‫ﺍﻟﻌﻔﻮ ﻭﻋﻼﻗﺘﻪ ﺑﺘﻘﺪﻳﺮ ﺍﻟﺬﺍﺕ ﻟﺪﻯ ﻋﻴﻨﺔ ﻣﻦ ﻃﻠﺒﺔ ﻭﻃﺎﻟﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ‪١‬‬

‫‪٣‬‬ ‫‪٢‬‬
‫د‪ .‬ﺳﻤﯿﺔ ﻧﺎدر ﺑﻦ ﻋﻠﻲ‬ ‫د‪ .‬ﺳﻌﺎد ﻋﺒﺪاﷲ اﻟﺒﺸﺮ‬
‫‪٤‬‬
‫د‪ .‬ﻣﺤﻤﺪ ﺣﻤﺪ اﻟﺴﻌﯿﺪ‬
‫ﺍﳌﻠﺨﺺ‪:‬‬
‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺤﺙ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ‬
‫ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‪ ،‬ﻭﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ‪ ،‬ﻭﺩﺭﺠﺔ ﺇﺴﻬﺎﻡ ﺃﺒﻌﺎﺩ ﺍﻟﻌﻔﻭ )ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ‪،‬‬
‫ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﺒﺭ ﺍﻟﻤﻭﺍﻗﻑ( ﺒﺎﻟﺘﻨﺒﺅ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ .‬ﻭﺘﻡ ﺍﻋﺘﻤﺎﺩ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ‬
‫ﺍﻻﺭﺘﺒﺎﻁﻲ ﺍﻟﻤﻘﺎﺭ‪‬ﻥ‪ ،‬ﻭﺘﻡ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﻫﺎﺭﺘﻼﻨﺩ ﻟﻠﻌﻔﻭ )‪Heartland Forgiveness (٢٠٠٥‬‬
‫‪ ،Scale‬ﻭﻤﻘﻴﺎﺱ ﺭﻭﺯﻨﺒﻴﺭﺝ ﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ )‪ Rosenberg’s Self-Esteem Scale (١٩٨٧‬ﻋﻠﻰ‬
‫ﻋﻴﻨﺔ ﻋﺩﺩﻫﺎ )‪ (٢٥٥‬ﻤﻨﻬﻡ )‪ (١٤٥‬ﻁﺎﻟﺏ ﻭ)‪ (١١٠‬ﻁﺎﻟﺒﺔ ﻤﻥ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‪ ،‬ﻤﺘﻭﺴﻁ ﺃﻋﻤﺎﺭﻫﻡ‬
‫)‪ (٢١,٢٦‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ (٤,٢‬ﺴﻨﺔ‪.‬‬
‫ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺏ ﺩﺍل ﺍﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻜل ﻤﻥ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﻟﻠﻌﻔﻭ ﻭﺍﻷﺒﻌﺎﺩ ﺍﻟﻔﺭﻋﻴﺔ ﻟﻪ‪ ،‬ﻭﺘﺭﺍﻭﺡ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺒﻴﻥ )‪ .(٠,٤٢٨–٠,١١٦‬ﻜﻤﺎ ﺘﺒﻴﻥ ﻋﺩﻡ ﻭﺠﻭﺩ‬
‫ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﻜل ﻤﻥ‪ :‬ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻜﻠﻲ ﻟﻠﻌﻔﻭ ﻭﺃﺒﻌﺎﺩﻩ ﺍﻟﻔﺭﻋﻴﺔ‪،‬‬
‫ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ .‬ﻭﺘﺒﻴﻥ ﺩﻻﻟﺔ ﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻨﺒﺅ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻤﻥ ﺃﺒﻌﺎﺩ ﺍﻟﻌﻔﻭ‪ ،‬ﻭﺒﻠﻎ ﺤﺠﻡ ﺍﻟﺘﺄﺜﻴﺭ‬
‫)‪ ،(%٢٠,٣‬ﻭﺘﺒﻴﻥ ﺃﻥ ﻜﻼ‪ ‬ﻤﻥ‪ :‬ﺒ‪‬ﻌﺩ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ؛ ﻜﺎﻨﺎ ﺫﺍ ﺇﺴﻬﺎﻡ ﺩﺍل ﻓﻲ‬
‫ﺍﻟﺘﻨﺒﺅ ﺒﺩﺭﺠﺎﺕ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻟﻡ ﺘﻜﻥ ﻫﻨﺎﻙ ﺩﻻﻟﺔ ﻟﻠﺘﻨﺒﺅ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻤﻥ ﺨﻼل ﻤﻘﻴﺎﺱ ﺍﻟﻌﻔﻭ‬
‫ﻋﻥ ﺍﻵﺨﺭﻴﻥ‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻤﻔﺘﺎﺤﻴﺔ‪ :‬ﺍﻟﻌﻔﻭ‪ ،‬ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪.‬‬

‫‪ ١‬ﺗﻢ اﺳﺘﻼم اﻟﺒﺤﺚ ﻓﻲ ‪ ٢٠٢٠/١/١٥‬وﺗﻘﺮر ﺻﻼﺣﯿﺘﺔ ﻟﻠﻨﺸﺮ ﻓﻲ ‪٢٠٢٠/٢/١٥‬‬

‫‪ ٢‬اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د‪ /‬ﺳﻌﺎد ﻋﺒﺪ اﷲ اﻟﺒﺸﺮ ‪ -‬أﺳﺘﺎذ ﻣﺸﺎرك ﺑﻘﺴﻢ ﻋﻠﻢ اﻟﻨﻔﺲ‪ -‬ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ اﻷﺳﺎﺳﯿﺔ‬
‫‪Email : [email protected]‬‬ ‫اﻟﮭﯿﺌﺔ اﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﯿﻢ اﻟﺘﻄﺒﯿﻘﻲ واﻟﺘﺪرﯾﺐ اﻟﻜﻮﯾﺖ‬

‫أﺳﺘﺎذ ﻣﺴﺎﻋﺪ ﺑﻘﺴﻢ ﻋﻠﻢ اﻟﻨﻔﺲ‪ -‬ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ اﻷﺳﺎﺳﯿﺔ‬ ‫‪ ٣‬اﻟﺒﺎﺣﺚ اﻟﻤﺸﺎرك د‪ /‬ﺳﻤﯿﺔ ﻧﺎدر ﺑﻦ ﻋﻠﻲ ‪-‬‬
‫‪Email : [email protected]‬‬ ‫اﻟﮭﯿﺌﺔ اﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﯿﻢ اﻟﺘﻄﺒﯿﻘﻲ واﻟﺘﺪرﯾﺐ اﻟﻜﻮﯾﺖ‬

‫‪ -‬أﺳﺘﺎذ ﻣﺸﺎرك ﺑﻘﺴﻢ ﻋﻠﻢ اﻟﻨﻔﺲ‪ -‬ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ اﻷﺳﺎﺳﯿﺔ‬ ‫‪ ٤‬اﻟﺒﺎﺣﺚ اﻟﻤﺸﺎرك د‪ /‬ﻣﺤﻤﺪ ﺣﻤﺪ اﻟﺴﻌﯿﺪ‬
‫‪Email : [email protected]‬‬ ‫اﻟﮭﯿﺌﺔ اﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﯿﻢ اﻟﺘﻄﺒﯿﻘﻲ واﻟﺘﺪرﯾﺐ اﻟﻜﻮﯾﺖ‬
 ‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬

‫ﺍﻟﻌﻔﻮ ﻭﻋﻼﻗﺘﻪ ﺑﺘﻘﺪﻳﺮ ﺍﻟﺬﺍﺕ ﻟﺪﻯ ﻋﻴﻨﺔ ﻣﻦ ﻃﻠﺒﺔ ﻭﻃﺎﻟﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ‪٥‬‬

‫‪٧‬‬ ‫‪٦‬‬
‫د‪ .‬ﺳﻤﯿﺔ ﻧﺎدر ﺑﻦ ﻋﻠﻲ‬ ‫د‪ .‬ﺳﻌﺎد ﻋﺒﺪاﷲ اﻟﺒﺸﺮ‬
‫‪٨‬‬
‫د‪ .‬ﻣﺤﻤﺪ ﺣﻤﺪ اﻟﺴﻌﯿﺪ‬

‫ﻣﻘﺪﻣﺔ‪:‬‬
‫ﻴﺘﻌﺭﺽ ﺍﻟﻔﺭﺩ ﺨﻼل ﺤﻴﺎﺘﻪ ﻟﻠﻤﻭﺍﻗﻑ ﺍﻟﻀﺎﻏﻁﺔ ﺃﻭ ﻟﻸﺤﺩﺍﺙ ﺍﻟﺘﻲ ﺘﺴﺒﺏ ﻟﻪ ﺍﻟﻀﻴﻕ ﻭﺍﻟﻤﺸﻘﺔ‪،‬‬
‫ﻜﻤﺎ ﻗﺩ ﻴﺘﻌﺭﺽ ﻟﻺﺴﺎﺀﺓ ﺃﻭ ﺍﻟﻅﻠﻡ ﺃﻭ ﺍﻻﻋﺘﺩﺍﺀ ﺍﻟﻠﻔﻅﻲ ﺃﻭ ﺍﻟﺠﺴﺩﻱ ﻭﻏﻴﺭﻩ ﻤﻥ ﻗﺒل ﺍﻵﺨﺭﻴﻥ؛ ﻤﻤﺎ ﻴﺴﺒﺏ‬
‫ﻟﻪ ﺍﻟﻜﺩﺭ ﻭﺍﻟﺤﺯﻥ ﻭﺍﻟﻌﺯﻟﺔ ﺃﺤﻴﺎﻨﹰﺎ‪ ،‬ﺃﻭ ﻗﺩ ﻴﺴﺒﺏ ﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻻﻨﺘﻘﺎﻡ ﻭﺍﻟﺸﺭﻭﻉ ﺒﺴﻠﻭﻜﻴﺎﺕ ﻋﻨﻴﻔﺔ ﻀﺩ ﻤﻥ‬
‫ﺍﻋﺘﺩﻯ ﻋﻠﻴﻪ ﻟﻴﺭﺩ ﺸﻴﺌًﺎ ﻤﻥ ﺍﻋﺘﺒﺎﺭﻩ‪ ،‬ﻭﻓﻲ ﻜﻠﺘﺎ ﺍﻟﺤﺎﻟﺘﻴﻥ ﺘﻜﻭﻥ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻫﻲ ﺍﻟﻁﺎﻏﻴﺔ ﻭﺍﻟﻤﺅﺜﺭﺓ‬
‫ﻓﻲ ﺴﻠﻭﻜﻴﺎﺘﻪ ﻭ ﺘﻔﻜﻴﺭﻩ؛ ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﻋﻠﻰ ﻋﻼﻗﺘﻪ ﺒﻨﻔﺴﻪ ﻭﺒﺎﻵﺨﺭﻴﻥ‪ .‬ﻭﻜﺸﻔﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺒﺄﻥ ﺍﻟﻌﻔﻭ ﻴ‪‬ﻌﺩ‪‬‬
‫ﻋﺎﻤﻼﹰ ﻤﻬﻤ‪‬ﺎ ﻓﻲ ﺍﻟﺘﻐﻠﺏ ﻋﻠﻰ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ‪ ،‬ﻜﻤﺎ ﺃﻨﻪ ﻴﺴﺎﻋﺩ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺘﺎﻉ ﺒﺎﻟﺤﻴﺎﺓ ﻭﺍﻟﺸﻌﻭﺭ‬
‫ﺒﺎﻟﺴﻌﺎﺩﺓ‪ ،‬ﻭﺘﺯﺩﺍﺩ ﻟﺩﻴﻪ ﺍﻟﺜﻘﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺨﺼﻭﺼ‪‬ﺎ ﻋﻨﺩﻤﺎ ﻴﺘﺠﺎﻭﺯ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻜﺩﺭ ﻭﺍﻟﻀﻴﻕ ﻤﻥ‬
‫ﺨﻼل ﺍﻟﻌﻔﻭ‪ ،‬ﻭﻴﻨﺠﺢ ﻓﻲ ﻋﻼﻗﺎﺘﻪ ﺒﺎﻵﺨﺭﻴﻥ )‪ .(Johnson, 2011, Safaria, 2014‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﻩ‬
‫ﺩﻴﺒﻠﻴﺴﻭ )‪ Diblasio (1999‬ﻋﻨﺩﻤﺎ ﺫﻜﺭ ﺒﺄﻥ ﺍﻟﻌﻔﻭ ﻴﺴﺎﻫﻡ ﻓﻲ ﺍﻟﺘﺨﻠﺹ ﻤﻥ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ؛ ﻋﻨﺩﻤﺎ‬
‫ﻴﻜﻭﻥ ﻟﻠﻔﺭﺩ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﺭﻙ ﺍﻻﺴﺘﻴﺎﺀ ﻭﺍﻟﺤﻨﻕ‪ ،‬ﻭﺍﻟﺤﺎﺠﺔ ﻟﻼﻨﺘﻘﺎﻡ ﻤﻥ ﺍﻟﻤﺴﻲﺀ‪ ،‬ﻭﻀﺒﻁ ﺍﻟﻨﻔﺱ‪ ،‬ﻭﺘﺠﺎﻭﺯ‬
‫ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻜﺩﺭ ﺒﺴﺒﺏ ﺍﻟﺘﻌﺭﺽ ﻟﻺﺴﺎﺀﺓ‪.‬‬

‫ﻭﻗﺩ ﺤﻅﻲ ﻤﻔﻬﻭﻡ ﺍﻟﻌﻔﻭ ﺒﺎﻫﺘﻤﺎﻡ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻤﻨﺫ ﺍﻟﻘﺭﻥ ﺍﻟﻤﺎﻀﻲ؛ ﻷﻨﻪ ﺴﻤﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺘﹸﺴﻬﹺﻡ ﻓﻲ‬
‫ﺘﻜﻴ‪‬ﻑ ﺍﻟﻔﺭﺩ ﺒﺎﻟﻤﺠﺘﻤﻊ ﻭﺘﺅﺩﻱ ﺇﻟﻰ ﺘﻌﺯﻴﺯ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺠﻭﺩﺓ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻭﻴ‪‬ﺴﻬﹺﻡ ﺍﻟﻌﻔﻭ ﻜﺫﻟﻙ ﻓﻲ ﺘﺤﺴﻴﻥ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻓﻲ ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﻴﺨﻔﺽ ﻤﻥ ﺤﺩﺓ ﺍﻟﻐﻀﺏ ﻭﺍﻷﻟﻡ ﻟﺩﻯ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻪ‬
‫‪(Griffin, Worthington, Lavelock, Wade, & Hoyt, 2015; Macaskill, 2012; Tuck‬‬
‫)‪.& Anderson, 2014‬‬

‫‪ ٥‬ﺗﻢ اﺳﺘﻼم اﻟﺒﺤﺚ ﻓﻲ ‪ ٢٠٢٠/١/١٥‬وﺗﻘﺮر ﺻﻼﺣﯿﺘﺔ ﻟﻠﻨﺸﺮ ﻓﻲ ‪٢٠٢٠/٢/١٥‬‬

‫‪ ٦‬اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د‪ /‬ﺳﻌﺎد ﻋﺒﺪ اﷲ اﻟﺒﺸﺮ ‪ -‬أﺳﺘﺎذ ﻣﺸﺎرك ﺑﻘﺴﻢ ﻋﻠﻢ اﻟﻨﻔﺲ‪ -‬ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ اﻷﺳﺎﺳﯿﺔ‬
‫‪Email : [email protected]‬‬ ‫اﻟﮭﯿﺌﺔ اﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﯿﻢ اﻟﺘﻄﺒﯿﻘﻲ واﻟﺘﺪرﯾﺐ اﻟﻜﻮﯾﺖ‬

‫أﺳﺘﺎذ ﻣﺴﺎﻋﺪ ﺑﻘﺴﻢ ﻋﻠﻢ اﻟﻨﻔﺲ‪ -‬ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ اﻷﺳﺎﺳﯿﺔ‬ ‫‪ ٧‬اﻟﺒﺎﺣﺚ اﻟﻤﺸﺎرك د‪ /‬ﺳﻤﯿﺔ ﻧﺎدر ﺑﻦ ﻋﻠﻲ ‪-‬‬
‫‪Email : [email protected]‬‬ ‫اﻟﮭﯿﺌﺔ اﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﯿﻢ اﻟﺘﻄﺒﯿﻘﻲ واﻟﺘﺪرﯾﺐ اﻟﻜﻮﯾﺖ‬

‫‪ -‬أﺳﺘﺎذ ﻣﺸﺎرك ﺑﻘﺴﻢ ﻋﻠﻢ اﻟﻨﻔﺲ‪ -‬ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ اﻷﺳﺎﺳﯿﺔ‬ ‫‪ ٨‬اﻟﺒﺎﺣﺚ اﻟﻤﺸﺎرك د‪ /‬ﻣﺤﻤﺪ ﺣﻤﺪ اﻟﺴﻌﯿﺪ‬
‫‪Email : [email protected]‬‬ ‫اﻟﮭﯿﺌﺔ اﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﯿﻢ اﻟﺘﻄﺒﯿﻘﻲ واﻟﺘﺪرﯾﺐ اﻟﻜﻮﯾﺖ‬

‫)‪ (١٤٦‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔﺍﻟﻌﺩﺩ‪ - ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ – ﻴﻭﻟﻴﺔ ‪٢٠٢٠‬‬

 ‫ﺃﺩ ‪ /‬ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺸﺭ & ‪.‬ﺩ‪ /‬ﺴﻤﻴﺔ ﻨﺎﺩﺭ ﺒﻥ ﻋﻠﻲ & ﺩ‪ /‬ﻤﺤﻤﺩ ﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ‬
‫ﻭﻴﺭﻯ ﺴﻠﻴﺠﻤﺎﻥ )‪ Seligman (2002‬ﺃﻥ ﺍﻟﻌﻔﻭ ﻴﻌﺩ ﻤﻥ ﺍﻟﺭﻜﺎﺌﺯ ﺍﻷﺴﺎﺴﻴﺔ ﻟﻌﻠﻡ ﺍﻟﻨﻔﺱ‬
‫ﺍﻹﻴﺠﺎﺒﻲ؛ ﻷﻨﻪ ﻴﻴﺴﺭ ﺤﺩﻭﺙ ﺍﻻﻨﻔﻌﺎﻻﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ؛ ﻜﺎﻷﻤل‪ ،‬ﻭﺍﻟﺘﻔﺎﺅل‪ ،‬ﻭﺍﻟﺤﺏ‪ ،‬ﻜﻤﺎ ﻴ‪‬ﺴﻬﹺﻡ ﺒﺩﺭﺠﺔ‬
‫ﻜﺒﻴﺭﺓ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻭﺘﻜﺎﻤل ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﺴﻌﺎﺩﺓ‪ .‬ﻭﺃﺜﺎﺭ ﻤﻔﻬﻭﻡ ﺍﻟﻌﻔﻭ ﻨﻭﻋ‪‬ﺎ ﻤﻥ‬
‫ﺍﻟﺠﺩل ﺒﻴﻥ ﺍﻟﻨﺎﺱ‪ ،‬ﻓﻤﻨﻬﻡ ﻤ‪‬ﻥ‪ ‬ﺍﻋﺘﺒﺭﻩ ﺴﻤﺔﹰ ﺸﺨﺼﻴﺔﹰ‪ ،‬ﻭﻤﻨﻬﻡ ﻤ‪‬ﻥ‪ ‬ﺍﻋﺘﺒﺭﻩ ﻭﺍﺠﺒ‪‬ﺎ ﺩﻴﻨﻴ‪‬ﺎ‪ ،‬ﻭﺍﻟﺒﻌﺽ ﺃﻗﺭﻨﻪ‬
‫ﺒﺎﻟﺴﻠﻭﻙ ﺍﻹﻴﺠﺎﺒﻲ‪ .‬ﻜﻤﺎ ﺃﻥ ﺍﻟﻤﻌﺎﻟﺠﻴﻥ ﺍﻟﻨﻔﺴﻴﻴﻥ ﻴﺴﺘﺨﺩﻤﻭﻥ ﺘﻨﻤﻴﺔ ﺍﻟﻌﻔﻭ ﻜﺨﻁﻭﺍﺕ ﻋﻼﺠﻴﺔ ﻟﺘﺠﺎﻭﺯ‬
‫ﺍﻷﺯﻤﺎﺕ ﻓﻲ ﺍﻟﻌﻼﻗﺎﺕ‪ ،‬ﺤﻴﺙ ﺇﻨﻪ ﻴﺭﺘﺒﻁ ﺒﺎﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺠﺴﺩﻴﺔ‪ ،‬ﻭﻴ‪‬ﺴﺎﻫﻡ ﺒﺎﺭﺘﻘﺎﺀ ﺍﻟﻔﺭﺩ ﻭﻭﻗﺎﻴﺘﻪ‬
‫ﻤﻥ ﺍﻷﻤﺭﺍﺽ ﺒﺸﻜل ﻋﺎﻡ ‪(Gull & Rana, 2013; Williams, 2011; Worthington,‬‬
‫)‪.Witvliet & Miller, 2007‬‬
‫ﻭﺒﻴﻨﺕ ﺒﻌﺽ ﺍﻟﺒﺤﻭﺙ ﺃﻥ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻟﻌﻔﻭ ﺘﺨﺘﻠﻑ ﺘﺒﻌ‪‬ﺎ ﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ؛ ﻭﻤﻥ ﺒﻴﻨﻬﺎ ﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ )‪ ،(Burnette, Taylor, & Forsyth, 2007‬ﻭﻫﻭ ﺃﺤﺩ ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩ ﺍﻟﻔﺭﺩ‬
‫ﻟﻤﻭﺍﺠﻬﺔ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻤﺴﺒﺒﺔ ﻟﻸﻟﻡ ﺍﻟﻨﻔﺴﻲ ﻭﺘﺠﺎﻭﺯﻩ؛ ﻭﺫﻟﻙ ﺒﻘﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻟﻌﻔﻭ‪ ،‬ﺤﻴﺙ ﻴﺴﺘﻔﻴﺩ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻟﺫﻴﻥ ﻴﺘﻤﺘﻌﻭﻥ ﺒﺎﺭﺘﻔﺎﻉ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺒﺸﻜل ﺃﻜﺒﺭ ﺒﺈﺩﺍﺭﺓ ﻤﺸﺎﻜﻠﻬﻡ‪ ،‬ﻭﺇﺼﻼﺡ ﺃﻤﻭﺭﻫﻡ‪ ،‬ﻭﻜﺫﻟﻙ ﻟﺩﻴﻬﻡ‬
‫ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﻭﻓﻬﻡ ﻜل ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻷﺨﻁﺎﺀ‪ .‬ﻭﻋﻠﻰ ﺍﻟﻨﻘﻴﺽ ﻤﻥ ﺫﻟﻙ؛ ﻓﺈﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻟﺩﻴﻬﻡ‬
‫ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﻤﻨﺨﻔﺽ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺼﻌﻭﺒﺔ ﻓﻬﻡ ﺍﻷﺨﻁﺎﺀ ﺍﻟﺘﻲ ﻴﻘﻌﻭﻥ ﺒﻬﺎ‪ ،‬ﻭﺒﺫﻟﻙ ﻓﺎﻟﺘﻘﺩﻴﺭ ﺍﻟﻤﺭﺘﻔﻊ‬
‫ﻴﺴﺎﻫﻡ ﺒﺎﻟﻘﺩﺭ ﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﺒﻁﺭﻴﻘﺔ ﺃﻜﺜﺭ ﺴﻬﻭﻟﺔ‪ ،‬ﻭﺃﺴﻠﻭﺏ ﺃﻜﺜﺭ ﻤﺭﻭﻨﺔ ﻤﻥ ﺫﻭﻱ ﺍﻟﺘﻘﺩﻴﺭ ﺍﻟﻤﻨﺨﻔﺽ‪،‬‬
‫)ﻓﺘﺢ ﺍﻟﺒﺎﺏ ‪ ٢٠١٣‬؛ ‪.(Strelan, 2007‬‬

‫ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺘﻌﺘﺒﺭ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻤﻥ ﺃﻫﻡ ﺍﻟﻤﺭﺍﺤل ﺍﻟﻔﺎﺼﻠﺔ ﻓﻲ ﺤﻴﺎﺓ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﻭﺍﻟﺘﻲ ﻴﻨﻁﻠﻕ ﺒﻌﺩﻫﺎ‬
‫ﻟﻠﺤﻴﺎﺓ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﺍﻻﻨﺨﺭﺍﻁ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﺘﻜﻭﻴﻥ ﺃﺴﺭﺓ ﻤﺴﺘﻘﻠﺔ‪ ،‬ﻭﻟﻬﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ ﺃﺜﺭ ﺍﺠﺘﻤﺎﻋﻲ ﺒﺎﻟﻎ ﻤﻥ‬
‫ﺨﻼل ﺘﻔﺎﻋل ﺍﻟﻁﻠﺒﺔ ﻤﻊ ﺒﻌﻀﻬﻡ ﺍﻟﺒﻌﺽ‪ ،‬ﻭﻤﻊ ﺃﺴﺎﺘﺫﺘﻬﻡ‪ ،‬ﻭﻜﺫﻟﻙ ﻫﻲ ﺍﻟﻤﺤﻀﻥ ﺍﻟﺫﻱ ﺘﻨﻁﻠﻕ ﻤﻨﻪ‬
‫ﻁﺎﻗﺎﺕ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﻭﺘﻨﻤﻰ ﻓﻴﻪ ﻤﻬﺎﺭﺍﺘﻬﻡ ﻭﻗﺩﺭﺍﺘﻬﻡ‪ ،‬ﻭﻴﺘﺤﻘﻕ ﻓﻴﻪ ﺘﻘﺩﻴﺭﻫﻡ ﻟﺫﻭﺍﺘﻬﻡ‪ ،‬ﻭﺘﺘﺒﻠﻭﺭ ﻓﻴﻪ ﺴﻤﺎﺘﻬﻡ‬
‫ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫ﺇﻥ ﺤﺩﻭﺙ ﺍﻟﺨﻼﻓﺎﺕ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ‪ -‬ﺍﻟﺫﻴﻥ ﻟﻴﺱ ﻟﺩﻴﻬﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺴﺎﻤﺢ ﻭﺍﻟﻌﻔﻭ‪ -‬ﻴﺅﺜﺭ‬
‫ﺒﻼ ﺸﻙ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺇﻨﺘﺎﺠﻴﺘﻬﻡ ﻭﺘﺤﺼﻴﻠﻬﻡ ﺍﻟﺩﺭﺍﺴﻲ‪ .‬ﻭﻴ‪‬ﻌﺩ ﺍﻟﻌﻔﻭ ﺃﺴﻠﻭﺒ‪‬ﺎ ﻤﻬﻤ‪‬ﺎ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ‬
‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺫﻟﻙ ﻟﻼﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺃﻋﻠﻰ ﻤﺴﺘﻭﻴﺎﺕ ﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻭﺍﺼل ﺍﻹﻴﺠﺎﺒﻲ‪ ،‬ﻭﺍﻨﺨﻔﺎﺽ ﻤﺴﺘﻭﻯ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻟﺼﺭﺍﻋﺎﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ )‪،(Asil, Abadi, Ganji, & Bahrainian 2014‬‬
‫ﻭﺍﻟﺫﻱ ﻴﻔﻴﺩﻫﻡ ﺒﻌﺩ ﺫﻟﻙ ﻋﻨﺩ ﺍﻨﺨﺭﺍﻁﻬﻡ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﻤﻬﻨﻴﺔ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻟﻌﻔﻭ ﻴ‪‬ﺤﺩ‪‬ﺙ ﺘﻐﻴﻴﺭﺍﺕ‬
‫ﺇﻴﺠﺎﺒﻴﺔ ﻓﻲ ﺍﻟﺼﺤﺔ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﺒﺩﻨﻴﺔ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺃﻨﻪ ﻴﺨﻠﻕ ﺸﻌﻭﺭ‪‬ﺍ ﺒﺎﻻﺭﺘﻴﺎﺡ‪ ،‬ﻭﻴ‪‬ﻌﻴﺩ ﺍﻟﺘﻭﺍﻓﻕ‬

‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺩﺩ ‪ ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ‪ -‬ﻴﻭﻟﻴﺔ‪(١٤٧٧) ٢٠٢٠‬‬

 ‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬
‫ﻭﺍﻟﻤﺼﺎﻟﺤﺔ ﺒﻴﻥ ﺍﻟﹸﻤﺴﻲﺀ ﻭﺍﻟﻤ‪‬ﺴﺎﺀ ﺇﻟﻴﻪ‪ ،‬ﻭﻴﺴﺎﻋﺩ ﺍﻷﺸﺨﺎﺹ ﻋﻠﻰ ﻨﺴﻴﺎﻥ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻷﻟﻴﻤﺔ ﻓﻲ‬
‫ﻤﺎﻀﻴﻬﻡ‪ ،‬ﻭﻴﻴﺴﺭ ﺍﻟﺘﺼﺎﻟﺢ ﻓﻲ ﺍﻟﻌﻼﻗﺎﺕ‪ ،‬ﺤﻴﺙ ﻴﺼﺒﺢ ﺍﻟﻔﺭﺩ ﺒﺎﻟﻌﻔﻭ ﻗﺎﺩﺭ‪‬ﺍ ﻋﻠﻰ ﺘﻌﺩﻴل ﺍﺴﺘﺠﺎﺒﺎﺘﻪ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﺘﺠﺎﻩ ﺍﻻﻋﺘﺩﺍﺀﺍﺕ ﻭﺍﻹﺴﺎﺀﺍﺕ‪ ،‬ﻭﻴ‪‬ﺼﺒﺢ ﺃﻜﺜﺭ ﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﺼﺭﻑ ﺒﻁﺭﻕ ﺇﻴﺠﺎﺒﻴﺔ‬
‫)‪.(McCullough & Witvliet, 2000; Wang, Cai, Qian, & Peng, 2014‬‬
‫ﻭﺒﺎ ﺴﺘﻘﺭﺍﺀ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ؛ ﻓﺈﻨﻨﺎ ﻭﺠﺩﻨﺎ ﺃﻥ ﻤﻔﻬﻭﻡ ﺍﻟﻌﻔﻭ ﻟﻡ ﻴﻨل ﺍﻟﻘﺩﺭ ﺍﻟﻜﺎﻓﻲ ﻤﻥ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﻓﻲ ﺇﻁﺎﺭ ﺘﻠﻙ ﺍﻟﺒﺤﻭﺙ‪ ،‬ﻭﺃﻥ ﻫﻨﺎﻙ ﻨﺩﺭﺓ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺍﻟﻌﻔﻭ ﻓﻲ ﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ ﻋﻠﻰ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺒﺎﻟﺘﺤﺩﻴﺩ‪ ،‬ﺤﻴﺙ ﻜﺎﻨﺕ ﺃﻏﻠﺏ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻌﻔﻭ ‪-‬ﻜﻤﺎ ﻗﺩﻤﻬﺎ‬
‫ﺍﻟﺒﺎﺤﺜﻭﻥ ﻓﻲ ﺍﻵﻭﻨﺔ ﺍﻷﺨﻴﺭﺓ‪ -‬ﻫﻲ ﺩﺭﺍﺴﺔ ﺍﻟﻨﻭﺍﺘﺞ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﻠﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ؛‬
‫ﻜﺎﻟﺴﻌﺎﺩﺓ‪ ،‬ﻭﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻭﺍﻟﺫﻜﺎﺀ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﻤﺴﺔ ﺍﻟﻜﺒﺭﻯ ﻟﻠﺸﺨﺼﻴﺔ‪ ،‬ﻭﻨﻭﻋﻴﺔ‬
‫ﺍﻟﺤﻴﺎﺓ )ﺍﻟﺴﻴﺩ ﻭﺸﺭﺍﺏ‪٢٠٠٨ ،‬؛ ﺍﻟﺸﻬﺭﻱ‪٢٠١٥ ،‬؛ ﺍﻟﻌﻨﺯﻱ‪ ،(٢٠١٠ ،‬ﻭﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺘﺸﺎﺒﻪ‬
‫ﺩﺭﺍﺴﺘﻨﺎ ﺍﻟﺭﺍﻫﻨﺔ ﺒﺩﺭﺍﺴﺔ ﻓﺘﺢ ﺍﻟﺒﺎﺏ )‪ (٢٠١٣‬ﺇﻻ ﺃﻨﻬﺎ ﺘﻨﺎﻭﻟﺕ ﺒﻌﺩ‪‬ﺍ ﻭﺍﺤﺩ‪‬ﺍ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻌﻔﻭ؛ ﻭﻫﻭ ﺍﻟﻌﻔﻭ‬
‫ﻋﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺘﻨﺎﻭﻟﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺭﺍﻫﻨﺔ ﺜﻼﺜﺔ ﺃﺒﻌﺎﺩ ﻟﻠﻌﻔﻭ ﻓﻲ ﻋﻼﻗﺘﻪ ﺒﻤﺘﻐﻴﺭ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ؛‬
‫ﻭﻫﻭ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ ﻭﺍﻵﺨﺭﻴﻥ ﻭﺍﻟﻤﻭﺍﻗﻑ‪ ،‬ﻜﻤﺎ ﺍﺨﺘﻠﻔﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ‬
‫ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺩﺭﺠﺎﺕ ﺍﻟﻌﻔﻭ‪ ،‬ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﺩﺭﺍﺴﺔ ﺘﻭﻤﺎﺱ ﻭﺍﻴﺕ ﻭﺴﺘﻥ & ‪Thomas, Ehite,‬‬
‫)‪ Sutton (2008‬ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻗﹰﺎ ﻭﺍﻀﺤ‪‬ﺎ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻻﻨﺘﻘﺎﻡ ﻤﻘﺎﺒل ﺍﻟﻌﻔﻭ‪ ،‬ﺤﻴﺙ‬
‫ﺃﻅﻬﺭﺕ ﺍﻟﻨﺴﺎﺀ ﺭﻏﺒﺔ ﻓﻲ ﺍﻟﻌﻔﻭ ﺒﺸﻜل ﺃﻜﺒﺭ‪ ،‬ﺃﻤﺎ ﺍﻟﺭﺠﺎل ﻓﻜﺎﻨﺕ ﺭﻏﺒﺘﻬﻡ ﺒﺎﻻﻨﺘﻘﺎﻡ ﻫﻲ ﺍﻟﺴﺎﺌﺩﺓ‪،‬‬
‫ﻭﺍﺨﺘﻠﻑ ﺫﻟﻙ ﻤﻊ ﻤﺎ ﺘﻭﺼل ﺇﻟﻴﻪ ﻜل ﻤﻥ ﻨﻴﺘﻭ ﻭﻤﻭﻟﻴﻪ )‪ Neto & Mullet (2004‬ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ‬
‫ﺴﻠﺒﻴﺔ ﺩﺍﻟﺔ ﺒﻴﻥ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻟﻌﻔﻭ ﻟﺩﻯ ﺍﻟﻨﺴﺎﺀ‪ ،‬ﻟﻜﻥ ﺍﻟﺭﺠﺎل ﻜﺎﻨﺕ ﺍﻟﻌﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﺩﺭﺍﺴﺎﺕ ﺒﻴﻨﺕ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﻌﻔﻭ )‪.(Kmice, 2009‬‬
‫ﻭﻫﺫﺍ ﻤﺎ ﺩﻋﺎﻨﺎ ﻟﻤﺤﺎﻭﻟﺔ ﻤﻌﺭﻓﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻟﻤﺘﻐﻴﺭﻱ ﺍﻟﻌﻔﻭ‬
‫ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻋﻨﺩ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ‪ .‬ﻜﻤﺎ ﺃﻨﻪ ﻟﻡ ﺘﻭﺠﺩ – ﻓﻲ ﺤﺩﻭﺩ ﻤﺎ ﺍﻁﻠﻊ ﻋﻠﻴﻪ ﺍﻟﺒﺎﺤﺜﻭﻥ‪ -‬ﺩﺭﺍﺴﺔ‬
‫ﻟﻤﻌﺭﻓﺔ ﺃﺒﻌﺎﺩ ﺍﻟﻌﻔﻭ ﻓﻲ ﻋﻼﻗﺘﻬﺎ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻜﻭﻴﺘﻲ‪ ،‬ﻭﻟﺫﻟﻙ ﻓﺈﻨﻨﺎ ﻓﻲ ﺩﺭﺍﺴﺘﻨﺎ ﺍﻟﺤﺎﻟﻴﺔ‬
‫ﻨﺴﻌﻰ ﻟﻺﺠﺎﺒﺔ ﻋﻥ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﺗﺴﺎﺅﻻﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫‪ -١‬ﻫل ﻴﻭﺠﺩ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺩﺭﺠﺎﺕ ﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ؟‬
‫‪ -٢‬ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻤﻥ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ‬
‫ﺍﻟﻜﻭﻴﺕ ﻓﻲ ﻜل ﻤﻥ ﻤﻘﻴﺎﺱ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ؟‬

‫)‪ (١٤٨‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔﺍﻟﻌﺩﺩ‪ - ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ – ﻴﻭﻟﻴﺔ ‪٢٠٢٠‬‬

 ‫ﺃﺩ ‪ /‬ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺸﺭ & ‪.‬ﺩ‪ /‬ﺴﻤﻴﺔ ﻨﺎﺩﺭ ﺒﻥ ﻋﻠﻲ & ﺩ‪ /‬ﻤﺤﻤﺩ ﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ‬
‫‪ -٣‬ﺘﹸﺴﻬﹺﻡ ﺃﺒﻌﺎﺩ ﺍﻟﻌﻔﻭ )ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ( ﺒﺎﻟﺘﻨﺒﺅ‬
‫ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ؟‬
‫ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺍﻟﻭﻗﻭﻑ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‪.‬‬ ‫‪‬‬
‫ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟ ﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﻜل ﻤﻥ‪ :‬ﺩﺭﺠﺎﺕ ﺍﻟﻌﻔﻭ‪ ،‬ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻋﻴﻨﺔ‬ ‫‪‬‬
‫ﺍﻟﺒﺤﺙ‪.‬‬
‫ﺍﻟﻜﺸﻑ ﻋﻥ ﻤﺩﻯ ﺇﺴﻬﺎﻡ ﺃﺒﻌﺎﺩ ﺍﻟﻌﻔﻭ )ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ‬ ‫‪‬‬
‫ﺍﻟﻤﻭﺍﻗﻑ( ﺒﺎﻟﺘﻨﺒﺅ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‪.‬‬
‫ﺃﻫﻤﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﻈﺮﻳﺔ‪:‬‬
‫‪ ‬ﺘﻅﻬﺭ ﺃﻫﻤﻴﺔ ﻫﺫﻩ ﺍﻟ ﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل ﻋﻴﻨﺘﻬﺎ )ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ( ﻟﻤﻌﺭﻓﺔ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ ﻟﺩﻴﻬﻡ‪ ،‬ﻭﺒﺎﻋﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺘﺴﺎﻫﻡ ﺒﺸﻜل ﻜﺒﻴﺭ ﻓﻲ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻬﻡ؛ ﻭﻫﻭ ﻤﺎ‬
‫ﺘﺴﻌﻰ ﺠﻤﻴﻊ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﻤﺘﻁﻭﺭﺓ ﻓﻲ ﻏﺭﺴﻪ ﻭﺘﻨﻤﻴﺘﻪ ﻟﺩﻯ ﻓﺌﺔ ﺍﻟﺸﺒﺎﺏ‪.‬‬
‫‪ ‬ﺘﻨﺎﻭﻟﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻔﻬﻭﻡ ﺍﻟﻌﻔﻭ ﻭﻜﻴﻑ ﻴﺴﺎﻫﻡ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻟﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﺫﻱ‬
‫ﻴﺠﻌﻠﻬﻡ ﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﻤﺴﺎﺭ ﺤﻴﺎﺘﻬﻡ‪ ،‬ﻭﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻟﻨﺠﺎﺡ‪.‬‬
‫‪ ‬ﺍﻻﺘﺠﺎﻩ ﺍﻟﻌﺎﻡ ﺍﻟﺤﺎﻟﻲ ﻟﻌﻠﻡ ﺍﻟﻨﻔﺱ ﻫﻭ ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻓﻲ ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺘﻌﺩﻴل‬
‫ﺍﻷﻓﻜﺎﺭ ﺍﻟﺴﻠﺒﻴﺔ ﺇﻟﻰ ﺃﻓﻜﺎﺭ ﺇﻴﺠﺎﺒﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﺅﺜﺭ ﻋﻠﻰ ﺴﻠﻭﻙ ﺍﻟﻔﺭﺩ ﻭﺘﻭﺍﺼﻠﻪ ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻤﻥ‬
‫ﻫﺫﺍ ﺍﻟﻤﻨﻁﻠﻕ ﻓﺈﻥ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺘﺭﻜﺯ ﻋﻠﻰ ﻤﻔﻬﻭﻡ ﺍﻟﻌﻔﻭ ﻜﺄﺤﺩ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺩﺍﻟﺔ ﻋﻠﻰ‬
‫ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ‪.‬‬
‫ﺍﻷﻫﻤﻴﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪:‬‬
‫‪ ‬ﺘﹸﺴﻬﹺﻡ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻓﻲ ﻤﺤﺎﻭﻟﺔ ﺘﻌﻤﻴﻕ ﺍﻟﻔﻬﻡ ﺍﻟﻌﻠﻤﻲ ﻷﺒﻌﺎﺩ ﺍﻟﻌﻔﻭ ﻭﻤﺩﻯ ﺘﺄﺜﺭﻩ ﺒﻤﺘﻐﻴﺭ ﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ؛ ﻤﻤﺎ ﻴ‪‬ﺴﻬﻡ ﻓﻲ ﺘﺤﺩﻴﺩ ﺘﺸﺨﻴﺹ ﻨﹶﻭ‪‬ﻋ‪‬ﻲ ﻟﻠﻌﻔﻭ ﻗﺩ ﻴﺴﺎﻋﺩ ﻓﻲ ﻭﻀﻊ ﺒﺭﺍﻤﺞ ﺇﺭﺸﺎﺩﻴﺔ ﻟﻪ‪.‬‬
‫‪ ‬ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﻓﻲ ﺇﻤﻜﺎﻨﻴﺔ ﺇﻋﺩﺍﺩ ﺒﺭﺍﻤﺞ ﻟﻨﺸﺭ ﺍﻟﻭﻋﻲ ﻨﺤﻭ ﺘﻨﻤﻴﺔ ﺍﻟﻌﻔﻭ ﻟﺩﻯ ﺍﻟﻁﻼﺏ‪ ،‬ﻟﻤﺎ ﻟﻪ‬
‫ﻤﻥ ﺁﺜﺎﺭ ﺇﻴﺠﺎﺒﻴﺔ ﻋﻠﻰ ﺤﻴﺎﺘﻬﻡ ﺍﻟﺠﺎﻤﻌﻴﺔ؛ ﺨﺎﺼﺔ ﻭﺍﻟﺤﻴﺎﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻋﺎﻤﺔ‪ ،‬ﻭﻴﺴﺎﻋﺩ ﻋﻠﻰ‬
‫ﺘﻜﻭﻴﻥ ﻋﻼﻗﺎﺕ ﺼﺤﻴﺔ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﻭﺃﺴﺎﺘﺫﺘﻬﻡ‪ ،‬ﻭﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﺒﻌﻀﻬﻡ ﺍﻟﺒﻌﺽ‪.‬‬
‫ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺍﻟﻌﻔﻭ ‪:Forgiveness‬‬
‫ﻴ‪‬ﻌﺭ‪‬ﻑ ﺘﻭﻤﺴﻭﻥ ﻭﺁﺨﺭﻭﻥ )‪ Thompson et al., (2005‬ﺍﻟﻌﻔﻭ ﻋﻠﻰ ﺃﻨﻪ ﺍﺴﺘﺒﺩﺍل ﺍﻟﻔﺭﺩ‬

‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺩﺩ ‪ ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ‪ -‬ﻴﻭﻟﻴﺔ‪(١٤٩٧) ٢٠٢٠‬‬

 ‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬
‫ﻟﻠﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ ﺒﺄﺨﺭﻯ ﺤﻴﺎﺩﻴﺔ ﺃﻭ ﺇﻴﺠﺎﺒﻴﺔ ﻋﻨﺩ ﺍﻟﺘﻌﺭﺽ ﻟﻺﺴﺎﺀﺓ‪ ،‬ﺇﺯﺍﺀ ﺫﺍﺘﻪ‪ ،‬ﺃﻭ ﺸﺨﺹ ﺃﻭ‬
‫ﺃﺸﺨﺎﺹ ﺁﺨﺭﻴﻥ‪ ،‬ﺃﻭ ﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺨﺎﺭﺠﺔ ﻋﻥ ﺴﻴﻁﺭﺓ ﺍﻟﻔﺭﺩ؛ ﻜﺎﻹﺼﺎﺒﺔ ﺒﺎﻷﻤﺭﺍﺽ ﺃﻭ ﺤﺩﻭﺙ‬
‫ﺍﻟﻜﻭﺍﺭﺙ ﺍﻟﻁﺒﻴﻌﻴﺔ‪ .‬ﺃﻤﺎ ﺍﻟﺸﺭﺒﻴﻨﻲ )‪ (٢٠٠٩‬ﻓﻭﺠﺩ ﺒﺄﻥ ﺍﻟﻌﻔﻭ ﻫﻭ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‬
‫ﻭﺍﻟﻭﺠﺩﺍﻨﻴﺔ ﻭﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺩﺍﺨل ﺍﻟﻔﺭﺩ‪ ،‬ﻭﺍﻟﺘﻲ ﺘﺘﻤﺜل ﻓﻲ ﺘﻨﺎﻗﺹ ﺃﻭ ﻏﻴﺎﺏ ﺍﻟﻤﺩﺭﻜﺎﺕ ﻭﺍﻟﻤﺸﺎﻋﺭ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻻﻨﺘﻘﺎﻡ ﻤﻥ ﺍﻟﺫﺍﺕ ﻭﺍﻵﺨﺭﻴﻥ‪ ،‬ﺃﻭ ﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻋﻨﺩ ﺍﻟﺘﻌﺭﺽ ﻟﻺﺴﺎﺀﺓ‪.‬‬
‫ﻭﻴ‪‬ﻌﺘﹶﺒﺭ ﺍﻟﻌﻔﻭ ﻋﻤﻠﻴﺔ ﻴﺘﺨﻠﺹ ﻓﻴﻬﺎ ﺍﻟﻔﺭﺩ ﻤﻥ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻻﺴﺘﻴﺎﺀ ﺃﻭ ﺍﻟﻐﻀﺏ‪ ،‬ﻭﻴﺘﺤﺭﺭ ﻤﻥ ﻤﺸﺎﻋﺭ‬
‫ﺍﻟﺨﻁﻴﺌﺔ ﺘﺠﺎﻩ ﻤﺼﺩﺭ ﺍﻷﻟﻡ )‪.(DeShea & Wahkinney, 2003‬‬
‫ﻭﻴ‪‬ﻌﺭ‪‬ﻑ ﺇﺠﺭﺍﺌﻴ‪‬ﺎ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻟﺘﻲ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﻤﻔﺤﻭﺹ ﺤﻭل ﻤﺸﺎﻋﺭﻩ ﺍﻟﺤﻴﺎﺩﻴﺔ ﺃﻭ‬
‫ﺍ ﻹﻴﺠﺎﺒﻴﺔ ﻋﻨﺩ ﺘﻌﺭﻀﻪ ﻟﻠﻀﻴﻕ ﺴﻭﺍﺀ ﺍﺘﺠﺎﻩ ﺫﺍﺘﻪ‪ ،‬ﺃﻭ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﺃﻭ ﺍﻟﻤﻭﺍﻗﻑ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻫﺎﺭﺘﻼﻨﺩ‬
‫ﻟﻠﻌﻔﻭ ﺍﻟﻤﺴﺘﺨﺩﻡ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﺗﻘﺪﻳﺮ ﺍﻟﺬﺍﺕ ‪:Self-esteem‬‬
‫ﻴ‪‬ﻌﺭ‪‬ﻑ ﺭﻭﺯﻨﺒﻴﺭﺝ )‪ Rosenberg (1987‬ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺒﺄﻨﻪ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻔﺭﺩ ﺍﻟﺴﺎﻟﺒﺔ ﺃﻭ‬
‫ﺍﻟﻤﻭﺠﺒﺔ ﻨﺤﻭ ﻨﻔﺴﻪ‪ .‬ﻓﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻹﻴﺠﺎﺒﻲ ﻴﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﺍﻟﻔﺭﺩ ﻴﻌﺘﺒﺭ ﻨﻔﺴﻪ ﺫﺍ ﺃﻫﻤﻴﺔ ﻭﻗﻴﻤﺔ‪ ،‬ﺒﻴﻨﻤﺎ‬
‫ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﺴﻠﺒﻲ ﻴﺸﻴﺭ ﺇﻟﻰ ﻋﺩﻡ ﺭﻀﺎ ﺍﻟﻔﺭﺩ ﻋﻥ ﺫﺍﺘﻪ ﺃﻭ ﺭﻓﺽ ﺍﻟﺫﺍﺕ ﻭﺍﺤﺘﻘﺎﺭﻫﺎ )ﺍﻟﺩﺴﻭﻗﻲ‪،‬‬
‫‪ ،(٥٠ :٢٠٠٤‬ﻭﻫﻭ ﺘﻘﻴﻴﻡ ﺸﺨﺼﻲ ﻟﻠﻔﺭﺩ ﻤﻥ ﺤﻴﺙ ﻗﻴﻤﺘﻪ‪ ،‬ﻭﻴﺸﻤل ﺍﺤﺘﺭﺍﻡ ﺍﻟﻔﺭﺩ ﻟﺫﺍﺘﻪ‪ ،‬ﻭﻤﻌﺘﻘﺩﺍﺘﻪ‬
‫ﺤﻭل ﻨﻔﺴﻪ‪ ،‬ﻭﺤﺎﻟﺘﻪ ﺍﻟﻌﺎﻁﻔﻴﺔ ﺘﺠﺎﻩ ﻨﻔﺴﻪ )ﻋﻠﻰ ﺴﺒﻴل ﺍﻟﻤﺜﺎل‪ :‬ﺃﻨﺎ ﻤﺤﺒﻭﺏ‪ ،‬ﺃﻨﺎ ﺠﺩﻴﺭ ﺒﺎﻻﺤﺘﺭﺍﻡ(‬
‫)‪ .(Hewitt, 2009‬ﻭﻴﻌﺭﻑ ﺇﺠﺭﺍﺌﻴ‪‬ﺎ ﺒﺩﺭﺠﺔ ﺍﻟﻔﺭﺩ ﻋﻨﺩ ﺘﻘﻴﻴﻤﻪ ﻟﺫﺍﺘﻪ ﻭﻤﺸﺎﻋﺭﻩ ﺘﺠﺎﻩ ﻨﻔﺴﻪ‪ ،‬ﻭﺫﻟﻙ ﻋﻠﻰ‬
‫ﻤﻘﻴﺎﺱ ﺭﻭﺯﻨﺒﻴﺭﺝ ﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺴﺘﺨﺩﻡ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‪:‬‬
‫ﻴ‪‬ﻌﺘﹶﺒﺭ ﺍﻟﻌﻔﻭ ﻤﻥ ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﺤﻴﻭﻴﺔ ﺍﻟﺘﻲ ﺘﻤﺜل ﺍﻷﺴﺎﺱ ﻓﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻹﻴﺠﺎﺒﻲ‪ ،‬ﻓﻬﻭ ﺒﻤﺜﺎﺒﺔ‬
‫ﺍﻟﻤ‪‬ﻴﺴ‪‬ﺭ ﻟﺤﺩﻭﺙ ﺍﻻﻨﻔﻌﺎﻻﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻟﺤﺏ ﻭﺍﻹﻴﺜﺎﺭ‪ ،‬ﻭﻫﻭ ﻴﺤﻘﻕ ﺩﺭﺠﺔ ﻤﺭﺘﻔﻌﺔ ﻤﻥ‬
‫ﺍﻻﻨﺴﺠﺎﻡ‪ ،‬ﻭﻴ‪‬ﻌﺩ‪‬ل ﻤﻥ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ‪(McCullough & Witvliet, 2000; Seligman,‬‬
‫)‪.2002‬‬
‫ﻭﻴ‪‬ﻌﺩ‪ ‬ﺍﻟﻌﻔﻭ ﻓﻲ ﺇﻁﺎﺭ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺒﺄﻨﻪ ﻤﻔﻬﻭﻡ ﻏﻴﺭ ﺍﻋﺘﻴﺎﺩﻱ ﻷﻨﻪ ﻻ ﻴﺸﻜل ﻭﻀﻌ‪‬ﺎ ﺜﺎﺒﺘﹰﺎ‪ ،‬ﺃﻭ‬
‫ﻤﻭﻗﻔﹰﺎ ﻤﺤﺩﺩ‪‬ﺍ؛ ﺒل ﻫﻭ ﻋﻤﻠﻴﺔ ﺘﺘﻀﻤﻥ ﺴﻠﺴﻠﺔ ﻤﻥ ﺍﻟﺘﻐﻴﺭﺍﺕ‪ ،‬ﺤﻴﺙ ﻴ‪‬ﺼﺒﹺﺢ ﺍﻟﻔﺭﺩ ﺒﻤﻭﺠﺏ ﺍﻟﻌﻔﻭ ﺃﻜﺜﺭ‬
‫ﻤﻴﻼﹰ ﻟﻠﺘﻌﺎﻤل ﺍﻹﻴﺠﺎﺒﻲ‪ ،‬ﻭﺃﻗل ﻤﻴﻼﹰ ﻟﻠﺘﻌﺎﻤل ﺍﻟﺴﻠﺒﻲ ﻤﻘﺎﺒل ﺍﻟﺸﺨﺹ ﺍﻟﺫﻱ ﺃﺴﺎﺀ ﺇﻟﻴﻪ ﺴﺎﺒﻘﹰﺎ‪ ،‬ﻭﻫﻭ‬
‫ﻴﺘﻀﻤﻥ ﺘﻐﻴﺭ ﻓﻲ ﺍﻟﻤﺸﺎﻋﺭ ﻭﺍﻟﺩﻭﺍﻓﻊ ﻭﺍﻟﺴﻠﻭﻙ‪ ،‬ﻜﻤﺎ ﻴ‪‬ﺴﺎﻫ‪‬ﻡ ﺒﺘﻐﻴﺭﺍﺕ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻔﺭﺩ ﺇﺯﺍﺀ‬
‫ﺍﻻﻨﺘﻬﺎﻜﺎﺕ ﺍﻟﻤﻭﺠﻬﺔ ﺇﻟﻴﻪ ﻤﻥ ﺍﻵﺨﺭﻴﻥ ﺒﺤﻴﺙ ﻴﺘﻭﻗﻑ ﻋﻥ ﺍﻻﻨﺘﻘﺎﻡ ﻤﻨﻬﻡ‪ ،‬ﻭﻴ‪‬ﺭﻜﱢﺯ ﻋﻠﻰ ﺍﻟﺠﻭﺍﻨﺏ‬

‫)‪ (١٥٠‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔﺍﻟﻌﺩﺩ‪ - ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ – ﻴﻭﻟﻴﺔ ‪٢٠٢٠‬‬

 ‫ﺃﺩ ‪ /‬ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺸﺭ & ‪.‬ﺩ‪ /‬ﺴﻤﻴﺔ ﻨﺎﺩﺭ ﺒﻥ ﻋﻠﻲ & ﺩ‪ /‬ﻤﺤﻤﺩ ﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ‬
‫ﺍﻟﺘﺤﻔﻴﺯﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ )‪ ،(McCullough, Bellah, Kilpatrick & Johnson 2001‬ﻭﻴﻔﺘﺭﺽ‬
‫ﺴﻜﻭل )‪ Scull (2009‬ﺒﺄﻥ ﺍﻟﻨﺎﺱ ﻟﺩﻴﻬﻡ ﺜﻼﺜﺔ ﺩﻭﺍﻓﻊ ﻨﻔﺴﻴﺔ ﺘﻨﺸﺄ ﻨﺘﻴﺠﺔ ﻟﺘﻌﺭﻀﻬﻡ ﻟﻠﻅﻠﻡ ﺃﻭ ﺍﻹﺴﺎﺀﺓ؛‬
‫ﺘﺘﻠﺨﺹ ﻓﻲ‪:‬‬
‫‪ -١‬ﺘﺠﻨﺏ ﺍﻟﻤ‪‬ﺴﻲﺀ ﻨﻔﺴﻴ‪‬ﺎ ﻭﺸﺨﺼﻴ‪‬ﺎ‪.‬‬
‫‪ -٢‬ﺍﻟﺴﻌﻲ ﻟﻼﻨﺘﻘﺎﻡ ﻤﻥ ﺍﻟﻤﺴﻲﺀ‪.‬‬
‫‪ -٣‬ﺍﻻﺘﺠﺎﻩ ﻨﺤﻭ ﺍﻟﺨﻴﺭ ﻟﻠﻤﺴﻲﺀ‪.‬‬
‫ﻭﻭﻓﻘﹰﺎ ﻟﻤﺎ ﺫﻜﺭﻩ ﻫﺎل ﻭﻓﻴﻨﺸﺎﻡ )‪ ،Hall & Fincham (2005‬ﻓﺈﻥ ﺃﻋﻠﻰ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻌﻔﻭ‬
‫ﺘﺘﻤﺜل ﻓﻲ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺍﻟﺘﺨﻠﻲ ﻋﻥ ﻤﺸﺎﻋﺭ ﺍﻻﺴﺘﻴﺎﺀ ﺘﺠﺎﻩ ﺍﻟﺸﺨﺹ ﺍﻟﻤﺴﻲﺀ‪ ،‬ﻭﺍﻟﺘﻌﺎﻁﻑ ﻤﻌﻪ‪.‬‬
‫ﻓﺎﻟﻌﻔﻭ ﻫﻭ ﺍﻟﺘﺤﺭﺭ ﻤﻥ ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﺴﻠﺒﻲ ﻟﻠﻤﺸﺎﻋﺭ ﺍﻟﺘﻲ ﺘﻜﻭﻨﺕ ﻀﺩ ﺍﻟﻤﺴﻲﺀ‪ ،‬ﻭﻴﻌﺘﺒﺭ ﻜﻤﻴﻜﺎﻨﺯﻡ ﻭﻗﺎﺌﻲ‬
‫ﻴﻌﻤل ﻜﻤﺘﻐﻴﺭ ﻭﺴﻴﻁ ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﺘﻌﺭﺽ ﻟﻺﺴﺎﺀﺓ‪ ،‬ﻓﻌﻨﺩﻤﺎ ﻴﻘﺭﺭ ﺍﻟﻔﺭﺩ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺸﺨﺹ ﺍﻟﺫﻱ ﺃﺴﺎﺀ‬
‫ﺇﻟﻴﻪ ﻓﺈﻥ ﺤﺎﻟﺘﻪ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺘﺘﺤﺴﻥ‪ ،‬ﻭﻴﺸﻌﺭ ﺒﺎﻻﺴﺘﻤﺘﺎﻉ ﻨﺘﻴﺠﺔ ﻟﺘﺤﺭﺭﻩ ﻤﻥ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ؛‬
‫ﻜﺎﻟﻘﻠﻕ‪ ،‬ﻭﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻜﺭﺏ‪ ،‬ﻜﻤﺎ ﺃﻨﻪ ﻴﺴﺘﻁﻴﻊ ﺍﻟﺘﺤﻜﻡ ﺒﻤﺸﺎﻋﺭ ﺍﻟﻐﻀﺏ‪ ،‬ﻭﻜل ﺫﻟﻙ ﻴﺘﻭﻗﻑ ﺒﻼ ﺸﻙ ﻋﻠﻰ‬
‫ﺸﺨﺼﻴﺔ ﺍﻟﻔﺭﺩ ﺍﻟﺫﻱ ﺘﻌﺭﺽ ﻟﻺﺴﺎﺀﺓ‪ ،‬ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﻤﺴﻲﺀ )‪،(Maltby, Day & Barber, 2008‬‬
‫ﻓ ﺎﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻴﻤﺘﻠﻜﻭﻥ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻴﺘﻤﺘﻌﻭﻥ ﺒﺎﻟﺭﻓﺎﻫﻴ ﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺠﻭﺩﺓ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﺭﻀﺎ ﻋﻨﻬﺎ‬
‫)‪ ،(Hall & Fincham 2005; McCullough et al., 2001; Safaria, 2014‬ﻭﻋﻠﻰ ﺍﻟﻌﻜﺱ‬
‫ﻤﻥ ﺫﻟﻙ ﻓﺈﻥ ﺍﻻﻨﺨﺭﺍﻁ ﺒﺎﻟﺘﻔﻜﻴﺭ ﺒﻌﺩﻡ ﺍﻟﻌﻔﻭ ﻴﺅﺩﻱ ﺒﻼ ﺸﻙ ﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻹﺠﻬﺎﺩ‬
‫ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻭﻜﺫﻟﻙ ﺍﻟﺤﺩ ﻤﻥ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‪ ،‬ﻭﺒﻨﺎﺀ ﺤﻭﺍﺠﺯ ﺃﻤﺎﻡ ﺍﻟﻨﻤﻭ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫)‪.(Akhtar, Dolan & Barlow, 2017; Gull & Rana, 2013‬‬
‫ﻭﺃﺸﺎﺭﺕ ﺩﺭﺍﺴﺔ ﺭﺠﺎﻓﻙ ﻭﺠﻭﺭﺸﻲ )‪ Rijavec & Jurcec (2010‬ﺒﺄﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ‬
‫ﻟﻴﺱ ﻟﺩﻴﻬﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ؛ ﻓﺈﻥ ﺫﻟﻙ ﻴﻨﺒﺊ ﺒﻭﺠﻭﺩ ﻨﻭﻋﻴﻥ ﻤﻥ ﺍﻟﺩﻭﺍﻓﻊ‪ :‬ﺍﻷﻭل ﺍﻟﺩﺍﻓﻊ ﺍﻻﻨﺘﻘﺎﻤﻲ‪،‬‬
‫ﻭﺍﻵﺨﺭ ﺍﻟﺩﺍﻓﻊ ﺍﻟﺘﺠﻨﺒﻲ‪ ،‬ﻭﻜﻼﻫﻤﺎ ﻴﻘﻭﺩ ﺇﻟﻰ ﻤﺯﻴﺩ ﻤﻥ ﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﺘﻌﺎﺴﺔ‪.‬‬
‫ﺗﻔﺴﲑ ﺍﻟﻌﻔﻮ‪:‬‬
‫ﻓﺴﺭﺕ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻔﻭ ﻤﻥ ﻋﺩﺓ ﺠﻭﺍﻨﺏ؛ ﻭﻫﻲ‪ :‬ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻔﺴﻴﻭﻟﻭﺠﻴﺔ‪ ،‬ﻭﺍﻟﻤﻌﺭﻓﻴﺔ‪،‬‬
‫ﻭﺍﻟﻭﺠﺩﺍﻨﻴﺔ‪ ،‬ﻭﻜﺫﻟﻙ ﺍﻟﺩﺍﻓﻌﻴﺔ‪ .‬ﺤﻴﺙ ﺭﻜﺯ ﻨﻴﻭﺒﺭﺝ ﻭﺃﻜﻴﻠﻲ ﻭﻨﻴﻭﺒﺭﺝ ﻭﺩﻤﺎﺭﺴﻲ ‪Newberg, Aquili,‬‬
‫)‪ Newberg & Demarici, (2000:142‬ﻓﻲ ﺘﻔﺴﻴﺭﻫﻡ ﻟﻠﻌﻔﻭ ﻋﻠﻰ ﺍﻟﻤﻜﻭﻨﺎﺕ ﺍﻟﻨﻴﺭﻭﻟﻭﺠﻴﺔ‬
‫ﻭﺍﻟﺒﻴﻭﻟﻭﺠﻴﺔ‪ ،‬ﻭﻫﻨﺎ ﻴﻌﻤل ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻤل ﺍﻟﻔﻌﺎل ﻤﻊ ﺍﻟﻅﻠﻡ ﺃﻭ ﺍﻟﺠﻭﺭ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﻤﻥ ﺨﻼل‬
‫ﻨﺸﺎﻁ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﺒﺎﺭﺍﺴﻤﺜﺎﻭﻱ؛ ﻤﺅﺩﻴ‪‬ﺎ ﺇﻟﻰ ﺤﺩﻭﺙ ﺘﺤﺴﻥ ﻨﻔﺴﻲ ﻭﻓﺴﻴﻭﻟﻭﺠﻲ ﻴﺘﻀﻤﻥ ﺨﻔﺽ‬
‫ﻤﻌﺩل ﻀﺭﺒﺎﺕ ﺍﻟﻘﻠﺏ ﻭﺘﻨﻔﺱ ﺃﻜﺜﺭ‪ ،‬ﻭﺍﻨﺨﻔﺎﺽ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻟﻌﺩﺍﺌﻴﺔ‪.‬‬

‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺩﺩ ‪ ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ‪ -‬ﻴﻭﻟﻴﺔ‪(١٥١٧) ٢٠٢٠‬‬

 ‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬
‫ﺃﻤﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺠﺎﻨﺏ ﺍﻟﻤﻌﺭﻓﻲ؛ ﻓﻘﺩ ﻓﹶﺴ‪‬ﺭ ﺍﻟﻌﻔﻭ ﻋﻠﻰ ﺃﻨﻪ ﺘﻌﺩﻴل ﺍﻹﺩﺭﺍﻜﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﻤﺘﻌﻠﻘﺔ‬
‫ﺒﻔﻌل ﺍﻹﺴﺎﺀﺓ ﻭﺇﻋﺎﺩﺓ ﺼﻴﺎﻏﺘﻬﺎ‪ ،‬ﺤﻴﺙ ﺘﺘﺤﻭل ﺍﻹﺩﺭﺍﻜﺎﺕ ﻤﻥ ﺴﻠﺒﻴﺔ ﺇﻟﻰ ﺇﻴﺠﺎﺒﻴﺔ‪ ،‬ﻭﻤﻥ ﺃﻤﺭ ﺴﻲﺀ‬
‫ﻟﻠﻐﺎﻴﺔ ﺇﻟﻰ ﺃﻤﺭ ﻤﻤﻜﻥ ﻭﻤﻘﺒﻭل )ﺃﻨﻭﺭ ﻭﻋﺒﺩﺍﻟﺼﺎﺩﻕ‪ .(٢٠١٠ ،‬ﻓﻲ ﺤﻴﻥ ﻴﺭﻯ ﻫﻭﺩﺠﺴﻭﻥ ﻭﻭﺭﺫﻡ‬
‫)‪ Hodgson & Wertheim (2007‬ﺃﻥ ﺍﻟﻌﻔﻭ ﻤﻥ ﺍﻟﺠﺎﻨﺏ ﺍﻟﻭﺠﺩﺍﻨﻲ ﻤﺎ ﻫﻭ ﺇﻻ ﻋﻤﻠﻴﺔ ﺩﺍﺨﻠﻴﺔ ﺘﻘﻭﻡ‬
‫ﻋﻠﻰ ﺘﻘﻠﻴل ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ ﺘﺠﺎﻩ ﺍﻟﻤﺴﻲﺀ؛ ﻤﻤﺎ ﻴﺴﻤﺢ ﺒﺎﺴﺘﻤﺭﺍﺭﻴﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪،‬‬
‫ﻭﻫﻭ ﺘﻨﻅﻴﻡ ﺍﻻﻨﻔﻌﺎﻻﺕ ﺨﻼل ﺍﻟﻤﻭﺍﻗﻑ‪ ،‬ﻭﺍﻟﺘﻲ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻟﻌﻔﻭ‪ .‬ﺒﻴﻨﻤﺎ ﻴ‪‬ﻔﹶﺴ‪‬ﺭ ﺍﻟﻌﻔﻭ ﻤﻥ ﺍﻟﺠﺎﻨﺏ‬
‫ﺍﻟﺴﻠﻭﻜﻲ ﻋﻠﻰ ﺃﻨﻪ ﺍﺨﺘﻴﺎﺭ ﺤﺭ ﻟﻠﺒ‪‬ﻌﺩ ﻋﻥ ﺇﺼﺩﺍﺭ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻨﺤﻭ ﺍﻟﻤﺴﻲﺀ؛ ﻜﺎﻟﺭﻏﺒﺔ ﻓﻲ‬
‫ﺍﻻﻨﺘﻘﺎﻡ‪ ،‬ﻭﺍﻟﻌﻤل ﻓﻲ ﺍﺘﺠﺎﻩ ﺘﻨﻤﻴﺔ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻨﺤﻭ ﺍﻟﻤﺴﻲﺀ؛ ﻜﺎﻟﻠﻁﻑ‪ ،‬ﻭﺍﻟﺘﻌﺎﻁﻑ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻴﺨﺘﺹ ﺒﺎﻟﺠﺎﻨﺏ ﺍﻟﺩﺍﻓﻌﻲ‪ :‬ﻭﻓﻘﹰﺎ ﻟﻨﻤﻭﺫﺝ ﻤﺎﻜﻠﻭﻑ ‪ ،McCullough‬ﺤﻴﺙ ﻴﺭﻯ ﺒﺄﻥ‬
‫ﺍﻟﺘﻌﺭﺽ ﻟﻺﺴﺎﺀﺓ ﺘﺠﻌل ﺍﻟﻔﺭﺩ ﻴﻤﺭ ﺒﺨﺒﺭﺓ ﻟﻬﺎ ﺜﻼﺜﺔ ﺃﺒﻌﺎﺩ )ﺘﺠﻨﺏ ﺍﻟﻤﺴﻲﺀ‪ ،‬ﺃﻭ ﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻻﻨﺘﻘﺎﻡ‬
‫ﻤﻨﻪ‪ ،‬ﺃﻭ ﺍﻨﺨﻔﺎﺽ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻭﺇﻅﻬﺎﺭ ﺍﻹﺤﺴﺎﻥ ﻟﻠﻤﺴﻲﺀ(‪ ،‬ﻭﻴﺭﻯ ﻫﺫﺍ ﺍﻟﺠﺎﻨﺏ ﺃﻥ ﺍﻟﻌﻔﻭ ﻫﻭ‪ :‬ﺘﻐﻴﺭﺍﺕ‬
‫ﺍﺠﺘﻤﺎﻋﻴﺔ ﺇﻴﺠﺎﺒﻴﺔ ﻓﻲ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻤ‪‬ﺴﺎﺀ ﺇﻟﻴﻪ ﻓﺤﻴﻥ ﻴﻌﻔﻭ ﺍﻟﻔﺭﺩ ﻓﺈﻥ ﺍﻟﺩﺍﻓﻌﻴﺔ ﺍﻟﺘﻲ ﺘﺴﺒﺒﻬﺎ ﻤﺸﺎﻋﺭ ﺍﻹﺴﺎﺀﺓ‬
‫ﺘﺼﺒﺢ ﺃﻗل‪ ،‬ﻭﻴﺤﺩﺙ ﻓﻴﻬﺎ ﺘﻭﻓﻴﻕ ﺒﻜﻑ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻟﺘﺩﻤﻴﺭﻴﺔ ﻭﺒﻨﺎﺀ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺒﻨﺎﺀﺓ‪.‬‬
‫)‪(McCullough & Witvliet, 2000‬‬
‫ﻭﻫﻨﺎﻙ ﻨﻅﺭﺓ ﺸﻤﻭﻟﻴﺔ ﻟﺠﻤﻴﻊ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﺴﺎﺒﻘﺔ ﻟﺩﻯ ﺒﻌﺽ ﺍﻟﺒﺎﺤﺜﻴﻥ‪ ،‬ﺤﻴﺙ ﻴﺭﻭﻥ ﺒﺄﻥ ﺍﻟﻌﻔﻭ‬
‫ﻫﻭ ﺘﻌﺩﻴل ﺍﻟﻤﺸﺎﻋﺭ ﻭﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﺩﻭﺍﻓﻊ ﻭﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﻤﺘﺴﻤﺔ ﺒﺎﻟﻌﺩﺍﺌﻴﺔ ﺍﺘﺠﺎﻩ ﺍﻟﻤﺴﻲﺀ‪ ،‬ﺒﺄﺨﺭﻯ‬
‫ﺇﻴﺠﺎﺒﻴﺔ ﻨﺤﻭ ﺍﻟﺫﺍﺕ ﻭﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻫﻨﺎ ﻴﺘﻡ ﺇﻋﺎﺩﺓ ﺘﺸﻜﻴل ﺍﻟﺒﻨﺎﺀ ﺍﻟﻤﻌﺭﻓﻲ ﻟﻠﻔﺭﺩ ﺤﺘﻰ ﺘﺘﺤﻭل ﻤﺸﺎﻋﺭ‬
‫ﺍﻻﻨﺘﻘﺎﻡ ﺇﻟﻰ ﻤﺸﺎﻋﺭ ﺍﻟﻌﻔﻭ ﻭﺍﻟﺼﻔﺢ ﻭﺍﻟﺘﺴﺎﻤﺢ؛ ﻤﻤﺎ ﻴﺴﻤﺢ ﺒﺯﻴﺎﺩﺓ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻻﺤﺘﻔﺎﻅ ﺒﻌﻼﻗﺎﺕ‬
‫ﺇﻴﺠﺎﺒﻴﺔ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ‪(Crandell, 2008; Davis, Hook, Tongeren & Worthington,‬‬
‫)‪ 2011‬ﻭﻤﻥ ﻫﻨﺎ ﻨﺭﻯ ﺒﺄﻥ ﺍﻟﻌﻔﻭ ﻴﺘﻀﻤﻥ ﺘﺤﻭﻻﹰ ﻤﻌﺭﻓﻴ‪‬ﺎ ﻴﻭﺠﻪ ﺍﻟﺘﺭﻜﻴﺯ ﺇﻟﻰ ﺍﻟﺠﺎﻨﺏ ﺍﻟﺠﻴﺩ ﻭﺍﻟﻁﻴﺏ‬
‫ﻟﺩﻯ ﺍﻟﻤ‪‬ﺴﺎﺀ ﺇﻟﻴﻪ )‪.(Eaton, Struthers & Santelli, 2006‬‬
‫ﺃﺑﻌﺎﺩ ﻭﻣﺮﺍﺣﻞ ﺍﻟﻌﻔﻮ‪:‬‬
‫ﻟﻠﻌﻔﻭ ﺜﻼﺜﺔ ﺃﺒﻌﺎﺩ ﻭﻫﻲ‪ :‬ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ‪،‬‬
‫ﻭﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺫﻟﻙ ﻓﺈﻥ ﺃﻏﻠﺏ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺭﻜﺯﺕ ﺒﺸﻜل ﻜﺒﻴﺭ ﻋﻠﻰ ﺒ‪‬ﻌﺩ ﻋﻔﻭ ﺍﻟﻔﺭﺩ ﺍﻟﻤ‪‬ﺴﺎﺀ ﺇﻟﻴﻪ ﻋﻥ‬
‫ﺍﻟﻤ‪‬ﺴﻲﺀ‪ ،‬ﻭﺍﻟﺫﻱ ﻴﺘﺨﻠﻰ ﻓﻴﻪ ﺍﻟﻔﺭﺩ ﺍﻟﻤ‪‬ﺴﺎﺀ ﺇﻟﻴﻪ ﻋﻥ ﻏﻀﺒﻪ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻤ‪‬ﻥ ﺃﺴﺎﺀ ﺇﻟﻴﻪ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻟﻡ ﻴﺤﻅ‬
‫ﺒ‪‬ﻌﺩ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ ﺒﺎﻻﻫﺘﻤﺎﻡ ﺍﻟﻜﺎﻓﻲ ﻤﻥ ﻗ‪‬ﺒ‪‬ل ﺍﻟﺒﺎﺤﺜﻴﻥ‪ ،‬ﻭﻫﻭ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﻤﺴﺎﻤﺤﺔ ﻨﻔﺴﻪ‪،‬‬
‫ﻭﺍﻟﺘﺼﺎﻟﺢ ﻤﻊ ﺫﺍﺘﻪ‪ ،‬ﻭﻋﺩﻡ ﺸﻌﻭﺭﻩ ﺒﺎﻟﺫﻨﺏ ﻋﻨﺩﻤﺎ ﻴ‪‬ﺴﻲﺀ ﻟﻶﺨﺭ)‪ ،(Strelan, 2007‬ﺃﻤﺎ ﺍﻟﺒ‪‬ﻌﺩ ﺍﻟﺜﺎﻟﺙ‬
‫ﻭﺍﻟﺫﻱ ﺘﻡ ﺇﻀﺎﻓﺘﻪ ﻤﻥ ﻗ‪‬ﺒ‪‬ل ﺘﻭﻤﺒﺴﻭﻥ ﻭﺁﺨﺭﻭﻥ )‪ ،Thompson et al., (2005‬ﻭﻫﻭ ﺍﻟﻌﻔﻭ ﻋﻥ‬
‫ﺍﻟﻤﻭﺍﻗﻑ؛ ﺃﻱ‪ :‬ﻋﺩﻡ ﺍﻟﺘﻔﻜﻴﺭ ﻓﻴﻤﺎ ﻤﻀﻰ‪ ،‬ﻭﺍﻟﺴﻌﻲ ﻟﻠﺘﺼﺎﻟﺢ ﻤﻊ ﺍﻟﺤﻴﺎﺓ ﺨﺎﺼﺔ ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺍﻹﺴﺎﺀﺓ‬

‫)‪ (١٥٢‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔﺍﻟﻌﺩﺩ‪ - ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ – ﻴﻭﻟﻴﺔ ‪٢٠٢٠‬‬

 ‫ﺃﺩ ‪ /‬ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺸﺭ & ‪.‬ﺩ‪ /‬ﺴﻤﻴﺔ ﻨﺎﺩﺭ ﺒﻥ ﻋﻠﻲ & ﺩ‪ /‬ﻤﺤﻤﺩ ﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ‬
‫ﺼﺎﺩﺭﺓ ﻤﻥ ﺃﺴﺒﺎﺏ ﻻ ﻴﻤﻜﻥ ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻴﻬﺎ‪ ،‬ﻓﻬﻭ ﺒ‪‬ﻌﺩ ﺠﺩﻴﺩ ﻴﺤﺘﺎﺝ ﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﺒﺤﺙ ﻭﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﻭﻴ‪‬ﻤ‪‬ﺭ‪ ‬ﺍﻟﻔﺭﺩ ﻋﻨﺩ ﺍﻟﺘﻌﺭﺽ ﻟﻺﺴﺎﺀﺓ ﺒﻌﺩﺓ ﻤﺭﺍﺤل ﺤﺘﻰ ﻴﺼل ﻟﻤﺭﺤﻠﺔ ﺍﻟﺘﺤﺭﺭ ﻤﻥ ﺍﻟﻤﺸﺎﻋﺭ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﺘﺠﺎﻩ ﻤﺼﺩﺭ ﺍﻹﺴﺎﺀﺓ‪ ،‬ﺤﻴﺙ ﺫﻜﺭ ﻟﻭﻟﺭ ﻭﻜﺎﺭﻤﺎﻨﺯ ﻭﺴﻜﻭﺕ ‪Lawler-Row, Karremans‬‬
‫)‪ & Scott (2008‬ﺒﺄﻥ ﺍﻟﻌﻔﻭ ﻴﻤﺭ ﺒﺨﻤﺱ ﻤﺭﺍﺤل ﻜﺎﻟﺘﺎﻟﻲ‪:‬‬
‫‪ -١‬ﺍﻹﻨﻜﺎﺭ‪ :‬ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ ﻴﺘﺠﻨﺏ ﺍﻟﻔﺭﺩ ﻤﺸﺎﻋﺭ ﺍﻷﻟﻡ ﻭﺍﻟﺨﻭﻑ ﻭﺍﻟﻐﻀﺏ ﻋﻨﺩﻤﺎ ﺘﹶﺤﺩ‪‬ﺙ‬
‫ﺍﻹﺴﺎﺀﺓ ﺒﺸﻜل ﻤﺅﻗﺕ‪.‬‬
‫‪ -٢‬ﺍﻟﻐﻀﺏ‪ :‬ﻴﺸﻌﺭ ﺍﻟﻔﺭﺩ ﻫﻨﺎ ﺒﺎﻹﺤﺒﺎﻁ ﻭﺍﻹﺜﺎﺭﺓ‪ ،‬ﺤﻴﺙ ﻴﺒﺩﺃ ﻓﻲ ﺇﻟﻘﺎﺀ ﺍﻟﻠﻭﻡ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ‪،‬‬
‫ﻭﺸﻌﻭﺭ ﺍﻟﻐﻀﺏ ﻴﻜﻭﻥ ﻏﺎﻟﺒ‪‬ﺎ ﻤﻬﺩﺩ‪‬ﺍ ﻟﻠﻌﻔﻭ‪.‬‬
‫‪ -٣‬ﺍﻟﻤﺴﺎﻭﻤﺔ‪ :‬ﻟﻬﺎ ﺼﻭﺭ ﻤﺨﺘﻠﻁﺔ ﺒﻴﻥ ﻟﻭﻡ ﺍﻟﻤ‪‬ﺴﻲﺀ ﻭﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻟﺘﻐﻴﻴﺭ‪ ،‬ﻭﻤﻥ ﺍﻟﻤﻤﻜﻥ ﺃﻥ‬
‫ﻴﺤﺠﺏ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻪ ﺍﻟﻌﻔﻭ ﻤﺎ ﻟﻡ ﻴﺅﺩ ﺍﻟﻤ‪‬ﺴﻲﺀ ﺒﻌﺹ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﻹﺭﻀﺎﺌﻪ‪.‬‬
‫‪ -٤‬ﺍﻻﻜﺘﺌﺎﺏ‪ :‬ﻫﻨﺎ ﻴﺸﻌﺭ ﺍﻟﻔﺭﺩ ﺒﺎﻻﻜﺘﺌﺎﺏ‪ ،‬ﻭﻴﺤﺯﻥ ﻟﻔﻘﺩﺍﻥ ﻋﻼﻗﺘﻪ ﺒﺎﻟﻤ‪‬ﺴﻲﺀ‪ ،‬ﻭﺘﺴﻴﺭ ﺍﻷﻤﻭﺭ ﻋﻠﻰ‬
‫ﻏﻴﺭ ﻤﺎ ﻴ‪‬ﺭﺍﻡ‪.‬‬
‫‪ -٥‬ﺍﻟﻘﺒﻭل‪ :‬ﻴﺘﻘﺒل ﺍﻟﻔﺭﺩ ﺍﻟﻤ‪‬ﺴﺎﺀ ﺇﻟﻴﻪ ﻋﻴﻭﺏ ﻭﺃﺨﻁﺎﺀ ﺍﻟﻤ‪‬ﺴﻲﺀ‪.‬‬
‫ﺃﻤﺎ ﻫﻭﺩﺠﺴﻭﻥ ﻭﻭﺭﺜﻴﻡ )‪ Hodgson & Wertheim (2007‬ﻓﻴﺭﻭﻥ ﺒﺄﻥ ﺍﻟﻌﻔﻭ ﻴﻤﺭ ﺒﺄﺭﺒﻊ‬
‫ﻤﺭﺍﺤل‪ ،‬ﺘﺒﺩﺃ ﺒﻤﻭﺍﺠﻬﺔ ﺍﻷﻟﻡ ﺍﻻﻨﻔﻌﺎﻟﻲ ﺍﻟﻨﺎﺘﺞ ﻋﻥ ﺍﻹﺴﺎﺀﺓ‪ ،‬ﺜﻡ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﻫﺫﺍ ﺍﻷﻟﻡ‪ ،‬ﻭﺇﺩﺭﺍﻙ ﺍﻟﻔﺭﺩ‬
‫ﺍﻟﺫﻱ ﺘﻌﺭ‪‬ﺽ ﻟﻺﺴﺎﺀﺓ ﺒﺄﻥ ﻗﺭﺍﺭ ﺍﻟﻌﻔﻭ ﺭﺒﻤﺎ ﻴﻜﻭﻥ ﻤﻔﻴﺩ‪‬ﺍ ﻟﻪ‪ ،‬ﺃﻤﺎ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻴﺘﻡ ﻓﻴﻬﺎ ﺘﺤﺩﻴﺩ‬
‫ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﻌﻤل ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻟﻤﻴل ﻟﻠﻌﻔﻭ )ﻜﺎﻟﺘﻌﺎﻁﻑ‪ ،‬ﻭﺍﻟﺸﻔﻘﺔ(‪ .‬ﺜﻡ ﺘﺄﺘﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺭﺍﺒﻌﺔ ﻭﺍﻷﺨﻴﺭﺓ‪،‬‬
‫ﻭﺍﻟﺘﻲ ﺘﺯﺩﺍﺩ ﻓﻴﻬﺎ ﺍﻟﺸﻔﻘﺔ ﻭﺍﻟﺘﻌﺎﻁﻑ ﺘ‪‬ﺠﺎﻩ ﺍﻟﻤ‪‬ﺴﻲﺀ‪.‬‬
‫ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻙ‪ ،‬ﻓﺈﻥ ﻫﻨﺎﻙ ﻋﺩﺓ ﻋﻭﺍﻤل ﺘﺅﺜﺭ ﻓﻲ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺍﻟﻌﻔﻭ؛ ﻜﻤﻘﺩﺍﺭ ﺍﻹﺴﺎﺀﺓ‬
‫ﻭﺍﻟﻌﻼﻗﺔ ﻤﺎ ﺒﻴﻥ ﺍﻟﻤ‪‬ﺴﻲﺀ ﻭﺍﻟﻤ‪‬ﺴﺎﺀ ﺇﻟﻴﻪ‪ .‬ﺤﻴﺙ ﺃﺸﺎﺭ ﻜل ﻤﻥ ﺍﻟﺴﻴﺩ ﻭﺸﺭﺍﺏ )‪ (٢٠٠٨‬ﺇﻟﻰ ﺘﻠﻙ ﺍﻟﻌﻭﺍﻤل‬
‫ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﺤﺘﻤﺎﻟﻴﺔ ﺍﻟﻌﻔﻭ؛ ﻭﻫﻲ‪:‬‬
‫‪ -١‬ﺍﻟﻌﻭﺍﻤل ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺒﺎﻹﺴﺎﺀﺓ‪ :‬ﻜﻠﻤﺎ ﻜﺎﻨﺕ ﺍﻹﺴﺎﺀﺓ ﺃﻜﺜﺭ ﺸﺩﺓ ﻜﺎﻥ ﺍﻟﻌﻔﻭ ﺃﻜﺜﺭ ﺼﻌﻭﺒﺔ‬
‫ﻭﺘﻌﻘﻴﺩ‪.‬‬
‫‪ -٢‬ﺍﻟﻌﻭﺍﻤل ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺒﺎﻟﻤ‪‬ﺴﻲﺀ‪ :‬ﻭﺘﻀﻡ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ؛ ﻜﺎﻻﻋﺘﺫﺍﺭ‪ ،‬ﻭﺍﻟﻨﺩﻡ‪ ،‬ﻭﻤﺤﺎﻭﻻﺘﻪ‬
‫ﻟﻺﺼﻼﺡ‪.‬‬
‫‪ -٣‬ﺍﻟﻌﻭﺍﻤل ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺒﺎﻟﻤ‪‬ﺴﺎﺀ ﺇﻟﻴﻪ‪ :‬ﻜﺈﺩﺭﺍﻜﻪ ﺃﻥ ﺍﻹﺴﺎﺀﺓ ﻟﻡ ﺘﻜﻥ ﻤﻘﺼﻭﺩﺓ ﺃﻭ ﻤﺘﻌﻤﺩﺓ‪ ،‬ﻭﺘﻭﻗﻌﻪ‬

‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺩﺩ ‪ ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ‪ -‬ﻴﻭﻟﻴﺔ‪(١٥٣٧) ٢٠٢٠‬‬

 ‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬
‫ﻟﺘﻜﺭﺍﺭﻫﺎ ﻤﻥ ﻋﺩﻤﻬﺎ‪.‬‬
‫‪ -٤‬ﺍﻟﻌﻭﺍﻤل ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﻤﻊ ﺍﻟﻤ‪‬ﺴﻲﺀ‪ :‬ﺘﺘﻀﻤﻥ ﺩﺭﺠﺔ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﻲ ﺘﺘﻤﻴﺯ ﺒﺎﻟﺤﻤﻴﻤﻴﺔ ﻤﻌﻪ ﻗﺒل‬
‫ﺤﺩﻭﺙ ﺍﻹﺴﺎﺀﺓ‪.‬‬
‫ﻭﻗﺩ ﻴﺅﺜﺭ ﺠﻨﺱ ﺍﻟﻔﺭﺩ )ﺫﻜﺭ ﺃ ﻡ ﺃﻨﺜﻰ( ﻓﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﺤﻴﺙ ﺫﻜﺭﺕ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ‬
‫ﺒﺄﻥ ﺍﻟﺫﻜﻭﺭ ﻴﻜﻭﻥ ﻟﺩﻴﻬﻡ ﺍﻻﻨﺩﻓﺎﻉ ﻨﺤﻭ ﺍﻻﻨﺘﻘﺎﻡ ﻭﻋﺩﻡ ﺍﻟﻌﻔﻭ ﻓﻲ ﺒﺩﺍﻴﺔ ﻤﺭﺤﻠﺔ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﻤﻘﺎﺭﻨﺔ ﺒﺎﻹﻨﺎﺙ‬
‫ﺍﻟﻼﺘﻲ ﻴ‪‬ﻅﻬﹺﺭﻥ ﻋﻔﻭ‪‬ﺍ ﺃﻜﺒﺭ‪ ،‬ﻭﻟﻜﻥ ﺒﻌﺩ ﻭﺼﻭل ﺍﻟﺠﻨﺴﻴﻥ ﺇﻟﻰ ﻤﺭﺤﻠﺔ ﻤﻨﺘﺼﻑ ﺍﻟﻌﻤﺭ ﻭﺃﻜﺒﺭ ﺘﺯﻭل ﺘﻠﻙ‬
‫ﺍﻟﻔﺭﻭﻕ‪ ،‬ﻭﻴﺼﺒﺤﺎﻥ ﻤﺘﺴﺎﻭﻴﺎﻥ ﻓﻲ ﻗﺩﺭﺘﻬﻡ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ) ‪Phillips, Henry, Hosie & Milne,‬‬
‫‪ (2006‬ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻙ‪ ،‬ﻤﻥ ﺍﻟﻤﺤﺘﻤل ﺃﻥ ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻡ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻌﻔﻭ ﺤﻭل ﺍﻟﻔﺭﻭﻕ‬
‫ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﻌﻔﻭ‪ ،‬ﺤﻴﺙ ﺃﻨﻬﺎ ﺘﺘﺄﺜﺭ ﺒﺎﻟﻌﻭﺍﻤل ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺃﻭ ﺍﻟﺩﻴﻥ ﻜﻤﺎ ﺫﻜﺭ ) ‪Miller,‬‬
‫‪ ،(Worthington, & McDaniel, 2008‬ﻭﻴ‪‬ﻘﺼ‪‬ﺩ ﺒﺫﻟﻙ ﺩﻭﺭ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﺨﺘﻼﻑ‬
‫ﺍﻟﺘﺭﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ‪ ،‬ﻭﺘﻌﺯﻴﺯ ﺒﻌﺽ ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻻﻨﺘﻘﺎﻡ ﻟﺩﻯ ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻭﺘﺭﺒﻴﺔ ﺍﻹﻨﺎﺙ‬
‫ﻋﻠﻰ ﺍﻟﺘﺴﺎﻤﺢ ﻭﺍﻟﻌﻔﻭ ﺒﺩﺭﺠﺔ ﺃﻜﺒﺭ ﻨﻅﺭ‪‬ﺍ ﻟﻁﺒﻴﻌﺘﻬﺎ ﺍﻷﻨﺜﻭﻴﺔ‪.‬‬
‫ﻭﻴ‪‬ﺸﻴﺭ ﺒﻭﻤﺴﺘﻴﺭ ‪ Baumeister‬ﺇﻟﻰ ﻭﺠﻭﺩ ﺃﺭﺒﻊ ﺤﺎﻻﺕ ﺘﺭﺘﺒﻁ ﺒﺎﻟﻌﻔﻭ ﻋﻨﺩ ﺘﻌﺎﻤل ﺍﻟﻔﺭﺩ ﻤﻊ‬
‫ﺍﻹﺴﺎﺀﺓ ﺍﻟﻤﻭﺠﻬﺔ ﺇﻟﻴﻪ ﻤﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺘﺘﻠﺨﺹ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ -١‬ﺍﻟﻌﻔﻭ ﺍﻷﺠﻭﻑ ‪ ،Hollow Forgiveness‬ﻭﻴﺸﻴﺭ ﺇﻟﻰ ﻅﻬﻭﺭ ﺍﻟﻌﻔﻭ ﻓﻲ ﻫﻴﺌﺔ ﺴﻠﻭﻙ ﺨﺎﺭﺠﻲ‬
‫ﻤﻊ ﻏﻴﺎﺏ ﺍﻟﺠﺎﻨﺏ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ ،‬ﺃﻱ‪ :‬ﻴ‪‬ﻌﺒ‪‬ﺭ ﻋﻥ ﺍﻟﻌﻔﻭ ﺒﺎﻟﻜﻼﻡ ﻓﻘﻁ‪ ،‬ﻤﻊ ﺒﻘﺎﺀ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻹﺴﺎﺀﺓ‪.‬‬
‫‪ -٢‬ﺍﻟﻌﻔﻭ ﺍﻟﺼﺎﻤﺕ ‪ ،Silent Forgiveness‬ﻭﻓﻴﻪ ﻴﺘﻭﻗﻑ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻹﺴﺎﺀﺓ ﺩﻭﻥ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻨﻪ‬
‫ﻟﻠﻤ‪‬ﺴﻲﺀ‪.‬‬
‫‪ -٣‬ﺍﻟﻌﻔﻭ ﺍﻟﻜﻠﻲ ‪ ،Total Forgiveness‬ﻭﻴﺸﻤل ﺍﻟﻨﻭﻋﻴﻥ ﺍﻟﺴﺎﺒﻘﻴﻥ‪ ،‬ﺤﻴﺙ ﻴﺸﻌﺭ ﺒﺎﻟﻌﻔﻭ‪ ،‬ﻭﻴﻌﺒﺭ‬
‫ﻋﻨﻪ ﺒﺸﻜل ﻟﻔﻅﻲ ﻭﻏﻴﺭ ﻟﻔﻅﻲ‪.‬‬
‫‪ -٤‬ﻋﺩﻡ ﺍﻟﻌﻔﻭ ‪ ،No Forgiveness‬ﻭﻓﻴﻪ ﻴﺒﻘﻰ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻹﺴﺎﺀﺓ ﻤﻊ ﻋﺩﻡ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻨﻪ‬
‫)‪.(Wernli, 2006‬‬
‫ﻜﻤﺎ ﺫﻜﺭ ﻭﺭﻨﻠﻲ )‪ Wernli (2006‬ﺃﻥ ﻫﻨﺎﻙ ﺒﻌﺽ ﺍﻟﻨﻭﺍﺘﺞ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﺠﻌل‬
‫ﺍﻟﺸﺨﺹ ﻴﺤﺠﻡ ﻋﻥ ﺍﻟﻌﻔﻭ‪ ،‬ﺤﻴﻥ ﻴﺭﻯ ﺍﻟﻔﺭﺩ ﺍﻟﻤ‪‬ﺴﺎﺀ ﺇﻟﻴﻪ ﺃﻥ ﺍﻟﻤ‪‬ﺴﻲﺀ ﻴﻬﻴﻨﻪ ﻭﻴﻘﻠل ﻤﻥ ﺸﺄﻨﻪ؛ ﻭﺒﺎﻟﺘﺎﻟﻲ‬
‫ﻗﺩ ﻴﻤﻨﻌﻪ ﺸﻌﻭﺭﻩ ﻤﻥ ﺍﻟﻌﻔﻭ ﺤﺘﻰ ﻻ ﻴﺸﻌﺭ ﺒﻤﺯﻴﺩ ﻤﻥ ﺍﻹﻫﺎﻨﺔ‪ ،‬ﻭﺃﺤﻴﺎﻨﹰﺎ ﻴﺨﺎﻑ ﺍﻟﻔﺭﺩ ﻤﻥ ﺨﺴﺎﺭﺓ‬
‫ﺍﻟﻌﻼﻗﺎﺕ؛ ﻓﻴﺘﺨﺫ ﻤﻥ ﺍﻟﻌﻔﻭ ﻏﻁﺎﺀ‪ ‬ﻟﺒﻘﺎﺀ ﺍﻟﻌﻼﻗﺔ‪ ،‬ﻭﻟﻜﻨﻪ ﻟﻴﺱ ﻋﻔﻭ‪‬ﺍ ﺤﻘﻴﻘﻴ‪‬ﺎ‪.‬‬
‫ﻭﻤﻥ ﺍﻟﺠﺩﻴﺭ ﺒﺎﻟﺫﻜﺭ ﺃﻥ ﻤﻔﻬﻭﻡ ﺍﻟﻌﻔﻭ ﻴﺨﺘﻠﻑ ﻋﻥ ﺒﻌﺽ ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻷﺨﺭﻯ ﺍﻟﻤﺸﺎﺒﻬﺔ ﻟﻪ‪،‬‬

‫)‪ (١٥٤‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔﺍﻟﻌﺩﺩ‪ - ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ – ﻴﻭﻟﻴﺔ ‪٢٠٢٠‬‬

 ‫ﺃﺩ ‪ /‬ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺸﺭ & ‪.‬ﺩ‪ /‬ﺴﻤﻴﺔ ﻨﺎﺩﺭ ﺒﻥ ﻋﻠﻲ & ﺩ‪ /‬ﻤﺤﻤﺩ ﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ‬
‫ﻭﺍﻟﺘﻲ ﻗﺩ ﺘﺘﺩﺍﺨل ﻤﻌﻪ‪ ،‬ﺤﻴﺙ ﻭﺠﺏ ﺍﻟﺘﻔﺭﻴﻕ ﺒﻴﻨﻬﻤﺎ‪ ،‬ﻤﺜل‪ :‬ﺍﻟﻨﺴﻴﺎﻥ ‪ ،Forgetting‬ﻭﺍﻟﺫﻱ ﻴﻌﻨﻲ ﺯﻭﺍل‬
‫ﺍﻟﻭﻋﻲ ﺒﺎﻹﺴﺎﺀﺓ ﻤﻥ ﺫﺍﻜﺭﺓ ﺍﻟﻤ‪‬ﺴﺎﺀ ﺇﻟﻴﻪ ﺒﺈﺭﺍﺩﺓ ﺤﺭﺓ ﻤﻨﻪ‪ ،‬ﻭﺍﻟﺼﻔﺢ ‪ ،Condoning‬ﻭﻫﻭ ﺍﻟﻜﹶﻑﱡ ﻋﻥ‬
‫ﺍﻟﺘﻔﻜﻴﺭ ﻓﻲ ﻓﻌل ﺍﻹﺴﺎﺀﺓ ﺒﺘﺒﺭﻴﺭ ﺍﻟﺫﻨﺏ ﺍﻟﻤ‪‬ﺭﺘﹶﻜﹶﺏ ﻭﺇﺒﺩﺍﺀ ﺍﻟﺤﺎﺠﺔ ﻟﻠﺘﺴﺎﻤﺢ ﻭﺍﻟﺘﺼﺎﻟﺢ‬
‫‪ ، Reconciliation‬ﻭﻫﻭ ﺍﺴﺘﻌﺎﺩﺓ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﻲ ﻗﹸﻁ‪‬ﻌ‪‬ﺕ ﺒﺴﺒﺏ ﺍﻹﺴﺎﺀﺓ‪ ،‬ﻭﺫﻟﻙ ﺒﻌﺩ ﻗﻴﺎﻡ ﺍﻟﻁﺭﻓﻴﻥ‬
‫ﺍﻟﻤﺘﻨﺎﺯﻋﻴﻥ ﺒﺴﻠﻭﻜﻴﺎﺕ ﻤﺘﺒﺎﺩﻟﺔ ﺃﻋﺎﺩﺕ ﺍﻟﺜﻘﺔ ﺘﺠﺎﻩ ﺒﻌﻀﻬﻤﺎ ﺍﻟﺒﻌﺽ ﻤﺭﺓ ﺃﺨﺭﻯ؛ ﺃﻤ‪‬ﺎ ﻤﻔﻬﻭﻡ ﺍﻟﺘﺴﺎﻤﺢ‬
‫‪ ،Tolerance‬ﻭﺍﻟﺫﻱ ﻴﺘﺩﺍﺨل ﻤﻊ ﻤﻔﻬﻭﻡ ﺍﻟﻌﻔﻭ ﺒﺸﻜل ﻜﺒﻴﺭ ﻓﻬﻭ ﺍﻟﺴﻬﻭﻟﺔ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪،‬‬
‫ﻭﻋﺩﻡ ﺍﻟﺘﻀﻴﻴﻕ ﻋﻠﻴﻬﻡ‪ ،‬ﻭﺍﻟﺘﻌﺎﻴﺵ ﺍﻟﺴﻠﻤﻲ ﻤﻌﻬﻡ‪ ،‬ﻭﺘﻘﺒل ﻭﺠﻭﺩﻫﻡ ﻭﺁﺭﺍﺀﻫﻡ ﻭﻋﺩﻡ ﻤﺠﺎﺩﻟﺘﻬﻡ ﻤﻬﻤﺎ‬
‫ﺍﺨﺘﻠﻔﻭﺍ ﻤﻌﻬﻡ ﺒﺎﻟﺭﺃﻱ )ﺠﺒﺭﻴﻥ‪٢٠١١ ،‬؛ & ‪McCullough & Witvliet, 2000; Philipot‬‬
‫‪.(Hornsey, 2010‬‬
‫ﺗﻘﺪﻳﺮ ﺍﻟﺬﺍﺕ‪:‬‬
‫ﻫﻭ ﺭﻏﺒﺔ ﺍﻟﻔﺭﺩ ﻓﻲ ﺃﻥ ﻴﻜﻭﻥ ﻤﻭﻀﻊ ﺘﻘﺩﻴﺭ ﻭﻗﺒﻭل ﻤﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺤﺎﺠﺘﻪ ﺇﻟﻰ ﺍﻟﺘﻘﺩﻴﺭ‬
‫ﻭﺍﻻﻋﺘﺭﺍﻑ ﺒﺄﻫﻤﻴﺘﻪ‪ ،‬ﻓﻬﻭ ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻟﻤﺩﺡ ﻭﺍﻟﺘﺸﺠﻴﻊ ﻋﻨﺩ ﺇﻨﺠﺎﺯﻩ ﻷﻱ ﻋﻤل‪ ،‬ﻭﻴﻠﻌﺏ ﺍﻟﻤﺤﻴﻁﻭﻥ ﺒﻪ‬
‫ﺩﻭﺭ‪‬ﺍ ﻤﻬﻤ‪‬ﺎ ﻓﻲ ﺇﺸﺒﺎﻉ ﺤﺎﺠﺘﻪ ﻟﻠﺘﻘﺩﻴﺭ ﺒﺘﻘﺩﻴﻡ ﺍﻟﺜﻨﺎﺀ ﻭﺍﻟﺘﻌﺯﻴﺯ ﺍﻟﻠﻔﻅﻲ ﻭﺍﻟﻤﺎﺩﻱ ﻟﻪ ﻋﻨﺩ ﺘﺤﻘﻴﻕ ﺃﻱ‬
‫ﺇﻨﺠﺎﺯ‪ ،‬ﻭﺫﻟﻙ ﻴ‪‬ﻌﺯ‪‬ﺯ ﺜﻘﺘﻪ ﺒﻨﻔﺴﻪ ﻭﻴﺭﻓﻊ ﺭﻀﺎﻩ ﻋﻨﻬﺎ )ﺍﻟﻀﻴﺩﺍﻥ‪.(٧٨ :٢٠٠٣ ،‬‬
‫ﻭﺫﻜﺭ ﺭﻴﺯﻭﻨﺭ ‪ Reasonner‬ﺒﻌﺽ ﺍﻟﺼﻔﺎﺕ ﺍﻟﺘﻲ ﺘﻤﻴﺯ ﺍﻷﻓﺭﺍﺩ ﻤﺭﺘﻔﻌﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪،‬‬
‫ﺤﻴﺙ ﻴﻨﻅﺭﻭﻥ ﻷﻨﻔﺴﻬﻡ ﻨﻅﺭﺓ ﻭﺍﻗﻌﻴﺔ ﻜﺄﺸﺨﺎﺹ ﻤﻘﺒﻭﻟﻴﻥ‪ ،‬ﻴﺴﺘﻁﻴﻌﻭﻥ ﺘﺤﺩﻴﺩ ﻨﻘﺎﻁ ﺍﻟﻘﻭﺓ ﻭﺍﻟﻀﻌﻑ‬
‫ﻟ ﺩﻴﻬﻡ‪ ،‬ﻭﻴ‪‬ﺴﺘﻨ‪‬ﺩ ﺘﻘﻴﻴﻤﻬﻡ ﻷﻨﻔﺴﻬﻡ ﻤﻥ ﺨﻼل ﺨﺒﺭﺍﺕ ﺴﺎﺒﻘﺔ ﻤﺭﻭﺍ ﺒﻬﺎ ﻓﻌﻠﻴ‪‬ﺎ‪ ،‬ﻭﻟﺩﻴﻬﻡ ﻋﻼﻗﺎﺕ ﺴﻠﻴﻤﺔ‬
‫ﻭﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻻﻨﺴﺠﺎﻡ ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻟﺩﻴﻬﻡ ﺭﻭﺡ ﺍﻟﺘﺤﺩﻱ‪ ،‬ﻭﻴﺘﻌﺎﻤﻠﻭﻥ ﺒﺈﻴﺠﺎﺒﻴﺔ ﻤﻊ ﺍﻟﻤﺩﺡ؛ ﻜﻤﺎ‬
‫ﻴﺘﻌﺎﻤﻠﻭﻥ ﺒﻪ ﻋﻨﺩ ﺍﻟﺫﻡ‪ ،‬ﻭﻟﺩﻴﻬﻡ ﻤﺭﻭﻨﺔ ﻭﺒﺩﺍﺌل ﻟﺤل ﺍﻟﻤﺸﻜﻼﺕ )ﺸﺎﻫﻴﻥ‪(٣٢١ :2008 ،‬؛ ﻜﻤﺎ ﻴﺘﺼﻑ‬
‫ﻤﺭﺘﻔﻌﻭ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺒﺎﺤﺘﺭﺍﻡ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﺠﺩﺍﺭﺓ‪ ،‬ﻭﻴﺭﻭﻥ ﺃﻨﻔﺴﻬﻡ ﺒﺄﻨﻬﻡ ﺃﻜﺜﺭ ﺘﻔﻭﻗﹰﺎ ﻭﻗﺩﺭﺓ ﻋﻠﻰ‬
‫ﺍﻻﺴﺘﻤﺘﺎﻉ ﺒﺎﻟﺤﻴﺎﺓ ﻭﺍﻟﺭﻀﺎ ﻋﻨﻬﺎ )‪.(Johnson, 2011‬‬
‫ﺘﺅﺩﻱ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻲ ﻴﺘﻌﺭﺽ ﻟﻬﺎ ﺍﻟﻔﺭﺩ ﻓﻲ ﺤﻴﺎﺘﻪ ﺩﻭﺭ‪‬ﺍ ﻤﻬﻤ‪‬ﺎ ﻓﻲ ﺘﺸﻜﻴل ﺘﻘﺩﻴﺭﻩ ﻟﺫﺍﺘﻪ‪،‬‬
‫ﻓﺨﺒﺭﺍﺕ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﻔﺸل ﻭﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻵﺨﺭﻴﻥ ‪-‬ﺴﻭﺍﺀ‪ ‬ﻓﻲ ﺍﻟﺒﻴﺕ ﺃﻭ ﺍﻟﻤﺩﺭﺴﺔ ﺃﻭ ﺍﻟﺠﺎﻤﻌﺔ ﺃﻭ ﺍﻟﻌﻤل‪-‬‬
‫ﺘﹸﺴﻬﻡ ﻓﻲ ﺒﻠﻭﺭﺓ ﺘﻘﺩﻴﺭ ﺍﻟﻔﺭﺩ ﻟﺫﺍﺘﻪ‪ ،‬ﻭﺘﹸﺸﻴﺭ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺃﻥ ﺍﻷﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﻴﺸﻌﺭﻭﻥ ﺒﻌﺩﻡ ﺍﻟﻜﻔﺎﺀﺓ‬
‫ﻭﺍﻻﺴﺘﺤﻘﺎﻕ ﻴﺩﺭﻜﻭﻥ ﺃﻨﻔﺴﻬﻡ ﻋﻠﻰ ﺃﻨﻬﻡ ﻏﻴﺭ ﻤﻬﻤﻴﻥ ﻭﻏﻴﺭ ﻤﻔﻴﺩﻴﻥ ﻭﻻ ﻴﺴﺘﻁﻴﻌﻭﻥ ﺍﻟﻭﺼﻭل ﺇﻟﻰ‬
‫ﺃﻫﺩﺍﻓﻬﻡ؛ ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺍﻟﺠﻬﺩ ﺍﻟﺫﻱ ﻴﺒﺫﻟﻭﻨﻪ ﻟﺘﺤﺴﻴﻥ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻤﺤﻴﻁﺔ ﺒﻬﻡ‪ ،‬ﻭﻴﺭﺠﻊ ﻫﺫﺍ ﺍﻻﻋﺘﻘﺎﺩ ﺇﻟﻰ‬
‫ﺍﻨﺨﻔﺎﺽ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ )‪.(Sadat, Ghasemzadeh, & Soleimani, 2012‬‬
‫ﻜﻤﺎ ﺩﻟﺕ ﺍﻟﺒﺤﻭﺙ ﻋﻠﻰ ﺃﻥ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﺍﻷﻓﺭﺍﺩ ﻴﺴﺎﻫﻡ ﺒﺸﻜل ﻜﺒﻴﺭ ﺒﻭﺠﻭﺩ ﺍﻟﺭﻓﺎﻫﻴﺔ‬

‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺩﺩ ‪ ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ‪ -‬ﻴﻭﻟﻴﺔ‪(١٥٥٧) ٢٠٢٠‬‬

 ‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬
‫ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺍﻻﻨﺒﺴﺎﻁﻴﺔ‪ ،‬ﻭﺍﻟﻀﻤﻴﺭ ﺍﻟﻭﺍﻋﻲ‪ ،‬ﻭﺍﻟﻤﻘﺒﻭﻟﻴﺔ‪ ،‬ﻭﻴﻜﻭﻥ ﻟﺩﻴﻬﻡ ﻤﺴﺘﻭﻴﺎﺕ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺘﻘﻴﻴﻡ‬
‫ﺍﻟﺫﺍﺘﻲ‪ ،‬ﻭﺍﻟﺫﻱ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻨﺨﺭﺍﻁﻬﻡ ﻓﻲ ﺍﻟﺠﻤﺎﻋﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻴﻜﻭﻨﻭﻥ ﺴﻌﺩﺍﺀ ﺒﺄﻨﻔﺴﻬﻡ ﻭﺒﺤﻴﺎﺘﻬﻡ؛‬
‫ﻜﻤﺎ ﺘﻜﻭﻥ ﻟﺩﻴﻬﻡ ﻗﺩﺭﺓ ﻋﺎﻟﻴﺔ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻭﺍﺘﺴﺎﻉ ﺍﻟﺼﺩﺭ ﺃﻤﺎﻡ ﺃﺨﻁﺎﺀ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﺠﺎﻭﺯﻫﺎ‬
‫‪(Quevedo & Abella 2011; Strelan & Zdaniuk, 2015; Weinberg, 2013; Yu,‬‬
‫)‪.Zhou, Fan, Yu, & Peng, 2014‬‬
‫ﻭﻴﻌﺘﺒﺭ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻤﻥ ﺃﻜﺜﺭ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺜﺒﺎﺘﹰﺎ ﻭﺍﻟﺫﻱ ﻴﺅﺜﺭ ﻋﻠﻰ ﺤﻴﺎﺓ ﺍﻟﻔﺭﺩ ﻭﻨﻭﻋﻴﺔ ﺤﻴﺎﺘﻪ‬
‫ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻟﻌﻔﻭ )‪ .(Lu et al., 2015‬ﻭﻤﻊ ﺫﻟﻙ ﻓﺈﻥ ﻜﺭﺍﻭﻟﻲ )‪ Crawley (2005‬ﻴﺭﻯ ﻋﻜﺱ‬
‫ﺫﻟﻙ‪ ،‬ﻓﻴﺭﻯ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻟﺩﻴﻬﻡ ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﻤﺭﺘﻔﻊ ﻗﺩ ﻴﻨﻅﺭﻭﻥ ﻟﻠﻔﺭﺩ ﺍﻟﺫﻱ ﺃﺴﺎﺀ ﺇﻟﻴﻬﻡ ﺒﺄﻨﻪ ﻻ‬
‫ﻴﺴﺘﺤﻕ ﺍﻻﺤﺘﺭﺍﻡ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﻻ ﻴﺴﺘﺤﻕ ﺍﻟﻌﻔﻭ‪ ،‬ﻜﻤﺎ ﺃﻨﻬﻡ ﻴﺘﺠﻨﺒﻭﻥ ﺍﻟﻌﻔﻭ ﺤﺘﻰ ﻻ ﻴ‪‬ﺸﻌﺭﻫﻡ ﺒﺘﻘﻠﻴل ﻗﺩﺭﻫﻡ‬
‫ﺃﻤﺎﻡ ﻤﻥ ﺃﺴﺎﺀ ﺇﻟﻴﻬﻡ‪.‬‬
‫ﺇﻥ ﺜﻘﺔ ﺍﻟﻔﺭﺩ ﺒﻘﺩﺭﺍﺘﻪ ﻭﺇﻤﻜﺎﻨﺎﺘﻪ ﺩﻟﻴل ﻋﻠﻰ ﺍﺭﺘﻔﺎﻉ ﺘﻘﺩﻴﺭﻩ ﻟﺫﺍﺘﻪ‪ ،‬ﻭﺍﻟﺫﻱ ﻴﻤﻜﻨﻪ ﻤﻥ ﺘﺠﺎﻭﺯ‬
‫ﺍﻹﺴﺎﺀﺍﺕ ﺍﻟﺘﻲ ﻗﺩ ﻴﺘﻌﺭﺽ ﻟﻬﺎ‪ ،‬ﻭﻴﺅﺩﻱ ﺫﻟﻙ ﺇﻟﻰ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﺒﺴﻬﻭﻟﺔ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ‬
‫ﻴﺘﻤﺘﻌﻭﻥ ﺒﺎﺭﺘﻔﺎﻉ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻴﻔﻜﺭﻭﻥ ﻭﻴﺘﺼﺭﻓﻭﻥ ﺒﻁﺭﻴﻘﺔ ﺇﻴﺠﺎﺒﻴﺔ ﻏﺎﻟﺒ‪‬ﺎ ﺘﺠﺎﻩ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻤﺅﻟﻤﺔ‪ ،‬ﺃﻭ‬
‫ﺘﺠﺎﻩ ﺍﻷﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﺃﺴﺎﺀﻭﺍ ﻟﻬﻡ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﻌﻜﺱ ﻤﻥ ﺫﻟﻙ ﺍﻷﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﻟﺩﻴﻬﻡ ﺘﻘﺩﻴﺭ ﻤﻨﺨﻔﺽ ﻓﻬﻡ‬
‫ﻴﺘﺼﺭﻓﻭﻥ ﻏﺎﻟﺒ‪‬ﺎ ﺒﺴﻠﺒﻴﺔ ﺘﺠﺎﻩ ﺍﻟﻤﻭﺍﻗﻑ ﺃﻭ ﺍﻷﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﺍﺨﺘﻠﻔﻭﺍ ﻤﻌﻬﻡ )ﺍﻟﻌﻨﺯﻱ‪٢٠١٠ ،‬؛ ﻓﺘﺢ‬
‫ﺍﻟﺒﺎﺏ‪.(٢٠١٣ ،‬‬
‫ﺩﺭﺍﺳﺎﺕ ﺳﺎﺑﻘﺔ‪:‬‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﻋﻨﻴﺕ ﺒﺎﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺒﻌﺽ ﺍﻟﺴﻤﺎﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺍﻷﺨﺭﻯ‪:‬‬
‫ﺃﺠﺭﻯ ﺍﻟﺒﻬﺎﺹ )‪ (٢٠٠٩‬ﺩﺭﺍﺴﺔ ﻟﻠﻭﻗﻭﻑ ﻋﻠﻰ ﺍﻟﺩﻭﺭ ﺍﻟﺫﻱ ﻴﻘﻭﻡ ﺒﻪ ﺍﻟﻌﻔﻭ ﻜﻤﺘﻐﻴﺭ ﻭﺴﻴﻁ‬
‫ﺒﻴﻥ ﺍﻟﻌﻭﺍ ﻤل ﺍﻟﺨﻤﺴﺔ ﺍﻟﻜﺒﺭﻯ ﻟﻠﺸﺨﺼﻴﺔ ﻭﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﺴﻌﺎﺩﺓ )ﻜﻤﺘﻐﻴﺭﺍﺕ ﺇﻴﺠﺎﺒﻴﺔ(‪ ،‬ﻭﺫﻟﻙ ﻋﻠﻰ ﻋﻴﻨﺔ‬
‫ﻗﻭﺍﻤﻬﺎ )‪ (٣٣٠٤‬ﻁﺎﻟﺏ ﻭﻁﺎﻟﺒﺔ ﺠﺎﻤﻌﻴﻴﻥ‪ ،‬ﻭﺘﻡ ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻌﻔﻭ‪ ،‬ﻭﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﻤﺴﺔ ﺍﻟﻜﺒﺭﻯ‬
‫ﻟﻠﺸﺨﺼﻴﺔ ﻭﺍﻟﺴﻌﺎﺩﺓ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﺇﻴﺠﺎﺒﻲ ﺒﻴﻥ ﻋﺎﻤﻠﻲ ﺍﻟﻌﻔﻭ ﻭﺒﻌﺩﻱ‬
‫ﺍﻻﻨﺒﺴﺎﻁﻴﺔ ﻭﺍﻟﻤﻘﺒﻭﻟﻴﺔ ﻜﻤﺎ ﺘﺒﻴﻥ ﺃﻥ ﺍﻟﻌﻔﻭ ﻴﺭﺘﺒﻁ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺏ ﺩﺍل ﺒﺎﻟﺸﻌﻭﺭ ﺒﺎﻟﺴﻌﺎﺩﺓ‪.‬‬
‫ﻭﻓﻲ ﺩﺭﺍﺴﺔ ﺃﺠﺭﺍﻫﺎ ﺠﻭﻨﺴﻭﻥ )‪ Johnson (2011‬ﻟﻠﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﻭﻤﺭﻜﺯ ﺍﻟﺘﺤﻜﻡ ﻭﺍﻟﺘﻭﺠﻪ ﻨﺤﻭ ﺍﻟﻌﻔﻭ ﻋﻠﻰ )‪ (٢٠٢‬ﻁﺎﻟﺏ ﻭﻁﺎﻟﺒﺔ ﻓﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺠﺎﻤﻌﻴﺔ‪ .‬ﻭﻜﺸﻔﺕ ﻨﺘﺎﺌﺞ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺍﻹﻨﺎﺙ ﺫﻭﺍﺕ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﻟﺩﻴﻬﻥ ﻤﻴل ﺃﻜﺒﺭ ﻓﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ‪،‬‬
‫ﻓﻲ ﺤﻴﻥ ﻟﻡ ﻴﺘﻡ ﺍﻟﺘﻨﺒﺅ ﺒﺎﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻤﻥ ﺨﻼل ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﻤﺭﻜﺯ ﺍﻟﺘﺤﻜﻡ ﻟﺩﻯ ﺍﻟﺒﻌﺽ ﺍﻵﺨﺭ‬
‫ﻤﻥ ﺍﻟﻁﺎﻟﺒﺎﺕ ﺍﻟﻼﺘﻲ ﻟﺩﻴﻬﻥ ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﻤﻨﺨﻔﺽ‪.‬‬
‫ﻜﻤﺎ ﻗﺎﻤﺕ ﻜل ﻤﻥ ﻗل ﻭﺭﺍﻨﺎ )‪ Gull & Rana (2013‬ﺒﺩﺭﺍﺴﺔ ﺤﻭل ﺘﻘﻴﻴﻡ ﺃﻫﻤﻴﺔ ﺇﻅﻬﺎﺭ‬

‫)‪ (١٥٦‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔﺍﻟﻌﺩﺩ‪ - ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ – ﻴﻭﻟﻴﺔ ‪٢٠٢٠‬‬

 ‫ﺃﺩ ‪ /‬ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺸﺭ & ‪.‬ﺩ‪ /‬ﺴﻤﻴﺔ ﻨﺎﺩﺭ ﺒﻥ ﻋﻠﻲ & ﺩ‪ /‬ﻤﺤﻤﺩ ﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ‬
‫ﺍﻟﻌﻔﻭ ﻭﺍﻟﺭﻓﺎﻫﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺠﻭﺩﺓ ﺍﻟﺤﻴﺎﺓ ﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ )‪ (٢٠‬ﺭﺠﻼﹰ ﻭﺍﻤﺭﺃﺓ ﻜﻌﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ‬
‫ﻤﻬﻥ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺘﻡ ﺘﺤﻠﻴل ﺍﻟﺒﻴﺎﻨﺎﺕ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻟﻤﺤﺘﻭﻯ‪ .‬ﻭﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﻏﺎﻟﺒﻴﺔ‬
‫ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﻴﻌﺭﻓﻭﻥ ﺃﻫﻤﻴﺔ ﺍﻟﻌﻔﻭ ﻭﺃﺜﺭﻩ ﻋﻠﻰ ﺍﻟﺤﻴﺎﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻤﺎ ﻟﻪ ﻤﻥ ﺁﺜﺎﺭ ﺇﻴﺠﺎﺒﻴﺔ ﺘﹸﺴﻬﻡ ﺒﺎﻟﺭﻓﺎﻫﻴﺔ‬
‫ﺍﻟﺫﺍﺘﻴﺔ ﻭﺘﺤﺴﻴﻥ ﺠﻭﺩﺓ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻭﻗﺩ ﻭﺠﺩﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺍﻟﺴﻌﺎﺩﺓ ﻭﺍﻟﻤﺸﺎﻋﺭ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺍﻻﺴﺘﺭﺨﺎﺀ‬
‫ﻭﺍﻟﺘﻔﺎﻋل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻤﻥ ﺍﻵﺜﺎﺭ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ‪ ،‬ﻭﻜﺎﻨﺕ ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ‬
‫ﺘﻌﺭﻴﻔﻬﻡ ﻟﻤﻔﻬﻭﻡ ﺍﻟﻌﻔﻭ ﺤﻴﺙ ﺫﻜﺭ ﺍﻟﺭﺠﺎل ﺒﺄﻥ ﻤﻤﺎﺭﺴﺔ ﺍﻟﻌﻔﻭ ﺘﹸﺴﻔﺭ ﻋﻥ ﻤﺯﻴﺩ ﻤﻥ ﺍﻟﺭﻀﺎ ﻭﺍﻟﺘﻨﻤﻴﺔ‬
‫ﺍﻟﺭﻭﺤﻴﺔ؛ ﻓﻲ ﺤﻴﻥ ﺫﻜﺭﺕ ﺍﻟﻨﺴﺎﺀ ﺒﺄﻥ ﺍﻟﻌﻔﻭ ﻴﺅﺩﻱ ﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﺘﺴﺎﻤﺢ ﻭﺘﻘﻠﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﺴﻠﺒﻴﺔ‪ ،‬ﻭﻴﺅﺩﻱ‬
‫ﻟﻠﺭﻀﺎ ﻭﺍﻟﺭﻓﺎﻫﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫ﻜﻤﺎ ﺘﻨﺎﻭﻟﺕ ﺩﺭﺍﺴﺔ ﻭﺩﺘﻨﺠﺘﻭﻥ )‪ Whittington (2015‬ﻓﺤﺹ ﺍﻻﺘﺠﺎﻩ ﻨﺤﻭ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ ﻜﻤﺘﻐﻴﺭﺍﺕ ﻭﺴﻴﻁﺔ ﺒﻴﻥ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻭﻜل ﻤﻥ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﺼﺤﺔ ﺍﻟﺒﺩﻨﻴﺔ‬
‫ﻭﺍﻟﺘﻌﺭﺽ ﻟﻺﺴﺎﺀﺓ‪ .‬ﻭﻤﻥ ﺨﻼل ﺘﻁﺒﻴﻕ ﻤﻘﺎﻴﻴﺱ ﺨﺎﺼﺔ ﺒﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ )‪ (١٧٢‬ﺴﻴﺩﺓ؛‬
‫ﺘﻭﺼﻠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﻴل ﻨﺤﻭ ﺍﻟﻌﻔﻭ ﻗﺩ ﺍﺭﺘﺒﻁ ﺒﺸﻜل ﻤﻭﺠﺏ ﻤﻊ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ ﻋﻠﻰ ﺍﻟﺭﻏﻡ‬
‫ﻤﻥ ﻋﺩﻡ ﺍﺭﺘﺒﺎﻁﻪ ﺒﺎﻟﺼﺤﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﺘﻌﺭﺽ ﻟﻺﺴﺎﺀﺓ‪ ،‬ﻜﻤﺎ ﺍﺭﺘﺒﻁ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺒﺸﻜل ﺇﻴﺠﺎﺒﻲ ﻤﻊ‬
‫ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻭﺴﻠﺒﻴ‪‬ﺎ ﻤﻊ ﺴﻭﺀ ﺍﻟﻤﻌﺎﻤﻠﺔ‪.‬‬
‫ﻭﻓﻲ ﺩﺭﺍﺴﺔ ﻗﺎﻡ ﺒﻬﺎ ﺍﻟﺸﻬﺭﻱ )‪ (٢٠١٥‬ﻋﻠﻰ )‪ (٩٠‬ﻁﺎﻟﺒ‪‬ﺎ‪ ،‬ﻭ)‪ (٩٠‬ﻁﺎﻟﺒﺔﹰ ﻤﻥ ﺠﺎﻤﻌﺔ ﺍﻟﻤﻠﻙ‬
‫ﺴﻌﻭﺩ؛ ﻓﻲ ﻤﺤﺎﻭﻟﺔ ﻟﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻭﺠﻭﺩﺓ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﻤﺴﺔ‬
‫ﺍﻟﻜﺒﺭﻯ ﻟﻠﺸﺨﺼﻴﺔ‪ ،‬ﻭﻜ ﺫﻟﻙ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺴﺎﺒﻘﺔ‪ .‬ﻭﺘﻭﺼﻠﺕ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺏ ﺩﺍل ﺒﻴﻥ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻭﺠﻭﺩﺓ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﻤﺴﺔ ﺍﻟﻜﺒﺭﻯ‬
‫ﻟﻠﺸﺨﺼﻴﺔ‪ ،‬ﻜﻤﺎ ﻭﺠﺩﺕ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻓﻲ ﺍﻟﻌﻔﻭ ﺒﺎﺨﺘﻼﻑ ﺍﻟﻌﻤﺭ ﻭﺍﻟﺠﻨﺱ‪ ،‬ﺤﻴﺙ ﻜﺎﻨﺕ‬
‫ﺍﻹﻨﺎﺙ ﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋ ﻠﻰ ﺍﻟﻌﻔﻭ ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺫﻭﻱ ﺍﻷﻋﻤﺎﺭ ﺍﻷﻜﺒﺭ ﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ‪ ،‬ﻜﻤﺎ ﺃﺴﻬﻡ ﺍﻟﻌﻔﻭ‬
‫ﺒﺎﻟﺘﻨﺒﺅ ﺒﺠﻭﺩﺓ ﺍﻟﺤﻴﺎﺓ‪.‬‬
‫ﻜﻤﺎ ﻗﺎﻡ ﻜل ﻤﻥ ﻴﺎﻟﺸﻥ ﻭﻜﺎﻓﺎﻜﻠﻲ ﻭﻜﻴﺸﻲ )‪Yalcin, Kavakli & Kesici (2017‬‬
‫ﺒﺩﺭﺍﺴﺔ ﺘﻬﺩﻑ ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﻤﺴﺔ ﺍﻟﻜﺒﺭﻯ ﻟﻠﺸﺨﺼﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ‬
‫ﺍﻟﻌ ﻔﻭ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺘﻁﺒﻴﻕ ﻤﻘﺎﻴﻴﺱ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺨﻤﺱ ﺍﻟﻜﺒﺭﻯ ﻟﻠﺸﺨﺼﻴﺔ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻤﻘﻴﺎﺱ‬
‫ﺍﻟﻌﻔﻭ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﻋﺩﺩﻫﻡ )‪ (٧٣‬ﻁﺎﻟﺒ‪‬ﺎ‪ ،‬ﻭ)‪ (٢٥٠‬ﻁﺎﻟﺒﺔ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ‬
‫ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﻤﺴﺔ ﺍﻟﻜﺒﺭﻯ ﻟﻠﺸﺨﺼﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺒﻤﺴﺘﻭﻴﺎﺕ‬
‫‪-‬ﻜﺎﻻﻨﻔﺘﺎﺤﻴﺔ ﻭﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﺍﻻﻨﺒﺴﺎﻁﻴﺔ‪ -‬ﺒﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻤﻥ ﺍﻟﻌﻔﻭ‪ ،‬ﻜﻤﺎ ﺘﻨﺒﺄﺕ ﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﻤﺤﺩﺩﺓ ﻤﻥ ﺍﻟﻌﻔﻭ ﺃﻴﻀ‪‬ﺎ‪.‬‬

‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺩﺩ ‪ ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ‪ -‬ﻴﻭﻟﻴﺔ‪(١٥٧٧) ٢٠٢٠‬‬

 ‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬
‫ﻫﺫﺍ؛ ﻭﻗﺩ ﻜﺸﻔﺕ ﺩﺭﺍﺴﺔ ﻴﺎﻭ ﻭﺠﻥ ﻭﻴﺎ ﺴﺎﻨﻎ )‪ Yao, Chen, Yu & Sang (2017‬ﻋﻥ‬
‫ﺩﻭﺭ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺭﻓﺎﻫﻴﺔ ﺍﻟﺫﺍﺘﻴﺔ ﻜﻤﺘﻐﻴﺭﺍﺕ ﻭﺴﻴﻁﺔ ﻋﻠﻰ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﺍﻟﺫﺍﺘﻲ ﻭﺍﻟﻌﻔﻭ ﻋﻥ‬
‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﺘﻡ ﺘﻁﺒﻴﻕ ﺍﺴﺘﺒﺎﻨﺔ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺍﻟﻌﻔﻭ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺍﻟﺭﻓﺎﻫﻴﺔ ﺍﻟﺫﺍﺘﻴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ‬
‫)‪ ( ٤٧٥‬ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺎﺕ‪ .‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ ﻭﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺃﻴﻀ‪‬ﺎ ﻭﺠﺩ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ‬
‫ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺭﻓﺎﻫﻴﺔ ﺍﻟﺫﺍﺘﻴﺔ‪ ،‬ﻭﺩﻟﱠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻠﻰ ﺃﻥ؛ ﻜﻠﻤﺎ ﺍﺭﺘﻔﻊ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﺭﺘﻔﻌﺕ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ‬
‫ﺍﻟﻌﻔﻭ ﺍﻟﺫﺍﺘﻲ ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻜﻠﻤﺎ ﺍﺭﺘﻔﻌﺕ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﺯﺍﺩﺕ ﺍﻟﺭﻓﺎﻫﻴﺔ ﺍﻟﺫﺍﺘﻴﺔ‪.‬‬
‫ﻭﻜﺸﻔﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻲ ﻗﺎﻡ ﺒﻬﺎ ﻜل ﻤﻥ ﻓﺭﻴﺩﻭﻥ ﻭﺃﻭﻨﻭﺭ )‪Ferudun & Onur (2018‬‬
‫ﻋﻠﻰ ﺇﺴ ﻬﺎﻡ ﻜل ﻤﻥ ﺍﻟﻌﻔﻭ ﻭﺍﻟﺘﻭﺍﻀﻊ ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺒﺎﻟﺘﻨﺒﺅ ﺒﺈﺩﺭﺍﻜﻬﻡ ﻟﻜﻔﺎﺀﺘﻬﻡ ﺍﻟﺫﺍﺘﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪،‬‬
‫ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻤﻥ )‪ ( ٣٠٣‬ﻤﻌﻠﻤ‪‬ﺎ ﻭﻤﻌﻠﻤﺔ ﺒﺎﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻓﻲ ﺃﻨﻘﺭﺓ )ﺘﺭﻜﻴﺎ(‪ ،‬ﻭﺘﻭﺼﻠﺕ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﺇﻴﺠﺎﺒﻲ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﺍﻟﺘﻭﺍﻀﻊ ﻭﺍﻟﻌﻔﻭ ﻭﺒﻴﻥ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺫﺍﺘﻴﺔ ﻭﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ ﻟﻠﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﻜﺫﻟﻙ ﻭﺠﺩ ﺃﻥ ﻟﻠﻌﻔﻭ ﻗﺩﺭﺓ ﺘﻨﺒﺅﻴﺔ ﻋﻠﻰ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺫﺍﺘﻴﺔ ﺍﻟﻤﻌﻠﻤﻴﻥ‪.‬‬
‫ﺃﻤﺎ ﺩﺭﺍﺴﺔ ﻜﺎﻟﺘﺎ ﻭﻤﺭﻭﺯ )‪ Kaleta & Mroz (2018‬ﻓﻬﺩﻓﺕ ﺇﻟﻰ ﺭﺼﺩ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻭﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻌﻤﺭﻴﺔ‪ ،‬ﻭﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻘﻴﺎﺱ ﻫﺎﺭﺘﻼﻨﺩ‬
‫ﻟﻠﻌﻔﻭ ﻭﻤﻘﻴﺎﺱ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (٤٦٣‬ﻓﺭﺩ‪‬ﺍ؛ ﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻡ‬
‫)‪ .( ٦٧-١٩‬ﻜﺸﻔﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻥ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺨﺘﻠﻑ ﺍﻟﻤﻘﺎﻴﻴﺱ ﺍﻟﻔﺭﻋﻴﺔ‬
‫ﻟﻤﻘﻴﺎﺱ ﺍﻟﻌﻔﻭ ﻤﻊ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ ﻟﺩﻯ ﺠﻤﻴﻊ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻌﻤﺭﻴﺔ‪.‬‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﻋﻨﻴﺕ ﺒﺎﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪:‬‬
‫ﻗﺎﻡ ﻜل ﻤﻥ ﺍﻟﺴﻴﺩ ﻭﺸﺭﺍﺏ )‪ (٢٠٠٨‬ﺒﺩﺭﺍﺴﺔ ﻓﻲ ﻤﺤﺎﻭﻟﺔ ﻟﻠﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺃﺒﻌﺎﺩ‬
‫ﺍﻟﻌﻔﻭ )ﺍﻟﺸﻌﻭﺭ ﺒﺎﻻﺴﺘﻴﺎﺀ‪ ،‬ﻭﺍﻟﺤﺴﺎﺴﻴﺔ ﻟﻠﻅﺭﻭﻑ‪ ،‬ﻭﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻟﻌﻔﻭ( ﻭﺍﻟﺫﻜﺎﺀ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﺩﺭﺍﺴﺔ‬
‫ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ‪ ،‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (٢٨٠‬ﻁﺎﻟﺒ‪‬ﺎ‪ ،‬ﻭﻁﺎﻟﺒﺔ ﻓﻲ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺠﺎﻤﻌﻴﺔ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ‪ :‬ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﻭﺍﻟﺫﻜﺎﺀ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﺃﻥ ﺍﻹﻨﺎﺙ ﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻟﺫﻜﻭﺭ‪ .‬ﻓﻲ ﺤﻴﻥ ﻜﺸﻔﺕ ﺩﺭﺍﺴﺔ‬
‫ﻜﻴﻤﺱ )‪ Kmice (2009‬ﺍﻟﺘﻲ ﻁﹸﺒ‪‬ﻘﹶﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (١٠٨‬ﻁﺎﻟﺒ‪‬ﺎ‬
‫ﻭﻁﺎﻟﺒﺔ ﺒﻌﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﻌﻔﻭ ﻜﺴﻤﺔ )ﺃﻱ‪ :‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻓﻲ ﺃﻏﻠﺏ‬
‫ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻤﺴﻴﺌﺔ(‪ ،‬ﺒﻴﻨﻤﺎ ﺘﺒﻴﻥ ﺃﻥ ﺍﻟﻌﻔﻭ ﻜﺤﺎﻟﺔ )ﺃﻱ‪ :‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻓﻲ ﻤﻭﻗﻑ ﻤﺤﺩﺩ( ﻴﻜﻭﻥ ﺃﻜﺜﺭ‬
‫ﺍﺭﺘﻔﺎﻋ‪‬ﺎ ﻟﺩﻯ ﺍﻟﺫﻜﻭﺭ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻹﻨﺎﺙ‪ .‬ﻭﻜﺫﻟﻙ ﻜﺸﻔﺕ ﺩﺭﺍﺴﺔ ﺘﻭﺴﻴﻨﺕ ﻭﻭﻴﺏ & ‪(Toussaint‬‬
‫)‪ Webb, 2010‬ﺒﺄﻥ ﺍﻟﺭﺠﺎل ﻭﺍﻟﻨﺴﺎﺀ ﻤﺘﺴﺎﻭﻴﺎﻥ ﻓﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ‪ ،‬ﻭﺫﻟﻙ ﺒﻌﺩ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ‬

‫)‪ (١٥٨‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔﺍﻟﻌﺩﺩ‪ - ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ – ﻴﻭﻟﻴﺔ ‪٢٠٢٠‬‬

 ‫ﺃﺩ ‪ /‬ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺸﺭ & ‪.‬ﺩ‪ /‬ﺴﻤﻴﺔ ﻨﺎﺩﺭ ﺒﻥ ﻋﻠﻲ & ﺩ‪ /‬ﻤﺤﻤﺩ ﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ‬
‫ﺍﻟﻌﻔﻭ ﻋﻠﻰ )‪ (١٢٧‬ﻤﺸﺎﺭﻜﹰﺎ ﻟﻤﻌﺭﻓﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﻌﻔﻭ‪.‬‬
‫& ‪Sheldon‬‬ ‫ﻓﻲ ﺤﻴﻥ ﺒﻴﻨﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻲ ﻗﺎﻡ ﺒﻬﺎ ﻜل ﻤﻥ ﺸﻠﺩﻭﻥ ﻭﻫﻭﻨﻴﻜﺕ‬
‫)‪ Honeycutt (2011‬ﺒﺄﻥ ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻤﻥ ﺍﻹﻨﺎﺙ ﻭﺫﻟﻙ ﻓﻲ ﺩﺭﺍﺴﺘﻬﻡ ﺤﻭل‬
‫ﻤﻌﺭﻓﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺘﺩﻴﻥ ﻭﺍﻟﻌﻔﻭ ﻭﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺘﻠﻙ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻋﻠﻰ )‪ (١٤٧‬ﻤﺸﺎﺭﻜﹰﺎ ﻓﻲ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‪ .‬ﻭﻗﺎﻤﺕ ﺴﺎﺩﺍﺕ ﻭﺁﺨﺭﻭﻥ )‪ Sadat et al., (2012‬ﺒﻌﻤل ﺩﺭﺍﺴﺔ ﻋﻠﻰ )‪ (٣٧٠‬ﻁﺎﻟﺒ‪‬ﺎ ﻭﻁﺎﻟﺒﺔﹰ‬
‫ﻓﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻟﺩﺭﺍﺴﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﻋﺩﻡ‬
‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪.‬‬
‫ﻭﺘﻭﺼل ﻜل ﻤﻥ ﺨﺎﻥ ﻭﺴﻴﻨﺞ )‪ Khan & Singh (2013‬ﺒﻨﺘﺎﺌﺞ ﻓﻴﻤﺎ ﻴﺨﺹ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ‬
‫ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ‪ ،‬ﺤﻴﺙ ﺫﻜﺭﺍ ﺒﺄﻥ ﺍﻹﻨﺎﺙ ﺃﻋﻠﻰ ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻓﻲ ﺍﻟﻌﻔﻭ ﻭﺫﻟﻙ ﻓﻲ‬
‫ﺩﺭﺍﺴﺘﻬﻤﺎ ﻋﻠﻰ )‪ (٨٠‬ﻤﻌﻠﻡ ﻭﻤﻌﻠﻤﺔ ﻟﻘﻴﺎﺱ ﺍﻟﻌﻔﻭ ﻭﺍﻟﺭﻭﺤﺎﻨﻴﺔ ﻭﺍﻻﻤﺘﻨﺎﻥ‪ .‬ﻭﻗﺩ ﻗﺎﻤﺕ ﻓﺘﺢ ﺍﻟﺒﺎﺏ‬
‫)‪ ( ٢٠١٣‬ﺒﺩﺭﺍﺴﺘﻬﺎ ﺤﻭل ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﺤﻴﺙ ﻁﺒﻘﺕ‬
‫ﻤﻘﻴﺎﺱ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ )‪ (٢٩٧‬ﻁﺎﻟﺒ‪‬ﺎ ﻭﻁﺎﻟﺒﺔ ﺒﺠﺎﻤﻌﺔ ﺠﻨﻭﺏ‬
‫ﺍﻟﻭﺍﺩﻱ‪ ،‬ﻭﺃﺴﻔﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻥ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﺇﻴﺠﺎﺒﻲ ﺩﺍل ﺒﻴﻥ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻜﻤﺎ‬
‫ﺃﺜﺒﺘﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺫﻭﻭ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻤﻥ ﺫﻭﻱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﺍﻟﻤﻨﺨﻔﺽ‪ ،‬ﻜﻤﺎ ﻭﺠﺩﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺒﺄﻥ ﺍﻹﻨﺎﺙ ﺃﻜﺜﺭ ﻋﻔﻭ‪‬ﺍ ﻋﻥ ﺍﻵﺨﺭﻴﻥ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻟﺫﻜﻭﺭ‪ ،‬ﻭﻟﻡ ﺘﺠﺩ ﺃﻴﺔ‬
‫ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪.‬‬
‫ﻭﺠﺎﺀﺕ ﺩﺭﺍﺴﺔ ﺠﻤﻴل )‪ (٢٠١٤‬ﻟﺘﻭﻀﺢ ﻤﻔﻬﻭﻡ ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﻤﺘﻐﻴﺭﻱ ﺍﻟﺠﻨﺱ ﻭﺍﻟﻌﻤﺭ‬
‫ﻋﻠﻰ )ﻥ‪ (٧٥ :‬ﻁﺎﻟﺒﺔ ﻭ)ﻥ‪ (٥٧ :‬ﻁﺎﻟﺒ‪‬ﺎ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻨﻪ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ‬
‫ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺩﺍﻓﻊ ﺍﻟﻌﻔﻭ‪ ،‬ﺒﻴﻨﻤﺎ ﻭﺠﺩﺕ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﺩﺍﻓﻊ ﺍﻻﻨﺘﻘﺎﻡ‪.‬‬
‫ﻭﺘﺸﺎﺒﻬﺕ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﻜﻭﻨﺠﻴﺭﻭ ﻭﺍﻜﺴﺒﺎﺭﻴﺎ ﻭﻤﻭﻨﺘﻴﺭﻭ & ‪Conejero, Etxebarria‬‬
‫)‪ Montero (2014‬ﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺴﺎﺒﻘﺔ‪ ،‬ﺤﻴﺙ ﺘﻭﺼﻠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺒﻌﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ‬
‫ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻭﺫﻟﻙ ﻋﻠﻰ ﻋﻴﻨﺔ )ﻥ‪ (٧٢٨ :‬ﻤﻥ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﺒﻴﻨﻤﺎ ﻜﺎﻥ ﻫﻨﺎﻙ‬
‫ﺍﺨﺘﻼﻑ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻻﺘﺠﺎﻩ ﻨﺤﻭ ﺍﻟﻌﻔﻭ ﻭﺍﻟﺘﺴﺎﻤﺢ‪ ،‬ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺒﺄﻥ ﺍﻹﻨﺎﺙ ﺃﻜﺜﺭ ﺘﻭﺠﻬ‪‬ﺎ‬
‫ﻨﺤﻭ ﺍﻟﻌﻔﻭ ﻭﺍﻟﺘﺴﺎﻤﺢ ﻭﺍﻟﻌﻴﺵ ﺒﺴﻼﻡ ﻤﻥ ﺍﻟﺫﻜﻭﺭ‪.‬‬
‫ﻓﻲ ﺤﻴﻥ ﺘﻭﺼﻠﺕ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻋﻨﺩ ﻓﺤﺹ ﺘﻠﻙ ﺍﻟﻔﺭﻭﻕ ﻋﻠﻰ ﺍﻟﻤﺩﻯ ﺍﻟﻁﻭﻴل‪ ،‬ﺃﻥ‬
‫ﺍﻟﺫﻜﻭﺭ ﻗﺩ ﺴﺠﻠﻭﺍ ﺩﺭﺠﺎﺕ ﺃﻋﻠﻰ ﻤﻥ ﺍﻹﻨﺎﺙ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺫﻟﻙ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺎﺕ ﻜﺒﻴﺭﺓ ﻤﻥ ﺃﻓﺭﺍﺩ‬
‫ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻌﺎﻡ ;‪(Bleidorn et al., 2016; Moksnes, Eilertsen & Lazarewicz, 2016‬‬
‫)‪.Zuckerman, Li & Hall, 2016‬‬

‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺩﺩ ‪ ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ‪ -‬ﻴﻭﻟﻴﺔ‪(١٥٩٧) ٢٠٢٠‬‬

 ‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬

‫ﺗﻌﻘﻴﺐ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪:‬‬

‫ﻜﺸﻔﺕ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺒﺄﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻴﺘﺴﺎﻭﻴﺎﻥ ﺒﺎﻟﻌﻔﻭ ﻭﺃﺒﻌﺎﺩﻩ‪ ،‬ﻭﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ‬ ‫‪‬‬
‫ﺒﻴﻨﻬﻤﺎ ﻜﺩﺭﺍﺴﺔ ﻜل ﻤﻥ‪) :‬ﺠﻤﻴل‪٢٠١٤ ،‬؛ & ‪Conejero et al., 2014; Toussaint‬‬
‫‪ ، (Webb, 2010‬ﻓﻲ ﺤﻴﻥ ﻜﺸﻔﺕ ﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﻋﻥ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ‬
‫ﻓﻲ ﺍﻟﻌﻔﻭ ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ ﻜﺩﺭﺍﺴﺔ‪) :‬ﺍﻟﺴﻴﺩ ﻭﺸﺭﺍﺏ‪٢٠٠٨ ،‬؛ ﺍﻟﺸﻬﺭﻱ‪٢٠١٥ ،‬؛ ﻓﺘﺢ ﺍﻟﺒﺎﺏ‪،‬‬
‫‪ ٢٠١٣‬؛ ‪ ،(Khan & Singh, 2013‬ﻭﺠﺎﺀﺕ ﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﻟﺘﻭﻀﺢ ﺍﻟﻌﻜﺱ ﺒﺄﻥ‬
‫ﺍﻟﺫﻜﻭﺭ ﺃﻋﻠﻰ ﻤﻥ ﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻟﻌﻔﻭ ﻜﺩﺭﺍﺴﺔ )‪ ،(Sheldon & Honeycutt, 2011‬ﻭﻟﻡ‬
‫ﺘﺠﺩ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻜﺩﺭﺍﺴﺔ ﻓﺘﺢ ﺍﻟﺒﺎﺏ )‪،(٢٠١٣‬‬
‫ﺒﻴﻨﻤﺎ ﻭﺠﺩﺕ ﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﺒﺄﻥ ﺍﻟﺫﻜﻭﺭ ﺃﻋﻠﻰ ﻤﻥ ﺍﻹﻨﺎﺙ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ‪(Bleidorn‬‬
‫)‪.et al., 2016; Moksnes et al., 2016; Zuckerman et al., 2016‬‬
‫ﻭﻜﺸﻔﺕ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺃﻴﻀ‪‬ﺎ ﻭﺠ ﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﺃﻱ‪ :‬ﻜﻠﻤﺎ‬ ‫‪‬‬
‫ﻜﺎﻥ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻤﺭﺘﻔﻌ‪‬ﺎ ﻜﺎﻨﺕ ﻫﻨﺎﻙ ﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻜﺩﺭﺍﺴﺔ‪) :‬ﻓﺘﺢ ﺍﻟﺒﺎﺏ‪٢٠١٣ ،‬؛‬
‫‪Whittington, 2015‬؛ ‪.(Johnson, 2011; Yao et al., 2017‬‬
‫ﻓﻲ ﺤﻴﻥ ﻜﺸﻔﺕ ﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﻋﻥ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﺩﺍل ﺒﻴﻥ ﺍﻟﻌﻔﻭ ﻭﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ‬ ‫‪‬‬
‫ﺍﻹﻴﺠﺎﺒﻴﺔ؛ ﻜﺒ‪‬ﻌﺩ ﺍﻻﻨﺒﺴﺎﻁﻴﺔ ﻭﺍﻟﻤﻘﺒﻭﻟﻴﺔ ﻓﻲ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﻤﺴﺔ ﺍﻟﻜﺒﺭﻯ ﻟﻠﺸﺨﺼﻴﺔ؛ ﻜﺩﺭﺍﺴﺔ‪:‬‬
‫)ﺍﻟﺒﻬﺎﺹ‪٢٠٠٩ ،‬؛ ﺍﻟﺸﻬﺭﻱ‪ ،(٢٠١٥ ،‬ﻭﻭﺠﺩﺕ ﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﺍﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﻌﻔﻭ‬
‫ﻭﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﺭﻓﺎﻫﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻜﻤﺘﻐﻴﺭﺍﺕ ﺇﻴﺠﺎﺒﻴﺔ ﺘﺘﺸﺎﺒﻪ ﻤﻊ‬
‫ﺒﻌﺽ ﻤﻌﺎﻴﻴﺭ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ؛ ﻜﺩﺭﺍﺴﺔ‪(Gull & Rana, 2013; Kaleta & Mroz, :‬‬
‫)‪.2018‬‬
‫ﻜﻤﺎ ﺃﻭﻀﺤﺕ ﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﺍﻟﻘﺩﺭﺓ ﺍﻟﺘﻨﺒﺅﻴﺔ ﻟﻠﻌﻔﻭ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ؛ ﻜﺩﺭﺍﺴﺔ‪(Yalcin, et :‬‬ ‫‪‬‬
‫)‪.al., 2017; Johnson, 2011‬‬
‫ﻭﺠﺩﺕ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺒﺄﻥ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﻴ‪‬ﺴﻬﻡ ﻓﻲ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺍﻟﻌﻔﻭ ﻜﺩﺭﺍﺴﺔ‪:‬‬ ‫‪‬‬
‫ﻴﺎﻟﺸﻥ ﻭﻜﺎﻓﺎﻜﻠﻲ ﻭﻜﻴﺸﻲ )‪.Yalcin, et al., (2017‬‬
‫ﻭﺃﺨﻴﺭ‪‬ﺍ؛ ﻨﺩﺭﺓ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺘﻲ ﺍﻫﺘﻤﺕ ﺒﻤﻔﻬﻭﻡ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ‬ ‫‪‬‬
‫ﺍﻟﺫﺍﺕ‪ ،‬ﺒﻴﻨﻤﺎ ﺘﻨﺎﻭﻟﺕ ﺒﻌﺽ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻓﻘﻁ ﻋﻼﻗﺔ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬

‫)‪ (١٦٠‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔﺍﻟﻌﺩﺩ‪ - ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ – ﻴﻭﻟﻴﺔ ‪٢٠٢٠‬‬

 ‫ﺃﺩ ‪ /‬ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺸﺭ & ‪.‬ﺩ‪ /‬ﺴﻤﻴﺔ ﻨﺎﺩﺭ ﺒﻥ ﻋﻠﻲ & ﺩ‪ /‬ﻤﺤﻤﺩ ﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ‬
‫ﻜﺩﺭﺍﺴﺔ )ﻓﺘﺢ ﺍﻟﺒﺎﺏ‪.(٢٠١٣ ،‬‬
‫ﻭﻫﺫﺍ ﻤﺎ ﺩﻋﺎﻨﺎ ﻟﺩﺭﺍﺴﺔ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺘﺴﻠﻴﻁ ﺍﻟﻀﻭﺀ ﻋﻠﻰ ﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﻭﺍﻟﺘﻨﺒﺅ ﺒﻪ‪ ،‬ﻭﻜﺸﻑ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﻜﻼ ﺍﻟﻤﺘﻐﻴﺭﻴﻥ‪ .‬ﻭﻋﻠﻰ ﻀﻭﺀ ﻤﺎ ﺴﺒﻕ ﻴﻤﻜﻥ ﺼﻴﺎﻏﺔ‬
‫ﻓﺭﻭﺽ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﻓﺮﻭﺽ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫‪ -١‬ﻴﻭﺠﺩ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺩﺭﺠﺎﺕ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﻟﺩﻯ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‪.‬‬
‫‪ -٢‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻤﻥ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ ﻓﻲ‬
‫ﻜل ﻤﻥ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺩﺭﺠﺎﺕ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪.‬‬
‫‪ -٣‬ﻴ‪‬ﺴﻬﻡ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ )ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ( ﺒﺎﻟﺘﻨﺒﺅ‬
‫ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‪.‬‬
‫ﺣﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫‪ -١‬ﺍﻟﺤﺩﻭﺩ ﺍﻟﻤﻭﻀﻭﻋﻴﺔ‪ :‬ﺘﻨﺎﻭﻟﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻱ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪.‬‬
‫‪ -٢‬ﺍﻟﺤﺩﻭﺩ ﺍﻟﺒﺸﺭﻴﺔ‪ :‬ﺘﻡ ﺇﺠﺭﺍﺀ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‪.‬‬
‫‪ -٣‬ﺍﻟﺤﺩﻭﺩ ﺍﻟﻤﻜﺎﻨﻴﺔ‪ :‬ﺘﻡ ﺍﻟﺘﻁﺒﻴﻕ ﻓﻲ ﺍﻟﺤﺭﻡ ﺍﻟﺠﺎﻤﻌﻲ ﻟﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ ‪ -‬ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪،‬‬
‫ﻭﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﻭﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪.‬‬
‫‪ -٤‬ﺍﻟﺤﺩﻭﺩ ﺍﻟﺯﻤﺎﻨﻴﺔ‪ :‬ﺘﻡ ﺘﻁﺒﻴﻕ ﺍﻻﺴﺘﺒﺎﻨﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﺩﺭﺍﺴﺔ ﺨﻼل ﺍﻟﻔﺼل ﺍﻟﺩﺭﺍﺴﻲ ﺍﻷﻭل‬
‫)‪.(٢٠٢٠-٢٠١٩‬‬
‫ﺍﳌﻨﻬﺞ ﻭﺍﻹﺟﺮﺍءﺍﺕ‪:‬‬
‫ﺍﳌﻨﻬﺞ‪ :‬ﺍﺘﺒﻌﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﺍﻻﺭﺘﺒﺎﻁﻲ ﺍﻟﻤﻘﺎﺭ‪‬ﻥ‪ ،‬ﻭﺫﻟﻙ ﻟﻠﻭﻗﻭﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ‬
‫ﺒﻴﻥ ﺃﺒﻌﺎﺩ ﻤﻔﻬﻭﻡ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻤﻌﺭﻓﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺘﺤﻠﻴل‬
‫ﺍﻻﻨﺤﺩﺍﺭ ﻟﻠﻜﺸﻑ ﻋﻥ ﺇﺴﻬﺎﻡ ﺃﺒﻌﺎﺩ ﺍﻟﻌﻔﻭ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪.‬‬
‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‪ :‬ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ ﺍﻟﻤﺴﺘﻤﺭﻴﻥ ﻭﺍﻟﻤﺴﺘﺠﺩﻴﻥ ﻓﻲ ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪،‬‬
‫ﻭﺍﻟﻌ ﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﻭﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﻓﻲ ﺍﻟﻔﺼل ﺍﻟﺩﺭﺍﺴﻲ ﺍﻷﻭل ﻟﻌﺎﻡ )‪ (٢٠١٩‬ﻭﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ ﺘﻘﺭﻴﺒ‪‬ﺎ‬
‫)‪ (٢٣٠٠‬ﻁﺎﻟﺒ‪‬ﺎ ﻭﻁﺎﻟﺒﺔ‪.‬‬
‫ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ :‬ﺍﻟﻌﻴﻨﺔ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ‪ :‬ﺒﻠﻎ ﻋﺩﺩ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ )‪ (٥٠‬ﻁﺎﻟﺒ‪‬ﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻥ‬
‫ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ ﻭﺍﻟﻤﻤﺜﻠﻴﻥ ﻟﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ ﻤﻥ ﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻟﻌﻠﻭﻡ‬
‫ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﻭﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ؛ ﻟﻀﺒﻁ ﺍﻟﻤﻘﺎﻴﻴﺱ ﻭﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺼﻴﺎﻏﺔ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﻓﻬﻤﻬﺎ ﻜﻤﺎ ﺘﻡ ﺍﻟﺘﺄﻜﺩ ﻤﻥ‬

‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺩﺩ ‪ ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ‪ -‬ﻴﻭﻟﻴﺔ‪(١٦١٧) ٢٠٢٠‬‬

 ‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬
‫ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﻟﻠﻤﻘﺎﻴﻴﺱ )ﺍﻟﺜﺒﺎﺕ ﻭﺍﻟﺼﺩﻕ(‪ ،‬ﻭﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﺎ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ‪.‬‬
‫ﺍﻟﻌﻴﻨﺔ ﺍﻷﺴﺎﺴﻴﺔ‪ :‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻤﻥ )‪ (٢٥٥‬ﻁﺎﻟﺒ‪‬ﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ )ﻜﻠﻴﺔ‬
‫ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﻭﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ( ﺤﻴﺙ ﺒﻠﻎ ﻋﺩﺩ ﺍﻹﻨﺎﺙ )‪ ،(١١٠‬ﻭﺍﻟﺫﻜﻭﺭ‬
‫)‪ ،(١٤٥‬ﻭﺒﻠﻎ ﻤﺘﻭﺴﻁ ﺃﻋﻤﺎﺭﻫﻡ )‪ (٢١,٢٦‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ ،(٤,٢٢٤‬ﻭﻗﺩ ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ ﺒﻁﺭﻴﻘﺔ‬
‫ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ ﺍﻟﻔﺭﻕ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺘﻡ ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺘﺠﺎﻨﺱ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻤﻥ ﺤﻴﺙ ﺍﻟﺴﻼﻤﺔ‬
‫ﺍﻟﺠﺴﺩﻴﺔ‪ ،‬ﻭﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺠﻤﻴﻌﻬﻡ ﻤﻥ ﺫﻭﻱ ﺍﻟﺩﺨل ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻟﻤﺘﻭﺴﻁ‪ ،‬ﻭﺍﻟﺤﺎﻟﺔ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ )ﻏﻴﺭ ﻤﺘﺯﻭﺝ(‪.‬‬
‫ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺃﻭﻻﹰ‪ :‬ﻤﻘﻴﺎﺱ ﻫﺎﺭﺘﻼﻨﺩ ﻟﻠﻌﻔﻭ )‪:Heartland Forgiveness Scale (HFS‬‬
‫ﺘﻡ ﺍﻟﻘﻴﺎﻡ ﺒﺘﺭﺠﻤﺔ ﻤﻘﻴﺎﺱ ﻫﺎﺭﺘﻼﻨﺩ ﻟﻠﻌﻔﻭ ﻤﻥ ﺇﻋﺩﺍﺩ ﺜﻭﻤﺒﺴﻭﻥ ﻭﺁﺨﺭﻴﻥ ‪Thompson et‬‬
‫)‪ al., (2005‬ﻭﻤﻥ ﺜﻡ‪ ‬ﺘﻡ ﺇﻋﺎﺩﺓ ﺍﻟﺘﺭﺠﻤﺔ ﻟﻠﻌﺭﺒﻴﺔ ﻭﻋﺭﺽ ﺍﻟﻤﻘﻴﺎﺱ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﺤﻜﻤﻴﻥ‬
‫)ﺃﺴﺎﺘﺫﺓ ﻗﺴﻡ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ( ﺍﻟﺫﻴﻥ ﻗﺎﻤﻭﺍ ﺒﺒﻌﺽ ﺍﻟﺘﻌﺩﻴﻼﺕ ﻋﻠﻴﻪ‪ ،‬ﻭﻴﺘﻜﻭﻥ ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ‬
‫)‪ ( ١٨‬ﺒﻨﺩ‪‬ﺍ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺜﻼﺙ ﻤﺴﺘﻭﻴﺎﺕ ﻓﺭﻋﻴﺔ ﻟﻠﻌﻔﻭ؛ ﺍﻷﻭل‪ :‬ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻴﻬﺘﻡ ﺒﺎﻻﺘﺠﺎﻫﺎﺕ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﻨﺤﻭ ﺍﻟﺫﺍﺕ؛ ﻤﺜل‪ :‬ﺍﻟﺫﻨﺏ ﻭﺍﻟﺨﻁﻴﺌﺔ‪ ،‬ﻭﺘﻤﺜﻠﻬﺎ ﺍﻟﺒﻨﻭﺩ ﻤﻥ )‪ ١‬ﺇﻟﻰ ‪(٦‬؛ ﺍﻟﺜﺎﻨﻲ‪ :‬ﺍﻟﻌﻔﻭ ﻋﻥ‬
‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺘﻬﺘﻡ ﺒﻘﻴﺎﺱ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻻﻨﺘﻘﺎﻡ ﻭﺍﻟﻜﺭﺍﻫﻴﺔ ﺘﺠﺎﻩ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺘﻤﺜﻠﻬﺎ ﺍﻟﺒﻨﻭﺩ )‪ ٧‬ﺇﻟﻰ ‪(١٢‬؛‬
‫ﺍﻟﺜﺎﻟﺙ‪ :‬ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ‪ ،‬ﻭﺘﺘﻌﻠﻕ ﺒﺎﻟﻠﻭﻡ ﺘﺠﺎﻩ ﺍﻷﺤﺩﺍﺙ ﻭﺍﻟﻅﺭﻭﻑ ﺍﻟﺨﺎﺭﺠﺔ ﻋﻥ ﺴﻴﻁﺭﺓ ﺍﻟﻔﺭﺩ‪،‬‬
‫ﻭﺘﻤﺜﻠﻬﺎ ﺍﻟﺒﻨﻭﺩ )‪ ١٣‬ﺇﻟﻰ ‪ .( ١٨‬ﻭﻴﺴﺘﺠﻴﺏ ﺍﻟﻤﻔﺤﻭﺹ ﻟﻬﺎ ﻭﻓﻘﹰﺎ ﻟﻤﺩﺭﺝ ﺴﺒﺎﻋﻲ‪ ،‬ﻴﺒﺩﺃ ﺒﺎﻻﺨﺘﻴﺎﺭ )ﻻ‬
‫ﺘﻨﻁﺒﻕ ﻋﻠﻲ‪ ‬ﺃﺒﺩ‪‬ﺍ(‪ ،‬ﻭﻴ‪‬ﻌﻁﻰ ﻟﻬﺎ ﺍﻟﺩﺭﺠﺔ )‪ ،( ١‬ﻭﺘﻨﺘﻬﻲ ﺒﺎﻻﺨﺘﻴﺎﺭ )ﺘﻨﻁﺒﻕ ﻋﻠﻲ‪ ‬ﺩﺍﺌﻤﺎ(‪ ،‬ﻭﻴ‪‬ﻌﻁﻰ ﻟﻬﺎ‬
‫ﺍﻟﺩﺭﺠﺔ )‪ ،(٧‬ﻭﺘﹸﺤﺴﺏ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻤﺭﺘﻔﻌﺔ ﻟﻜل ﻓﺭﻉ ﺒﺎﺘﺴﺎﻡ ﺍﻟﻔﺭﺩ ﺒﺎﻟﻌﻔﻭ ﺍﻟﻤﺘﻌﻠﻕ ﺒﻪ‪ ،‬ﻭﺘﺼﺤﺢ ﺒﻌﺽ‬
‫ﺍﻟﺒﻨﻭﺩ ﻋﻜﺴﻴ‪‬ﺎ؛ ﻭﻫﻲ‪ ،(١٧ ،١٥ ،١٣ ،١١ ،٩ ،٧ ،٦ ،٤ ،٢) :‬ﻭﺘﺩل ﺍﻟﺩﺭﺠﺔ ﺍﻟﻤﺭﺘﻔﻌﺔ ﻋﻠﻰ ﺍﻟﻌﻔﻭ‬
‫ﻭﺍﻟﺼﻔﺢ‪ ،‬ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻤﺘﺩﻨﻴﺔ ﺘﹸﺸﻴﺭ ﻟﻠﻀﻐﻴﻨﺔ ﻭﺍﻟﺭﻏﺒﺔ ﺒﺎﻻﻨﺘﻘﺎﻡ‪ ،‬ﻭﺘﺘﺭﺍﻭﺡ ﺍﻟﺩﺭﺠﺎﺕ ﺒﻴﻥ )‪–١٨‬‬
‫‪ .(١٢٦‬ﻭﻴﺘﺴﻡ ﺍﻟﻤﻘﻴﺎﺱ ﺒﺜﺒﺎﺕ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ )‪ ،(٠,٨٧‬ﻜﻤﺎ ﺒﻠﻐﺕ ﺩﺭﺠﺔ ﺍﻟﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺇﻋﺎﺩﺓ‬
‫ﺍﻻﺨﺘﺒﺎﺭ )‪ ،( ٠,٨٣‬ﻜﻤﺎ ﺃﻥ ﻟﻠﻤﻘﻴﺎﺱ ﺼﺩﻕ ﺘﻼﺯﻤﻲ ﻤﻊ ﻤﻘﻴﺎﺱ ﻤﻭﺠﺭ‪ Mauger‬ﻟﻠﻌﻔﻭ ﺘﺭﺍﻭﺡ ﺒﻴﻥ‬
‫)‪.(٠,٦١-٠,٢٣‬‬
‫ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺈﻋﺎﺩﺓ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﻟﻠﻤﻘﻴﺎﺱ ﺒﺤﺴﺎﺏ ﺩﺭﺠﺔ‬
‫ﺍﺭﺘﺒﺎﻁ ﺍﻟﻤﻔﺭﺩﺍﺕ ﺒﻜل ﻤﻥ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻔﺭﻋﻲ ﺍﻟﺫﻱ ﺘﻨﺘﻤﻲ ﻟﻪ ﻭﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻜﻠﻲ )ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ(‬
‫ﻜﻤﺎ ﻴﻌﺭﺽ ﻟﻪ ﺠﺩﻭل )‪.(١‬‬

‫)‪ (١٦٢‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔﺍﻟﻌﺩﺩ‪ - ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ – ﻴﻭﻟﻴﺔ ‪٢٠٢٠‬‬

 ‫ﺃﺩ ‪ /‬ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺸﺭ & ‪.‬ﺩ‪ /‬ﺴﻤﻴﺔ ﻨﺎﺩﺭ ﺒﻥ ﻋﻠﻲ & ﺩ‪ /‬ﻤﺤﻤﺩ ﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ‬
‫ﺠﺩﻭل )‪ (١‬ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﻔﻘﺭﺍﺕ ﻭﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻔﺭﻋﻲ ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻟﻌﻔﻭ‬
‫ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ‬ ‫ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ‬

‫ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻜﻠﻲ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻔﺭﻋﻲ‬ ‫ﻡ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻜﻠﻲ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻔﺭﻋﻲ‬ ‫ﻡ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻜﻠﻲ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻔﺭﻋﻲ‬ ‫ﻡ‬

‫‪**٠,٥٠٣‬‬ ‫‪**٠,٣١١‬‬ ‫‪١٣‬‬ ‫‪**٠,٢٦٥‬‬ ‫‪**٠,٤٩٤‬‬ ‫‪٧‬‬ ‫‪**٠,٢٩٨‬‬ ‫‪**٠,٣٦٤‬‬ ‫‪١‬‬

‫‪**٠,٤٢٩‬‬ ‫‪**٠,٢١١‬‬ ‫‪١٤‬‬ ‫‪**٠,٢٩٥‬‬ ‫‪**٠,٣٣٩‬‬ ‫‪٨‬‬ ‫‪**٠,٢٦٢‬‬ ‫‪**٠,٥١٥‬‬ ‫‪٢‬‬

‫‪**٠,٥١٠‬‬ ‫‪**٠,٣٣١‬‬ ‫‪١٥‬‬ ‫‪**٠,٢٤٧‬‬ ‫‪**٠,٥١٨‬‬ ‫‪٩‬‬ ‫‪**٠,٤٢١‬‬ ‫‪**٠,٤٥٤‬‬ ‫‪٣‬‬

‫‪**٠,٤٧١‬‬ ‫‪**٠,٢٤٠‬‬ ‫‪١٦‬‬ ‫‪**٠,٢٣٢‬‬ ‫‪**٠,٤٨٧‬‬ ‫‪١٠‬‬ ‫‪**٠,٢٧٠‬‬ ‫‪**٠,٤٥٩‬‬ ‫‪٤‬‬

‫‪**٠,٢٦٤‬‬ ‫‪**٠,١٦٥‬‬ ‫‪١٧‬‬ ‫‪**٠,٣٤٣‬‬ ‫‪**٠,٤٨٨‬‬ ‫‪١١‬‬ ‫‪**٠,٤٢٨‬‬ ‫‪**٠,٤٢٥‬‬ ‫‪٥‬‬

‫‪**٠,٤٠٥‬‬ ‫‪**٠,٢٣٣‬‬ ‫‪١٨‬‬ ‫‪**٠,٣٥١‬‬ ‫‪**٠,٤٤٤‬‬ ‫‪١٢‬‬ ‫‪**٠,٢٨٣‬‬ ‫‪**٠,٤٥٤‬‬ ‫‪٦‬‬

‫** ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪* ٠,٠١‬ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪٠,٠٥‬‬

‫ﺠﺎﺀﺕ ﺠﻤﻴﻊ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﻤﻭﺠﺒﺔ ﻭﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻟﻌﻼﻗﺔ ﺍﻟﻔﻘﺭﺍﺕ ﺒﻤﻘﻴﺎﺴﻬﺎ ﺍﻟﻔﺭﻋﻲ‪،‬‬
‫ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﻘﻴﺎﺱ‪ ،‬ﻭﺘﺭﺍﻭﺤﺕ ﺒﻴﻥ )‪ ٠,٢٤٧‬ﺍﻟﻰ ‪.(٠,٥١٨‬‬
‫ﻜﻤﺎ ﺘﻡ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﻟﻠﺜﺒﺎﺕ‪ ،‬ﻭﺒﻠﻎ )‪(٠,٧٤٣‬‬
‫ﻟﻠﻤﻘﻴﺎﺱ ﺍﻟﻜﻠﻲ‪ ،‬ﻭﻫﻲ ﻗﻴﻤﺔ ﻤﺭﺘﻔﻌﺔ ﺩﺍﻟﺔ ﻋﻠﻰ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ‪.‬‬
‫ﺜﺎﻨﻴﺎ‪ :‬ﻤﻘﻴﺎﺱ ﺭﻭﺯﻨﺒﻴﺭﺝ ﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪:‬‬
‫ﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻤﻥ ﺇﻋﺩﺍﺩ ﺭﻭﺯﻨﺒﻴﺭﺝ ‪Rosenberg‬‬
‫)‪ (1987‬ﺘﺭﺠﻤﺔ ﺃﺤﻤﺩ ﻋﺒﺩﺍﻟﺨﺎﻟﻕ‪ ،‬ﻭﻫﻭ ﻤﻥ ﺃﻜﺜﺭ ﺍﻟﻤﻘﺎﻴﻴﺱ ﺍﺴﺘﺨﺩﺍﻤ‪‬ﺎ‪ .‬ﻭﻴﻨﻅﺭ ﺭﻭﺯﻨﺒﻴﺭﺝ ﺇﻟﻰ ﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ ﺒﺄﻨﻪ ﻤﻔﻬﻭﻡ ﺃﺤﺎﺩﻱ ﺍﻟﺒ‪‬ﻌﺩ ﻴﻌﻜﺱ ﻓﻜﺭﺓ ﺍﻟﻔﺭﺩ ﺍﻟﻌﺎﻤﺔ ﻋﻥ ﺨﺒﺭﺍﺘﻪ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺘﻘﻭﻴﻡ ﺨﺼﺎﻟﻪ‬
‫ﺍﻟﺫﺍﺘﻴﺔ‪ ،‬ﻭﻴﺸﺘﻤل ﺍﻟﻤﻘﻴﺎﺱ ﻋﻠﻰ ﻋﺸﺭﺓ ﺒﻨﻭﺩ‪ ،‬ﻭﻟﻪ ﺼﺩﻕ ﻅﺎﻫﺭﻱ‪ ،‬ﻭﻴﺠﻴﺏ ﻋﻨﻪ ﺍﻟﻤﻔﺤﻭﺹ ﻓﻲ ﺃﺭﺒﻌﺔ‬
‫ﺒﺩﺍﺌل ﺘﺒﺩﺃ ﻤﻥ‪) :‬ﻻ ﺃﻭﺍﻓﻕ ﺒﺸﺩﺓ(‪ ،‬ﻭﺘﺄﺨﺩ ﺩﺭﺠﺔ )‪ ،(١‬ﻻ ﺃﻭﺍﻓﻕ )‪ ،(٢‬ﻭﺃﻭﺍﻓﻕ )‪ ،(٣‬ﻭﻻ ﺃﻭﺍﻓﻕ ﺒﺸﺩﺓ‬
‫)‪ ،(٤‬ﻭﺘﺘﺭﺍﻭﺡ ﻤﺩﻯ ﺍﻟﺩﺭﺠﺎﺕ ﺒﻴﻥ )‪ ،( ٤٠–١٠‬ﻭﺘﹸﺸﻴﺭ ﺍﺭﺘﻔﺎﻉ ﺍﻟﺩﺭﺠﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﻤﺭﺘﻔﻊ‪،‬‬
‫ﻭﻟﻠﻤﻘﻴﺎﺱ ﺜﺒﺎﺕ ﻤﺭﺘﻔﻊ ﻋﻠﻰ ﻋﻴﻨﺎﺕ ﻋﺭﺒﻴﺔ ﺒﻠﻐﺕ )‪.(٠,٨٨‬‬
‫ﻭﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺒﺎﻟﺘﺤﻘﻕ ﻤﻥ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﺒﺤﺴﺎﺏ ﻋﻼﻗﺔ ﺍﻟﻤﻔﺭﺩﺍﺕ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﻟﻠﻤﻘﻴﺎﺱ )ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ( ﻓﻲ ﺠﺩﻭل )‪.(٢‬‬

‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺩﺩ ‪ ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ‪ -‬ﻴﻭﻟﻴﺔ‪(١٦٣٧) ٢٠٢٠‬‬

 ‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬

‫ﺠﺩﻭل )‪ (٢‬ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﻔﻘﺭﺍﺕ ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫‪١٠‬‬ ‫‪٩‬‬ ‫‪٨‬‬ ‫‪٧‬‬ ‫‪٦‬‬ ‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫اﻟﻔﻘﺮة‬

‫ﻣﻌﺎﻣﻞ اﻻرﺗﺒﺎط‬
‫**‬ ‫**‬ ‫**‬ ‫**‬ ‫**‬ ‫**‬ ‫**‬ ‫**‬ ‫**‬ ‫**‬
‫‪٠٫٥٣٧‬‬ ‫‪٠٫٦١٦‬‬ ‫‪٠٫٢٧٨‬‬ ‫‪٠٫٤٤٥‬‬ ‫‪٠٫٦٣٦‬‬ ‫‪٠٫٥٤٥‬‬ ‫‪٠٫٤١٥‬‬ ‫‪٠٫٤٧٣‬‬ ‫‪٠٫٥٠٤‬‬ ‫‪٠٫٤٩٤‬‬
‫ﺑﺎﻟﻤﻘﯿﺎس‬

‫** داﻟﺔ ﻋﻨﺪ ﻣﺴﺘﻮى ‪٠٫٠١‬‬

‫ﺠﺎﺀﺕ ﺠﻤﻴﻊ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﻤﻭﺠﺒﺔ ﻭﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻟﻌﻼﻗﺔ ﺍﻟﻔﻘﺭﺍﺕ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﻟﻠﻤﻘﻴﺎﺱ‪ ،‬ﻭﺘﺭﺍﻭﺤﺕ ﺒﻴﻥ )‪ ٠,٢٧٨‬ﺇﻟﻰ ‪.(٠,٦٣٦‬‬
‫ﻭﺘﺤﻘﻕ ﺍﻟﺒﺎﺤﺜﻭﻥ ﻤﻥ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﺍﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﺤﻴﺙ ﺒﻠﻎ )‪(٠,٧٠٢‬‬
‫ﻟﻠﻤﻘﻴﺎﺱ ﺍﻟﻜﻠﻲ ﻭﻫﻲ ﻗﻴﻤﺔ ﻤﺭﺘﻔﻌﺔ ﺩﺍﻟﺔ ﻋﻠﻰ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ‪.‬‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺍﻟﻔﺭﺽ ﺍﻷﻭل‪ :‬ﻴﻭﺠﺩ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺩﺭﺠﺎﺕ‬
‫ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‪.‬‬
‫ﺍﺴﺘﹸﺨﺩ‪‬ﻡ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﻟﺤﺴﺎﺏ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ؛ ﻜﻤﺎ ﻴﻌﺭﺽ ﻟﻪ ﺍﻟﺠﺩﻭل‬
‫)‪.(٣‬‬
‫ﺠﺩﻭل )‪ (٣‬ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﻔﻘﺭﺍﺕ ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫اﻟﻤﻘﯿﺎس اﻟﻜﻠﻲ ﻟﻠﻌﻔﻮ‬ ‫اﻟﻌﻔﻮ ﻋﻦ اﻟﻤﻮاﻗﻒ‬ ‫اﻟﻌﻔﻮ ﻋﻦ اﻵﺧﺮﯾﻦ‬ ‫اﻟﻌﻔﻮ ﻋﻦ اﻟﺬات‬ ‫اﻟﻤﻘﯿﺎس‬
‫**‬ ‫**‬ ‫**‬ ‫**‬
‫‪٠٫٣٩٣‬‬ ‫‪٠٫٤٢٨‬‬ ‫‪٠٫١١٦‬‬ ‫‪٠٫٢٨٩‬‬ ‫ﺗﻘﺪﯾﺮ اﻟﺬات‬
‫** داﻟﺔ ﻋﻨﺪ ﻣﺴﺘﻮى ‪ ٠٫٠١‬داﻟﺔ ﻋﻨﺪ ﻣﺴﺘﻮى ‪٠٫٠٥‬‬
‫ﺘﺒﻴﻥ ﻨﺘﺎﺌﺞ ﺍﻟﺠﺩﻭل )‪ (٣‬ﺍﺭﺘﺒﺎﻁ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺒﺼﻭﺭﺓ ﻤﻭﺠﺒﺔ ﺩﺍﻟﺔ ٌﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﺎﻟﻤﻘﻴﺎﺱ ﺍﻟﻜﻠﻲ‬
‫ﻟﻠﻌﻔﻭ ﺒﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ )‪ ،(٠,٣٩٣‬ﻭﺍﺭﺘﺒﺎﻁﻪ ﺒﺼﻭﺭﺓ ﻤﻭﺠﺒﺔ ﺩﺍﻟﺔ ﺒﺎﻷﺒﻌﺎﺩ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﻼﺙ ﻟﻠﻌﻔﻭ ﺒﻘﻴﻡ‬
‫ﻤﻌﺎﻤﻼﺕ ﺘﺭﺍﻭﺤﺕ ﺒﻴﻥ )‪ ،(٠,٤٢٨ – ٠,١١٦‬ﻭﻴ‪‬ﻼﺤﻅ ﺃﻨﻪ ﻤﻊ ﺩﻻﻟﺔ ﻜل ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ؛ ﺇﻻ ﺃﻥ‬
‫ﻫﻨﺎﻙ ﺘﺒﺎﻴﻥ ﻓﻲ ﻗﻭﺓ ﺍﺭﺘﺒﺎﻁﺎﺕ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺒﺄﺒﻌﺎﺩ ﺍﻟﻌﻔﻭ‪.‬‬
‫ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻨﻲ‪ :‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻤﻥ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ‬
‫ﺍﻟﻜﻭﻴﺕ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﺍﺴﺘﹸﺨﺩ‪‬ﻡ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻟﻠﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻟﺤﺴﺎﺏ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻤﻥ‬
‫ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪.‬‬

‫)‪ (١٦٤‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔﺍﻟﻌﺩﺩ‪ - ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ – ﻴﻭﻟﻴﺔ ‪٢٠٢٠‬‬

 ‫ﺃﺩ ‪ /‬ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺸﺭ & ‪.‬ﺩ‪ /‬ﺴﻤﻴﺔ ﻨﺎﺩﺭ ﺒﻥ ﻋﻠﻲ & ﺩ‪ /‬ﻤﺤﻤﺩ ﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ‬

‫ﺠﺩﻭل )‪ (٤‬ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻟﻠﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫اﻟﺪﻻﻟﺔ‬ ‫ت‬ ‫اﻟﻄﺎﻟﺒﺎت‬ ‫اﻟﻄﻠﺒﺔ‬ ‫اﻟﻤﻘﯿﺎس‬
‫اﻻﻧﺤﺮاف‬ ‫اﻟﻤﺘﻮﺳﻂ‬ ‫اﻻﻧﺤﺮاف اﻟﻤﻌﯿﺎري‬ ‫اﻟﻤﺘﻮﺳﻂ‬
‫اﻟﻤﻌﯿﺎري‬
‫‪٠٫٥٦٣‬‬ ‫‪٠٫٥٨‬‬ ‫‪٣٫٨٣٢‬‬ ‫‪٢٦٫٣٤‬‬ ‫‪٤٫٢٣٦‬‬ ‫‪٢٦٫٦٣‬‬ ‫اﻟﻌﻔﻮ ﻋﻦ اﻟﺬات‬
‫‪٠٫٧٦٤‬‬ ‫‪٠٫٢٩٣‬‬ ‫‪٣٫٦٩٩‬‬ ‫‪٢٥٫٧‬‬ ‫‪٤٫٥٢٦‬‬ ‫‪٢٥٫٨٦‬‬ ‫اﻟﻌﻔﻮ ﻋﻦ اﻵﺧﺮﯾﻦ‬
‫‪٠٫٧٤٦‬‬ ‫‪٠٫٣٢-‬‬ ‫‪٤٫٧٦٥‬‬ ‫‪٢٧٫٤٤‬‬ ‫‪٥٫١٤٥‬‬ ‫‪٢٧٫٢٣‬‬ ‫اﻟﻌﻔﻮ ﺑﺎﻟﻤﻮاﻗﻒ‬
‫‪٠٫٨٣٤‬‬ ‫‪٠٫٢٠٦‬‬ ‫‪٨٫٩٣٧‬‬ ‫‪٧٩٫٤٧‬‬ ‫‪١٠٫١٥١‬‬ ‫‪٧٩٫٧٢‬‬ ‫اﻟﻤﻘﯿﺎس اﻟﻜﻠﻲ ﻟﻠﻌﻔﻮ‬
‫‪٠٫١٦٩‬‬ ‫‪١٫٣٧٩‬‬ ‫‪٣٫٥٠٣‬‬ ‫‪٣٢٫٠٥‬‬ ‫‪٣٫٧٧٨‬‬ ‫‪٣١٫٢٩‬‬ ‫ﺗﻘﺪﯾﺮ اﻟﺬات‬

‫ﺘﹸﺸﻴﺭ ﻨﺘﺎﺌﺞ ﺍﻟﺠﺩﻭل )‪ (٤‬ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ‬
‫ﻤﻥ ﺍﻟﻁﻼﺏ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻜﻠﻲ ﻟﻠﻌﻔﻭ ﻭﺃﺒﻌﺎﺩﻩ ﺍﻟﻔﺭﻋﻴﺔ‪ :‬ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ‬
‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ‪ ،‬ﺤﻴﺙ ﻜﺎﻨﺕ ﻗﻴﻡ )ﺕ( ﻏﻴﺭ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪.(٠,٠٥‬‬
‫ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻤﻥ ﺍﻟﻁﻼﺏ ﻓﻲ ﻤﺘﻭﺴﻁ‬
‫ﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﺤﻴﺙ ﻜﺎﻨﺕ ﻗﻴﻤﺔ )ﺕ( ﻏﻴﺭ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪.(٠,٠٥‬‬
‫ﻭﺘﹸﻅﻬﹺﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺘﻘﺎﺭﺏ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﺒﺠﺎﻤﻌﺔ‬
‫ﺍﻟﻜﻭﻴﺕ‪.‬‬
‫ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻟﺙ‪ :‬ﻴ‪‬ﺴﻬﹺﻡ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ )ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ(‬
‫ﺒﺎﻟﺘﻨﺒﺅ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬
‫ﺍﺴﺘﹸﺨﺩ‪‬ﻡ ﺘﺤﻠﻴل ﺍﻻﻨﺤﺩﺍﺭ ﺍﻟﻤﺘﻌﺩﺩ ﻓﻲ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺩﻻﻟﺔ ﺇﺴﻬﺎﻡ ﺩﺭﺠﺎﺕ ﺃﺒﻌﺎﺩ ﺍﻟﻌﻔﻭ ﻓﻲ‬
‫ﺍﻟﺘﻨﺒﺅ ﺒﺩﺭﺠﺎﺕ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺒﺎﻟﻜﻭﻴﺕ‪.‬‬
‫ﺠﺩﻭل )‪ (٥‬ﺘﺤﻠﻴل ﺍﻻﻨﺤﺩﺍﺭ ﻟﺩﻻﻟﺔ ﺇﺴﻬﺎﻡ ﺃﺒﻌﺎﺩ ﺍﻟﻌﻔﻭ ﻓﻲ ﺍﻟﺘﻨﺒﺅ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫اﻟﺪﻻﻟﺔ‬ ‫ﻗﯿﻤﺔ )ت(‬ ‫ﻣﻌﺎﻣﻞ ﺑﯿﺘﺎ‬ ‫اﻟﺨﻄﺄ‬ ‫اﻟﻤﻌﺎﻣﻞ‬ ‫ﻗﯿﻤﺔ )ف(‬ ‫ﻗﯿﻤﺔ‬
‫اﻟﻤﻌﯿﺎري‬ ‫اﻟﺒﺎﺋﻲ‬ ‫)ر‪(٢‬‬

‫‪٠٫٠٠١‬‬ ‫‪١٢٫١٣٩‬‬ ‫‪١٫٧٨٦‬‬ ‫‪٢١٫٦٨٢‬‬ ‫‪**٢١٫٣٧‬‬ ‫‪٠٫٢٠٣‬‬ ‫اﻟﺜﺎﺑﺖ‬

‫‪٠٫٠٤٢‬‬ ‫‪٢٫٠٤٣‬‬ ‫‪٠٫١٣١‬‬ ‫‪٠٫٠٥٨‬‬ ‫‪٠٫١١٨‬‬ ‫اﻟﻌﻔﻮ ﻋﻦ اﻟﺬات‬
‫‪٠٫٩٦٩‬‬ ‫‪٠٫٠٣٩‬‬ ‫‪٠٫٠٠٢‬‬ ‫‪٠٫٠٥١‬‬ ‫‪٠٫٠٠٢‬‬ ‫اﻟﻌﻔﻮ ﻋﻦ اﻵﺧﺮﯾﻦ‬
‫‪٠٫٠٠١‬‬ ‫‪٥٫٦٨٣‬‬ ‫‪٠٫٣٧٣‬‬ ‫‪٠٫٠٤٨‬‬ ‫‪٠٫٢٧٤‬‬ ‫اﻟﻌﻔﻮ ﺑﺎﻟﻤﻮاﻗﻒ‬
‫** داﻟﺔ ﻋﻨﺪ ﻣﺴﺘﻮى ‪٠٫٠١‬‬

‫ﺘﹸﻅﻬﹺﺭ ﺍﻟﻘﻴﻡ ﺒﺎﻟﺠﺩﻭل )‪ (٥‬ﺩﻻﻟﺔ ﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻨﺒﺅ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻤﻥ ﺃﺒﻌﺎﺩ ﺍﻟﻌﻔﻭ‪ ،‬ﺤﻴﺙ ﻜﺎﻨﺕ‬
‫ﻗﻴﻤﺔ )ﻑ( ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ ،(٠,٠١‬ﻭﺃَﻅﻬ‪‬ﺭﺕ ﺍﻟﻘﻴﻡ ﺃﻥ ﺤﺠﻡ ﺘﺄﺜﻴﺭ ﺃﺒﻌﺎﺩ ﺍﻟﻌﻔﻭ ﻓﻲ‬
‫ﺘﺒﺎﻴﻥ ﺩﺭﺠﺎﺕ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺒﻠﻐﺕ )‪ ،(%٢١,٣‬ﻭﺘﺒﻴﻥ ﺃﻥ ﻜﻼﹰ ﻤﻥ ﺒ‪‬ﻌﺩ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ‬
‫ﺍﻟﻤﻭﺍﻗﻑ ﻜﺎﻨﺎ ﺫﺍ ﺇﺴﻬﺎﻡ ﺩﺍل ﻓﻲ ﺍﻟﺘﻨﺒﺅ ﺒﺩﺭﺠﺎﺕ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﺒﻴﻨﻤﺎ ﻟﻡ ﻴﻜﻥ ﺒﻌﺩ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ ﺫﺍ‬
‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‪.‬‬

‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺩﺩ ‪ ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ‪ -‬ﻴﻭﻟﻴﺔ‪(١٦٥٧) ٢٠٢٠‬‬

 ‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬

‫ﻣﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺋﺞ‪:‬‬
‫ﺒﻴﻨﺕ ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﺽ ﺍﻷﻭل ﻭﺍﻟﺫﻱ ﻴﻨﺹ ﻋﻠﻰ ﺃﻨﻪ‪" :‬ﻴﻭﺠﺩ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴ‪‬ﺎ ﺒﻴﻥ‬
‫ﺩﺭﺠﺎﺕ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺩﺭﺠﺎﺕ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ"‪ .‬ﺒﻭﺠﻭﺩ‬
‫ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺒﻴﻥ ﺍﻟﻌﻔﻭ ﻜﺴﻤﺔ ﻋﺎﻤﺔ‪ ،‬ﻭﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻔﺭﻋﻴﺔ )ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ‪،‬‬
‫ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ( ﻭﺘ ﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻓﻴﺭﺘﻔﻊ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺒﺎﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺍﻟﻌﻔﻭ‪ ،‬ﻭﻴﻨﺨﻔﺽ ﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ ﺒﺎﻨﺨﻔﺎﺽ ﺍﻟﻌﻔﻭ‪ ،‬ﻭﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﻟﻬﺎ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ )ﻓﺘﺢ ﺍﻟﺒﺎﺏ‪،‬‬
‫‪٢٠١٣‬؛ ‪ ،(Johnson, 2010; Yalcin, Kavakli & Kesici, 2017‬ﻭﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﻫﺫﻩ ﺍﻟﻌﻼﻗﺔ‬
‫ﺍﻹﻴﺠﺎﺒﻴﺔ ﻓﻲ ﻀﻭﺀ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻌﻔﻭ ﺴﻤﺔ ﻤﻥ ﺍﻟﺴﻤﺎﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺍﻟﺘﻲ ﺘﹸﺴﻬﹺﻡ ﻓﻲ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﺫﺍﺘﻲ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﺘﻌﺯﺯ ﻤﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻔﺭﺩ‪ ،‬ﻓﺤﻴﻥ ﻴﻜﻭﻥ ﺍﻟﻔﺭﺩ ﻗﺎﺩﺭ‪‬ﺍ ﻋﻠﻰ ﺘﺠﺎﻭﺯ‬
‫ﺍﻹﺴﺎﺀﺓ ﻭﺍﻷﻟﻡ ﺍﻟﺫﻱ ﻴﻭﺍﺠﻬﻪ ﻓﻲ ﺤﻴﺎﺘﻪ ﻓﺈﻨﻪ ﺒﺫﻟﻙ ﻴﻜﻭﻥ ﻟﺩﻴﻪ ﺘﻘﺩﻴﺭ ﻭﺍﺤﺘﺭﺍﻡ ﻟﺫﺍﺘﻪ‪ ،‬ﻭﺤﻴﻥ ﻴﺴﺘﻁﻴﻊ ﺃﻥ‬
‫ﻴﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ ﻓﺈﻥ ﺫﻟﻙ ﻴ‪‬ﺴﺎﻫﻡ ﻓﻲ ﺘﺤﺴﻴﻥ ﻋﻼﻗﺎﺘﻪ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺩ ﺍﻟﺸﺨﺼﻲ ﺃﻭ ﺍﻟﻤﺠﺘﻤﻌﻲ‬
‫)‪ .(Griffin, et al., 2015‬ﻜﻤﺎ ﻭﻴﺴﺎﻋﺩ ﺍﻟﻌﻔﻭ ﻓﻲ ﺨﻔﺽ ﺤﺩﺓ ﺍﻟﺘﻭﺘﺭ ﻭﺍﻟﻐﻀﺏ ﻭﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ‬
‫)‪ ، (Akhtar et al., 2017‬ﻭﻫﻭ ﻤﻥ ﺸﺄﻨﻪ ﺃﻥ ﻴﻌﺯﺯ ﺇﺩﺭﺍﻙ ﺍﻟﻔﺭﺩ ﻟﺫﺍﺘﻪ ﺒﺎﻋﺘﺒﺎﺭﻩ ﻗﺎﺩﺭ‪‬ﺍ ﻋﻠﻰ ﺍﻟﺘﻜﻴﻑ‬
‫ﻭﺍﻟﺘﻭﺍﻓﻕ‪ ،‬ﻭﻴﺯﻴﺩ ﻤﻥ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺍﻟﻤﻌﺯﺯﺓ ﻟﻠﺘﻘﻴﻴﻡ ﺍﻹﻴﺠﺎﺒﻲ ﻟﻠﺫﺍﺕ‪.‬‬
‫ﻭﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﻴﻤﻜﻥ ﺍﻟﻨﻅﺭ ﻟﻠﻌﻔﻭ ﻜﻤﻴﻜﺎﻨﻴﺯﻡ ﺘﻭﺍﻓﻕ ﺇﻴﺠﺎﺒﻲ ﻤﻊ ﺍﻹﺴﺎﺀﺓ ﻭﺍﻟﺨﺒﺭﺍﺕ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﻴﻤﺭ ﺒﻬﺎ ﺍﻟﻔﺭﺩ‪ ،‬ﻓﻘﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺘﺠﺎﻭﺯ ﺘﻠﻙ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻤﺴﻴﺌﺔ ﻭﺍﻟﻤﺤﺒﻁﺔ ﺩﻭﻥ‬
‫ﺁﺜﺎﺭ ﺴﻠﺒﻴﺔ ﺸﻌﻭﺭﻴﺔ ﻭﻤﻌﺭﻓﻴﺔ ﺩﺍﺌﻤﺔ؛ ﻴﻌﺯﺯ ﻤﻥ ﺘﻘﻴﻴﻤﻪ ﻟﺫﺍﺘﻪ ﺒﺎﻋﺘﺒﺎﺭﻩ ﺇﻴﺠﺎﺒﻴ‪‬ﺎ ﻭﻗﺎﺩﺭ‪‬ﺍ ﻋﻠﻰ ﺍﻟﺘﺠﺎﻭﺯ‪.‬‬
‫ﻜﻤﺎ ﺃﻥ ﺍﻟﻌﻔﻭ ﻴﻌﺘﺒﺭ ﻜﺂﻟﻴﺔ ﺇﻴﺠﺎﺒﻴﺔ ﻟﻠﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺨﺎﺭﺠﺔ ﻋﻥ ﺴﻴﻁﺭﺓ ﺍﻟﻔﺭﺩ؛ ﻜﺎﻹﺼﺎﺒﺔ‬
‫ﺒﺎﻷﻤﺭﺍﺽ‪ ،‬ﺃﻭ ﺤﺩﻭﺙ ﺍﻟﻜﻭﺍﺭﺙ ﺍﻟﻁﺒﻴﻌﻴﺔ‪ ،‬ﻓﺤﻴﻥ ﻴﺅﻤﻥ ﺍﻟﻔﺭﺩ ﺒﻭﺠﻭﺩ ﻤﺜل ﺘﻠﻙ ﺍﻷﻤﻭﺭ ﺍﻟﺘﻲ ﻟﻴﺱ ﻟﻪ‬
‫ﺴﻴﻁﺭﺓ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺃﻥ ﻤﺜل ﺘﻠﻙ ﺍﻷﺤﺩﺍﺙ ﻗﺩ ﻴﻤﺭ ﺒﻬﺎ ﺍﻟﺠﻤﻴﻊ ﺩﻭﻥ ﺍﺴﺘﺜﻨﺎﺀ‪ ،‬ﻓﺈﻨﻪ ﺒﺫﻟﻙ ﻴﻜﻭﻥ ﻗﺎﺩﺭ‪‬ﺍ ﻋﻠﻰ‬
‫ﺘﺠﺎﻭﺯﻫﺎ‪ ،‬ﻭﺘﻘﺒﻠﻬﺎ ﻭﺍﻟﺘﻌﺎﻤل ﻤﻌﻬﺎ‪.‬‬
‫ﻭﻴﺒﻨﻰ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻤﻥ ﺨﻼل ﺇﺩﺭﺍﻙ ﺍﻟﻔﺭﺩ ﻟﻘﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺘﻠﻙ ﺍﻟﻤﻭﺍﻗﻑ‬
‫ﻭﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺤﻴﺎﺘﻴﺔ ﺍﻟﻤﺘﻌﺩﺩﺓ ﺴﻭﺍﺀ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻹﻨﺠﺎﺯ ﻭﺍﻟﺴﻴﻁﺭﺓ‪ ،‬ﺃﻭ ﺘﻠﻙ ﺍﻟﺘﻲ ﺘﺭﺘﺒﻁ ﺒﺎﻟﺨﺒﺭﺍﺕ‬
‫ﺍﻟﻀﺎﻏﻁﺔ ﻭﺍﻟﻤﺴﻴﺌﺔ‪ .‬ﻜ ﻤﺎ ﺃﻥ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺘﺠﺎﻭﺯ ﺍﻟﺸﻌﻭﺭ ﺍﻟﺴﻠﺒﻲ ﻭﺍﺴﺘﺒﺩﺍﻟﻪ ﺒﺸﻌﻭﺭ ﺤﻴﺎﺩﻱ ﺃﻭ‬
‫ﺇﻴﺠﺎﺒﻲ ﻴ‪‬ﺴﻬﹺﻡ ﻓﻲ ﺘﻴﺴﻴﺭ ﺸﻌﻭﺭﻩ ﺒﺎﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺴﻌﺎﺩﺓ ﻭﺍﻟﻬﻨﺎﺀ ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻭﻫﻲ ﺍﻟﻌﻭﺍﻤل‬
‫ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ )‪ .(Gull & Rana, 2013; Kaleta & Mroz, 2018‬ﻜﻤﺎ ﻴﻤﻜﻥ ﻟﻸﻓﺭﺍﺩ‬
‫ﺍﻟﺫﻴﻥ ﻴﺘﻤﺘﻌﻭﻥ ﺒﺎﺤﺘﺭﺍﻡ ﻜﺒﻴﺭ ﻟﻠﺫﺍﺕ ﺃﻥ ﻴﻨﻅﺭﻭﺍ ﺇﻟﻰ ﺃﺨﻁﺎﺌﻬﻡ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺇﻴﺠﺎﺒﻴﺔ ﻭﻴﺩﺭﻜﻭﺍ ﺃﻥ‬
‫ﻗﻴﻤﺘﻬﺎ ﺍﻟﺠﻭﻫﺭﻴﺔ ﻤﺴﺘﻘﻠﺔ ﻋﻥ ﺃﺨﻁﺎﺌﻬﻡ‪ ،‬ﻭﺇﻨﻬﻡ ﻗﺎﺩﺭﻭﻥ ﻋﻠﻰ ﺃﻥ ﻴﻌﻴﺩﻭﺍ ﻓﻬﻡ ﺃﻨﻔﺴﻬﻡ ﻭﻴﺴﺘﻔﻴﺩﻭﺍ ﻤﻥ‬

‫)‪ (١٦٦‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔﺍﻟﻌﺩﺩ‪ - ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ – ﻴﻭﻟﻴﺔ ‪٢٠٢٠‬‬

 ‫ﺃﺩ ‪ /‬ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺸﺭ & ‪.‬ﺩ‪ /‬ﺴﻤﻴﺔ ﻨﺎﺩﺭ ﺒﻥ ﻋﻠﻲ & ﺩ‪ /‬ﻤﺤﻤﺩ ﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ‬
‫ﺘﺠﺎﺭﺒﻬﻡ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﻤﺎﻀﻴﺔ‪ ،‬ﻭﻴﻤﻜﻨﻬﻡ ﺒﻌﺩ ﺫﻟﻙ ﺘﺠﺎﻭﺯ ﺍﻷﻟﻡ ﻭﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﺜﺒﺎﺕ ﻭﺍﻟﺘﻔﺎﺅل ‪(Wang et‬‬
‫)‪.al., 2014‬‬
‫ﻭﺒﺎﻟﺭﻏﻡ ﻤﻤﺎ ﻜﺸﻔﺘﻪ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺒﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﺇﻴﺠﺎﺒﻲ ﺩﺍل‬
‫ﺒﻴﻥ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻭﺠﺩﺕ ﺒﺄﻥ ﺍﻟﻌﻔﻭ ﻗﺩ ﻴﺭﺘﺒﻁ ﺒﺎﻨﺨﻔﺎﺽ ﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺫﻟﻙ ﺤﻴﻥ ﻴﺸﻌﺭ ﺍﻟﻔﺭﺩ ﺒﺎﻟﺨﻭﻑ ﻤﻥ ﺨﺴﺎﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻓﻴﺘﺨﺫ ﻤﻥ ﺍﻟﻌﻔﻭ ﻏﻁﺎﺀ‪ ‬ﻟﺒﻘﺎﺌﻬﺎ ﻭﻟﻜﻨﻪ ﻻ‬
‫ﻴﻌﺘﺒﺭ ﻋﻔﻭ‪‬ﺍ ﺤﻘﻴﻘﻴ‪‬ﺎ )‪ ،(Wernli, 2006‬ﻭﻫﺫﺍ ﻤﺎ ﻴﺩﻋﻭﻨﺎ ﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﺒﺤﺙ ﻭﺍﻟﺩﺭﺍﺴﺔ ﺤﻭل ﺍﻟﻤﻭﺍﻗﻑ‬
‫ﺍﻟﺘﻲ ﻴﺴﺘﻁﻴﻊ ﺍﻟﻔﺭﺩ ﺘﺠﺎﻭﺯﻫﺎ‪ ،‬ﻭﻴﻜﻭﻥ ﺍﻟﻌﻔﻭ ﻓﻴﻬﺎ ﻨﺎﺒﻊ ﻤﻥ ﻗﺭﺍﺭﻩ ﺍﻟﻔﺭﺩﻱ‪ ،‬ﻭﻗﺩ ﻴﻜﻭﻥ ﻟﻠﻌﻤﺭ ﺘﺄﺜﻴﺭ ﺒﺫﻟﻙ‬
‫ﻜﻤﺎ ﻭﻀﺤﺘﻪ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ‪(Kaleta & Mroz, 2018; Phillips, et al., 2006).‬‬
‫ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻨﻲ ﻭﺍﻟﺫﻱ ﻴﻨﺹ ﻋﻠﻰ ﺃﻨﻪ‪" :‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴ‪‬ﺎ‬
‫ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻤﻥ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ ﻓﻲ ﻜل ﻤﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺩﺭﺠﺎﺕ‬
‫ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ"‪ .‬ﻓﻘﺩ ﻜﺸﻔﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻥ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﻓﻲ ﺘﻠﻙ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ؛ ﺒﻤﺎ ﻴﺩل‬
‫ﻋﻠﻰ ﺘﻘﺎﺭﺏ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍ ﻟﺫﺍﺕ ﻟﺩﻯ ﻜل ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ‪ ،‬ﻭﺘﺸﺎﺒﻬﺕ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ‬
‫ﻤﻊ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ )ﺠﻤﻴل‪٢٠١٤ ،‬؛ ‪ ،(Toussaint & Webb, 2010‬ﻓﻲ ﺤﻴﻥ ﻟﻡ ﺘﻜﻥ ﻨﺘﺎﺌﺞ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺘﻁﺎﺒﻕ ﻤﺎ ﺃﺸﺎﺭﺕ ﺇﻟﻴﻪ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ‪ ،‬ﻭﺍﻟﺘﻲ ﻜﺎﻨﺕ ﻨﺘﺎﺌﺠﻬﺎ ﻤﺘﺒﺎﻴﻨﺔ ﻓﻲ ﺍﻟﻔﺭﻭﻕ‬
‫ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻓﺒﻌ ﻀﻬﺎ ﺩل ﻋﻠﻰ ﺍﺭﺘﻔﺎﻉ ﺍﻹﻨﺎﺙ ﻓﻲ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻌﻔﻭ ﻤﻥ‬
‫ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻭﺍﻟﺒﻌﺽ ﺍﻵﺨﺭ ﺩل ﻋﻠﻰ ﺍﻟﻌﻜﺱ )ﺍﻟﺴﻴﺩ ﻭﺸﺭﺍﺏ‪٢٠٠٨ ،‬؛ ﻓﺘﺢ ﺍﻟﺒﺎﺏ‪٢٠١٣ ،‬؛ ‪Thomas‬‬
‫‪ ( et al., 2008; Kmice, 2009‬ﻭﺘﺩل ﺘﻠﻙ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻠﻰ ﻭﺠﻭﺩ ﻋﻭﺍﻤل ﺘﺘﺩﺍﺨل ﻤﻊ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ‬
‫ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﺭﺒﻤﺎ ﺘﻜﻭﻥ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻨﺸ ﺌﺔ‪ ،‬ﻭﺍﻟﺨﻠﻔﻴﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻨﻤﻁ‬
‫ﺍﻟﺘﻁﺒﻴﻊ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻲ ﻴﺘﻌﺭﺽ ﻟﻬﺎ ﻜل ﺠﻨﺱ‪ ،‬ﻭﻓﻰ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤﻥ ﺍﻟﻭﺍﻀﺢ ﺃﻥ‬
‫ﺍﻟﻤﺅﺜﺭﺍﺕ ﺍﻟﺤﻴﺎﺘﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺃﻨﻤﺎﻁ ﺍﻟﺘﻨﺸﺌﺔ ﻜﺎﻨﺕ ﻤﺘﺸﺎﺒﻬﺔ ﻟﺩﻯ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﺇﻻ ﺃﻥ‬
‫ﺤﺴﻡ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻴﺤﺘﺎﺝ ﻟﻠﻤﺯﻴﺩ ﻤﻥ ﺍﻟﺒﺤﺙ ﻭﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﺃﻤﺎ ﻓﻴﻤﺎ ﻴﺨﺹ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﺘﻲ ﻟﻡ ﺘﻜﻥ ﺫﺍﺕ ﺩﻻﻟﺔ ﺒﺎﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟﺤﺎﻟﻴﺔ‪ ،‬ﻓﻠﻘﺩ ﺘﺸﺎﺒﻬﺕ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﺩﺭﺍﺴﺔ ﺴﺎﺩﺍﺕ ﻭﺁﺨﺭﻭﻥ )‪ Sadat et al., (2012‬ﻭﺍﻟﺘﻲ ﻁﹸﺒ‪‬ﻘﹶﺕ‬
‫ﻋﻠﻰ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﻭﺘﺒﻴﻥ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﺘﻠﻙ‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﻓﻲ ﻀﻭﺀ ﺒﻌﺽ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﺴﺘﻌﺩﺍﺩﺍﺕ ﺍﻟﻔﺭﺩ ﻭﻗﺩﺭﺍﺘﻪ ﻭﻤﺴﺘﻭﺍﻩ ﺍﻷﻜﺎﺩﻴﻤﻲ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻻﺴﺘﻘﺭﺍﺭ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ )‪ ،(Zuckerman et al., 2016‬ﻭﺍﻟﺘﻲ ﻟﻬﺎ ﺩﻭﺭ‬
‫ﻜﺒﻴﺭ ﻓﻲ ﺘﻜﻭﻴﻥ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﺍﻟﻔﺭﺩ‪ ،‬ﻭﻜﺫﻟﻙ ﺒﺎﻟﺒﻴﺌﺔ ﺍﻟﺨﺎﺭﺠﻴﺔ؛ ﻜﺎﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻔﺭﺹ‬
‫ﺍﻟﺘﻲ ﺘﺴﺎﻭﺕ ﻟﺩﻯ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺩﺭﺍﺴﺘﻨﺎ ﺍﻟﺤﺎﻟﻴﺔ؛ ﻜﺎﻟﺩﺭﺍﺴﺔ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻭﺍﻻﻨﻔﺘﺎﺡ ﻋﻠﻰ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻭﺍﻟﺘﻲ‬

‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺩﺩ ‪ ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ‪ -‬ﻴﻭﻟﻴﺔ‪(١٦٧٧) ٢٠٢٠‬‬

 ‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬
‫ﺴﺎﻫﻤﺕ ﻓﻲ ﺍﺭﺘﻔﺎﻉ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻴﻬﻡ ﺒﺼﻭﺭﺓ ﻤﺘﺸﺎﺒﻬﺔ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻥ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻲ ﻋﺎﺸﻬﺎ ﻜﻼ‬
‫ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﺘﺸﺎﺒﻬﺔ ﻟﺤﺩ ﻜﺒﻴﺭ؛ ﻜﺨﺒﺭﺍﺕ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﻔﺸل ﻭﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﺴﻭﺍﺀ‬
‫ﻓﻲ ﺍﻟﺒﻴﺕ ﺃﻭ ﺍﻟﻤﺩﺭﺴﺔ ﺃﻭ ﺍﻟﺠﺎﻤﻌﺔ ﺃﻭ ﺍﻟﻌﻤل‪ ،‬ﻭﺍﻟﺘﻲ ﺘﹸﺴﻬﻡ ﺠﻤﻴﻌ‪‬ﺎ ﻓﻲ ﺒﻠﻭﺭﺓ ﺘﻘﺩﻴﺭ ﺍﻟﻔﺭﺩ ﻟﺫﺍﺘﻪ‪.‬‬
‫ﻭﻤﻥ ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻟﺙ‪ ،‬ﻭﺍﻟﺫﻱ ﻴﻨﺹ ﻋﻠﻰ‪" :‬ﻴ‪‬ﺴﻬﻡ ﺍﻟﻌﻔﻭ ﺒﺄﺒﻌﺎﺩﻩ )ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ‪،‬‬
‫ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ( ﺒﺎﻟﺘﻨﺒﺅ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ‬
‫ﺍﻟﻜﻭﻴﺕ"‪ .‬ﻓﻠﻘﺩ ﺘﺒﻴﻥ ﻤﻥ ﺘﺤﻠﻴل ﺍﻻﻨﺤﺩﺍﺭ ﺃﻥ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ ﻭﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ ﻗﺩ ﺃﺴﻬﻤﺎ ﺒﺼﻭﺭﺓ‬
‫ﺩﺍﻟﺔ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻟﻡ ﻴ‪‬ﺴﻬﻡ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ ﺒﻭﺠﻭﺩ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻗﺩ ﺘﺸﺎﺒﻬﺕ ﻨﺘﺎﺌﺞ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤﻊ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﺍﻟﺸﻬﺭﻱ )‪ (٢٠١٥‬ﻭﻓﺭﻴﺩﻭﻥ ﻭﺍﻭﻨﻭﺭ ‪Ferudun & Onur‬‬
‫)‪ (2018‬ﻭﺍﻟﺘﻲ ﺃﺜﺒﺘﺕ ﺇ ﺴﻬﺎﻡ ﺍﻟﻌﻔﻭ ﺒﻭﺠﻭﺩ ﺍﻟﺴﻤﺎﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻜﺠﻭﺩﺓ ﺍﻟﺤﻴﺎﺓ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺍﻟﻜﻔﺎﺀﺓ‬
‫ﺍﻟﺫﺍﺘﻴﺔ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻭﻀﺢ ﺃﻥ ﺍﻟﻌﻔﻭ ﻜﺂﻟﻴﺔ ﻻ ﺘﻌﻤل ﻓﻘﻁ ﻓﻲ ﺘﺠﺎﻭﺯ ﺍﻟﺸﻌﻭﺭ ﺍﻟﺴﻠﺒﻲ ﻤﻥ ﺍﻟﻤ‪‬ﺴﻲﺀ ﺃﻭ‬
‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﺒل ﺇﻥ ﺍﻷﻜﺜﺭ ﺃﻫﻤﻴﺔ ﻟﻠﺒﻨﺎﺀ ﺍﻟﺫﺍﺘﻲ ﻫﻭ ﻋﻤﻠﻬﺎ ﻓﻲ ﺘﺠﺎﻭﺯ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻹﺴﺎﺀﺓ ﺘﺠﺎﻩ ﺍﻟﺫﺍﺕ‪،‬‬
‫ﻭﺍﻟﻌﻔ ﻭ ﻋﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴ‪‬ﻔﺴ‪‬ﺭ ﻓﻲ ﻜﻭﻥ ﺍﻟﻌﻔﻭ ﻴﻌﻤل ﻜﺂﻟﻴﺔ ﻤﻀﺎﺩﺓ ﻟﻌﻤل ﻟﻭﻡ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺸﻌﻭﺭ‬
‫ﺒﺎﻟﺫﻨﺏ‪ ،‬ﻭﺍﻟﻠﺫﺍﻥ ﻴﺭﺘﺒﻁﺎﻥ ﺒﺩﻭﺍﻡ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻟﻨﻅﺭﺓ ﺍﻟﺴﻠﺒﻴﺔ ﺘﺠﺎﻩ ﺍﻟﺫﺍﺕ‪ ،‬ﻓﺎﻷﻫﻡ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻔﺭﺩ‬
‫ﻓﻲ ﺘﻘﺩﻴﺭﻩ ﻟﺫﺍﺘﻪ ﻫﻭ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺘﺠﺎﻭﺯ ﺇﺴﺎﺀﺘﻪ ﻟﺫﺍﺘﻪ‪ ،‬ﻭﺘﺤﺭﺭﻩ ﻤﻥ ﺠﻠﺩ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﺸﻌﻭﺭ ﺍﻟﺴﻠﺒﻲ‬
‫ﺘﺠﺎﻫﻬﺎ‪ ،‬ﻜﺫﻟﻙ ﺘﺒﻴﻥ ﺃﻥ ﺍﻟﻌﻔﻭ ﻓﻲ ﺍﻟﻤﻭﺍﻗﻑ‪ ،‬ﺃﻭ ﺍﻟﺘﻌﺎﻤل ﺒﻌﻔﻭ ﻤﻊ ﺍﻟﺤﻴﺎﺓ ﺒﺼﻭﺭﺓ ﻋﺎﻤﺔ‪ ،‬ﺃﻭ ﺍﻟﻨﻅﺭﻴﺔ‬
‫ﺍﻟﻤﺘﺴﺎﻤﺤﺔ ﻤﻊ ﺍﻟﺤﻴﺎﺓ ﻜﺎﻥ ﻫﻭ ﺍﻵﺨﺭ ﻤﻨﺒﺌًﺎ ﺩﺍﻟ‪‬ﺎ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﺤﻴﺙ ﻴ‪‬ﺸﻴﺭ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ ﺇﻟﻰ‬
‫ﻋﺩﻡ ﺍﻟﺘﻔﻜﻴﺭ ﻓﻴﻤﺎ ﻤﻀﻰ ﻭﺍﻟﺴﻌﻲ ﻟﻠﺘﺼﺎﻟﺢ ﻤﻊ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻭﻫﻭ ﺍﻟﺒ‪‬ﻌﺩ ﺍﻟﺫﻯ ﻴﺠﻌل ﻟﺩﻯ ﺍﻟﻔﺭﺩ ﻨﻅﺭﺓ ﺇﻴﺠﺎﺒﻴﺔ‬
‫ﻟﻠﺤﻴﺎﺓ ﻭﺍﻻﺴﺘﺒﺸﺎﺭ ﺒﻬﺎ‪.‬‬
‫ﻭﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺇﺴﻬﺎﻡ ﻜل ﻤﻥ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻟﺫﺍﺕ ﻭﻋﻥ ﺍﻟﻤﻭﺍﻗﻑ ﻓﻲ ﻭﺠﻭﺩ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﺇﻻ ﺃﻨﻪ‬
‫ﻟﻡ ﻴ‪‬ﺴﻬﻡ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ ﺒﺎﻟﺘﻨﺒﺅ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻗﺩ ﻴﻜﻭﻥ ﺍﻟﺴﺒﺏ ﻓﻲ ﺫﻟﻙ ﺒﺄﻥ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻜﺎﻨﻭﺍ‬
‫ﻻ ﻴﺸﻌﺭﻭﻥ ﺒﺎﻻﺭﺘﻴﺎﺡ ﺘﺠﺎﻩ ﻤﻥ ﺃﺴﺎﺀ ﺇﻟﻴﻬﻡ‪ ،‬ﻓ ﺤﻴﻥ ﻴﺭﻯ ﺍﻟﻔﺭﺩ ﺍﻟﻤ‪‬ﺴﺎﺀ ﺇﻟﻴﻪ ﺃﻥ ﺍﻟﻤ‪‬ﺴﻲﺀ ﻴﻬﻴﻨﻪ‪ ،‬ﻭﻴﻘﻠل‬
‫ﻤﻥ ﺸﺄﻨﻪ ﻓﺈﻥ ﺘﻘﺩﻴﺭﻩ ﻟﺫﺍﺘﻪ ﻗﺩ ﻴﻤﻨﻌﻪ ﻤﻥ ﺍﻟﻌﻔﻭ ﺤﺘﻰ ﻻ ﻴﺸﻌﺭ ﺒﻤﺯﻴﺩ ﻤﻥ ﺍﻹﻫﺎﻨﺔ )‪،(Wernli, 2006‬‬
‫ﻜﻤﺎ ﻴﺠﺩ ﺍﻟﺒﻌﺽ ﺼﻌﻭﺒﺔ ﻓﻲ ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻻ ﻴﺴﺘﻁﻴﻌﻭﻥ ﻨﺴﻴﺎﻥ ﺍﻹﺴﺎﺀﺓ‪ ،‬ﻭﻴﺠﺩﻭﻥ ﺒﺄﻥ ﺍﻟﻌﻔﻭ‬
‫ﻴﻘﻠل ﻤﻥ ﺍﺤﺘﺭﺍﻤﻬﻡ ﻟﺫﻭﺍﺘﻬﻡ‪ ،‬ﻭﻴﺅﺜﺭ ﻋﻠﻰ ﻗﻴﻤﺔ ﺍﻟﺫﺍﺕ ﻟﺩﻴﻬﻡ‪ ،‬ﻭﻟﻭ ﻋﻔﺎ ﺍﻟﻤ‪‬ﺴﺎﺀ ﺇﻟﻴﻪ ﻭﺘﻐﺎﻀﻰ ﻋﻥ‬
‫ﺍﻹﺴﺎﺀﺓ ﻓﻬﺫﺍ ﻴﺸﻌﺭﻩ ﺒﺎﻹﻫﺎﻨﺔ‪ ،‬ﻭﺃﻨﻪ ﻗﺩ ﻴﺴﺘﺤﻕ ﺍﻟﻌﻘﺎﺏ ﻤﻤﺎ ﻴﺯﻴﺩ ﻤﻥ ﺍﻟﺸﻌﻭﺭ ﺒﻌﺩﻡ ﺍﻟﺠﺩﺍﺭﺓ‬
‫)‪ (Crawley, 2005‬ﻭﻫﻭ ﺃﻤﺭ ﻤﺅﻟﻡ ﻴﺤﺎﻭل ﺍﻟﻔﺭﺩ ﺘﺠﻨﺒﻪ‪ ،‬ﻭﻤﻥ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻓﺈﻥ ﺍﻷﻤﺭ ﻴﺩﻋﻭﻨﺎ ﻟﻤﺯﻴﺩ‬
‫ﻤﻥ ﺍﻟﺒﺤﺙ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﺠﺎل‪.‬‬

‫)‪ (١٦٨‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔﺍﻟﻌﺩﺩ‪ - ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ – ﻴﻭﻟﻴﺔ ‪٢٠٢٠‬‬

 ‫ﺃﺩ ‪ /‬ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺸﺭ & ‪.‬ﺩ‪ /‬ﺴﻤﻴﺔ ﻨﺎﺩﺭ ﺒﻥ ﻋﻠﻲ & ﺩ‪ /‬ﻤﺤﻤﺩ ﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ‬

‫ﻭﰲ ﺿﻮء ﺗﻠﻚ ﺍﻟﻨﺘﺎﺋﺞ؛ ﺗﻮﺻﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﺘﺎﱄ‪:‬‬

‫ﻗﻴﺎﺱ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻌﻔﻭ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻌﻤﺭﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫‪‬‬
‫ﺘﺩﺭﻴﺏ ﺍﻟﻁﻼﺏ ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺍﺕ ﺍﻟﻌﻔﻭ‪.‬‬ ‫‪‬‬
‫ﻨﺸﺭ ﺜﻘﺎﻓﺔ ﺍﻟﻌﻔﻭ ﻤﻥ ﺨﻼل ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪.‬‬ ‫‪‬‬
‫ﻭﺗﻘﱰﺡ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻤﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺄﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‬ ‫‪‬‬
‫ﺩﻭﺭ ﺍﻟﻌﻔﻭ ﻓﻲ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺨﺒﺭﺍﺕ ﺍﻻﺴﺎﺀﺓ‬ ‫‪‬‬
‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬ ‫‪‬‬
‫ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺼﻼﺒﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻜﻔﺎﺀﺓ ﺍﻟﺫﺍﺘﻴﺔ‪.‬‬ ‫‪‬‬
‫ﺍﳌﺮﺍﺟﻊ‬
‫ﺃﻨﻭﺭ‪ ،‬ﻋﺒﻴﺭ؛ ﻋﺒﺩﺍﻟﺼﺎﺩﻕ‪ ،‬ﻓﺎﺘﻥ )‪ .(٢٠١٠‬ﺩﻭ ﺭ ﺍﻟﺘﺴﺎﻤﺢ ﻭﺍﻟﺘﻔﺎﺅل ﻓﻲ ﺍﻟﺘﻨﺒﺅ ﺒﻨﻭﻋﻴﺔ ﺍﻟﺤﻴﺎﺓ ﻟﺩﻯ ﻋﻴﻨﺔ‬
‫ﻤﻥ ﺍﻟﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ ﻓﻲ ﻀﻭﺀ ﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ‪ ،‬ﻤﺠﻠﺔ ﺩﺭﺍﺴﺎﺕ‬
‫ﻋﺭﺒﻴﺔ ﻓﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ‪.٥٧١ -٤٩١ :(٣) ٩ ،‬‬

‫ﺍﻟﺒﻬﺎﺹ‪ ،‬ﺴﻴﺩ )‪ .( ٢٠٠٩‬ﺍﻟﻌﻔﻭ ﻜﻤﺘﻐﻴﺭ ﻭﺴﻴﻁ ﺒﻴﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﻤﺴﺔ ﺍﻟﻜﺒﺭﻯ ﻟﻠﺸﺨﺼﻴﺔ ﻭﺍﻟﺸﻌﻭﺭ‬
‫ﺒﺎﻟﺴﻌﺎﺩﺓ ﻟﺩﻯ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﻤﺠﻠﺔ ﺍﻹﺭﺸﺎﺩ ﺍﻟﻨﻔﺴﻲ‪.٣٧٨ -٣٢٧ (٢٣) ،‬‬

‫ﺠﺒﺭﻴﻥ‪ ،‬ﺃﻴﻤﻥ )‪ .(٢٠١١‬ﺍﻟﻌﻔﻭ ﻓﻲ ﺍﻟﻔﻘﻪ ﺍﻹﺴﻼﻤﻲ ﻀﻭﺍﺒﻁﻪ ﻭﻤﺠﺎﻻﺘﻪ‪ :‬ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ‪) .‬ﺭﺴﺎﻟﺔ‬
‫ﺩﻜﺘﻭﺭﺍﻩ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ( ﻜﻠﻴﺔ ﺩﺍﺭ ﺍﻟﻌﻠﻭﻡ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻘﺎﻫﺭﺓ‪ ،‬ﺠﻤﻬﻭﺭﻴﺔ ﻤﺼﺭ ﺍﻟﻌﺭﺒﻴﺔ‪.‬‬

‫ﺠﻤﻴل‪ ،‬ﺒﻴﺩﺍﺀ )‪ .(٢٠١٤‬ﺍﻟﻐﻔﺭﺍﻥ ﻭﻋﻼﻗﺘﻪ ﺒﻤﺘﻐﻴﺭﻱ ﺍﻟﺠﻨﺱ ﻭﺍﻟﻌﻤﺭ‪ ،‬ﻤﺠﻠﺔ ﺍﻟﺒﺤﻭﺙ ﺍﻟﺘﺭﺒﻭﻴﺔ‬
‫ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻤﺭﻜﺯ ﺍﻟﺒﺤﻭﺙ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺒﻐﺩﺍﺩ )‪.١٧٧ -١٥٥ :(٤٠‬‬

‫ﺍﻟﺩﺴﻭﻗﻲ‪ ،‬ﻤﺠﺩﻱ )‪ .(٢٠٠٤‬ﺩﻟﻴل ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ .‬ﺍﻟﻘﺎﻫﺭﺓ‪ :‬ﻤﻜﺘﺒﺔ ﺍﻷﻨﺠﻠﻭ ﺍﻟﻤﺼﺭﻴﺔ‪.‬‬

‫ﺍﻟﺩﻭﺴﺭﻱ‪ ،‬ﺇﻴﻤﺎﻥ )‪ .( ٢٠١٢‬ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻨﻔﻌﺎل ﺍﻟﻐﻀﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻟﻘﺭﻯ‬
‫ﺒﻤﻜﺔ ﺍﻟﻤﻜﺭﻤﺔ‪) .‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ(‪ ،‬ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﻗﺴﻡ ﻋﻠﻡ ﺍﻟﻨﻔﺱ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻟﻘﺭﻯ‪،‬‬
‫ﻤﻜﺔ ﺍﻟﻤﻜﺭﻤﺔ‪ ،‬ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺍﻟﺴﻴﺩ‪ ،‬ﻋﺒﺩﺍﻟﻤﻨﻌﻡ؛ ﻭﺸﺭﺍﺏ‪ ،‬ﻨﺒﻴﻠﺔ )‪ .(٢٠٠٨‬ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﻀﺒﻁ ﺍﻻﻨﺘﺒﺎﻫﻲ ﻭﺍﻟﺫﻜﺎﺀ ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﻟﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ‪ .‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ‪.١٨١ -١٣٢ :(٥٩) ١٨ ،‬‬

‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺩﺩ ‪ ١٠٨‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ‪ -‬ﻴﻭﻟﻴﺔ‪(١٦٩٧) ٢٠٢٠‬‬

 ‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬
‫ﺸﺎﻫﻴﻥ‪ ،‬ﺠﻭﺩﺓ‪ .( ٢٠٠٨) .‬ﺃﺜﺭ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻌﻠﻡ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺘﺠﻬﻴﺯ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻟﺩﻯ ﻋﻴﻨﺔ‬
‫ﻤﻥ ﻁﺎﻟﺒﺎﺕ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺒﺎﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‪ ،‬ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺒﺎﻟﻤﻨﺼﻭﺭﺓ‪،‬‬
‫‪.٣٥٦-٣٠٣ :(١) ٦٨‬‬

‫ﺍﻟﺸﺭﺒﻴﻨﻲ‪ ،‬ﻤﻨﺼﻭﺭ )‪ .(٢٠٠٩‬ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﻤﺴﺔ ﺍﻟﻜﺒﺭﻯ‬
‫ﻟﻠﺸﺨﺼﻴﺔ ﻭﺍﻟﻐﻀﺏ‪ ،‬ﺩﺭﺍﺴﺎﺕ ﻋﺭﺒﻴﺔ ﻓﻲ ﺍﻟﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻟﻨﻔﺱ‪ ،‬ﺭﺍﺒﻁﺔ ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬
‫ﺍﻟﻌﺭﺏ‪.١٠١ -٢٩ :(٢) ٣ ،‬‬

‫ﺍﻟﺸﻬﺭﻱ‪ ،‬ﻴﺯﻴﺩ )‪ .( ٢٠١٥‬ﺍﻟﻌﻔﻭ ﻜﻤﺘﻐﻴﺭ ﻭﺴﻴﻁ ﺒﻴﻥ ﺠﻭﺩﺓ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﻤﺴﺔ ﺍﻟﻜﺒﺭﻯ‬
‫ﻟﻠﺸﺨﺼﻴﺔ‪ .‬ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺠﺎﻤﻌﺔ ﺍﻷﺯﻫﺭ‪.٣٤٥ – ٢٨٥ :(٢) ١٦٢ ،‬‬

‫ﺍﻟﻀﻴﺩﺍﻥ‪ ،‬ﺍﻟﺤﻤﻴﺩﻱ ﻤﺤﻤﺩ )‪ .(٢٠٠٣‬ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺔ ﺒﻤﺩﻴﻨﺔ ﺍﻟﺭﻴﺎﺽ )ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ(‪ ،‬ﺠﺎﻤﻌﺔ ﻨﺎﻴﻑ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﻟﻠﻌﻠﻭﻡ ﺍﻷﻤﻨﻴﺔ‪ ،‬ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﺍﻟﻌﻨﺯﻱ‪ ،‬ﻤﻀﺤﻲ )‪ .(٢٠١٠‬ﻨﻤﻭﺫﺝ ﺘﻔﺴﻴﺭﻱ ﻟﻠﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ :‬ﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻁﻼﺏ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ ﺍﻟﺴﻌﻭﺩﻴﻴﻥ‪) .‬ﺭﺴﺎﻟﺔ ﺩﻜﺘﻭﺭﺍﺓ ﻏﻴﺭ‬
‫ﻤﻨﺸﻭﺭﺓ( ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻹﻤﺎﻡ ﻤﺤﻤﺩ ﺒﻥ ﺴﻌﻭﺩ‪ ،‬ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﺍﻟﺴﻌﻭﺩﻴﺔ‪.‬‬

‫ﻓﺘﺢ ﺍﻟﺒﺎﺏ‪ ،‬ﺼﻔﻴﺔ )‪ .( ٢٠١٣‬ﺍﻟﻌﻔﻭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ‪،‬‬
‫ﻤﺠﻠﺔ ﺩﺭﺍﺴﺎﺕ ﻋﺭﺒﻴﺔ ﻓﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ‪.٣٦-١ :(١) ١٢ ،‬‬
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 ‫ ﻤﺤﻤﺩ ﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ‬/‫ ﺴﻤﻴﺔ ﻨﺎﺩﺭ ﺒﻥ ﻋﻠﻲ & ﺩ‬/‫ﺩ‬. & ‫ ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺸﺭ‬/ ‫ﺃﺩ‬
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٢٠٢٠ ‫ ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ – ﻴﻭﻟﻴﺔ‬- ١٠٨‫( ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔﺍﻟﻌﺩﺩ‬١٧٦)

 ‫ ﻤﺤﻤﺩ ﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ‬/‫ ﺴﻤﻴﺔ ﻨﺎﺩﺭ ﺒﻥ ﻋﻠﻲ & ﺩ‬/‫ﺩ‬. & ‫ ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺒﺸﺭ‬/ ‫ﺃﺩ‬

Forgiveness and its Relationship with Self-

Esteem Among a Sample of Kuwait University
Students

First Author Second Author

Dr. Suad Abdullah Albesher Dr. Sumaya Nader Bin Ali
Associate Professor Department Assistant Professor Department
of Psychology - Faculty of Basic of Psychology - Faculty of
Education Basic Education
Public Authority for Applied Public Authority for Applied
Education and Training, Kuwait Education and Training, Kuwait
[email protected] [email protected]

Third Author
Dr. Mohammad Hamad Alsaeed
Associate Professor Department of Psychology
Faculty of Basic Education
Public Authority for Applied Education and Training, Kuwait
[email protected]

Abstract:

This study investigated the relationship between forgiveness and its

three dimensions (self-forgiveness, forgiveness of others, forgiveness
through situation) and self-esteem among Kuwait University students. The
study identifies the gender differences and the extent to which dimensions of
forgiveness contributed to predicting self-esteem.

and the Rosenberg scale (1987) (2005) The Hartland forgiveness scale
for self-esteem were applied on (255) students (male 145 / female 110) with
mean age of (21.26) and standard deviation of (4.2) years.

The results indicated a significant correlation between the total score

of forgiveness as well as its three dimensions of forgiveness and self-esteem.

(١٧٧٧) ٢٠٢٠‫ ﻴﻭﻟﻴﺔ‬-‫ ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ‬١٠٨ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺩﺩ‬
 ‫ﺍﻟﻌﻔﻭ ﻭﻋﻼﻗﺘﻪ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‬
They also show that there are no significant differences between males and
females in both forgiveness, the sub-dimensions of forgiveness and self-
esteem. The effect of self-forgiveness was 20.3%, which was found to be a
significant predictor of self-esteem, along with situation forgiveness. On the
other hand, there was no indication of self-esteem through the forgiveness of
others scale.

Keywords: forgiveness, self-esteem.

٢٠٢٠ ‫ ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜﻼﺜﻭﻥ – ﻴﻭﻟﻴﺔ‬- ١٠٨‫( ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔﺍﻟﻌﺩﺩ‬١٧٨)