‫‪201730‬‬ ‫‪‬‬

‫ﻋﻼﻗﺔ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﺒﺎﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‬

‫ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‬

‫ﻋﻴﺴﻰ ﺘﻭﺍﺘﻲ ﺇﺒﺭﺍﻫﻴﻡ )ﻁﺎﻟﺏ ﺴﻨﺔ ﺜﺎﻟﺜﺔ ﺩﻜﺘﻭﺭﺍﻩ(‬

‫ﺃ‪.‬ﺩ‪ .‬ﻋﺒﺩ ﺍﻟﻔﺘﺎﺡ ﺃﺒﻲ ﻤﻭﻟﻭﺩ‬
‫ﺠﺎﻤﻌﺔ ﻗﺎﺼﺩﻱ ﻤﺭﺒﺎﺡ ﻭﺭﻗﻠﺔ )ﺍﻟﺠﺯﺍﺌﺭ(‬

‫ﺍﻟﻤﻠﺨﺹ‪:‬‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻋﻨﺩ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠـﻴﻡ‬
‫ﺍﻟﺜﺎﻨﻭﻱ ﻭ ﻜﺫﻟﻙ ﺤﺎﻭﻟﺕ ﺍﻟﻜﺸﻑ ﻋﻥ ﺘﺄﺜﻴﺭ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻋﻠﻰ ﻜل ﻤﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‪ .‬ﺘﻡ ﺘﻁﺒﻴـﻕ‬
‫ﺍﺴﺘﺒﻴﺎﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻟﻴﻭﻨﺞ ﻭ ﺍﺴﺘﺒﻴﺎﻥ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻟﺩﻱ ﺃﻟﻴﻔﻴﺭﺍ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ ‪ 150‬ﺘﻠﻤﻴﺫﺍ )‪ 79‬ﺫﻜﺭﺍ ﻭ ‪71‬‬
‫ﺃﻨﺜﻰ( ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ﺒﺴﻴﻁﺔ ﻤﻥ ﺜﺎﻨﻭﻴﺔ ﺒﺩﺭﺍﻟﺩﻴﻥ ﺼﺎﻟﺢ ﺒﺎﻟﻭﺍﺩﻱ‪ .‬ﻭ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺫﺍﺕ‬
‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻋﻨﺩ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪ .‬ﻜﻤﺎ ﻟﻡ ﺘﺴﻔﺭ ﺍﻟﻨﺘﺎﺌﺞ ﻋـﻥ‬
‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪.‬‬

‫‪Abstract:‬‬
‫‪The present study aimed at identifying the relationship between early maladaptive schemas and‬‬
‫‪cognitive distortions in secondary school students, and also attempted to detect the effect of gender‬‬
‫‪variable on both maladaptive schemas and cognitive distortions. Young's schema questionnaire and‬‬
‫‪De-Oliveira's cognitive distortion questionnaire were applied to a sample of 150 students (79 males‬‬
‫‪and 71 females) selected randomly from Badreddine Saleh Secondary School in El Oued. The results‬‬
‫‪of the study showed that there is a statistically significant correlation between early maladaptive‬‬
‫‪schemas and cognitive distortions in secondary school students. The results did not show any‬‬
‫‪statistically significant differences in early maladaptive schemas and cognitive distortions due to sex‬‬
‫‪variable.‬‬

‫ﻤﻘﺩﻤﺔ‪:‬‬
‫ﻟﻘﺩ ﺃﺼﺒﺢ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﻤﻌﺎﺼﺭ ﺃﻜﺜﺭ ﺍﻫﺘﻤﺎﻤﺎ ﻭ ﺤﻤﺎﺴﺎ ﻟﺩﺭﺍﺴﺔ ﺍﻟﻅﺭﻭﻑ ﺍﻟﺒﻴﺌﻴﺔ ﻭ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﻌﺭﻓﻴـﺔ ﻭ‬
‫ﺩﻭﺭﻫﺎ ﻓﻲ ﺘﺸﻜﻴل ﻭ ﺼﻴﺎﻏﺔ ﺍﻟﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ‪ ،‬ﻓﺎﻟﻤﺠﺎل ﺍﻟﺫﻱ ﻴﻨﺸﺄ ﻓﻴﻪ ﺍﻷﻓﺭﺍﺩ ﻫﻭ ﺍﻟﺫﻱ ﻴﺅﺜﺭ ﻓﻲ ﻨﻤﻭﻫﻡ ﺍﻟﻌﻘﻠـﻲ ﻓﺎﻟﻭﻟﻴـﺩ‬
‫ﺍﻟﺒﺸﺭﻱ ﻟﺩﻴﻪ ﺇﻤﻜﺎﻨﺎﺕ ﻫﺎﺌﻠﺔ ﺤﻴﺙ ﺘﻠﻌﺏ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﻌﺭﻓﻴﺔ ﺩﻭﺭﺍ ﻤﺅﺜﺭﺍ ﻓﻲ ﺘﺤﻭﻴل ﻫﺫﻩ ﺍﻟﻘﻭﻯ ﻭ ﺍﻻﻤﻜﺎﻨﺎﺕ ﺇﻟﻰ ﻭﺍﻗﻊ ﺤـﻲ‬
‫ﻭ ﺴﻠﻭﻙ ﻭ ﺸﺨﺼﻴﺔ‪ .‬ﻭ ﺘﻔﻜﻴﺭ ﺍﻹﻨﺴﺎﻥ ﻭ ﺇﺩﺭﺍﻜﻪ ﻟﻠﻤﻭﺍﻗﻑ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻫﻭ ﺍﻟﺫﻱ ﻴﺤﺩﺩ ﻁﺭﻴﻘﺔ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺨﺒﺭﺍﺘـﻪ ﻭ‬
‫ﻤﻌﺭﻓﺘﻪ ﺍﻟﺴﺎﺒﻘﺔ ﻋﻨﻬﺎ‪ .‬ﻓﺈﻤﺎ ﺃﻥ ﻴﻜﻭﻥ ﺇﺩﺭﺍﻜﻪ ﻟﻠﻤﻭﺍﻗﻑ ﻤﻨﻁﻘﻴﺎ ﻓﻴﻜﻭﻥ ﻟﺩﻴﻪ ﺍﺴﺘﺠﺎﺒﺎﺕ ﻤﻨﻁﻘﻴﺔ‪ ،‬ﻭ ﺇﻤﺎ ﺃﻥ ﻴﻜﻭﻥ ﻟﺩﻴﻪ ﺘﺸـﻭﻴﻬﺎ‬
‫ﻤﻌﺭﻓﻴﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﺍﺴﺘﺠﺎﺒﺎﺕ ﻏﻴﺭ ﻤﻨﻁﻘﻴﺔ‪ .‬ﻓﺎﻟﺘﺸﻭﻴﻪ ﺍﻟﻤﻌﺭﻓﻲ ﻴﻌﻭﻕ ﺍﻟﻔﺭﺩ ﻓﻲ ﺇﺩﺭﺍﻜﻪ ﻭ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ ﺍﻟﻤﻨﺎﺴﺏ‪.‬‬
‫ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ‪ ،‬ﺘﻠﻌﺏ ﺒﻴﺌﺔ ﺍﻟﺭﻋﺎﻴﺔ ﺍﻷﻭﻟﻴﺔ ﻟﻠﻁﻔل ﺩﻭﺭﺍ ﻤﺤﻭﺭﻴﺎ ﻓﻲ ﺘﻠﺒﻴﺔ ﺤﺎﺠﺎﺘﻪ ﺍﻷﺴﺎﺴﻴﺔ‪ ،‬ﺃﻤﺎ ﺇﺫﺍ ﻓﺸﻠﺕ ﻓﻲ ﺫﻟﻙ‬
‫ﻓﻴﺘﻁﻭﺭ ﻨﻭﻉ ﻤﻌﻴﻥ ﻤﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻜﺎﺴﺘﺠﺎﺒﺔ ﻟﺘﻠﻙ ﺍﻟﺤﺎﺠﺎﺕ ﺍﻟﻤ‪‬ﺤ‪‬ﺒ‪‬ﻁﺔ‪ .‬ﻭ ﻋﻠﻰ ﻫﺫﺍ ﺍﻷﺴـﺎﺱ ﺤـﺩﺩ ﻴـﻭﻨﺞ‬
‫ﻤﺠﻤﻭﻋﺔ ﻤﺘﻜﺎﻤﻠﺔ ﻤﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ‪ ،‬ﺍﻟﺘﻲ ﻴﺭﻯ ﺃﻨﻬﺎ ﺃﻨﻤﺎﻁ ﻤﻌﺭﻓﻴﺔ ﺍﻨﻔﻌﺎﻟﻴﺔ ﻤﺤﺒﻁـﺔ ﻟﻠـﺫﺍﺕ ﻭ ﻴﻤﻜـﻥ‬
‫ﻤﻌﺭﻓﺘﻬﺎ ﻋﻥ ﻁﺭﻴﻕ ﺍﻟﻤﻼﺤﻅﺔ ﺍﻟﻌﻴﺎﺩﻴﺔ‪ .‬ﻭ ﺘﻤﺘﻠﻙ ﻫﺫﻩ ﺍﻷﻨﻤﺎﻁ ﻤﺴﺘﻭﻴﺎﺕ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻟﺸﺩﺓ ﻭ ﺍﻻﻨﺘﺸـﺎﺭ‪ .‬ﻴﻘـﻭل ﻴـﻭﻨﺞ ﺃﻥ‬
‫ﺍﻟﻤﺨﻁﻁﺎﺕ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻤﻭﺠﻭﺩﺓ ﻋﻨﺩ ﻜل ﺍﻟﻨﺎﺱ ﻭ ﺘﻜﻭﻥ ﺃﻜﺜﺭ ﺸﺩﺓ ﻭ ﻤﻘﺎﻭﻤﺔ ﻋﻨﺩ ﺍﻟﻔﺌﺎﺕ ﺍﻹﻜﻠﻴﻨﻴﻜﻴﺔ‪ .‬ﻟﺫﻟﻙ ﻜـﺎﻥ ﻟﻬـﺫﻩ‬
‫ﺍﻟﻤﻘﺎﺭﺒﺔ ﺘﺭﻜﻴﺯ ﺍﻨﻔﻌﺎﻟﻲ ﺃﻜﺜﺭ ﻭ ﻤﻴل ﻻﻜﺘﺸﺎﻑ ﻤﺼﺎﺩﺭ ﺍﻟﻤﺸﺎﻜل ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﺍﻷﻁﻔﺎل ﻭ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪.‬‬

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 ‫‪201730‬‬ ‫‪‬‬

‫‪ -1‬ﺍﻻﺸﻜﺎﻟﻴﺔ‪:‬‬
‫ﻟﻘﺩ ﺒﺭﺯ ﻓﻲ ﺍﻟﺴﻨﻭﺍﺕ ﺍﻷﺨﻴﺭﺓ ﺍﻟﺘﻭﺠﻪ ﻟﻠﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟﺠﺎﻨﺏ ﺍﻟﻤﻌﺭﻓﻲ ﻤـﻥ ﺸﺨﺼـﻴﺔ ﺍﻷﻓـﺭﺍﺩ ﻓـﻲ ﺘﻘـﺩﻴﺭ‬
‫ﺍﻨﻔﻌﺎﻻﺘﻬﻡ ﻭ ﻓﻲ ﺘﻜﻴﻔﻬﻡ ﻭ ﺘﻭﺍﻓﻘﻬﻡ ﺍﻟﻨﻔﺴﻲ ﻭ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﻭﺜﻴﻘﺔ ﺒﻴﻥ ﺍﻟﻤﻌﺭﻓﺔ )ﺍﻟﺘﻔﻜﻴـﺭ( ﻭ ﺍﻻﻨﻔﻌـﺎل ﻭ‬
‫ﺍﻟﺴﻠﻭﻙ‪ .‬ﻭ ﺒﺫﻟﻙ ﻓﺎﻻﻀﻁﺭﺍﺏ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻟﺩﻯ ﺍﻟﻔﺭﺩ ﻴﻜﻭﻥ ﻨﺘﻴﺠﺔ ﻟﻁﺭﻴﻘﺔ ﺘﻔﻜﻴﺭﻩ ﻭ ﺇﺩﺭﺍﻜﺎﺘﻪ ﻭ ﺘﻔﺴﻴﺭﺍﺘﻪ ﺍﻟﺨﺎﻁﺌﺔ ﻟﻸﺤﺩﺍﺙ ﻭ‬
‫ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺘﻲ ﻴﺘﻌﺭﺽ ﻟﻬﺎ ﻓﻲ ﺤﻴﺎﺘﻪ ) ﺤﺴﻴﻥ‪ ،2007 ،‬ﺹ ‪.(84‬‬
‫ﻴﺘﻔﻕ ﻜل ﻤﻥ ﺒﻴﻙ ﻭ ﺃﻟﻴﺱ ‪ Beck & Ellis‬ﻋﻠﻰ ﺃﻥ ﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﺨﺎﻁﺌﺔ ﺃﻭ ﺍﻟﻤﺸﻭﻫﺔ ﻫﻲ ﺍﻟﺘﻲ ﺘﺴﺒﺏ ﺍﻻﻀـﻁﺭﺍﺒﺎﺕ‬
‫ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻭ ﺍﻟﺴﻠﻭﻜﻴﺔ‪ .‬ﻭ ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺍﻻﺨﺘﻼﻓﺎﺕ ﺒﻴﻥ ﺃﺴﻠﻭﺏ ﻜل ﻤﻨﻬﻤﺎ‪ ،‬ﺇﻻ ﺃﻨﻬﻤﺎ ﺸﺎﺭﻜﺎ ﻤﻌﺎ ﻓﻲ ﻭﻀﻊ ﺃﺴﺱ ﺍﻟﻌـﻼﺝ‬
‫ﺍﻟﻤﻌﺭﻓﻲ ﺍﻟﺴﻠﻭﻜﻲ )ﻤﺤﻤﺩ‪.(2000 ،‬‬
‫ﺘﺸﻴﺭ ﻨﺘﺎﺌﺞ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺇﻟﻰ ﺍﻨﺘﺸﺎﺭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺍﻟﻤﺘﻤﺩﺭﺴﻴﻥ‬
‫ﻓﻲ ﻤﺭﺤﻠﺘﻲ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ ﻭ ﺍﻟﺠﺎﻤﻌﻲ ﺒﻨﺴﺏ ﻤﺨﺘﻠﻔﺔ )ﺃﺒﻭﺸﻌﺭ ‪2007‬؛ ﺤﺴﻥ ﻭ ﺍﻟﺠﻤﺎﻟﻲ ‪2003‬؛ ﺃﺒـﻭ ﺠﺤﺠـﻭﺡ ‪2012‬؛‬
‫ﻗﺯﻤﻭﺯ ‪2011‬؛ ﺍﻟﻌﺼﺎﺭ‪ .(2015 ،‬ﻓﻲ ﻫﺫﺍ ﺍﻹﻁﺎﺭ‪ ،‬ﻴﺅﻜﺩ ﺇﻟﻴﺱ ﻭ ﺒﺭﻨﺎﺭﺩ ﻋﻠﻰ ﺃﻥ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﻼﻋﻘﻼﻨﻲ ﻴﺴﺎﻫﻡ ﻓـﻲ ﻨﺸـﻭﺀ‬
‫ﻋﺩﺩ ﻫﺎﺌل ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻭ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻭ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ )‪.(Ellis & Bernard, 2006‬‬
‫ﻋﻠﻰ ﻀﻭﺀ ﻤﺎ ﺴﺒﻕ‪ ،‬ﺼﺎﻍ ﺒﻴﻙ ‪ Beck‬ﻨﻅﺭﻴﺔ ﻤﺘﻜﺎﻤﻠﺔ ﻓﺴ‪‬ﺭ ﻋﻠﻰ ﺃﺴﺎﺴﻬﺎ ﺤﺩﻭﺙ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻻﻨﻔﻌﺎﻟﻴـﺔ ﺒﺼـﻔﺔ‬
‫ﻋﺎﻤﺔ ﻭ ﺍﻻﻜﺘﺌﺎﺏ ﺒﻭﺠﻪ ﺨﺎﺹ ﻓﻲ ﻀﻭﺀ ﺍﻟﻤﻌﺘﻘﺩﺍﺕ ﺃﻭ ﺍﻵﺭﺍﺀ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﺘﻲ ﻴﺤﻤﻠﻬﺎ ﺍﻟﻤﺭﻴﺽ ﻋﻥ ﻨﻔﺴـﻪ ﻭ ﻋـﻥ ﺍﻟﻌـﺎﻟﻡ ﻭ‬
‫ﺍﻟﻤﺴﺘﻘﺒل )ﺍﺒﺭﺍﻫﻴﻡ‪ ،‬ﺍﻟﺩﺨﻴل ﻭ ﺇﺒﺭﺍﻫﻴﻡ ‪ .(1993 ،‬ﺤﺴﺏ ﺒﻴﻙ )‪ (1995‬ﻓﺎﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻫﻲ ﺃﺨﻁﺎﺀ ﺜﺎﺒﺘﺔ ﻓﻲ ﺍﻟﺘﻔﻜﻴـﺭ‬
‫ﺘﻨﺠﻡ ﻋﻥ ﺘﺤﻴﺯ ﻤﻨﻅﻡ ﻓﻲ ﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪ .‬ﻭ ﻤﻨﺫ ﻋﻤﻠﻪ ﺍﻷﻭل ﺤﻭل ﺩﻭﺭ ﺍﻟﺘﻔﻜﻴﺭ ﻓﻲ ﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﺤﺩﺩ ﺒﻴﻙ ﺴﺘﺔ ﺘﺸﻭﻴﻬﺎﺕ‬
‫ﻤﻌﺭﻓﻴﺔ ﻫﻲ‪ :‬ﺍﻻﺴﺘﺩﻻل ﺍﻟﺘﻌﺴﻔﻲ‪ ،‬ﺍﻟﺘﺠﺭﻴﺩ ﺍﻻﻨﺘﻘﺎﺌﻲ‪ ،‬ﺍﻟﺘﻌﻤﻴﻡ ﺍﻟﺯﺍﺌﺩ‪ ،‬ﺍﻟﺘﻀﺨﻴﻡ ﻭ ﺍﻟﺘﻬﻭﻴﻥ‪ ،‬ﺍﻟﺸﺨﺼﻨﺔ ؛ ﻭ ﺍﻟﺘﻔﻜﻴـﺭ ﺍﻟﺜﻨـﺎﺌﻲ‬
‫)‪.(Beck, 1963, p.40‬‬
‫ﺃﻜﺩ ﻤﺎﺭﺘﻥ ﻭ ﻜﻭﺘﺸﺭ )‪ (Martin and Kutcher,1995‬ﻋﻠﻰ ﺃﻥ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺘﻨﺘﺸﺭ ﺒﻨﺴـﺒﺔ ‪ 47.4 %‬ﺒـﻴﻥ‬
‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻻﻜﺘﺌﺎﺏ‪ .‬ﻜﻤﺎ ﺃﺜﺒﺘﺕ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ ﺍﺭﺘﺒﺎﻁ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺒﺼﻭﺭ ﻤﺨﺘﻠﻔﺔ ﻤـﻥ‬
‫ﺍﻟﻤﺸﻜﻼﺕ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻭ ﺍﻟﺴﻠﻭﻜﻴﺔ‪ ،‬ﻤﻨﻬﺎ ﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻓﻲ ﺩﺭﺍﺴﺎﺕ ﻜل ﻤﻥ ‪Smith, Christensen, Peck, and‬‬
‫)‪ ، Ward (1994‬ﻭﺍﻟﻘﻠﻕ ﻓﻲ ﺩﺭﺍﺴﺔ )‪ ،Freeman, Pretzer, Fleming & Simon (2004‬ﻭ ﺍﻟﻀﻐﻭﻁ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻓـﻲ‬
‫ﺩﺭﺍﺴﺔ )‪ Çoban (2013‬ﻭ ﺘﻌﺎﻁﻲ ﺍﻟﻤﺨﺩﺭﺍﺕ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻟﺴﻨﻴﺩﻱ )‪ ،(2013‬ﻭ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺩﺍﺨﻠﻴﺔ ﻭ ﺍﻟﺨﺎﺭﺠﻴﺔ‬
‫ﻓﻲ ﺩﺭﺍﺴﺔ )‪ ,Barriga, Landau, Stinson, Liau, & Gibbs (2000‬ﻭ ﺍﻻﻋﺘﺩﺍﺀ ﺍﻟﺠﻨﺴﻲ ﻓﻲ ﺩﺭﺍﺴﺔ )‪.Ward (2000‬‬
‫ﺃﻤﺎ ﺩﺭﺍﺴﺔ )‪ (O'Brien, 2016‬ﻟﻡ ﺘﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺘﻌﻭﺩ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻓﻲ ﺤـﻴﻥ ﺃﻥ ﺩﺭﺍﺴـﺔ‬
‫)‪ (Roberts, 2015‬ﺃﻅﻬﺭﺕ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﻓﻲ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺤﺴﺏ ﺍﻟﺠﻨﺱ‪.‬‬
‫ﻤﻥ ﺃﺠل ﺘﻁﻭﻴﺭ ﻨﻤﻭﺫﺝ ﺒﻴﻙ ﻓﻲ ﺍﻟﻌﻼﺝ ﺍﻟﻤﻌﺭﻓﻲ‪ ،‬ﻭﻀﻊ ﻴﻭﻨﺞ )‪ Young (1999‬ﻨﻤﻭﺫﺠﻪ ﻓﻲ ﺍﻟﻌـﻼﺝ ﺍﻟﺘﻜـﺎﻤﻠﻲ ﻭ‬
‫ﺍﻟﺫﻱ ﺴﻤﺎﻩ ﺍﻟﻌﻼﺝ ﺒﺎﻟﻤﺨﻁﻁﺎﺕ‪ ،‬ﻭ ﺍﻟﺫﻱ ﻜﺎﻥ ﻤﻭﺠﻬﺎ ﺒﺼﻔﺔ ﺨﺎﺼﺔ ﻟﻠﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺸﺨﺼـﻴﺔ ﺍﻟﻤﺯﻤﻨـﺔ‪ .‬ﻭ‬
‫ﺍﻗﺘﺭﺡ ﻴﻭﻨﺞ ﻤﺠﻤﻭﻋﺔ ﻤﺤﺩﺩﺓ ﻤﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺴﻤﺎﻫﺎ ﺒﺎﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﺍﻟﺘﻲ ﺘﻤﺜل ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻌﻤﻴـﻕ ﻤـﻥ‬
‫ﺍﻟﻤﻌﺭﻓﺔ ﻭ ﺘﻌﺩ ﻤﻥ ﺍﻷﺴﺒﺎﺏ ﺍﻟﻜﺎﻤﻨﺔ ﻭﺭﺍﺀ ﻅﻬﻭﺭ ﺃﻨﻤﺎﻁ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ) ‪Torres, 2002 ; Young, 1999; Theiler,‬‬
‫‪ .(2005‬ﺤﻴﺙ ﻋﺭﻓﻬﺎ ﻴﻭﻨﺞ ﺒﺄﻨﻬﺎ "ﺃﻨﻤﺎﻁ ﺃﻭ ﻤﻭﻀﻭﻋﺎﺕ ﺘﺘﺴﻡ ﺒﺎﻟﺜﺒﺎﺕ ﻭ ﺍﻻﺘﺴﺎﻉ ﺘﺘﻀـﻤﻥ ﺍﻟـﺫﻜﺭﻴﺎﺕ‪ ،‬ﻭ ﺍﻟﻌﻭﺍﻁـﻑ‪ ،‬ﻭ‬
‫ﺍﻟﻤﻌﺎﺭﻑ‪ ،‬ﻭ ﺍﻷﺤﺎﺴﻴﺱ ﺍﻟﺠﺴﺩﻴﺔ ﺍﻟﺘﻲ ﺘﺘﻌﻠﻕ ﺒﺎﻟﻔﺭﺩ ﻓﻲ ﺤﺩ ﺫﺍﺘﻪ ﺃﻭ ﻓﻲ ﻋﻼﻗﺘﻪ ﺒﺎﻵﺨﺭﻴﻥ‪ ،‬ﻭ ﺘﺘﻁﻭﺭ ﺨﻼل ﻤﺭﺤﻠﺔ ﺍﻟﻁﻔﻭﻟـﺔ‬
‫ﺃﻭ ﺍﻟﻤﺭﺍﻫﻘﺔ ﻭ ﺘﻅﻬﺭ ﺘﻔﺎﺼﻴﻠﻬﺎ ﺨﻼل ﻤﺭﺍﺤل ﺤﻴﺎﺓ ﺍﻟﻔﺭﺩ ﺍﻟﻼﺤﻘﺔ‪ ،‬ﻭ ﺘﻜﻭﻥ ﻤﺨﺘﻠﺔ ﻭﻅﻴﻔﻴﺎ ﺒﺸﻜل ﻜﺒﻴﺭ"‪Young, Klosko, ) .‬‬
‫‪.(and Weishaar, 2003, 2003, p. 7‬‬

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‫ﻴﺤﺩﺩ ﻨﻤﻭﺫﺝ ﻴﻭﻨﺞ ﻟﻠﻤﺨﻁﻁﺎﺕ ﺨﺼﺎﺌﺹ ﻨﻤﻁﻴﺔ ﻤﻌﻴﻨﺔ ﻋﻠﻰ ﺍﺴﺎﺴﻬﺎ ﺘﻨﺸﺄ ﺍﻀﻁﺭﺍﺒﺎﺕ ﻨﻔﺴـﻴﺔ ﺤﺴـﺏ ﺍﻟﻤﺤـﻭﺭﻴﻥ‬
‫ﺍﻷﻭل ﻭ ﺍﻟﺜﺎﻨﻲ ﻤﻥ ﺍﻟﺩﻟﻴل ﺍﻟﺘﺸﺨﻴﺼﻲ ﻭ ﺍﻹﺤﺼﺎﺌﻲ ﺍﻟﺭﺍﺒﻊ ﻟﻼﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ‪ ،‬ﻜﻤﺎ ﺃﻭﻟﻰ ﺃﻫﻤﻴـﺔ ﻜﺒﻴـﺭﺓ ﻟﻠﻌﻭﺍﻤـل‬
‫ﺍﻟﻨﻤﺎﺌﻴﺔ ﺍﻟﻤﺒﻜﺭﺓ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻤﺨﺘﻠﺔ ﻭﻅﻴﻔﻴﺎ‪ .‬ﻭ ﻓﻲ ﻫﺫﺍ ﺍﻟﺼﺩﺩ‪ ،‬ﺃﻜﺩﺕ ﺩﺭﺍﺴﺔ ﺭﻴﻨﺭ ﻭ ﻟﻭﺒﺴﺘﻴل ﻭ ﺒﻴﺘﺭﺯ ﺃﺭﻨﺘﺯ ﻭ‬
‫ﻫﻭﻴﺒﺭﺱ )‪ (Renner, Lobbestael, Peeters and Huibers, 2012‬ﺍﻟﺘﻲ ﺃﺠﺭﻴﺕ ﻋﻠﻰ ﺍﻟﻤﻜﺘﺌﺒـﻴﻥ ﺃﻥ ﻤﺨﻁﻁـﺎﺕ ﻤﻌﻴﻨـﺔ‬
‫)ﺍﻟﻔﺸل‪ ،‬ﻭ ﺍﻟﺤﺭﻤﺎﻥ ﺍﻟﻌﺎﻁﻔﻲ‪ ،‬ﺍﻟﻬﺠﺭ ﻭ ﻋﺩﻡ ﺍﻻﺴﺘﻘﺭﺍﺭ( ﺍﺭﺘﺒﻁﺕ ﻁﻭﻟﻴﺎ ﺒﺎﻷﻋﺭﺍﺽ ﺍﻟﺸﺩﻴﺩﺓ ﻟﻼﻜﺘﺌﺎﺏ‪ .‬ﻭ ﺤﺴﺏ ﺩﺭﺍﺴـﺔ‬
‫ﺃﻨﻤﻭﺙ )‪ (Anmuth, 2011‬ﻓﻘﺩ ﻭﺠﺩﺕ ﻋﻼﻗﺔ ﺘﻨﺒﺅﻴﺔ ﻗﻭﻴﺔ ﺠﺩﺍ ﺒﻴﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔـﺔ ﺤﺴـﺏ ﻨﻤـﻭﺫﺝ ﻴـﻭﻨﺞ ﻭ‬
‫ﺃﻋﺭﺍﺽ ﺍﻟﻘﻠﻕ ﻋﻨﺩﻤﺎ ﻴﺼﺎﺤﺏ ﺍﻻﻜﺘﺌﺎﺏ ﻭ ﻜﺫﻟﻙ ﺍﺭﺘﺒﻁﺕ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺒﺄﺤﺩﺍﺙ ﺍﻟﺤﻴﺎﺓ ﺍﻟﺴﻠﺒﻴﺔ‪ .‬ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﻨﺘـﺎﺌﺞ ﺩﺭﺍﺴـﺔ‬
‫ﻤﺎﻴﺭﺕ ﻭ ﺒﻭﺝ ﻭ ﻭﺭﺒﻭﺭﺘﻥ )‪ (Mairet, Boag & Warburton, 2014‬ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺫﻭﻱ ﺍﻟﻘﻠﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤﺭﺘﻔﻊ ﻴﺘﺴﻤﻭﻥ‬
‫ﺒﻤﺨﻁﻁﺎﺕ ﻏﻴﺭ ﻤﺘﻜﻴﻔﺔ ﺘﺘﻤﺤﻭﺭ ﺤﻭل ﺍﻻﻨﻔﺼﺎل ﻭ ﺍﻟﺭﻓﺽ‪ .‬ﻭ ﻴﻀﻴﻑ ﺜﻴﻠﺭ )‪ (Theiler,2005‬ﺒﺄﻥ ﻫﺫﻩ ﺍﻟﻤﺨﻁﻁـﺎﺕ ﻏﻴـﺭ‬
‫ﺍﻟﻤﺘﻜﻴﻔﺔ ﺘﻨﺸﺄ ﻤﻥ ﺨﺒﺭﺍﺕ ﺍﻟﻁﻔﻭﻟﺔ ﺍﻟﺴﻴﺌﺔ ﻜﺎﻟﻌﺯﻟﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻹﻫﻤﺎل‪ ،‬ﺃﻭ ﺍﻹﺴﺎﺀﺓ ﻤﻥ ﻁﺭﻑ ﺍﻟﻤﺴﺅﻭﻟﻴﻥ ﻋﻠـﻰ ﺭﻋﺎﻴـﺔ‬
‫ﺍﻟﻁﻔل‪ ،‬ﻭ ﺒﻴﻥ ﺫﻟﻙ ﻤﻥ ﺨﻼل ﺩﺭﺍﺴﺘﻪ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ ﺃﻨﻪ ﻴﻤﻜﻥ ﺍﻟﺘﻨﺒﺅ ﺒﺎﻟﻤﺨﻁﻁﺎﺕ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻭ‬
‫ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻔﺭﺩ ﻤﻥ ﺨﻼل ﺫﻜﺭﻴﺎﺕ ﺍﻟﻁﻔﻭﻟﺔ ﺍﻟﻤﺒﻜﺭﺓ‪.‬‬
‫ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺩﺭﺍﺴﺎﺕ ﻋﺩﻴﺩﺓ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﺘﺭﺠﻊ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻤﻨﻬﺎ ﺩﺭﺍﺴـﺔ‬
‫)‪ (Neacşu, 2016‬ﻭ ﻜﺫﻟﻙ ﺩﺭﺍﺴﺔ )‪ (Shorey, Anderson & Stuart, 2012‬ﺍﻟﺘﻲ ﺃﻜﺩﺕ ﻋﻠﻰ ﻭﺠﻭﺩ ﺒﻌﺽ ﺍﻟﻔﺭﻭﻕ ﻓـﻲ‬
‫ﺍﻟﻤﺨﻁﻁﺎﺕ ﻋﻨﺩ ﻤﺩﻤﻨﻲ ﺍﻟﻜﺤﻭل ﻤﻥ ﺍﻟﺭﺍﺸﺩﻴﻥ‪ .‬ﻓﻲ ﺤﻴﻥ ﺃﺜﺒﺘﺕ ﺩﺭﺍﺴﺔ ‪(González-Jiménez & del Mar Hernández-‬‬
‫)‪ Romera, 2014‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪.‬‬
‫ﻴﺘﻔﻕ ﻴﻭﻨﺞ ‪Young‬ﻤﻊ ﺒﻴﻙ ‪ Beck‬ﻋﻠﻰ ﺃﻥ ﻟﻠﺤﺎﻟﺔ ﺍﻟﻤﺯﺍﺠﻴﺔ ﻭ ﺍﻟﺒﻴﺌﺔ ﺩﻭﺭ ﻓﻲ ﺘﻁﻭﺭ ﺍﻟﻤﺨﻁﻁـﺎﺕ ﻏﻴـﺭ ﺍﻟﻤﺘﻜﻴﻔـﺔ‪،‬‬
‫ﺒﻴﻨﻤﺎ ﻴﺨﺘﻠﻑ ﻤﻌﻪ ﻴﻭﻨﺞ ﻓﻲ ﺃﻥ ﻟﻠﻭﺍﻟﺩﻴﻥ‪ ،‬ﻭ ﺍﻷﺸﻘﺎﺀ ﻭ ﺍﻟﻤﺤﻴﻁﻴﻥ ﺒﺎﻟﻔﺭﺩ ﺩﻭﺭﺍ ﺒﺎﺭﺯﺍ ﻓﻲ ﻅﻬﻭﺭ ﻭ ﺍﺴـﺘﻤﺭﺍﺭﻴﺔ ﺍﻟﻤﺨﻁﻁـﺎﺕ‬
‫ﺍﻟﻀﺎﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ )‪ .(Bricker, Young & Flanagan, 1993; Beck, 1996‬ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﺩﺭﺍﺴﺔ ﻟﻭﻤﻠﻲ ﻭ ﻫﺎﺭﻜﻨﺱ‬
‫)‪ (Lumley & Harkness, 2007‬ﺃﻥ ﻫﻨﺎﻙ ﺍﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺒﻌﺽ ﺨﺒﺭﺍﺕ ﻭ ﻤﺤﻥ ﺍﻟﻁﻔﻭﻟﺔ ﺍﻟﺼﺎﺩﻤﺔ ﻜﺴﻭﺀ ﺍﻟﻤﻌﺎﻤﻠﺔ ﻭ ﺍﻻﻋﺘﺩﺍﺀ‬
‫ﺍﻟﺠﺴﺩﻱ ﻭ ﺍﻟﺠﻨﺴﻲ ﻭ ﻅﻬﻭﺭ ﺒﻌﺽ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ‪ .‬ﻭ ﻓﻲ ﻨﻔﺱ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﻓﻘﺩ ﺃﺜﺒﺘﺕ ﺩﺭﺍﺴﺔ ﻨﺎﺭﻴﻤـﺎﻨﻲ ﻭ‬
‫ﺃﺠﺩﺍﻡ ﻭ ﺃﺒﻭﻟﺠﺎﺴﻤﻲ )‪ (Narimani & Aghdam & Abolghasemi, 2012‬ﺃﻥ ﺍﻷﻁﻔﺎل ﺍﻟﺫﻴﻥ ﺘﻌﺭﻀﻭﺍ ﻟﻺﺴﺎﺀﺓ ﻓﻲ ﻤﺭﺤﻠﺔ‬
‫ﺍﻟﻁﻔﻭﻟﺔ ﻤﻥ ﺍﻟﻤﺭﺠﺢ ﺃﻥ ﻴﻁﻭﺭﺍ ﻤﺨﻁﻁﺎﺕ ﻏﻴﺭ ﻤﺘﻜﻴﻔﺔ ﻭ ﺘﺸﻭﻴﻬﺎﺕ ﻤﻌﺭﻓﻴﺔ ﻨﺘﻴﺠﺔ ﻟﻠﻤﺤﻴﻁ ﺍﻷﺴﺭﻱ ﻏﻴﺭ ﺍﻟﺼﺤﻲ ﻭ ﺍﻟـﺫﻱ‬
‫ﻴﺘﺼﻑ ﺒﺎﻟﻘﺴﻭﺓ ﻭ ﺍﻟﺠﻤﻭﺩ ﻓﻲ ﺍﻟﻌﻼﻗﺎﺕ‪.‬‬
‫ﺘﺄﺴﻴﺴﺎ ﻋﻠﻰ ﻤﺎ ﺴﺒﻕ‪ ،‬ﻴﺤﺘﻤل ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‪ .‬ﻭ ﻗﺩ ﻴﻜﻭﻥ ﻟﺩﻴﻨﺎﻤﻴﻜﻴﺔ‬
‫ﻫﺫﻩ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺘﺄﺜﻴﺭﺍ ﺒﺎﺭﺯﺍ ﻋﻠﻰ ﺸﺨﺼﻴﺔ ﺍﻟﻔﺭﺩ ﻓﻲ ﺃﻫﻡ ﻤﺭﺤﻠﺔ ﻨﻤﺎﺌﻴﺔ ﻤﻥ ﺤﻴﺎﺘﻪ ﻭ ﻫﻲ ﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ‪ .‬ﻭ ﺍﻟﺘـﻲ ﺘﺘﻤﻴـﺯ‬
‫ﺒﺘﻐﻴﺭ ﺸﺎﻤل ﻓﻲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻭ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭ ﺍﻟﻨﺸﺎﻁ ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭ ﺍﻟﻨﻤﻭ ﺍﻟﻔﻴﺯﻴﻭﻟﻭﺠﻲ ﻭ ﺍﻟﻨﻤـﻭ ﺍﻟﻤﻌﺭﻓـﻲ ‪،‬‬
‫ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻗﺩ ﻴﺠﻌﻠﻪ ﻓﺭﻴﺴﺔ ﻟﻠﻭﻗﻭﻉ ﻓﻲ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻭﺠﺩﺍﻨﻴﺔ ﻭ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻭ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﻤﺜل ﺍﻟﻘﻠﻕ ﻭ ﺍﻻﻜﺘﺌﺎﺏ‬
‫ﻭ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺍﻻﻀـﻁﺭﺍﺒﺎﺕ ﺍﻟﻌﻼﺌﻘﻴـﺔ ) ‪Abela & Sullivan, 2003; Astaneh, Bahrami, Farahani,‬‬
‫‪ .(2013; Çoban, 2013‬ﻫﺫﺍ ﻤﺎ ﺸﻜﱠل ﺤﺎﻓﺯﺍ ﻗﻭﻴﺎ ﻟﺩﻯ ﺍﻟﺒﺎﺤﺙ ﻻﺨﺘﺒﺎﺭ ﺘﻔﺎﻋﻼﺕ ﺍﻷﻁﺭ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﻤﻌﺭﻓﻴﺔ )ﺒﻴـﻙ ‪،1967‬‬
‫‪ 1983‬ﻭ ﻴﻭﻨﺞ ‪ (2003 ،1990‬ﻭ ﻤﺤﺎﻭﻟﺔ ﻤﻌﺭﻓﺔ ﻤﺩﻯ ﺘﺄﺜﻴﺭﻫﺎ ﻋﻠﻰ ﺍﻟﻤﺭﺍﻫﻕ ﺍﻟﻤﺘﻤﺩﺭﺱ ﺍﻟﺠﺯﺍﺌﺭﻱ ﻓﻲ ﻤﺭﺤﻠـﺔ ﺍﻟﺘﻌﻠـﻴﻡ‬
‫ﺍﻟﺜﺎﻨﻭﻱ‪ .‬ﻟﺫﺍ ﺘﺒﻠﻭﺭﺕ ﺍﺸﻜﺎﻟﻴﺔ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ ؟‬
‫‪ -2‬ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ ؟‬
‫‪ -3‬ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ ؟‬

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‫‪ -2‬ﻤﻔﺎﻫﻴﻡ ﻭ ﺘﻌﺎﺭﻴﻑ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻻﺠﺭﺍﺌﻴﺔ‪:‬‬

‫‪ -1-2‬ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ‪:Early Maladaptive Schemas‬‬
‫ﻴﻌﺭﻑ ﻴﻭﻨﺞ )‪ (1999 ،1990‬ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﺒﺄﻨﻬﺎ ﻤﻭﺍﻀﻴﻊ ﺃﻭ ﺃﻨﻤﺎﻁ ﻭﺍﺴﻌﺔ ﺍﻻﻨﺘﺸﺎﺭ‪ ،‬ﻤﺴﺘﺤﻭﺫﺓ‪ ،‬ﺘﺘﻀـﻤﻥ‬
‫ﺍﻟﺫﻜﺭﻴﺎﺕ‪ ،‬ﻭ ﺍﻻﻨﻔﻌﺎﻻﺕ‪ ،‬ﻭ ﺍﻟﻤﻌﺎﺭﻑ‪ ،‬ﻭ ﺍﻷﺤﺎﺴﻴﺱ ﺍﻟﺠﺴﺩﻴﺔ ﺍﻟﺘﻲ ﺘﺘﻌﻠﻕ ﺒﺎﻟﻔﺭﺩ ﻓﻲ ﺤﺩ ﺫﺍﺘﻪ ﻭ ﻓﻲ ﻋﻼﻗﺘـﻪ ﺒـﺎﻵﺨﺭﻴﻥ‪ ،‬ﻭ‬
‫ﺘﺘﻁﻭﺭ ﺨﻼل ﻤﺭﺤﻠﺔ ﺍﻟﻁﻔﻭﻟﺔ ﺃﻭ ﺍﻟﻤﺭﺍﻫﻘﺔ ﻭ ﺘﺘﻭﺴﻊ ﻭ ﺘﻅﻬﺭ ﻤﻌﺎﻟﻤﻬﺎ ﺨﻼل ﺤﻴﺎﺓ ﺍﻟﻔﺭﺩ ‪ ،‬ﻭ ﺘﻜﻭﻥ ﻤﺨﺘﻠﺔ ﻭﻅﻴﻔﻴـﺎ ﺒﺸـﻜل‬
‫ﻜﺒﻴﺭ‪ .‬ﻭ ﻴﻀﻴﻑ ﻴﻭﻨﺞ ﺒﺄﻨﻬﺎ ﺃﻨﻤﺎﻁ ﻤﻌﺭﻓﻴﺔ ﻤ‪‬ﺤﺒﻁﺔ ﻟﻠﺫﺍﺕ ﻭ ﺍﻨﻔﻌﺎﻟﻴﺔ‪ ،‬ﻭ ﻴﻔﺘﺭﺽ ﺃﻥ ﺍﻟﺴﻠﻭﻜﺎﺕ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻟﻴﺴـﺕ ﺠـﺯﺀﺍ‬
‫ﻤﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺒل ﺘﺘﺸﻜل ﻜﺎﺴﺘﺠﺎﺒﺔ ﻟﻬﺫﻩ ﺍﻟﻤﺨﻁﻁﺎﺕ )‪.(Young, Klosko, and Weishaar, 2003, 2003, p. 7‬‬
‫ﺘﹸﻌ‪‬ﺭ‪‬ﻑ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﺇﺠﺭﺍﺌﻴﺎ ﺒﺄﻨﻬﺎ ﻤﺠﻤﻭﻉ ﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﺨﻁﻁﺎﺕ ﻭ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﻤﺘﺤﺼل‬
‫ﻋﻠﻴﻬﺎ ﻋﻠﻰ ﺍﺴﺘﺒﻴﺎﻥ ﻴﻭﻨﺞ ﻟﻠﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ‪ -‬ﺍﻟﺼﻭﺭﺓ ﺍﻟﻤﺨﺘﺼﺭﺓ‪Young Schema Questionnaire, ) -‬‬
‫‪(short-form, YSQ-SF, 1994‬‬
‫ﻴﺘﻜﻭﻥ ﻫﺫﺍ ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ ‪ 75‬ﺒﻨﺩﺍ ﺘﻘﻴﺱ ‪ 15‬ﻤﺨﻁﻁﺎ ﺒﻭﺍﻗﻊ ‪ 5‬ﺒﻨﻭﺩ ﺃﻭ ﻓﻘﺭﺍﺕ ﻟﻜل ﺒﻌﺩ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺨﻤﺴﺔ ﻤﺠﺎﻻﺕ‪:‬‬
‫ﺍﻻﻨﻔﺼﺎل ﻭ ﺍﻟﺭﻓﺽ‪ ،‬ﻨﻘﺹ ﺍﻻﺴﺘﻘﻼﻟﻴﺔ ﻭ ﻀﻌﻑ ﺍﻷﺩﺍﺀ‪ ،‬ﻨﻘﺹ ﺍﻟﺤﺩﻭﺩ‪ ،‬ﺍﻟﺘﻭﺠﻪ ﻨﺤﻭ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﺍﻟﺤﺫﺭ ﺍﻟﻤﻔﺭﻁ ﻭ ﺍﻟﻜﻑ‪.‬‬
‫‪ -2-2‬ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ‪ :Cognitive Distortions‬ﻴﻌﺭﻑ ﺒﻴﻙ )‪ (Beck, 1995‬ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴـﺔ ﻋﻠـﻰ ﺃﻨﻬـﺎ‬
‫ﺃﺨﻁﺎﺀ ﺜﺎﺒﺘﺔ ﻓﻲ ﺍﻟﺘﻔﻜﻴﺭ ﺘﻨﺘﺞ ﻋﻥ ﺘﺤﻴﺯ ﻤ‪‬ﻤ‪‬ﻨﹾﻬ‪‬ﺞ ﻓﻲ ﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪ .‬ﻭ ﻟﻘﺩ ﻋ‪‬ﺭ‪‬ﻓﻬﺎ ﻓﺭﻴﻤﺎﻥ ﻭ ﺒﺭﺘﺯﺭ ﻭ ﻓﻠﻴﻤﻨﺞ ﻭ ﺴـﺎﻴﻤﻥ‬
‫)‪(Freeman, Pretzer, Fleming, & Simon, 2004‬‬
‫ﻋﻠﻰ ﺃﻨﻬﺎ ﺃﺨﻁﺎﺀ ﻤﻨﻁﻘﻴﺔ ﺘﻘﻭﺩ ﺍﻷﻓﺭﺍﺩ ﺇﻟﻰ ﺍﺴﺘﻨﺘﺎﺠﺎﺕ ﺨﺎﻁﺌﺔ‪ .‬ﻭ ﻟﻘﺩ ﺤﺩﺩ ﺒﻴﻙ )‪ (Beck, 1967‬ﺴﺘﺔ ﺃﻨـﻭﺍﻉ ﻤـﻥ‬
‫ﺍﻟﺘﺸﻭﻴﻬﺎﺕ‪ :‬ﺍﻟﻘﻔﺯ ﺇﻟﻰ ﺍﻟﻨﺘﺎﺌﺞ‪ ،‬ﺍﻟﺘﺠﺭﻴﺩ ﺍﻻﻨﺘﻘﺎﺌﻲ‪ ،‬ﺍﻟﺘﻌﻤﻴﻡ‪ ،‬ﺍﻟﺘﻬﻭﻴل ﻭ ﺍﻟﺘﺼﻐﻴﺭ‪ ،‬ﺍﻟﺸﺨﺼﻨﺔ‪ ،‬ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﺜﻨﺎﺌﻲ‪.‬‬
‫ﺃﻤﺎ ﺍﺠﺭﺍﺌﻴﺎ ﻓﻬﻲ ﺍﺠﻤﺎﻟﻲ ﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﺘﻲ ﻴﺘﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﺘﻠﻤﻴﺫ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻟﺩﻱ ﺃﻭﻟﻴﻔﻴـﺭﺍ ‪(De‬‬
‫)‪ .Oliveira, 2012‬ﻴﺘﺄﻟﻑ ﻫﺫﺍ ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ ‪ 15‬ﻓﻘﺭﺓ ﺘﻘﻴﺱ ‪ 15‬ﺘﺸﻭﻴﻬﺎ ﻤﻌﺭﻓﻴﺎ ﻤﻥ ﺤﻴﺙ ﺘﻜﺭﺍﺭﻫﺎ ﻭ ﺸﺩﺘﻬﺎ ﻭ ﺍﻟﻤ‪‬ﻁﻭﺭ ﺒﻨﺎﺀ‬
‫ﻋﻠﻰ ﻨﻤﻭﺫﺝ ﺒﻴﻙ ﻟﻠﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‪.‬‬
‫‪ -3‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪:‬ﺘﻡ ﺘﻘﺴﻴﻡ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺇﻟﻰ ﻤﺤﻭﺭﻴﻥ ﺭﺌﻴﺴﻴﻴﻥ ﻤﺭﺘﺒﺔ ﺤﺴﺏ ﺍﻟﺘﺴﻠﺴل ﺍﻟﺯﻤﻨﻰ‪:‬‬
‫‪ -1-3‬ﺩﺭﺍﺴﺎﺕ ﺘﻨﺎﻭﻟﺕ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ‪:‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ )‪:(Petrocelli, Glaser, Calhoun, & Campbell, 2001‬‬
‫ﺍﺴﺘﻬﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺩﻭﺭ ﺒﻌﺽ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻜﻤﺘﻐﻴﺭﺍﺕ ﻭﺴﻴﻁﻴﺔ ﻟﻠﻌﻼﻗﺔ ﺒـﻴﻥ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻨﻬﺯﺍﻤﻴﺔ ﻭ ﺍﻻﻜﺘﺌﺎﺏ‪ .‬ﺘﻡ ﺘﻁﺒﻴﻘﻬﺎ ﻋﻠﻰ ‪ 82‬ﻤﻥ ﺍﻟﻤﺭﻀﻰ ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺍﻜﺘﺌﺎﺏ ﺨﻔﻴﻑ ﺇﻟﻰ ﺤـﺎﺩ ﻭ ﻴﺘﻠﻘـﻭﻥ‬
‫ﺨﺩﻤﺎﺕ ﻋﻼﺠﻴﺔ ﻨﻔﺴﻴﺔ ﻭ ﺇﺭﺸﺎﺩﻴﺔ ﺒﻌﻴﺎﺩﺍﺕ ﺨﺎﺭﺠﻴﺔ ‪ ،‬ﺘﻡ ﺘﻘﻴﻴﻤﻬﻡ ﻤﻥ ﻨﺎﺤﻴﺔ ﺨﺼﺎﺌﺹ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻨﻬﺯﺍﻤﻴﺔ ﺒﺘﻁﺒﻴﻕ ﺍﻟﻘﺎﺌﻤﺔ‬
‫ﺍﻟﻌﻴﺎﺩﻴﺔ ﻤﺘﻌﺩﺩﺓ ﺍﻟﻤﺤﺎﻭﺭ ﻟﻤﻴﻠﻭﻥ ﻭ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﺴﺘﺒﻴﺎﻥ ﺍﻟﻤﺨﻁﻁـﺎﺕ ﺍﻟﻤﻌﺭﻓﻴـﺔ ﻟﻴـﻭﻨﺞ‪.‬‬
‫ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ‪ % 57‬ﻤﻥ ﺍﻟﺘﺒﺎﻴﻥ ﻓﻲ ﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﻤﻘﺎﺱ ﺒﻘﺎﺌﻤﺔ ﺒﻴﻙ ﻟﻼﻜﺘﺌـﺎﺏ ﻴﻌـﻭﺩ ﻟﻠﺸﺨﺼـﻴﺔ ﺍﻻﻨﻬﺯﺍﻤﻴـﺔ ﻭ‬
‫ﺍﻟﻤﺨﻁﻁﺎﺕ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﺍﻟﺨﻤﺴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪) :‬ﺍﻟﻬﺠﺭ ﻭ ﻋﺩﻡ ﺍﻻﺴﺘﻘﺭﺍﺭ‪ ،‬ﺍﻟﻌﻴﺏ ﻭ ﺍﻟﺨﺠل‪ ،‬ﺍﻟﻔﺸل‪ ،‬ﺍﻟﺨﻀﻭﻉ‪ ،‬ﺍﻻﻨﺠﺭﺍﺤﻴﺔ(‪.‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ )‪ :(Harris & Curtin, 2002‬ﺤﺎﻭﻟﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﺴﺘﻜﺸﺎﻑ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﻼﺯﻤﻴﺔ ﺒﻴﻥ ﺍﻟﺘﻘﺎﺭﻴﺭ ﺍﻟﻤﺘﻌﻠﻘـﺔ ﺒﻤﺎﻀـﻲ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻭﺍﻟﺩﻴﺔ‪ ،‬ﻭ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ )‪ (EMS‬ﻜﻤﺎ ﻭﺼﻔﻬﺎ ﻴﻭﻨﺞ )‪ ،(1994‬ﻭ ﺃﻋﺭﺍﺽ ﺍﻻﻜﺘﺌـﺎﺏ ﻟـﺩﻯ‬
‫ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ )‪ 194‬ﻁﺎﻟﺒﺎ( ﺤﻴﺙ ﺘﻡ ﺘﻁﺒﻴﻕ ﺃﺩﺍﺓ ﺍﻟﺘﻌﻠﻕ ﺍﻟﻭﺍﻟﺩﻱ )‪ (PBI‬ﻭ ﻗﺎﺌﻤـﺔ ﺒﻴـﻙ ﻟﻼﻜﺘﺌـﺎﺏ )‪ (BDI-II‬ﻭ‬
‫) ﺍﻟﻌﻴﺏ ﻭ ﺍﻟﺨﺠل‪ ،‬ﻨﻘﺹ ﻀﺒﻁ ﺍﻟﺫﺍﺕ‪،‬‬ ‫ﺍﺴﺘﺒﻴﺎﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﻟﻴﻭﻨﺞ ﻭ ﻟﻴﻨﺩﻤﺎﻥ )‪ . (SQ‬ﺘﻭﺼﻠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﻤﺨﻁﻁﺎﺕ‬
‫ﺍﻻﻨﺠﺭﺍﺤﻴﺔ‪ ،‬ﻋﺩﻡ ﺍﻟﻜﻔﺎﻴﺔ ﻭ ﺍﻟﺩﻭﻨﻴﺔ( ﺍﺭﺘﺒﻁﺕ ﺒﺎﻹﺩﺭﺍﻜﺎﺕ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻭﺒﺎﻷﻋﺭﺍﺽ ﺍﻟﻤﺭﻀﻴﺔ ﺍﻻﻜﺘﺌﺎﺒﻴﺔ‪ .‬ﻜﻤﺎ ﺃﺜﺒﺘـﺕ ﺍﻟﺩﺭﺍﺴـﺔ‬
‫ﻋﻠﻰ ﺃﻥ ﻫﺫﻩ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻷﺭﺒﻌﺔ ﺘﻭﺴﻁﺕ ﺠﺯﺌﻴﺎ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻹﺩﺭﺍﻜﺎﺕ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻭ ﺍﻷﻋﺭﺍﺽ ﺍﻟﻤﺭﻀﻴﺔ ﺍﻻﻜﺘﺌﺎﺒﻴﺔ‪.‬‬

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 ‫‪201730‬‬ ‫‪‬‬

‫‪ -‬ﺩﺭﺍﺴﺔ )ﺍﻟﺤﻁﺎﺡ‪ :(2011/2010 ،‬ﺘﻨﺎﻭﻟﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻼﻗﺔ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﺍﻟـﺫﻜﺎﺀ ﺍﻟﻌـﺎﻁﻔﻲ‬
‫ﺒﺎﻟﻔﺸل ﺍﻷﻜﺎﺩﻴﻤﻲ )ﺍﻟﺭﺴﻭﺏ ﻓﻲ ﺍﻤﺘﺤﺎﻥ ﺍﻟﺒﻜﺎﻟﻭﺭﻴﺎ(‪ .‬ﺤﻴﺙ ﺃﺠﺭﻴﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﺩﺭﺕ ﺏ ‪ 356‬ﻓﺭﺩﺍ )‪ 188‬ﻨـﺎﺠﺤﻭﻥ‪168 ،‬‬
‫ﻓﺎﺸﻠﻭﻥ( ﻤﻥ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﺠﺎﻤﻌﻲ ﻭ ﻤﻌﺎﻫﺩ ﺍﻟﺘﻜﻭﻴﻥ ﺍﻟﻭﻁﻨﻲ‪ ،‬ﻭ ﺘﻡ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺴﻴﻥ‪ :‬ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻤﺨﺘﺼـﺭ ﻟﺠﻔـﺭﻱ ﻴﻭﻨـﻎ‬
‫ﻟﻠﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﻤﻘﻴﺎﺱ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻌﺎﻁﻔﻲ ﻟﻌﺒﺩ ﺍﻟﻤﻨﻌﻡ ﺍﻟﺩﺭﺩﻴﺭ‪ .‬ﻭ ﺃﻫﻡ ﻤﺎ ﺃﺴﻔﺭﺕ ﻋﻠﻴﻪ ﺍﻟﻨﺘﺎﺌﺞ ﻫﻭ ﺘـﺄﺜﻴﺭ‬
‫ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻓﻲ ﺍﻟﻔﺸل ﺍﻷﻜﺎﺩﻴﻤﻲ‪ :‬ﺍﻟﺤﺭﻤﺎﻥ ﺍﻟﻌﺎﻁﻔﻲ‪ ،‬ﻭ ﺍﻟﺨﻀـﻭﻉ ‪ ،‬ﺍﻟﻤﺜﺎﻟﻴـﺎﺕ ﺍﻟﻤﺘﻁﻠﺒـﺔ‪ ،‬ﻭ ﺍﻟﻨﻘـﺩ ﺍﻟﻤﻔـﺭﻁ‪ ،‬ﻭ‬
‫ﺍﻻﻨﻔﺼﺎل ﻭ ﺍﻟﺭﻓﺽ‪ ،‬ﻭ ﺍﻟﺘﻭﺠﻪ ﻨﺤﻭ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭ ﺍﻟﻴﻘﻅﺔ ﺍﻟﻤﻔﺭﻁﺔ ﻭ ﺍﻟﻜﻑ‪.‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ )ﺃﻗﺭﻭﻓﺔ‪:(2011/2010 ،‬‬
‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻟﻤﻌﺭﻓﺔ ﻋﻼﻗﺔ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﺒﺴﻭﺀ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﺩﺭﺍﺴﻲ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺍﻟﻤﺘﻤﺩﺭﺴﻴﻥ‬
‫ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻨﻴﺔ ﺜﺎﻨﻭﻱ‪ .‬ﺍﺸﺘﻤﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ ‪ 200‬ﻓﺭﺩﺍ )‪ 100‬ﻤﻥ ﺍﻟﻤﺘﻭﺍﻓﻘﻴﻥ ﻭ ‪ 100‬ﻤﻥ ﻏﻴﺭ ﺍﻟﻤﺘﻭﺍﻓﻘﻴﻥ(‪.‬‬
‫ﺘﻡ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﺩﺭﺍﺴﻲ ﻟﻠﺯﻴﺎﺩﻱ )‪ (1964‬ﺍﻟﻤ‪‬ﻌﺩل‪ ،‬ﻭ ﻤﻘﻴﺎﺱ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜـﺭﺓ ﻏﻴـﺭ ﺍﻟﻤﺘﻜﻴﻔـﺔ ‪-‬ﺍﻟﺸـﻜل‬
‫ﺍﻟﻤﺨﺘﺼﺭ ‪ -‬ﻟﻴﻭﻨﻎ‪ .‬ﻭ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻓﻲ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻟﻤﺨﻁﻁـﺎﺕ ﺍﻟﻤﺒﻜـﺭﺓ‬
‫ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻟﺼﺎﻟﺢ ﺍﻟﺘﻼﻤﻴﺫ ﻏﻴﺭ ﺍﻟﻤﺘﻭﺍﻓﻘﻴﻥ ﺩﺭﺍﺴﻴﺎ‪ .‬ﻭ ﺍﺠﻤﺎﻻ ﺍﻓﻀﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﻭﺠـﻭﺩ ﺘﺒـﺎﻴﻥ ﻓـﻲ ﻤﺴـﺘﻭﻯ ﺘـﺄﺜﻴﺭ‬
‫ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻋﻠﻰ ﺴﻭﺀ ﺘﻭﺍﻓﻕ ﺍﻟﺘﻼﻤﻴﺫ‪.‬‬
‫‪ -2-3‬ﺩﺭﺍﺴﺎﺕ ﺘﻨﺎﻭﻟﺕ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‪:‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ )‪ :(Marton, Churchard, & Kutcher, 1995‬ﺃﺠﺭﻴﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻟﺘﺤﺩﻴـﺩ ﺍﻟﻔـﺭﻭﻕ ﻓـﻲ ﺍﻟﺘﺸـﻭﻴﻬﺎﺕ‬
‫ﺍﻟﻤﻌﺭﻓﻴﺔ ﺒﻴﻥ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺍﻟﻤﻜﺘﺌﺒﻴﻥ ﻤﻥ ﻏﻴﺭ ﺍﻟﻤﻜﺘﺌﺒﻴﻥ‪ .‬ﺘﻡ ﺍﺠﺭﺍﺀ ﻤﻘﻴﺎﺱ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺨﺘﻠﺔ‪ ،‬ﻭ ﻤﻘﻴﺎﺱ ﺍﻟﺘﺸـﻭﻴﻪ ﺍﻟﻤﻌﺭﻓـﻲ‬
‫ﻋﻠﻰ ﺜﻼﺙ ﻤﺠﻤﻭﻋﺎﺕ ﻤﻥ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻋﺩﺩﻫﻡ ﺍﻻﺠﻤﺎﻟﻲ )‪ (151‬ﻤﻭﺯﻋﻴﻥ ﻜﻤﺎ ﻴﻠﻲ‪ :‬ﻤﻜﺘﺌﺒﻴﻥ ﻋﻴﺎﺩﻴﺎ )ﻥ=‪ ، (69‬ﻏﻴﺭ ﻤﻜﺘﺌﺒﻴﻥ‬
‫ﻭ ﺒﺩﻭﻥ ﺍﻀﻁﺭﺍﺒﺎﺕ ﻨﻔﺴﻴﺔ ﺃﻭ ﺫﻫﺎﻨﻴﺔ )ﻥ=‪ ، ( 48‬ﻭ ﻤﺠﻤﻭﻋﺔ ﻏﻴﺭ ﻋﻴﺎﺩﻴﺔ )ﻥ=‪ (34‬ﻤﻥ ﺘﻼﻤﻴﺫ ﺍﻟﺜﺎﻨﻭﻴﺔ‪ .‬ﻜﻤﺎ ﺘـﻡ ﺇﻋـﺎﺩﺓ‬
‫ﺘﻁﺒﻴﻕ ﺍﻟﻤﻘﺎﻴﻴﺱ ﻋﻠﻰ ﻋﻴﻨﺔ ﻓﺭﻋﻴﺔ )ﻥ=‪ (29‬ﺒﻌﺩ ﺘﻌﺎﻓﻴﻬﺎ ﻤﻥ ﻨﻭﺒﺎﺕ ﺍﻻﻜﺘﺌﺎﺏ‪ .‬ﻭ ﺃﺴﻔﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻠﻰ ﺍﺭﺘﻔـﺎﻉ ﺍﻟﺘﺸـﻭﻴﻬﺎﺕ‬
‫ﺍﻟﻤﻌﺭﻓﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺍﻟﻤﻜﺘﺌﺒﻴﻥ ﻤﻥ ﻏﻴﺭ ﺍﻟﻤﻜﺘﺌﺒﻴﻥ‪ .‬ﻭ ﺍﺭﺘﺒﻁ ﺍﻟﺘﻌﺎﻓﻲ ﻤﻥ ﺍﻻﻜﺘﺌﺎﺏ ﺒﺎﻨﺨﻔﺎﺽ ﻜﺒﻴـﺭ ﻓـﻲ ﺍﻟﺘﺸـﻭﻴﻬﺎﺕ‬
‫ﺍﻟﻤﻌﺭﻓﻴﺔ ﺭﻏﻡ ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻓﻭﻕ ﺍﻟﻤﻌﺩل ﺍﻟﻁﺒﻴﻌﻲ‪.‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ )‪ :(Çoban, 2013‬ﺍﺴﺘﻬﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺘﻔﺤﺹ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﻜﻴﻑ ﻤـﻊ ﺍﻟﻀـﻐﻭﻁ ﻭ ﺍﻟﺘﺸـﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴـﺔ‬
‫ﺍﻟﻌﻼﺌﻘﻴﺔ ﻓﻲ ﺍﻟﻤﺭﺍﻫﻘﺔ ﺍﻟﻤﺘﺄﺨﺭﺓ ﻭ ﻜﺫﻟﻙ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻨﻬﻤﺎ‪ .‬ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ‪ 391‬ﻤﺭﺍﻫﻘﺎ ﻤﻥ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻌﺎﻤـﺔ ﻭ ﺍﻟﺨﺎﺼـﺔ‬
‫ﺸﺎﺭﻜﻭﺍ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‪ .‬ﻭ ﺃﻭﻀﺤﺕ ﻨﺘﺎﺌﺞ ﺍﻹﺤﺼﺎﺀ ﺍﻟﻭﺼﻔﻲ ﻟﻸﺒﻌﺎﺩ ﺍﻟﻔﺭﻋﻴﺔ ﻭ ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ "ﺕ" ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﺒـﻴﻥ‬
‫ﻤﺘﻭﺴﻁﺎﺕ ﻜل ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻭ ﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺍﻟﻌﻼﺌﻘﻴﺔ ﻭ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﻜﻴﻑ ﻤﻊ ﺍﻟﻀﻐﻭﻁ ﺃﺜﻨﺎﺀ‬
‫ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻀﺎﻏﻁﺔ‪ .‬ﻭ ﻜﺫﻟﻙ ﻭﺠﺩﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺃﻜﺒﺭ ﺍﻟﻤ‪‬ﻨﺒﺌﺎﺕ ﻟﻠﺭﻓﺽ ﺍﻟﻌﻼﺌﻘﻲ ﻤﻥ ﺒـﻴﻥ ﺍﺴـﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﻜﻴـﻑ ﻤـﻊ‬
‫ﺍﻟﻀﻐﻭﻁ ﻫﻭ ﺍﻟﺘﺠﻨﺏ ﻭﻟﻭﻡ ﺍﻟﺫﺍﺕ ﻭ ﺍﻟﺒﺤﺙ ﻋﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬
‫‪ ) -‬ﺩﺭﺍﺴﺔ ﺍﻟﻌﺼـﺎﺭ‪ :( 2015 ،‬ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻟﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭ ﻤﻌﻨﻰ ﺍﻟﺤﻴﺎﺓ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ‬
‫ﻓﻲ ﻗﻁﺎﻉ ﻏﺯﺓ‪ ،‬ﻭ ﺩﺭﺍﺴﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻨﻬﻤﺎ‪ ،‬ﻭ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﻤﻌﻨﻰ ﺍﻟﺤﻴﺎﺓ ﻭ ﺍﻟﺘﺸـﻭﻫﺎﺕ ﺍﻟﻤﻌﺭﻓﻴـﺔ ﺍﻟﺘـﻲ ﺘﻌـﺯﻯ‬
‫ﻟﻤﺘﻐﻴﺭﻱ ﺍﻟﺠﻨﺱ ﻭ ﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ‪ .‬ﺃﺠﺭﻴﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ‪ 662‬ﻁﺎﻟﺏ ﻭ ﻁﺎﻟﺒـﺔ ﻤـﻥ ﺍﻟﻤﺭﺤﻠـﺔ ﺍﻟﺜﺎﻨﻭﻴـﺔ ﻭ‬
‫ﺍﻟﺠﺎﻤﻌﻴﺔ‪ .‬ﺤﻴﺙ ﻗﺎﻤﻭﺍ ﺒﺎﻹﺠﺎﺒﺔ ﻋﻠﻰ‪ :‬ﺍﺴﺘﺒﻴﺎﻥ ﺍﻟﺘﺸﻭﻫﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭ ﺍﺴﺘﺒﻴﺎﻥ ﻤﻌﻨﻰ ﺍﻟﺤﻴﺎﺓ ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻟﺒﺎﺤﺜـﺔ‪ .‬ﻭ ﺃﺴـﻔﺭﺕ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﻋﻠﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻋﻜﺴﻴﺔ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺍﻟﺘﺸﻭﻫﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭ ﻤﻌﻨﻰ ﺍﻟﺤﻴﺎﺓ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪ .‬ﺒﺎﻹﻀـﺎﻓﺔ ﺇﻟـﻰ‬
‫ﺫﻟﻙ‪ ،‬ﺃﻅﻬﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻟﺘﺸﻭﻫﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭ ﻜﺫﻟﻙ ﻓﻲ ﻤﻌﻨـﻰ ﺍﻟﺤﻴـﺎﺓ ﻟـﺩﻯ‬
‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻭ ﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ‪.‬‬

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‫‪ -‬ﺩﺭﺍﺴﺔ )‪ :(Strohmeier, Rosenfield, DiTomasso, & Ramsay, 2016‬ﺴﻌﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻟـﺘﻔﺤﺹ ﺍﻟﻌﻼﻗـﺔ ﺒـﻴﻥ‬
‫ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭ ﺃﻋﺭﺍﺽ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ )‪ (ADHD‬ﻭ ﺃﻋﺭﺍﺽ ﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﻤﻌﺎﻭﺩ ﻭ ﺍﻟﻘﻠﻕ‬
‫ﻟﺩﻯ ﻋﻴﻨﺔ ﻋﻴﺎﺩﻴﺔ ﻤﻥ ﺍﻟﺒﺎﻟﻐﻴﻥ ﻭ ﺍﻟﺫﻴﻥ ﺘﻡ ﺘﺸﺨﻴﺼﻬﻡ ﺒﺎﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ‪ 30 .‬ﻓﺭﺩﺍ ﺃﻜﻤﻠـﻭﺍ ﻤﻘـﺎﻴﻴﺱ‬
‫ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭ ﺍﻟﻘﻠﻕ ﻭ ﺍﻻﻜﺘﺌﺎﺏ ﻭ ﺍﻟﻴﺄﺱ‪ .‬ﻭ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﻭﺠـﻭﺩ ﻋﻼﻗـﺔ‬
‫ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ‪.‬‬
‫ﺘﻌﻘﻴﺏ ﻋﻠﻰ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪:‬‬
‫‪ -‬ﻭﺠﻭﺩ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪.‬‬
‫‪ -‬ﺘﻅﻬﺭ ﺃﻏﻠﺏ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﺩﻭﺭ ﺍﻟﻜﺒﻴﺭ ﺍﻟﺫﻱ ﺘﻠﻌﺒﻪ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻜﻌﺎﻤل ﺨﻁﻭﺭﺓ ﻗﺩ ﻴﺴﻬﻡ ﻓـﻲ‬
‫ﻨﺸﻭﺀ ﺍﻀﻁﺭﺍﺒﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺍﻨﻔﻌﺎﻟﻴﺔ ﻭ ﺴﻠﻭﻜﻴﺔ ﺘﺅﺜﺭ ﻋﻠﻰ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻤﺭﺍﻫﻕ‪.‬‬
‫‪ -‬ﺃﺸﺎﺭﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻋﻠﻰ ﺍﻵﺜﺎﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻟﻠﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻋﻠﻰ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻤﺭﺍﻫﻕ ﻤﻥ ﺍﻜﺘﺴﺎﺏ ﺃﻨﻤﺎﻁ ﺘﻔﻜﻴﺭ‬
‫ﺨﺎﻁﺌﺔ ﻭ ﺘﺤﻴﺯ ﻤﻌﺭﻓﻲ ﻓﻲ ﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻤﻤﺎ ﻗﺩ ﻴﺅﺜﺭ ﻓﻲ ﺍﺘﺨﺎﺫﻩ ﻟﻠﻘﺭﺍﺭﺍﺕ ﺍﻟﺤﺎﺴﻤﺔ ﻓﻲ ﺤﻴﺎﺘﻪ ﻭ ﺍﺭﺘﺒﺎﻁﻬﺎ ﺒﺎﻟﻌﺩﻴﺩ‬
‫ﻤﻥ ﺒﺎﻟﻤﺸﻜﻼﺕ ﺍﻟﻌﻼﺌﻘﻴﺔ ﻭ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻜﺎﻻﻜﺘﺌﺎﺏ ﻭ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‪.‬‬
‫‪ -4‬ﺤﺩﻭﺩ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﻴﺘﺤﺩﺩ ﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺒﺩﺭﺍﺴﺔ ﻤﺘﻐﻴﺭ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴـﺭ ﺍﻟﻤﺘﻜﻴﻔـﺔ ﻭ ﺍﻟﺘﺸـﻭﻴﻬﺎﺕ‬
‫ﺍﻟﻤﻌﺭﻓﻴﺔ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪.‬‬
‫‪ -‬ﺍﻟﺤﺩﻭﺩ ﺍﻟﻤﻜﺎﻨﻴﺔ ﻭ ﺍﻟﺯﻤﺎﻨﻴﺔ‪ :‬ﺃﺠﺭﻴﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺜﺎﻨﻭﻴﺔ ﺒﺩﺭﺍﻟﺩﻴﻥ ﺼﺎﻟﺢ‪ ،‬ﺤﺴﺎﻨﻲ ﻋﺒﺩ ﺍﻟﻜﺭﻴﻡ ﺒﻭﻻﻴﺔ ﺍﻟـﻭﺍﺩﻱ ﺨـﻼل‬
‫ﺍﻟﺴﻨﺔ ﺍﻟﺩﺭﺍﺴﻴﺔ ‪.2017/2016‬‬
‫‪ -‬ﺍﻟﺤﺩﻭﺩ ﺍﻟﺒﺸﺭﻴﺔ‪ :‬ﺘﻘﺘﺼﺭ ﻫﺫﺍ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﺘﻼﻤﻴﺫ ﺜﺎﻨﻭﻴﺔ ﺒﺩﺭ ﺍﻟﺩﻴﻥ ﺼﺎﻟﺢ ﻤـﻥ ﺍﻟﺠﻨﺴـﻴﻥ ﻭ ﻤـﻥ ﻤﺨﺘﻠـﻑ‬
‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﻭ ﺍﻟﺸﻌﺏ )ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻭ ﺍﻟﺜﺎﻨﻴﺔ ﻭ ﺍﻟﺜﺎﻟﺜﺔ ﺜﺎﻨﻭﻱ(‪.‬‬
‫ﺍﻟﺠﺎﻨﺏ ﺍﻟﺘﻁﺒﻴﻘﻲ ﻟﻠﺩﺭﺍﺴﺔ‪:‬‬
‫‪ -1‬ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫‪ -‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪.‬‬
‫‪ -‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪.‬‬
‫‪ -‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪.‬‬
‫‪ -2‬ﻤﻨﻬﺞ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺘﻡ ﺍﻋﺘﻤﺎﺩ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ ﻤﻥ ﺃﺠل ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪.‬‬
‫‪ -3‬ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﻴﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤﻥ ﺘﻼﻤﻴﺫ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻤﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻭ ﻤﻥ ﻤﺨﺘﻠﻑ ﺍﻟﻤﺴـﺘﻭﻴﺎﺕ ﺒﻭﻻﻴـﺔ‬
‫ﺍﻟﻭﺍﺩﻱ‪.‬‬
‫‪ -4‬ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺘﻡ ﺇﺠﺭﺍﺀ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ ‪ 150‬ﺘﻠﻤﻴﺫﺍ ﻭ ﺘﻠﻤﻴﺫﺍ ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ﺒﺴﻴﻁﺔ ﻤـﻥ‬
‫ﺜﺎﻨﻭﻴﺔ ﺒﺩﺭﺍﻟﺩﻴﻥ ﺼﺎﻟﺢ ﺒﺤﺴﺎﻨﻲ ﻋﺒﺩ ﺍﻟﻜﺭﻴﻡ ﺒﺎﻟﻭﺍﺩﻱ‪ ،‬ﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻡ ﺍﻟﺯﻤﻨﻴﺔ ﺒﻴﻥ ‪ 15‬ﻭ ‪ 22‬ﺴﻨﺔ ﺒﻤﺘﻭﺴﻁ ﻋﻤﺭﻱ ﺒﻠـﻎ‬
‫)‪ (17.27‬ﻭ ﺍﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻗﺩﺭﻩ )‪ .(01.41‬ﻭ ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﺨﺼﺎﺌﺹ ﺍﻟﻌﻴﻨﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪.‬‬
‫ﺠﺩﻭل )‪ :(01‬ﺘﻭﺯﻴﻊ ﺍﻟﻌﻴﻨﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﺠﻨﺱ‬
‫‪% 52.7‬‬ ‫‪79‬‬ ‫ﺫﻜﻭﺭ‬
‫‪% 47.3‬‬ ‫‪71‬‬ ‫ﺇﻨﺎﺙ‬
‫‪% 100‬‬ ‫‪150‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪312‬‬
 ‫‪201730‬‬ ‫‪‬‬

‫‪ -5‬ﺃﺩﻭﺍﺕ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ‪:‬‬

‫‪ -1-5‬ﺍﺴﺘﺒﻴﺎﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﻟﻴﻭﻨﺞ ‪ -‬ﺍﻟﻨﺴﺨﺔ ﺍﻟﻤﺨﺘﺼﺭﺓ‪ :(YSQ-SF) -‬ﻴﺘﻜﻭﻥ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻤﻥ ‪ 75‬ﺒﻨﺩﺍ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ‪15‬‬
‫ﺒﻌﺩﺍ ﺃﻭ ﻤﺨﻁﻁﺎ ﺒﻭﺍﻗﻊ ‪ 5‬ﺒﻨﻭﺩ ﺃﻭ ﻓﻘﺭﺍﺕ ﻟﻜل ﺒﻌﺩ‪ .‬ﻜﻤﺎ ﺘﻨﺘﻤﻲ ﺍﻷﺒﻌﺎﺩ ﺍﻟﺨﻤﺴﺔ ﻋﺸﺭ ﺇﻟﻰ ‪ 5‬ﻤﺠﺎﻻﺕ‪ .‬ﻴﻜﻭﻥ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻴـﻪ‬
‫ﻤﺘﺩﺭﺠﺔ ﺤﺴﺏ ﺴﻠﻡ ﻟﻴﻜﺭﺕ ﺫﻱ ﺴﺘﺔ ﺒﺩﺍﺌل‪ .‬ﻗﺎﻡ ﺒﺘﻜﻴﻴﻔﻪ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻜل ﻤﻥ ﻋﺒﺩ ﺍﻟﺭﺤﻤﻥ ﻭ ﺴﻌﻔﺎﻥ )‪ ،(2014‬ﺤﻴـﺙ‬
‫ﺘﺤﺼل ﺍﻻﺴﺘﺒﻴﺎﻥ ﻋﻠﻰ ﻤﺅﺸﺭﺍﺕ ﺼﺩﻕ ﻭ ﺜﺒﺎﺕ ﺠﻴﺩﺓ‪ ،‬ﺇﺫ ﺘﺭﺍﻭﺤﺕ ﻤﻌﺎﻤﻼﺕ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﻟﻸﺒﻌـﺎﺩ ﺒـﻴﻥ ‪ 0.60‬ﻭ ‪0.81‬‬
‫ﺒﻤﺘﻭﺴﻁ ﺤﻭﺍﻟﻲ ‪) 0.70‬ﺹ ‪.(43‬‬
‫ﺃﻤﺎ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺠﺯﺍﺌﺭﻴﺔ ﻓﻘﺩ ﺃﺤﺭﺯ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻋﻠﻰ ﺩﺭﺠﺎﺕ ﻤﻘﺒﻭﻟﺔ ﻤﻥ ﺍﻟﺼﺩﻕ ﻭ ﺍﻟﺜﺒـﺎﺕ ﺤﺴـﺏ ﺩﺭﺍﺴـﺔ ﺍﻟﺤﻁـﺎﺡ‬
‫)‪ (2011/2010‬ﺤﻴﺙ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﻗﻴﻤﺘﻪ ‪ .0.84‬ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻟﺴﺎﺒﻘﺔ‪ ،‬ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤـﺙ‬
‫ﻫﺫﻩ ﺍﻷﺩﺍﺓ ﻓﻲ ﺩﺭﺍﺴﺘﻪ ﺍﻟﺤﺎﻟﻴﺔ ﺒﻜل ﺜﻘﺔ‪.‬‬
‫‪ -2-5‬ﺍﺴﺘﺒﻴﺎﻥ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ )‪ :(CD-Quest‬ﻫﻭ ﺍﺴﺘﺒﻴﺎﻥ ﺘﻘﺭﻴﺭ ﺫﺍﺘﻲ ﺃﺤﺎﺩﻱ ﺍﻟﺒﻌﺩ‪ ،‬ﻤ‪‬ﻜﻭ‪‬ﻥ ﻤﻥ ‪ 15‬ﺒﻨـﺩﺍ‪ ،‬ﺤﻴـﺙ‬
‫ﻴﻤﺜل ﻜل ﺒﻨﺩ ﺘﺸﻭﻴﻬﺎ ﻤﻌﺭﻓﻴﺎ ﻭﺍﺤﺩﺍ ﻤﺼﺤﻭﺒﺎ ﺒﺄﻤﺜﻠﺔ‪ .‬ﻴﻬﺩﻑ ﻟﻘﻴﺎﺱ ﺘﻜﺭﺍﺭ ﻭ ﺸﺩﺓ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‪ .‬ﻭ ﻓﻴﻪ‪ ،‬ﻴ‪‬ﻁﻠﺏ ﻤـﻥ‬
‫ﺍﻟﻤﺴﺘﺠﻭﺒﻴﻥ ﺃﻥ ﻴ‪‬ﺤﺩﺩﻭﺍ ﺘﻜﺭﺍﺭ ﻭ ﺸﺩﺓ ﻫﺫﻩ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺨﻼل ﺍﻷﺴﺒﻭﻉ ﺍﻟﻤﺎﻀﻲ ﻋﻥ ﻁﺭﻴﻕ ﺍﺨﺘﻴﺎﺭ ﺨﻠﻴﺔ ﻤﻥ ﺸﺒﻜﺔ‬
‫ﺍﺴﺘﺠﺎﺒﺔ ﺜﻼﺜﻴﺔ ﺍﻟﺨﻴﺎﺭﺍﺕ ﺘﺘﺭﺍﻭﺡ ﻗﻴﻤﻬﺎ ﻤﻥ )‪ .(De-Oliveira, 2012) (5-0‬ﻭ ﻟﻠﺘﺤﻘﻕ ﻤـﻥ ﺍﻟﺨﺼـﺎﺌﺹ ﺍﻟﺴـﻴﻜﻭﻤﺘﺭﻴﺔ‬
‫ﻟﻼﺴﺘﺒﻴﺎﻥ ﻭ ﻤﺩﻯ ﺼﻼﺤﻴﺘﻪ‪ ،‬ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺤﺴﺎﺏ ﺼﺩﻗﻪ ﻭ ﺜﺒﺎﺘﻪ ﺒﺎﻟﻁﺭﻕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﺍﻟﺼﺩﻕ‪:‬‬
‫ﺃ‪ -‬ﺼﺩﻕ ﺍﻟﺘﺭﺠﻤﺔ‪ :‬ﻤﻥ ﺃﺠل ﺘﻁﺒﻴﻕ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪ ،‬ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﻌﺭﺽ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻋﻠﻰ ﺨﺒﻴـﺭﻴﻥ ﻟﻠﻘﻴـﺎﻡ‬
‫ﺒﺎﻟﺘﺭﺠﻤﺔ ﺍﻷﻭﻟﻴﺔ )ﻤﻥ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ ﺇﻟﻰ ﺍﻟﻌﺭﺒﻴﺔ( ﺜﻡ ﺨﺒﻴﺭﻴﻥ ﺃﺨﺭﻴﻥ ﻤﻥ ﺃﺠل ﺍﻟﺘﺭﺠﻤﺔ ﺍﻟﻌﻜﺴﻴﺔ‪ ،‬ﻤﻊ ﻋﺭﺽ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻓﻲ ﻜل‬
‫ﻤﺭﺤﻠﺔ ﻋﻠﻰ ﺃﺴﺘﺎﺫﻴﻥ ﺠﺎﻤﻌﻴﻴﻥ ﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻭﻟﺩﻴﻬﻡ ﺨﺒﺭﺓ ﻓﻲ ﺍﻟﺘﺭﺠﻤﺔ ﻟﻠﺘﺼﺤﻴﺢ ﻭ ﺍﻟﺘﻨﻘـﻴﺢ‪ .‬ﻭ ﺃﺨﻴـﺭﺍ ﺘـﻡ‬
‫ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﻨﺴﺨﺔ ﻤﺘﺭﺠﻤﺔ ﺇﻟﻰ ﺍﻟﻌﺭﺒﻴﺔ‪ .‬ﻭ ﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ ﺍﻟﺘﺭﺠﻤﺔ ﺘـﻡ ﺘﻁﺒﻴـﻕ ﻨﺴـﺨﺘﻲ ﺍﻻﺴـﺘﺒﻴﺎﻥ )ﺍﻷﺼـﻠﻴﺔ ﻭ‬
‫ﺍﻟﻤﺘﺭﺠﻤﺔ( ﺒﺸﻜل ﻤﺘﺘﺎﻟﻲ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ‪ 68‬ﻁﺎﻟﺒﺎ ﺠﺎﻤﻌﻴﺎ ﻤﻥ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻟﻐﺔ ﺍﻨﺠﻠﻴﺯﻴـﺔ ﺒﺠﺎﻤﻌـﺔ ﺤﻤـﻪ ﻟﺨﻀـﺭ‬
‫ﺒﺎﻟﻭﺍﺩﻱ‪ ،‬ﻭ ﻜﺎﻥ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻗﻭﻱ ﺒﻴﻥ ﺍﻟﻨﺴﺨﺘﻴﻥ ‪ ،0.78‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺼﺩﻕ ﺍﻟﺘﺭﺠﻤﺔ‪.‬‬
‫ﺏ‪ -‬ﺼﺩﻕ ﺍﻟﻤﺤﻜﻤﻴﻥ‪ :‬ﻋ‪‬ﺭﺽ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﻤﺨﺘﺼﻴﻥ ﻓﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻭ ﻋﻠﻭﻡ ﺍﻟﺘﺭﺒﻴﺔ ﻋﺩﺩﻫﻡ ﺴـﺒﻌﺔ‬
‫ﺃﺴﺎﺘﺫﺓ ﻟﺘﺤﻜﻴﻡ ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ ﺤﻴﺙ ﺴﻼﻤﺔ ﺍﻟﺼﻴﺎﻏﺔ ﺍﻟﻠﻐﻭﻴﺔ ﻭ ﻤﻨﺎﺴﺒﺘﻪ ﻟﻠﻌﻴﻨﺔ‪ ،‬ﻭ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﻼﺤﻅﺎﺘﻬﻡ ﻗﺎﻡ ﺍﻟﺒﺎﺤـﺙ ﺒﺈﻋـﺎﺩﺓ‬
‫ﺍﻟﺼﻴﺎﻏﺔ ﺍﻟﻠﻐﻭﻴﺔ ﻟﺒﻌﺹ ﺍﻟﺒﻨﻭﺩ‪ ،‬ﻭ ﻋﻤﻭﻤﺎ ﺃﺠﻤﻊ ﺍﻟﻤﺤﻜﻤﻭﻥ ﻋﻠﻰ ﺼﻼﺤﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪.‬‬
‫ﺝ‪ -‬ﺍﻟﺼﺩﻕ ﺍﻟﺘﻤﻴﻴﺯﻱ‪ :‬ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺍﻟﺼﺩﻕ ﺍﻟﺘﻤﻴﻴﺯﻱ ﻻﺴﺘﺒﻴﺎﻥ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‪ ،‬ﺘﻡ ﺘﻁﺒﻴـﻕ ﺍﻻﺴـﺘﺒﻴﺎﻥ ﻋﻠـﻰ ﻋﻴﻨـﺔ‬
‫ﺍﺴﺘﻁﻼﻋﻴﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ‪ 62‬ﻓﺭﺩﺍ ﻤﻥ ﺘﻼﻤﻴﺫ ﺍﻟﺜﺎﻨﻭﻴﺔ‪ ،‬ﻭ ﺘﺭﺘﻴﺒﻬﺎ ﺘﺼﺎﻋﺩﻴﺎ‪ ،‬ﺜﻡ ﺘﻡ ﺴﺤﺏ ﺒﺴﺤﺏ ‪ % 27‬ﻤﻥ ﻁﺭﻓﻲ ﺍﻟﺘﻭﺯﻴـﻊ‬
‫)ﻓﺌﺔ ﻋﻠﻴﺎ ﻭ ﺃﺨﺭﻯ ﺩﻨﻴﺎ(‪ .‬ﺒﻌﺩﻫﺎ ﻗﺎﻡ ﺒﺤﺴﺎﺏ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻟﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴـﺔ‪ .‬ﻭ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﻴﻭﻀﺤﻬﺎ ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺠﺩﻭل )‪ :(02‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻟﻠﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﻤﺘﻁﺭﻓﺘﻴﻥ ﻓﻲ ﺍﺴﺘﺒﻴﺎﻥ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻔﺌﺔ ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﻔﺌﺔ ﺍﻟﺩﻨﻴﺎ‬
‫ﺩﺭﺠﺔ ﺍﻟﺤﺭﻴﺔ‬ ‫ﻗﻴﻤﺔ "ﺕ"‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻥ=‪16‬‬ ‫ﻥ= ‪16‬‬
‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﺍﻟﺘﺸﻭﻴﻬﺎﺕ‬
‫‪0.01‬‬ ‫‪30‬‬ ‫‪10.81‬‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬
‫‪08.78‬‬ ‫‪40.06‬‬ ‫‪04.50‬‬ ‫‪13.37‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (02‬ﺃﻥ ﻗﻴﻤﺔ )ﺕ( ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪ ،0.01‬ﻤﺎ ﻴﻌﻨﻲ ﺃﻥ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻴﺘﻤﺘـﻊ ﺒﺎﻟﻘـﺩﺭﺓ‬
‫ﺍﻟﺘﻤﻴﻴﺯﻴﺔ ﺒﻴﻥ ﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭ ﺍﻟﺩﻨﻴﺎ‪.‬‬

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‫ﺜﺎﻨﻴﺎ‪ :‬ﺍﻟﺜﺒﺎﺕ‪:‬‬
‫ﺃ‪ -‬ﻤﻌﺎﻤل ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ‪ :‬ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﻻﺴﺘﺒﻴﺎﻥ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻋﻥ ﻁﺭﻴﻕ ﺒﺭﻨﺎﻤﺞ ‪ ،SPSS‬ﻓﻜﺎﻨﺕ‬
‫ﻗﻴﻤﺘﻪ ‪ .0.78‬ﻭ ﻫﻲ ﻗﻴﻤﺔ ﻤﻘﺒﻭﻟﺔ ﻤﻥ ﺍﻟﺜﺒﺎﺕ‪.‬‬
‫ﺏ‪ -‬ﻁﺭﻴﻘﺔ ﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ‪ :‬ﺃُﺴﺘﻌﻤﻠﺕ ﻁﺭﻴﻘﺔ ﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ ﻟﻘﻴﺎﺱ ﺍﻟﺜﺒﺎﺕ ﻜﺎﻨﺕ ﻗﻴﻤﺘﻬﺎ ﺒﻌﺩ ﺘﻌﺩﻴﻠﻪ ﺒﻤﻌﺎﻤل ﺴـﺒﻴﺭﻤﺎﻥ‬
‫ﺒﺭﺍﻭﻥ ‪ 0.72‬ﻭ ﻫﻲ ﺃﻴﻀﺎ ﻗﻴﻤﺔ ﻤﻘﺒﻭﻟﺔ ﻤﻥ ﺍﻟﺜﺒﺎﺕ‪.‬‬
‫ﻤﻥ ﺨﻼل ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﻭ ﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻟﺘﻲ ﺘﻡ ﺍﻟﺘﻭﺼـل ﺇﻟﻴﻬـﺎ‪ ،‬ﻴﻤﻜـﻥ ﺍﻋﺘﻤـﺎﺩ ﺍﺴـﺘﺒﻴﺎﻥ‬
‫ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻜﺄﺩﺍﺓ ﺼﺎﻟﺤﺔ ﻟﻼﺴﺘﺨﺩﺍﻡ ﻓﻲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺠﺯﺍﺌﺭﻴﺔ ﺒﻜل ﺜﻘﺔ ﻭ ﺍﻁﻤﺌﻨﺎﻥ‪.‬‬
‫‪ -6‬ﻋﺭﺽ ﻭ ﻤﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺌﺞ‪:‬‬
‫‪ -1-6‬ﻋﺭﺽ ﻭ ﻤﻨﺎﻗﺸﺔ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻷﻭﻟﻰ‪ :‬ﺘﻨﺹ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻷﻭﻟﻰ ﻋﻠﻰ ﺃﻨﻪ ﺘﻭﺠﺩ ﻋﻼﻗـﺔ ﺍﺭﺘﺒﺎﻁﻴـﺔ ﺒـﻴﻥ ﺍﻟﻤﺨﻁﻁـﺎﺕ‬
‫ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪ .‬ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﻫﺫﻩ ﺍﻟﻔﺭﻀـﻴﺔ ﺘـﻡ ﺍﺴـﺘﺨﺩﺍﻡ‬
‫ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ‪ .‬ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﻀﻴﺔ‪:‬‬
‫ﺠﺩﻭل ﺭﻗﻡ )‪ :(03‬ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬
‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬
‫‪48.78‬‬ ‫‪230.36‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﺨﻁﻁﺎﺕ‬
‫‪0.01‬‬ ‫‪0.55‬‬
‫‪11.56‬‬ ‫‪28.29‬‬ ‫ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‬
‫ﻴ‪‬ﻅﻬﺭ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (03‬ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻷﻭﻟﻰ‪ ،‬ﺤﻴﺙ ﻴﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﺨﻁﻁﺎﺕ ‪230.36‬‬
‫ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻗﺩﺭﻩ ‪ .48.78‬ﻭ ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻟﻠﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻴﻘـﺩﺭ ﺏ‪ 28.29‬ﻭ ﺍﻨﺤـﺭﺍﻑ ﻤﻌﻴـﺎﺭﻱ ﻗﻴﻤﺘـﻪ‬
‫‪ .11.56‬ﻜﻤﺎ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ‪ ، 0.55‬ﻤﺎ ﻴﺩل ﻋﻠﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺍﻴﺠﺎﺒﻴﺔ ﻤﺘﻭﺴـﻁﺔ ﺩﺍﻟـﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ‪ 0.01‬ﺒﻴﻥ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﺩﺭﺠﺎﺕ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴـﺔ‪.‬‬
‫ﻫﺫﺍ ﻴﻌﻨﻲ ﺃﻨﻪ ﻜﻠﻤﺎ ﺍﺭﺘﻔﻌﺕ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻟﺩﻯ ﺘﻠﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ ﺘﺒﻌﺘﻬـﺎ ﺯﻴـﺎﺩﺓ ﻓـﻲ ﺍﻟﺘﺸـﻭﻴﻬﺎﺕ‬
‫ﺍﻟﻤﻌﺭﻓﻴﺔ‪ ،‬ﻭ ﻤﻨﻪ ﻴﻤﻜﻥ ﺍﻟﻘﻭل ﺃﻥ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻷﻭﻟﻰ ﻟﻠﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻗﺩ ﺘﺤﻘﻘﺕ‪.‬‬
‫ﺇﻥ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻟﻴﺴﺕ ﻤﻔﺎﺠﺌﺎ ﻷﻥ ﻜﻠـﻲ ﺍﻟﻤﺨﻁﻁـﺎﺕ ﻭ‬
‫ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺘﻘﺎﺱ ﺒﻤﺤﺘﻭﺍﻫﺎ ﺍﻟﻤﻌﺭﻓﻲ‪ .‬ﻭ ﻫﺫﻩ ﺍﻟﻌﻼﻗﺔ ﻤﺘﺴﻘﺔ ﻤﻊ ﺘﺄﻜﻴﺩ ﻜل ﻤﻥ ﺒﻴﻙ ﻭ ﺃﻟﻔﻭﺭﺩ )‪Alford and Beck's (1997‬‬
‫ﺃﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺘﻌﻤل ﻋﻠﻰ ﺘﺤﻴﺯ ﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺘﻨﺠﻡ ﻋﻨﻬﺎ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‪ .‬ﻜﻤـﺎ ﺘﺘﻔـﻕ ﻫـﺫﻩ‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﻤﻔﻬﻭﻡ ﺍﻟﺜﺎﻟﻭﺙ ﺍﻟﻤﻌﺭﻓﻲ ‪ cognitive triad‬ﻟﺒﻴﻙ ﻭ ﻜﻼﺭﻙ )‪ Beck and Clark's (1988‬ﻭ ﺍﻟﺫﻱ ﻴﻨﻁﻭﻱ ﻋﻠـﻰ‬
‫ﺃﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﺘﺘﻔﺎﻋل ﻤﻊ ﺍﻟﻤﻌﺭﻓﺔ ﻤ‪‬ﻨﺘﺠﺔ ﺃﻨﻤﺎﻁ ﻤﻥ ﺍﻟﻨﺸﺎﻁ ﺫﺍﺕ ﻁﺒﻴﻌﺔ ﺍﻨﻔﻌﺎﻟﻴﺔ ﻭ ﺍﻨﺘﺒﺎﻫﻴﺔ ﻭ ﺫﺍﻜﺭﻴﺔ ﻭ ﺴـﻠﻭﻜﻴﺔ‪،‬‬
‫ﺃﻁﻠﻕ ﻋﻠﻴﻬﺎ ﺒﻴﻙ "ﺨﺼﻭﺼﻴﺔ ﺍﻟﻤﺤﺘﻭﻯ ﺍﻟﻤﻌﺭﻓﻲ" )ﺹ ‪ .(16‬ﻜﻨﺘﻴﺠﺔ ﻟﺫﻟﻙ‪ ،‬ﻴﺼﺒﺢ ﺍﻷﻓﺭﺍﺩ ﻋ‪‬ﺭ‪‬ﻀﺔ ﻷﻨـﻭﺍﻉ ﻤﻌﻴﻨـﺔ ﻤـﻥ‬
‫ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﺒﺩﻭﺭﻫﺎ‪ ،‬ﺘﹸﻬﻴﺄﻫﻡ ﻟﻺﺼﺎﺒﺔ ﺒﺎﻀﻁﺭﺍﺒﺎﺕ ﻨﻔﺴﻴﺔ ﻤﻌﻴﻨﺔ‪ .‬ﻜﻤﺎ ﺘﺘﺴﻕ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﻨﻅﺭﻴﺔ ﻜﻨـﺩﺍل‬
‫)‪ Kendall's (1992‬ﻟﻠﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‪ ،‬ﻭ ﺍﻟﺘﻲ ﺘﺭﻯ ﺃﻥ ﻋﻤﻠﻴﺔ ﻓﺭﺯ ﻭ ﺘﻨﻅﻴﻡ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﺸﻜل ﺒ‪‬ﻨﻰ ﻤﺨﻁﻁﺎﺘﻴـﺔ ﻗـﺩ‬
‫ﻴﺩﻓﻊ ﺇﻟﻰ ﺒﺭﻭﺯ ﻤﻅﺎﻫﺭ ﻤﻌﺭﻓﻴﺔ ﺃﺨﺭﻯ ﻜﺎﻟﺘﻔﻜﻴﺭ ﺍﻟﻤﺸﻭﻩ‪ ،‬ﺍﻟﺫﻱ ﻤﻥ ﺸﺄﻨﻪ ﺃﻥ ﻴﻜﻭﻥ ﺴﺒﺒﺎ ﻓﻲ ﺇﺜـﺎﺭﺓ ﻁﺎﺌﻔـﺔ ﻤﺘﻨﻭﻋـﺔ ﻤـﻥ‬
‫ﺍﻻﻨﻔﻌﺎﻻﺕ ﻭ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ‪ .‬ﻭ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺩﺍﻋﻤﺔ ﻟﻬﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ‪ ،‬ﺩﺭﺍﺴﺔ ﻤﻴﻠﻴﺠﺎﻥ )‪ Milligan (2013‬ﻭ ﺩﺭﺍﺴـﺔ ﺘـﻭﺭﺱ‬
‫)‪ Torres (2002‬ﺍﻟﻠﺘﺎﻥ ﺃﺠﺭﻴﺘﺎ ﻋﻠﻰ ﻋﻴﻨﺎﺕ ﻋﻴﺎﺩﻴﺔ‪.‬‬

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 ‫‪201730‬‬ ‫‪‬‬

‫‪ -2-6‬ﻋﺭﺽ ﻭ ﻤﻨﺎﻗﺸﺔ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ‪ :‬ﺘﻨﺹ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻋﻠﻰ ﺃﻨﻪ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜـﺭﺓ ﻏﻴـﺭ‬
‫ﺍﻟﻤﺘﻜﻴﻔﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪ .‬ﻤﻥ ﺃﺠل ﺍﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺘﻡ ﺘﻁﺒﻴـﻕ ﺍﺨﺘﺒـﺎﺭ "ﺕ" ﻟﺩﻻﻟـﺔ‬
‫ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ‪ .‬ﻓﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺤﺴﺏ ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺠﺩﻭل ﺭﻗﻡ )‪ :(04‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ "ﺕ" ﻟﻠﻔﺭﻭﻕ ﻓﻲ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‬
‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﻗﻴﻤﺔ "ﺕ"‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﺍﻻﺤﺼﺎﺌﻴﺔ‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫‪0.28‬‬ ‫‪48.12‬‬ ‫‪226.31‬‬ ‫ﺍﻟﺫﻜﻭﺭ ﻥ= ‪79‬‬
‫‪-1.07‬‬ ‫‪148‬‬ ‫ﺍﻟﻤﺨﻁﻁﺎﺕ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ‬
‫ﻏﻴﺭ ﺩﺍﻟﺔ‬ ‫‪49.45‬‬ ‫‪234.87‬‬ ‫ﺍﻹﻨﺎﺙ ﻥ= ‪71‬‬

‫ﻴﺘﻀﺢ ﻤﻥ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻟﺠﺩﻭل ﺃﻥ ﻗﻴﻤﺔ "ﺕ" ﺍﻟﻤﻘﺩﺭﺓ ﺏ )‪ (-1.07‬ﻏﻴﺭ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ‪ ،‬ﻭ ﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﻋﺩﻡ ﻭﺠـﻭﺩ‬
‫ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭ ﺍﻹﻨﺎﺙ‪ .‬ﻭ ﻤﻨﻪ ﻨﻘﺒل ﺍﻟﻔﺭﺽ‬
‫ﺍﻟﺼﻔﺭﻱ ﻭ ﻨﺭﻓﺽ ﺍﻟﻔﺭﺽ ﺍﻟﺒﺩﻴل‪.‬‬
‫ﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻪ ﺩﺭﺍﺴـﺔ )‪González-Jiménez & del Mar Hernández-Romera (2014‬‬
‫ﺍﻟﺘﻲ ﺃﺠﺭﻴﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺍﻟﻤﺘﻤﺩﺭﺴﻴﻥ ﺒﺎﻟﺜﺎﻨﻭﻴﺔ )‪ 112‬ﺫﻜﺭﺍ ﻭ ‪ 126‬ﺃﻨﺜﻰ( ﻭ ﺃﻅﻬﺭﺕ ﻋﺩﻡ ﻭﺠﻭﺩ ﺃﻱ‬
‫ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺘﻌﻭﺩ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪ .‬ﻭ ﻜﺫﻟﻙ ﺍﺘﺴﻘﺕ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ )‪ Janson (2015‬ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟـﻰ ﻋـﺩﻡ‬
‫ﺘﺄﺜﻴﺭ ﺍﻟﺠﻨﺱ ﻓﻲ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺭﻏﻡ ﺃﻨﻬﺎ ﺃﺠﺭﻴﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﻋﻴﺎﺩﻴﺔ‪ .‬ﻭ ﻴﺭﻯ ﺍﻟﺒﺎﺤﺙ ﺃﻥ ﺫﻟﻙ ﻗﺩ ﻴﺭﺠـﻊ ﺫﻟـﻙ ﺇﻟـﻰ ﺍﻟﺘﻐﻴـﺭ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﺫﻱ ﺃﺼﺒﺢ ﻴﻭﻟﻲ ﻤﻜﺎﻨﺔ ﻟﻸﻨﺜﻰ ﻤﺴﺎﻭﻴﺔ ﻟﻠﺫﻜﺭ‪ ،‬ﻜﻤﺎ ﻴﺤﻅﻰ ﻜﻼ ﺍﻟﺠﻨﺴﻴﻥ ﺒﻔﺭﺹ ﻤﺘﺴﺎﻭﻴﺔ ﻤﻥ ﺍﻟﺭﻋﺎﻴﺔ ﻭ ﺍﻟﺘﻨﺸﺌﺔ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﻤﺭﺍﺤل ﺍﻟﻌﻤﺭﻴﺔ ﺍﻟﻤﺒﻜﺭﺓ ﻭ ﺍﺸﺒﺎﻉ ﺍﻟﺤﺎﺠﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﺘﻲ ﻗﺩ ﺘﻜﻭﻥ ﺴﺒﺒﺎ ﻓﻲ ﻨﺸـﻭﺀ ﺍﻟﻤﺨﻁﻁـﺎﺕ ﻏﻴـﺭ‬
‫ﺍﻟﻤﺘﻜﻴﻔﺔ )‪ .(Young et al., 2003‬ﻜﻤﺎ ﻗﺩ ﻴﻌﻭﺩ ﺫﻟﻙ ﻟﺘﺠﺎﻨﺱ ﺍﻟﻌﻴﻨﺔ ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﻟﺴﻥ ﻭ ﺍﻟﻤﺴـﺘﻭﻯ ﺍﻟﺩﺭﺍﺴـﻲ ﻭ ﺍﻟﻅـﺭﻭﻑ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﻭ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻤﺎ ﻻ ﻴﺴﻤﺢ ﺒﻅﻬﻭﺭ ﺘﻔﺎﻭﺕ ﻓﻲ ﺍﻟﻤﺨﻁﻁﺎﺕ‪ .‬ﺒﻴﻨﻤﺎ ﺨﺎﻟﻔﺕ ﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﻨﺘﻴﺠﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟﺤﺎﻟﻴﺔ ﻭ ﺃﻜﺩﺕ ﻋﻠﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠـﻨﺱ ﻤﺜـل ﺩﺭﺍﺴـﺔ )‪ Neacşu (2016‬ﻭ ﺩﺭﺍﺴـﺔ‬
‫)‪.Alfasfos (2009‬‬
‫‪ -3-6‬ﻋﺭﺽ ﻭ ﻤﻨﺎﻗﺸﺔ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﺘﻨﺹ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻋﻠﻰ ﺃﻨﻪ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺤﺴـﺏ‬
‫ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪ .‬ﻭ ﻋﻠﻴﻪ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ "ﺕ" ﻟﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ ﻟﻠﺘﺄﻜـﺩ‬
‫ﻤﻥ ﺼﺤﺔ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ‪ .‬ﻓﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺤﺴﺏ ﺍﻟﺠﺩﻭل ﺍﻵﺘﻲ‪:‬‬
‫ﺠﺩﻭل ﺭﻗﻡ )‪ :(05‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ "ﺕ" ﻟﻠﻔﺭﻭﻕ ﻓﻲ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‬
‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﻗﻴﻤﺔ "ﺕ"‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﺍﻻﺤﺼﺎﺌﻴﺔ‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫‪11.57‬‬ ‫‪29.54‬‬ ‫ﺍﻟﺫﻜﻭﺭ ﻥ= ‪79‬‬
‫‪0.16‬‬
‫‪1.40‬‬ ‫‪148‬‬ ‫ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‬
‫ﻏﻴﺭ ﺩﺍﻟﺔ‬ ‫‪11.46‬‬ ‫‪26.90‬‬ ‫ﺍﻹﻨﺎﺙ ﻥ= ‪71‬‬

‫ﻴﺒﺩﻭ ﻤﻥ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (05‬ﺃﻥ ﻗﻴﻤﺔ "ﺕ" ﺍﻟﺒﺎﻟﻐﺔ )‪ (1.40‬ﻏﻴﺭ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ‪ ،‬ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ‬
‫ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪ .‬ﻭ ﻋﻠﻰ ﻫﺫﺍ ﺍﻷﺴﺎﺱ‪ ،‬ﻨﻘﺒل ﺍﻟﻔﺭﺽ ﺍﻟﺼـﻔﺭﻱ ﻭ‬
‫ﻨﺭﻓﺽ ﺍﻟﻔﺭﺽ ﺍﻟﺒﺩﻴل‪.‬‬
‫ﻭ ﺍﺘﻔﻘﺕ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ )‪ Nyarko & Amissah (2014‬ﺍﻟﺘﻲ ﺃﺠﺭﻴﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻤ‪‬ﻜﻭﻨﺔ ﻤﻥ ‪ 200‬ﻁﺎﻟﺏ ﻭ ﻁﺎﻟﺒﺔ ﺒﻬﺩﻑ ﻤﻌﺭﻓﺔ ﺍﻻﻜﺘﺌﺎﺏ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻟﺩﻴﻬﻡ ﻭ ﺘﺄﺜﻴﺭ ﺍﻟﺠﻨﺱ ﻭ ﺍﻟﺴﻥ ﻭ ﺍﻟﻤﺴـﺘﻭﻯ‬

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 ‫‪201730‬‬ ‫‪‬‬

‫ﺍﻟﺩﺭﺍﺴﻲ ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻭ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪ .‬ﻭ ﺘﺘﻔﻕ ﻫـﺫﻩ‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﻜﺫﻟﻙ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ )‪ Nolen-Hoeksema (1990‬ﻭ ﺩﺭﺍﺴﺔ )‪ O'Brien (2016‬ﺍﻟﻠﺘﺎﻥ ﺘﻡ ﺘﻁﺒﻴﻘﻬﻤﺎ ﻋﻠﻰ ﻋﻴﻨـﺎﺕ‬
‫ﻋﻴﺎﺩﻴﺔ ﻭ ﺃﻅﻬﺭﺘﺎ ﻋﺩﻡ ﻭﺠﻭﺩ ﺘﺄﺜﻴﺭ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻓﻲ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‪ .‬ﻭ ﻴﺭﻯ ﺍﻟﺒﺎﺤﺙ ﺃﻥ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻗﺩ ﻴﻜﻭﻥ‬
‫ﺴﺒﺒﻪ ﺘﻘﺎﺭﺏ ﺍﻷﻋﻤﺎﺭ ﺍﻟﺯﻤﻨﻴﺔ ﻭ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﻴﺔ ﻟﻠﺘﻼﻤﻴﺫ‪ ،‬ﻜﺫﻟﻙ ﺘﺸﺎﺒﻪ ﺍﻟﻅﺭﻭﻑ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭ ﺍﻟﺒﻴﺌﻴﺔ ﺍﻷﻤـﺭ‬
‫ﺍﻟﺫﻱ ﻴﺤﺎﻓﻅ ﻋﻠﻰ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﻌﻘﻼﻨﻲ ﻟﻠﻔﺭﺩ‪ .‬ﺭﻏﻡ ﺫﻟﻙ‪ ،‬ﻫﻨﺎﻙ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﺃﺜﺒﺘﺕ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺘﻌـﻭﺩ‬
‫ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻤﺜل ﺩﺭﺍﺴﺔ )‪ Lardén, Melin, Holst & Långström (2006‬ﻭ ﻜﺫﻟﻙ ﺩﺭﺍﺴﺔ )‪.Coban (2013‬‬
‫ﺍﻻﺴﺘﻨﺘﺎﺝ ﺍﻟﻌﺎﻡ‪:‬‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻋﻨﺩ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ‬
‫ﺍﻟﺜﺎﻨﻭﻱ ﻭ ﻜﺫﻟﻙ ﺤﺎﻭﻟﺕ ﺍﻟﻜﺸﻑ ﻋﻥ ﺘﺄﺜﻴﺭ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻋﻠﻰ ﻜل ﻤﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭ‬
‫ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨـﺩ ﺘﻼﻤﻴـﺫ‬
‫ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ‪.‬‬
‫‪ -‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪.‬‬
‫‪ -‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪.‬‬
‫ﻗﺎﺌﻤﺔ ﺍﻟﻤﺭﺍﺠﻊ‪:‬‬
‫ﺍﻟﻤﺭﺍﺠﻊ ﺒﺎﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‪:‬‬
‫‪ -1‬ﺍﺒﺭﺍﻫﻴﻡ‪ ،‬ﻋﺒﺩ ﺍﻟﺴﺘﺎﺭ ﻭ ﺍﻟﺩﺨﻴل‪ ،‬ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ ﻭ ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﺭﻀﻭﻯ‪ .(1993).‬ﺍﻟﻌﻼﺝ ﺍﻟﺴﻠﻭﻜﻲ ﻟﻠﻁﻔل‪ :‬ﺃﺴﺎﻟﻴﺒﻪ ﻭ ﻨﻤﺎﺫﺝ ﻤﻥ ﺤﺎﻻﺘﻪ‪.‬‬
‫ﻋﺎﻟﻡ ﺍﻟﻤﻌﺭﻓﺔ‪ :‬ﺴﻠﺴﻠﺔ ﻜﺘﺏ ﺜﻘﺎﻓﻴﺔ‪.‬ﺍﻟﻌﺩﺩ‪ .180‬ﺍﻟﻜﻭﻴﺕ‪ :‬ﺍﻟﻤﺠﻠﺱ ﺍﻟﻭﻁﻨﻲ ﻟﻠﺜﻘﺎﻓﺔ ﻭ ﺍﻟﻔﻨﻭﻥ‪.‬‬
‫‪ -2‬ﺃﻗﺭﻭﻓﺔ‪ ،‬ﺼﻔﻴﺔ‪ .(2011/2010).‬ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺍﻟﻤﺒﻜﺭﺓ ﻓﻴﺭ ﺍﻟﻤﻜﻴﻔﺔ ﻭ ﻋﻼﻗﺘﻬﺎ ﺒﺴﻭﺀ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﺩﺭﺍﺴﻲ ﻟﺩﻯ ﺍﻟﻤـﺭﺍﻫﻘﻴﻥ‬
‫ﺍﻟﻤﺘﻤﺩﺭﺴﻴﻥ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻨﻴﺔ ﺜﺎﻨﻭﻱ) ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ(‪ .‬ﺠﺎﻤﻌﺔ ﺍﻟﺠﺯﺍﺌﺭ ‪.2‬‬
‫‪ -3‬ﺍﻟﺴﻨﻴﺩﻱ‪ ،‬ﺨﺎﻟﺩ ﺒﻥ ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ ﺴﻠﻴﻤﺎﻥ‪ .(2013).‬ﺍﻟﺘﺸﻭﻴﻬﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭ ﻋﻼﻗﺘﻬﺎ ﺒﺴﻤﺔ ﺍﻻﻨﺒﺴﺎﻁ ﻭ ﺍﻻﻨﻁـﻭﺍﺀ ﻟـﺩﻯ ﻤﺘﻌـﺎﻁﻲ‬
‫ﺍﻟﻤﺨﺩﺭﺍﺕ ﻭ ﺍﻟﻤﺘﻌﺎﻓﻴﻥ ﻤﻨﻪ)ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ(‪ .‬ﺠﺎﻤﻌﺔ ﻨﺎﻴﻑ ﻟﻠﻌﻠﻭﻡ ﺍﻷﻤﻨﻴﺔ‪ ،‬ﺍﻟﺴﻌﻭﺩﻴﺔ‪.‬‬
‫‪ -4‬ﺍﻟﻌﺼﺎﺭ‪ ،‬ﺇﺴﻼﻡ ﺃﺴﺎﻤﺔ ﻤﺤﻤﻭﺩ‪ .(2015).‬ﺍﻟﺘﺸﻭﻫﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭ ﻋﻼﻗﺘﻬﺎ ﺒﻤﻌﻨﻰ ﺍﻟﺤﻴﺎﺓ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻓﻲ ﻗﻁﺎﻉ ﻏـﺯﺓ )ﺭﺴـﺎﻟﺔ‬
‫ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ(‪ .‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ‪ ،‬ﻏﺯﺓ‪.‬‬
‫‪ -5‬ﺤﺴﻥ‪ ،‬ﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﺴﻌﻴﺩ ﻭ ﺍﻟﺠﻤﺎﻟﻲ‪ ،‬ﻓﻭﺯﻴﺔ ﻋﺒﺩ ﺍﻟﺒﺎﻗﻲ‪ .(2003).‬ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭ ﻋﻼﻗﺘﻬﺎ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻟﺩﻯ‬
‫ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﺍﻟﺴﻠﻁﺎﻥ ﻗﺎﺒﻭﺱ‪ .‬ﻤﺠﻠﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ .‬ﺍﻟﻌﺩﺩ ﺍﻟﺭﺍﺒﻊ‪ .‬ﻴﻭﻨﻴﻭ‪.250 -195 .‬‬
‫‪ -6‬ﻗﺯﻤﻭﺯ‪ ،‬ﺭﻭﺍﻥ ﻋﺒﺩ ﺍﷲ‪ .(2011).‬ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺃﺯﻤﺔ ﺍﻟﻬﻭﻴﺔ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠـﺔ ﺍﻟﺜﺎﻨﻭﻴـﺔ ﻓـﻲ‬
‫ﻓﻠﺴﻁﻴﻥ) ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ(‪ .‬ﺠﺎﻤﻌﺔ ﻋﻤﺎﻥ ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬
‫‪-7‬ﺃﺒﻭ ﺠﺤﺠﻭﺡ‪ ،‬ﻀﻴﺎﺀ ﻋﺜﻤﺎﻥ ﺨﺎﻟﺩ‪ .(2012).‬ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭ ﻋﻼﻗﺘﻬﺎ ﺒﺒﻌﺽ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﻁﻠﺒـﺔ ﺍﻟﺠﺎﻤﻌـﺎﺕ‬
‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ ﻓﻲ ﻗﻁﺎﻉ ﻏﺯﺓ ) ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ(‪ .‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ‪ ،‬ﻏﺯﺓ‪.‬‬
‫‪-8‬ﺃﺒﻭ ﺸﻌﺭ‪ ،‬ﻋﺒﺩ ﺍﻟﻔﺘﺎﺡ ﻋﺒﺩ ﺍﻟﻘﺎﺩﺭ ﻤﺤﻤﺩ‪ .(2007).‬ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌـﺎﺕ ﺍﻟﻔﻠﺴـﻁﻴﻨﻴﺔ ﻭ ﻋﻼﻗﺘﻬـﺎ ﺒـﺒﻌﺽ‬
‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ) ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ(‪ .‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ‪ ،‬ﻏﺯﺓ‪.‬‬
‫‪-9‬ﺍﻟﺤﻁﺎﺡ‪ ،‬ﺯﺒﻴﺩﺓ‪ .(2011/2010).‬ﻋﻼﻗﺔ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻏﻴﺭ ﺍﻟﻤﻜﻴﻔﺔ ﻭ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻌﺎﻁﻔﻲ ﺒﺎﻟﻔﺸل ﺍﻷﻜﺎﺩﻴﻤﻲ‪ :‬ﺍﻟﺭﺴـﻭﺏ ﻓـﻲ‬
‫ﺇﻤﺘﺤﺎﻥ ﺍﻟﺒﻜﺎﻟﻭﺭﻴﺎ ) ﺃﻁﺭﻭﺤﺔ ﺩﻜﺘﻭﺭﺍﻩ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ(‪ .‬ﺠﺎﻤﻌﺔ ﺍﻟﺠﺯﺍﺌﺭ‪.2‬‬
‫‪-10‬ﺤﺴﻥ‪ ،‬ﻁﻪ ﻋﺒﺩ ﺍﻟﻌﻅﻴﻡ‪ .(2007).‬ﺍﻟﻌﻼﺝ ﺍﻟﻨﻔﺴﻲ ﺍﻟﻤﻌﺭﻓﻲ‪ :‬ﻤﻔﺎﻫﻴﻡ ﻭ ﺘﻁﺒﻴﻘﺎﺕ‪ .‬ﻁ ‪ .1‬ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‪ :‬ﺩﺍﺭ ﺍﻟﻭﻓﺎﺀ ﻟﺩﻨﻴﺎ ﺍﻟﻁﺒﺎﻋﺔ ﻭ‬
‫ﺍﻟﻨﺸﺭ‪.‬‬

‫‪316‬‬
 201730 

‫ ﺩﺍﺭ ﺍﻟﻜﺘﺎﺏ‬:‫ ﺍﻟﻘﺎﻫﺭﺓ‬.‫ ﻤﻘﻴﺎﺱ ﺍﻟﻤﺨﻁﻁﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺍﻟﻼﺘﻜﻴﻔﻴﺔ‬.(2014).‫ ﻤﺤﻤﺩ ﺃﺤﻤﺩ ﺇﺒﺭﺍﻫﻴﻡ‬،‫ ﻤﺤﻤﺩ ﺍﻟﺴﻴﺩ ﻭ ﺴﻌﻔﺎﻥ‬،‫ﻋﺒﺩ ﺍﻟﺭﺤﻤﻥ‬-11
.‫ﺍﻟﺤﺩﻴﺙ‬
.‫ ﺩﺍﺭ ﺍﻟﺭﺸﺎﺩ‬:‫ ﺍﻟﻘﺎﻫﺭﺓ‬.1 ‫ ﻁ‬.‫ ﺃﺴﺱ ﻭ ﺘﻁﺒﻴﻘﺎﺕ‬:‫ ﺍﻟﻌﻼﺝ ﺍﻟﻤﻌﺭﻓﻲ ﺍﻟﺴﻠﻭﻜﻲ‬.(2000).‫ ﻋﺎﺩل ﻋﺒﺩ ﺍﷲ‬،‫ﻤﺤﻤﺩ‬-12
:‫ﺍﻟﻤﺭﺍﺠﻊ ﺒﺎﻟﻠﻐﺔ ﺍﻷﺠﻨﺒﻴﺔ‬

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