜل ﻤﻥ ﺍﺨﺘﺒﺎﺭ ﺕ ﻭ ﻤﺼﻔﻭﻓﺎﺕ ﺍﻻﺭﺘﺒﺎﻁ ﻭ ﺘﺤﻠﻴل‬
‫ﺍﻝﻤﺴﺎﺭ‪ ،‬ﺤﻴﺙ ﺍﻨﻪ ﻤﻼﺌﻡ ﻷﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ‪.‬‬

‫‪١١٠‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺍﻻﺠﺭﺍﺀﺍﺕ‬
‫ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ‪:‬‬
‫ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﻤﻥ )‪ (٢٠٠‬ﻁﺎﻝﺏ ﻭﻁﺎﻝﺒﺔ ﺒﺎﻝﻔﺭﻗﺘﻴﻥ ﺍﻷﻭﻝﻰ ﻭﺍﻝﺭﺍﺒﻌﺔ ﺒﺠﺎﻤﻌﺔ‬
‫ﺍﻝﺯﻗﺎﺯﻴﻕ‪ ،‬ﺒﻭﺍﻗﻊ ‪ ١٠٠‬ﻁﺎﻝﺏ ﻭﻁﺎﻝﺒﺔ ﺒﻜل ﻓﺭﻗﺔ ﺩﺭﺍﺴﻴﺔ )‪ ٣٠‬ﻤﻥ ﺍﻝﺫﻜﻭﺭ ‪ ١٧٠ ،‬ﻤﻥ ﺍﻹﻨﺎﺙ(‪ ،‬ﻭﻗﺩ‬
‫ﺒﻠﻎ ﻤﺘﻭﺴﻁ ﺃﻋﻤﺎﺭﻫﻡ ‪ ٢٢‬ﺴﻨﺔ ﻭﺸﻬﺭﹰﺍ ﻭﺍﺤﺩﹰﺍ ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ٥‬ﺴﻨﻭﺍﺕ ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻤﺕ ﺒﻴﺎﻨﺎﺕ‬
‫ﻫﺫﻩ ﺍﻝﻌﻴﻨﺔ ﻓﻲ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺜﺒﺎﺕ ﻭﺼﺩﻕ ﺃﺩﻭﺍﺕ ﺍﻝﺒﺤﺙ‪.‬‬
‫ﺃﻤﺎ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻨﻬﺎﺌﻴﺔ ﻓﻘﺩ ﺘﻜﻭﻨﺕ ﻤﻥ )‪ (٥٤٠‬ﻁﺎﻝﺒ‪‬ﺎ ﻭﻁﺎﻝﺒﺔ ﺒﺎﻝﻔﺭﻗﺘﻴﻥ ﺍﻷﻭﻝﻰ ﻭﺍﻝﺭﺍﺒﻌﺔ‬
‫ﺒﺠﺎﻤﻌﺔ ﺍﻝﺯﻗﺎﺯﻴﻕ‪ ،‬ﻤﻨﻬﻡ ‪ ٣٢٠‬ﻁﺎﻝﺒ‪‬ﺎ ﻭﻁﺎﻝﺒﺔ ﺒﺎﻝﻔﺭﻗﺔ ﺍﻷﻭﻝﻰ ‪ ٢٢٠ ،‬ﻁﺎﻝﺏ ﻭﻁﺎﻝﺒﺔ ﺒﺎﻝﻔﺭﻗﺔ ﺍﻝﺭﺍﺒﻌﺔ ‪،‬‬
‫ﻭﻗﺩ ﺒﻠﻎ ﻤﺘﻭﺴﻁ ﺃﻋﻤﺎﺭﻫﻡ ‪ ٢٢‬ﺴﻨﺔ ﻭﺜﻤﺎﻨﻴﺔ ﺃﺸﻬﺭ ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ‪ ٥‬ﺴﻨﻭﺍﺕ ﻭﺜﻼﺜﺔ ﺃﺸﻬﺭ ‪ ،‬ﻭﻗﺩ‬
‫ﺍﺴﺘﺨﺩﻤﺕ ﺒﻴﺎﻨﺎﺕ ﻫﺫﻩ ﺍﻝﻌﻴﻨﺔ ﻓﻲ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﻓﺭﻭﺽ ﺍﻝﺒﺤﺙ‪.‬‬
‫ﺃﺩﻭﺍﺕ ﺍﻝﺒﺤﺙ‪:‬‬
‫ﺃﻭﻻ ‪ :‬ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‪:‬‬
‫ﺃﻋﺩ ﻫﺫﺍ ﺍﻝﻤﻘﻴﺎﺱ ﻓﻰ ﺍﻷﺼل )‪ ( Connor & Davidson, 2003‬ﺒﻌﻨﻭﺍﻥ– ‪Conner‬‬
‫)‪ .Davidson Resilience Scale ( CD- RISC‬ﻭﻗﺎﻡ ﺒﺘﺭﺠﻤﺘﻪ ﺒﺎﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻜل ﻤﻥ ﻓﺎﺘﻥ‬
‫ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ﻤﻭﺴﻰ ﻭﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ ‪ .‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺍﻝﺯﻗﺎﺯﻴﻕ‪.‬‬
‫ﻴﺘﻜﻭﻥ ﺍﻝﻤﻘﻴﺎﺱ ﻤﻥ )‪ (٢٥‬ﻤﻔﺭﺩﺓ ﺘﻘﻴﺱ ﻗﺩﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﻤﻭﺍﺠﻬﺔ ﺍﻝﻀﻐﻭﻁ ﻭﺘﺤﻤﻠﻬﺎ ﻭﻴﺤﺩﺩ‬
‫ﺍﻝﻁﺎﻝﺏ ﺍﺴﺘﺠﺎﺒﺘﺔ ﻋﻠﻰ ﻤﻔﺭﺩﺍﺕ ﺍﻝﻤﻘﻴﺎﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ " ﺃﺴﻠﻭﺏ ﻝﻴﻜﺎﺭﺕ" ﺒﺎﺨﺘﻴﺎﺭ ﺃﺤﺩ ﺍﻝﺒﺩﺍﺌل ﺍﻝﺨﻤﺴﺔ‬
‫ﺍﻝﺘﺎﻝﻴﺔ ) ﻏﻴﺭ ﻤﻭﺍﻓﻕ ﻋﻠﻰ ﺍﻻﻁﻼﻕ‪ -‬ﻏﻴﺭ ﻤﻭﺍﻓﻕ ﺇﻝﻰ ﺤﺩ ﻤﺎ – ﻻ ﺃﺴﺘﻁﻴﻊ ﺃﻥ ﺃﻗﺭﺭ – ﻤﻭﺍﻓﻕ ﺇﻝﻰ‬
‫ﺤﺩ ﻤﺎ – ﻤﻭﺍﻓﻕ ﻋﻠﻰ ﺍﻻﻁﻼﻕ ( ﻭﺘﻌﻁﻰ ﺍﻝﺩﺭﺠﺎﺕ ) ‪( ٤ – ٣ -٢ -١ -٠‬ﻋﻠﻰ ﺍﻝﺘﻭﺍﻝﻰ ‪ .‬ﺘﺭﺍﻭﺤﺕ‬
‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﻤﻘﻴﺎﺱ ﺒﻴﻥ ) ‪ (١٠٠ – ٠‬ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻤﺭﺘﻔﻌﺔ ﺘﺸﻴﺭ ﺇﻝﻰ ﺍﺭﺘﻔﺎﻉ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‬
‫ﻋﻨﺩ ﺍﻝﻔﺭﺩ ‪ .‬ﻭﻴﺘﻀﻤﻥ ﺍﻝﻤﻘﻴﺎﺱ ﺃﺭﺒﻌﺔ ﻋﻭﺍﻤل ﻫﻰ ) ﺍﻝﺼﻼﺒﺔ ‪ ،‬ﺍﻝﺘﻔﺎﺅل ‪ ،‬ﻭﻓﺭﺓ ﻜﻔﺎﻴﺔ ﺍﻝﻤﻭﺍﺭﺩ ‪،‬‬
‫ﺍﻝﻬﺩﻑ ﺍﻝﻤﺭﺍﺩ ﺘﺤﻘﻴﻘﻪ ( ‪ .‬ﻭﻴﺸﺘﻤل ﻜل ﻋﺎﻤل ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻔﺭﺩﺍﺕ ﻜﻤﺎ ﻴﻭﻀﺤﻬﺎ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻰ‪:‬‬
‫ﺠﺩﻭل )‪(٣‬‬
‫ﻋﻭﺍﻤل ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭ ﺃﺭﻗﺎﻡ ﺍﻝﻔﻘﺭﺍﺕ ﺒﻜل ﺒﻌﺩ‬
‫ﻋﺩﺩ ﺍﻝﻔﻘﺭﺍﺕ‬ ‫ﺃﺭﻗﺎﻡ ﺍﻝﻔﻘﺭﺍﺕ‬ ‫ﺍﻝﻌﺎﻤل‬
‫‪٧‬‬ ‫‪١٩-١٨-١٧-١٦-١١-٧-٤‬‬ ‫ﺍﻝﺼﻼﺒﺔ‬
‫‪٧‬‬ ‫‪٢٠-١٥-١٤-١٢-١٠-٨-٦‬‬ ‫ﺍﻝﺘﻔﺎﺅل‬
‫‪٦‬‬ ‫‪١٣-٩-٥-٣-٢-١‬‬ ‫ﻭﻓﺭﺓ ﻜﻔﺎﻴﺔ ﺍﻝﻤﻭﺍﺭﺩ‬
‫‪٥‬‬ ‫‪٢٥-٢٤-٢٣-٢٢-٢١‬‬ ‫ﺍﻝﻬﺩﻑ ﺍﻝﻤﺭﺍﺩ ﺘﺤﻘﻴﻘﻪ‬

‫‪١١١‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﻭﻗﺎﻡ ﻤﻌﺩ ﺍﻝﻤﻘﻴﺎﺱ ﺒﺤﺴﺎﺏ ﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ﻋﻥ ﻁﺭﻴﻕ ﻤﻌﺎﻤل " ﺃﻝﻔﺎ – ﻜﺭﻭﻨﺒﺎﺥ" ﺤﻴﺙ ﺒﻠﻎ‬
‫ﻗﻴﻤﺘﻪ )‪ (٠,٨٩‬ﻭﻫﻭ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﻤﺭﺘﻔﻊ ‪ ،‬ﻜﻤﺎ ﺘﻡ ﺤﺴﺎﺏ ﺍﻻﺘﺴﺎﻕ ﺍﻝﺩﺍﺨﻠﻰ ﻝﻜل ﻋﺎﻤل ﻭﻜﺎﻥ ) ‪٠,٨٠‬‬
‫– ‪ (٠,٦٩ – ٠,٧٤ – ٠,٧٥‬ﻝﻜل ﻋﺎﻤل ﻋﻠﻰ ﺍﻝﺘﻭﺍﻝﻰ‪.‬‬
‫ﻭﻗﺩ ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺘﺎﻥ ﺍﻝﺤﺎﻝﻴﺘﺎﻥ ﺒﺘﻌﺭﻴﺏ ﻫﺫﺍ ﺍﻝﻤﻘﻴﺎﺱ ﻭﻋﺭﺽ ﺍﻝﺘﺭﺠﻤﺔ ﻭﺍﻝﻨﺴﺨﺔ ﺍﻷﺠﻨﺒﻴﺔ ﻋﻠﻰ ﻋﺩﺩ‬
‫ﻤﻥ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﻓﻰ ﻜل ﻤﻥ ﺍﻝﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻭﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ ‪،‬‬
‫ﻭﺘﻡ ﺘﻌﺩﻴل ﺼﻴﺎﻏﺔ ﺒﻌﺽ ﺍﻝﺒﻨﻭﺩ ﺒﻨﺎﺀ ﻋﻠﻰ ﺃﺭﺍﺀ ﺍﻝﻤﺤﻜﻤﻴﻥ‪.‬‬
‫ﻭﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ﻓﻰ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻲ ﺘﻡ ﺍﺘﺒﺎﻉ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻵﺘﻴﺔ‪:‬‬
‫ﺘﻡ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻋﻠﻰ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﺍﻝﻤﻜﻭﻨﺔ ﻤﻥ )‪ (٢٠٠‬ﻁﺎﻝﺏ‬
‫ﻭﻁﺎﻝﺒﺔ ﺒﺎﻝﻔﺭﻗﺘﻴﻥ ﺍﻷﻭﻝﻰ ﻭﺍﻝﺭﺍﺒﻌﺔ ﺒﺠﺎﻤﻌﺔ ﺍﻝﺯﻗﺎﺯﻴﻕ ﻭﺘﻡ ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﻭﺼﺩﻕ ﻫﺫﺍ ﺍﻝﻤﻘﻴﺎﺱ ﻋﻠﻰ‬
‫ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬
‫ﺃﻭ ﹰﻻ‪ :‬ﺜﺒﺎﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‬
‫)‪ (١‬ﺘﻡ ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﺒﻁﺭﻴﻘﺘﻴﻥ ﻫﻤﺎ‪:‬‬
‫)ﺃ( ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﻝﻜﺭﻭﻨﺒﺎﺥ ﻝﻜل ﺒ‪‬ﻌﺩ ﻓﺭﻋﻲ ﻋﻠﻰ ﺤﺩﻩ )ﺒﻌﺩﺩ ﻋﺒﺎﺭﺍﺕ ﻜل ﺒ‪‬ﻌﺩ ﻓﺭﻋﻲ(‪ ،‬ﻭﻓﻲ‬
‫ﻜل ﻤﺭﺓ ﻴﺘﻡ ﺤﺫﻑ ﺩﺭﺠﺎﺕ ﺇﺤﺩﻯ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻤﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﻝﻪ‬
‫ﺍﻝﻌﺒﺎﺭﺓ‪ ،‬ﻭﺃﺴﻔﺭﺕ ﺘﻠﻙ ﺍﻝﺨﻁﻭﺓ ﻋﻥ ﺃﻥ ﺠﻤﻴﻊ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺜﺎﺒﺘﺔ‪ ،‬ﺤﻴﺙ ﻭ‪‬ﺠﺩ ﺃﻥ ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﻝﻜل ﺒ‪‬ﻌﺩ‬
‫ﻓﻲ ﺤﺎﻝﺔ ﻏﻴﺎﺏ ﺍﻝﻌﺒﺎﺭﺓ ﺃﻗل ﻤﻥ ﺃﻭ ﻴﺴﺎﻭﻱ ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ‬
‫ﺍﻝﻌﺒﺎﺭﺓ ﻓﻲ ﺤﺎﻝﺔ ﻭﺠﻭﺩﻫﺎ ‪ ،‬ﺃﻱ ﺃﻥ ﺘﺩﺨل ﻋﺒﺎﺭﺍﺕ ﻜل ﺒ‪‬ﻌﺩ ﻓﺭﻋﻲ ﻻ ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﻨﺨﻔﺎﺽ ﻤﻌﺎﻤل‬
‫ﺜﺒﺎﺕ ﺍﻝﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ‪.‬‬
‫)ﺏ( ﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻝﻌﺒﺎﺭﺓ ﻭﺍﻝﺩﺭﺠﺎﺕ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﻝﻪ‬
‫ﺍﻝﻌﺒﺎﺭﺓ‪ ،‬ﻓ ‪‬ﻭﺠِﺩ ﺃﻥ ﺠﻤﻴﻊ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ‪ ،‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺍﻻﺘﺴﺎﻕ ﺍﻝﺩﺍﺨﻠﻲ‬
‫ﻭﺜﺒﺎﺕ ﺠﻤﻴﻊ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪ .‬ﻭﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ (٤‬ﻴﻭﻀﺢ ﻤﻌﺎﻤﻼﺕ ﺜﺒﺎﺕ‬
‫ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﺒﺎﻝﻁﺭﻴﻘﺘﻴﻥ ﺍﻝﺴﺎﺒﻘﺘﻴﻥ‪.‬‬
‫)‪ (٢‬ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ ﻭﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪:‬‬
‫ﺘﻡ ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ ﻭﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﺒﻁﺭﻴﻘﺘﻴﻥ ‪:‬‬
‫ﺍﻷﻭﻝﻰ ﻋﻥ ﻁﺭﻴﻕ ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﻝـ ﻜﺭﻭﻨﺒﺎﺥ‪ ،‬ﻭﺍﻝﺜﺎﻨﻴﺔ ﻋﻥ ﻁﺭﻴﻕ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺍﻝﺘﺠﺯﺌﺔ‬
‫ﺍﻝﻨﺼﻔﻴﺔ ﻝـ ﺴﺒﻴﺭﻤﺎﻥ‪ -‬ﺒﺭﺍﻭﻥ ‪ ، Spearman-Brown‬ﻓﻭ‪‬ﺠﺩ ﺃﻥ ﻤﻌﺎﻤﻼﺕ ﺜﺒﺎﺕ ﺍﻷﺒﻌﺎﺩ‬
‫ﺍﻝﻔﺭﻋﻴﺔ ﻭﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ ﻝﻠﻤﻘﻴﺎﺱ ﺒﺎﻝﻁﺭﻴﻘﺘﻴﻥ ﻤﺭﺘﻔﻌﺔ ‪ ،‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ ﻝﻠﻤﻘﻴﺎﺱ‬
‫ﻭﺜﺒﺎﺕ ﺃﺒﻌﺎﺩﻩ ﺍﻝﻔﺭﻋﻴﺔ‪ ،‬ﻜﻤﺎ ﺒﺎﻝﺠﺩﻭل ﺭﻗﻡ )‪ (٤‬ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫‪١١٢‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺠﺩﻭل )‪(٤‬‬
‫ﻤﻌﺎﻤﻼﺕ ﺜﺒﺎﺕ ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ ﻭﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ )ﻥ = ‪(٢٠٠‬‬

‫ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ‬
‫ﻋﺩﺩ‬
‫ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ‬ ‫ﻡ‬
‫ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺍﻝﺘﺠﺯﺌﺔ ﺍﻝﻨﺼﻔﻴﺔ‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ‬ ‫ﺍﻝﻌﺒﺎﺭﺍﺕ‬
‫ﻝـ ﺴﺒﻴﺭﻤﺎﻥ‪ -‬ﺒﺭﺍﻭﻥ‬ ‫ﻝـ ﻜﺭﻭﻨﺒﺎﺥ‬
‫‪٠,٨٢٦‬‬ ‫‪٠,٧٢٣‬‬ ‫‪٧‬‬ ‫ﺍﻝﺼﻼﺒﺔ‬ ‫‪١‬‬
‫‪٠,٦٣٨‬‬ ‫‪٠,٥٨٤‬‬ ‫‪٧‬‬ ‫ﺍﻝﺘﻔﺎﺅل‬ ‫‪٢‬‬
‫‪٠,٦١٧‬‬ ‫‪٠,٥٤١‬‬ ‫‪٦‬‬ ‫ﻭﻓﺭﺓ ﻜﻔﺎﻴﺔ ﺍﻝﻤﻭﺍﺭﺩ‬ ‫‪٣‬‬
‫‪٠,٧٤٨‬‬ ‫‪٠,٧٦٤‬‬ ‫‪٥‬‬ ‫ﺍﻝﻬﺩﻑ ﺍﻝﻤﺭﺍﺩ ﺘﺤﻘﻴﻘﻪ‬ ‫‪٤‬‬
‫‪٠,٨٤٨‬‬ ‫‪٠,٨٦٩‬‬ ‫‪٢٥‬‬ ‫ﺍﻝﻤﻘﻴﺎﺱ ﻜﻜل‬

‫ﺜﺎﻨﻴ‪‬ﺎ‪ :‬ﺼﺩﻕ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‬

‫)‪ (١‬ﺼﺩﻕ ﺍﻝﻌﺒﺎﺭﺍﺕ‪:‬‬
‫ﺘﻡ ﺤﺴﺎﺏ ﺼﺩﻕ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻋﻥ ﻁﺭﻴﻕ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ‬
‫ﺩﺭﺠﺔ ﺍﻝﻌﺒﺎﺭﺓ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ ﺍﻝﻌﺒﺎﺭﺓ ﻓﻲ ﺤﺎﻝﺔ ﺤﺫﻑ ﺩﺭﺠﺔ ﺍﻝﻌﺒﺎﺭﺓ‬
‫ﻤﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ ﺍﻝﻌﺒﺎﺭﺓ ﺒﺎﻋﺘﺒﺎﺭ ﺃﻥ ﺒﻘﻴﺔ ﻋﺒﺎﺭﺍﺕ ﺍﻝﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ‬
‫ﻤﺤﻜﹰﺎ ﻝﻠﻌﺒﺎﺭﺓ‪ .‬ﻭﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ (٥‬ﺍﻝﺘﺎﻝﻲ ﻴﻭﻀﺢ ﻤﻌﺎﻤﻼﺕ ﺼﺩﻕ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪:‬‬
‫ﺠﺩﻭل )‪(٥‬‬
‫ﻤﻌﺎﻤﻼﺕ ﺜﺒﺎﺕ ﻭﺼﺩﻕ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ )ﻥ = ‪(٢٠٠‬‬
‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﺎﻝﺒ‪‬ﻌﺩ ﻓﻲ ﺤﺎﻝﺔ ﺤﺫﻑ ﺩﺭﺠﺔ‬
‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﺎﻝﺒ‪‬ﻌﺩ )‪(١‬‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ‬ ‫ﺍﻝﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻝﺒ‪‬ﻌﺩ‬
‫ﺍﻝﻌﺒﺎﺭﺓ ﻤﻥ ﺍﻝﺒ‪‬ﻌﺩ‬
‫‪**٠,٣٣‬‬ ‫‪**٠,٤٢‬‬ ‫‪٠,٧١٣‬‬ ‫‪٤‬‬ ‫ﺍﻷﻭل‬
‫‪**٠,٣٨‬‬ ‫‪**٠,٢٨‬‬ ‫‪٠,٧٠٢‬‬ ‫‪٧‬‬ ‫ﺍﻝﺼﻼﺒﺔ‬
‫‪**٠,٢٣‬‬ ‫‪**٠,٣٠‬‬ ‫‪٠,٧٢٣‬‬ ‫‪١١‬‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻝﻠﺒ‪‬ﻌﺩ =‬
‫‪**٠,٤٢‬‬ ‫‪**٠,٤٩‬‬ ‫‪٠,٦٩٦‬‬ ‫‪١٦‬‬ ‫‪٠,٧٢٣‬‬
‫‪**٠,٥٤‬‬ ‫‪**٠,٤٦‬‬ ‫‪٠,٦٦٣‬‬ ‫‪١٧‬‬
‫‪**٠,٤٩‬‬ ‫‪**٠,٤٥‬‬ ‫‪٠,٦٧٧‬‬ ‫‪١٨‬‬
‫‪**٠,٦٦‬‬ ‫‪**٠,٤١‬‬ ‫‪٠,٦٣٤‬‬ ‫‪١٩‬‬
‫‪**٠,٣٥‬‬ ‫‪**٠,٥٨‬‬ ‫‪٠,٥٢٩‬‬ ‫‪٦‬‬ ‫ﺍﻝﺜﺎﻨﻲ‬
‫‪**٠,٢٥‬‬ ‫‪**٠,٤٢‬‬ ‫‪٠,٥٦٣‬‬ ‫‪٨‬‬ ‫ﺍﻝﺘﻔﺎﺅل‬
‫‪**٠,٣٧‬‬ ‫‪**٠,٢٠‬‬ ‫‪٠,٥٢٤‬‬ ‫‪١٠‬‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻝﻠﺒ‪‬ﻌﺩ =‬
‫‪**٠,٣٣‬‬ ‫‪**٠,٢٦‬‬ ‫‪٠,٥٣٥‬‬ ‫‪١٢‬‬ ‫‪٠,٥٨٤‬‬
‫‪**٠,٣٦‬‬ ‫‪**٠,٥٣‬‬ ‫‪٠,٥٢٢‬‬ ‫‪١٤‬‬
‫‪**٠,٢٣‬‬ ‫‪**٠,٢٢‬‬ ‫‪٠,٥٧٣‬‬ ‫‪١٥‬‬
‫‪**٠,٢٥‬‬ ‫‪**٠,٦٥‬‬ ‫‪٠,٥٧٢‬‬ ‫‪٢٠‬‬

‫‪١١٣‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﺎﻝﺒ‪‬ﻌﺩ ﻓﻲ ﺤﺎﻝﺔ ﺤﺫﻑ ﺩﺭﺠﺔ‬

‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﺎﻝﺒ‪‬ﻌﺩ )‪(١‬‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ‬ ‫ﺍﻝﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻝﺒ‪‬ﻌﺩ‬
‫ﺍﻝﻌﺒﺎﺭﺓ ﻤﻥ ﺍﻝﺒ‪‬ﻌﺩ‬
‫‪**٠,٣٥‬‬ ‫‪**٠,٤٣‬‬ ‫‪٠,٤٧٠‬‬ ‫‪١‬‬ ‫ﺍﻝﺜﺎﻝﺙ‬
‫‪**٠,٣٤‬‬ ‫‪**٠,٥٦‬‬ ‫‪٠,٤٦٩‬‬ ‫‪٢‬‬ ‫ﻭﻓﺭﺓ ﻜﻔﺎﻴﺔ ﺍﻝﻤﻭﺍﺭﺩ ﻤﻌﺎﻤل‬

‫‪**٠,٣٩‬‬ ‫‪**٠,٤٤‬‬ ‫‪٠,٤٦٩‬‬ ‫‪٣‬‬ ‫=‬ ‫ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻝﻠﺒ‪‬ﻌﺩ‬

‫‪**٠,٢٧‬‬ ‫‪**٠,٥٤‬‬ ‫‪٠,٥٠٥‬‬ ‫‪٥‬‬ ‫‪٠,٥٤١‬‬

‫‪**٠,٢٦‬‬ ‫‪**٠,٥٧‬‬ ‫‪٠,٥٠٩‬‬ ‫‪٩‬‬

‫‪**٠,١٨‬‬ ‫‪**٠,٣٩‬‬ ‫‪٠,٥٤١‬‬ ‫‪١٣‬‬
‫‪**٠,٤٩‬‬ ‫‪**٠,٥٦‬‬ ‫‪٠,٧٣٧‬‬ ‫‪٢١‬‬ ‫ﺍﻝﺭﺍﺒﻊ‬
‫‪**٠,٥٧‬‬ ‫‪**٠,٦٢‬‬ ‫‪٠,٧٠٧‬‬ ‫‪٢٢‬‬ ‫ﺍﻝﻬﺩﻑ ﺍﻝﻤﺭﺍﺩ ﺘﺤﻘﻴﻘﻪ‬
‫‪**٠,٥٢‬‬ ‫‪**٠,٦٥‬‬ ‫‪٠,٧٢٨‬‬ ‫‪٢٣‬‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻝﻠﺒ‪‬ﻌﺩ =‬
‫‪**٠,٦١‬‬ ‫‪**٠,٦٤‬‬ ‫‪٠,٦٩٤‬‬ ‫‪٢٤‬‬ ‫‪٠,٧٦٤‬‬
‫‪**٠,٤٩‬‬ ‫‪**٠,٤٩‬‬ ‫‪٠,٧٣٨‬‬ ‫‪٢٥‬‬

‫)‪ (١‬ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﺎﻝﺒ‪‬ﻌﺩ ﻓﻲ ﺤﺎﻝﺔ ﻭﺠﻭﺩ ﺩﺭﺠﺔ ﺍﻝﻌﺒﺎﺭﺓ ﻀﻤﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ‬
‫** ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠١‬‬ ‫* ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠٥‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﺠﺩﻭل ﺍﻝﺴﺎﺒﻕ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺃﻥ ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﻝـ ﻜﺭﻭﻨﺒﺎﺥ ﻝﻜل ﺒ‪‬ﻌﺩ ﻓﺭﻋﻲ ﻓﻲ ﺤﺎﻝﺔ ﺤﺫﻑ ﻜل ﻋﺒﺎﺭﺓ ﻤﻥ ﻋﺒﺎﺭﺍﺘﻪ ﺃﻗل ﻤﻥ ﺃﻭ‬ ‫
‬
‫ﻴﺴﺎﻭﻱ ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ ﺍﻝﻌﺒﺎﺭﺓ ﻓﻲ ﺤﺎﻝﺔ ﻭﺠﻭﺩ ﺠﻤﻴﻊ‬
‫ﺍﻝﻌﺒﺎﺭﺍﺕ‪ ،‬ﺃﻱ ﺃﻥ ﺘﺩﺨل ﺍﻝﻌﺒﺎﺭﺓ ﻻ ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﻨﺨﻔﺎﺽ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺍﻝﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ‬
‫ﺇﻝﻴﻪ‪ ،‬ﻭﺃﻥ ﺍﺴﺘﺒﻌﺎﺩﻫﺎ ﻴﺅﺩﻱ ﺇﻝﻰ ﺨﻔﺽ ﻫﺫﺍ ﺍﻝﻤﻌﺎﻤل ‪ ،‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺜﺒﺎﺕ ﺠﻤﻴﻊ ﻋﺒﺎﺭﺍﺕ‬
‫ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪.‬‬
‫ﺃﻥ ﺠﻤﻴﻊ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺔ ﻜل ﻋﺒﺎﺭﺓ ﻤﻥ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ‬ ‫
‬
‫ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ ﺍﻝﻌﺒﺎﺭﺓ )ﻓﻲ ﺤﺎﻝﺔ ﻭﺠﻭﺩ ﺩﺭﺠﺔ ﺍﻝﻌﺒﺎﺭﺓ ﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ‬
‫ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ( ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ (٠,٠١‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺍﻻﺘﺴﺎﻕ ﺍﻝﺩﺍﺨﻠﻲ ﻭﺜﺒﺎﺕ ﺠﻤﻴﻊ‬
‫ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪.‬‬
‫ﺃﻥ ﺠﻤﻴﻊ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺔ ﻜل ﻋﺒﺎﺭﺓ ﻤﻥ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ‬ ‫
‬
‫ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ ﺍﻝﻌﺒﺎﺭﺓ )ﻓﻲ ﺤﺎﻝﺔ ﺤﺫﻑ ﺩﺭﺠﺔ ﺍﻝﻌﺒﺎﺭﺓ ﻤﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ‬
‫ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ( ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ (٠,٠١‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺼﺩﻕ ﺠﻤﻴﻊ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ‬
‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪.‬‬
‫)‪ (٢‬ﺼﺩﻕ ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪:‬‬
‫ﺘﻡ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻋﻥ ﻁﺭﻴﻕ ﺤﺴﺎﺏ ﻤﻌﺎﻤل‬
‫ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺔ ﻜل ﺒ‪‬ﻌﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ‪ ،‬ﻓﻜﺎﻨﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ‬

‫‪١١٤‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺍﻷﺒﻌﺎﺩ ﺒﺎﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻜﻤﺎ ﻴﻠﻲ ‪) ٠,٦٢٩ :‬ﺍﻝﺼﻼﺒﺔ(‪) ٠,٧٢٩ ،‬ﺍﻝﺘﻔﺎﺅل(‪،‬‬
‫‪) ٠,٦٢١‬ﻭﻓﺭﺓ ﻜﻔﺎﻴﺔ ﺍﻝﻤﻭﺍﺭﺩ(‪) ٠,٦١٠ ،‬ﺍﻝﻬﺩﻑ ﺍﻝﻤﺭﺍﺩ ﺘﺤﻘﻴﻘﻪ(‪ ،‬ﻭﻫﻲ ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﻤﺭﺘﻔﻌﺔ‬
‫ﻭﺠﻤﻴﻌﻬﺎ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ ،(٠,٠١‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺼﺩﻕ ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ ﻝﻤﻘﻴﺎﺱ‬
‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪.‬‬
‫)‪ (٣‬ﺍﻝﺼﺩﻕ ﺍﻝﻜﻠﻲ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪:‬‬
‫ﺘﻡ ﺤﺴﺎﺏ ﺍﻝﺼﺩﻕ ﺍﻝﻜﻠﻲ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻋﻥ ﻁﺭﻴﻕ ﺤﺴﺎﺏ ﺍﻝﺼﺩﻕ ﺍﻝﺫﺍﺘﻲ ‪ ،‬ﻭﺫﻝﻙ‬
‫ﺒﺤﺴﺎﺏ ﺍﻝﺠﺫﺭ ﺍﻝﺘﺭﺒﻴﻌﻲ ﻝﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ ﻝﻠﻤﻘﻴﺎﺱ ﺍﻝﻨﺎﺘﺞ ﻤﻥ ﻁﺭﻴﻘﺔ ﺃﻝﻔﺎ ﻝـ ﻜﺭﻭﻨﺒﺎﺥ ‪ ،‬ﻓﻭ‪‬ﺠﺩ‬
‫ﺃﻥ ﻴﺴﺎﻭﻱ )‪ ، (٠,٩٣٢‬ﻭﻫﻭ ﻤﻌﺎﻤل ﻤﺭﺘﻔﻊ ﺠﺩ‪‬ﺍ ‪ ،‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺍﻝﺼﺩﻕ ﺍﻝﻜﻠﻲ ﻝﻠﻤﻘﻴﺎﺱ‪.‬‬
‫ﻤﻥ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺘﺄﻜﺩ ﻝﻠﺒﺎﺤﺜﺘﻴﻥ ﺜﺒﺎﺕ ﻭﺼﺩﻕ ﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻭﺼﻼﺤﻴﺘﻪ‬
‫ﻝﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻝﺩﻯ ﻁﻼﺏ ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫ﺤﻴﺙ ﺘﺸﻴﺭ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻌﺎﻝﻴﺔ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻤﻘﻴﺎﺱ ﺇﻝﻰ ﺍﺭﺘﻔﺎﻉ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻝﺩﻯ ﺍﻝﻤﺴﺘﺠﻴﺏ ‪،‬‬
‫ﺃﻤﺎ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻤﻨﺨﻔﻀﺔ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻤﻘﻴﺎﺱ ﻓﺘﺸﻴﺭ ﺇﻝﻰ ﺍﻨﺨﻔﺎﺽ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻝﺩﻯ ﺍﻝﻤﺴﺘﺠﻴﺏ ‪،‬‬
‫ﻭﺃﻗﺼﻰ ﺩﺭﺠﺔ ﻴﻤﻜﻥ ﺃﻥ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻝﻤﺴﺘﺠﻴﺏ ﻋﻠﻰ ﺠﻤﻴﻊ ﻋﺒﺎﺭﺍﺕ ﺍﻝﻤﻘﻴﺎﺱ ﻫﻲ )‪ (١٢٥‬ﺩﺭﺠﺔ‬
‫ﺒﻴﻨﻤﺎ )‪ (٢٥‬ﺩﺭﺠﺔ ﻫﻲ ﺃﻗل ﺩﺭﺠﺔ ﻴﻤﻜﻥ ﺃﻥ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻝﻤﺴﺘﺠﻴﺏ‪.‬‬
‫ﺜﺎﻨﻴﺎ ‪ :‬ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ‪:‬‬
‫ﺃﻋﺩ ﻫﺫﺍ ﺍﻝﻤﻘﻴﺎﺱ ﻓﻰ ﺍﻷﺼل )‪ (Brown & Greene, 2006‬ﺒﻌﻨﻭﺍﻥ ‪Wisdom‬‬
‫)‪ .development Scale ( WAS‬ﻭﻗﺎﻡ ﺒﺘﺭﺠﻤﺘﻪ ﺒﺎﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻜل ﻤﻥ ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ‬
‫ﺍﻝﻔﺘﺎﺡ ﻤﻭﺴﻰ ﻭﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ ‪ .‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺍﻝﺯﻗﺎﺯﻴﻕ‪.‬‬
‫ﻴﺘﻜﻭﻥ ﺍﻝﻤﻘﻴﺎﺱ ﻤﻥ )‪ (٦٦‬ﻋﺒﺎﺭﺓ ﻭﻫﻰ ﻨﻭﻉ ﻤﻥ ﺍﻝﺘﻘﺭﻴﺭ ﺍﻝﺫﺍﺘﻰ ﻴﺠﻴﺏ ﻋﻠﻴﻬﺎ ﺍﻝﻔﺭﺩ ﻓﻰ ﻀﻭﺀ‬
‫ﻤﻘﻴﺎﺱ ﺴﺒﺎﻋﻰ ﺍﻝﺘﺩﺭﻴﺞ ) ﻏﻴﺭ ﻤﻭﺍﻓﻕ ﺒﺸﺩﺓ ‪ ،‬ﻏﻴﺭ ﻤﻭﺍﻓﻕ ﺒﻌﺽ ﺍﻝﺸﻲﺀ ‪ ،‬ﻏﻴﺭ ﻤﻭﺍﻓﻕ ‪ ،‬ﻻ ﺃﺴﺘﻁﻴﻊ‬
‫ﺃﻥ ﺃﻗﺭﺭ‪ ،‬ﻤﻭﺍﻓﻕ ‪ ،‬ﻤﻭﺍﻓﻕ ﺒﻌﺽ ﺍﻝﺸﻲﺀ ‪ ،‬ﻤﻭﺍﻓﻕ ﺒﺸﺩﺓ ( ﻭﺘﻌﻁﻰ ﺍﻝﺩﺭﺠﺎﺕ ) ‪-٦-٥-٤-٣-٢-١‬‬
‫‪ (٧‬ﻋﻠﻰ ﺍﻝﺘﻭﺍﻝﻰ‪ .‬ﻭﻋﺒﺎﺭﺍﺕ ﺍﻝﻤﻘﻴﺎﺱ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺜﻤﺎﻨﻴﺔ ﺃﺒﻌﺎﺩ ﺭﺌﻴﺴﻴﺔ ﻴﻭﻀﺤﻬﺎ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻰ‪:‬‬
‫ﺠﺩﻭل )‪(٦‬‬
‫ﺃﺒﻌﺎﺩ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﻭﺃﺭﻗﺎﻡ ﺍﻝﻔﻘﺭﺍﺕ ﺒﻜل ﺒﻌﺩ‬
‫ﻋﺩﺩ ﺍﻝﻔﻘﺭﺍﺕ‬ ‫ﺃﺭﻗﺎﻡ ﺍﻝﻔﻘﺭﺍﺕ‬ ‫ﺍﻝﺒﻌﺩ‬
‫‪٤‬‬ ‫‪٢٥-١٧-٩-١‬‬ ‫ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺫﺍﺘﻴﺔ‬
‫‪٥‬‬ ‫‪٣٣-٢٦-١٨-١٠-٢‬‬ ‫ﺍﻝﺜﺒﺎﺕ ﺍﻝﻭﺠﺩﺍﻨﻰ‬
‫‪١٢‬‬ ‫‪٦٦-٦٥-٦٢-٥٥-٥٠-٤٥-٤٠-٣٤-٢٧-١٩-١١-٣‬‬ ‫ﺇﻴﺜﺎﺭ ﺍﻝﺫﺍﺕ‬
‫‪١٠‬‬ ‫‪٥٩-٥٦-٥١-٤٦-٤١-٣٥-٢٨-٢٠-١٢-٤‬‬ ‫ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻻﻝﻬﺎﻡ‬

‫‪١١٥‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫‪٨‬‬ ‫‪٥٢-٤٧-٤٢-٣٦-٢٩-٢١-١٣-٥‬‬ ‫ﺇﺼﺩﺍﺭ ﺍﻻﺤﻜﺎﻡ‬

‫‪١١‬‬ ‫‪٦٣-٦٠-٥٧-٥٣-٤٨-٤٣-٣٧-٣٠-٢٢-١٤-٦‬‬ ‫ﺍﻝﺨﺒﺭﺓ ﺍﻝﺤﻴﺎﺘﻴﺔ‬
‫‪١١‬‬ ‫‪٦٤-٦١-٥٨-٥٤-٤٩-٤٤-٣٨-٣١-٢٣-١٥-٧‬‬ ‫ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ‬
‫‪٥‬‬ ‫‪٣٩-٣٢-٢٤-١٦-٨‬‬ ‫ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻠﺘﻌﻠﻡ‬
‫ﻭﺘﺸﻴﺭ ﺍﻝﻨﺘﺎﺌﺞ ﺇﻝﻰ ﺘﻤﺘﻊ ﺍﻝﻤﻘﻴﺎﺱ ﺒﺩﺭﺠﺔ ﻤﺭﺘﻔﻌﺔ ﻤﻥ ﺍﻝﺼﺩﻕ ﻭﺍﻝﺜﺒﺎﺕ ﻋﻠﻰ ﻋﻴﻨﺎﺕ ﺒﻠﻎ ﻋﺩﺩﻫﺎ‬
‫)‪ (١٠٠٠‬ﻁﺎﻝﺏ ﺠﺎﻤﻌﻰ ‪ ،‬ﻜﺎﻨﺕ ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﺍﻝﺒﻨﻭﺩ ﺒﺎﻝﺒﻌﺩ ﺍﻝﺫﻯ ﻴﻨﺘﻤﻰ ﺇﻝﻴﻪ ﻤﻭﺠﺒﺔ ﻭﺩﺍﻝﺔ‬
‫ﺍﺤﺼﺎﺌﻴﹰﺎ ﻭﺃﻥ ﺍﻝﻨﻤﻭﺫﺝ ﺍﻝﺴﺒﺎﻋﻰ ﻝﻠﺤﻜﻤﺔ ﻫﻭ ﺃﻓﻀل ﺍﻝﻨﻤﺎﺫﺝ ﻓﻰ ﺘﺤﻘﻴﻕ ﺸﺭﻭﻁ ﺤﺴﻥ ﺍﻝﻤﻁﺎﺒﻘﺔ‪.‬‬
‫ﻭﺤﻅﻴﺕ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺜﻤﺎﻨﻴﺔ ﺒﺄﻋﻠﻰ ﺘﺸﺒﻌﺎﺕ ﻝﻠﺒﻨﻭﺩ‪.‬‬
‫ﻭﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺘﺎﻥ ﺒﺘﻌﺭﻴﺏ ﺍﻝﻤﻘﻴﺎﺱ ﻭﻋﺭﻀﻪ ﻝﻠﺘﺭﺠﻤﺔ ﻭﺍﻝﻨﺴﺨﺔ ﺍﻷﺠﻨﺒﻴﺔ ﻋﻠﻰ ﻋﺩﺩ ﻤﻥ‬
‫ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﻓﻰ ﺍﻝﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ ﻭﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻭﺘﻡ ﺘﻌﺩﻴل‬
‫ﺼﻴﺎﻏﺔ ﺒﻌﺽ ﺍﻝﺒﻨﻭﺩ ﺒﻨﺎﺀ ﻋﻠﻰ ﺃﺭﺍﺀ ﺍﻝﻤﺤﻜﻤﻴﻥ‪.‬‬
‫ﻭﻗﺩ ﺘﻡ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﻋﻠﻰ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﺍﻝﻤﻜﻭﻨﺔ ﻤﻥ )‪ (٢٠٠‬ﻁﺎﻝﺏ‬
‫ﻭﻁﺎﻝﺒﺔ ﺒﺎﻝﻔﺭﻗﺘﻴﻥ ﺍﻷﻭﻝﻰ ﻭﺍﻝﺭﺍﺒﻌﺔ ﺒﺠﺎﻤﻌﺔ ﺍﻝﺯﻗﺎﺯﻴﻕ ‪ ،‬ﻭﺘﻡ ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﻭﺼﺩﻕ ﻫﺫﺍ ﺍﻝﻤﻘﻴﺎﺱ ﻋﻠﻰ‬
‫ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬
‫ﺃﻭ ﹰﻻ‪ :‬ﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ‬
‫)‪ (١‬ﺘﻡ ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﺒﻁﺭﻴﻘﺘﻴﻥ ﻫﻤﺎ‪:‬‬
‫)ﺃ( ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﻝﻜﺭﻭﻨﺒﺎﺥ ﻝﻜل ﺒ‪‬ﻌﺩ ﻓﺭﻋﻲ ﻋﻠﻰ ﺤﺩﺓ )ﺒﻌﺩﺩ ﻋﺒﺎﺭﺍﺕ ﻜل ﺒ‪‬ﻌﺩ ﻓﺭﻋﻲ ‪ ،‬ﻭﻓﻲ‬
‫ﻜل ﻤﺭﺓ ﻴﺘﻡ ﺤﺫﻑ ﺩﺭﺠﺎﺕ ﺇﺤﺩﻯ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻤﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﻝﻪ ﺍﻝﻌﺒﺎﺭﺓ ‪،‬‬
‫ﻭﺃﺴﻔﺭﺕ ﺘﻠﻙ ﺍﻝﺨﻁﻭﺓ ﻋﻥ ﺃﻥ ﺠﻤﻴﻊ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺜﺎﺒﺘﺔ‪ ،‬ﺤﻴﺙ ﻭ‪‬ﺠﺩ ﺃﻥ ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﻝﻜل ﺒ‪‬ﻌﺩ ﻓﻲ ﺤﺎﻝﺔ‬
‫ﻏﻴﺎﺏ ﺍﻝﻌﺒﺎﺭﺓ ﺃﻗل ﻤﻥ ﺃﻭ ﻴﺴﺎﻭﻱ ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ ﺍﻝﻌﺒﺎﺭﺓ ﻓﻲ ﺤﺎﻝﺔ‬
‫ﻭﺠﻭﺩﻫﺎ ‪ ،‬ﺃﻱ ﺃﻥ ﺘﺩﺨل ﻋﺒﺎﺭﺍﺕ ﻜل ﺒ‪‬ﻌﺩ ﻓﺭﻋﻲ ﻻ ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﻨﺨﻔﺎﺽ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺍﻝﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ‬
‫ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ‪ .‬ﻭﺫﻝﻙ ﺒﺎﺴﺘﺜﻨﺎﺀ )‪ (٣‬ﻋﺒﺎﺭﺍﺕ ﻭﻫﻲ ‪ :‬ﺍﻝﻌﺒﺎﺭﺓ ﺭﻗﻡ ‪) ٥‬ﻓﻲ ﺒ‪‬ﻌﺩ ﺍﻝﺜﺒﺎﺕ ﺍﻝﻭﺠﺩﺍﻨﻲ(‪،‬‬
‫ﻭﺍﻝﻌﺒﺎﺭﺓ ﺭﻗﻡ ‪) ٣٣‬ﻓﻲ ﺒ‪‬ﻌﺩ ﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ(‪ ،‬ﻭﺍﻝﻌﺒﺎﺭﺓ ﺭﻗﻡ ‪) ٦٢‬ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻠﺘﻌﻠﻡ( ﻭﻗﺩ ﺘﻡ ﺤﺫﻑ ﻫﺫﻩ‬
‫ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻝﺜﻼﺙ‪.‬‬
‫)ﺏ( ﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻝﻌﺒﺎﺭﺓ ﻭﺍﻝﺩﺭﺠﺎﺕ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﻝﻪ‬
‫ﺍﻝﻌﺒﺎﺭﺓ ﻭﺫﻝﻙ ﻝﻠﻌﺒﺎﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻡ ﺍﻹﺒﻘﺎﺀ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻝﺨﻁﻭﺓ ﺍﻝﺴﺎﺒﻘﺔ ‪ ،‬ﻓ ‪‬ﻭﺠِﺩ ﺃﻥ ﺠﻤﻴﻊ ﻤﻌﺎﻤﻼﺕ‬
‫ﺍﻻﺭﺘﺒﺎﻁ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ‪ ،‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺍﻻﺘﺴﺎﻕ ﺍﻝﺩﺍﺨﻠﻲ ﻭﺜﺒﺎﺕ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﺍﻝﺘﻲ ﺘﻡ‬
‫ﺍﻹﺒﻘﺎﺀ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻝﺨﻁﻭﺓ ﺍﻝﺴﺎﺒﻘﺔ‪ .‬ﻭﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ (٨‬ﻴﻭﻀﺢ ﻤﻌﺎﻤﻼﺕ ﺜﺒﺎﺕ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ‬
‫ﺒﺎﻝﻁﺭﻴﻘﺘﻴﻥ ﺍﻝﺴﺎﺒﻘﺘﻴﻥ‪.‬‬

‫‪١١٦‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫)‪ (٢‬ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ ﻭﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ‪:‬‬

‫ﺘﻡ ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ ﻭﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﺒﻁﺭﻴﻘﺘﻴﻥ‪ :‬ﺍﻷﻭﻝﻰ ﻋﻥ ﻁﺭﻴﻕ‬
‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﻝـ ﻜﺭﻭﻨﺒﺎﺥ‪ ،‬ﻭﺍﻝﺜﺎﻨﻴﺔ ﻋﻥ ﻁﺭﻴﻕ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺍﻝﺘﺠﺯﺌﺔ ﺍﻝﻨﺼﻔﻴﺔ ﻝـ ﺴﺒﻴﺭﻤﺎﻥ‪-‬‬
‫ﺒﺭﺍﻭﻥ ‪ ، Spearman-Brown‬ﻓﻭ‪‬ﺠﺩ ﺃﻥ ﻤﻌﺎﻤﻼﺕ ﺜﺒﺎﺕ ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ ﻭﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ ﻝﻠﻤﻘﻴﺎﺱ‬
‫ﺒﺎﻝﻁﺭﻴﻘﺘﻴﻥ ﻤﺭﺘﻔﻌﺔ‪ ،‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ ﻝﻠﻤﻘﻴﺎﺱ ﻭﺜﺒﺎﺕ ﺃﺒﻌﺎﺩﻩ ﺍﻝﻔﺭﻋﻴﺔ‪ ،‬ﻜﻤﺎ ﺒﺎﻝﺠﺩﻭل ﺭﻗﻡ‬
‫)‪ (٧‬ﺍﻝﺘﺎﻝﻲ‪:‬‬
‫ﺠﺩﻭل )‪(٧‬‬
‫ﻤﻌﺎﻤﻼﺕ ﺜﺒﺎﺕ ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ ﻭﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ )ﻥ = ‪(٢٠٠‬‬
‫ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ‬
‫ﻋﺩﺩ‬
‫ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺍﻝﺘﺠﺯﺌﺔ ﺍﻝﻨﺼﻔﻴﺔ‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ‬ ‫ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ‬ ‫ﻡ‬
‫ﺍﻝﻌﺒﺎﺭﺍﺕ‬
‫ﻝـ ﺴﺒﻴﺭﻤﺎﻥ‪ -‬ﺒﺭﺍﻭﻥ‬ ‫ﻝـ ﻜﺭﻭﻨﺒﺎﺥ‬
‫‪٠,٧٢١‬‬ ‫‪٠,٦٦٠‬‬ ‫‪٤‬‬ ‫ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺫﺍﺘﻴﺔ‬ ‫‪١‬‬
‫‪٠,٨٥١‬‬ ‫‪٠,٧٦٦‬‬ ‫‪٤‬‬ ‫ﺍﻝﺜﺒﺎﺕ ﺍﻝﻭﺠﺩﺍﻨﻲ‬ ‫‪٢‬‬
‫‪٠,٩١٦‬‬ ‫‪٠,٨٩٣‬‬ ‫‪١٢‬‬ ‫ﺇﻴﺜﺎﺭ ﺍﻝﺫﺍﺕ‬ ‫‪٣‬‬
‫‪٠,٨٦٧‬‬ ‫‪٠,٨١٧‬‬ ‫‪١٠‬‬ ‫ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻹﻝﻬﺎﻡ‬ ‫‪٤‬‬
‫‪٠,٧٥٤‬‬ ‫‪٠,٧٤٥‬‬ ‫‪٧‬‬ ‫ﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ‬ ‫‪٥‬‬
‫‪٠,٨٧٦‬‬ ‫‪٠,٨٠١‬‬ ‫‪١١‬‬ ‫ﺍﻝﺨﺒﺭﺓ ﺍﻝﺤﻴﺎﺘﻴﺔ‬ ‫‪٦‬‬
‫‪٠,٨٦٠‬‬ ‫‪٠,٨٤١‬‬ ‫‪١١‬‬ ‫ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ‬ ‫‪٧‬‬
‫‪٠,٧٣٩‬‬ ‫‪٠,٦٢٩‬‬ ‫‪٤‬‬ ‫ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻠﺘﻌﻠﻡ‬ ‫‪٨‬‬
‫‪٠,٩٥٥‬‬ ‫‪٠,٩٣٥‬‬ ‫‪٦٣‬‬ ‫ﺍﻝﻤﻘﻴﺎﺱ ﻜﻜل‬

‫ﺜﺎﻨﻴ‪‬ﺎ‪ :‬ﺼﺩﻕ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ‬

‫)‪ (١‬ﺼﺩﻕ ﺍﻝﻌﺒﺎﺭﺍﺕ‪:‬‬
‫ﺘﻡ ﺤﺴﺎﺏ ﺼﺩﻕ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﻋﻥ ﻁﺭﻴﻕ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺔ‬
‫ﺍﻝﻌﺒﺎﺭﺓ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ ﺍﻝﻌﺒﺎﺭﺓ ﻓﻲ ﺤﺎﻝﺔ ﺤﺫﻑ ﺩﺭﺠﺔ ﺍﻝﻌﺒﺎﺭﺓ ﻤﻥ‬
‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ ﺍﻝﻌﺒﺎﺭﺓ ﺒﺎﻋﺘﺒﺎﺭ ﺃﻥ ﺒﻘﻴﺔ ﻋﺒﺎﺭﺍﺕ ﺍﻝﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﻤﺤﻜﹰﺎ‬
‫ﻝﻠﻌﺒﺎﺭﺓ ‪ ،‬ﻭﺫﻝﻙ ﻝﻠﻌﺒﺎﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻡ ﺍﻹﺒﻘﺎﺀ ﻋﻠﻴﻬﺎ ﺍﻝﺜﺎﺒﺘﺔ )‪ ٦٣‬ﻋﺒﺎﺭﺓ(‪ .‬ﻭﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ (٨‬ﺍﻝﺘﺎﻝﻲ‬
‫ﻴﻭﻀﺢ ﻤﻌﺎﻤﻼﺕ ﺼﺩﻕ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ‪:‬‬

‫‪١١٧‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺠﺩﻭل )‪(٨‬‬
‫ﻤﻌﺎﻤﻼﺕ ﺜﺒﺎﺕ ﻭﺼﺩﻕ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ )ﻥ = ‪(٢٠٠‬‬
‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﺎﻝﺒ‪‬ﻌﺩ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﺎﻝﺒ‪‬ﻌﺩ ﻓﻲ ﺤﺎﻝﺔ ﺤﺫﻑ‬
‫)‪(١‬‬
‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ‬ ‫ﺍﻝﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻝﺒ‪‬ﻌﺩ‬
‫ﺩﺭﺠﺔ ﺍﻝﻌﺒﺎﺭﺓ ﻤﻥ ﺍﻝﺒ‪‬ﻌﺩ‬
‫‪**٠,٣٨‬‬ ‫‪**٠,٦٩‬‬ ‫‪٠,٦٣٨‬‬ ‫‪١‬‬ ‫ﺍﻷﻭل‬
‫‪**٠,٥٥‬‬ ‫‪**٠,٧٨‬‬ ‫‪٠,٥١٢‬‬ ‫‪٢‬‬ ‫ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺫﺍﺘﻴﺔ‬
‫‪**٠,٤٩‬‬ ‫‪**٠,٧٠‬‬ ‫‪٠,٥٧٠‬‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻝﻠﺒ‪‬ﻌﺩ ‪٣‬‬
‫‪**٠,٣٦‬‬ ‫‪**٠,٦٧‬‬ ‫‪٠,٦٤٦‬‬ ‫‪٤‬‬ ‫= ‪٠,٦٦٠‬‬
‫‪-‬‬ ‫‪-‬‬ ‫‪٠,٧٦٦‬‬ ‫‪٥‬‬ ‫ﺍﻝﺜﺎﻨﻲ‬
‫‪**٠,٤١‬‬ ‫‪**٠,٥٦‬‬ ‫‪٠,٧٣٣‬‬ ‫‪٦‬‬ ‫ﺍﻝﺜﺒﺎﺕ ﺍﻝﻭﺠﺩﺍﻨﻲ‬
‫‪**٠,٦١‬‬ ‫‪**٠,٨١‬‬ ‫‪٠,٦٦٠‬‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻝﻠ ‪‬ﺒﻌﺩ ‪٧‬‬
‫‪**٠,٦٨‬‬ ‫‪**٠,٨٦‬‬ ‫‪٠,٦٢٦‬‬ ‫‪٨‬‬ ‫= ‪٠,٧٤٥‬‬
‫‪**٠,٥٥‬‬ ‫‪**٠,٨٠‬‬ ‫‪٠,٦٨٣‬‬ ‫‪٩‬‬
‫‪**٠,٦٠‬‬ ‫‪**٠,٦٨‬‬ ‫‪٠,٨٨٤‬‬ ‫‪١٠‬‬ ‫ﺍﻝﺜﺎﻝﺙ‬
‫‪**٠,٧٩‬‬ ‫‪**٠,٨٣‬‬ ‫‪٠,٨٧٤‬‬ ‫‪١١‬‬ ‫ﺇﻴﺜﺎﺭ ﺍﻝﺫﺍﺕ‬
‫‪**٠,٧٠‬‬ ‫‪**٠,٧٦‬‬ ‫‪٠,٨٧٩‬‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻝﻠﺒ‪‬ﻌﺩ ‪١٢‬‬
‫‪**٠,٥٨‬‬ ‫‪**٠,٦٧‬‬ ‫‪٠,٨٨٥‬‬ ‫‪١٣‬‬ ‫= ‪٠,٨٩٣‬‬
‫‪**٠,٦٥‬‬ ‫‪**٠,٧١‬‬ ‫‪٠,٨٨٢‬‬ ‫‪١٤‬‬
‫‪**٠,٥٧‬‬ ‫‪**٠,٦٧‬‬ ‫‪٠,٨٨٧‬‬ ‫‪١٥‬‬
‫‪**٠,٦٢‬‬ ‫‪**٠,٦٨‬‬ ‫‪٠,٨٨٤‬‬ ‫‪١٦‬‬
‫‪**٠,٧٦‬‬ ‫‪**٠,٨١‬‬ ‫‪٠,٨٧٦‬‬ ‫‪١٧‬‬
‫‪**٠,٦٠‬‬ ‫‪**٠,٦٧‬‬ ‫‪٠,٨٨٤‬‬ ‫‪١٨‬‬
‫‪**٠,٥٣‬‬ ‫‪**٠,٦١‬‬ ‫‪٠,٨٨٨‬‬ ‫‪١٩‬‬
‫‪**٠,٣٧‬‬ ‫‪**٠,٤٨‬‬ ‫‪٠,٨٩٣‬‬ ‫‪٢٠‬‬
‫‪**٠,٥٣‬‬ ‫‪**٠,٦١‬‬ ‫‪٠,٨٨٨‬‬ ‫‪٢١‬‬
‫‪**٠,٤٣‬‬ ‫‪**٠,٥٩‬‬ ‫‪٠,٨١١‬‬ ‫‪٢٢‬‬ ‫ﺍﻝﺭﺍﺒﻊ‬
‫‪**٠,٣٦‬‬ ‫‪**٠,٤٩‬‬ ‫‪٠,٨١٤‬‬ ‫‪٢٣‬‬ ‫ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻹﻝﻬﺎﻡ‬
‫‪**٠,٥٨‬‬ ‫‪**٠,٦٨‬‬ ‫‪٠,٧٩٢‬‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻝﻠﺒ‪‬ﻌﺩ ‪٢٤‬‬
‫‪**٠,٤٨‬‬ ‫‪**٠,٦١‬‬ ‫‪٠,٨٠٢‬‬ ‫‪٢٥‬‬ ‫= ‪٠,٨١٧‬‬

‫‪**٠,٤٩‬‬ ‫‪**٠,٥٩‬‬ ‫‪٠,٨٠٢‬‬ ‫‪٢٦‬‬

‫‪**٠,٦٠‬‬ ‫‪**٠,٧٠‬‬ ‫‪٠,٧٨٩‬‬ ‫‪٢٧‬‬
‫‪**٠,٦٤‬‬ ‫‪**٠,٧٣‬‬ ‫‪٠,٧٨٥‬‬ ‫‪٢٨‬‬

‫‪١١٨‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﺎﻝﺒ‪‬ﻌﺩ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﺎﻝﺒ‪‬ﻌﺩ ﻓﻲ ﺤﺎﻝﺔ ﺤﺫﻑ‬

‫)‪(١‬‬
‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ‬ ‫ﺍﻝﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻝﺒ‪‬ﻌﺩ‬
‫ﺩﺭﺠﺔ ﺍﻝﻌﺒﺎﺭﺓ ﻤﻥ ﺍﻝﺒ‪‬ﻌﺩ‬
‫‪**٠,٥١‬‬ ‫‪**٠,٦٤‬‬ ‫‪٠,٨٠٠‬‬ ‫‪٢٩‬‬
‫‪**٠,٤٣‬‬ ‫‪**٠,٥٥‬‬ ‫‪٠,٨٠٧‬‬ ‫‪٣٠‬‬
‫‪**٠,٥٠‬‬ ‫‪**٠,٦٠‬‬ ‫‪٠,٨٠١‬‬ ‫‪٣١‬‬
‫‪**٠,٣٧‬‬ ‫‪**٠,٥٣‬‬ ‫‪٠,٦٤٥‬‬ ‫‪٣٢‬‬ ‫ﺍﻝﺨﺎﻤﺱ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪٠,٧٤٥‬‬ ‫‪٣٣‬‬ ‫ﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ‬
‫‪**٠,٤٢‬‬ ‫‪**٠,٦٠‬‬ ‫‪٠,٦٣٥‬‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻝﻠﺒ‪‬ﻌﺩ ‪٣٤‬‬
‫‪**٠,٥٤‬‬ ‫‪**٠,٧٢‬‬ ‫‪٠,٦٠٩‬‬ ‫‪٣٥‬‬ ‫= ‪٠,٦٧٦‬‬
‫‪**٠,٤٤‬‬ ‫‪**٠,٦٧‬‬ ‫‪٠,٦٣٥‬‬ ‫‪٣٦‬‬
‫‪**٠,٣٩‬‬ ‫‪**٠,٦٢‬‬ ‫‪٠,٦٤١‬‬ ‫‪٣٧‬‬
‫‪**٠,٦٩‬‬ ‫‪**٠,٧٩‬‬ ‫‪٠,٥٧١‬‬ ‫‪٣٨‬‬
‫‪**٠,٢٦‬‬ ‫‪**٠,٥٣‬‬ ‫‪٠,٦٧١‬‬ ‫‪٣٩‬‬
‫‪**٠,٥٧‬‬ ‫‪**٠,٦٦‬‬ ‫‪٠,٧٧٥‬‬ ‫‪٤٠‬‬ ‫ﺍﻝﺴﺎﺩﺱ‬
‫‪**٠,٥٣‬‬ ‫‪**٠,٦٣‬‬ ‫‪٠,٧٧٩‬‬ ‫‪٤١‬‬ ‫ﺍﻝﺨﺒﺭﺓ ﺍﻝﺤﻴﺎﺘﻴﺔ‬
‫‪**٠,٥٨‬‬ ‫‪**٠,٦٧‬‬ ‫‪٠,٧٧٤‬‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻝﻠﺒ‪‬ﻌﺩ ‪٤٢‬‬
‫‪**٠,٥٠‬‬ ‫‪**٠,٥٩‬‬ ‫‪٠,٧٨٣‬‬ ‫‪٤٣‬‬ ‫= ‪٠,٨٠١‬‬
‫‪**٠,٤٨‬‬ ‫‪**٠,٥٧‬‬ ‫‪٠,٧٨٥‬‬ ‫‪٤٤‬‬
‫‪**٠,٤٧‬‬ ‫‪**٠,٥٩‬‬ ‫‪٠,٧٨٥‬‬ ‫‪٤٥‬‬
‫‪**٠,٣٩‬‬ ‫‪**٠,٥٢‬‬ ‫‪٠,٧٩٣‬‬ ‫‪٤٦‬‬
‫‪**٠,٤٤‬‬ ‫‪**٠,٥٥‬‬ ‫‪٠,٧٨٨‬‬ ‫‪٤٧‬‬
‫‪**٠,٣٧‬‬ ‫‪**٠,٥٠‬‬ ‫‪٠,٧٩٤‬‬ ‫‪٤٨‬‬
‫‪**٠,٤٤‬‬ ‫‪**٠,٦١‬‬ ‫‪٠,٧٩٢‬‬ ‫‪٤٩‬‬
‫‪**٠,٤٢‬‬ ‫‪**٠,٥٦‬‬ ‫‪٠,٧٩١‬‬ ‫‪٥٠‬‬
‫‪**٠,٤٠‬‬ ‫‪**٠,٥٥‬‬ ‫‪٠,٨٤١‬‬ ‫‪٥١‬‬ ‫ﺍﻝﺴﺎﺒﻊ‬
‫‪**٠,٥٣‬‬ ‫‪**٠,٦٤‬‬ ‫‪٠,٨٢٧‬‬ ‫‪٥٢‬‬ ‫ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ‬
‫‪**٠,٤٣‬‬ ‫‪**٠,٥٥‬‬ ‫‪٠,٨٣٦‬‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ‪٥٣‬‬
‫‪**٠,٥١‬‬ ‫‪**٠,٦١‬‬ ‫‪٠,٨٢٩‬‬ ‫‪٥٤‬‬ ‫ﻝﻠﺒ‪‬ﻌﺩ = ‪٠,٨٤١‬‬
‫‪**٠,٤٧‬‬ ‫‪**٠,٥٨‬‬ ‫‪٠,٨٣٢‬‬ ‫‪٥٥‬‬
‫‪**٠,٥٤‬‬ ‫‪**٠,٦٣‬‬ ‫‪٠,٨٢٧‬‬ ‫‪٥٦‬‬
‫‪**٠,٥٧‬‬ ‫‪**٠,٦٥‬‬ ‫‪٠,٨٢٥‬‬ ‫‪٥٧‬‬
‫‪**٠,٦٥‬‬ ‫‪**٠,٧٢‬‬ ‫‪٠,٨١٨‬‬ ‫‪٥٨‬‬

‫‪١١٩‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﺎﻝﺒ‪‬ﻌﺩ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﺎﻝﺒ‪‬ﻌﺩ ﻓﻲ ﺤﺎﻝﺔ ﺤﺫﻑ‬

‫)‪(١‬‬
‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ‬ ‫ﺍﻝﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻝﺒ‪‬ﻌﺩ‬
‫ﺩﺭﺠﺔ ﺍﻝﻌﺒﺎﺭﺓ ﻤﻥ ﺍﻝﺒ‪‬ﻌﺩ‬
‫‪**٠,٦٦‬‬ ‫‪**٠,٧٥‬‬ ‫‪٠,٨١٥‬‬ ‫‪٥٩‬‬
‫‪**٠,٤٦‬‬ ‫‪**٠,٥٥‬‬ ‫‪٠,٨٣٣‬‬ ‫‪٦٠‬‬
‫‪**٠,٦٠‬‬ ‫‪**٠,٦٨‬‬ ‫‪٠,٨٢٣‬‬ ‫‪٦١‬‬
‫‪-‬‬ ‫‪-‬‬ ‫‪٠,٦٢٩‬‬ ‫‪٦٢‬‬ ‫ﺍﻝﺜﺎﻤﻥ‬
‫‪**٠,٣٩‬‬ ‫‪**٠,٥٧‬‬ ‫‪٠,٥٦٣‬‬ ‫‪٦٣‬‬ ‫ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻠﺘﻌﻠﻡ‬
‫‪**٠,٤١‬‬ ‫‪**٠,٧٠‬‬ ‫‪٠,٥٤٩‬‬ ‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ‪٦٤‬‬
‫‪**٠,٣٥‬‬ ‫‪**٠,٧٠‬‬ ‫‪٠,٥٧٩‬‬ ‫‪٦٥‬‬ ‫ﻝﻠﺒ‪‬ﻌﺩ = ‪٠,٦٢١‬‬
‫‪**٠,٥٠‬‬ ‫‪**٠,٧٨‬‬ ‫‪٠,٤٩٠‬‬ ‫‪٦٦‬‬

‫)‪ (١‬ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﺎﻝﺒ‪‬ﻌﺩ ﻓﻲ ﺤﺎﻝﺔ ﻭﺠﻭﺩ ﺩﺭﺠﺔ ﺍﻝﻌﺒﺎﺭﺓ ﻀﻤﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ‬
‫** ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠١‬‬ ‫* ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠٥‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﺠﺩﻭل ﺍﻝﺴﺎﺒﻕ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺃﻥ ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﻝـ ﻜﺭﻭﻨﺒﺎﺥ ﻝﻜل ﺒ‪‬ﻌﺩ ﻓﺭﻋﻲ ﻓﻲ ﺤﺎﻝﺔ ﺤﺫﻑ ﻜل ﻋﺒﺎﺭﺓ ﻤﻥ ﻋﺒﺎﺭﺍﺘﻪ ﺃﻗل ﻤﻥ‬
‫ﺃﻭ ﻴﺴﺎﻭﻱ ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ ﺍﻝﻌﺒﺎﺭﺓ ‪ ،‬ﺃﻱ ﺃﻥ ﺘﺩﺨل ﺍﻝﻌﺒﺎﺭﺓ ﻻ ﻴﺅﺩﻱ‬
‫ﺇﻝﻰ ﺍﻨﺨﻔﺎﺽ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺍﻝﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ ‪ ،‬ﻭﺃﻥ ﺍﺴﺘﺒﻌﺎﺩﻫﺎ ﻴﺅﺩﻱ ﺇﻝﻰ ﺨﻔﺽ ﻫﺫﺍ‬
‫ﺍﻝﻤﻌﺎﻤل‪ .‬ﻭﺫﻝﻙ ﺒﺎﺴﺘﺜﻨﺎﺀ )‪ (٣‬ﻋﺒﺎﺭﺍﺕ ﻭﻫﻲ ‪ :‬ﺍﻝﻌﺒﺎﺭﺓ ﺭﻗﻡ ‪) ٥‬ﻓﻲ ﺒ‪‬ﻌﺩ ﺍﻝﺜﺒﺎﺕ ﺍﻝﻭﺠﺩﺍﻨﻲ( ‪ ،‬ﻭﺍﻝﻌﺒﺎﺭﺓ‬
‫ﺭﻗﻡ ‪) ٣٣‬ﻓﻲ ﺒ‪‬ﻌﺩ ﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ(‪ ،‬ﻭﺍﻝﻌﺒﺎﺭﺓ ﺭﻗﻡ ‪) ٦٢‬ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻠﺘﻌﻠﻡ ( ﻭﻗﺩ ﺘﻡ ﺤﺫﻑ ﻫﺫﻩ ﺍﻝﻌﺒﺎﺭﺍﺕ‬
‫ﺍﻝﺜﻼﺙ‪.‬‬
‫ﺃﻥ ﺠﻤﻴﻊ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺔ ﻜل ﻋﺒﺎﺭﺓ ﻤﻥ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻡ ﺍﻹﺒﻘﺎﺀ ﻋﻠﻴﻬﺎ‬
‫ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ ﺍﻝﻌﺒﺎﺭﺓ )ﻓﻲ ﺤﺎﻝﺔ ﻭﺠﻭﺩ ﺩﺭﺠﺔ ﺍﻝﻌﺒﺎﺭﺓ ﻓﻲ ﺍﻝﺩﺭﺠﺔ‬
‫ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ( ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ (٠,٠١‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺍﻻﺘﺴﺎﻕ‬
‫ﺍﻝﺩﺍﺨﻠﻲ ﻭﺜﺒﺎﺕ ﺠﻤﻴﻊ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﺍﻝﺘﻲ ﺘﻡ ﺍﻹﺒﻘﺎﺀ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺃﻥ ﺠﻤﻴﻊ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺔ ﻜل ﻋﺒﺎﺭﺓ ﻤﻥ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ‬
‫ﺍﻝﻔﺭﻋﻲ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ ﺍﻝﻌﺒﺎﺭﺓ )ﻓﻲ ﺤﺎﻝﺔ ﺤﺫﻑ ﺩﺭﺠﺔ ﺍﻝﻌﺒﺎﺭﺓ ﻤﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺒ‪‬ﻌﺩ ﺍﻝﻔﺭﻋﻲ‬
‫ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ( ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺇﻤﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ (٠,٠١‬ﺃﻭ ﻤﺴﺘﻭﻯ )‪ (٠,٠٥‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺼﺩﻕ‬
‫ﺠﻤﻴﻊ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﺍﻝﺘﻲ ﺘﻡ ﺍﻹﺒﻘﺎﺀ ﻋﻠﻴﻬﺎ‪.‬‬
‫)‪ (٢‬ﺼﺩﻕ ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ‪:‬‬
‫ﺘﻡ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﻋﻥ ﻁﺭﻴﻕ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‬
‫ﺒﻴﻥ ﺩﺭﺠﺔ ﻜل ﺒ‪‬ﻌﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ‪ ،‬ﻓﻜﺎﻨﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺍﻷﺒﻌﺎﺩ ﺒﺎﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬

‫‪١٢٠‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﻝﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﻜﻤﺎ ﻴﻠﻲ‪) ٠,٥٤٤ :‬ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺫﺍﺘﻴﺔ(‪) ٠,٦٠٣ ،‬ﺍﻝﺜﺒﺎﺕ ﺍﻝﻭﺠﺩﺍﻨﻲ(‪) ٠,٦٩٢ ،‬ﺇﻴﺜﺎﺭ‬
‫ﺍﻝﺫﺍﺕ(‪) ٠,٧٤١ ،‬ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻹﻝﻬﺎﻡ(‪) ٠,٧٢٤،‬ﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ(‪) ٠,٧٨٣ ،‬ﺍﻝﺨﺒﺭﺓ ﺍﻝﺤﻴﺎﺘﻴﺔ(‪،‬‬
‫‪) ٠,٧٥٧‬ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ(‪) ٠,٥٢٧ ،‬ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻠﺘﻌﻠﻡ( ﻭﻫﻲ ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﻤﺭﺘﻔﻌﺔ ﻭﺠﻤﻴﻌﻬﺎ‬
‫ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ ،(٠,٠١‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺼﺩﻕ ﺍﻷﺒﻌﺎﺩ ﺍﻝﻔﺭﻋﻴﺔ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ‪.‬‬
‫)‪ (٣‬ﺍﻝﺼﺩﻕ ﺍﻝﻜﻠﻲ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪:‬‬
‫ﺘﻡ ﺤﺴﺎﺏ ﺍﻝﺼﺩﻕ ﺍﻝﻜﻠﻲ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﻋﻥ ﻁﺭﻴﻕ ﺤﺴﺎﺏ ﺍﻝﺼﺩﻕ ﺍﻝﺫﺍﺘﻲ ‪ ،‬ﻭﺫﻝﻙ‬
‫ﺒﺤﺴﺎﺏ ﺍﻝﺠﺫﺭ ﺍﻝﺘﺭﺒﻴﻌﻲ ﻝﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﺍﻝﻜﻠﻲ ﻝﻠﻤﻘﻴﺎﺱ ﺍﻝﻨﺎﺘﺞ ﻤﻥ ﻁﺭﻴﻘﺔ ﺃﻝﻔﺎ ﻝـ ﻜﺭﻭﻨﺒﺎﺥ‪ ،‬ﻓﻭ‪‬ﺠﺩ ﺃﻥ‬
‫ﻴﺴﺎﻭﻱ )‪ ،(٠,٩٦٧‬ﻭﻫﻭ ﻤﻌﺎﻤل ﻤﺭﺘﻔﻊ ﺠﺩ‪‬ﺍ ‪ ،‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺍﻝﺼﺩﻕ ﺍﻝﻜﻠﻲ ﻝﻠﻤﻘﻴﺎﺱ ‪.‬‬
‫ﻭﻤﻥ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺘﺄﻜﺩ ﻝﻠﺒﺎﺤﺜﺘﻴﻥ ﺜﺒﺎﺕ ﻭﺼﺩﻕ ﻤﻘﻴﺎﺱ ﺍﻝﺤﻜﻤﺔ ﻭﺼﻼﺤﻴﺘﻪ ﻝﻘﻴﺎﺱ‬
‫ﺍﻝﺤﻜﻤﺔ ﻝﺩﻯ ﻁﻼﺏ ﺍﻝﺠﺎﻤﻌﺔ‪ .‬ﺤﻴﺙ ﺘﺸﻴﺭ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻌﺎﻝﻴﺔ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻤﻘﻴﺎﺱ ﺇﻝﻰ ﺍﺭﺘﻔﺎﻉ ﺍﻝﺤﻜﻤﺔ ﻝﺩﻯ‬
‫ﺍﻝﻤﺴﺘﺠﻴﺏ ‪ ،‬ﺃﻤﺎ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻤﻨﺨﻔﻀﺔ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻤﻘﻴﺎﺱ ﻓﺘﺸﻴﺭ ﺇﻝﻰ ﺍﻨﺨﻔﺎﺽ ﺍﻝﺤﻜﻤﺔ ﻝﺩﻯ ﺍﻝﻤﺴﺘﺠﻴﺏ‪،‬‬
‫ﻭﺃﻗﺼﻰ ﺩﺭﺠﺔ ﻴﻤﻜﻥ ﺃﻥ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻝﻤﺴﺘﺠﻴﺏ ﻋﻠﻰ ﺠﻤﻴﻊ ﻋﺒﺎﺭﺍﺕ ﺍﻝﻤﻘﻴﺎﺱ ﻫﻲ )‪ (٤٤١‬ﺩﺭﺠﺔ‬
‫ﺒﻴﻨﻤﺎ )‪ (٦٣‬ﺩﺭﺠﺔ ﻫﻲ ﺃﻗل ﺩﺭﺠﺔ ﻴﻤﻜﻥ ﺃﻥ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻝﻤﺴﺘﺠﻴﺏ‪.‬‬
‫ﺜﺎﻝﺜﺎ ‪ :‬ﻤﻘﻴﺎﺱ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ‪:‬‬
‫ﻝﻘﺩ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺘﺎﻥ ﻓﻰ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﻤﻘﻴﺎﺱ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭﻫﻭ ﻤﻥ ﺇﻋﺩﺍﺩ ) ﻋﻁﺎﻑ‬
‫ﻤﺤﻤﻭﺩ ﺃﺒﻭ ﻏﺎﻝﻰ ‪ . (٢٠١٢ ،‬ﻭﻴﺘﻜﻭﻥ ﺍﻝﻤﻘﻴﺎﺱ ﻤﻥ )‪ (٣٠‬ﻓﻘﺭﺓ ﻭﻴﺤﺩﺩ ﺍﻝﻁﺎﻝﺏ ﺍﺴﺘﺠﺎﺒﺘﻪ ﻋﻠﻰ‬
‫ﻤﻔﺭﺩﺍﺕ ﺍﻝﻤﻘﻴﺎﺱ ﺘﺒﻌﹰﺎ ﻷﺴﻠﻭﺏ " ﻝﻴﻜﺎﺭﺕ" ﻭﺫﻝﻙ ﺒﺎﺨﺘﻴﺎﺭ ﺃﺤﺩ ﺍﻝﺒﺩﺍﺌل ﺍﻝﺨﻤﺴﺔ ﺍﻝﺘﺎﻝﻴﺔ ) ﺃﻭﺍﻓﻕ ﺒﺸﺩﺓ ‪،‬‬
‫ﺃﻭﺍﻓﻕ ‪ ،‬ﻤﺤﺎﻴﺩ ‪ ،‬ﻻ ﺃﻭﺍﻓﻕ ‪ ،‬ﻻ ﺃﻭﺍﻓﻕ ﺒﺸﺩﺓ( ﻭﺘﻌﻁﻰ ﺩﺭﺠﺎﺕ ) ‪ (١-٢-٣-٤-٥‬ﻋﻠﻰ ﺍﻝﺘﻭﺍﻝﻰ‪.‬‬
‫ﻭﻴﻌﺘﻤﺩ ﻫﺫﺍ ﺍﻝﻤﻘﻴﺎﺱ ﻓﻰ ﻗﻴﺎﺴﻪ ﻝﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻋﻠﻰ ﺜﻼﺜﺔ ﺃﺒﻌﺎﺩ ﺭﺌﻴﺴﻴﺔ ﻭﻫﻤﺎ ) ﺍﻝﻤﺒﺎﺩﺭﺓ – ﺍﻝﻤﺠﻬﻭﺩ‬
‫– ﺍﻝﻤﺜﺎﺒﺭﺓ( ﻭﻴﻨﺩﺭﺝ ﺘﺤﺕ ﻜل ﺒﻌﺩ ﻋﺩﺩ)‪ (١٠‬ﻤﻥ ﺍﻝﻔﻘﺭﺍﺕ ﻭﻴﻭﻀﺢ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻰ ﺃﺭﻗﺎﻡ ﺍﻝﻔﻘﺭﺍﺕ ﻓﻰ‬
‫ﻜل ﺒﻌﺩ‪.‬‬
‫ﺠﺩﻭل )‪(٩‬‬
‫ﻓﻘﺭﺍﺕ ﻤﻘﻴﺎﺱ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭﺃﺭﻗﺎﻡ ﺍﻝﻔﻘﺭﺍﺕ ﺒﻜل ﺒﻌﺩ‬
‫ﻋﺩﺩ ﺍﻝﻔﻘﺭﺍﺕ‬ ‫ﺃﺭﻗﺎﻡ ﺍﻝﻔﻘﺭﺍﺕ‬ ‫ﺍﻝﺒﻌﺩ‬
‫‪١٠‬‬ ‫‪٢٨-٢٥-٢٢-١٩-١٦-١٣-١٠-٧-٤-١‬‬ ‫ﺍﻝﻤﺒﺎﺩﺭﺓ‬
‫‪١٠‬‬ ‫‪٢٩-٢٦-٢٣-٢٠-١٧-١٤-١١-٨-٥-٢‬‬ ‫ﺍﻝﻤﺠﻬﻭﺩ‬
‫‪١٠‬‬ ‫‪٣٠-٢٧-٢٤-٢١-١٨-١٥-١٢-٩-٦-٣‬‬ ‫ﺍﻝﻤﺜﺎﺒﺭﺓ‬

‫ﻭﺘﺭﺍﻭﺤﺕ ﺩﺭﺠﺔ ﻜل ﺒﻌﺩ ﺒﻴﻥ ) ‪ (٥٠-١٠‬ﺩﺭﺠﺔ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﻤﻘﻴﺎﺱ ﺒﻴﻥ )‪-٣٠‬‬
‫‪ (١٥٠‬ﺩﺭﺠﺔ‪ .‬ﻭﺘﻨﻘﺴﻡ ﺍﻝﻤﻔﺭﺩﺍﺕ ﺇﻝﻰ ﻤﻔﺭﺩﺍﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻭﺴﻠﺒﻴﺔ ﻭﻜﺎﻨﺕ ﺍﻝﻔﻘﺭﺍﺕ ﺍﻝﺴﻠﺒﻴﺔ ﺃﺭﻗﺎﻤﻬﺎ )‪-١‬‬

‫‪١٢١‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫‪ . (٢٩-٢٤-٢٢-٢١-١٤-١٠-٩-٤-٣-٢‬ﻭﺘﺸﻴﺭ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻤﺭﺘﻔﻌﺔ ﻋﻠﻰ ﻤﻔﺭﺩﺍﺕ ﺍﻝﻤﻘﻴﺎﺱ‬

‫ﺇﻝﻰ ﻤﺴﺘﻭﻯ ﻋﺎ ًل ﻤﻥ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭﺍﻝﻌﻜﺱ ﺼﺤﻴﺢ‪.‬‬
‫ﻭﻗﺎﻤﺕ ﻤ‪‬ﻌﺩﺓ ﺍﻝﻤﻘﻴﺎﺱ ﺒﺎﻝﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ ﺍﻻﺘﺴﺎﻕ ﺍﻝﺩﺍﺨﻠﻰ ﺒﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﻤﻥ‬
‫ﺩﺭﺠﺎﺕ ﻜل ﺒﻌﺩ ﻤﻥ ﺍﻻﺒﻌﺎﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻭﻜﺎﻨﺕ ﻗﻴﻤﺔ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﻫﻰ ) ‪-٠,٧٢ -٠,٧٣‬‬
‫‪ (٠,٧١‬ﻝﻜل ﺒﻌﺩ ﻋﻠﻰ ﺍﻝﺘﻭﺍﻝﻰ‪.‬‬
‫ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﻤ‪‬ﻌﺩﺓ ﺍﻝﻤﻘﻴﺎﺱ ﺇﻝﻰ ﺃﻥ ﺃﺒﻌﺎﺩ ﺍﻝﻤﻘﻴﺎﺱ ﺘﺘﻤﺘﻊ ﺒﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﻗﻭﻴﻪ ﻭﺩﺍﻝﺔ ﺍﺤﺼﺎﺌﻴ ﹰﺎ‬
‫ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻝﺔ ﺃﻗل ﻤﻥ )‪ (٠,٠١‬ﻭﻫﺫﺍ ﺩﻝﻴل ﻋﻠﻰ ﺃﻥ ﺍﻝﻤﻘﻴﺎﺱ ﻴﺘﻤﺘﻊ ﺒﻤﻌﺎﻤل ﺼﺩﻕ ﻋﺎ ٍل‪.‬‬
‫ﻭﻝﻠﺘﺄﻜﺩ ﻤﻥ ﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ﺘﻡ ﺍﻝﺘﺤﻘﻕ ﻤﻨﻬﺎ ﺒﺜﻼﺜﺔ ﻁﺭﻕ‪ :‬ﺍﻷﻭﻝﻰ ﻋﻥ ﻁﺭﻴﻘﺔ ﺍﻝﺘﺠﺯﺌﺔ ﺍﻝﻨﺼﻔﻴﺔ ﻭﻗﺩ‬
‫ﺒﻠﻐﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻝﺜﺒﺎﺕ ﻋﻠﻰ ﺃﺒﻌﺎﺩ ﺍﻝﻤﻘﻴﺎﺱ )‪ (٠,٨٠‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺘﻤﺘﻊ ﺍﻝﻤﻘﻴﺎﺱ ﺒﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ ﻤﻥ‬
‫ﺍﻝﺜﺒﺎﺕ‪ .‬ﻭﺍﻝﺜﺎﻨﻴﺔ ﻋﻥ ﻁﺭﻴﻕ ﺤﺴﺎﺏ ﻤﻌﺎﻤل " ﺃﻝﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ" ﻭﻗﺩ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ )‪ (٠,٨١‬ﻭﻫﻭ‬
‫ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﻴﺸﻴﺭ ﺇﻝﻰ ﺼﻼﺤﻴﺔ ﺍﻝﻤﻘﻴﺎﺱ‪ .‬ﻭﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﺜﺎﻝﺜﺔ ﻭﻫﻰ ﺇﻋﺎﺩﺓ ﺘﻁﺒﻴﻕ ﺍﻝﻤﻘﻴﺎﺱ ﺤﻴﺙ ﺘﻡ‬
‫ﺘﻁﺒﻴﻕ ﺍﻝﻤﻘﻴﺎﺱ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﺴﺘﻁﻼﻋﻴﺔ ﻗﻭﺍﻤﻬﺎ )‪ (٤٠‬ﻁﺎﻝﺒ ﹰﺎ ﺠﺎﻤﻌﻴ ﹰﺎ ﻭﺒﻌﺩ ﺜﻼﺜﺔ ﺃﺴﺎﺒﻴﻊ ﺘﻡ ﺘﻁﺒﻴﻘﻪ‬
‫ﻤﺭﺓ ﺃﺨﺭﻯ ﻋﻠﻰ ﻨﻔﺱ ﺍﻝﻌﻴﻨﺔ‪ .‬ﻭﻜﺎﻥ ﻤﻌﺎﻤل ﺜﺒﺎﺘﻪ )‪ (٠,٨٦‬ﻭﻫﻭ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﻋﺎ ٍل ﻭﺩﺍل ﺍﺤﺼﺎﺌﻴﹰﺎ‪.‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﻭ ﻤﻨﺎﻗﺸﺘﻬﺎ‪:‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻝﻔﺭﺽ ﺍﻷﻭل ‪ :‬ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﺍﻷﻭل ﺍﻝﺫﻱ ﻴﻨﺹ ﻋﻠﻰ ﺃﻨﻪ‪ " :‬ﻻ ﻴﻭﺠﺩ‬
‫ﻓﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ " ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﺨﺘﺒﺎﺭ)ﺕ( ﻝﻠﻌﻴﻨﺘﻴﻥ ﺍﻝﻤﺴﺘﻘﻠﺘﻴﻥ ‪ ،‬ﻓﻜﺎﻨﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻜﻤﺎ ﺒﺎﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪:‬‬
‫ﺠﺩﻭل )‪(١٠‬‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻝﺩﻻﻝﺔ ﺍﻝﻔﺭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‬
‫ﺇﻨﺎﺙ = )ﻥ = ‪(٤٥٣‬‬ ‫ﺫﻜﻭﺭ )ﻥ = ‪(٨٧‬‬
‫ﻗﻴﻤﺔ )ﺕ(‬
‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻝﻤﺘﻐﻴﺭ‬
‫ﻭﺩﻻﻝﺘﻬﺎ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬
‫ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﻤﻌﻴﺎﺭﻱ‬

‫‪**٢,٦٨‬‬ ‫‪٤,٥٧‬‬ ‫‪٢٣,٤٧‬‬ ‫‪٤,٩٠‬‬ ‫‪٢٤,٩٢‬‬ ‫ﺍﻝﺼﻼﺒﺔ‬

‫‪٠,٩٥‬‬ ‫‪٤,٣٨‬‬ ‫‪٢٤,٦٩‬‬ ‫‪٥,٩٤‬‬ ‫‪٢٥,٣٢‬‬ ‫ﺍﻝﺘﻔﺎﺅل‬
‫‪٠,٦٥‬‬ ‫‪٣,٧٤‬‬ ‫‪٢٣,٧٣‬‬ ‫‪٤,٦٣‬‬ ‫‪٢٣,٣٩‬‬ ‫ﻭﻓﺭﺓ ﻜﻔﺎﻴﺔ ﺍﻝﻤﻭﺍﺭﺩ‬
‫‪١,٠٣‬‬ ‫‪٤,٠٣‬‬ ‫‪١٩,٥١‬‬ ‫‪٤,١٥‬‬ ‫‪٢٠,٠٠‬‬ ‫ﺍﻝﻬﺩﻑ ﺍﻝﻤﺭﺍﺩ ﺘﺤﻘﻴﻘﻪ‬
‫‪١,١٠‬‬ ‫‪١٤,٠٣‬‬ ‫‪٩١,٤٠‬‬ ‫‪١٧,٩٣‬‬ ‫‪٩٣,٦٣‬‬ ‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‬

‫** ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠١‬‬ ‫* ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠٥‬‬

‫‪١٢٢‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﺠﺩﻭل ﺍﻝﺴﺎﺒﻕ ﻤﺎ ﻴﻠﻲ‪:‬‬

‫• ﻭﺠﻭﺩ ﻓﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻱ )‪ (٠,٠١‬ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ‬
‫ﺒ‪‬ﻌﺩ )ﺍﻝﺼﻼﺒﺔ( ﻝﺼﺎﻝﺢ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ‪ .‬ﺃﻱ ﺃﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻓﻲ ﺒ‪‬ﻌﺩ‬
‫)ﺍﻝﺼﻼﺒﺔ( ﺃﻋﻠﻰ ﺒﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻤﻥ ﻨﻅﻴﺭﻩ ﻝﺩﻯ ﺍﻹﻨﺎﺙ‪.‬‬
‫• ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺃﺒﻌﺎﺩ ) ﺍﻝﺘﻔﺎﺅل‬
‫ﻭﻓﺭﺓ ﻜﻔﺎﻴﺔ ﺍﻝﻤﻭﺍﺭﺩ ‪ ،‬ﺍﻝﻬﺩﻑ ﺍﻝﻤﺭﺍﺩ ﺘﺤﻘﻴﻘﻪ( ﻭﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪ .‬ﺃﻱ ﺃﻨﻪ‬
‫ﻴﻭﺠﺩ ﺘﻘﺎﺭﺏ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺃﺒﻌﺎﺩ ) ﺍﻝﺘﻔﺎﺅل ‪ ،‬ﻭﻓﺭﺓ ﻜﻔﺎﻴﺔ ﺍﻝﻤﻭﺍﺭﺩ ‪،‬‬
‫ﺍﻝﻬﺩﻑ ﺍﻝﻤﺭﺍﺩ ﺘﺤﻘﻴﻘﻪ( ﻭﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪.‬‬
‫ﻭﻤﻥ ﺇﺠﻤﺎﻝﻲ ﻨﺘﺎﺌﺞ ﺍﻝﻔﺭﺽ ﺍﻷﻭل ﻴﺘﻀﺢ ﺃﻨﻪ ﺒﻭﺠﻪ ﻋﺎﻡ ﻗﺩ ﺘﺤﻘﻕ ‪ ،‬ﺃﻱ ﺘﻡ ﻗﺒﻭل ﺍﻝﻔﺭﺽ‬
‫ﺍﻝﺼﻔﺭﻱ ﻓﻲ ﺃﺭﺒﻊ ﺤﺎﻻﺕ ﻭﺘﻡ ﺭﻓﻀﻪ ﻓﻲ ﺤﺎﻝﺔ ﻭﺍﺤﺩﺓ ‪ ،‬ﺤﻴﺙ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻝﻔﺭﺽ ﺇﻝﻰ ﻭﺠﻭﺩ‬
‫ﻓﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺒ‪‬ﻌﺩ )ﺍﻝﺼﻼﺒﺔ( ﻝﺼﺎﻝﺢ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ‬
‫ﺍﻝﺫﻜﻭﺭ ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺒﻘﻴﺔ‬
‫ﺍﻷﺒﻌﺎﺩ ﺍﻝﺜﻼﺜﺔ ﻭﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻤﺩﻯ ﺍﺘﺴﺎﻕ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻝﻔﺭﺽ ﻤﻊ ﻤﺎ ﺍﻨﺘﻬﺕ ﺍﻝﻴﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ‪ ،‬ﻓﻨﺠﺩ‬
‫ﻗﺩﺭﺍ ﻤﻥ ﺍﻻﺘﺴﺎﻕ ﻭ ﺍﻻﺘﻔﺎﻕ ﻤﻊ ﺒﻌﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻰ ﺃﺸﺎﺭﺕ ﺍﻝﻰ ﺍﺭﺘﻔﺎﻉ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ‬
‫ﺍﻝﺫﻜﻭﺭ ﻤﺜل ﺒﺤﺙ ﻜل ﻤﻥ ‪Mumford& Rose,2002, Copeland, 2007, Hodes et‬‬
‫)‪ (al,2008‬ﺒﻴﻨﻤﺎ ﺍﺨﺘﻠﻔﺕ ﻤﻊ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻰ ﺃﺸﺎﺭﺕ ﺍﻝﻰ ﺍﺭﺘﻔﺎﻋﻬﺎ ﻝﺩﻯ ﺍﻻﻨﺎﺙ & ‪, Sun‬‬
‫)‪Stewart,2007‬ﻤﺜل ﺒﺤﺙ ﻜل ﻤﻥ ) ﺃﺸﺭﻑ ﻤﺤﻤﺩ ﻤﺤﻤﺩ ﻋﻁﻴﺔ‪ . (٢٠١١،‬ﻭﻜﺫﻝﻙ ﺍﺘﻔﻘﺕ ﻤﻊ‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﺫﻯ ﺃﺸﺎﺭ ﺍﻝﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻝﺫﻜﻭﺭ ﻭ ﺍﻹﻨﺎﺙ ﻓﻰ ﺩﺭﺠﺔ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ) ‪(Mistry‬‬
‫‪.et al. , 2009‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻨﻰ ‪ :‬ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻨﻲ ﺍﻝﺫﻱ ﻴﻨﺹ ﻋﻠﻰ ﺃﻨﻪ‪ " :‬ﻻ ﻴﻭﺠﺩ‬
‫ﻓﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ ﺍﻝﻔﺭﻗﺔ ﺍﻷﻭﻝﻰ ﻭﺍﻝﻔﺭﻗﺔ ﺍﻝﺭﺍﺒﻌﺔ ﻓﻲ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ " ﺘﻡ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻝﻠﻌﻴﻨﺘﻴﻥ ﺍﻝﻤﺴﺘﻘﻠﺘﻴﻥ ‪ ،‬ﻓﻜﺎﻨﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻜﻤﺎ ﺒﺎﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫‪١٢٣‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺠﺩﻭل )‪(١١‬‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻝﺩﻻﻝﺔ ﺍﻝﻔﺭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ ﺍﻝﻔﺭﻗﺔ ﺍﻷﻭﻝﻰ‬
‫ﻭﺍﻝﻔﺭﻗﺔ ﺍﻝﺭﺍﺒﻌﺔ ﻓﻲ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‬
‫ﺍﻝﻔﺭﻗﺔ ﺍﻝﺭﺍﺒﻌﺔ‬ ‫ﺍﻝﻔﺭﻗﺔ ﺍﻷﻭﻝﻰ‬
‫ﻗﻴﻤﺔ )ﺕ(‬ ‫)ﻥ = ‪(٢٢٠‬‬ ‫)ﻥ = ‪(٣٢٠‬‬
‫ﺍﻝﻤﺘﻐﻴﺭ‬
‫ﻭﺩﻻﻝﺘﻬﺎ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬
‫ﺍﻝﻤﺘﻭﺴﻁ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬
‫ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﻤﻌﻴﺎﺭﻱ‬

‫‪٠,٦٦‬‬ ‫‪٥,٠٠‬‬ ‫‪٢٣,٥٤‬‬ ‫‪٤,٣٩‬‬ ‫‪٢٣,٨٢‬‬ ‫ﺍﻝﺼﻼﺒﺔ‬

‫‪٠,١٩‬‬ ‫‪٤,٨٥‬‬ ‫‪٢٤,٧٥‬‬ ‫‪٤,٥٤‬‬ ‫‪٢٤,٨٢‬‬ ‫ﺍﻝﺘﻔﺎﺅل‬
‫‪٠,٤٥‬‬ ‫‪٣,٩٩‬‬ ‫‪٢٣,٥٩‬‬ ‫‪٣,٨٣‬‬ ‫‪٢٣,٧٤‬‬ ‫ﻭﻓﺭﺓ ﻜﻔﺎﻴﺔ ﺍﻝﻤﻭﺍﺭﺩ‬
‫‪٠,٠٦‬‬ ‫‪٤,١٩‬‬ ‫‪١٩,٥٨‬‬ ‫‪٣,٩٦‬‬ ‫‪١٩,٦٠‬‬ ‫ﺍﻝﻬﺩﻑ ﺍﻝﻤﺭﺍﺩ ﺘﺤﻘﻴﻘﻪ‬
‫‪٠,٤٠‬‬ ‫‪١٥,٤٤‬‬ ‫‪٩١,٤٥‬‬ ‫‪١٤,٢٥‬‬ ‫‪٩١,٩٨‬‬ ‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‬

‫** ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠١‬‬ ‫* ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠٥‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﺠﺩﻭل ﺍﻝﺴﺎﺒﻕ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ ﺍﻝﻔﺭﻗﺔ ﺍﻷﻭﻝﻰ ﻭﺍﻝﻔﺭﻗﺔ ﺍﻝﺭﺍﺒﻌﺔ ﻓﻲ ﺠﻤﻴﻊ‬
‫ﺍﻷﺒﻌﺎﺩ ﻭﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪ .‬ﺃﻱ ﺃﻨﻪ ﻴﻭﺠﺩ ﺘﻘﺎﺭﺏ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ ﺍﻝﻔﺭﻗﺔ‬
‫ﺍﻷﻭﻝﻰ ﻭﺍﻝﻔﺭﻗﺔ ﺍﻝﺭﺍﺒﻌﺔ ﻓﻲ ﺠﻤﻴﻊ ﺍﻷﺒﻌﺎﺩ ﻭﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪.‬‬
‫ﻭﻤﻥ ﺇﺠﻤﺎﻝﻲ ﻨﺘﺎﺌﺞ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻨﻲ ﻴﺘﻀﺢ ﺃﻨﻪ ﻗﺩ ﺘﺤﻘﻕ ‪ ،‬ﺃﻱ ﺘﻡ ﻗﺒﻭل ﺍﻝﻔﺭﺽ ﺍﻝﺼﻔﺭﻱ ﻓﻲ ﺠﻤﻴﻊ‬
‫ﺍﻝﺤﺎﻻﺕ ‪ ،‬ﺤﻴﺙ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻝﻔﺭﺽ ﺇﻝﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﻲ ﺩﺭﺠﺎﺕ‬
‫ﺍﻝﻔﺭﻗﺔ ﺍﻷﻭﻝﻰ ﻭﺍﻝﻔﺭﻗﺔ ﺍﻝﺭﺍﺒﻌﺔ ﻓﻲ ﺠﻤﻴﻊ ﺍﻷﺒﻌﺎﺩ ﻭﻓﻲ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‪ .‬ﻭﺍﺨﺘﻠﻔﺕ‬
‫ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻝﻔﺭﺽ ﻤﻊ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺘﻰ ﺃﺸﺎﺭﺕ ﺍﻝﻰ ﺍﺭﺘﻔﺎﻉ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻋﻨﺩ‬
‫ﺍﻷﺸﺨﺎﺹ ﺍﻷﻜﺒﺭ ﺴﻨﺎ ﻤﺜل ﺒﺤﺙ ﻜل ﻤﻥ )‪.(Copeland,2007, Sun & Stewart,2007‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻝﺙ ‪ :‬ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻝﺙ ﺍﻝﺫﻱ ﻴﻨﺹ ﻋﻠﻰ ﺃﻨﻪ ‪ " :‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ‬
‫ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻭﺍﻝﺤﻜﻤﺔ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ " ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻝـ‬
‫ﺒﻴﺭﺴﻭﻥ‪ ،‬ﻓﻜﺎﻨﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻜﻤﺎ ﺒﺎﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫‪١٢٤‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺠﺩﻭل )‪(١٢‬‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﻝـ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻭﺍﻝﺤﻜﻤﺔ‬
‫ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ )ﻥ = ‪(٥٤٠‬‬
‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‬
‫ﺍﻝﻤﺭﺍﺩ‬ ‫ﺍﻝﻬﺩﻑ‬ ‫ﻜﻔﺎﻴﺔ‬ ‫ﻭﻓﺭﺓ‬ ‫ﺍﻝﺤﻜﻤﺔ‬ ‫ﻡ‬
‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬ ‫ﺍﻝﺘﻔﺎﺅل‬ ‫ﺍﻝﺼﻼﺒﺔ‬
‫ﺘﺤﻘﻴﻘﻪ‬ ‫ﺍﻝﻤﻭﺍﺭﺩ‬
‫‪**٠,٣٣‬‬ ‫‪**٠,٢٧‬‬ ‫‪**٠,٢٨‬‬ ‫‪**٠,٣٤‬‬ ‫‪**٠,٢٤‬‬ ‫ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺫﺍﺘﻴﺔ‬ ‫‪١‬‬
‫‪**٠,٢٧‬‬ ‫‪**٠,٢٠‬‬ ‫‪**٠,٢٢‬‬ ‫‪**٠,٢٢‬‬ ‫‪**٠,٢٦‬‬ ‫ﺍﻝﺜﺒﺎﺕ ﺍﻝﻭﺠﺩﺍﻨﻲ‬ ‫‪٢‬‬
‫‪**٠,٤٨‬‬ ‫‪**٠,٣٩‬‬ ‫‪**٠,٤٤‬‬ ‫‪**٠,٤٢‬‬ ‫‪**٠,٣٩‬‬ ‫ﺇﻴﺜﺎﺭ ﺍﻝﺫﺍﺕ‬ ‫‪٣‬‬
‫‪**٠,٤٣‬‬ ‫‪**٠,٣٧‬‬ ‫‪**٠,٣٤‬‬ ‫‪**٠,٣٩‬‬ ‫‪**٠,٣٨‬‬ ‫ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻹﻝﻬﺎﻡ‬ ‫‪٤‬‬
‫‪**٠,٤٧‬‬ ‫‪**٠,٣٧‬‬ ‫‪**٠,٣٩‬‬ ‫‪**٠,٤٤‬‬ ‫‪**٠,٤٢‬‬ ‫ﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ‬ ‫‪٥‬‬
‫‪**٠,٤٧‬‬ ‫‪**٠,٣٦‬‬ ‫‪**٠,٤٢‬‬ ‫‪**٠,٤١‬‬ ‫‪**٠,٤٠‬‬ ‫ﺍﻝﺨﺒﺭﺓ ﺍﻝﺤﻴﺎﺘﻴﺔ‬ ‫‪٦‬‬
‫‪**٠,٥١‬‬ ‫‪**٠,٤٣‬‬ ‫‪**٠,٤٥‬‬ ‫‪**٠,٤٤‬‬ ‫‪**٠,٤٢‬‬ ‫ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ‬ ‫‪٧‬‬
‫‪**٠,٤٨‬‬ ‫‪**٠,٤٢‬‬ ‫‪**٠,٤١‬‬ ‫‪**٠,٣٩‬‬ ‫‪**٠,٤٢‬‬ ‫ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻠﺘﻌﻠﻡ‬ ‫‪٨‬‬
‫‪**٠,٥٧‬‬ ‫‪**٠,٤٦‬‬ ‫‪**٠,٤٩‬‬ ‫‪**٠,٥٠‬‬ ‫‪**٠,٤٨‬‬ ‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺤﻜﻤﺔ‬

‫** ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠١‬‬ ‫* ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠٥‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﺠﺩﻭل ﺍﻝﺴﺎﺒﻕ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ )ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪ (٠,٠١‬ﺒﻴﻥ ﺠﻤﻴﻊ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻲ ﻭﺠﻤﻴﻊ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺤﻜﻤﺔ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫ﻭﻤﻥ ﺇﺠﻤﺎﻝﻲ ﻨﺘﺎﺌﺞ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻝﺙ ﻴﺘﻀﺢ ﺃﻨﻪ ﻗﺩ ﺘﺤﻘﻕ ‪ ،‬ﺃﻱ ﺘﻡ ﻗﺒﻭل ﺍﻝﻔﺭﺽ ﺍﻝﺒﺩﻴل ﻭﺭﻓﺽ‬
‫ﺍﻝﻔﺭﺽ ﺍﻝﺼﻔﺭﻱ ‪ ،‬ﺤﻴﺙ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻝﻔﺭﺽ ﺇﻝﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ‬
‫ﺠﻤﻴﻊ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻭﺠﻤﻴﻊ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺤﻜﻤﺔ ﻝﺩﻯ ﻁﻠﺒﺔ‬
‫ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻤﺩﻯ ﺍﺘﺴﺎﻕ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻝﻔﺭﺽ ﻤﻊ ﻤﺎ ﺍﻨﺘﻬﺕ ﺍﻝﻴﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ‪ ،‬ﻓﻨﺠﺩ ﺍﺘﺴﺎﻕ ﻭ‬
‫ﺍﺘﻔﺎﻕ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻝﻔﺭﺽ ﻤﻊ ﻨﺘﻴﺠﺔ ﺭﻭﻫﺎﺭﻴﻜﻭﻓﺎ ﻭﺁﺨﺭﻴﻥ )‪ (Roharikova, et al., 2013‬ﺍﻝﺘﻰ‬
‫ﺃﺸﺎﺭﺕ ﺍﻝﻰ ﺃﻥ ﺃﺒﻌﺎﺩ ﺍﻝﺤﻜﻤﺔ ﺘﺭﺘﺒﻁ ﺍﻴﺠﺎﺒﻴﺎ ﺒﺈﺒﻌﺎﺩ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ‪.‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻝﻔﺭﺽ ﺍﻝﺭﺍﺒﻊ ‪ :‬ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﺍﻝﺭﺍﺒﻊ ﺍﻝﺫﻱ ﻴﻨﺹ ﻋﻠﻰ ﺃﻨﻪ ‪ " :‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ‬
‫ﺍﺭﺘﺒﺎﻁﻴﻪ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ " ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻝـ‬
‫ﺒﻴﺭﺴﻭﻥ ‪ ،‬ﻓﻜﺎﻨﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻜﻤﺎ ﺒﺎﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫‪١٢٥‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺠﺩﻭل )‪(١٣‬‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﻝـ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ‬
‫ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ )ﻥ = ‪(٥٤٠‬‬
‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‬
‫ﺍﻝﻤﺭﺍﺩ‬ ‫ﺍﻝﻬﺩﻑ‬ ‫ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ‬ ‫ﻡ‬
‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬ ‫ﻭﻓﺭﺓ ﻜﻔﺎﻴﺔ ﺍﻝﻤﻭﺍﺭﺩ‬ ‫ﺍﻝﺘﻔﺎﺅل‬ ‫ﺍﻝﺼﻼﺒﺔ‬
‫ﺘﺤﻘﻴﻘﻪ‬
‫‪**٠,٣٤‬‬ ‫‪**٠,٢٧‬‬ ‫‪**٠,٢٨‬‬ ‫‪**٠,٢٩‬‬ ‫‪**٠,٣١‬‬ ‫ﺍﻝﻤﺒﺎﺩﺭﺓ‬ ‫‪١‬‬
‫‪**٠,٣١‬‬ ‫‪**٠,٢٣‬‬ ‫‪**٠,٢٤‬‬ ‫‪**٠,٣٠‬‬ ‫‪**٠,٢٧‬‬ ‫ﺍﻝﻤﺠﻬﻭﺩ‬ ‫‪٢‬‬
‫‪**٠,٢٣‬‬ ‫‪**٠,١٥‬‬ ‫‪**٠,٢٢‬‬ ‫‪**٠,٢١‬‬ ‫‪**٠,١٩‬‬ ‫ﺍﻝﻤﺜﺎﺒﺭﺓ‬ ‫‪٣‬‬
‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻔﺎﻋﻠﻴﺔ‬
‫‪**٠,٣٦‬‬ ‫‪**٠,٢٧‬‬ ‫‪**٠,٣١‬‬ ‫‪**٠,٣٣‬‬ ‫‪**٠,٣٢‬‬
‫ﺍﻝﺫﺍﺕ‬

‫** ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠١‬‬ ‫* ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠٥‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﺠﺩﻭل ﺍﻝﺴﺎﺒﻕ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ )ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪ (٠,٠١‬ﺒﻴﻥ ﺠﻤﻴﻊ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻲ ﻭﺠﻤﻴﻊ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫ﻭﻤﻥ ﺇﺠﻤﺎﻝﻲ ﻨﺘﺎﺌﺞ ﺍﻝﻔﺭﺽ ﺍﻝﺭﺍﺒﻊ ﻴﺘﻀﺢ ﺃﻨﻪ ﻗﺩ ﺘﺤﻘﻕ ‪ ،‬ﺃﻱ ﺘﻡ ﻗﺒﻭل ﺍﻝﻔﺭﺽ ﺍﻝﺒﺩﻴل ﻭﺭﻓﺽ‬
‫ﺍﻝﻔﺭﺽ ﺍﻝﺼﻔﺭﻱ ‪ ،‬ﺤﻴﺙ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻝﻔﺭﺽ ﺇﻝﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ‬
‫ﺠﻤﻴﻊ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻭﺠﻤﻴﻊ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻯ‬
‫ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻤﺩﻯ ﺍﺘﺴﺎﻕ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻝﻔﺭﺽ ﻤﻊ ﻤﺎ ﺍﻨﺘﻬﺕ ﺍﻝﻴﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ‪ ،‬ﻓﻨﺠﺩ ﻗﺩﺭﺍ ﻤﻥ‬
‫ﺍﻻﺘﺴﺎﻕ ﻭ ﺍﻻﺘﻔﺎﻕ ﻤﻊ ﺒﻌﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻰ ﺃﺸﺎﺭﺕ ﺍﻝﻰ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﺩﺍل ﺍﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻰ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻤﺜل ﺒﺤﺙ ﻜل ﻤﻥ‬
‫) ‪.(Finn & Rock, 1997, Hamill,2003, Martin &Marsh,2006‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻝﻔﺭﺽ ﺍﻝﺨﺎﻤﺱ ‪ :‬ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﺍﻝﺨﺎﻤﺱ ﺍﻝﺫﻱ ﻴﻨﺹ ﻋﻠﻰ ﺃﻨﻪ ‪ " :‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ‬
‫ﺘﺄﺜﻴﺭ ﻭﺘﺄﺜﺭ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻭﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ " ﻓﻘﺩ ﺘﻡ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﺘﺤﻠﻴل ﺍﻝﻤﺴﺎﺭ ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺍﺨﺘﺒﺎﺭ ﻋﺩﺓ ﻨﻤﺎﺫﺝ ﻓﻲ ﻫﺫﻩ ﺍﻝﺨﻁﻭﺓ ‪ ،‬ﻭﺃﻓﻀل ﻨﻤﻭﺫﺝ‬
‫ﻨﻤﻭﺫﺝ ﺘﺤﻠﻴل ﺍﻝﻤﺴﺎﺭ ﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻪ ﻫﻭ ﺫﻝﻙ ﺍﻝﻨﻤﻭﺫﺝ ﺍﻝﺫﻱ ﻴﺤﺘﻭﻱ ﻋﻠﻰ ﺍﻝﺘﺄﺜﻴﺭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ -‬ﺘﺄﺜﻴﺭ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻋﻠﻰ ﻜل ﻤﻥ‪ :‬ﺍﻝﺤﻜﻤﺔ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ‪.‬‬
‫ﺘﺄﺜﻴﺭ ﺍﻝﺤﻜﻤﺔ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ‪ .‬ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﺒﺎﻝﺸﻜل ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫‪١٢٦‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫‬
‫‪٠,٢٦‬‬ ‫ا
ات‬

‫ا د‬
‫ا‬ ‫‪٠,١٨‬‬

‫‪٠,٥٧‬‬ ‫ا‬

‫ﺸﻜل )‪:(٣‬‬
‫ﻨﻤﻭﺫﺝ ﺘﺤﻠﻴل ﺍﻝﻤﺴﺎﺭ ﻝﻠﺘﺄﺜﻴﺭﺍﺕ ﺍﻝﻤﺘﺒﺎﺩﻝﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻭﺍﻝﺤﻜﻤﺔ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ‬
‫ﻭﻗﺩ ﺤﻅﻲ ﻨﻤﻭﺫﺝ ﺘﺤﻠﻴل ﺍﻝﻤﺴﺎﺭ ﻝﻠﺘﺄﺜﻴﺭﺍﺕ ﺍﻝﻤﺘﺒﺎﺩﻝﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻭﺍﻝﺤﻜﻤﺔ‬
‫ﻭﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﺍﻝﻤﻭﻀﺢ ﺒﺎﻝﺸﻜل ﺍﻝﺴﺎﺒﻕ ﻋﻠﻰ ﻤﻁﺎﺒﻘﺔ ﺘﺎﻤﺔ ﻝﻠﺒﻴﺎﻨﺎﺕ ﻤﻭﻀﻊ ﺍﻻﺨﺘﺒﺎﺭ‪ ،‬ﺤﻴﺙ ﻗﻴﻤﺔ‬
‫ﻤﺭﺒﻊ ﻜﺎﻱ = ﺼﻔﺭ ﻭﻤﺴﺘﻭﻯ ﺩﻻﻝﺘﻬﺎ = ‪ .١‬ﻭﻴﻭﻀﺢ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﺍﻝﺘﺄﺜﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻴﺘﻀﻤﻨﻬﺎ ﻨﻤﻭﺫﺝ‬
‫ﺘﺤﻠﻴل ﺍﻝﻤﺴﺎﺭ‪:‬‬
‫ﺠﺩﻭل )‪(١٤‬‬
‫ﺍﻝﺘﺄﺜﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻴﺤﺘﻭﻱ ﻋﻠﻴﻬﺎ ﻨﻤﻭﺫﺝ ﺘﺤﻠﻴل ﺍﻝﻤﺴﺎﺭ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‬
‫ﻭﺍﻝﺤﻜﻤﺔ ﻭﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ )ﻥ = ‪(٥٤٠‬‬
‫ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﺜﺭ‬
‫ﺍﻝﺤﻜﻤﺔ‬ ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ‬
‫ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺘﺄﺜﺭ‬
‫ﺍﻝﺨﻁﺄ ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﺨﻁﺄ ﺍﻝﻤﻌﻴﺎﺭﻱ‬
‫ﻗﻴﻤﺔ )ﺕ(‬ ‫ﺍﻝﺘﺄﺜﻴﺭ‬ ‫ﻗﻴﻤﺔ )ﺕ(‬ ‫ﺍﻝﺘﺄﺜﻴﺭ‬
‫ﻝﺘﻘﺩﻴﺭ ﺍﻝﺘﺄﺜﻴﺭ‬ ‫ﻝﺘﻘﺩﻴﺭ ﺍﻝﺘﺄﺜﻴﺭ‬
‫‪**٣,٦٤‬‬ ‫‪٠,٠٤٨‬‬ ‫‪٠,١٨‬‬ ‫‪**٥,٣٢‬‬ ‫‪٠,٠٤٨‬‬ ‫‪٠,٢٦‬‬ ‫ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ‬
‫‪**١٦,٠١‬‬ ‫‪٠,٠٣٥‬‬ ‫‪٠,٥٧‬‬ ‫ﺍﻝﺤﻜﻤﺔ‬

‫** ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠١‬‬ ‫* ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠٥‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﺠﺩﻭل ﺍﻝﺴﺎﺒﻕ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫
ﻭﺠﻭﺩ ﺘﺄﺜﻴﺭ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ )ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪ (٠,٠١‬ﻝﻠﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻲ ﻋﻠﻰ ﻜل ﻤﻥ ‪ :‬ﻓﺎﻋﻠﻴﺔ‬
‫ﺍﻝﺫﺍﺕ ﻭﺍﻝﺤﻜﻤﺔ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫
ﻭﺠﻭﺩ ﺘﺄﺜﻴﺭ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ )ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪ (٠,٠١‬ﻝﻠﺤﻜﻤﺔ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﻁﻠﺒﺔ‬
‫ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫ﻭﻤﻥ ﺇﺠﻤﺎﻝﻲ ﻨﺘﺎﺌﺞ ﺍﻝﻔﺭﺽ ﺍﻝﺨﺎﻤﺱ ﻴﺘﻀﺢ ﺃﻨﻪ ﻗﺩ ﺘﺤﻘﻕ ‪ ،‬ﺃﻱ ﺘﻡ ﻗﺒﻭل ﺍﻝﻔﺭﺽ ﺍﻝﺒﺩﻴل ﻭﺭﻓﺽ‬
‫ﺍﻝﻔﺭﺽ ﺍﻝﺼﻔﺭﻱ ‪ ،‬ﺤﻴﺙ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻝﻔﺭﺽ ﺇﻝﻰ ﻭﺠﻭﺩ ﺘﺄﺜﻴﺭ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻝﻠﺼﻤﻭﺩ‬

‫‪١٢٧‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺍﻝﻨﻔﺴﻲ ﻋﻠﻰ ﻜل ﻤﻥ ‪ :‬ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭﺍﻝﺤﻜﻤﺔ ‪ ،‬ﻭ ﻭﺠﻭﺩ ﺘﺄﺜﻴﺭ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻝﻠﺤﻜﻤﺔ ﻋﻠﻰ‬
‫ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫ﻭﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ "ﻫﺎﻤﻴل " )‪ (Hamill,2003‬ﻭ ﺍﻝﺘﻰ ﺃﺸﺎﺭﺕ‬
‫ﺍﻝﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺎﺕ ﻤﺘﺒﺎﺩﻝﺔ ﺍﻴﺠﺎﺒﻴﺔ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﺘﺄﺜﻴﺭﻩ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ‪ ،‬ﻭ ﺩﺭﺍﺴﺔ‬
‫ﻤﺎﺭﺘﻥ ﻭ ﻤﺎﺭﺵ )‪ (Martin & Marsh,2006‬ﻭ ﺍﻝﺘﻰ ﺍﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻝﻤﺴﺎﺭ ﺇﻝﻰ ﺃﻨﻪ ﻴﻤﻜﻥ‬
‫ﺍﻝﺘﻨﺒﺅ ﺒﺎﻝﺼﻤﻭﺩ ﺍﻷﻜﺎﺩﻴﻤﻰ ﻝﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻝﻤﺩﺍﺭﺱ ﻤﻥ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭ ﺍﻝﻤﺜﺎﺒﺭﺓ ﻭ ﺍﻝﺘﺤﻜﻡ ﻝﺩﻴﻬﻡ‪.‬‬
‫ﻭ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺘﺄﺜﻴﺭ ﺍﻝﺤﻜﻤﺔ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻓﺈﻥ ﻨﺘﺎﺌﺞ ﺍﻝﻔﺭﺽ ﺍﻝﺤﺎﻝﻰ ﺘﺘﻔﻕ ﻤﻊ ﺍﻝﻨﺘﻴﺠﺔ ﺍﻝﺘﻰ‬
‫ﺘﻭﺼل ﺍﻝﻴﻬﺎ )‪ AliIrani et al. (2012‬ﻭ ﺍﻝﺘﻰ ﺃﺸﺎﺭﺕ ﺇﻝﻰ ﺃﻥ ﺍﻝﺤﻜﻤﺔ ﻝﻬﺎ ﺘﺄﺜﻴﺭ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ‬
‫ﺍﻝﺫﺍﺕ ﺍﻝﻌﺎﻤﺔ ﻝﻠﻤﻭﻅﻔﻴﻥ ﺍﻝﻌﺎﻤﻠﻴﻥ ﺒﺎﻝﺠﺎﻤﻌﺔ‪.‬‬
‫ﺘﻔﺴﻴﺭ ﺍﻝﻨﺘﺎﺌﺞ‪:‬‬
‫ﻭﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﻤﻊ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺜﻘﺎﻓﻰ ﻝﻠﺒﻴﺌﺔ ﺍﻝﻤﺼﺭﻴﺔ ﻤﻥ ﺤﻴﺙ ﻭﺠﻭﺩ ﻓﺭﻕ‬
‫ﺒﻴﻥ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻰ ﺒﻌﺩ ﺍﻝﺼﻼﺒﺔ ﻝﺼﺎﻝﺢ ﺍﻝﺫﻜﻭﺭ ﻭﻴﻤﻜﻥ ﺃﻥ ﺘﻌﺯﻯ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﻝﻜﻭﻥ ﺍﻝﺫﻜﻭﺭ‬
‫ﻝﺩﻴﻬﻡ ﺍﻝﻘﻭﺓ ﺍﻝﺩﺍﺨﻠﻴﺔ ﺍﻝﺘﻰ ﺘﺩﻓﻌﻬﻡ ﺇﻝﻰ ﺍﻝﺴﻌﻰ ﻭﺍﻝﺘﻤﺎﺴﻙ ﻭﺍﻹﻴﺜﺎﺭ ﺃﻜﺜﺭ ﻤﻥ ﺍﻹﻨﺎﺙ ﻭﻝﺩﻴﻬﻡ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ‬
‫ﺍﺴﺘﻌﺎﺩﺓ ﺘﻭﺍﺯﻨﻬﻡ ﺒﻌﺩ ﺍﻝﺘﻌﺭﺽ ﻝﻠﻤﺤﻥ ﻭﺍﻝﺼﻌﺎﺏ‪ .‬ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺫﻝﻙ ﻨﺠﺩ ﺃﻨﻪ ﻻ ﻴﻭﺠﺩ ﻓﺭﻕ ﺒﻴﻥ‬
‫ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻰ ﺒﺎﻗﻰ ﺃﺒﻌﺎﺩ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻭﻫﺫﺍ ﻴﻌﻨﻰ ﺃﻥ ﻫﻨﺎﻙ ﻗﺩﺭﹰﺍ ﻤﺴﺎﻭﻴ ﹰﺎ‬
‫ﺒﻴﻨﻬﻡ ﻓﻰ ﻫﺫﻩ ﺍﻷﺒﻌﺎﺩ ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﺃﻨﻬﻡ ﻴﺴﺘﻁﻴﻌﻭﻥ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺤﺎﻝﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺍﻝﺜﺒﺎﺕ‬
‫ﺍﻻﻨﻔﻌﺎﻝﻰ ﻭﺍﻝﺸﻌﻭﺭ ﺒﺤﺎﻝﺔ ﻤﻥ ﺍﻻﺴﺘﺒﺸﺎﺭ ﻭﺍﻝﺘﻔﺎﺅل ﻭﺍﻻﻁﻤﺌﻨﺎﻥ ﻝﻠﻤﺴﺘﻘﺒل‪.‬‬
‫ﻭﻻ ﻴﻭﺠﺩ ﻓﺭﻕ ﺒﻴﻥ ﻁﻼﺏ ﺍﻝﻔﺭﻗﺔ ﺍﻷﻭﻝﻰ ﻭ ﻁﻼﺏ ﺍﻝﻔﺭﻗﺔ ﺍﻝﺭﺍﺒﻌﺔ ﻓﻰ ﺠﻤﻴﻊ ﺃﺒﻌﺎﺩ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻰ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻭﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺘﺘﻔﻕ ﻤﻊ ﺍﻝﻭﺍﻗﻊ ﺍﻝﻔﻌﻠﻰ ﻝﻠﻁﻼﺏ ﻤﻥ ﺤﻴﺙ ﺇﻥ ﻁﻼﺏ ﺍﻝﻔﺭﻗﺔ‬
‫ﺍﻷﻭﻝﻰ ﻋﻨﺩﻤﺎ ﻴﻠﺘﺤﻘﻭﻥ ﺒﺎﻝﺠﺎﻤﻌﺔ ﺘﺼﺒﺢ ﻝﺩﻴﻬﻡ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﻤﻭﺍﺠﻬﺔ ﺍﻝﺼﻌﺎﺏ ﻭﺍﻝﺸﺩﺍﺌﺩ ﺍﻝﺘﻰ ﻴﻤﻜﻥ ﺃﻥ‬
‫ﺘﻭﺍﺠﻬﻬﻡ ﻓﻰ ﺍﻝﺠﺎﻤﻌﺔ ﻤﻥ ﺘﻐﻴﺭ ﺍﻝﻅﺭﻭﻑ ﻭﺍﻝﻤﻨﺎﺥ ﺍﻝﺴﺎﺒﻕ ﻓﻰ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺜﺎﻨﻭﻯ ﻭﻁﺭﻴﻘﺔ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﺤﺭﻴﺔ‬
‫ﻓﻰ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺔ ﺩﻭﻥ ﻗﻴﻭﺩ ‪ ،‬ﻓﻰ ﺤﻴﻥ ﻨﺠﺩ ﻁﻼﺏ ﺍﻝﻔﺭﻗﺔ ﺍﻝﺭﺍﺒﻌﺔ ﺍﻝﺫﻴﻥ ﻴﻭﺸﻜﻭﻥ ﻋﻠﻰ‬
‫ﺍﻝﺘﺨﺭﺝ ﻭﺍﻝﺨﺭﻭﺝ ﺇﻝﻰ ﺍﻝﻭﺍﻗﻊ ﺍﻝﻌﻤﻠﻰ ﺘﺼﺒﺢ ﻝﺩﻴﻬﻡ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﻜﻰ ﻴﻜﻤﻠﻭﺍ‬
‫ﻤﺭﺤﻠﺘﻬﻡ ﺍﻝﺩﺭﺍﺴﻴﺔ ﻓﻰ ﻤﻭﻋﺩﻫﺎ ﺩﻭﻥ ﺘﺄﺨﻴﺭ ﻭﺫﻝﻙ ﻋﻠﻰ ﺃﻤل ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻓﺭﺼﺔ ﻋﻤل ﻭﺒﺩﺍﻴﺔ ﺤﻴﺎﺓ‬
‫ﺠﺩﻴﺩﺓ‪.‬‬
‫ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﺇﻝﻰ ﺃﻥ ﺃﺒﻌﺎﺩ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﺘﺭﺘﺒﻁ ﺒﻜل‬
‫ﻤﻥ ﺃﺒﻌﺎﺩ ﺍﻝﺤﻜﻤﺔ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻭﺃﺒﻌﺎﺩ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﺒﺼﻭﺭﺓ ﺇﻴﺠﺎﺒﻴﺔ ‪ ،‬ﻭﻫﺫﺍ ﻴﻌﻨﻰ‬
‫ﺃﻨﻪ ﻜﻠﻤﺎ ﺯﺍﺩﺕ ﺍﻝﺤﻜﻤﺔ ﻝﺩﻯ ﺍﻝﻔﺭﺩ ﺯﺍﺩ ﻝﺩﻴﻪ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﻁﻼﺏ‬
‫ﺍﻝﺠﺎﻤﻌﺔ ﻝﺩﻴﻬﻡ ﻗﺩﺭ ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻝﻠﺤﻜﻡ ﺒﺼﻭﺭﺓ ﺼﺤﻴﺤﺔ ﻭﺍﺘﺒﺎﻉ ﺍﻝﻤﺴﺎﺭ ﺍﻝﺼﺤﻴﺢ ﻓﻰ ﺍﻝﻌﻤل ﻋﻠﻰ‬

‫‪١٢٨‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺃﺴﺎﺱ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﺨﺒﺭﺓ ﻭﺍﻻﺴﺘﺒﺼﺎﺭ ﻭﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ ﻓﻰ ﻤﺴﺎﺌل ﺍﻝﺤﻴﺎﺓ ﺍﻝﺼﻌﺒﺔ ﻭﻴﺴﺘﻁﻴﻊ ﺍﻝﺼﻤﻭﺩ‬
‫ﺍﻝﻨﻔﺴﻰ ﻤﻥ ﺨﻼل ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﺍﻹﻴﺠﺎﺒﻰ ﻓﻰ ﻤﻭﺍﺠﻬﺔ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﺴﺘﻌﺎﺩﺓ ﺍﻝﺘﻭﺍﺯﻥ‬
‫ﺴﺭﻴﻌﺎﹰ ﻋﻨﺩ ﺍﻝﺘﻌﺭﺽ ﻝﻤﻭﺍﻗﻑ ﺼﻌﺒﺔ ﻝﻴﺘﻤﻜﻥ ﻤﻥ ﺃﺩﺍﺀ ﻭﻅﻴﻔﺘﻪ ﺒﺸﻜل ﺠﻴﺩ‪ .‬ﻭﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺒﻴﻥ‬
‫ﺃﺒﻌﺎﺩ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻭ ﺃﺒﻌﺎﺩ ﻓﻌﺎﻝﻴﺔ ﺍﻝﺫﺍﺕ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﺘﺩل ﻋﻠﻰ ﺃﻨﻪ ﻋﻨﺩ ﺯﻴﺎﺩﺓ‬
‫ﻓﻌﺎﻝﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﺍﻝﻁﻼﺏ ﻴﺴﺘﻁﻴﻌﻭﻥ ﺃﻥ ﻴﻭﺍﺠﻬﻭﺍ ﺍﻝﺼﻌﺎﺏ ﻭﻴﺤﻘﻘﻭﺍ ﺃﻫﺩﺍﻓﻬﻡ ﺒﺸﻜل ﺼﺤﻴﺢ‪.‬‬
‫ﻭﺃﺨﻴﺭ ﺘﻭﺼﻠﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﺍﻝﺤﺎﻝﻰ ﻭﺠﻭﺩ ﺘﺄﺜﻴﺭ ﻭ ﺘﺄﺜﺭ ﺒﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻭﻜل ﻤﻥ‬
‫ﺍﻝﺤﻜﻤﺔ ﻭﻓﻌﺎﻝﻴﺔ ﺍﻝﺫﺍﺕ ﻭﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺘﺘﻔﻕ ﻤﻊ ﺍﻹﻁﺎﺭ ﺍﻝﻨﻅﺭﻯ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺘﻰ ﺘﺸﻴﺭ ﺇﻝﻰ‬
‫ﺍﺭﺘﺒﺎﻁ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﺒﺎﻝﺤﻜﻤﺔ ﻭﻓﻌﺎﻝﻴﺔ ﺍﻝﺫﺍﺕ ﻭﻜﺫﻝﻙ ﺍﺭﺘﺒﺎﻁ ﺍﻝﺤﻜﻤﺔ ﺒﻔﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ‪ .‬ﻭﺘﺘﻔﻕ‬
‫ﺍﻝﺒﺎﺤﺜﺘﺎﻥ ﻤﻊ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﻓﻰ ﺃﻥ ﻫﺫﺍ ﺍﻻﺭﺘﺒﺎﻁ ﻤﻨﻁﻘﻰ ﻭﺫﻝﻙ ﺘﺒﻌ ﹰﺎ ﻝﻁﺒﻴﻌﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺜﻼﺜﺔ ﺍﻝﺘﻰ‬
‫ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﻤﻭﺍﺠﻬﺔ ﻭﺍﻝﻤﺜﺎﺒﺭﺓ ﻭﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ ﻭﺘﺤﻘﻴﻕ ﺍﻝﻬﺩﻑ ﻭ ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻠﺘﻌﻠﻡ‪.‬‬

‫‪١٢٩‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ﺩ ‪ .‬ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ‪-‬ﺩ‪ .‬ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬

‫ﺍﻝﻤﺭﺍﺠﻊ‬
‫‪ .١‬ﺃﺸﺭﻑ ﻤﺤﻤﺩ ﻤﺤﻤﺩ ﻋﻁﻴﺔ )‪ .(٢٠١١‬ﺍﻝﺼﻤﻭﺩ ﺍﻷﻜﺎﺩﻴﻤﻰ ﻭﻋﻼﻗﺘﺔ ﺒﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﻋﻴﻨﺔ‬
‫ﻤﻥ ﻁﻼﺏ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﻔﺘﻭﺡ ‪ ،‬ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ‪ ،‬ﺍﻝﻤﺠﻠﺩ ‪ ،٢١‬ﺍﻝﻌﺩﺩ)‪ ،(٤‬ﺹ ﺹ ‪-٥٧١‬‬
‫‪.٦٢١‬‬
‫‪ .٢‬ﺍﻝﺴﻴﺩ ﻤﺤﻤﺩ ﺃﺒﻭ ﻫﺎﺸﻡ )‪ .(٢٠٠٥‬ﻤﺅﺸﺭﺍﺕ ﺍﻝﺘﺤﻠﻴل ﺍﻝﺒﻌﺩﻯ ‪ Meta – Analysis‬ﻝﺒﺤﻭﺙ‬
‫ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻓﻰ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﺒﺎﻨﺩﻭﺭﺍ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻤﻠﻙ ﺴﻌﻭﺩ ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ‪ ،‬ﻤﺭﻜﺯ ﺍﻝﺒﺤﻭﺙ‬
‫ﺍﻝﺘﺭﺒﻭﻴﺔ ‪ ،‬ﺍﻝﻌﺩﺩ ‪ ، ٢٣٨‬ﺹ ﺹ ‪.٧٨ -١‬‬
‫‪ .٣‬ﺃﻤﺎﻨﻰ ﻋﺒﺩ ﺍﻝﺭﺤﻤﻥ ﺍﻝﺸﻴﺭﺍﺩﻯ )‪ .(٢٠١٢‬ﺃﺴﻠﻭﺏ ﻤﻭﺍﺠﻬﺔ ﺍﻷﺭﻤﻠﺔ ﻝﻠﻀﻐﻭﻁﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‬
‫ﺍﻝﻴﻭﻤﻴﺔ ﻭﻋﻼﻗﺘﺔ ﺒﺎﻝﺼﻼﺒﺔ ﺍﻝﻨﻔﺴﻴﺔ‪ .‬ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻝﻤﺠﻠﺩ ‪ ،١٣‬ﺍﻝﻌﺩﺩ )‪ ،(١‬ﺹ‬
‫ﺹ ‪.١٤-١١‬‬
‫‪ .٤‬ﺃﻨﺱ ﺴﻠﻴﻡ ﺍﻷﺤﻤﺩﻯ )‪ .(٢٠٠٧‬ﺍﻝﻤﺭﻭﻨﺔ ‪ :‬ﺤﺩﻭﺩ ﺍﻝﻤﺭﻭﻨﺔ ﺒﻴﻥ ﺍﻝﺜﻭﺍﺒﺕ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ‪ ،‬ﻁ‪، ١‬‬
‫ﻤﺅﺴﺴﺔ ﺍﻷﻤﺔ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ ‪ ،‬ﺍﻝﺭﻴﺎﺽ ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬
‫‪ .٥‬ﺭﻓﻘﺔ ﺨﻠﻴﻑ ﺴﺎﻝﻡ )‪ .(٢٠٠٨‬ﻋﻼﻗﺔ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭﺍﻝﻔﺭﻉ ﺍﻷﻜﺎﺩﻴﻤﻰ ﺒﺩﺍﻓﻊ ﺍﻻﻨﺠﺎﺯ ﺍﻝﺩﺭﺍﺴﻰ‬
‫ﻝﺩﻯ ﻁﺎﻝﺒﺎﺕ ﻜﻠﻴﺔ ﻋﺠﻠﻭﻥ ﺍﻝﺠﺎﻤﻌﻴﺔ ‪ ،‬ﻤﺠﻠﺔ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ ‪ ،‬ﺍﻝﻌﺩﺩ ﺍﻝﺜﺎﻝﺙ‬
‫ﻭﺍﻝﻌﺸﺭﻭﻥ ‪ ،‬ﺹ ﺹ ‪.١٦٩-١٣٤‬‬
‫‪ .٦‬ﺼﻔﺎﺀ ﺍﻷﻋﺴﺭ )‪ .(٢٠١٠‬ﺍﻝﺼﻤﻭﺩ ﻤﻥ ﻤﻨﻅﻭﺭ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻻﻴﺠﺎﺒﻰ‪ ،‬ﺍﻝﺠﻤﻌﻴﺔ ﺍﻝﻤﺼﺭﻴﺔ‬
‫ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﺍﻝﻌﺩﺩ ‪ ، ٧٧‬ﺹ ﺹ ‪.١٦-١١‬‬
‫‪ .٧‬ﻋﺎﺩل ﻤﺤﻤﺩ ﻤﺤﻭﺩ ﺍﻝﻌﺩل )‪ .(٢٠٠١‬ﺘﺤﻠﻴل ﺍﻝﻤﺴﺎﺭ ﻝﻠﻌﻼﻗﺔ ﺒﻴﻥ ﻤﻜﻭﻨﺎﺕ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺤل‬
‫ﺍﻝﻤﺸﻜﻼﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻜل ﻤﻥ ﻓﻌﺎﻝﻴﺔ ﺍﻝﺫﺍﺕ ﻭﺍﻻﺘﺠﺎﻩ ﻨﺤﻭ ﺍﻝﻤﺨﺎﻁﺭ‪ .‬ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ –‬
‫ﺠﺎﻤﻌﺔ ﻋﻴﻥ ﺸﻤﺱ‪،‬ﺍﻝﺠﺯﺀ ﺍﻷﻭل ﺍﻝﻌﺩﺩ ‪ ، ٢٥‬ﺹ ﺹ ‪.١٧٨ -١٢١‬‬
‫‪ .٨‬ﻋﻁﺎﻑ ﻤﺤﻤﻭﺩ ﺃﺒﻭ ﻏﺎﻝﻰ )‪ .(٢٠١٢‬ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭﻋﻼﻗﺘﻬﺎ ﺒﻀﻐﻭﻁ ﺍﻝﺤﻴﺎﺓ ﻝﺩﻯ ﺍﻝﻁﺎﻝﺒﺎﺕ‬
‫ﺍﻝﻤﺘﺯﻭﺠﺎﺕ ﻓﻰ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ .‬ﻤﺠﻠﺔ ﺍﻝﺠﺎﻤﻌﺔ ﺍﻻﺴﻼﻤﻴﺔ ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ‪،‬‬
‫ﺍﻝﻤﺠﻠﺩ ﺍﻝﻌﺸﺭﻴﻥ‪ ،‬ﺍﻝﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﺹ ﺹ ‪.٦٥٤-٦١٩‬‬
‫‪ .٩‬ﻋﻼﺀ ﺍﻝﺩﻴﻥ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ﺃﻴﻭﺏ )‪ .(٢٠١٢‬ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺘﺩﺭﻴﺒﻰ ﻝﺘﻨﻤﻴﺔ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻘﺎﺌﻡ ﻋﻠﻰ‬
‫ﺍﻝﺤﻜﻤﺔ ﻓﻰ ﺘﺤﺴﻴﻥ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻤﻭﺍﺠﻬﺔ ﻝﺤل ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﻀﺎﻏﻁﺔ ﻝﺩﻯ ﻁﻼﺏ ﺍﻝﺠﺎﻤﻌﺔ‪،‬‬
‫ﺍﻝﻤﺠﻠﺔ ﺍﻝﻤﺼﺭﻴﺔ ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﺍﻝﻤﺠﻠﺩ ‪ ،٢٢‬ﺍﻝﻌﺩﺩ ‪ ،٧٧‬ﺹ ﺹ ‪.٢٤١-٢٠١‬‬
‫‪ .١٠‬ﻓﺘﺤﻰ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ﻋﺒﺩ ﺍﻝﻘﺎﺩﺭ ﻭ ﺍﻝﺴﻴﺩ ﻤﺤﻤﺩ ﺃﺒﻭ ﻫﺎﺸﻡ )‪ .(٢٠٠٧‬ﺍﻝﺒﻨﺎﺀ ﺍﻝﻌﺎﻤﻠﻰ ﻝﻠﺫﻜﺎﺀ‬
‫ﻓﻰ ﻀﻭﺀ ﺘﺼﻨﻴﻑ " ﺠﺎﺭﺩﻨﺭ" ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻭﺤل ﺍﻝﻤﺸﻜﻼﺕ ﻭﺍﻝﺘﺤﺼﻴل‬

‫‪١٣٠‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‪٢٠١٤‬ﻡ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬.‫ﺩ‬- ‫ ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ‬. ‫ﺩ‬

‫ ﺹ ﺹ‬،٥٥ ‫ ﺍﻝﻌﺩﺩ‬،‫ ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺍﻝﺯﻗﺎﺯﻴﻕ‬. ‫ﺍﻝﺩﺭﺍﺴﻰ ﻝﺩﻯ ﻁﻼﺏ ﺍﻝﺠﺎﻤﻌﺔ‬
.٢٤٢-١٧٠
،‫ ﻭ ﺍﻷﺒﻌﺎﺩ‬، ‫ ﺤﺎﻝﺔ ﺍﻝﺘﺩﻓﻕ ) ﺍﻝﻤﻔﻬﻭﻡ‬.(٢٠١٣) ‫ ﻤﺤﻤﺩ ﺍﻝﺴﻌﻴﺩ ﻋﺒﺩ ﺍﻝﺠﻭﺍﺩ ﺃﺒﻭ ﺤﻼﻭﺓ‬.١١
.٢٩ ‫ ﺍﻝﻌﺩﺩ‬، ‫ﺍﻝﻜﺘﺎﺏ ﺍﻻﻝﻜﺘﺭﻭﻨﻰ ﻝﺸﺒﻜﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﻌﺭﺒﻴﺔ‬. (‫ﻭﺍﻝﻘﻴﺎﺱ‬
‫ ﺘﺒﺎﻴﻥ ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﺒﺘﺒﺎﻴﻥ ﺒﻌﺽ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻝﺩﻯ‬.(٢٠١٠) ‫ ﻤﺤﻤﺩ ﺭﺯﻕ ﺍﻝﺒﺤﻴﺭﻯ‬.١٢
‫ ﺍﻝﻌﺩﺩ‬، ٢١ ‫ ﺍﻝﻤﺠﻠﺩ‬، ‫ ﺍﻝﻤﺠﺔ ﺍﻝﻤﺼﺭﻴﺔ ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‬، ‫ﻋﻴﻨﺔ ﻤﻥ ﺍﻷﻴﺘﺎﻡ ﺒﻁﻴﺊ ﺍﻝﺘﻌﻠﻡ‬
.٥٣٥-٤٨٠ ‫ ﺹ ﺹ‬،٧٠
‫ ﺃﺴﻬﺎﻡ ﻜل ﻤﻥ ﺍﻝﺫﻜﺎﺀ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻭﺍﺤﺩﺍﺙ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻀﺎﻏﻁﺔ‬.(٢٠١٢) ‫ ﻫﻴﺎﻡ ﺼﺎﺒﺭ ﺸﺎﻫﻴﻥ‬.١٣
،‫ ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭ ﺍﻝﻨﻔﺴﻴﺔ‬،‫ﻓﻰ ﺍﻝﺘﻨﺒﺅ ﺒﺎﻝﺤﻜﻤﺔ ﻝﺩﻯ ﻤﻌﻠﻤﻰ ﻤﺩﺍﺭﺱ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﻔﻜﺭﻴﺔ‬
.٥٣٠ -٤٩٥ ‫ ﺹ ﺹ‬،٣ ‫ ﺍﻝﻌﺩﺩ‬، ١٣ ‫ﺍﻝﻤﺠﻠﺩ‬
14. Ali Irani, F.D, Noruzi, M.R., & Hajipour, E. (2012). Study on the
relationship between wisdom cultural and employees' general self-efficacy
among employees in Islamic Azad University branches in local 13, Arabian
Journal of Business and management Review, (Nigerian chapter), 1, 1, 79-
87.
15. (APA) American Psychological Association (2002). The rood to
Resilience, NE, Washington DC, 1-7.
16. Ardelt, M. (2000). Intellectual versus wisdom – related knowledge:
The case for a different kind of learning in the later years of life,
Educational Gerontology, 26, 771-789.
17. Ardelt, M. (2003).Empirical assessment of a three dimensional
wisdom scale. Research on Aging, 25, 3, 275-324.
18. Baltes, P. B, &Standinger, M.M (2000). Wisdom: A Meta heuristic
(Pragmatic) to orchestrate mind and virtue toward excellence. American
Psychologist, 55, 1, 122-136.
19. Bandura, A. (1982). Self- efficacy mechanism in human agency.
American Psychologist, 37, 2, 122-147.
20. Bandura, A. (1993). Perceived self –efficacy in cognitive
psychologist development and functioning, Educational Psychologist, 28, 2,
117-148.
21. Bandura, A. (1995). Comments on the crusade against the causal
efficacy of human thought, Journal of behaviour therapy and experimental
psychiatry, 26, 3, 179-190.
22. Bandura, A., Barbaranelli, C., Caprara, G.V., &Pastorelli, C.
(2001). Self – efficacy beliefs as shapers of children’s aspiration and career
trajectories, Child Development, 72, 1, 187-206.

١٣١ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﻡ‬٢٠١٤‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬.‫ﺩ‬- ‫ ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ‬. ‫ﺩ‬

23. Benetti, C. & Kambouro, P. (2006). Affect – regulated in direct

effect of trait anxiety and trait resilience on self – esteem. Personality and
individual differences, 41, 341-352.
24. Brown, S.C. (2004). Learning across campus: How college
facilitates the development of wisdom, Journal of college student
development, 45, 134-148.
25. Brown, S.C. & Green, J. A. (2006). The wisdom development scale:
Translating the conceptual to the concrete, Journal of college student
development, 47, 1, 1-19.
26. Christopher, F.S., Dpsych, A.W., Bitsika, V., & Christie, D. R.
(2013). Variability over – time – science- diagnosis in the protective effect
of psychological resilience in Australian prostate cancer patients:
Implications for patient treatment models, American journal of men’s
health, 7, 5, 414-422.
27. Copeland, P. (2007). Factors related to resilience in teachers and
adolescents exposed to Oklahoma City bombing, Dissertation Abstracts
international: section B: The Sciences and Engineering, 67, (7-B), 4100.
28. Connor, K. M., & Davidson, J. R. T. (2003). Development of a new
resilience scale (CD- RISC): The Connor- Davidson Resilience Scale,
Depression and anxiety, 18, 76-82.
29. Dowrick, C., Kokanovic, R., Hegarty, K., Griffiths, F., & Gunn, J.
(2008). Resilience and depression: perspectives from primary care, Health,
12, 4, 439-452.
30. Finn, J. D. & Rock, D. A. (1997). Academic success among students
at risk for school failure, journal of applied psychology, 82, 221-234.
31. Fung, M. L. (1996). A study on wisdom, wisdom in teaching,
teacher efficacy and teaching performance. Dissertation Abstract
International. (A57/06), P. 244.
32. Gayles, J. (2005). Playing the game and playing the price:
Academic resilience among three high- achieving African American
Males, Anthropology and Education Quarterly, 36, 3, 250-264.
33. Glück, J. &Bluck, J. (2011).Lay people’s conceptions of wisdom
and its development: cognitive and integrative views. Psychological
Sciences, 10, 1-4.
34. Hamill, S. K. (2003). Resilience and self – efficacy: The importance
of efficacy beliefs and coping mechanisms in resilient adolescents, Colgate
University Journal of the Science, 35, 115- 146.
35. Hodes, M., Jagdev, D., Chandra, N., &Cunniff, A. (2008). Risk and
resilience for psychological distress amongst unaccompanied asylum
seeking adolescents, Journal of child psychology and psychiatry, 49, 7, 723-
732.

١٣٢ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﻡ‬٢٠١٤‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬.‫ﺩ‬- ‫ ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ‬. ‫ﺩ‬

36. Lightsey, O. R. (2006). Resilience, Meaning, and well- being. The

Counselling Psychologist, 34, 1, 96-107.
37. Martin, A.J. & Marsh, H.W. (2006). Academic Resilience and its
psychological and educational correlates: A construct validity approach.
Psychology in the school, 43, 3, 367-281.
38. Masten, A.S. (2009). Ordinary Magic: Lessons from research on
resilience in human development. Educational Canada, 49, 3, 28- 32.
39. Mistry, R., McCarthy, W.J., Yancey, A.K., Lu, Y., & Patel, M.
(2009).Resilience and patterns of health risk behaviours in California
adolescents. Preventive Medicine, 48, 3, 291-297.
40. Mumford, T. & Rose, K. (2002). Psychosocial resilience in rural
adolescents: Optimism, Perceived social support and gender differences.
Dissertation Abstracts International: Section B: The Sciences and
Engineering, 63 (1-B), 183.
41. Nath, P. & Pardham, R.K. (2012). Influence of positive effect on
physical health and psychological well- being: Examining the mediating
role of psychological resilience, Journal of health Management, 14, 2, 161-
174.
42. Newman, R. (2002). The rood to resilience. Monitor on psychology,
33, 9, 62.
43. Palmer, N. (1997). Resilience in adult children of alcoholics: A non-
pathological approach to social work practice. Health & Social Work, 23, 3,
201-209.
44. Richardson, G.E. (2002). The Meta theory of resilience and
resiliency, Journal of clinical psychology, 58, 3, 307-321.
45. Roharikova, V., Spajdel, M., Cvikova, V. & Jagle, F. (2013).
Tracing the relationship between wisdom and health, Activities Nervosa
Superior Rediviva, 55, 3, 95-102.
46. Smith, B., Dalen, J., Wiggins,K., Tooley, E., Christopher,P., &
Bernard, J. (2008). The brief resilience scale: Assessing the ability to
bounce back, International of Behavioural Medicine, 15, 194-200.
47. Snape, J. & Miller, D. J. (2008). A challenge of living?
Understanding the psycho – social processes of the child during primary –
secondary transition through resilience and self – esteem theories,
Educational Psychology Review, 20,217-236.
48. Stein, M. (2005). Resilience and young people leaving care:
overcoming the odds, Research Report, Joseph Rowan tree Foundation
York.
49. Staudinger, U. M. (1999). Older and wise? Integrating results on
the relationship between age and wisdom – related performance,
International Journal of behavioural development, 23, 641-664.

١٣٣ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﻡ‬٢٠١٤‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‬
 ‫ﺍﻝﺼﻤﻭﺩ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻝﺤﻜﻤﺔ ﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻝﺫﺍﺕ ﻝﺩﻴﻬﻡ‬
‫ ﺸﻴﺭﻯ ﻤﺴﻌﺩ ﺤﻠﻴﻡ‬.‫ﺩ‬- ‫ ﻓﺎﺘﻥ ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ‬. ‫ﺩ‬

50. Sternberg, R. (2004). What Is Wisdom and how can we develop it?
Annals of the American Academy of political and social science, 59, 164-174.
51. Sun, J. & Stewart, D. (2007). Age and gender effects on resilience in
children and adolescents, The International Journal of Mental Health
Promotion, 9, 4, 16-25.
52. Vaillant, G.E. (1993). The wisdom of the ego. Cambridge, MA:
Harvard University press.
53. Wald, J., Taylor, S., Asmundson, G.J., Jang, K.L., & Stapleton, J.
(2006). Literature review of concepts final report, Psychological resilience,
Toronto: DRDC.
54. Watson, T. (2012). Wisdom and the cognitive development of self
– regulation. The undergraduate journal of psychology, 1, 39-52.
55. Webster, J.D. (2003). An Exploratory analysis of a self – Assessed
wisdom scale, Journal of Adult Development, 10, 1, 13-22.
56. Wink, P. & Helson,R.(1997).Practical and transcendent wisdom:
their nature and some longitudinal findings, Journal of adult
Development,4 ,1-15.
57. Wolin, S.J. & Wolin, S. (1993). The resilience self: How survivors of
troubled families rise above adversity, New York: Villard, P, 1-229.

١٣٤ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﻡ‬٢٠١٤‫ﺍﻝﻌﺩﺩ ﺍﻝﺨﺎﻤﺱ ﻋﺸﺭ – ﻴﻨﺎﻴﺭ‬