الاستعداد للأمل وعلاقته بمعتقدات الكفاءة الذاتية والدافعية العقلية لدى الطلبة المتميزين واقرانهم العاديين

الموضوعات

علم نفس

الملخص

إن تحقيق أهداف التعلم يرتبط ارتباطًا إيجابيًا بالنجاح، إذ يُظهر الطلبة الذين لديهم أهداف تعلم بشكل نشط في تعلمهم، فهم يخططون باستمرار ويضعون استراتيجيات لتحقيق أهدافهم، فهم يؤمنون بقدرتهم على التحكم بالمستقبل، ويزيدونها بما يمتلكون من استعداد للأمل. فالاستعداد للأمل يمثل الإدراك المضبوط بكيفية تحقيق تلك الأهداف، كما أن معتقداتهم حول كفاءتهم الذاتية ودافعيتهم العقلية وقدرتهم على وضع خطط لتحقيقها تلعب دورًا مهمًا. تكمن أهمية البحث الحالي في أهمية الموضوع الذي تتصدى له الدراسة، حيث إنها تسعى لدراسة الاستعداد للأمل وعلاقته بمعتقدات الكفاءة الذاتية والفاعلية العقلية على عينة من طلبة المدارس الثانوية. إذ يمثل متغير الاستعداد للأمل انتقال الفرد من حالة اليأس والاكتئاب إلى حالة التفاؤل والاهتمام، فضلاً عن تناول مفهوم الاستعداد للأمل كأحد المفاهيم النفسية التي تعد من موضوعات علم النفس الإيجابي والتي تحتاج إلى مزيد من الدراسة والبحث في النتائج الحالية. ففي السنوات الأخيرة، حظي متغير الأمل باهتمام كبير، حيث بينت الدراسات أهمية العواطف وتأثيرها في تحقيق الأهداف (Snyder, 2002: 310-371). لذا كان هدف البحث الحالي التركيز على: تحديد مستوى الاستعداد للأمل لدى طلبة المدارس الثانوية المتميزين وأقرانهم العاديين. التعرف على الفروق ذات الدلالة الإحصائية في الاستعداد للأمل لدى طلبة المدارس الثانوية تبعًا للمتغيرات: المدرسة، الجنس، الصف. التعرف على معتقدات الكفاءة الذاتية لدى طلبة المدارس الثانوية المتميزين وأقرانهم العاديين. التعرف على الفروق ذات الدلالة الإحصائية في معتقدات الكفاءة الذاتية لدى طلبة المدارس الثانوية تبعًا للمتغيرات: المدرسة، الجنس، الصف. التعرف على مستوى الفاعلية العقلية لدى طلبة المدارس الثانوية المتميزين وأقرانهم العاديين. التعرف على الفروق ذات الدلالة الإحصائية في الفاعلية العقلية لدى طلبة المدارس الثانوية تبعًا للمتغيرات: المدرسة، الجنس. دراسة العلاقة الارتباطية بين الاستعداد للأمل ومعتقدات الكفاءة الذاتية والدافعية العقلية لدى طلبة المدارس الثانوية المتميزين وأقرانهم العاديين. التعرف على مدى إسهام المتغيرات المستقلة (الكفاءة الذاتية والدافعية العقلية) مجتمعة في التباين الكلي للمتغير التابع (الأمل) لدى طلبة المدارس الثانوية المتميزين وأقرانهم العاديين.

روابط وملفات

التعريف والنوع

رقم الوثيقة

078fc01f-bb09-4a28-b3d4-aa8f322c1509

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

997173_1.pdf

بيانات النشر

ترجمة العنوان

The Readiness For Hope And Its Relation To The Beliefs Of Self_effeicacy And Mental Motivation Of Talented Students And Their Peers

ألقاب المؤلفين

[{"name_ar":"كريم فخري هلال حمادي السراراتي","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"مها محسن صلال حمادي الزبيدي","title_ar":"اعداد","title_en":"Preparation"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

الاستعداد للأمل وعلاقته بمعتقدات الكفاءة الذاتية والدافعية العقلية لدى الطلبة المتميزين واقرانهم العاديين

المحتوى والصفحات

عدد الصفحات

0

ترجمة الملخص

In order to achieve the educational aims that positively linked with success so the students with active educational aims participate in their learning, they make plans and put several strategies to achieve their aims, so they believe in their abilities in order to reach to the future they want with their ready to hope. Getting ready to hope represents understanding with how those aims are achieved, also their beliefs about their own competence, mental motivation and the ability to put methods in order to achieve these aims.The importance of the present research lies in the importance of the topic which deals with its study, since it seeks to study the preparing to hope and its relation with the beliefs of self-efficacy and motivation in a sample of secondary school students, so the preparing to hope variable represents the transition from despair and indifference to optimism and care, furthermore, dealing with the concept of preparing to hope as one of the psychological concepts that considered one of the positive psychological topics which require further study and research at the present time, in the last two decades, Snyder's variable of hope has been gained a great attention, that highlighted the importance of emotions and its role in achieving the aims.The present research aims at the following:1. The level of readiness for hope among secondary school distinct students and their ordinary mates in other schools.2. The differences of statistical significance in the preparation of hope among secondary school students according to these variables (type of school -sex –grade).3. The level of self-efficacy beliefs among secondary school distinct students with their ordinary mates in other schools.4. Statistical differences in self-efficacy beliefs among secondary school distinct students according to these variables (school type, gender, and grade). c5. The level of mental motivation among secondary school distinct students and their ordinary mates in other schools.6. Statistical differences in mental motivation among secondary school distinct students according to these variables (school type, sex and grade).7. The correlative relationship between the readiness for hope and the beliefs of self-efficacy and mental motivation among secondary school distinct students and their ordinary mates in other schools.8. The extent to which independent variables (self-efficacy and motivational beliefs) contribute together to the overall variance of the dependent variable (willingness to hope) among secondary school distinct students and their mates in other schools.In order to achieve the aims of the present research, the researcher depends on the following criteria: Depending on a measure of readiness for hope based on Snyder's definition and theory (2013), which made up of(28) items, after achieve its reliability and validity by using the retest method, and measuring the beliefs of self-efficacy( Tahir, 2012), that made up of (48) items, and after verifying its validity and stability, using the re-test method, and the measure of mental motivation (Kahil, 2014), which consisting of (50) items, and after verifying its validity and stability, by using retest method, the variable factor is (0.78) (0.83) (0.86) Cronbach’s alpha respectively, then he applied it on a sample of (408) students of the secondary school for distinct students and the ordinal students in Babylon city for the academic year (2017-2018) for the fourth and fifth grades).The researcher reached to the following results:1. Secondary school distinct students of special grades and their normal males in the fourth and fifth grades enjoy a high degree of readiness for hope. d2. There are no statistically significant differences in the readiness of hope among secondary school distinct students according to the gender variable (males, females) and for the variable grade (the fourth and fifth grades), depending on gender interaction with the school type (distinct-normal), there were no statistically significant differences in the willingness to hope according to the interaction of sex (male-female) with grade (4 and 5) (Male-female) with the school type (distinct-normal) with grades (fourth and fifth).3. Secondary school distinct students of special grades and their mates in the fourth and fifth grades enjoy a high level of self-efficacy beliefs.4. There are no statistically significant differences in the self-efficacy beliefs among secondary school students according to the gender variable (males, females), grades (4 and 5), type of school (distinct, normal), sex (male-female) 4 and 5), to interact the school type (distinct-normal) with the fourth and fifth grade, to the interaction of the sex (male-female) with the type of school (distinct-normal) with the fourth and fifth.5. Secondary school distinct students of special grades and their mates in the fourth and fifth grades enjoy a high level of mental motivation.6. There are no statistically significant differences in mental motivation among secondary school students according to the grade variable (IV, V), type of school (distinct, (Fourth to fifth), for the interaction of the school type (special-normal) with the fourth and fifth grades, depending on the interaction of the three sex variables (male-female) with the type of school) Special) with grade (fourth, fifth).7. There is a positive correlation between the three variables.8. The two independent variables contribute a statistically significant contribution to the dependent variable. eRecommendations:According to the results of the present study, the researcher recommends the following:1. Develop guidance programs that enhance the readiness for hope and positive features among secondary school distinct students.2. Adding vocabulary to the curriculum instills the positive spirit by linking the curriculum vocabulary to the reality of life.3. Promote self-efficacy beliefs among secondary school students through extension and training programs.4. Activating various scientific activities for students, conducting seminars and scientific competitions, assigning students to projects and scientific researches, and rewarding students who contribute to creative activities.5. Utilizing the research tools with other studies dealing with the same fields and other samples.Suggestions:1. Conduct similar studies on different samples (e.g. employees, university students).2. Conducting a study on the readiness for hope and its relationship to other variables (personality personalities, psychological diseases).3. Conduct a study on the effectiveness of programs of guidance to help students to raise the level of readiness for their hope.4. Conduct a study on the effectiveness of instructional programs to help students raise their self-efficacy beliefs.5. Conduct a study on the effectiveness of counseling programs to help students raise their mental motivation.

كلمات الباحثين

الاستعداد للأمل، أهداف التعلم، معتقدات الكفاءة الذاتية، الدافعية العقلية، الفروق الإحصائية، طلبة المدارس الثانوية، علم النفس الإيجابي

إشراف وإعداد

الإشراف

كريم فخري هلال حمادي السراراتي

الإعداد

مها محسن صلال حمادي الزبيدي

الاقتباسات الببليوغرافية