‫ﻤﻥ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻭﺃﺒﻌﺎﺩ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ) ٠,٤٤ -٠,٧١ ( ‫ﺍﻟﻤـﺴ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﻭ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻭﺒﻴﻥ‬ ‫ﺅﻭﻟﻴﺔ‬

Keywords: Critical Thinking, Social Responsibility, Gifted Students, Makhwah Governorate ١ ٠, ٥٣ ** ٠, ٥٠ ** ٢٤ ٠, ٦٣ ** ٠, ٥٣ ** ٤٨ ٠, ٣٩ * ٠, ٣١ * ٦٢ ٠, ٧٤ ** ٠, ٦٢ ** ٢ ٠, ٥١ ** ٠, ٤٨ ** ٢٥ ٠, ٦٥ ** ٠, ٦٣ ** ٤٩ ٠, ٤٣ ** ٠, ٤٩ ** ٦٣ ٠, ٦٣ ** ٠, ٥٧ ** ٣ ٠, ٦٣ ** ٠, ٥٥ ** ٢٦ ٠, ٦٣ ** ٠, ٥٠ ** ٥٠ ٠, ٣٦ * ٠, ٤٣ ** ٦٤ ٠, ٥٣ ** ٠, ٥٩ ** ٤ ٠, ٦٥ ** ٠, ٦٠ ** ٢٧ ٠, ٦٧ ** ٠, ٦٦ ** ٥١ ٠, ٦٥ ** ٠, ٦٣ ** ٦٥ ٠, ٦٥ ** ٠, ٦٣ ** ٥ ٠, ٥٨ ** ٠, ٥٧ ** ٢٨ ٠, ٧٣ ** ٠, ٦٨ ** ٥٢ ٠, ٦٤ ** ٠, ٦١ ** ٦٦ ٠, ٤٩ ** ٠, ٤٧ ** ٦ ٠, ٦٧ ** ٠, ٦٣ ** ٢٩ ٠, ٦٥ ** ٠, ٦١ ** ٥٣ ٠, ٧٣ ** ٠, ٦٧ ** ٦٧ ٠, ٣٥ * ٠, ٣٦ * ٧ ٠, ٤٥ ** ٠, ٤٢ ** ٣٠ ٠, ٥٧ ** ٠, ٥٥ ** ٥٤ ٠, ٦٣ ** ٠, ٦١ ** ٦٨ ٠, ٥٨ ** ٠, ٦٣ ** ٨ ٠, ٤٧ ** ٠, ٤٣ ** ٣١ ٠, ٦٦ ** ٠, ٦٣ ** ٥٥ ٠, ٦٨ ** ٠, ٥٩ ** ٦٩ ٠, ٦٨ ** ٠, ٦٩ ** ٩ ٠, ٥١ ** ٠, ٣٢ * ٣٢ ٠, ٥٦ ** ٠, ٥٤ ** ٥٦ ٠, ٥٨ ** ٠, ٥٢ ** ٧٠ ٠, ٧٦ ** ٠, ٦٥ ** ١٠ ٠, ٧١ ** ٠, ٦٣ ** ٣٣ ٠, ٦٤ ** ٠, ٦٣ ** ٥٧ ٠, ٧١ ** ٠, ٦٨ ** ٧١ ٠, ٦٢ ** ٠, ٦٠ ** ١١ ٠, ٧٨ ** ٠, ٦٨ ** ٣٤ ٠, ٥٥ ** ٠, ٥٠ ** ٥٨ ٠, ٦٣ ** ٠, ٥٢ ** ١٢ ٠, ٦٥ ** ٠, ٦٣ ** ٣٥ ٠, ٦٩ ** ٠, ٦٧ ** ٥٩ ٠, ٥٧ ** ٠, ٥٢ ** ١٣ ٠, ٦٩ ** ٠, ٦٧ ** ٣٦ ٠, ٥٨ ** ٠, ٥٤ ** ٦٠ ٠, ٥٧ ** ٠, ٥٥ ** ١٤ ٠, ٦٨ ** ٠, ٦٧ ** ٣٧ ٠, ٦٥ ** ٠, ٦٣ ** ٦١ ٠, ٧٦ ** ٠, ٦٩ ** ١٥ ٠, ٧٢ ** ٠, ٦٩ ** ٣٨ ٠, ٦٢ ** ٠, ٦٠ ** ١٦ ٠, ٧٠ ** ٠, ٦٧ ** ٣٩ ٠, ٦٧ ** ٠, ٦٥ **

The study aimed to reveal the degree of critical thinking and the degree of social responsibility among talented students in Al-Makhwah governorate, and revealing the relationship between critical thinking and social responsibility degree, and also reveal the significance of statistical differences in the degrees of critical thinking and social responsibility that may be attributed to the Grad and sex, and to achieve the objectives of the study has followed the descriptive method, The study population consisted of all gifted students in secondary school in Al-Makhwah governorate in the second semester of the academic year 1439/1440 AH, where they numbered (122) students. The sample of the study consisted of (68) students. A randomly selected, Cornell's Critical Thinking Scale was used which consisted of (71) items distributed in four dimensions (Extrapolation, credibility, inference, and assumptions). The results revealed a high degree of critical thinking with a mean value of (48.05 / 71) with relative importance (67.67%). inference Skills in the first rank with an arithmetic average of (11.26 / 14) degree Relative importance (80.42%) and Extrapolation skill (16.33 / 23) with high relative importance (71%) and assumptions skill (6.67 / 10) high degree of relative importance (66.7%) and last rank credibility skill (13.79 / 24) Medium Relative importance (57.45%) , and also a high degree of social responsibility with an average value of (4.04) where it was ranked: National Social Responsibility with a very high value, with an average of (4.20), then a high religious and moral responsibility (4.07) and self-responsibility ( 4.05) high degree, and collective responsibility (3.83) high degree. There were no statistically significant differences at the level of significance (α≤0.05) between the averages of estimating critical thinking degrees and social responsibility according to sex and grade, with the exception of inference skills in favor of third secondary class and Second secondary Class versus first secondary and assumptions skills in favor of third secondary versus second secondary Class, and also correlation between the two variables was found (0.65). The correlation coefficients between social responsibility degree and critical thinking dimensions ranged from (0.44 -0.71) to critical thinking and social responsibility degree dimensions from (0.55 -0.69. 

) ٠,٠١ ( ‫ﻋﻨـﺩ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍل‬ ‫ﻭﺒﻌﻀﻬﺎ‬ ) ٠,٠٥ ( ‫ﺘﺭﺍﻭﺤـﺕ‬ ‫ﻭﻗـﺩ‬ ‫ﻤﻌﺎﻤﻼ‬ ‫ﺍﻻﻭل‬ ‫‪‬ﻌﺩ‬ ‫ﺒﺎﻟﺒ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺕ‬ ) ‫ﺍﻻﺴﺘﻘﺭﺍﺀ‬ ( ‫ﻤﻥ‬ ) ٠,٣٥ - ٠,٧٨ ( ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﻭﺒﺎﻟﺒﻌﺩ‬ ) ‫ﺍﻟﻤﺼﺩﺍﻗﻴﺔ‬ ( ‫ﻤـﻥ‬ ) ٠,٣٣ - ٠,٧٤ ( ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﻟﻠﺒﻌﺩ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﻭﻗﺩ‬ ) ‫ﺍﻻﺴﺘﻨﺒﺎﻁ‬ ( ‫ﻤﻥ‬ ) ٠,٣٦ - ٠,٧٦ ( ‫ﻭﺍﻟﺭﺍﺒﻊ‬ ) ‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ‬ ( ‫ﻤﻥ‬ ) ٠,٣٥ - ٠,٧٦ ( ‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﺒﻴﻥ‬ ‫ﻜﻤﺎ‬ ) ٦ ( ‫ﺍﻟﻜﻠﻴـﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺃﻥ‬ ١٦٤٥ ‫ﻟﻠ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺒﻌﻀﻬﺎ‬ ‫ﻤﻘﻴﺎﺱ‬ ) ٠,٠١ ( ‫ﺍﻟﺩﻻﻟـﺔ‬ ‫ﻤـﺴﺘﻭﻯ‬ ‫ﻋﻨـﺩ‬ ‫ﹰ‬ ‫ﺩﺍﻻ‬ ‫ﻭﺒﻌﻀﻬﺎ‬ ) ٠,٠٥ ( ‫ﺍﻻﻭل‬ ‫‪‬ﻌﺩ‬ ‫ﺒﺎﻟﺒ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﻭﻗﺩ‬ ، ) ‫ﺍﻻﺴﺘﻘﺭﺍﺀ‬ ( ‫ﻤﻥ‬ ) ٠,٢٥ - ٠,٦٩ ( ‫ﻭﺒﺎﻟﺒﻌـﺩ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ) ‫ﺍﻟﻤﺼﺩﺍﻗﻴﺔ‬ ( ‫ﻤﻥ‬ ) ٠,٢٩ - ٠,٦٨ ( ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﻟﻠﺒﻌﺩ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﻭﻗﺩ‬ ) ‫ﺍﻻﺴﺘﻨﺒﺎﻁ‬ ( ‫ﻤﻥ‬ ) ٠,٣١ - ٠,٦٧ ( ‫ﻭﺍﻟ‬ ‫ﺭﺍﺒﻊ‬ ) ‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ‬ ( ‫ﻤﻥ‬ ) ٠,٣٦ - ٠,
‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ " ‫ﻤﻥ‬ ) ٠,٧١ - ٠,٩٣ ( ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﻭﻟﻠﺒﻌﺩ‬ " ‫ﺍﻟ‬ ‫ﺍﻟﺩﻴﻨﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻭﺍﻷﺨﻼﻗﻴﺔ‬ " ‫ﻤﻥ‬ ) ٠,٦٧ - ٠,٨٨ ( ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﻭﻟﻠﺒﻌﺩ‬ " ‫ﺍﻟﺠﻤﺎﻋﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ " ‫ﻤـﻥ‬ ) ٠,٦٤ - ٠,٨٦ ( ‫ﺍﻟﺭﺍﺒﻊ‬ ‫‪‬ﻌﺩ‬ ‫ﻭﻟﻠﺒ‬ " ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ " ‫ﻤﻥ‬ ) ٠,٦٩ - ٠,٩٠ .( ‫ﺠـﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﺒﻴﻥ‬ ‫ﻜﻤﺎ‬ ) ١٣ ( ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺃﻥ‬ ‫ﻤـﺴﺘﻭﻯ‬ ‫ﻋﻨـﺩ‬ ‫ﹰ‬ ‫ﺇﺤـﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ) ٠,٠١ ( ‫ﺍﻷﻭل‬ ‫ﻟﻠﺒﻌﺩ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ " ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ " ‫ﻤﻥ‬ ) ٠,٦٩ - ٠,٨٨ ( ‫ﻭﻟﻠﺒﻌـﺩ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ " ‫ﻭﺍﻷﺨﻼﻗﻴﺔ‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ " ‫ﻤﻥ‬ ) ٠,٥٦ - ٠,٨١ ( ‫ﺍﻟﺜﺎﻟـﺙ‬ ‫ﻭﻟﻠﺒﻌﺩ‬ " ‫ﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟﺠﻤﺎﻋﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ " ‫ﻤﻥ‬ ) ٠,٦٣ - ٠,٨١ ( ‫ﺍﻟﺭﺍﺒﻊ‬ ‫‪‬ﻌﺩ‬ ‫ﻭﻟﻠﺒ‬ " ‫ﺍﻟ‬ ‫ﺍﻟﻭﻁﻨﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﻤﺴﺅﻭﻟﻴﺔ‬ " ‫ﻤـﻥ‬ ) ٠,٦٣ - ٠,
١ ‫ﺍﻻﺴﺘﻘﺭﺍﺀ‬ / ٢٣ ١٦,٣٣ ٣,٢٩ ٧١ % ٢ ‫ﻋﺎﻟﻴﺔ‬ ٢ ‫ﺍﻟﻤﺼﺩﺍﻗﻴﺔ‬ / ٢٤ ١٣,٧٩ ٣,٠٣ ٥٧,٤٥ % ٤ ‫ﻤﺘﻭﺴﻁﺔ‬ ٣ ‫ﺍﻻﺴﺘﻨﺒﺎﻁ‬ / ١٤ ١١,٢٦ ١,٥٦ ٨٠,٤٢ % ١ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ‬ / ١٠ ٦,٦٧ ١,٨٨ ٦٦,٧ % ٣ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ / ٧١ ٤٨,٠٥ ٣,٥٠ ‫ﻋﺎﻟﻴﺔ‬ ١٦٥٠ ‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﺒﻴﻥ‬ ) ١٤ ( ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺤ‬ ‫ﺍﻟﻜﻠﻲ‬ ‫ﻤﺘﻭﺴﻁﻬﺎ‬ ‫ﺒﻠﻎ‬ ‫ﻴﺙ‬ ) ٤٨,٠٥ / ٧١ ( ‫ﺍﻟﺤـﺩ‬ ‫ﺇﻟـﻰ‬ ‫ﺃﻗـﺭﺏ‬ ‫ﻭﻫﻲ‬ ‫ﺒﺎﻟﻤﺩﻯ‬ ‫ﺘﻘﻊ‬ ‫ﻭﻟﻜﻨﻬﺎ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻔﺎﺼل‬ ) ٤٧,٣٤ - ٧١ ( ‫ﺒﺎﻟﻌﺎﻟﻴـﺔ‬ ‫ﺘـﺼﻨﻴﻔﻬﺎ‬ ‫ﻴﺠﻌـل‬ ‫ﻤﻤﺎ‬ ‫ﻭ‬ ‫ﻤﻌﻴﺎﺭﻱ‬ ‫ﺒﺎﻨﺤﺭﺍﻑ‬ ) ٣,٥٠ ( ‫ﻤـﻥ‬ ‫ﻟﻠﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﺍﻹﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﻗﻴﻡ‬ ‫ﻭﺘﺭﺍﻭﺤﺕ‬ ، ) ١,٨٨ - ٣,٢٩ ( ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﺒﻌﺽ‬ ‫ﻭﺠﺎﺀﺕ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺠﺎﺀﺕ‬ " ‫ﺍﻻﺴﺘﻨﺒﺎﻁ‬ " ‫ﺤـﺴﺎﺒﻲ‬ ‫ﻭﺒﻤﺘﻭﺴـﻁ‬ ‫ﺍﻷﻭﻟـﻰ‬ ‫ﺒﺎﻟﺭﺘﺒﺔ‬ ) ١١,٢٦ / ١٤ ( ‫ﺃﻫﻤﻴـﺔ‬ ‫ﻭﺒﻨـﺴﺒﺔ‬ ) ٨٠,٤٢ (% ‫ﺤﺴﺎﺒﻲ‬ ‫ﺒﻤﺘﻭﺴﻁ‬ ‫ﺍﻻﺴﺘﻘﺭﺍﺀ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺘﺒﻌﺘﻬﺎ‬ ‫ﺜﻡ‬ ) ١٦,٣٣ / ٢٣ ( ‫ﻨﺴﺒﻴﺔ‬ ‫ﻭﺒﺄﻫﻤﻴﺔ‬ ) ٧١ (% ‫ﺜﻡ‬ ، ‫ﺤـﺴﺎﺒﻲ‬ ‫ﻭﺒﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺒﺎﻟﺭﺘﺒﺔ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺠﺎﺀﺕ‬ ‫ﺒﻠـﻎ‬ ) ٦,٦٧ / ١٠ ( ‫ﺃﻫﻤﻴـﺔ‬ ‫ﻭﺒﻨـﺴﺒﺔ‬ ) ٦٦,

‫ﺍﻟﻤﺨﻭﺍﺓ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻭ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ .

  
	 	             ‫ﺇﻟﻰ‬ ‫‪‬ﺭﺍﺴﺔ‬ ‫ﺍﻟﺩ‬ ‫ﻫﺩﻓﺕ‬    ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺘﻭﻓﺭ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻭ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻟـﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟ‬ ‫ﺍﻟﻤﺨﻭﺍﺓ‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻁﻼﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﺒﻴﻨﻬﻤﺎ،‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻋﻥ‬ ‫ﻭﺍﻟﻜﺸﻑ‬ ، ‫ﺩﻻﻟـﺔ‬ ‫ﻋـﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻭ‬ ‫ﺍﻟﺩﺭﺍﺴـﻲ‬ ‫ﻟﻠـﺼﻑ‬ ‫ﹸﻌـﺯﻯ‬ ‫ﺘ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺭ‬ ‫ﺍﻟﺩ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻭﻟﺘﺤﻘﻴﻕ‬ ‫ﻭﺍﻟﺠﻨﺱ،‬ ‫ﻭ‬ ‫ﺍﻻﺭﺘﺒﺎﻁﻴﺔ،‬ ‫ﺼﻭﺭﺘﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻡ‬ ‫ﺍﺴﺔ‬ ‫ﻥ‬ ‫ﺘﻜـﻭ‬ ‫ﻤﺠﺘﻤـﻊ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻤﻥ‬ ‫‪‬ﺭﺍﺴﺔ‬ ‫ﺍﻟﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻔﺼل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺨﻭﺍﺓ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻭﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ١٤٣٩ / ١٤٤٠ ‫ﻋﺩﺩﻫﻡ‬ ‫ﺒﻠﻎ‬ ‫ﺤﻴﺙ‬ ‫ﻫــ،‬ ) ١٢٢ ( ‫ﺒﺎﻟﺤﺼﺭ‬ ‫ﺃﺨﺫﻫﻡ‬ ‫ﺘﻡ‬ ‫ﻭﻁﺎﻟﺒﺔ،‬ ‫ﹰ‬ ‫ﻁﺎﻟﺒﺎ‬ ‫ﺍﻟﺸﺎﻤل‬ ‫ﺍﻟﺭﺍﺠﻌﺔ‬ ‫ﺍﻹﺠﺎﺒﺎﺕ‬ ‫ﻓﻜﺎﻨﺕ‬ ) ٦٨ ( ‫‪‬ﺭﺍﺴﺔ‬ ‫ﺍﻟﺩ‬ ‫ﻟﻬﺫﻩ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﺨﺘﻴﺎﺭﻫﻡ‬ ‫ﻓﺘﻡ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﹰ‬ ‫ﻁﺎﻟﺒﺎ‬ . ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻡ‬ ‫ﻭﻗﺩ‬ ) ‫ﻟﻜﻭﺭﻨﻴل‬ ( ‫ﺍﻟـﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﺒﻴﺌـﺔ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻤﻘـﻨﻥ‬ ) ‫ﺍﻟﺯﻫﺭﺍﻨـﻲ‬ ٢٠١٧ .( ‫ﻓﻘﺭﺍﺘﻪ‬ ‫ﻋﺩﺩ‬ ‫ﺒﻠﻎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺒﺒﻨﺎﺀ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻗﺎﻡ‬ ‫ﻜﻤﺎ‬ ) ٣٠ ( ‫ﺃﺭﺒﻌ‬ ‫ﻋﻠﻰ‬ ‫‪‬ﻋﺕ‬ ‫ﺘﻭﺯ‬ ‫ﻓﻘﺭﺓ‬ ‫ﺔ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻓﻲ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﻭﺜﺒﺎﺘﻬﻤﺎ؛‬ ‫ﺍﻟﻤﻘﻴﺎﺴﻴﻥ‬ ‫ﺼﺩﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﻭﺘﻡ‬ ‫ﺃﺒﻌﺎﺩ،‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﻤﺘﻭﺴﻁﻬﺎ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺒﻠﻐﺕ‬ ) ٤٨,٠٥ / ٧١ ( ‫ﻨﺴﺒﻴﺔ‬ ‫ﺒﺄﻫﻤﻴﺔ‬ ) ٦٧,٦٧ (% ‫ﺒﺎﻟﺭﺘﺒﺔ‬ ‫ﺍﻻﺴﺘﻨﺒﺎﻁ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻭﺠﺎﺀﺕ‬ ، ‫ﺒﻠـﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﺒﻤﺘﻭﺴﻁ‬ ‫ﺍﻷﻭﻟﻰ‬ ) ١١,٢٦ / ١٤ ( ‫ﻨـﺴﺒﻴﺔ‬ ‫ﺒﺄﻫﻤﻴـﺔ‬ ‫ﻋﺎﻟﻴـﺔ‬ ‫ﺒﺩﺭﺠـﺔ‬ ) ٨٠,٤٢ % ( ‫ﻤﻬـﺎﺭﺓ‬ ‫ﺜـﻡ‬ ‫ﺍﻻﺴﺘﻘﺭﺍﺀ‬ ) ١٦,٣٣ / ٢٣ ( ‫ﻨﺴﺒﻴﺔ‬ ‫ﺒﺄﻫﻤﻴﺔ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ) ٧١ (% ‫ﺍﻻﻓﺘﺭﺍﻀـﺎﺕ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺜﻡ‬ ) ٦,٦٧ / ١٠ ( ‫ﺒﺩﺭﺠـﺔ‬ ‫ﻨﺴﺒﻴﺔ‬ ‫ﺒﺄﻫﻤﻴﺔ‬ ‫ﻋﺎﻟﻴﺔ‬ ) ٦٦,٧ (% ‫ﺍﻟﻤﺼﺩﺍﻗﻴﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺍﻷﺨﻴﺭﺓ‬ ‫ﻭﺒﺎﻟﺭﺘﺒﺔ‬ ) ١٣,٧٩ / ٢٤ ( ‫ﺒﺄﻫﻤﻴـﺔ‬ ‫ﻋﺎﻟﻴـﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻨﺴﺒﻴﺔ‬ ) ٥٧,٤٥ (% ‫ﻗﻴﻤ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻭﺘﺒﻴﻥ‬ ‫ﻤﺘﻭﺴﻁﻬﺎ‬ ‫ﺔ‬ ) ٤,٠٤ ( ‫ﺤﻴﺙ‬ ‫؛‬ ‫ﺘﺭﺘﻴﺒﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻜﺎﻨﺕ‬ : ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﻤﺘﻭﺴﻁﻬﺎ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺒﻠﻐﺕ‬ ‫ﹰ،‬ ‫ﺠﺩﺍ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ) ٤,٢٠ ( ‫ﻋﺎﻟﻴـﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻭﺍﻷﺨﻼﻗﻴﺔ‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺜﻡ‬ ) ٤,٠٧ ( ‫ﺍﻟﺫﺍﺘﻴـﺔ‬ ‫ﻭﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬ ) ٤,٠٥ ( ‫ﻋﺎﻟﻴـﺔ،‬ ‫ﺒﺩﺭﺠـﺔ‬ ‫ﺍﻟﺠﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ) ٣,٨٣ ( ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ . ‫ﻋﺩ‬ ‫ﻭﺘﺒﻴﻥ‬ ‫ﻤـﺴﺘﻭﻯ‬ ‫ﻋﻨـﺩ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﹼﺔ‬ ‫ﺩﻻﻟ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻡ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ) ٠,٠٥ ≤  ( ‫ﻟﻠﺠـﻨﺱ‬ ‫ﹰ‬ ‫ﻭﻓﻘـﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﻭﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻻﺴﺘﻨﺒﺎﻁ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﺈﺴﺘﺜﻨﺎﺀ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻭﺍﻟﺼﻑ‬ ‫ﺍﻟﺜـﺎﻨﻭﻱ‬ ‫ﺍﻷﻭل‬ ‫ﻤﻘﺎﺒل‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ‬ ‫ﻭﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻷﻭل‬ ‫ﻤﻘﺎﺒل‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﻭ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﻤﻘﺎﺒل‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ . ‫ﻭﺠﻭﺩ‬ ‫ﺘﺒﻴﻥ‬ ‫ﻜﻤﺎ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺭﺘﺒﺎﻁﻴﺔ‬ ‫ﻋﻼﻗﺔ‬ ) ٠,٦٥ ( . ‫ﺒـﻴﻥ‬ ‫ﺍﻹﺭﺘﺒـﺎﻁ‬ ‫ﻤﻌـﺎﻤﻼﺕ‬ ‫ﻗﻴﻡ‬ ‫ﻭﺘﺭﺍﻭﺤﺕ‬    ‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﻌﺎﻟﻴﺔ،‬ ‫ﺍﻟﻤﻴﺯﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﻌﺩﻴﺩ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﻌﻘﻭل‬ ‫ﺘﺘﻤﻴﺯ‬ : ‫ﻓـﻲ‬ ‫ﺨﺎﺼﺔ‬ ‫ﻭﺍﻹﺩﺭﺍﻙ‬ ‫ﺍﻟﻔﻬﻡ‬ ‫ﺴﺭﻋﺔ‬ ‫ﻭﺍﻟﻘـﺩﺭﺓ‬ ‫ﻭﺍﻻﺴـﺘﻨﺒﺎﻁ،‬ ‫ﺍﻟﻔﻬﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺘﺤﻠﻴل،‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ،‬ ‫ﻭﺇﺩﺍﺭﺓ‬ ‫ﺇﻨﺘﺎﺝ‬ ‫ﻭﻅﺎﺌﻑ‬ ‫ﺍ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻻﺨﺘـﺭﺍﻉ‬ ‫ﻭﺍﻟﺘﻁـﻭﻴﺭ‬ ‫ﺍﻟﺒﺤـﺙ‬ ‫ﻓـﻲ‬ ‫ﻭﺍﻟﻤﺨﺎﻁﺭﺓ‬ ‫ﺍﻹﻗﺩﺍﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﺎﻟﻴﺔ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﻌﻠﻤﻲ،‬ ‫ﻟﺘﻘﻴﻴﻡ‬ ‫ﻤـﻥ‬ ‫ﻭﺍﻻﻋﺘﺒـﺎﺭ‬ ‫ﺍﻟﺠﻭﻫﺭﻱ،‬ ‫ﻭﺍﻟﺘﻐﻴﻴﺭ‬ ‫ﺍﻟﺘﻁﻭﻴﺭ‬ ‫ﻤﺴﺅﻭﻟﻴﺎﺕ‬ ‫ﻟﺘﺤﻤل‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺇﻤﻜﺎﻨﺎﺕ‬ ‫ﻭﺘﻭﺍﻓﺭ‬ ‫ﻭﺍﻻﺒﺘﻜﺎﺭ،‬ ‫ﻟﻠﻤﺴﺘﻘﺒل‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﻭﺍﻟﻨﻅﺭﺓ‬ ‫ﺍﻟﻤﺎﻀﻲ‬ ) ‫ﺍﻟﻅﺎﻫﺭ‬ ، ٢٠١٢ ، ١١ ( . ‫ﺴﻌﺎﺩﺓ‬ ‫ﺃﻜﺩﻩ‬ ‫ﻤﺎ‬ ‫ﻭﻫﺫﺍ‬ ) ٢٠١٢ ، ٣٦ (  ‫ﺒﺄﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﻤﺒﺩ‬ ‫ﻋﻴﻥ‬ ‫ﻫﻡ‬ ‫ﺍﻟﺜﺭﻭﺓ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﻴﺠﺏ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺩﻭل‬ ‫ﺍﻜﺘﺸﺎﻓﻬﺎ،‬ ‫ﻭﺇﻁﻼﻕ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻭﺍﺴﺘﺜﻤﺎﺭﻫﺎ‬ ‫ﻁﺎﻗﺎﺘﻬﺎ،‬ ‫ﺘﻘﺩﻤﻬﺎ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺴﻭﻑ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺍﻟﺤﺴﻡ‬ ‫ﻓﻴﻪ‬ ‫ﻟﻠﻌﻘـل،‬ ‫ﻭﺍﻟﻔﻜﺭ،‬ ‫ﻭﺤﺴﻥ‬ ‫ﺍﻟﻤﻭﺍﺭﺩ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﺼﺭﺍﻉ‬ ‫ﻷﻥ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺒﻴﻥ‬ ‫ﻫﻭ‬ ‫ﺍﻟﺩﻭل‬ ‫ﺼﺭﺍﻉ‬ ‫ﺒﻴﻥ‬ ‫ﻋﻘﻭل‬ ‫ﺃﺒﻨﺎﺌﻬﺎ،‬ ‫ﻤﻥ‬ ‫ﺃﺠل‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻭﺼﻭل‬ ‫ﺴﺒﻕ‬ ‫ﻋﻠﻤﻲ،‬ ‫ﻭﺘﻘﺩﻡ‬ ‫ﺘﻜﻨﻭ‬ ‫ﻟﻭﺠﻲ،‬ ‫ﻴﻀﻤﻥ‬ ‫ﻟﻬﺎ‬ ‫ﻭﺍﻟﻘﻴﺎﺩﺓ‬ ‫ﺍﻟﺭﻴﺎﺩﺓ،‬ ، ‫ﻭﻤﻥ‬ ‫ﺜﻡ‬ ‫ﻓﺈﻥ‬ ‫ﺍﻟﻬـﺩﻑ‬ ‫ﺍﻷﺴﻤﻰ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﺭﺒﻴﺔ‬ ‫ﻭﻗﺘﻨﺎ‬ ‫ﻫﻭ‬ ‫ﺍﻟﻤﻌﺎﺼﺭ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺍﻹﺒﺩﺍﻉ،‬ ‫ﻭﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺒﺠﻤﻴﻊ‬ ‫ﺃﻨﻤﺎﻁﻪ‬ ‫ﺍﻫﺘﻤـﺎﻡ‬ ‫ﺍﺯﺩﺍﺩ‬ ‫ﻟـﺫﻟﻙ‬ ‫؛‬ ‫ﻤﻤـﺎ‬ ‫ﺍﻻﺴـﺘﻔﺎﺩﺓ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻨﺼﻑ‬ ‫ﺒﺩﺍﻴﺔ‬ ‫ﻤﻨﺫ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻨﻅﻡ‬ ‫ﻭﺇﻤﻜﺎﻨﺎﺕ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻴﻤﺘﻠﻜﻭﻨﻪ‬ ‫ﻭﺍﻟﻘـﺩﺭﺓ‬ ‫ﻟﻠﺘﻨﻤﻴـﺔ‬ ‫ﹼﺯﺓ‬ ‫‪‬ﺤﻔ‬ ‫ﻭﻤ‬ ‫ﺩﺍﻓﻌﺔ‬ ‫ﻜﻘﻭﺓ‬ ‫ﺍﻟﺘﻘﺩﻡ‬ ‫ﻗﺎﻁﺭﺓ‬ ‫ﹼﻠﻭﻥ‬ ‫‪‬ﺸﻜ‬ ‫ﻴ‬ ‫ﻓﻬﻡ‬ ، ‫ﺍﻻﺠﺘﻬﺎﺩ‬ ‫ﻓﻲ‬ ‫ﻟﻶﺨﺭﻴﻥ‬ . ‫ﻡ‬ ‫ﺍﻟﺘﻘﺩ‬ ‫ﻴﺭﺠﻊ‬ ‫ﺤﻴﺙ‬ ‫ﺫﻟﻙ؛‬ ‫ﻋﻠﻰ‬ ‫ﺸﺎﻫﺩ‬ ‫ﺨﻴﺭ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻜﻭﺭﻴﺔ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻭﺭﺒﻤﺎ‬ ‫ﺍﻟﻤﻭﻫـﻭﺒﻴﻥ‬ ‫ﺭﻋﺎﻴـﺔ‬ ‫ﻓـﻲ‬ ‫ﺒﺭﺍﻤﺠﻬﺎ‬ ‫ﻗﻭﺓ‬ ‫ﺒﺴﺒﺏ‬ ‫ﻟﻬﺎ،‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻜﻭﺭﻱ‬ ‫ﻭ‬ ‫ﺒﻔﺼﻭل‬ ‫ﻨـﺴﺒﺘﻪ‬ ‫ﻤﺎ‬ ‫ﹼﻠﻭﻥ‬ ‫‪‬ﺸﻜ‬ ‫ﻴ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻭﻤﺩﺍﺭﺱ‬ ‫ﻤﺭﺍﻜﺯ‬ ) ٥ (% ‫ﺍﻟﻁـﻼﺏ‬ ‫ﻤﺠﻤـﻭﻉ‬ ‫ﻤـﻥ‬ ‫ﺒﺎﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﻤﻠﺘﺤﻘﻴﻥ‬ ‫ﻭﺍﻟﻁﺎﻟﺒﺎﺕ‬ ) Lee, Kang & Lee ,2016, 15 .( ‫ﻭﺍﻟﻤﻭﻫﺒﺔ‬ ‫ﺒﻬـﺎ‬ ‫ﻭﺍﻻﻫﺘﻤـﺎﻡ‬ ‫ﺩﻋﻤﻬﺎ،‬ ‫ﻴﺠﺏ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻭﻟﻠﺤﻔﺎﻅ‬ ‫ﻴﺸﺎﺀ،‬ ‫ﻟﻤﻥ‬ ‫ﻴﻬﺒﻬﺎ‬ ‫ﺍﷲ‬ ‫ﻤﻥ‬ ‫ﻨﻌﻤﺔ‬ ‫ﻫﻲ‬ ‫ﻭﺍﺴﺘﻤﺭﺍﺭﻫﺎ،‬ ‫ﺘﻁﻭﻴﺭﻫﺎ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﺩﺍﺌﻤﺎ‬ ‫ﺸـﻘﻴﺭ‬ ‫ﺃﺸـﺎﺭﺕ‬ ‫ﺤﻴﺙ‬ ) ٢٠١٥ ، ٣٧ ( ‫ﺍﻟﻤﻭﻫـﻭﺒﻴﻥ‬ ‫ﺃﻥ‬ ‫ﺇﻟـﻰ‬ ‫ﻴﺘﻤﻴﺯﻭﻥ‬ ‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﻭﺤﻤﺎﺴﻬﻡ‬ ‫ﻭﺩﺍﻓﻌﻴﺘﻬﻡ‬ ‫ﺍﻟﻌﺎﻟﻴﺔ‬ ‫ﺒﻘﺩﺭﺍﺘﻬﻡ‬ ، ‫ﺤـل‬ ‫ﻋﻠـﻰ‬ ‫ﻭﺒﻘـﺩﺭﺘﻬﻡ‬ ‫ﻟﻼﻜﺘـﺸﺎﻑ‬ ‫ﻭﺤﺒﻬﻡ‬ ‫ﻭﺍﺒﺘﻜﺎﺭ‬ ‫ﺤﺩﺍﺜﺔ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻤﺄﻟﻭﻓﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺒﻁﺭﻕ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻭ‬ ، ‫ًﻤﻘﺎﺭﻨـﺔ‬ ‫ًﻤﻨﺘﺠـﺎ‬ ‫ﺘﻔﻜﻴـﺭﺍ‬ ‫ًﺃﻭ‬ ‫ﺇﺒﺩﺍﻋﺎ‬ ‫ﻴﻅﻬﺭﻭﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻏﻴﺭ‬ ‫ﺒﺄﻗﺭﺍﻨﻬﻡ‬ ‫ﺨـﺼﺎﺌﺹ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺤﺘﺎﺝ‬ ‫ﺫﺍﺘﻪ‬ ‫ﺒﺤﺩ‬ ‫ﻭﻫﺫﺍ‬ ، ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﻭ‬ ‫ﺍﻟﺘﻔﻜﻴـﺭ‬ ‫ﺍﻟﻨﺎﻗﺩ،‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻜﻤﺎ‬  ‫ﻴ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻤﺘﻼﻙ‬ ‫ﻌﺩ‬ ‫ﻫ‬ ‫ﹰ‬ ‫ﺘﻌﻠﻴﻤﻴﺎ‬ ‫ﹰ‬ ‫ﺩﻓﺎ‬ ‫ﺫﺍﺘﻪ‬ ‫ﺒﺤﺩ‬ ‫ﹰ‬ ‫ﺘﺭﺒﻭﻴـﺎ‬ ‫ﹰ‬ ‫ﻭﻤﻁﻠﺒـﺎ‬ ‫ﺍﻟﻌﻠـﻡ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻁﻭﺭﺍﺕ‬ ‫ﻓﻴﻪ‬ ‫ﺘﺘﺯﺍﻴﺩ‬ ٍ ‫ﻋﺼﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﻟﺩﻯ‬ ‫ﻭﺘﻨﻤﻴﺘﻪ‬ ‫ﺘﺤﻘﻴﻘﻪ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺭﺒﻭﻥ‬ ‫ﻴﺴﻌﻰ‬ ‫ﻭﺘﺩﻓﻘﻬﺎ،‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻭﺜﻭﺭﺓ‬ ‫ﻭﺍﻻﺘﺼﺎﻻﺕ،‬ ‫ﻭﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻴﻤﺘﻠﻙ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻓﺎﻟﻔﺭﺩ‬ ‫ﹰ‬ ‫ﻤﺴﺘﻘﻼ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻭﻓـﻕ‬ ‫ﺍﻷﻤﻭﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻴﺤﻜﻡ‬ ‫ﺤﻴﺎﺘﻪ،‬ ‫ﻓﻲ‬ ‫ﺍﻟﺼﺎﺌﺒﺔ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬ ‫ﻗﺎﺩﺭﺍ‬ ‫ﺘﻔﻜﻴﺭﻩ،‬ ‫ﻓﻲ‬ ‫ﻭﻤﺤﺩﺩﺓ‬ ‫ﻭﺍﻀﺤﺔ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ) ‫ﻭﺍﻟﺨﺭﺍﺒﺸﺔ‬ ‫ﺍﻟﺠﻌﺎﻓﺭﺓ‬ ، ٢٠٠٧ ، ٣١٧ .( ‫ﻜﻤﺎ‬ ‫ﺃﻥ‬ ‫ﺍﻟ‬ ‫ﺍﻟﻤﻔﺎﺘﻴﺢ‬ ‫ﺃﺤﺩ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤ‬ ‫ﺍ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﺍﻟﺘﻁﻭﻴﺭ‬ ‫ﻟﻀﻤﺎﻥ‬ ‫ﻬﻤﺔ‬ ‫ﻟﻔﻌﺎل‬ ، ‫ﻴـﺴﻤﺢ‬ ‫ﺍﻟـﺫﻱ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻅﺭﻭﻑ‬ ‫ﻭﻤﻭﺍﺠﻬﺔ‬ ‫ﺒﻴﺌﺘﻪ‬ ‫ﻤﻊ‬ ‫ﺇﻴﺠﺎﺒﻲ‬ ‫ﺒﺸﻜل‬ ‫ﻟﻠﺘﻔﺎﻋل‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﻁﺎﻗﺎﺘﻪ‬ ‫ﺃﻗﺼﻰ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﻟﻠﻔﺭﺩ‬ ‫ﻤـﺴﺘﺠﺩﺍﺕ‬ ‫ﻤـﻊ‬ ‫ﻭﺍﻟﺘﻜﻴـﻑ‬ ‫ﺍﻟﻨﺠـﺎﺡ‬ ‫ﻭﺘﺤﻘﻴـﻕ‬ ‫ﺍﻟﻤﻁﺎﻟـﺏ‬ ‫ﻭﺘﺯﺩﺍﺩ‬ ‫ﺍﻟﻤﺼﺎﻟﺢ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺘﺘﺸﺎﺒﻙ‬ ‫ﺍﻟﺤﻴـﺎﺓ‬ ) ‫ﺍﻟﻤﻐﻴﺼﻴﺏ‬ ، ٢٠٠٦ ، ‫ﺹ‬ ٦ ( . ‫ﻁﻌﻴﻤﺔ‬ ‫ﻭﻴﺭﻯ‬ ) ٢٠١١ ‫ﺹ‬ ، ٩١ ( ‫ﺒﺨـﺼﺎﺌﺹ‬ ‫ﻴﺘﺴﻤﻭﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺃﻥ‬ ‫ﻋﻘﻠﻴﺔ‬ ‫ﻋﻠـﻰ‬ ‫ﻗﺎﺌﻤـﺔ‬ ‫ﻭﺍﺴـﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﺭﻋﺎﻴﺘﻬﻡ‬ ‫ﻴﺘﻭﻟﻰ‬ ‫ﻤﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻔﺭﺽ‬ ‫ﻜﺜﻴﺭﺓ‬ ‫ﻭﻤﻌﺭﻓﻴﺔ‬ ‫ﻤﻤـﺎ‬ ‫ﻭﺍﻟﺘﻘـﻭﻴﻡ،‬ ‫ﻭﺍﻻﺴﺘﻨﺒﺎﻁ‬ ‫ﻭﺍﻟﺘﺼﻨﻴﻑ‬ ‫ﻭﺍﻻﺴﺘﻘﺭﺍﺀ‬ ‫ﻭﺍﻻﺒﺘﻜﺎﺭ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﺜل‬ ‫ﺍﻟﻌﻠﻴﺎ،‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﻴﺘﻁﻠﺏ‬ ‫ﺒﻬﻡ‬ ‫ﻭﺍﻟﻌﻨﺎﻴﺔ‬ ‫ﺭﻋﺎﻴﺘﻬﻡ‬ ، ‫ﺘﻔﻭﻗﻬﻡ‬ ‫ﻻﺴﺘﺜﻤﺎﺭ‬ ‫ﺍﻟﻤﻤﻜﻨﺔ‬ ‫ﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﺃﻓﻀل‬ ‫ﻭﺘﺤﻘﻴﻕ‬ ‫؛‬ ‫ﻜ‬ ‫ﻷﻨﻬﻡ‬ ‫ﻭﺍﺩﺭ‬ ‫ﺘـﺭﺍﻫﻥ‬ ‫ﻭﻋﻠـﻴﻬﻡ‬ ‫ﻭﺍﻟﺨﺩﻤﻴﺔ،‬ ‫ﻭﺍﻹﻨﺘﺎﺠﻴﺔ‬ ‫ﻭﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﺒﻼﺩﻫﻡ‬ ‫ﻟﻘﻴﺎﺩﺓ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﺍﻟﺘﻁﻭﺭ‬ ‫ﺒﺭﻜﺏ‬ ‫ﻟﻠﺤﺎﻕ‬ ‫ﺴﺒﺎﻗﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﻭل‬ . ‫ﻭﻴﺫﻜﺭ‬ ‫ﺍﻟﻨﺎﻓﻊ‬ ‫ﻭ‬ ‫ﺍﻟﻘﺎﻁﻌﻲ‬ ‫ﻭ‬ ‫ﺍﻟـﻀﺒﻴﺒﺎﻥ‬ ‫ﻭ‬ ‫ﺍﻟﺤـﺎﺯﻤﻲ‬ ‫ﻭ‬ ‫ﺍﻟـﺴﻠﻴﻡ‬ ) ٢٠٠٠ ، ٢ ( ‫ﺃﻨﻪ‬ ‫ﺍﻟﻤﻭﻫ‬ ‫ﻴﺤﺘﺎﺝ‬ ‫ﻭﺒﻴﻥ‬  ‫ﻴ‬ ‫ﺃﺸﺨﺎﺹ‬ ‫ﺇﻟﻰ‬  ‫ﻘﺩ‬ ‫ﺍ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻭﻴﺒﺘﻌﺩﻭﻥ‬ ‫ﻤﻭﻫﺒﺘﻬﻡ‬ ‫ﺭﻭﻥ‬ ‫ّﻠﻘـﻴﻥ،‬ ‫ﹶ‬ ‫ﻟﺘ‬ ‫ﻭﺍﻟﺘﺠﺩﻴﺩ،‬ ‫ﺍﻻﺒﺘﻜﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻟﺘﺸﺠﻴﻌﻬﻡ‬ ‫ﺍﻟﺘﺤﻔﻴﺯ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﻭﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻌﻤﻠﻲ،‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻴﺭﻜﺯﻭﻥ‬ ‫ﺒﻤـﺎ‬ ‫ﺇﻟﻰ‬ ‫ﺫﻟﻙ‬ ‫ﻴﺘﻁﻠﺏ‬ ‫ﺍﻹﺭﺸـﺎﺩﻴﺔ‬ ‫ﺍﻟﺒـﺭﺍﻤﺞ‬ ‫ﻭﻭﻀﻊ‬ ‫ﻟﻬﻡ،‬ ‫ﻭﺍﻟﺼﺤﻴﺔ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﺍﻟﻨﻔﺴﻴﺔ،‬ ‫ّﻋﺎﻴﺔ‬ ِ ‫ﺍﻟﺭ‬ ‫ﺘﻭﻓﻴﺭ‬ ‫ﹰ،‬ ‫ﻤﺘﻜﺎﻤﻼ‬ ‫ﹰ‬ ‫ﻭﺍﺠﺘﻤﺎﻋﻴﺎ‬ ‫ﹰ،‬ ‫ﻭﻋﻘﻠﻴﺎ‬ ‫ﹰ،‬ ‫ﻨﻔﺴﻴﺎ‬ ‫ﹰ‬ ‫ﻨﻤﻭﺍ‬ ‫ﻟﻬﻡ‬ ‫ﺘﻀﻤﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺘﻘﺩﻴ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻓـﻲ‬ ‫ﻟـﺩﻤﺠﻬﻡ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬ ‫ﻭﺘﻌﺯﻴﺯ‬ ‫ﺍﻻﺴﺘﻘﻼﻟﻴﺔ‬ ‫ﻭﻤﻨﺤﻬﻡ‬ ‫ﻭﻗﺭﺭﺍﺭﺘﻬﻡ‬ ‫ﺃﻓﻜﺎﺭﻫﻡ‬ ‫ﻭﺘﺒﻨﻲ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺃﻨﺸﻁﺔ‬ ‫ﻟﺩﻴﻬﻡ‬ . ‫ﺍﻟﺤﺎﺭﺜﻲ‬ ‫ﻭﺃﻜﺩ‬ ) ٢٠٠٢ ، ٢ ( ‫ﺃ‬ ‫ﻋﻠﻰ‬ ‫ﻥ‬ ‫ﺍﻟﻤﺸﺭﻭﻉ‬ ‫ﺍﻟﺤﻘﻴﻘﻲ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻴﺠﺏ‬ ‫ﺃﻥ‬ ‫ﺘﺘﺒﻨﺎﻩ‬ ‫ﺍﻟﺩﻭل‬ ‫ﺤﻜﻭﻤـﺎﺕ‬ ‫ﻭﺸﻌﻭ‬ ‫ﹰ‬ ‫ﺒﺎ‬ ، ‫ﹰ‬ ‫ﻭﺨﺎﺼﺔ‬ ‫ﻓﻲ‬ ‫ﺩﻭﻟﻨﺎ‬ ‫ﺍﻟﻨﺎﻤﻴﺔ،‬ ‫ﻫﻭ‬ ‫ﻜﻴﻑ‬ ‫ﻨﺭﺘﻘﻲ‬ ‫ﺒﺴﻠﻭﻜﻴﺎﺘﻨﺎ‬ ‫ﹰ‬ ‫ﺃﻓﺭﺍﺩﺍ‬ ‫ﻭﺠﻤﺎﻋـﺎﺕ،‬ ‫ﻭﻜﻴـﻑ‬ ‫ﻨﻨﻤـﻲ‬ ‫ﺍﻟﻀﻤﻴﺭ‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺸﺒﺎﺏ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻫ‬ ‫ﻡ‬ ‫ﻋﺩﺓ‬ ‫ﻭﻋﺘـﺎﺩﻩ،‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻭﺤﺎﻀـﺭﻩ‬ ‫ﻭﻤﺴﺘﻘﺒﻠﻪ‬ ‫ﻟـﺩﻯ‬ ‫ﻭﺍﻻﻨﻔﻌـﺎﻟﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻴﺘﻁﻠﺏ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺃﻥ‬ ‫ﻭﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﺴﺘﻬﺩﻓﺘﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﺒﺎﻟﻔﺌﺔ‬ ‫ﻭﻫﻡ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ،‬ ‫ﻫـﻲ‬ ‫ﻭﺍﻟﺘـﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﻋﻥ‬ ‫ﻭﺒﺤﺙ‬ ‫ﺍﺴﺘﻜﺸﺎﻑ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻴﻤﺭ‬ ‫ﺍﻟﺘﺤﺩﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺒﺴﻠﺴﻠﺔ‬ ، ‫ﺃﻫﻤﻬـﺎ‬ ‫ﻤﻥ‬ ‫ﻟﻌل‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺍ‬ ‫ﻟﻬﻭﻴﺔ‬ ‫ﺍﻟﺠﻤﺎﻋـﺔ‬ ‫ﺘﺠـﺎﻩ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﻭﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻭﺍﻹﻟﺘﺯﺍﻡ‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ) ، ‫ﺤﻁﺏ‬ ‫ﻭﺍﺒﻭ‬ ‫ﺼﺎﺩﻕ‬ ٢٠١٢ ، ٣٠٧ .( ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﹸﻌﺩ‬ ‫ﺘ‬ ‫ﻜﻤﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺴﻨﻥ‬ ‫ﺍﻟﻌ‬ ‫ﺃﺘﺒﺎﻋﻪ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻰ‬ ‫ﻭﺭﺒ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﻭﺩﻋﺎ‬ ‫ﺍﻹﺴﻼﻡ‬ ‫ﺃﺭﺴﺎﻫﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻅﻴﻤﺔ‬ ‫‪‬ﻠﻬﺎ‬ ‫ﻭﺘﺤﻤ‬ ‫ﺍﻟـﺴﻌﻴﺩﺓ‬ ‫ﻟﻠﺤﻴﺎﺓ‬ ‫ﺎ‬ ‫ﺴﺒﺒ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺒﻬﺫﻩ‬ ‫ﺍﻟﻘﻴﺎﻡ‬ ‫ﻭﺠﻌل‬ ‫ﻭﺍﻷﻤﺔ‬ ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺒﺫﻟﻙ‬ ‫ﻭﺨﺎﻁﺏ‬ ، ‫ﺍﻵﺨﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻨﺠﺎﺓ‬ ‫ﺍﻟﻁﻴﺒﺔ‬ ‫ﻭ‬ ، ‫ﺘﻤﺜل‬ ‫ﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﹰﺎ‬ ‫ﺭﻜﻨ‬ ‫‪‬ـﺎ‬ ‫ﺠﻭﻫﺭﻴ‬ ‫ﻤـﻥ‬ ‫ﺃﺭﻜـﺎﻥ‬ ‫ﺍﻟﺘﻨﻤﻴـﺔ‬ ‫ﺍﻟـﺸﺎﻤﻠﺔ‬ ‫ﻟﻠﻤﺠﺘﻤﻌﺎ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻭﻋﻠﻰ‬ ‫ﺕ،‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﻴﻜﻔﻲ‬ ‫ﻻ‬ ‫ﻓﺈﻨﻪ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﺒﺒﺭﺍﻤﺞ‬ ‫ﺍﻫﺘﻤﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﺘﻨﻤﻴـﺔ‬ ‫ﺒـﺭﺍﻤﺞ‬ ‫ﻭﻤﻨﻬـﺎ‬ ‫ﺍﻷﺨﺭﻯ‬ ‫ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﻋﻥ‬ ‫ﺒﻤﻌﺯل‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻫﻲ‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﻟﺘﻠﻙ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻭﻅﻴﻔﺔ‬ ‫ﻟﻜﻭﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ؛‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻁﻼﺒﻬﺎ‬ ‫ﻟﺩﻯ‬ ) ، ‫ﺭﺠﻴﻌﻪ‬ ٢٠٠٥ ، ٣ .( ‫ﹸـﺴﻬﻡ‬ ‫ﺘ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻟﻠﻁﻼﺏ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬ ‫ﻓﻲ‬ ‫ﺇﺤﺴﺎﺴﻬ‬ ‫ﻡ‬ ‫ﺒﻬﻭﻴﺘﻬ‬ ‫ﻡ‬ ‫ﺘﺸﻌﺭﻫ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﻴﻜﻭﻟﻭﺠﻴﺔ‬ ‫ﻡ‬ ‫ﺍﻟﻤﻨﺎﻋﺔ‬ ‫ﺃﺠﻬﺯﺓ‬ ‫ﻭﺘﻨﺸﻁ‬ ‫ﻭﺍﻟﻁﻤﺄﻨﻴﻨﺔ،‬ ‫ﻭﺍﻷﻤﻥ‬ ‫ﺒﺎﻟﺜﻘﺔ‬ ‫ﺍﻷﻤﺭﺍﺽ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺒﻬﺎ‬ ‫ﻴﺘﺼﻑ‬ ‫ﻤﺎ‬ ‫ﹰ‬ ‫ﻏﺎﻟﺒﺎ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﻤﺎﻟﻴﺔ‬ ‫ﻭﺍﻟﻨﺯﻋﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ) ‫ﺠـﺭﻭﺍﻥ‬ ٢٠١٣ ، ٤٤ .( ‫ﻭ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﺍﻟﺘﻔﻜﻴـﺭ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻟﻤﺒﺎﺸﺭﺓ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻗﻠﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻏﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ -‫ﺍﻟﺒﺎﺤـﺙ‬ ‫ﻋﻠﻡ‬ ‫ﺤﺩ‬ ‫ﻋﻠﻰ‬ -‫ﻤﻴﺭﻜـﻲ‬ ‫ﺃﺸـﺎﺭﺕ‬ ‫ﺃﻨـﻪ‬ ‫ﺇﻻ‬ Marcia,2002) ( ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺒﻀﺭﻭﺭﺓ‬ ‫ﻭﺍﻷﻓﻜﺎﺭ‬ ‫ﺍﻷﻤﻭﺭ‬ ‫ﻜﺎﻓﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻨﺎﻗﺸﺎﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺤﺭﺠﺔ‬ ‫ﻟﻠﻤﻤﺎﺭﺴـﺎﺕ‬ ‫ﻜﺎﻟﻨﻘـﺩ‬ ‫ﺍﻻﺠﺘﻤﺎﻋ‬ ‫ﻭﺍﻟﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﻴﺔ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻫﺎﻡ‬ ‫ﺩﻭﺭ‬ ‫ﻟﻬﺎ‬ ‫ﺍﻟﻁـﻼﺏ،‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻠﻁـﻼﺏ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﺍﻟﺘﻔﻜﻴـﺭ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺴﻠﻭﻙ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻬﺩﻑ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ . ‫ﻭﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﺍﻟﺘﻔﻜﻴـﺭ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻟﻌﻼﻗـﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﺤﺎﻭﻟﺕ‬ ‫ﻓﺈﻨﻬﺎ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﻭﺒﺎﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺒﻤﺠـﺎل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻻﻨﺸﻁﺔ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﻭﺍﻟﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﺍﻟﻤﻅﺎﻫﺭ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﻅﺭ‬ ‫ﺨﻼل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻟﻴﺴﺕ‬ ‫ﺍﻟﺘﻔﻜﻴـﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺘﻬﺩﻑ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻐﺎﻴﺎﺕ‬ ‫ﻋﻥ‬ ‫ﻤﻨﻔﺼﻠﺔ‬ ‫ﻭﺍﻹﺜﺭﺍﺀ‬ ‫ﺍﻟﺭﻋﺎﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ .      ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﺃﻭﻟﺕ‬ ‫ﺒـﺭﺍﻤﺞ‬ ‫ﺨـﻼل‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﹰ‬ ‫ﺇﻫﺘﻤﺎﻤﺎ‬ ‫ﺤﻴﺙ‬ ‫ﻭﺭﻋﺎﻴﺘﻬﻡ،‬ ‫ﻋﻨﻬﻡ‬ ‫ﺍﻟﻜﺸﻑ‬  ‫ﻴ‬ ‫ﺁل‬ ‫ﺍﻟﻌﺯﻴﺯ‬ ‫ﻋﺒﺩ‬ ‫ﺒﻥ‬ ‫ﻋﺒﺩﺍﷲ‬ ‫ﺍﻟﻤﻠﻙ‬ ‫ﺍﻟﺸﺭﻴﻔﻴﻥ‬ ‫ﺍﻟﺤﺭﻤﻴﻥ‬ ‫ﺨﺎﺩﻡ‬ ‫ﺇﻨﺸﺎﺀ‬ ‫ﻌﺩ‬ ‫ﺴﻌﻭﺩ‬ ) ‫ﺍﷲ‬ ‫ﺭﺤﻤﻪ‬ ( ‫ﻋﺎﻡ‬ ‫ﻭﺍﻻﺒﺩﺍﻉ‬ ‫ﻟﻠﻤﻭﻫﺒﺔ‬ ‫ﻭﺭﺠﺎﻟﻪ‬ ‫ﻋﺒﺩﺍﻟﻌﺯﻴﺯ‬ ‫ﺍﻟﻤﻠﻙ‬ ‫ﻟﻤﺅﺴﺴﺔ‬ ١٤١٩ ‫ﻋﻠـﻰ‬ ‫ﺩﻟﻴﻼ‬ ‫ﻫـ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻭﺠﻪ‬ ‫ﻫﺫﺍ‬ ‫ﺭﻋﺎﻴﺘﻬﻡ،‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﺇ‬ ‫ﺍﻓﺘﺘﺎﺡ‬ ‫ﻟﻰ‬ ‫ﻭﺍﻟﻨـﻭﺍﺩﻱ‬ ‫ﺍﻟﻤﺭﺍﻜـﺯ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ، ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻭﻤﺤﺎﻓﻅﺎﺕ‬ ‫ﻤﻨﺎﻁﻕ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﻭﺘﻡ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺭﺍﺴﻲ‬ ‫ﺍﻷﻓﻘﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺠﻲ‬ ‫ﺍﻟﺘﻭﺴﻊ‬ ‫ﺍﻟـﺩﻭﺍﻡ‬ ‫ﻭﻗـﺕ‬ ‫ﻭﺨـﺎﺭﺝ‬ ‫ﺍﻟﻤﺩﺭﺴـﻲ‬ ‫ﺍﻟﺩﻭﺍﻡ‬ ‫ﻭﻗﺕ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﻔﻌﻴل‬ ‫ﻤﺅﻫﻠﻴ‬ ‫ﻭﻤﺸﺭﻓﻴﻥ‬ ‫ﻤﻌﻠﻤﻴﻥ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺘﻘﺩﻡ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻁـﻼﺏ‬ ‫ﻭﺘـﺸﺠﻴﻊ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﻥ‬ ‫ﻭﺍﻟﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﻤﺤﻠﻴﺔ‬ ‫ﻭﺍﻟﻤﺴﺎﺒﻘﺎﺕ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ، ‫ﻜﻤﺎ‬ ‫ﺃﻜﺩﺕ‬ ‫ﺴﻴﺎﺴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﺼﺎﺩﺭﺓ‬ ‫ﺒﻘﺭﺍﺭ‬ ‫ﺭﻗﻡ‬ ‫ﺍﻟﻭﺯﺭﺍﺀ‬ ‫ﻤﺠﻠﺱ‬ ) ٧٧٩ ( ‫ﺒﺘﺎﺭﻴﺦ‬ ١٦ / ٩ / ١٣٨٩ ‫ﻫــ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﻓﻲ‬ ٥٧ ، ١٩٣ ، ١٩٢ ، ٩٢ ، ١٩٤ ‫ﻋﻠﻰ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﺍﻜﺘﺸﺎﻑ‬ ‫ﻭﺭﻋـﺎﻴﺘﻬﻡ،‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻭﺇﺘﺎﺤـﺔ‬ ‫ﺍﻹﻤﻜﺎﻨﺎﺕ‬ ‫ﻭﺍﻟﻔﺭﺹ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﻤﻭﺍﻫﺒﻬﻡ‬ ‫ﻟﻨﻤﻭ‬ ‫ﻓﻲ‬ ‫ﺇﻁﺎﺭ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﺍﻟﻌﺎﻤﺔ،‬ ‫ﻭﺒﻭﻀﻊ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺨﺎﺼﺔ‬ ‫ﻟﻬﻡ‬ ) ‫ﺁل‬ ‫ﺸﺎﺭﻉ،‬ ٢٠٠٢ ، ٢٢ ( ‫ﻜﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻤﺤﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺨﻠﺼﺕ‬ ‫ﺃﻨﻪ‬ ‫ﺇﻻ‬ ‫ﺴﺒﻕ‬ ‫ﻤﻤﺎ‬ ‫ﻭﺒﺎﻟﺭﻏﻡ‬ ‫ﺍﻟﺒﺩﻴﺭ‬ ‫ﻭﺒـﺎﻫﺒﺭﻱ‬ ) ٢٠١٠ ( ‫ﻭﺩﺭﺍﺴﺔ‬ ‫ﻤﻌـﺎﺠﻴﻨﻲ‬ ‫ﻭ‬ ‫ﺍﻟﺠﻐﻴﻤـﺎﻥ،‬ ) ٢٠١٣ ( ‫ﻭﺩﺭﺍﺴـ‬ ‫ﺔ‬ ‫ﺩﺭﻋـﺎﻥ‬ ‫ﺁل‬ ) ٢٠١٤ ( ‫ﻭﺩﺭﺍﺴـﺔ‬ ‫ﺍﻟﺭﻭﻴﻠﻲ‬ ) ٢٠١٨ ( ‫ﻓـﻲ‬ ‫ﻡ‬ ‫ﹸﻘـﺩ‬ ‫ﺘ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻹﺜﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﻓﻲ‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﻥ‬ ‫ﻜﻤـﺎ‬ ‫ﺍﻟﻌﻠﻴﺎ،‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻋﻥ‬ ‫ﻭﺘﺒﺘﻌﺩ‬ ‫ﻨﻤﻁﻴﺔ‬ ‫ﻏﺎﻟﺒﻴﺘﻬﺎ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ،‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺍﻟﻤﻭﻫـ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻓﻲ‬ ‫ﻀﻌﻑ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻜﺸﻔﺕ‬ ‫ﺒﺎﻟﻤﻤﻠﻜـﺔ‬ ‫ﻭﺒﻴﻥ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﺜل‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﺴﺒﻴﻌﻲ‬ ) ٢٠١٤ ( ‫ﺍﻟﻼﺯﻤـﺔ‬ ‫ﺍﻻﻤﻜﺎﻨـﺎﺕ‬ ‫ﻀـﻌﻑ‬ ‫ﻋﻥ‬ ‫ﻜﺸﻔﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺸﻬﺭﻱ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﻤﻥ‬ ‫ﺘﺒﻴﻥ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻻﺜﺭﺍﺌﻴﺔ،‬ ‫ﻟﻠﺩﺭﻭﺱ‬ ) ٢٠١٤ ( ‫ﺃﻏﻠﺏ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺘﺴﺭﺏ‬ ‫ﻋﻭﺍﻤل‬ ‫ﺍﻹﺜﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺩﺭﺍﺴـﺔ‬ ‫ﻨﺘـﺎﺌﺞ‬ ‫ﻜـﺸﻔﺕ‬ ‫ﻜﻤـﺎ‬ ‫ﻨﻔـﺴﻪ،‬ ‫ﺒﺎﻟﺒﺭﻨـﺎﻤﺞ‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺍﻟﺭ‬ ‫ﻭﺍﺠﻔﺔ‬ ) ٢٠١٦ ( ‫ﺒﻌﺽ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺍﻟﻤﻌﺭﻓﻴـﺔ‬ ‫ﺍﻟﻨﻤـﻭ‬ ‫ﺒﻤﺠـﺎﻻﺕ‬ ‫ﺍﻟﺘـﻭﺍﺯﻥ‬ ‫ﺒﻘﻠﺔ‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ، ‫ﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻜﺩﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻌﻤﺭﻱ‬ ) ٢٠١٦ ( ‫ﺩﺭﺠﺔ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺒـﺭﺍﻤﺞ‬ ‫ﺘﻘﻴـﻴﻡ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﻋﺭﻗﺒﻲ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺃﻭﺼﺕ‬ ‫ﻜﻤﺎ‬ ‫ﻤﺘﻭﺴﻁﺔ،‬ ) ٢٠١٤ ( ‫ﺒ‬ ‫ﻟﺘﻁـﻭﻴﺭ‬ ‫ﺍﻟﻤﻨﺎﺴـﺏ‬ ‫ﺍﻟﻤﻨﺎﺥ‬ ‫ﺘﻬﻴﺌﺔ‬ ‫ﻭﺍ‬ ‫ﺍﻹﺜﺭﺍﺀ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ،‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﻟﺘﺴﺭﻴﻊ‬ ‫ﺍﻷﺯﻭﺭﻱ‬ ‫ﺩﺭﺍﺴـﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻜﺸﻔﺕ‬ ‫ﻜﻤﺎ‬ ) ٢٠١٥ ( ‫ﻓﻲ‬ ‫ﻀﻌﻑ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﻥ‬ ‫ﺍ‬ ‫ﻟﺘﺨﻁﻴﻁ‬ ‫ﻭ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻭ‬ ‫ﺍﻟﻁﻼﺒﻴ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻨﺘـﺎﺌﺞ‬ ‫ﻜـﺸﻔﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺔ،‬ ‫ﺍﻷﺴﻤﺭﻱ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ٢٠١٣ ( ‫ﻋﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻟﻠﻁﻠﺒﺔ‬ ‫ﺍﻹﺒﺩﺍﻋﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﻀﻌﻑ‬ ، ‫ﻜﻤـﺎ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺃﻭﺼﺕ‬ ‫ﺍﻟﺸﻬﺭﻱ‬ ) ٢٠١٧ ( ‫ﺒﻀ‬ ‫ﺘﻨﻤﻴـﺔ‬ ‫ﺇﻟـﻰ‬ ‫ﺘـﺴﺘﻨﺩ‬ ‫ﻟﻠﻤﻭﻫـﻭﺒﻴﻥ‬ ‫ﺇﺜﺭﺍﺌﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﺭﻭﺭﺓ‬ ‫ﺫﺍﺘﻴﺔ‬ ‫ﻭﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ . ‫ﺃ‬ ‫ﻜﻤﺎ‬ ‫ﻥ‬ ‫ﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺤﻤل‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺘﺠﺎﻩ‬ ‫ﻤﺎ‬ ‫ﻴﺼﺩﺭ‬ ‫ﻋﻨﻬ‬ ‫ﻡ‬ ‫ﻤﻥ‬ ‫ﺃﻗﻭﺍل‬ ‫ﻭﺴﻠﻭﻙ‬ ‫ﻟﻬـﺎ‬ ‫ﺃﺜ‬ ‫ﻜﺒﻴﺭ‬ ‫ﺭ‬ ‫ﻓﻲ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﻤﻭﻫﺒﺔ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﺘﻨﻤﻴﺔ‬ ، ‫ﻭﺸﻌﻭﺭﻫﻡ‬ ‫ﺒﺎﻻﺴﺘﻘﺭﺍﺭ‬ ‫ﻭﺍﻟﻁﻤﺄﻨﻴﻨﺔ‬ ‫ﻭﺍﻷﻤـﻥ‬ ‫ﺍﻟﻨﻔـﺴﻲ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋ‬ ‫ﻲ‬ ‫ﻜﻤـﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﻤﺴﺅﻭﻟﻴﺘﻬﻡ‬ ‫ﻗﻴﺎﺱ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺤﺘﺎﺝ‬ ‫ﺒﺎﻟﻁﺒﻊ‬ ‫ﻭﻫﺫﺍ‬ ، ‫ﻤـﻥ‬ ‫ﺍﻟﻌﺩﻴـﺩ‬ ‫ﺃﻭﺼـﺕ‬ ‫ﺍ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﻟﻤﺅﺘﻤﺭﺍﺕ‬ ، ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺒﻤﺩﺍﺭﺱ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺘﻌﻭﻴﺩ‬ ‫ﺒﻀﺭﻭﺭﺓ‬ ‫ﺒـﺼﻔﺔ‬ ‫ﻋﺎﻤﺔ‬ ‫ﺘﻌﺯﻴﺯﻫﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻌﻤل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻭﻤﻅﺎﻫﺭ‬ ‫ﺃﺸﻜﺎل‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﻋﻠﻰ‬ ، ‫ﻤﺜل‬ ‫ﺘﻭﺼـﻴﺎﺕ‬ ‫ﺍﻟﻭ‬ ‫ﺍﻟﻤﺅﺘﻤﺭ‬ ‫ﺃﻋﻤﺎل‬ ‫ﻋﺎﻡ‬ ‫‪‬ﻘﺩ‬ ‫ﻋ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻟﻠﺘﻌﻠﻴﻡ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﻁﻨﻲ‬ ) ٢٠٠١ ( ‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﺸـﻌﺎﺭ‬ ‫ﺘﺤﺕ‬ ‫ﺍﻟﺠﻤﻴﻊ‬ ‫ﻤﺴﺅﻭﻟﻴﺔ‬ ، ‫ﺒﻤﺩﻴﻨﺔ‬ ‫‪‬ﻘﺩ‬ ‫ﻋ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻤﻠﺘﻘﻰ‬ ‫ﻭﺘﻭﺼﻴﺎﺕ‬ ‫ﻋـﺎﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﻴﺎﺽ‬ ) ٢٠٠٦ ( ‫ﻋﻨﻭﺍﻥ‬ ‫ﺘﺤﺕ‬ ‫ﺒﺎﻟﺭﻴﺎﺽ‬ ‫ﺍﻟﺼﻨﺎﻋﻴﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﻴﺔ‬ ‫ﺍﻟﻐﺭﻓﺔ‬ ‫ﻨﻅﻤﺘﻪ‬ ‫ﺍﻟﺫﻱ‬ " ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬ ‫ﺇﻟﺘ‬ ‫ﺃﻡ‬ ‫ﺇﻟﺯﺍﻡ‬ ‫ﺯﺍﻡ‬ " ، ‫ﻋﺎﻡ‬ ‫ﻓﺒﺭﺍﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻤﻠﺘﻘﻰ‬ ‫ﻭﺘﻭﺼﻴﺎﺕ‬ ٢٠١٣ ‫ﻭﺘﻭﺼـﻴﺎﺕ‬ ‫ﻋﺎﻡ‬ ‫ﺍﻟﺭﻴﺎﺽ،‬ ‫ﻤﺩﻴﻨﺔ‬ ‫ﻓﻲ‬ ‫ﻋﻘﺩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻌﺎﻟﻲ‬ ‫ﻟﻠﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺩﻭﻟﻲ‬ ‫ﺍﻟﻤﺅﺘﻤﺭ‬ ) ٢٠١٣ ( ‫ﺍﻟﺠﻬـﻭﺩ‬ ‫ﻤـﻥ‬ ‫ﻭﺒﺎﻟﺭﻏﻡ‬ ‫ﺍﻟﺤﺎﺭﺜﻲ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ، ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻭﺭﺠﺎﻻﺕ‬ ‫ﺍﻟﻨﺎﺸﺌﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻟﻐﺭﺱ‬ ‫ﺍﻟﺤﺜﻴﺜﺔ‬ ) ٢٠٠٢ ( ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬ ‫ﺘﺒﻨـﻲ‬ ‫ﺘـﺴﺘﻭﺠﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﺎﻫﺩﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺇﻟﻰ‬ ‫ﺃﺸﺎﺭ‬ ‫ﺒﺎﻟﻤﺩﺍﺭﺱ‬ ‫ﻜﺎﻟﺘﻬﺎﻭﻥ‬ ‫ﻭﺍﻟﻼﻤﺒﺎﻻﺓ‬ ‫ﻭﺍﻹﻓﺴﺎﺩ‬ ‫ﻟﺒﻌﺽ‬ ‫ﺍﻟﻤﻤﺘﻠﻜﺎﺕ‬ ‫ﺍﻟﻌﺎﻤﺔ،‬ ‫ﻭﻤﻥ‬ ‫ﺨﻼل‬ ‫ﻤﻼﺤﻅـﺎﺕ‬ ‫ﺍﻟﺒﺎﺤـﺙ‬ ‫ﺎ‬ ‫ﻤﻴﺩﺍﻨﻴ‬ ‫ﻭﻨﺘﺎﺌﺞ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﻜﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺤﺎﺭﺜﻲ‬ ) ٢٠٠٢ ( ‫ﺴﻌﻭﺩ‬ ‫ﻭﺁل‬ ) ٢٠٠٥ ( ‫ﺍﻟـﻰ‬ ‫ﺃﺸﺎﺭﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻀﻌﻑ‬ ‫ﺍﻹﺤﺴﺎﺱ‬ ‫ﺒﺎﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﺩﻯ‬ ‫ﻜﺜﻴﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻼﺏ،‬ ‫ﺍﻟﺯﻫﺭﺍﻨﻲ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ) ٢٠١٨ ( ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺘﺒﻴﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺒﺎﻟﻨﻅﺭ‬ ، ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻜﺩﺕ‬ ‫ﻋﺩﻴﺩﺓ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﻓﺜﻤﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻤﻭﻫﺒﺘﻬﻡ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﻨﻔﺱ‬ ‫ﻭﻓﻲ‬ ‫ﺃﺨﻼﻗﻴﺔ‬ ‫ﻜﻘﻴﻤﺔ‬ ‫ﺍﻹﺭﺘ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻗﻠﺔ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﺃﺨﺭﻯ‬ ‫ﻭﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺒﺎﻁﻴﺔ‬ ‫ﺍﻟﻌﻨﺯﻱ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺒﺎﺴﺘﺜﻨﺎﺀ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺒﺎﻟﺘﻔﻜﻴﺭ‬ ‫ﻋﻼﻗﺘﻬﺎ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ) ٢٠٠٦ ( ‫ﺍﻟﻤﺭﺤﻠـﺔ‬ ‫ﻋﻠـﻰ‬ ‫ﺃﺠﺭﻴـﺕ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﻭﺍﺨﻼﻗﻴﺔ‬ ‫ﻗﻴﻤﻴﺔ‬ ‫ﺒﻤﻨﻅﻭﻤﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻴﺘﻤﻴﺯ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﻭﺍﻟﻤﺘﻭﺴﻁﺔ،‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺤﺘﺎﺝ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺒﺎﻟﺘﻔﻜﻴﺭ‬ ‫ﻋﻼﻗﺘﻬﺎ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻐﺭﺒﻴـﺔ‬ ‫ﺍﻟﻤﺠﺘﻤﻌـﺎﺕ‬ ‫ﻋـﻥ‬ ‫ﺒﺎﻟﺨﺼﻭﺼﻴﺔ‬ ‫ﺘﺘﻤﻴﺯ‬ ‫ﺜﻘﺎﻓﺔ‬ ‫ﻓﻲ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺒﺎﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺘﻌﺎﻟﻰ‬ ‫ﺍﷲ‬ ‫ﺤﺒﺎﻫﺎ‬ . ‫ﺍﻟﻌﻨﺯﻱ‬ ‫ﻭﺃﺸﺎﺭ‬ ) ٢٠٠٨ ( ‫ﺃﻥ‬ ‫ﹰ‬ ‫ﻨﺎﺩﺭﺍ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺒﻤﻬﻤـﺎﺕ‬ ‫ﻴﻘﻭﻤـﻭﺍ‬ ‫ﻜﻲ‬ ‫ﹰ‬ ‫ﻓﺭﺼﺎ‬ ‫ﻟﻠﺘﻼﻤﻴﺫ‬ ‫ﺘﻬﻴﺊ‬ ‫ﻤﺎ‬ ‫ﻴﺜﻴﺭﻭﻨﻬﺎ‬ ‫ﺘﺴﺎﺅﻻﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺒﻨﻴﺔ‬ ‫ﺃﻭ‬ ‫ﻓﻀﻭﻟﻬﻡ‬ ‫ﻤﻥ‬ ‫ﻨﺎﺒﻌﺔ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌـﺎﻤﻠﻴﻥ‬ ‫ﻏﺎﻟﺒﻴـﺔ‬ ‫ﺃﻥ‬ ‫ﻭﻤﻊ‬ ، ‫ﺒﺄﻨﻔﺴﻬﻡ‬ ‫ﺍﻟﻁـﻼﺏ‬ ‫ﻟـﺩﻯ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺒﺄﻫﻤﻴﺔ‬ ‫ﻜﺎﻓﻴﺔ‬ ‫ﻗﻨﺎﻋﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺒﺎﻟﺤﻘل‬ ‫ﺴـﻭﺍﺀ‬ ‫ﻋﻭﺍﺩ‬ ‫ﻭﺃﺒﻭ‬ ‫ﺍﻟﺤﺠﺎﺤﺠﺔ‬ ‫ﻤﻥ‬ ‫ﱞ‬ ‫ﻜل‬ ‫ﺃﻜﺩ‬ ‫ﻜﻤﺎ‬ ، ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ) ٢٠١٧ ( ‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﺎﺱ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﹼﻥ‬ ‫ﺘﻤﻜ‬ ‫ﻟﻠﺤﻜﻡ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺒـﺭﺍﻤﺞ،‬ ‫ﻫﺫﻩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺇﻓﺎﺩﺓ‬ ‫ﻤﺩﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻜﻤﺎ‬ ‫ﻟﺒﻥ‬ ‫ﺃﺒﻭ‬ ‫ﺃﺸﺎﺭ‬ ) ٢٠١١ ( ‫ﺇﻟﻰ‬ ‫ﺘﻤﻜﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺃﺴﺎﺴـﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻭ‬ ، ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﺤﺴﻴﻥ‬ ، ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﺘﻤﻜﻨﻬﻡ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺤﻴﺎﺘﻬﻡ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﻤﺨﺘﻠﻑ‬ ‫ﻓﻲ‬ ‫ﺍ‬ ‫ﺭﻭﺡ‬ ‫ﺘﺸﺠﻴﻊ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻻﺴـﺘﻔﻬﺎﻡ‬ ‫ﻭ‬ ‫ﻭﺍﻟﺒﺤﺙ‬ ‫ﻟﺘﺴﺎﺅل‬ ، ‫ﺍﻟﺘـﺴﻠﻴﻡ‬ ‫ﻭﻋـﺩﻡ‬ ‫ﺍﻟﻤﻌﺭﻓﻴـﺔ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺁﻓﺎﻕ‬ ‫ﺘﻭﺴﻴﻊ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺅﺩﻱ‬ ‫ﺍﻻﺴﺘﻜﺸﺎﻑ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﺤﺭﻱ‬ ‫ﺩﻭﻥ‬ ‫ﺒﺎﻟﺤﻘﺎﺌﻕ‬ ، ‫ﻨﺤـﻭ‬ ‫ﻭﻴـﺩﻓﻌﻬﻡ‬ ‫ﺃﻭﺴﻊ‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻻﻨﻁﻼﻕ‬ ، ‫ﺍﻟﻨـﻭﻋﻲ‬ ‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﻭﺯﻴﺎﺩﺓ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺃﺒﻨﻴﺘﻬﻡ‬ ‫ﺜﺭﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻌﻤل‬ ‫ﻤﻤﺎ‬ ‫ﻟﺩﻴﻬﻡ‬ ، ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻟﻘﻠﺔ‬ ‫ﹰ‬ ‫ﻭﻨﻅﺭﺍ‬ ‫ﺘﻨﺎﻭ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻟﺕ‬ ‫ﻟـﺩﻯ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﺍﺤـﺩﺓ‬ ‫ﺩﺭﺍﺴـﺔ‬ ‫ﺴﻭﻯ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻴﺠﺩ‬ ‫ﻟﻡ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﺒﺎﻟﻤﺴﺅﻭﻟﻴﺔ‬ ) ‫ﺍﻟﻌﻨـﺯﻱ،‬ ٢٠٠٦ ( ‫ﻭﺍﻻﺒﺘﺩﺍﺌﻴـﺔ،‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺠﺭﻴﺕ‬ ‫ﺍﻟﻁـﻼﺏ‬ ‫ﺇﺤﺘﻴﺎﺠـﺎﺕ‬ ‫ﺃﻥ‬ ‫ﻤـﻥ‬ ‫ﺒـﺎﻟﺭﻏﻡ‬ ‫ﻡ‬ ‫ﺘﻘﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺯﻤﻨﻴﺔ‬ ‫ﻟﻠﻤﺭﺤﻠﺔ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ ‫ﻤﺘﺠﺩﺩﺓ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻹﺜﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﻟﻬﻡ‬ . ‫ﺴﺒﻕ‬ ‫ﻤﺎ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬ ‫ﻭﺘﺄﺴﻴﺴﺎ‬ ‫ﺘﺘﻠﺨﺹ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫‪‬ﺭﺍﺴﺔ‬ ‫ﺍﻟﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺘـﻭﺍﻓﺭ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻟﻌﻼﻗـﺔ‬      ١ . ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻤﺎ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﺍﻟﺘﻔﻜﻴﺭ‬ ) ‫ﺍﻟﻤﺼﺩﺍﻗﻴﺔ‬ ‫ﺍﻻﺴﺘﻘﺭﺍﺀ،‬ ‫ﺍﻻﻓﺘﺭﺍﻀـﺎﺕ‬ ‫ﺍﻻﺴـﺘﻨﺒﺎﻁ،‬ ، ‫ﻋﺸﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﻔﻭﻗﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺩﺭﺴﺔ‬ ‫ﺍﻟﻤﻠﻙ‬ ‫ﻋﺒﺩ‬ ‫ﺍﷲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﻟﻠﺘﻤﻴﺯ‬ ‫ﻓﻲ‬ ‫ﻤﺩﻴﻨﺔ‬ ‫ﺍﻟﺯﺭﻗﺎﺀ،‬ ‫ﻭﻁﺒﻕ‬ ‫ﻋﻠـﻴﻬﻡ‬ ٩٤ ( ‫ﻁﺎﻟﺏ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﻤﻥ‬ ‫ﻁﻼﺏ‬ ‫ﺍﻟﺼﻔﻴﻥ‬ ‫ﺍﻟﻌﺎﺸﺭ‬ ‫ﻭﺍﻟﺤﺎﺩﻱ‬ ‫ﻋﺸﺭ‬ ‫ﺒﻭﺍﻗﻊ‬ ) ٥٠ ( ‫ﺫﻜﻭﺭ‬ ‫ﻭ‬ ) ٤٤ ( ‫ﺇﻨﺎﺙ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻟﻌﺎﻤ‬ ‫ﺍﻹﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻤﺨﻭﺍﺓ،‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﻟﻠﺘﻌﻠﻴﻡ‬ ‫ﺔ‬ ‫ﻋﺩﺩﻫﻡ‬ ‫ﻭﺍﻟﺒﺎﻟﻎ‬ ) ١٢٢ ( ‫ﺒﻭﺍﻗﻊ‬ ‫ﻭﻁﺎﻟﺒﺔ،‬ ‫ﹰ‬ ‫ﻁﺎﻟﺒﺎ‬ ( ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺨﻭﺍﺓ‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻓﻲ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻜﺎﻟﻴﻔﻭﺭﻨﻴﺎ‬ ‫ﻟﻠﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﻨﺎﻗﺩ،‬ ‫ﻭﺃﺸﺎﺭﺕ‬ ‫ﺇﻟﻰ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﹼﻲ‬ ‫ﺘﺩﻨ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻁﻠ‬ ‫ﺒﺔ‬ ‫ﻓﻲ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺘﻔﻜﻴـﺭ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﺍﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﺒﺎﺤﺜﺎﻥ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻜﺎﻟﻴﻔﻭﺭﻨﻴﺎ‬ ‫ﻟﻠﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ) ‫ﺍﻹﺴﺘﻨﺘﺎﺝ‬ -‫ﺍﻻﺴـﺘﺩﻻل‬ -‫ﺍﻻﺴـﺘﻘﺭﺍﺭ‬ -‫ﺍﻟﺘﺤﻠﻴـل‬ -) ٩٥ ( ‫ﻭ‬ ‫ﺍﻟﺫﻜﻭﺭ،‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﻥ‬ ) ٢٧ ( ‫ﺍﻹﻨﺎﺙ،‬ ‫ﻤﻥ‬ ‫ﻁﺎﻟﺒﺔ‬ ‫ﻓﻜﺎﻨـﺕ‬ ‫ﺍﻟـﺸﺎﻤل،‬ ‫ﺒﺎﻟﺤﺼﺭ‬ ‫ﺃﺨﺫﻫﻡ‬ ‫ﺘﻡ‬ ‫ﻭﻗﺩ‬ ‫؟‬ ٢ . ‫ﺩﺭﺠﺔ‬ ‫ﻤﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ) ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻟﺠﻤﺎﻋﻴﺔ،‬ ‫ﻭﺍﻷﺨﻼﻗﻴﺔ،‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ،‬ ( ‫ﺍﻟﻜﻠﻲ‬ ‫ﻭﻓﻲ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ) ‫ﺍﻟﺘﺤﻠﻴل،‬ ‫ﻭﺍﻻﺴﺘﻘﺭﺍﺀ،‬ ‫ﻭﺍﻻﺴﺘﺩﻻل،‬ ‫ﻭﺍﻻﺴﺘﻨﺘﺎﺝ،‬ ‫ﻭﺍﻟﺘﻘﻴﻴﻡ‬ ( ‫ﻭﻋﺩﻡ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ( ، ‫ﻭﻗﺩ‬ ‫ﺃﺸﺎﺭﺕ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺩﻨﻲ‬ ‫ﻭﺍﻀﺢ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺍﻟﻜﻠﻲ‬ ‫ﻭﻟﻜل‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺭﺍﺠﻌﺔ‬ ‫ﺍﻻﺴﺘﺠﺎﺒﺎﺕ‬ ) ٦٨ ( ‫ﺘﻤﺜل‬ ‫ﻭﻫﻲ‬ ) ٥٥,٧٣ (% ‫ﺍﻷﺼﻠﻲ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻤﻥ‬ . ‫ﻭﺍﻟﺠـﺩﻭل‬ ) ٣ ( ‫ﻴﻭﻀـﺢ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺨﻭﺍﺓ‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻓﻲ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺍﺭﺘﺒﺎﻁﻴﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﻭﺍﻟﺘﺤﺼﻴل‬ ‫ﺍﻟﺩ‬ ‫ﺍ‬ ‫ﺭﺴﻲ،‬ ‫ﻭﻭﺠـﻭﺩ‬ ‫ﻓـﺭﻭﻕ‬ ‫ﺫﺍﺕ‬ ‫ﺤﺩﺓ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻁﺒﻕ،‬ ‫ﻭﻗﺩ‬ ‫ﺃﻭﺼﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﻀﺭﻭﺭﺓ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﻟﻠﻁﻼﺏ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺘﻭﺯﻴﻊ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﺼﻑ‬ ‫ﻭﺍﻟﺠﻨﺱ‬ . ‫؟‬ ٣ . ‫ﻋﻼﻗﺔ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬ ‫ﻋﻨ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺩ‬ ) ٠,٠٥ ≤ α ( ‫ﺒﻴﻥ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺔ‬ ‫ﺇﺤﺼﺎﺌﻴ‬ ‫ﻓﻲ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺘﻌﺯﻯ‬ ‫ﻟﻠﺠﻨﺱ‬ ‫ﻭﻟﺼﺎﻟﺢ‬ ‫ﺍﻹﻨﺎﺙ‬ ‫ﺍﻟﻤﺘﻔﻭﻗﻴﻥ‬ ‫ﻭﺇﻋﺎﺩﺓ‬ ‫ﺍﻟﻨﻅﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻁﺭﺍﺌﻕ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﺍﻟﻤﺘﻔﻭﻗﻴﻥ‬ . ‫ﺍﻟﺠﺩﻭل‬ ) ٣ ( ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺘﻭﺯﻴﻊ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﺼﻑ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﻤﺨﻭﺍﺓ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﻭﺍﻟﺠﻨﺱ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻤﺨﻭﺍﺓ‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻓﻲ‬ ‫؟‬      ‫ﺴﻌ‬ ‫ﺕ‬ ‫ﻴﻠﻲ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺇﻴﺠﺎﺯﻫﺎ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫‪‬ﺭﺍﺴﺔ‬ ‫ﺍﻟﺩ‬ : ١ . ‫ﺘﺤﺩﻴﺩ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺍﻟﻨﺎﻗ‬ ‫ﺍﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺩ‬ ) ‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ‬ ‫ﺍﻻﺴﺘﻨﺒﺎﻁ،‬ ‫ﺍﻟﻤﺼﺩﺍﻗﻴﺔ،‬ ‫ﺍﻻﺴﺘﻘﺭﺍﺀ،‬ ( ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺨﻭﺍﺓ‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻓﻲ‬ . ٢ . ‫ﺘﺤﺩﻴﺩ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺒﺄﺒﻌﺎﺩﻫﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺘﻭﺍﻓﺭ‬ ) ‫ﺍﻟﺠﻤﺎﻋﻴـﺔ،‬ ‫ﻭﺍﻷﺨﻼﻗﻴﺔ،‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ،‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ( ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤ‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻓﻲ‬ ‫ﺨﻭﺍﺓ‬ . ٣ . ‫ﻋﻼﻗﺔ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ) ٠,٠٥ ≤ α ( ‫ﺒﻴﻥ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻤﺨﻭﺍﺓ‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻓﻲ‬ ‫؟‬    ‫ﹰ‬ ‫ﺍﻭﻻ‬ : ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫‪‬ﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﺩ‬ ‫ﺒﻭﺒﻭ‬ ‫ﺃﺠﺭﻯ‬ ‫ﺸـﺒﻴﺏ‬ ‫ﻭ‬ ‫ﺸﺭﻴﺒﺔ‬ ‫ﻭ‬ ) ٢٠١٨ ( ‫ﻋـﻥ‬ ‫ﺍﻟﻜـﺸﻑ‬ ‫ﻫـﺩﻓﺕ‬ ‫ﺩﺭﺍﺴـﺔ‬ ‫ﺍﻟﺨـﺼﺎﺌﺹ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻟﻤﺴﺘﻭﻯ‬ ‫ﻜﻭﺭﻨﻴل‬ ‫ﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ‬ ‫ﺍﻟﻤﺭﻜـﺯ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻭﻁﻨﻲ‬ ‫ﻟ‬ ‫ﻟﺩﻴ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻑ‬ ‫ﺘﻌﺭ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﻠﻤﺘﻤﻴﺯﻴﻥ،‬ ‫ﻬ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻔﺭﻭﻕ‬ ‫ﻡ،‬ ‫ﻟﺩﻯ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻟﻤ‬ ‫ﹰ‬ ‫ﺘﺒﻌﺎ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺘﻐﻴﺭﻱ‬ ) ‫ﺍﻟﺩ‬ ‫ﻭﺍﻟﺼﻑ‬ ‫ﺍﻟﺠﻨﺱ،‬ ‫ﺭﺍ‬ ‫ﺴﻲ‬ ( ‫ﺍﻟﺩ‬ ‫ﻋﻴﻨﺔ‬ ‫‪‬ﻨﺕ‬ ‫ﺘﻜﻭ‬ ، ‫ﻤـﻥ‬ ‫ﺭﺍﺴـﺔ‬ ) ١٦٧ ( ‫ﻭﺃﻅ‬ ‫ﻭﻁﺎﻟﺒﺔ،‬ ‫ﹰ‬ ‫ﻁﺎﻟﺒﺎ‬ ‫ﻬ‬ ‫ﺃﻓ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﺴﺘﻭﻯ‬  ‫ﺃﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺭﺕ‬ ‫ﺭﺍﺩ‬ ‫ﺍﻟﻤـﺴﺘﻭﻯ‬ ‫ﻓـﻲ‬ ‫ﻜـﺎﻥ‬ ‫ﺍﻟﻌﻴﻨـﺔ‬ ‫ﺍﻤﺘﻼﻜ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻹﻨﺎﺙ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻭﻟﻡ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ،‬ ‫ﻬﻡ‬ ‫ﻟﻤ‬ ‫ﻬ‬ ‫ﺎﺭ‬ ‫ﺍ‬ ‫ﺍﻟﻨﺎﻗﺩ،‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺕ‬ ‫ﺍﻟﻔﺭ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻭﻕ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟـﺼﻑ‬ ‫ﻟﻤﺘﻐﻴـﺭ‬ ‫ﹰ‬ ‫ﺘﺒﻌـﺎ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﻟﺼﺎﻟﺢ‬ . ‫ﻋﻭﺍﺩ‬ ‫ﺃﺒﻭ‬ ‫ﻭ‬ ‫ﺍﻟﺤﺠﺎﺤﺠﺔ،‬ ‫ﺃﺠﺭﻯ‬ ) ٢٠١٧ ( ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻔﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻟﻠﺘﻤﻴـ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﺍﷲ‬ ‫ﻋﺒﺩ‬ ‫ﺍﻟﻤﻠﻙ‬ ‫ﻤﺩﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻔﻭﻗﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺒﺎﻟﺘﺤﺼﻴل‬ ‫ﻭﻋﻼﻗﺘﻪ‬ ‫ﻓـﻲ‬ ‫ﺯ‬ ‫ﺍﻟﺯﺭﻗﺎﺀ‬ ‫ﻤﺩﻴﻨﺔ‬ ‫ﺒﺎﻷﺭﺩﻥ،‬ ، ‫ﹼﻭﻨﺕ‬ ‫ﻭﺘﻜ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻥ‬ ) ٧٩ ( ‫ﻓﻲ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﹰ‬ ‫ﻁﺎﻟﺒﺎ‬ ‫‪‬ﻔﻴﻥ‬ ‫ﺍﻟﺼ‬ ‫ﺍﻟﻌﺎﺸﺭ‬ ‫ﻭﺍﻟﺤﺎﺩﻱ‬ ‫ﺃﺠﺭﻯ‬ ‫ﻭﻋﺎﺼﻲ‬ ‫ﺤﻤﺎﺩﻨﺔ‬ ) ٢٠١٥ ( ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻟـﺩﻯ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻷﺭﺩﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ، ‫ﺍﻟﻤﻭﻫـﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻋﻥ‬ ‫ﻭﺍﻟﻜﺸﻑ‬ ‫ﺍﻟﻤﺘﻤﻴﺯﻴﻥ،‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﺴﺘﻭﻯ‬ . ‫ﻤﻥ‬ ‫‪‬ﻨﺕ‬ ‫ﺘﻜﻭ‬ ) ١٧٣ ( ‫ﺍﻟﻁﻠﺒـﺔ‬ ‫ﻤـﻥ‬ ‫ﻭﻁﺎﻟﺒـﺔ‬ ‫ﹰ‬ ‫ﻁﺎﻟﺒـﺎ‬ ‫ﺍﻟﻤ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﺠﻭﺩﻴﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻠ‬ ‫ﺍﷲ‬ ‫ﻋﺒﺩ‬ ‫ﻙ‬ ‫ﻟ‬ ‫ﺇﺭﺒﺩ‬ ‫ﻤﺩﻴﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺯ‬ ‫ﻠﺘﻤﻴ‬ . ‫ﻭﺘـﻡ‬ ‫ﺍﺴـﺘﺨﺩ‬ ‫ﺍ‬ ‫ﻡ‬ ‫ﺍﺨﺘﺒـﺎﺭ‬ ‫ﻜﺎﻟﻴﻔﻭﺭﻨﻴﺎ‬ ‫ﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ) ‫ﻨﻤﻭﺫﺝ‬ ٢٠٠٠ ( ‫ﺼﻭﺭﺘ‬ ‫ﻓﻲ‬ ‫ﻪ‬ ‫ﻟ‬ ‫‪‬ﻟﺔ‬ ‫ﺍﻟﻤﻌﺩ‬ ‫ﻠ‬ ‫ﻭﺍﻻﺨﺘﺒـﺎﺭ‬ ‫ﺍﻷﺭﺩﻨﻴـﺔ،‬ ‫ﺒﻴﺌﺔ‬ ‫ﻤﻥ‬ ‫ﻥ‬ ‫ﻤﻜﻭ‬ ) ٣٤ ( ‫ﻋ‬ ‫ﻤﻭﺯ‬ ‫ﻤﺘﻌﺩﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺨﺘﻴﺎﺭ‬ ‫ﻨﻭﻉ‬ ‫ﻤﻥ‬ ‫ﻓﻘﺭﺓ‬ ‫ﺨﻤﺱ‬ ‫ﻋﻤﻰ‬ ‫ﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻓﺭﻋﻴﺔ‬ ) ‫ﺍ‬ ‫ﻟﺘﺤ‬ ‫ﻠ‬ ‫ﻴل‬ -‫ﻭﺍﻟﺘﻘﻴﻴﻡ‬ -‫ﻭﺍﻻﺴﺘﺩﻻل‬ -‫ﻭﺍﻻﺴﺘﻨﺘﺎﺝ‬ -‫ﻭﺍﻻﺴﺘﻘﺭﺍﺀ‬ ( ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﺴﺘﻭﻯ‬  ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺒﺎﺤﺜﺎﻥ‬ ‫ل‬ ‫ﺘﻭﺼ‬ ‫ﺘﺭﺘﻴﺏ‬ ‫ﻭﺠﺎﺀ‬ ‫ﺍﻟﻤﺄﻤﻭل،‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻭﺩﻭﻥ‬ ‫ﹰ‬ ‫ﻤﺘﻭﺴﻁﺎ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ) ‫ﺍﻻﺴﺘﻘ‬ ‫ﺍﻻﺴﺘﻨﺘﺎﺝ،‬ ‫ﺭ‬ ‫ﺍﺭﺀ‬ ‫ﺍﻟﺘﺤ‬ ‫،ﺍﻟﺘﻘﻴﻴﻡ،‬ ‫ﻠ‬ ‫ﺍﻻﺴﺘﺩﻻل‬ ‫ﻴل،‬ ( ‫ﺘﺒﻴﻥ‬ ‫ﻜﻤﺎ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺘﺤ‬ ‫ﻠ‬ ‫ﻴـل،‬ ‫،ﺍﻻﺴﺘﺩﻻل‬ ‫ﺍﻻﺴﺘﻨﺘﺎﺝ‬ ‫ﺒـﻴﻥ‬ ‫ﹰ‬ ‫ﻓﺭﻭﻗﺎ‬ ‫ﺘﻅﻴﺭ‬ ‫ﻟﻡ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻨﺎﺙ،‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻹﻨﺎﺙ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻭﺍﻟﺘﻘﻴﻴﻡ‬ ‫ﺒﺎﻻﺴﺘﻘﺭﺍﺀ‬ . ‫ﺍﻟﺭﺍﻓﻌﻲ‬ ‫ﻭﺃﺠﺭﻯ‬ ) ٢٠١٢ ‫ﻡ‬ ( ‫ﺍﻟﺒﺭﻨـﺎﻤﺞ‬ ‫ﺃﺜـﺭ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺘﻌـﺭﻑ‬ ‫ﺇﻟـﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻹﺜﺭﺍﺌﻲ‬ ‫ﻭﺭﺠﺎﻟﻪ‬ ‫ﺍﻟﻌﺯﻴﺯ‬ ‫ﻋﺒﺩ‬ ‫ﺍﻤﻠﻠﻙ‬ ‫ﻤﺅﺴﺴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻘﺩﻡ‬ ‫ﺍﻟﺜﺎﻤﻥ‬ ‫ﺍﻟﺼﻴﻔﻲ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺠﺎﻤﻌـﺔ‬ ‫ﺭﺤﺎﺏ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﻘﺎﻡ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻤﻠﻜﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﻭﺍﻹﺒﺩﺍﻉ‬ ‫ﻟﻠﻤﻭﻫﺒﺔ‬ ‫ﺨﺎﻟﺩ‬ ‫ﺍﻟﻤﻠﻙ‬ . ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻭﻤﻌﺭﻓﺔ‬ . ‫ﻭﺍﻟﺘﻌﺭ‬ ‫ﻑ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﺫﻭ‬ ‫ﺍﻟﺘﺠﺭﻴﻴﺒﻲ‬ ‫ﺸﺒﻪ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺇﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻭﻟﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻭﺘﻡ‬ ‫ﺍﻟﻭﺍﺤﺩﺓ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ) ٤٤ ( ‫ﺫﺍﺕ‬ ‫ﻓـﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﹰ‬ ‫ﻁﺎﻟﺒﺎ‬ ‫ﻟﻤﻬـﺎﺭﺍ‬ ‫ﺍﻤـﺘﻼﻜﻬﻡ‬ ‫ﻓﻲ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻭﺃﻥ‬ ‫ﻭﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﻘﺒﻠﻲ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺕ‬ ‫ﺍﻻﻓﺘﺭﺍﻀـﺎﺕ‬ ‫ﻭ‬ ‫ﻭﺍﻟﺘﻔـﺴﻴﺭ‬ ‫ﺍﻹﺴـﺘﻨﺘﺎﺝ‬ ‫ﻴﻤﺘﻠﻜﻭﻨﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﺒﺭﺯ‬ ‫ﻭﻜﺎﻨﺕ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻻﺴﺘﻨﺒﺎﻁ‬ ‫ﻭﺃﻗﻠﻬﺎ‬ ‫ﻭﺍﻟﻤﻨﺎﻗﺸﺎﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺠﻌﺎﻓﺭﺓ‬ ‫ﺍﻟﺨﺭﺍﺒﺸﺔ‬ ‫ﻭ‬ ) ٢٠٠٧ ( ، ‫ﺍﻟﺘﻲ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺩﺭﺠـﺔ‬ ‫ﺍﻤﺘﻼﻙ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻤﺩﺭﺴﺔ‬ ‫ﺍﻟﻴﻭﺒﻴل‬ ‫ﺍﻷﺭﺩﻥ‬ ‫ﻓﻲ‬ ‫ﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟ‬ ‫ﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﻨﺎﻗﺩ،ﺤﻴﺙ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ) ‫ﺍﻟﻌﻨﺯﻱ‬ ‫ﺃﺠﺭﻯ‬ ‫ﻜﻤﺎ‬ ) ٢٠٠٦ ( ‫ﺍ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﻟﺘﻔﻜﻴـﺭ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﻨﺴﺏ‬ ‫ﺍﻟﻨﻅﺎﻤﻴـﺔ‬ ‫ﺍﻻﻋﺘﻴﺎﺩﻴـﺔ‬ ‫ﺍﻟﻤـﺩﺍﺭﺱ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻤﺘﻭﺍﺠﺩﻴﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻭﺍﻻﺒﺘﺩﺍﺌﻴﺔ،‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺒﻬـﻡ‬ ‫ﺨﺎﺼـﺔ‬ ‫ﻤﺭﺍﻜـﺯ‬ ‫ﻓﻲ‬ ‫ﻤﺘﻔﻭﻗﻴﻥ‬ ‫ﻜﻁﻠﺒﺔ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻭﻴﺘﻠﻘﻭﻥ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻭﺩﻭﺭ‬ ‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻨﻅﺎﻤﻴﺔ‬ ‫ﻤﺩﺍﺭﺴﻬﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻋﺘﻴﺎﺩﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻭﻗﺎﺕ‬ ‫ﺨﺎﺭﺝ‬ ‫ﺫﻜﻭﺭ‬ ٤٦ ٦٧,٦ % ‫ﺍﻟﻨﻭﻉ‬ ‫ﺇﻨﺎﺙ‬ ٢٢ ٣٢,٤ % ‫ﻭﺍﻟـﺼﻑ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﻜﻭﻨﺕ‬ ‫ﺫﻟﻙ،‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ) ١٦٨ ( ‫ﺍﻟﺘﻔﻜﻴـﺭ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺴﺘﺨﺩﻡ‬ ‫ﻭﻁﺎﻟﺒﺔ،‬ ‫ﹰ‬ ‫ﻁﺎﻟﺒﺎ‬ ‫ﺍﻟـﺴﻌﻭﺩﻴﺔ،‬ ‫ﻭﺍﻟﺒﻴﺌـﺔ‬ ‫ﻴـﺘﻼﺀﻡ‬ ‫ﺒﻤﺎ‬ ‫ﺘﻌﺩﻴﻠﻪ‬ ‫ﺒﻌﺩ‬ ‫ﺍﻟﺨﻁﻴﺏ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﺩ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬ ‫ﻭﻤﻘﻴـﺎﺱ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻭﻫـﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒـﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﺭﺘﻔﺎﻉ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺃﺸﺎﺭﺕ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻷﻭل‬ ٢٠ ٢٩,٤ % ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ٢٣ ٣٣,٨ ‫ﺍﻟﺼﻑ‬ ‫ﻤﺴﺘﻭﻯ‬ % ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ٢٥ ٣٦,٨ % ‫ﻭﺍﺭﺘﻔـﺎﻉ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﺒﻴﻥ‬ ) ٣ ( ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺃﻥ‬ ‫ﺒ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺎﻟﺼﻑ‬ ‫ﺍﻟﺜـﺎﻨﻭﻱ‬ ‫ﺒﻠﻐـﺕ‬ ‫ﻟﻠﺠـﻨﺱ‬ ‫ﻴﻌـﺯﻯ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﺍﻟﺘﻔﻜﻴـﺭ‬ ‫ﻟﻤﺴﺘﻭﻯ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻭﻋﺩﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻭﺍﻟﺼﻑ‬ ) ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻭﺍﻟﺜﺎﻨﻲ‬ ‫ﻭﺍﻷﻭل‬ ‫ﺍﻟﺴﺎﺩﺱ،‬ ‫ﻨﺴﺒﺘﻬﻡ‬ ) ٣٦,٨ (% ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﻭﺒﺎﻟﺼﻑ‬ ) ٣٣,٨ (% ‫ﺍﻟﺜﺎﻨﻭﻱ‬ ‫ﻭﺒﺎﻷﻭل‬ ) ٢٩,٤ (% ‫ﺍﻟﻤﺠﺘﻤـﻊ‬ ‫ﻤـﻥ‬ .( ‫ﺩﺍﻴﻘﺴﻭﻥ‬ ‫ﺩﺭﺍﺴﺔ‬ ) Dixon,2004 ( ‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺘﻌ‬ ‫ﻠ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻴﻡ‬ ‫ﻜ‬ ‫ﺎﺴﺘﺭ‬ ‫ﺍ‬ ‫ﻤﻬـﺎﺭ‬ ‫ﻟﺘﻨﻤﻴـﺔ‬ ‫ﺘﻴﺠﻴﺔ‬ ‫ﺍ‬ ‫ﻟﻠﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻜﻠﻲ‬ . ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺒﻠﻐﺕ‬ ‫ﻜﻤﺎ‬ ) ٦٧,٦ (% ‫ﺍﻟﻤﻭﻫﻭﺒﺎﺕ‬ ‫ﻭﺍﻟﻁﺎﻟﺒﺎﺕ‬ ) ٣٢,٤ (% ‫ﺕ‬ ‫ﺍﻟﻁ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻠ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺒﺔ‬ ‫ﻓﻲ‬ ‫ﺃﻤﻴﺭ‬ ‫ﻜﺎ‬ ‫ﻋﻥ‬ ‫ﻭﺍﻟﻜﺸﻑ‬ ، ‫ﺍﻟﺘﻌ‬ ‫ﺃﺜﺭ‬ ‫ﻠﻴ‬ ‫ﺒـﺎﻟﺘﻔﻜﻴﺭ‬ ‫ﻡ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻤﺠﺘﻤ‬ ‫ﻤﻥ‬ ‫ﻟﻠﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻜﻠﻲ‬ ‫ﻊ‬ . ‫ﺘﻨﻤﻴـﺔ‬ ‫ﻤ‬ ‫ﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻁ‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻠ‬ ‫ﺒﺔ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴ‬ ‫ﻥ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻠﺘﺤﻘﻴﻥ‬ ‫ﻓـﻲ‬ ‫ﺍﻹﺒـﺩﺍﻉ‬ ‫ﺘﻨﻤﻴـﺔ‬ ‫ﺍﻷﻤﻴﺭﻜﻴﺔ‬ ‫ﺍﻟﻤﺘﺤﺩﺓ‬ ‫ﺍﻟﻭﻻﻴﺎﺕ‬ . ‫ﻤﻥ‬ ‫ﺍﺭﺴﺔ‬ ‫ﺍﻟﺩ‬ ‫ﻋﻴﻨﺔ‬ ‫‪‬ﻨﺕ‬ ‫ﺘﻜﻭ‬ ) ٩٣ ( ‫ﺍﻟﻤﻭ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻤﻥ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﹰ‬ ‫ﻁﺎﻟﺒﺎ‬ ‫ﻫﻭ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟ‬ ‫ﺍﻟﺼﻔﻭﻑ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺨﺎﻤﺱ‬ ‫ﺭﺍﺒﻊ‬ ‫ﺍﺭﺒﻊ‬ ‫ﻭﺍﻟﺨﺎﻤﺱ‬ ‫ﻭ‬ ‫ﻤﺒﻨﻲ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺒﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﺒﺎﺤﺜﻭﻥ‬ ‫ﻗﺎﻡ‬ ‫ﻁﺭﻴﻘـﺔ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺩﻴﻜﺴﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺘﺒﻴﻥ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻓﺭﺍﺩ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻜﺎﻥ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻤﺭﺘﻔﻌﺔ،‬ ‫ﻭﺍﻻﺴﺘﻨﺘﺎﺝ‬ ‫ﺍﻟﺘﺤﻠﻴل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﺤﺴﻨﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺍﻜﺜﺭ‬ .   ‫ﺜﺎﻟﺜ‬ ‫ﹰ‬ ‫ﺎ‬ : ‫ﺃﺩﺍ‬ ‫ﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ١٧ ٠,٥٨ ** ٠,٥٦ ** ٤٠ ٠,٧٤ ** ٠,٦٨ ** : ‫ﺘـﻡ‬ ‫ﻓﻘﺩ‬ ‫ﻭﻤﺠﺘﻤﻌﻬﺎ،‬ ‫ﻭﻤﻨﻬﺠﻬﺎ،‬ ‫ﺃﻫﺩﺍﻓﻬﺎ،‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻟﻁﺒﻴﻌﺔ‬ ‫ﹰ‬ ‫ﻨﻅﺭﺍ‬ ١٨ ٠,٦٥ ** ٠,٥٩ ** ٤١ ٠,٦٣ ** ٠,٥٦ ** ‫ﻤﻘﻴـﺎﺱ‬ ‫ﺍﺴـﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﻟﻠﺒﻴﺌﺔ‬ ‫ﺍﻟﻤﻌﺭﺏ‬ ‫ﻜﻭﺭﻨﻴل‬ ) ‫ﺍﻟﺯﻫﺭﺍﻨﻲ،‬ ٢٠١٧ ( ١٩ ٠,٤٧ ** ٠,٤٣ ** ٤٢ ٠,٣٣ * ٠,٢٩ * ‫ﻟـﺩﻯ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﺍﻟﺘﻔﻜﻴـﺭ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﻟﻘﻴـﺎﺱ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺒﻨﺎﺀ‬  ‫ﺘﻡ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ،‬ ٢٠ ٠,٣٥ * ٠,٣٢ * ٤٣ ٠,٤١ ** ٠,٣١ * ٢١ ٠,٣٨ * ٠,٢٥ * ٤٤ ٠,٥٦ ** ٠,٥٠ ** ‫ﻤـﻥ‬ ‫ﺍﻟﺘﺄﻜـﺩ‬ ‫ﺘـﻡ‬ ‫ﻭﻗـﺩ‬ ‫ﺍﻟﺒﺎﺤﺙ،‬ ‫ﺇﻋﺩﺍﺩ‬ ٢٢ ٠,٦٠ ** ٠,٥٥ ** ٤٥ ٠,٦٧ ** ٠,٦٢ ** ‫ﻭﺍﻟﺜﺒﺎﺕ‬ ‫ﺍﻟﺼﺩﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ‬ ‫ﺨﺼﺎﺌﺼﻬﻡ‬ ٢٣ ٠,٤٧ ** ٠,٣٤ * ٤٦ ٠,٧٢ ** ٠,٦٢ ** ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺒﺎﻟﺩﺭﺍﺴﺔ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ٤٧ ٠,٦٩ * ٠,٦٥ **   ‫ﹰ‬ ‫ﺃﻭﻻ‬ : ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻨﻬﺞ‬ : ‫ﺍﻟﺒ‬ ‫ﺍﺘﺒﻊ‬ ‫ﺍﻻﺭﺘﺒﺎﻁﻴﺔ‬ ‫ﺼﻭﺭﺘﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺎﺤﺙ‬ ‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﻭﻋﻴﻨﺘﻬﺎ‬ : ‫ﺍﻟﻁﻼﺏ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻭﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﺍﻟﻤﺨﻭﺍﺓ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻔﺼل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ١٤٣٩ ‫ﻫـ‬ / ١٤٤٠ ‫ﻫـ‬ ، ‫ﺠﺩﻭل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺘﺘﺒﻴﻥ‬ ‫ﻜﻤﺎ‬ ) ٦ . ( ‫ﺇﺩﺍﺭﺓ‬ ‫ﻗﺒـل‬ ‫ﻤـﻥ‬ ‫ﹼﻔﻴﻥ‬ ‫ﺍﻟﻤـﺼﻨ‬ ‫ﺘﺼ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺴﻴﺭﻴﺎل‬ ‫ﺒﺎﻱ‬ ‫ﺒﻭﻴﻨﺕ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫‪‬ﻌﺩ‬ ‫ﻟﻠﺒ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﻓﻴﻬـﺎ،‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﻨﻴﻑ‬ ‫ﺍﻟﺘﻌﻠـﻴﻡ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺠﻠﻴﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ) ١ ( ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺒﺎﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺼﺩﻕ‬ : ‫ﻤﻥ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻻﺨﺘﻼﻑ‬ ‫ﹰ‬ ‫ﻨﻅﺭﺍ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺒﺎﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﻁﺭﻴ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺼﺩﻕ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺘﺄﻜﺩ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻻﺤﺼﺎﺌﻲ‬ ‫ﺍﻟﺼﺩﻕ‬ ‫ﻭﻫﻤﺎ‬ ‫ﻘﺘﻴﻥ‬ : ‫ﺃ‬ . ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺒﺎﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺩﺍﺨﻠﻲ‬ ‫ﺍﻻﺘﺴﺎﻕ‬ ‫ﺼﺩﻕ‬ : ** ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺩﺍل‬ ٠,٠١ * ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺩﺍل‬ ٠,٠٥ ‫ﻤﻌﻅﻤﻬـﺎ‬ ‫ﻜﺎﻨـﺕ‬ ‫ﻭﻗﺩ‬ ‫‪‬ﻌﺩ‬ ‫ﻟﻠﺒ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﻗﻴﻡ‬ ‫ﺤﺴﺎﺏ‬ ‫ﺘﻡ‬ ‫ﺍﻻﺘﺴﺎﻕ‬ ‫ﺼﺩﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﺘﻡ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﻓﻘﺭﺓ‬ ‫ﻜل‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﺤﺴﺎﺏ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻟﻔﻘﺭﺍﺕ‬ ‫ﺍﻟﺩﺍﺨﻠﻲ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬
		١٦٣٦ ١٦٣٧ ١٦٣٩ ١٦٤٣

‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﻭ‬ ‫ﺩ‬ ‫ﻟﻠﺒﻌ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺒﻴﺭﺴﻭﻥ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬

  
	٠,٧٥ ٠,٩٢	(	) ١١	١٠ ٧١ ‫ﺠﺩﻭل‬	٤ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ‬
	٦٩ ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﺼﺩﻕ‬ ‫ﻴﺘﻭﺍﻓﺭ‬ ‫ﻓﺈﻨﻪ‬ ‫ﻭﺍﻻﺒﻌﺎﺩ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ . ( ‫ﺍﻟﻔﻘـﺭﺍﺕ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺒﻨﺎﺀ‬ ) ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻟﻔﻘﺭﺍﺕ‬ ‫ﺍﻟﺩﺍﺨﻠﻲ‬ ‫ﺍﻻﺘﺴﺎﻕ‬ ( ‫ﺭﻗﻡ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺒﺎﻟﻨﻅﺭ‬ ) ٨ ( ‫ﻤـﻥ‬ ‫ﺃﻋﻠـﻰ‬ ‫ﻭﺠﻤﻴﻌﻬﺎ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻴﺘﻀﺢ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ) ٠,٧٠ ( ‫ﻟﻤﻌ‬ ‫ﺍﻟﻤﻘﺒﻭل‬ ‫ﺍﻻﺩﻨﻲ‬ ‫ﺍﻟﺤﺩ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻭﺍﻷﺨﻼﻗﻴﺔ‬ ‫ﺍﻻﺠ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟﺠﻤﺎﻋﻴﺔ‬ ‫ﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟـﺩﺍﺨﻠﻲ‬ ‫ﺍﻟﺘﺠـﺎﻨﺱ‬ ‫ﺜﺒـﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﻠﻎ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺜﺒﺎﺕ،‬ ‫ﺎﻤل‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻔﺎ‬ ‫ﻜﺭﻭﻨﺒﺎﺥ‬ ) ٠,٩٢ ( ‫ﻤﻥ‬ ‫ﻟﻼﺒﻌﺎﺩ‬ ‫ﻭﺘﺭﺍﻭﺤﺕ‬ ) ٠,٧٥ -٠,٨٨ ( ‫ﻋﻠﻰ‬ ‫ﻴﺩل‬ ‫ﻤﻤﺎ‬ ‫ﻡ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺒﺎﻟﺒﻌﺩ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻡ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺒﺎﻟﺒﻌﺩ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻡ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺒﺎﻟﺒﻌﺩ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻡ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺒﺎﻟﺒﻌﺩ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺒﺎﻟﺩﺭﺠﺔ‬ ‫ﺒﺎﻟﺒﻌﺩ‬ ‫ﻻﺘﺴﺎﻗﻬﺎ‬ . ‫ﺏ‬ . ‫ﺍﻟﻨﺎﻗ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻷﺒﻌﺎﺩ‬ ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﺼﺩﻕ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫‪‬ﺭﺍﺴﺔ‬ ‫ﺒﺎﻟﺩ‬ ‫ﺩ‬ : ‫ﻻﺒﻌﺎﺩ‬ ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﺼﺩﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﺘﻡ‬ ‫ﺍﻟﻜﻠﻴـﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﻤﻊ‬ ‫‪‬ﻌﺩ‬ ‫ﺒ‬ ‫ﻜل‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺒﻴﺭﺴﻭﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬ ‫ﺘﻡ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ،‬ ‫ﺠﺩﻭل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺘﺘﺒﻴﻥ‬ ‫ﻜﻤﺎ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ) ٧ . ( ‫ﺠﺩﻭل‬ ) ٧ ( ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﻤﺼﻔﻭﻓﺔ‬ ‫ﺍﻟﺘﻔ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﻜﻴﺭ‬ ‫ﺍﻻﺴﺘﻘﺭﺍﺀ‬ ‫ﺍﻟﻤﺼﺩﺍﻗﻴﺔ‬ ‫ﺍﻻﺴﺘﻨﺒﺎﻁ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ‬ ‫ﺍﻻﺴﺘﻘﺭﺍﺀ‬ ١ ‫ﺍﻟﻤﺼﺩﺍﻗﻴﺔ‬ ٠,٢٣ * ١ ‫ﺍﻻﺴﺘﻨﺒﺎﻁ‬ ٠,١١ ٠,٠١ ١ ‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ‬ ٠,٠٣ ٠,٠٩ ٠,٠٧ ١ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ٠,٧٨ ** ٠,٦٩ ** ٠,٧٣ ** ٠,٧٩ ** ** ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺩﺍل‬ ٠,٠١ * . ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺩﺍل‬ ٠,٠٥ ‫ﻴﺘﺒﻴﻥ‬ ‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ) ٧ ( ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ) ٠,٠١ ( ‫ﻤﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﺤﻴﺙ‬ ) ٠,٦٩ -٠,٧٩ ( ‫ﺍ‬ ‫ﺍﻟﺼﺩﻕ‬ ‫ﺍﻟﻤﻘﻴﺴﺔ‬ ‫ﺍﻟﺴﻤﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﻟﺘﺒﺎﻋﺩﻱ‬ ‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺜﺒﺎﺕ‬ : ‫ﺒﻁﺭﻴﻘـﺔ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺩﺍﺨﻠﻲ‬ ‫ﺍﻟﺘﺠﺎﻨﺱ‬ ) ‫ﺍﻟﻔﺎ‬ ‫ﻜﺭﻭﻨﺒﺎﺥ‬ ( ‫ﺒﺠﺩﻭل‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺘﺘﺒﻴﻥ‬ ‫ﻜﻤﺎ‬ ) ٨ ( ‫ﺍﻵﺘﻲ‬ ‫ﺠﺩﻭل‬ ) ٨ :( ‫ﻡ‬ ‫ﺍ‬ ‫ﻻﺒﻌﺎﺩ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ١ ‫ﺍﻻﺴﺘﻘﺭﺍﺀ‬ ٢٣ ٠,٨٨ ٢ ‫ﺍﻟﻤﺼﺩﺍﻗﻴﺔ‬ ٢٤ ٣ ‫ﺍﻻﺴﺘﻨﺒﺎﻁ‬ ١٤ ٠,٧٩ ‫ﺠﺩﻭل‬ ) ١١ . ( ٠,٨٧ ‫ﺏ‬ . ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻟﻔﻘﺭﺍﺕ‬ ‫ﺍﻟﺩﺍﺨﻠﻲ‬ ‫ﺍﻻﺘﺴﺎﻕ‬ ‫ﺼﺩﻕ‬ : ‫ﺩﺭﺠﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻨﺘـﺎﺌﺞ‬ ‫ﺘﺘﺒﻴﻥ‬ ‫ﻜﻤﺎ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﻭ‬ ‫‪‬ﻌﺩ‬ ‫ﻟﻠﺒ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﻭ‬ ‫ﻓﻘﺭﺓ‬ ‫ﻜل‬ ‫ﻤﻌﺎﻤـل‬ ‫ﺤـﺴﺎﺏ‬  ‫ﺘـﻡ‬ ‫ﺍﻟﻔﺎ‬ ‫ﻜﺭﻭﻨﺒﺎﺥ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ) ٣٠ ( ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﺼﺩﻕ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﻟﻬﺎ‬ ‫ﺘﺤﻘﻕ‬ ‫ﺍﻟﺤﺫﻑ‬ ‫ﺒﻌﺩ‬ ‫ﻓﻘﺭﺓ‬ . ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺒﺎﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﻋـﺩﺩ‬ ‫ﺍﺴـﺘﻘﺭ‬ ‫ﻓﻘـﺩ‬ ‫ﻭﻋﻠﻴﻪ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ،‬ ‫ﻟﺒﻌﺽ‬ ‫ﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﺍﻟﺼﻴﺎﻏﺔ‬ ‫ﺇﻋﺎﺩﺓ‬ ‫ﺘﻡ‬ ‫ﺃﻨﻪ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ : ٣١ ، ٣٢ ( ‫ﺃﻭ‬ ‫ﺃﺨﺭﻯ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻤﻀﻤﻭﻥ‬ ‫ﻫﺎﻤـﺸﻴﺔ،‬ ‫ﺠﻭﺍﻨـﺏ‬ ‫ﻴﻘﻴﺱ‬ ‫ﺒﻌﻀﻬﺎ‬ ‫ﻜﻭﻥ‬ ‫ﻟﺘﻜـﺭﺍﺭ‬ ‫ﹰ‬ ‫ﻨﻅـﺭﺍ‬ ‫ﺍﻟﺤـﺫﻑ‬ ‫ﺃﺴـﺒﺎﺏ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻷﻭﻟﻴﺔ،‬ ‫ﺒﺼﻭﺭﺘﻬﺎ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬ ‫ﻤﻥ‬ . ‫ﻤﻥ‬ ‫ﺃﻗل‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺍﻻﺘﻔﺎﻕ‬ ) ٨٠ (% ‫ﺍﻷﺭﻗـﺎﻡ‬ ‫ﺫﻭﺍﺕ‬ ‫ﺍﻟﻔﻘـﺭﺍﺕ‬ ‫ﻭﻫﻲ‬ ) ١ ، ٢٠ ، ٢٦ ، ٢٧ ، ٣٠ ، ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻤﻘﻴـﺎﺱ‬ ‫ﺍﺒﻌﺎﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺩﺍﺨﻠﻴﺔ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﻗﻴﻡ‬ ‫ﻭﺘﺩل‬ ‫ﻟﻠﻤﻘﻴﺎﺱ،‬ ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﺼﺩﻕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫‪‬ﻌﻨﻲ‬ ‫ﻴ‬ ‫ﺍﺘﻔﺎﻕ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻨﺎﻟﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ) ٨٠ (% ‫ﺤﺫﻑ‬ ‫ﺘﻡ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﻓﺄﻜﺜﺭ‬ ) ٧ ( ‫ﻨـﺴﺒﺔ‬ ‫ﻜﺎﻨـﺕ‬ ‫ﻓﻘـﺭﺍﺕ‬ ‫ﻤﻤﺎ‬ ‫ﻋﻠـ‬ ‫ﺍﻹﺒﻘـﺎﺀ‬ ‫ﺘـﻡ‬ ‫ﻭﻗﺩ‬ ‫ﻟﻠﻔﻘﺭﺓ،‬ ‫ﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﺍﻟﺼﻴﺎﻏﺔ‬ ‫ﻭﻀﻭﺡ‬ ‫ﻭﻤﺩﻯ‬ ‫ﻓﻴﻪ،‬ ‫ﺼﻨﻔﺕ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻟﻠﺒﻌﺩ‬ ‫ﻰ‬ ‫ﺩﺍﻟـﺔ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻻﺒﻌﺎﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻭﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ) . ‫ﻤﻠﺤﻕ‬ ٣ ( ‫ﺍﻟﻔﻘـﺭﺓ‬ ‫ﺍﻨﺘﻤﺎﺀ‬ ‫ﻤﺩﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﻜﻡ‬ ‫ﻤﻨﻬﻡ‬ ‫ﹸﻠﺏ‬ ‫ﻁ‬ ‫ﺤﻴﺙ‬ . ‫ﺒﺎﻟﺜﺒﺎﺕ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺘﻤﺘﻊ‬ ١ ٠,٧١ ** ٠,٦٤ ** ٧ ٠,٨٤ ** ٠,٧٠ ** ١٧ ٠,٦٤ ** ٠,٦٣ ** ٢٤ ٠,٦٩ ** ٠,٦٧ ** . ‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ : ٢ ٠,٩٣ ** ٠,٦٩ ** ٨ ٠,٨٨ ** ٠,٧٨ ** ١٨ ٠,٧٢ ** ٠,٦٩ ** ٢٥ ٠,٧٥ ** ٠,٧٢ ** ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻤﺴﺘﻬﺩﻓ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻻﺨﺘﻼﻑ‬ ‫ﹰ‬ ‫ﻨﻅﺭﺍ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺒﻨﺎﺀ‬ ‫ﺘﻡ‬ ٣ ٠,٨١ ** ٠,٨٥ ** ٩ ٠,٨١ ** ٠,٧٩ ** ١٩ ٠,٨٦ ** ٠,٨١ ** ٢٦ ٠,٨٨ ** ٠,٨٧ ** ٤ ٠,٩٠ ** ٠,٨٨ ** ١٠ ٠,٧٩ ** ٠,٧٣ ** ٢٠ ٠,٧٨ ** ٠,٧٣ ** ٢٧ ٠,٩٠ ** ٠,٧٧ ** ‫ﺍﻟﺒﺎﺤـﺙ‬ ‫ﻗـﺎﻡ‬ ‫ﺤﻴـﺙ‬ ‫ﺔ‬ ‫ﺍﻟﺤﺎﺭﺜﻲ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻤﺜل‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﻤﻘﺎﻴﻴﺱ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻻﺴﺘﻔﺎﺩﺓ‬ ) ٢٠٠٢ ( ‫ﺍﻟﺯﻋﺒﻲ‬ ‫ﻭﻤﻘﻴﺎﺱ‬ ) ٢٠١٥ ( ٥ ٠,٧٨ ** ٠,٧٤ ** ١١ ٠,٦٧ ** ٠,٦٤ ** ٢١ ٠,٧٦ ** ٠,٧٢ ** ٢٨ ٠,٧٩ ** ٠,٦٣ ** ‫ﻭﻤﻘﻴـﺎﺱ‬ ‫ﻋﺜﻤﺎﻥ‬ ) ٢٠٠٢ ( ٦ ٠,٧١ ** ٠,٦٩ ** ١٢ ٠,٨١ ** ٠,٧٤ ** ٢٢ ٠,٧٤ ** ٠,٧١ ** ٢٩ ٠,٦٩ ** ٠,٦٧ ** ١٣ ٠,٧٩ ** ٠,٨١ ** ٢٣ ٠,٨٣ ** ٠,٧٩ ** ٣٠ ٠,٧٧ ** ٠,٧٥ ** ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻟﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ١ . ‫ﺼﺩﻕ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ : ‫ﻤﻥ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﺘﻡ‬ ‫ﺼﺩﻕ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻜ‬ ‫ﺼﺩﻕ‬ ‫ﻤ‬ ١٤ ٠,٧٤ ** ٠,٧٦ ** ‫ﺒﺎﻟﺼﺩﻕ‬ ‫ﻴﻌﺭﻑ‬ ‫ﻤﺎ‬ ‫ﺃﻭ‬ ‫ﻴﻥ‬ ‫ﺍﻟﻅﺎﻫﺭﻱ،‬ ‫ﻭ‬ ‫ﺍ‬ ‫ﺼﺩﻕ‬ ‫ﺍﻟﺩﺍﺨﻠﻲ‬ ‫ﻻﺘﺴﺎﻕ‬ ‫ﻟﻠﻔﻘﺭﺍﺕ‬ ١٥ ٠,٧٥ ** ٠,٥٦ ** ‫ﺍﺴـﺘﺠﺎﺒﺎﺕ‬ ‫ﺒـﻴﻥ‬ ‫ﺒﻴﺭﺴﻭﻥ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﻘﻴﺎﺱ‬ ‫ﻜ‬ ‫ﻭﺩﺭﺠﺔ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫‪‬ﻌﺩ‬ ‫ﺒ‬ ‫ل‬ ِ ‫ﺤ‬ ، ‫ﺩﺓ‬ ‫ﻟﻼﺒﻌـﺎﺩ‬ ‫ﺍﻟـﺩﺍﺨﻠﻲ‬ ‫ﺍﻻﺘﺴﺎﻕ‬ ‫ﻭﺼﺩﻕ‬ ) ١٦ ٠,٨٢ ** ٠,٨١ ** ‫ﺼـﺩﻕ‬ ‫ﺍﻟﻔﺭﻀﻲ‬ ‫ﺍﻟﺘﻜﻭﻴﻥ‬ ( ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﻤﻊ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﺤﺴﺎﺏ‬ ‫ﻴﻠﻲ‬ ‫ﻜﻤﺎ‬ ‫ﻭﻟﻠﻤﻘﻴﺎﺱ،‬ ‫ﻟﻠﺒﻌﺩ‬ ** ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺩﺍل‬ ٠,٠١ : ‫ﺃ‬ . ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﺼﺩﻕ‬ ) ‫ﺍﻟﻅﺎﻫﺭﻱ‬ ‫ﺍﻟﺼﺩﻕ‬ :( ‫ﺍﻟﺘ‬ ‫ﺘﻡ‬ ‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﺒﻴﻥ‬ ‫ﻜﻤﺎ‬ ) ١١ ( ‫‪‬ﻌـﺩ‬ ‫ﺒ‬ ‫ﻟﻜل‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺃﻥ‬ ‫ﻋـﺭﺽ‬ ‫ﺨـﻼل‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﺼﺩﻕ‬ ‫ﻤﻥ‬ ‫ﺄﻜﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ) ١٠ ( ‫ﻭﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﻭﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﺒﺎﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﻤﺘﺨﺼﺼﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﻻﻟـﺔ‬ ‫ﻤـﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﻤﻥ‬ ) ٠,٠١ ( ‫ﺍﻷﻭل‬ ‫ﻟﻠﺒﻌـﺩ‬ ‫ﺘﺭﺍﻭﺤـﺕ‬ ‫ﺤﻴـﺙ‬ "

‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﻟﻠﺩﺭﺠﺔ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﻡ‬ ‫ﺍﻻﺒﻌﺎﺩ‬ / ‫ﺍﻟﻌﻅﻤﻰ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﻻﻫﻤﻴﺔ‬ ‫ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﺍﻟﺭﺘﺒﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺍﻟﺘﻭﺍﻓﺭ‬

  
	‫ﺠﺩﻭل‬ ‫ﺇﻋﺘﻤﺎﺩﻫﺎ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻘﺎﻴﻴﺱ‬ ‫ﻤﺼﺎﺩﺭ‬ ‫ﻭﺍﺨﺘﻴﺎﺭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ) ١٢ ( ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﺒﻌﺎﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﻤﺼﻔﻭﻓﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﺒﻌﺎﺩ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﻭﺍﻷﺨﻼﻗﻴﺔ‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﺍﻟﺠﻤﺎ‬ ‫ﻋﻴﺔ‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ٢ . ‫ﻭﻤﻘﻴﺎﺱ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺒﻨﺎﺀ‬ ‫ﺘﻡ‬ ‫ﻟﻠﺒﻴﺌـﺔ‬ ‫ﺍﻟﻤﻌـﺭﺏ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﻟﻠﺘﻔﻜﻴـﺭ‬ ‫ﻜﻭﺭﻨﻴل‬ ١ ‫ﻭﺍﻷﺨﻼﻗﻴﺔ‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ٠,٨٥ ** ‫ﻭﺍﻟﺜﺒﺎﺕ‬ ‫ﺍﻟﺼﺩﻕ‬ ‫ﻟﻠﻤﻘﻴﺎﺴﻴﻥ‬ ‫ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﻭ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ . ١ ‫ﺍﻟﺠﻤﺎﻋﻴﺔ‬ ٠,٤٩ * ٠,٨١ ** ٣ . ‫ﺒﻠﻐﺕ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻷﺼﻠﻲ‬ ‫‪‬ﺭﺍﺴﺔ‬ ‫ﺍﻟﺩ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻘﻴﺎﺴﻴﻥ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺘﻡ‬ ) ١٢٢ ( ‫ﺒﻌـﺩ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﹰ‬ ‫ﻁﺎﻟﺒﺎ‬ ١ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ٠,٥١ ** ٠,٨٦ ** ٠,٨٩ ** ‫ﺍﻟﺒﺎﺤﺙ،‬ ‫ﻤﻬﻤﺔ‬ ‫ﺒﺘﺴﻬﻴل‬ ‫ﺍﻟﺭﺴﻤﻴﺔ‬ ‫ﺍﻻﺠﺭﺍﺀﺍﺕ‬ ‫ﺍﺴﺘﻜﻤﺎل‬ ‫ﺘﻭﺯ‬ ‫ﺒـﻴﻥ‬ ‫ﺍﻟﻌﻤﻠﻴـﺔ‬ ‫ﺍﺴﺘﻤﺭﺕ‬ ‫ﻭﻗﺩ‬ ‫ﻴـﻊ‬ ١ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ٠,٨٨ ** ٠,٨٧ ** ٠,٨٦ ** ٠,٩١ ** ** ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺩﺍل‬ ) ٠,٠١ * ( ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺩﺍﻟﺔ‬ ) ٠,٠٥ ‫ﺍﻟﺭﺍﺠﻌـﺔ‬ ‫ﺍﻻﺴـﺘﻤﺎﺭﺍﺕ‬ ‫ﻓﻜﺎﻨـﺕ‬ ‫ﺃﺴﺎﺒﻴﻊ‬ ‫ﺍﺭﺒﻊ‬ ‫ﻭﺠﻤﻌﻬﺎ‬ ‫ﺍﻟﻤﻘﺎﻴﻴﺱ‬ ) ٦٨ ( ‫ﺍﻟﺘﺤﻠﻴـل‬ ‫ﺍﺩﺨﻠـﺕ‬ ‫ﺍﻻﺤﺼﺎﺌﻲ‬ . ‫ﺠﻬـﺎﺯ‬ ‫ﺍﻟـﻰ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﺒﺎﺩﺨﺎل‬ ‫ﻭﺘﻔﺴﻴﺭﻫﺎ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺘﺤﻠﻴل‬ ‫ﻭ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺘﺼﺤﻴﺢ‬ ‫ﻭﺘﻡ‬ ( ‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﺒﻴﻥ‬ ) ١٢ ( ‫ﻤﻌﺎﻤﻼ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺃﻥ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻻﺒﻌﺎﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺕ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ) ٠,٠١ ( ‫ﻤﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﺤﻴﺙ‬ ) ٠,٨٦ -٠,٩١ ( ‫ﻤﻤﺎ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻤﻘﻴـﺎﺱ‬ ‫ﺍﺒﻌﺎﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺩﺍﺨﻠﻴﺔ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﻗﻴﻡ‬ ‫ﻭﺘﺩل‬ ‫ﻟﻠﻤﻘﻴﺎﺱ،‬ ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﺼﺩﻕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫‪‬ﻌﻨﻲ‬ ‫ﻴ‬ ‫ﺍﻟﺴﻤ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﺘﺒﺎﻋﺩﻱ‬ ‫ﺍﻟﺘﻘﺎﺭﺒﻲ‬ ‫ﺍﻟﺼﺩﻕ‬ ‫ﺍﻟﻤﻘﻴﺴﺔ‬ ‫ﺎﺕ‬ ‫ﺍﻻﺤﺼﺎﺌﻲ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻭﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﺤﺎﺴﻭﺏ‬ spss ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺘﺤﻠﻴل‬ ‫ﺘﻡ‬ .    ‫ﺍﻟﺴﺅﺍل‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺍﻻﻭل‬ ‫ﻭﻤﻨﺎﻗﺸﺘﻪ‬ : ‫ﺍﻟﺴﺅﺍل‬ ‫ﻨﺹ‬ ‫ﺍﻷﻭل‬ ‫ﻋﻠﻰ‬ " ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻤﺎ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﺍﻟﺘﻔﻜﻴﺭ‬ ) ‫ﺍﻟﻤﺼﺩﺍﻗﻴﺔ،‬ ‫ﺍﻻﺴﺘﻘﺭﺍﺀ،‬ . ‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺜﺒﺎﺕ‬ :  ‫ﺘﻡ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻟﻠﺘﺄﻜﺩ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﺅﺸﺭ‬ ‫ﺘﺤﻘﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ) ‫ﺍﻟﻔﺎ‬ ‫ﻜﺭﻭﻨﺒﺎﺥ‬ ( ‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ‬ ‫ﺍﻻﺴﺘﻨﺒﺎﻁ،‬ ( ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺨﻭﺍﺓ‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻓﻲ‬ ‫؟‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺤﺴﺎﺏ‬  ‫ﺘﻡ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻫﺫﺍ‬ ‫ﻋﻥ‬ ‫ﻭﻟﻺﺠﺎﺒﺔ‬ ‫ﻟـﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺘﺘﺒـﻴﻥ‬ ‫ﻜﻤـﺎ‬ ‫ﺒﺠﺩﻭل‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ) ١٣ ( ‫ﺍﻵﺘﻲ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﻭﺍﻟﻁﺎﻟﺒـﺎﺕ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ، ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﻟﻠﺒﻴﺌﺔ‬ ‫ﺍﻟﻤﻌﺭﺏ‬ ‫ﻜﻭﺭﻨﻴل‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻓﻲ‬ : ‫ﺠﺩﻭل‬ ) ١٣ :( ‫ﺍﻟﻤﺴﺅﻭﻟﻴ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺤﺎﺼـل‬ ‫ﻭﻫـﻭ‬ ‫‪‬ﻌﺩ‬ ‫ﻟﻠﺒ‬ ‫ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﺍﻷﻫﻤﻴﺔ‬ ‫ﺤﺴﺏ‬ ‫ﺍﻻﺒﻌﺎﺩ‬ ‫ﺘﺭﺘﻴﺏ‬ ‫ﺘﻡ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻟﻤﺨﻭﺍﺓ،‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﻤﻀﺭﻭﺒﺎ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻗﺴﻤﺔ‬ ) ١٠٠ (% ‫ﺒـ‬ ‫ﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﻤﻴﺯﺍﻥ‬ ‫ﻹﺨﺘﻼﻑ‬ ‫ﻴﻥ‬ ‫ﺍﻟﻔﺎ‬ ‫ﻜﺭﻭﻨﺒﺎﺥ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ٦ ‫ﺍﻻﺒﻌﺎﺩ‬ . ‫ﺠﺩﻭل‬ ‫ﺢ‬ ‫ﻭﻴﻭﻀ‬ ) ١٤ ( ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﻟﻸﺒﻌﺎﺩ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻨﺘﺎﺌﺞ‬ ٠,٧١ ‫ﻭﺍﻷﺨﻼﻗﻴﺔ‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ١٠ ٠,٨٩ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ) ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ( ‫ﺍﻟﻤﻔﺘﻭﺤـﺔ‬ ‫ﺍﻟﻔﺌـﺎﺕ‬ ‫ﻭﻓﻕ‬ ‫ﺘﻭﺍﻓﺭﻫﺎ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﺘﻡ‬ ‫ﻭﻗﺩ‬ ‫ﻭﺍﻟﺭﺘﺒﺔ،‬
	٠,٧٦ ٠,٧٥ ٠,٨٦	.(	) ١٤	‫ﺍﻟﺠﻤﺎﻋﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻓﻲ‬ ‫ﺘﺒﻴﻥ‬ ‫ﻜﻤﺎ‬ ‫ﻟﻠﺒﻌﺩ‬ ‫ﻗﻴﻤﺔ‬ ‫ﻭﺃﺩﻨﻰ‬ ‫ﺃﻋﻠﻰ‬ ‫ﺤﺴﺏ‬ ‫ﻟﻠﺩﺭﺠﺎﺕ،‬ ٧ ٧ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺠﻤﻴﻊ‬ ٣٠ ‫ﺠﺩﻭل‬ ) ١٤ (
	‫ﺍﻟﻤﻘﺒﻭل‬ ‫ﺍﻷﺩﻨﻰ‬ ‫ﺍﻟﺤﺩ‬ ‫ﻋﻥ‬ ‫ﺘﺯﻴﺩ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻴﺘﻀﺢ‬	(	) ١٣	‫ﺭﻗﻡ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻓﻲ‬	‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺇﻟﻰ‬ ‫ﻭﺒﺎﻟﻨﻅﺭ‬
	٨٧ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻟﻤﻌﺎﻤل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ( ‫ﺒﺎﻟﺜﺒﺎﺕ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺘﻤﺘﻊ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺩل‬ ‫ﻤﻤﺎ‬ ( ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﺼﺩﻕ‬ ‫ﻴﺘﻭﺍﻓﺭ‬ ‫ﻓﺈﻨﻪ‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ، ) ٠,٧٠ ( ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻟﻠﺩﺭﺠﺔ‬ ‫ﺒﻠﻎ‬ ‫ﺤﻴﺙ‬ ) ٠,٨٦ ) ‫ﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬ ‫ﻤﻘﻴـﺎﺱ‬ ‫ﻟﻔﻘﺭﺍﺕ‬ ‫ﺍﻟﺩﺍﺨﻠﻲ‬ ‫ﺍﻻﺘﺴﺎﻕ‬ ( ‫ﻤﻥ‬ ‫ﻟﻸﺒﻌﺎﺩ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﻭﻗﺩ‬ ) ٠,٧١ -٠,٨٩ ( . ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﻭ‬ ‫ﻟﻼﺒﻌﺎﺩ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺒﺎﻟﺩﺭﺠﺔ‬ ‫ﻻﺘﺴﺎﻗﻬﺎ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺝ‬ . ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻷﺒﻌﺎﺩ‬ ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﺼﺩﻕ‬ : ‫ﻷ‬ ‫ﺍﻟﺒﻨـﺎﺀ‬ ‫ﺼـﺩﻕ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﺘﻡ‬ ‫ﺒﻌـﺎﺩ‬ ‫ﺭﺍﺒﻌ‬ ‫ﹰ‬ ‫ﺎ‬ : ‫‪‬ﺭﺍﺴﺔ‬ ‫ﺍﻟﺩ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺍﺠﺭﺍﺀﺍﺕ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﺨﻁﻭﺍﺕ‬ ‫ﺒﺈﺘﺒﺎﻉ‬ ‫ﺩﺭﺍﺴﺘﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻗﺎﻡ‬ : ‫ﻟﻠﻤﻘﻴـﺎﺱ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﻤﻊ‬ ‫‪‬ﻌﺩ‬ ‫ﺒ‬ ‫ﻜل‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬ ‫ﺘﻡ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ،‬ ‫ﺠﺩﻭل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺘﺘﺒﻴﻥ‬ ‫ﻜﻤﺎ‬ ) ١٢ ( . ١ . ‫ﺘ‬ ‫ﻤﺠـﺎﻻﺕ‬ ‫ﻭﺘﺤﺩﻴـﺩ‬ ‫‪‬ﺭﺍﺴـﺔ‬ ‫ﺍﻟﺩ‬ ‫ﺒﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﺍﻷﻁﺭ‬ ‫ﻨﺎﻭل‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻘﺎﻴﻴﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻁﻼﻉ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬
						١٦٤٩

‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﹰ‬ ‫ﺘﻨﺎﺯﻟﻴﺎ‬ ‫ﻤﺭﺘﺒﺔ‬ ‫ﺍﻟﻤﺨﻭﺍﻩ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻭﻁﺎﻟﺒﺎﺕ‬ ‫ﻟﻁﻼﺏ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬

  
	٧ ‫ﺒﻠﻎ‬ ‫ﺤﺴﺎﺒﻲ‬ ‫ﻭﺒﻤﺘﻭﺴﻁ‬ ‫ﺍﻷﺨﻴﺭﺓ‬ ‫ﺒﺎﻟﺭﺘﺒﺔ‬ ‫ﺍﻟﻤﺼﺩﺍﻗﻴﺔ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺜﻡ‬ ‫ﻋﺎﻟﻴﺔ،‬ (% ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻷﺨﻴﺭﺓ‬ ‫ﻗﺒل‬ ‫ﺒﺎﻟﺭﺘﺒﺔ‬ ‫ﺠﺎﺀﺕ‬ ‫ﻟﺫﻟﻙ‬ ‫ﻭﺍﻟﻌﺎﻟﻲ،‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺎﺼل‬ ‫ﺍﻟﺤﺩ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻫﻲ‬ ) ١٣,٧٩ / ٢٤ ( ‫ﻨـﺴﺒﻴﺔ‬ ‫ﺒﺄﻫﻤﻴـﺔ‬ ) ٥٧,٤٥ (% ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ . ‫ﻭ‬ ‫ﻤ‬ ‫ﻷﺴﺒﺎﺏ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺘﻔﺴﻴﺭ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻨﻬـﺎ‬ : ١ . ‫ﺨﺼﺎﺌـﺼﻬﻡ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻤﻭﻫـﻭﺒﻴﻥ‬ ‫ﺍﻋﺘﻤـﺎﺩ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻭﺘﻭﻅﻴﻔﻬﺎ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺒﺎﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻤﻬﺎﺭﺍﺘﻬﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻬﻡ‬ ‫ﻭﺍﻟﻤﻤﻴﺯﺓ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ،‬ ‫ﺃﻫﻤﻴﺘﻬﺎ‬ ‫ﺤﺴﺏ‬ ‫ﺍﻟﻤﻨﺎﻗﺸﺎﺕ‬ ‫ﻭﺘﻘﻭﻴﻡ‬ ‫ﻭﺍﻟﺘﻔﺴﻴﺭ‬ ‫ﺍﻻﺴﺘﻨﺘﺎﺝ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻘﻭﻡ‬ ‫ﻭﺍﻟﺘﻲ‬ . ٢ . ‫ﺇﻟـﻰ‬ ‫ﺘﻌـﻭﺩ‬ ‫ﺃﻨﻬـﺎ‬ ‫ﻜﻤﺎ‬ ‫ﺘﺭﻜﻴ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺌﻤﻴﻥ‬ ‫ﺠﻬﻭﺩ‬ ‫ﺘﻨﻤﻴـﺔ‬ ‫ﺨـﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺯﻫﻡ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﺭﻋﺎﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺘﺩﺭﻴﺏ‬ ‫ﺒﺎﻟﻌﺎﺩﺓ‬ ‫ﻴﺘﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﺜﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻜﻭﻨﻬﺎ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﺒﺎﻟﺭﺘﺒﺔ‬ ‫ﺒﺎﻻﺴﺘﻨﺒﺎﻁ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺠﺎﺀﺕ‬ ‫ﻭﻗﺩ‬ ‫ﺇﻟﻴﻬﺎ،‬ ‫ﺍﺨﻀﺎﻋﻬﻡ‬ ‫ﻴﺘﻡ‬ ‫ﻟ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﻤﻊ‬ ‫ﺘﺘﻔﻕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺨـﻼل‬ ‫ﻤـﻥ‬ ‫ﺘﻌﺯﻴﺯﻫـﺎ‬ ‫ﺘﻡ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺘﻔﻜﻴﺭﻫﻡ‬ ‫ﻭﺃﻨﻤﺎﻁ‬ ‫ﻠﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﺘﺼﻭﺭﺍﺕ‬ ‫ﻭﺒﻨﺎﺀ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻜﺄﺴﻠﻭﺏ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺘﺩﺭﻴﺒﻬﻡ‬ . ‫ﻭ‬ ‫ﺒﺎﻟﺭﺘﺒـﺔ‬ ‫ﺍﻟﻤـﺼﺩﺍﻗﻴﺔ‬ ‫ﻤﻬـﺎﺭﺓ‬ ‫ﺠـﺎﺀﺕ‬ ‫ﻜـ‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺘﻌﺯﻴﺯﻫﺎ‬ ‫ﻴﺘﻡ‬ ‫ﻋﻠﻴﺎ‬ ‫ﻋﻘﻠﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺤﺘﺎﺝ‬ ‫ﻜﻭﻨﻬﺎ‬ ‫ﺍﻷﺨﻴﺭﺓ‬ ‫ﺎﻟﺘﻤﻴﻴﺯ‬ ‫ﺍﻟﻨﺹ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻭﺍﺭﺩﺓ‬ ‫ﻭﺍﻵﺭﺍﺀ‬ ‫ﺍﻟﺤﻘﺎﺌﻕ‬ ‫ﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻨﻁﻘﻴـﺔ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻤﻌﻘﻭﻟﻴﺘﻬﺎ،‬ ‫ﺩﺭﺠﺔ‬ ‫ﺤﻴﺙ‬ ‫ﻭ‬ ‫ﺍﻟﻤﻨﻁﻕ‬ ‫ﻤﻥ‬ ‫ﻗﺭﺒﻬﺎ‬ ‫ﻭﺍﻷﻗل‬ ‫ﻭﺍﻵﺭﺍﺀ‬ ‫ﺍﻟﺤﻘﺎﺌﻕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻭ‬ ، ‫ﻭﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺍﻷﺴﺒﺎﺏ‬ ‫ﻗـﺩﺭﺓ‬ ‫ﺘﺘﺒـﺎﻴﻥ‬ ‫ﻭﺍﻟﺘـﻲ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺘﻤﻜﻴﻨﻬﻡ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺤﺴﺏ‬ ‫ﺍﻟﻁﻼﺏ‬ . ‫ﺍﻟﻤﻌﺭﻓﻴـﺔ‬ ‫ﺒﺎﻟﻘﺩﺭﺍﺕ‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﻤﻌﺭﻓﻴﺔ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﻤﻥ‬ ‫ﻴﻤﺘﻠﻜﻭﻨﻪ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﻴﺭﻯ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻟﻠﻤﻭﻫـﻭﺒﻴﻥ‬ ‫ﻋﺎﻟﻴـﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻓﻲ‬ ‫ﻤﻌﻬﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﹰ‬ ‫ﻀﻤﻨﻴﺎ‬ ‫ﺍﺘﻔﻘﺕ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺒﻬﺎ‬ ‫ﻴﺘﻤﻴﺯﻭﻥ‬ ‫ـﺔ‬ ‫ﺩﺭﺍﺴـ‬ ‫ـل‬ ‫ﻤﺜـ‬ ‫ـﺎﺩﻴﻴﻥ‬ ‫ﺒﺎﻟﻌـ‬ ‫ـﺔ‬ ‫ﻤﻘﺎﺭﻨـ‬ ‫ـﻲ‬ ‫ﻴﺤـ‬ ) ٢٠١٢ ( ‫ـﺴﺒﺎﺘﻴﻥ‬ ‫ﺍﻟـ‬ ‫ـﺔ‬ ‫ﻭﺩﺭﺍﺴـ‬ ) ٢٠٠٦ ( ‫ـﺔ‬ ‫ﻭﺩﺭﺍﺴـ‬ ‫ﻜﺘﻠﺭ‬ ) Kettler,2014 ( ‫ﻭﺍﻟﻐﺎﻤﺩﻱ‬ ) ٢٠١٤ ( ‫ﻭ‬ ‫ﺩﺍﻴﻘﺴﻭﻥ‬ ‫ﺩﺭﺍﺴﺔ‬ ) Dixon,2004 ( ‫ﺇﺜـﺭﺍﺀ‬ ‫‪‬ﻤﻜـﻥ‬ ‫ﻴ‬ ‫ﻓﺈﻨﻪ‬ ‫ﺍﻟ‬ ‫ﻭﺍﻹﺜﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻓﻲ‬ ‫ﻡ‬ ‫ﹸﻘﺩ‬ ‫ﺘ‬ ‫ﺘﻲ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﻨﺘـﺎﺌﺞ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺃﻨﻪ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ،‬ ‫ﻟﻠﻁﻼﺏ‬ ‫ﺍﻤﺘﻼﻜﻬﺎ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻴﻜﺸﻔﺕ‬ ‫ﻥ‬ ‫ﺘﺤﺴ‬ ‫ﻨﺘﺎﺌﺠﻬﺎ‬ ‫ﻭﻜﺎﻨﺕ‬ ‫ﺍﻟﻨﺎﻗﺩ،‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺍﻟ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻹﻤﺎﻡ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﺜل‬ ‫ﺒﺎﻟﺘﺩﺭﻴﺏ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺘﻔﻜﻴﺭ‬ ) ٢٠٠٦ ( ‫ﻭﺍﻟﺜﺒﻴﺘﻲ‬ ) ٢٠١٥ ( ‫ﺍﻟﻤﻠﺤـﻡ‬ ‫ﻭ‬ ) ٢٠١٢ ( ‫ﺍﻟﺭﺍﻓﻌﻲ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ) ٢٠١٢ ‫ﻡ‬ ( ‫ﻭﺍﻹﻤﺎﻡ‬ ) ٢٠٠٦ ( ‫ﺩﺭﺍﺴـﺔ‬ ‫ﻨﺘـﺎﺌﺞ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻭﺍﺘﻔﻘﺕ‬ ‫ﺍﻟﻌﻨﺯﻱ‬ ) ٢٠٠٨ ( ‫ﻤـﻊ‬ ‫ﻭﺍﺘﻔﻘـﺕ‬ ‫ﺍﻟﻤﻭﻫـﻭﺒﻴﻥ،‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﻟﻠﺘﻔﻜﻴﺭ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺘﺒﻴﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻨﺯﻱ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﻴﺠﺔ‬ ) ٢٠٠٦ ( ‫ﺍﻟﻁﻠﺒـﺔ‬ ‫ﻟـﺩﻯ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﺍﻟﺘﻔﻜﻴـﺭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﺭﺘﻔﺎﻉ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﻤﻊ‬ ‫ﻭﺍﺘﻔﻘﺕ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ،‬ ‫ﺍﻟﺴﺒﺎﺘﻴﻥ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ٢٠٠٦ ( ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻴﺴﺘﺨﺩﻤﻭﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ . ‫ﺍﻟﻐﺎﻤﺩﻱ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﻊ‬ ‫ﹰ‬ ‫ﺠﺯﺌﻴﺎ‬ ‫ﻭﺍﺘﻔﻘﺕ‬ ) ٢٠١٤ ( ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺃﻥ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺘﺒﻴﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺍﻷﺴﺘﻨﺘﺎﺝ‬ . ‫ﺍﻟﻐﺎﻤﺩﻱ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﻊ‬ ‫ﹰ‬ ‫ﺠﺯﺌﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﺃﺨﺘﻠﻔﺕ‬ ‫ﺒﻴﻨﻤﺎ‬ ) ٢٠١٤ ( ‫ﻋﻥ‬ ‫ﻜﺸﻔﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫‪‬ﻌﺩ‬ ‫ﺒ‬ ‫ﻭﺠﺎﺀ‬ ‫ﺍﻟﺒﺎﺤﺔ‬ ‫ﻤﻨﻁﻘﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻻﺴﺘﻨﺒﺎﻁ‬ " ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻭ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ‬ " ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ . ‫ﻨﺘﺎ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻜﺫﻟﻙ‬ ‫ﻭﺍﺨﺘﻠﻔﺕ‬ ‫ﺌﺞ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺤﺩﺍﺒﻲ‬ ‫ﻭﺍﻷﺸﻭل‬ ) ٢٠١٢ ( ‫ﺩﺭﺠﺔ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻤﺘﻼﻙ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻴﺤﻴﻰ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﻊ‬ ‫ﺍﺨﺘﻠﻔﺕ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﻤﺘﻭﺴﻁﺔ،‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ) ٢٠١٠ ( ‫ﻤﻌﻅـﻡ‬ ‫ﺃﻥ‬ ‫ﺇﻟـﻰ‬ ‫ﺘﻭﺼـﻠﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻴﺘﻤﺘﻌﻭﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ) ٦٤ (% ‫ﺍﻟ‬ ‫ﻨﺘﻴﺠـﺔ‬ ‫ﻭﺍﺨﺘﻠﻔـﺕ‬ ‫ﺍﻟﺤﺠـﺞ‬ ‫ﻭﺘﻘﻭﻴﻡ‬ ‫ﻭﺍﻻﺴﺘﻨﺒﺎﻁ‬ ‫ﺍﻟﻤﺴﻠﻤﺎﺕ‬ ‫ﻭﺘﺤﺩﻴﺩ‬ ‫ﺍﻻﺴﺘﻨﺘﺎﺝ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻌﺎﺩﻴﻴﻥ‬ ‫ﺨﻠﻑ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ) ٢٠٠٧ ( ‫ﺍﺨﺘﺒـﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺤﺼﻭل‬ ‫ﺇﻟﻰ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﻭﺍﺨﺘﻠﻔﺕ‬ ‫ﻤﺘﺩﻨﻴﺔ،‬ ‫ﺩﺭﺠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﺠﻌﺎﻓﺭﺓ‬ ‫ﺍﻟﺨﺭﺍﺒﺸﺔ‬ ‫ﻭ‬ ) ٢٠٠٧ ( ‫ﺍﻟﺘﻲ‬ ‫ﺃﺸﺎﺭﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺩﻨﻲ‬ ‫ﻭﺍﻀﺢ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﺍﻟﺘﻔﻜﻴـﺭ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ) ‫ﺍﻻﺴـﺘﻨﺘﺎﺝ‬ ‫ﻭﺍﻟﺘﻘﻭﻴﻡ‬ .( ‫ﺍﺨ‬ ‫ﻜﻤﺎ‬ ‫ﺒﻭﺒﻭ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﻤﻊ‬ ‫ﺘﻠﻔﺕ‬ ‫ﺸﺭﻴﺒﺔ‬ ‫ﻭ‬ ‫ﺸﺒﻴﺏ‬ ‫ﻭ‬ ) ٢٠١٨ ( ‫ﻓﻴﻬﺎ‬ ‫ﺘﺒﻴﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻤﺴﺘﻭﻯ‬  ‫ﺃﻥ‬ ‫ﺃﻓ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺭﺍﺩ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ،‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻓﻲ‬ ‫ﻜﺎﻥ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺩﺭﺍﺴـﺔ‬ ‫ﻨﺘﻴﺠـﺔ‬ ‫ﻤـﻊ‬ ‫ﺍﺨﺘﻠﻔـﺕ‬ ‫ﻜﻤـﺎ‬ ‫ﻋﻭﺍﺩ‬ ‫ﺃﺒﻭ‬ ‫ﻭ‬ ‫ﺍﻟﺤﺠﺎﺤﺠﺔ،‬ ) ٢٠١٧ ( ‫ﻓﻴﻬﺎ‬ ‫ﺘﺒﻴﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﹼﻲ‬ ‫ﺘﺩﻨ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻓﻲ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﻜﻠﻲ‬ ‫ﻭﻓﻲ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ) ‫ﺍﻟﺘﺤﻠﻴل،‬ ‫ﻭﺍﻻﺴﺘﻘﺭﺍ‬ ‫ﺀ،‬ ‫ﻭﺍﻻﺴﺘﺩﻻل،‬ ‫ﻭﺍﻻﺴﺘﻨﺘﺎﺝ،‬ ‫ﻭﺍﻟﺘﻘﻴﻴﻡ‬ ( ‫ﻤـﻊ‬ ‫ﺍﺨﺘﻠﻔـﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﻭﻋﺎﺼﻲ‬ ‫ﺤﻤﺎﺩﻨﺔ‬ ) ٢٠١٥ ( ‫ﻓﻴﻬﺎ‬ ‫ﺘﺒﻴﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻁﻠﺒـﺔ‬ ‫ﻟـﺩﻯ‬ ‫ﺍﻟﻨﺎﻗـﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﺴﺘﻭﻯ‬  ‫ﺃﻥ‬ ‫ﺘﺭﺘﻴﺏ‬ ‫ﻭﺠﺎﺀ‬ ‫ﺍﻟﻤﺄﻤﻭل،‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻭﺩﻭﻥ‬ ‫ﹰ‬ ‫ﻤﺘﻭﺴﻁﺎ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ) ‫ﺍﻻﺴـﺘﻘ‬ ‫ﺍﻻﺴـﺘﻨﺘﺎﺝ،‬ ‫ﺭ‬ ‫ﺍﺭﺀ‬ ‫ﺍﻟﺘﺤ‬ ‫،ﺍﻟﺘﻘﻴﻴﻡ،‬ ‫ﻠ‬ ‫ﺍﻻﺴﺘﺩﻻل‬ ‫ﻴل،‬ ( ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﻤﺴﺅﻭﻟﻴﺔ‬ ٤,٠٤ ٠,٤٧ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺠﺩﻭل‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﻥ‬ ‫ﻴﺘﺒﻴﻥ‬ ) ١٥ ( ‫ﺍﻟﻤ‬ ‫ﺃﻥ‬ ‫ﻟﻬﺎ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺤﻴﺙ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻜﺎﻨﺕ‬ ) ٤,٠٤ ( ‫ﻤﻌﻴـﺎﺭﻱ‬ ‫ﺒﺎﻨﺤﺭﺍﻑ‬ ) ٠,٤٧ ‫ﻓ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺃﺭﺍﺀ‬ ‫ﺍﺘﻔﺎﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻭﺘﺩل‬ ‫ﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬ ‫ﻤـﺴﺘﻭﻯ‬ ‫ﺘﻘـﺩﻴﺭ‬ ‫ﻟـﺩﺭﺠﺎﺕ‬ ‫ﺘﻘـﺩﻴﺭﻫﻡ‬ ‫ﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﻤﺎ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﺘﻴﺠﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﻴﻌﺯﻭ‬ ‫ﺒﻪ‬ ‫ﻴﺘﻤﺘﻊ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﺴﻌﻭﺩﻱ‬ ‫ﺨﻼﻟﻪ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺫﻱ‬ ‫ﺴﻠﻴﻡ،‬ ‫ﺇﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻷﺒﻨﺎﺀ‬ ‫ﻴﻨﻌﻡ‬ ‫ﺒﻔﺭﺹ‬ ‫ﺘ‬ ‫ﻓﺭﺹ‬ ‫ﻤﻥ‬ ‫ﺘﻌﺯﺯ‬ ‫ﻭﺇﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺼﺤﻴﺔ‬ ‫ﻨﻔﺴﻴﺔ‬ ‫ﺘﻨﺸﺌﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺃﺩﻭﺍﺭﻫﻡ‬ ‫ﻭﺃﺩﺍﺀ‬ ‫ﻟﻠﻤﺴﺅﻭﻟﻴﺔ،‬ ‫ﺤﻤﻠﻬﻡ‬ ‫ﺍﻷﺴﺭ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻷﺩﻭﺍﺭ‬ ‫ﻫﺫﻩ‬ ‫ﻤﺜل‬ ‫ﻟﻤﻌﺎﻴﺸﺔ‬ ‫ﻟﻬﻡ‬ ‫ﻤﻨﺤﻬﺎ‬ ‫ﻴﺘﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻔﺭﺹ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺴﻠﻴﻡ‬ ‫ﻭﺍﻀﺢ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻭﺠﺎﺀﺕ‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ) ٤,٢٠ ( ‫ﻤﻌﻴﺎﺭﻱ‬ ‫ﻭﺒﺈﻨﺤﺭﺍﻑ‬ ، ‫ﹰ‬ ‫ﺠﺩﺍ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ) ٠,٥٥ ( ‫ﺘ‬ ‫ﺍﻟﻭﻁﻥ‬ ‫ﺘﺠﺎﻩ‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻟﻤﺸﺎﻋﺭ‬ ‫ﺒﺘﻌﻤﻴﻕ‬ ‫ﺍﻟﻭﻋﻲ‬ ‫ﻫﺫﺍ‬ . ‫ﺍ‬ ‫ﺘﺠﺎﻩ‬ ‫ﻤﺴﺅﻭﻟﻴﺘﻬﻡ‬ ‫ﺇﻅﻬﺎﺭ‬ ‫ﻭﺍﻷﺨﻭﺓ‬ ‫ﻟﻭﺍﻟﺩﻴﻥ‬ . ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺠﺎﺀﺕ‬ ‫ﻜﻤﺎ‬ " ‫ﺘﺤﻘﻴـﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻜﺎﻤل‬ ‫ﺃﺘﺤﻤل‬ ‫‪‬ﺴﻬﻡ‬ ‫ﻭﻴ‬ ‫ﺍﻟﺼﺎﻟﺤﺔ،‬ ‫ﺍﻟﻤﻭﺍﻁﻨﺔ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺘﺠﺎﻩ‬ ‫ﻭﻭﺍﺠﺒﺎﺘﻬﻡ‬ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﻟﻤﺴﺅﻭﻟﻴﺎﺘﻬﻡ‬ ‫ﺒﺎﻟﻭﻋﻲ‬ ‫ﺍﻻﻗﺭﺍﻥ‬ ‫ﻤﻥ‬ ‫ﻏﻴﺭﻫﺎ‬ ‫ﻓﻲ‬ ‫ﻋﺯﺯﺕ‬ ‫ﺍﻟﻭﺍﻟﺩﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺤﻴﺎﺘﻬﻡ‬ ‫ﻤﺭﺍﺤل‬ ‫ﺨﻼل‬ ‫ﺘﻠﻘﻭﻨﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺎﻨﺩﺓ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﻋـﻥ‬ ‫ﺘﻤﻴﺯﻫـﺎ‬ ‫ﻨﻅـﺭﺓ‬ ‫ﻟﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻔﺌﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻟﻜﻭﻥ‬ ‫ﺫﻟﻙ‬ ‫ﺴﺒﺏ‬ ‫ﻴﻌﻭﺩ‬ ‫ﻭﺭﺒﻤﺎ‬ ‫ﺘﻭﺍﻓﺭﻫﺎ،‬ ‫ﻷﺩﻭﺍﺭﻫـﻡ‬ ‫ﻭﻤﻌـﺭﻓﺘﻬﻡ‬ ‫ﻭﺍﻷﺴﺭﺓ،‬ ‫ﺍﻟﻭﺍﻟﺩﻴﻥ‬ ‫ﺘﺠﺎﻩ‬ ‫ﻤﻨﻬﻡ‬ ‫ﺍﻟﻤﻁﻠﻭﺒﻪ‬ ‫ﺒﺎﻟﻤﺴﺅﻭﻟﻴﺎﺕ‬ ‫ﻭﺍﻟﻭﻋﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺘﻘـﺩﻴﺭﺍﺕ‬ ‫ﺇﺘﻔﺎﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺩل‬ ‫ﺨ‬ ‫ﻤﻥ‬ ‫ﺍﻷﺴﺭﺓ‬ ‫ﺘﺠﺎﻩ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟـﺫﺍﺕ‬ ‫ﻟﻨﻤـﻭ‬ ‫ﺍﻟﻤﻨﺎﺴـﺒﺔ‬ ‫ﻭﺍﻟﻅﺭﻭﻑ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺘﻨﺸﺌﺔ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﻼل‬ ‫ﻤﺘﻭﺴـﻁﻬﺎ‬ ‫ﻗﻴﻤـﺔ‬ ‫ﺒﻠﻐـﺕ‬ ‫ﺤﻴـﺙ‬ ‫ﺍﻷﻭﻟـﻰ‬ ‫ﺒﺎﻟﺭﺘﺒﺔ‬ ‫ﻭﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻹﻟﺘﺯﺍﻡ‬ ‫ﻷﻫﻤﻴﺔ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻹﺩﺭﺍﻙ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﻭﺒﺎﻟﺭﺘﺒﺔ‬ ‫ﹰ‬ ‫ﺠﺩﺍ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻅﻬﻭﺭﻫﺎ‬ ‫ﺴﺒﺏ‬ . ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﻭﺠﺎﺀﺕ‬ " ‫ﺠﺯ‬ ‫ﻭﺍﻹﺨﻭﺓ‬ ‫ﺍﻟﻭﺍﻟﺩﻴﻥ‬ ‫ﻤﻊ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻴﻭﻤﻲ‬ ‫ﻤﻥ‬ ‫ﺀ‬ . " ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﻤﺘﻭﺴﻁﻬﺎ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺤﻴﺙ‬ ‫ﹰ‬ ‫ﺠﺩﺍ‬ ‫ﻋﺎﻟﻴﺔ‬ ) ٤,٣٦ ( ‫ﻤﻌﻴﺎﺭﻱ‬ ‫ﺒﺈﻨﺤﺭﺍﻑ‬ ) ٠,٨٧ ( ‫ﻴﺭﺠـﻊ‬ ‫ﻭﺭﺒﻤﺎ‬ ‫ﻭﺒﺩﺭﺠـﺔ‬ ‫ﺍﻻﻭﻟﻰ‬ ‫ﺒﺎﻟﺭﺘﺒﺔ‬ ‫ﺘﻨﺸﺌﺘﻬﻡ‬ ‫ﻓﻲ‬ ‫ﻭﺘﺴﺎﻫﻡ‬ ‫ﺸﺨﺼﻴﺎﺘﻬﻡ‬ ‫ﺘﺼﻘل‬ ‫ﺤﻴﺎﺘﻴﺔ‬ ‫ﹰ‬ ‫ﺠﺩﺍ‬ ‫ﻭﻋﺎﻟﻴﺔ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﻭﺍﻟﻤﻅﺎﻫﺭ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ . ‫ﺒﻨﺎﺀ‬ ‫ﻤﻥ‬ ) ‫ﻭﻤﺭﺘﺠﻰ،‬ ‫ﺍﻟﻌﺎﺠﺯ‬ ٢٠١٢ ( ‫ﻭﻫﻭﻴـﺩﻱ‬ ‫ﻭﺍﻟﻤﻌـﺎﺠﻴﻨﻲ‬ ) ١٩٩٥ ( ‫ﻭﺍﻟﻤﻌـﺎﺠﻴﻨﻲ‬ ) ١٩٩٧ ( ‫ﻭﺍﻟﺒﻭﺍﻟﻴﺯ‬ ) ٢٠٠٧ ، ٤٥ ( ‫ﻭﺸﻘﻴﺭ‬ ) ٢٠٠٥ ، ٤٨ ( ‫ﻭﺍﻟﻘﺭﻴﻁﻲ‬ ) ٢٠٠٥ ، ٣٥ ( ‫ﺠﻤﻴـﻊ‬ ‫ﻅﻬـﺭﺕ‬ ‫ﻟﺫﻟﻙ‬ ‫ﻭﺍﻟﻤﻌﺎﻴﻁـﺔ‬ ( ‫ﻤﺜل‬ ‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺃﻜﺩﻩ‬ ‫ﻤﺎ‬ ) ‫ﻋـﻭﻑ‬ ‫ﺃﺒﻭ‬ ، ٢٠٠٤ ( ، ) ‫ﺠـﺭﻭﺍﻥ،‬ ٢٠١٣ ( ، ) ، ‫ﻤﺯﻴـﺩ،‬ ٢٠٠٨ ( ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻤﺨﻭﺍﺓ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﻭﻫﻭﺒﺎﺕ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻭﻫـﺫﺍ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ،‬ ‫ﺍﻟﻤﺤﻴﻁ‬ ‫ﻀﻤﻥ‬ ‫ﺍﻟﺘﻜﻴﻑ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻨﻔﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻻﻋﺘﻤﺎﺩ‬ ‫ﻟﻠﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻤﻤﻴﺯﺓ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﻭﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺘﻭﺴﻁ‬ ‫‪‬ﻤﺎﺭﺴ‬ ‫ﻴ‬ ‫ﻤﺎ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺘﺤﻤل‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺭﻏﺒﺔ‬ ‫ﻭﻨﻪ‬ ‫ﺴﻠﻭﻜﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﺒـﺭﺯ‬ ‫ﻤـﻥ‬ ‫ﺍﻻﺴـﺘﻘﻼﻟﻴﺔ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬ ‫ﺫﺍﺘﻬﻡ،‬ ‫ﺘﺠﺎﻩ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺘﻔﻭﻗﻭﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﺃﻥ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻭﻤﻨﺎﻗﺸﺘﻪ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﺩﺭﺠﺔ‬ ‫ﻤﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ) ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻟﺠﻤﺎﻋﻴﺔ،‬ ‫ﻭﺍﻷﺨﻼﻗﻴﺔ،‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ،‬ ( ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻟﻤﺨﻭﺍﺓ‬ ‫ﻤﺤﺎﻓﻅﺔ‬ ‫ﻓﻲ‬ ‫ﺍ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫‪‬ﺒﻴﻥ‬ ‫ﻭﻴ‬ ‫ﻟﻠﻔﻘﺭﺍﺕ،‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﻭﺍﻹﻨﺤﺭﺍﻑ‬ ‫ﺠﺩﻭل‬ ) ١٥ ( ‫ﺘﺭﺘﻴﺏ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﹰ‬ ‫ﺘﻨﺎﺯﻟﻴﺎ‬ ‫ﺤﺴﺏ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻭﻓﻲ‬ ‫ﺤﺎﻟﺔ‬ ‫ﺘﺴﺎﻭﻱ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﻓﻘﺩ‬ ‫ﺘﻡ‬ ‫ﺘﺭﺘﻴﺒﻬﺎ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ ‫ﻟﻘﻴﻤﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻷﻗل‬ ‫ﺠﺩﻭل‬ ) ١٥ ( ‫ﺍﻟ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﺒﻌﺎﺩ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺭﺘﺒﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ٥ ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ٤,٢٠ ٠,٥٥ ١ ‫ﻋﺎﻟ‬ ٣ ‫ﻭﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﺍﻷﺨﻼﻗﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ٤,٠٧ ٠,٥٨ ٢ ٤ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ٤,٠٥ ٠,٥٣ ٣ ٢ ‫ﺍﻟﺠﻤﺎﻋﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ٣,٨٢ ٠,٧٥ ٤ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﻨﺘﻴﺠﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻹ‬ ‫ﺩﺭﺍﻙ‬ ‫ﺍﻟﻤﻭﻫ‬ ‫ﻭﺍﻟﻤﻭﻫﻭﺒﺎﺕ‬ ‫ﻭﺒﻴﻥ‬ ‫ﻟﺩﻭﺭ‬ ‫ﻫﻡ‬ ‫ﻭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﺍﻻﺴـﺘﻌﺩﺍﺩ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﻭﻴﻌـﺯﻱ‬ ‫ﻭﺍﻟﻁﺎﻟﺒـﺎﺕ،‬ ‫ﺍﻟﻁـﻼﺏ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﺍﺘﻔﺎﻕ‬ ‫‪‬ﻌﻨﻲ‬ ‫ﻴ‬ ‫ﻤﻤﺎ‬ ‫ﺍﻟﺼﺤﻴﺢ‬ ‫ﺍﻟﻭﺍﺤﺩ‬ ‫ﻋﻥ‬ ‫ﺘﻘل‬ ‫ﻗﻴﻤﺔ‬ ‫ﻭﻫﻲ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ( ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﻤﺘﻭﺴﻁﻬﺎ‬ ‫ﺒﻠﻎ‬ ‫ﺇﺫ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ) ٤,٠٥ ( ‫ﻤﻌﻴﺎﺭﻱ‬ ‫ﻭﺒﺎﻨﺤﺭﺍﻑ‬ ) ٠,٥٣ ( ‫ﹰ‬ ‫ﺠﺩﺍ‬ ‫ﻴﺔ‬ ٣ ‫ﻷﺤﺩ‬ ‫ﺃﻓﺼﺢ‬ ‫ﺃﻥ‬ ‫ﺩﻭﻥ‬ ‫ﺒﻨﻔﺴﻲ‬ ‫ﻤﺸﺎﻜﻠﻲ‬ ‫ﺒﺤل‬ ‫ﺃﻗﻭﻡ‬ . ٣,٩٥ ١,٠٧ ٥ ‫ﻋﺎﻟﻴﺔ‬ ٤ ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﻜل‬ ‫ﻋﻥ‬ ‫ﻤﺴﺅﻭل‬ ‫ﺃﻨﻨﻲ‬ ‫ﺃﻋﺘﻘﺩ‬ . ٣,٥٥ ١,٢٨ ٦ ‫ﻋﺎﻟﻴﺔ‬ ‫ﻟﻠﺒﻌﺩ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ٤,٠٥ ٠,٥٣ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﺒﻴﻥ‬ ) ١٦ ( ‫ﺍﻟﻤ‬ ‫ﺇﻥ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺒﻌـﺩ‬ ‫ﻟـﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺘﻭﺴﻁ‬ ) ‫ﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﻡ‬ ٥ ‫ﻋﻨﻪ‬ ‫ﺃﺘﻨﺎﺯل‬ ‫ﻭﻻ‬ ‫ﻟﻠﻘﺭﺍﺀﺓ‬ ‫ﻴﻭﻤﻲ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﺠﺯﺀﺍ‬ ‫ﺃﺨﺼﺹ‬ . ٣,٩٧ ١,٠٠ ٤ ‫ﻋﺎﻟﻴﺔ‬ . ١ ‫ﻟﻸﻫل‬ ‫ﺍﻟﺤﺎﺠﺔ‬ ‫ﺩﻭﻥ‬ ‫ﺒﻨﻔﺴﻲ‬ ‫ﻟﻠﻤﺩﺭﺴﺔ‬ ‫ﺍﺴﺘﻴﻘﻅ‬ . ٤,١٤ ٠,٩٥ ٣ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ،‬ ٢ ‫ﺃﻫﺩﺍﻓﻲ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻜﺎﻤل‬ ‫ﺃﺘﺤﻤل‬ . ٤,٣٢ ٠,٩٥ ٢ ‫ﻋﺎﻟﻴﺔ‬ ‫ﹰ‬ ‫ﺠﺩﺍ‬ ‫ﺍﻟﺤـﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴـﻁ‬ ‫ﺤـﺴﺎﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ، ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻓﻲ‬ ‫ﻻﺠﺘﻤﺎﻋﻴﺔ‬ ٦ ‫ﻭﺍﻹﺨﻭﺓ‬ ‫ﺍﻟﻭﺍﻟﺩﻴﻥ‬ ‫ﻤﻊ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻴﻭﻤﻲ‬ ‫ﻤﻥ‬ ‫ﺠﺯﺀ‬ . ٤,٣٦ ٠,٨٧ ١ ‫ﹰ‬ ‫ﺠﺩﺍ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺤﺴﺎﺏ‬  ‫ﺘﻡ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻫﺫﺍ‬ ‫ﻋﻥ‬ ‫ﻭﻟﻺﺠﺎﺒﺔ‬ ‫ﻡ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺭﺘﺒﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫؟‬ ‫ﺠﺩﻭل‬ ) ١٦ ( ‫ﻁﻼﺏ‬ ‫ﻹﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﻟﺫ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟﻤﺨﻭﺍﻩ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻭﻁﺎﻟﺒﺎﺕ‬ ‫ﺍﺘﻴﺔ‬ ‫ﺠﺩﻭل‬ ) ١٧ ( ‫ﻁﻼﺏ‬ ‫ﻹﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬
	١٦٥١ ١٦٥٢

‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻭﺍﻷﺨﻼﻗﻴﺔ‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟﻤﺨﻭﺍﻩ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻭﻁﺎﻟﺒﺎﺕ‬

  ‫‪‬ﺭﺠﻊ‬ ‫ﻭﻴ‬ ‫ﺍﻟﻁﻼﺏ،‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﺍﺘﻔﺎﻕ‬ ‫‪‬ﻌﻨﻲ‬ ‫ﻴ‬ ‫ﻤﻤﺎ‬ ‫ﺍﻟﺼﺤﻴﺢ‬ ‫ﺍﻟﻭﺍﺤﺩ‬ ‫ﻋﻥ‬ ‫ﺘﻘل‬ ‫ﻗﻴﻤﺔ‬ ‫ﻭﻫﻲ‬ ‫ﺍﻟـﺴﻤﻭ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻤﺘﺎﺯﻭﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﺍﺒﺭﺯ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻁﻼﺏ‬  ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﺘﻴﺠﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺴﺒﺏ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺇﻟ‬ ‫ﻭﺼﻠﻭﺍ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺩﻴﻨﻲ‬ ‫ﻭﺍﻹﻟﺘﺯﺍﻡ‬ ‫ﺍﻷﺨﻼﻗﻲ،‬ ‫ﺒـﺎﻟﻘﻴﻡ‬ ‫ﺍﻹﻫﺘﻤﺎﻡ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﻐﻠﺏ‬ ‫ﻴﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﻟﺩﻴﻬﻡ،‬ ‫ﺍﻟﻤﻌﺭﻭﺽ‬ ‫ﻤﺼﺩﺍﻗﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺤﻜﻡ‬ ‫ﺍﻻﺴﺘﻘﺭﺍﺀ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﻴﻤﺘﻠﻜﻭﻥ‬ ‫‪‬ـﺩﺭﻜﻭﻥ‬ ‫ﻴ‬ ‫ﺍﻟـﺫﻴﻥ‬ ‫ﺍﻟﻔﺌﺎﺕ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻫﻡ‬ ‫ﻤﻨﻬﺎ،‬ ‫ﻭﺍﻟﺘﺤﻘﻕ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ‬ ‫ﻭﺒﻨﺎﺀ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻻﺴﺘﻨﺒﺎﻁ‬ ‫ﻭ‬ ‫ﺒﻬﺎ‬ ‫ﻭﺍﻻﻟﺘﺯﺍﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺇﻗﺎﻤـﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﺫﺍﺘﻬﻡ‬ ‫ﻭﺍﻟﺘﺤﻜﻡ‬ ‫ﻀﺒﻁ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻭﺤـﺴﻥ‬ ‫ﻭﺍﻟـﺴﻠﺒﻴﺔ‬ ‫ﺍﻹﻴﺠﺎﺒﻴـﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﺍﻟﻨﺎﺠﺤﺔ،‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ 


				‫ﺍﻟﻨﺎﻗﺩ‬	‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﻭﺒﻴﻥ‬ ‫ﻭﺍﺒﻌﺎﺩﻫﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺒﻴﺭﺴﻭﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺩﺭﺠﺎﺕ‬	‫ﺭﻗﻡ‬ ‫ﻭﺃﺒﻌﺎﺩﻫﺎ‬ ) ٢٥ (	‫ﺠﺩﻭل‬
	‫ﺩﺭﺠﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬	‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻻﺴﺘﻨﺒﺎﻁ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ‬ ‫ﺍﻟﺭﺘﺒﺔ‬	‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺼﺩﺍﻗﻴﺔ‬	‫ﺍﻻﺴﺘﻘﺭﺍﺀ‬	‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬	‫ﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬
	‫ﹰ‬ ‫ﺠﺩﺍ‬ ‫ﻋﺎﻟﻴﺔ‬ ٠,٦٧ **		١ ٠,٥٩ **	٠,٩٥ ٠,٧٣ **	٤,٣٣ ٠,٧١ **	. ٠,٦١ **	‫ﺃﺨﻼﻗﻲ‬ ‫ﻏﻴﺭ‬ ‫ﹰ‬ ‫ﻼﻤﺎ‬	٩ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻜ‬ ‫ﺃﺴﻤﻊ‬ ‫ﻋﻨﺩﻤﺎ‬ ‫ﺃﺘﻀﺎﻴﻕ‬
	‫ﹰ‬ ‫ﺠﺩﺍ‬ ‫ﻋﺎﻟﻴﺔ‬ ٠,٦٩ **		٢ ٠,٦٦ **	٠,٧١ ٠,٦٩ **	٤,٢٩ ٠,٥٨ **	٠,٧٣ **	١٢ ‫ﻭﺍﻷﺨﻼﻗ‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻤﺸﺎﻋﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺤﺎﻓﻅ‬ ‫ﻴﺔ‬ .
	٨ ١٥ ‫ﺍﻟﺠﻤﺎﻋﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟﺨﻴﺭ‬ ‫ﺃﻋﻤﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﺒﻤﺴﺎﻋﺩﺓ‬ ‫ﺃﻗﻭﻡ‬ ‫ﺍﻟﺩﻴﻥ‬ ‫ﺃﻤﻭﺭ‬ ‫ﺍﻟﺴﻥ‬ ‫ﺼﻐﺎﺭ‬ ‫ﺒﺘﻌﻠﻴﻡ‬ ‫ﺃﻗﻭﻡ‬ . ١١ ‫ﺃﺤﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺨﻁﺄﺕ‬ ‫ﺇﺫﺍ‬ ‫ﺒﺎﻻﻋﺘﺫﺍﺭ‬ ‫ﺃﺒﺎﺩﺭ‬ . ‫ﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ١٠ ‫ﺍﻟﻤﻨﺎﺴﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺴﺭﺍﻑ‬ ‫ﻤﻥ‬ ‫ﺃﺘﻀﺠﺭ‬ . ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ١٣ ‫ﺍﻟﺴﻥ‬ ‫ﻜﺒﻴﺭ‬ ‫ﻻﻴﺤﺘﺭﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺸﺨﺹ‬ ‫ﺃﻭﺠﻪ‬ ** ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺩﺍﻟﺔ‬ ) ٠,٠٥ ≤  ( * ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ‫ﺩﺍﻟﺔ‬ ٠,٥٢ ** ٠,٧٨ ٤,٢٣ ٤,١٦ ** ٤,١٦ ٠,٦٣ ** ٠,٦٧ ** ٤,٠٥ ٠,٧١ ** ٠,٥٢ ** . ٤,٠٢ ٠,٠١ ١٤ ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﺘﻔﻴﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺸﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺒﻨﻘل‬ ‫ﺃﻗﻭﻡ‬ . ٣,٩٤ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﺒﻴﻥ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﺭﺘﺒﺎﻁﻴﻪ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺩﺭﺠﺎﺕ‬ ٠,٩٩ ٣ ٠,٩٤ ٤ ٠,١٢ ٠,٦٤ ** ١,٠٤ ٥ ٠,٠٨ ٠,٧٣ ** ١,٠٣ ٦ ٠,٤٤ * ٠,٦١ ** ١,١٢ ٧ ≤  ( ٠,٩٩ ٨ ‫ﻭﺒﻴﻥ‬ ‫ﹰ‬ ‫ﺠﺩﺍ‬ ‫ﻋﺎﻟﻴﺔ‬ ٠,٥٥ ** ‫ﻋﺎﻟﻴﺔ‬ ٠,٦٣ ** ‫ﻋﺎﻟﻴﺔ‬ ٠,٦٥ ** ‫ﻋﺎﻟﻴﺔ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺩﺭﺠـﺎﺕ‬ ‫ﻋﺎﻟﻴﺔ‬ ١٦ ‫ﻭﺘﻭﺠﻴﻬـﺎﺕ‬ ‫ﻤـﻭﺍﻋﻅ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺒﺎﻟﺩﺭﻭﺱ‬ ‫ﺍﻟﻨﺎﺱ‬ ‫ﺃﺫﻜﺭ‬ ٣,٨٥ ١,٠٩ ٩ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻨﺩ‬ ) ٠,٠١ ≥  ( ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﻠﻎ‬ ‫ﺤﻴﺙ‬ ‫ﺒﻴﺭﺴـﻭﻥ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﻴﻥ‬ ‫ﺒﻴﻥ‬ ) ٠,٦٥ ( ، ‫ﺍ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﺘﻴﺠﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻋﺯﻭ‬ ‫ﻭﻴﻤﻜﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻟﻁﻼﺏ‬ ‫ﻤﻥ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﻘﺩﺭﺍﺕ‬ ‫ﻴﺘﻤﺘﻌﻭﻥ‬ ‫ﻤﻔﻴﺩﺓ‬ ٧ ‫ﻭﺼﻴﺎﻨﺘﻪ‬ ‫ﻭﻨﻅﺎﻓﺘﻪ‬ ‫ﺒﺎﺴﺘﻤﺭﺍﺭ‬ ‫ﺍﻟﻤﺴﺠﺩ‬ ‫ﺒﺘﻔﻘﺩ‬ ‫ﺃﻗﻭﻡ‬ . ٣,٦٧ ١,١٩ ١٠ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ،
	‫ﻋﺎﻟﻴﺔ‬			٠,٥٨		٤,٠٧	‫ﻟﻠﺒﻌﺩ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬
	) ‫ﺍﻟﻤـﺴﺅﻭﻟﻴﺔ‬	‫ﺍﻟﺜـﺎﻨﻲ‬ ‫ﺍﻟﺒﻌـﺩ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺇﻥ‬	(	) ١٧	‫ﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﺒﻴﻥ‬
	‫ﻭﺍﻷﺨﻼﻗﻴﺔ‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻤﻌﻴﺎﺭﻱ‬ ) ٠,٥٨ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ،‬ ‫ﺒﺎﻟﻤﻭﺍﻗﻑ‬ ‫ﺍﻟﺘﺼﺭﻑ‬ ( ( ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻻﻟﺘﺯﺍﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋ‬ ‫ﺒﺎﻷﻨﺎ‬ ‫ﺍﻟﺤـ‬ ‫ﻤﺘﻭﺴـﻁﻬﺎ‬ ‫ﺒﻠـﻎ‬ ‫ﺇﺫ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻻ‬ ‫ﺒﻨﺎﺀ‬ ‫ﺴﺘﻜﺸﺎﻓﺎﺕ‬ ‫ﺍﻟ‬ ‫ﻟﺘﺤﺩﻴﺩ‬ ‫ﺒﺩﻴﻠﺔ‬ ‫ﺴﺎﺒﻲ‬ ) ٤,٠٧ ‫ﻤﻌﺎﻟﻡ‬ ( ‫ﻭ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻴﺘﻀﻤﻥ‬ ‫ﻭﺍﻟﺫﻱ‬ ‫ﺍﻹﻟﺘﺯﺍﻡ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﻴﻨﻤﻭ‬ ‫ﻴﺔ‬ ‫ﻭﺒـﺎﻨﺤﺭﺍﻑ‬ ‫ﺸﺨـﺼﻴﺘﻬﻡ‬ ‫ﻴﺘﻤﺘﻌـﻭﻥ‬
	‫ﺍﻷﻜﺜﺭ‬ ‫ﻫﻡ‬	‫ﻭ‬	‫ﻭﻤﻌﺎﺭﻑ،‬ ‫ﺨﺒﺭﺍﺕ،‬ ‫ﻤﻥ‬ ‫ﺒﻪ‬ ‫ﻴﺘﻤﺘﻌﻭﻥ‬ ‫ﻤﺎ‬ ‫ﺒﺴﺒﺏ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻤﻥ‬ ‫ﻋﺎﻟﻲ‬ ‫ﺒﻤﺴﺘﻭﻯ‬
	‫ﺍﻷﺴﺭﻴﺔ‬ ‫ﺍﻟﺘﻨﺸﺌﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻜﺘﺴﺒﻭﻫﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﻭﺍﻷﺨﻼﻕ‬ ‫ﻭﺍﻟﻌﺎﺩﺍﺕ‬ ‫ﻋﻼﻗـﺎﺕ‬ ‫ﻭﺇﻗﺎﻤـﺔ‬ ‫ﻭﺍﻟﺘﻌـﺎﻭﻥ‬ ‫ﻤﻌﻬـﻡ،‬ ‫ﺍﻟﺘﻌﺎﻁﻑ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻭﺃﻜﺜﺭ‬ ‫ﺍﻵﺨﺭﻴﻥ،‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺓ‬ ‫ﺘﻔـﺎﻋﻠﻬ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻡ‬ ‫ﻭﺇﺤﺘـﺭﺍﻤﻬ‬ ‫ﻡ‬ ‫ﺍﻵﺨﺭﻴ‬ ‫ﻓﻲ‬ ‫ﺘﺄﺜﻴﺭ‬ ‫ﻭﺫﺍﺕ‬ ‫ﻤﻌﻬﻡ،‬ ‫ﺇﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺘﺤﻘﻴﻕ‬ ‫ﻥ،‬ ‫ﺫﺍﺘﻬﻡ‬ ‫ﺍﻵﺨﺭﻴﻥ،‬ ‫ﻤﻊ‬ ‫ﺍﻟﺼﺩﺍﻗﺎﺕ‬ ‫ﻭﺒﻨﺎﺀ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻷﺴـﺭ،‬ ‫ﻓﻴﻬـﺎ‬ ‫ﺘﺘـﺼﻑ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﻨﺒﻴﻠﺔ‬ ‫ﺍﻟﺨﻠﻘﻴﺔ‬ ‫ﻭﺍﻟﻘﻴﻡ‬ ‫ﺒﺎﻟﻌﺎﺩﺍﺕ‬ ‫ﻭﺘﻤﺴﻜﻬﻡ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﻟﻘﻭﺍﻋﺩ‬ ‫ﻭ‬ ‫ﺍﻟ‬ ‫‪‬ﻅﻬﺭﻭﻥ‬ ‫ﻴ‬ ‫ﻁﺎﻋﺔ‬ ‫ﻟ‬ ‫ﻭﺍ‬ ‫ﺒﺎﻟﻤﻬﺎﻡ‬ ‫ﻭﺍﻟﻘﻴﺎﻡ‬ ‫ﻭﺍﻟﻘﻭﺍﻨﻴﻥ‬ ‫ﻸﻨﻅﻤﺔ‬ ‫ﻤﻨﻬ‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﻟﻭﺍﺠﺒﺎﺕ‬ ‫ﻡ‬ ، ‫ﻭﺠﺎﺀﺕ‬ ‫ﺍﻟﻔﻘـﺭﺓ‬ ‫ﻭﺍﻷﺨﻼﻗﻴﺔ‬ ‫ﻜﺎﻟﺩﻴﻨﻴﺔ‬ ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻭﺘﺠﺎﻩ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻤﺴﺅﻭﻟﻴﺎﺘﻬﻡ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺘﺤﻤل‬ ‫ﺇﻟﻰ‬ ‫ﻴﺅﺩﻱ‬ ‫ﻤﻤﺎ‬ " ‫ﺃﺨﻼﻗﻲ‬ ‫ﻏﻴﺭ‬ ‫ﹰ‬ ‫ﻜﻼﻤﺎ‬ ‫ﺃﺴﻤﻊ‬ ‫ﻋﻨﺩﻤﺎ‬ ‫ﺃﺘﻀﺎﻴﻕ‬ . " ‫ﺒﺎﻟﺭﺘﺒﺔ‬ ‫ﺍﻻﻭﻟﻰ‬ ‫ﺤﻴﺙ‬ ‫ﺒﻠﻐﺕ‬ ‫ﻗﻴﻤﺔ‬ ‫ﻤﺘﻭﺴـﻁﻬﺎ‬ ‫ﻜﻨﻴﻤﺭ‬ ‫ﺃﻜﺩﻩ‬ ‫ﻤﺎ‬ ‫ﻭﻫﺫﺍ‬ ، ‫ﻭﺍﻟﻭﻁﻨﻴﺔ‬ ‫ﻭﺍﻟﺠﻤﺎﻋﻴﺔ‬ ) Kennemer ، 2002 (  ‫ﺃﻥ‬ ‫ﺇﻟـﻰ‬ ‫ﺃﺸﺎﺭ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻘـﺩﺭﺓ‬ ‫ﺍﻟﺤـﺴﺎﺒﻲ‬ ) ٤,٣٣ ( ‫ﺒﺈﻨﺤﺭﺍﻑ‬ ‫ﻤﻌﻴﺎﺭﻱ‬ ) ٠,٩٥ ( ‫ﻭﺭﺒﻤﺎ‬ ‫ﻴﺭﺠﻊ‬ ‫ﺴﺒﺏ‬ ‫ﺫﻟﻙ‬ ‫ﺇﻟـﻰ‬ ‫ﻟﻤـﺴﺅﻭﻟﻴﺘﻬﻡ‬ ‫ﺍﻟﻤﻭﻫـﻭﺒﻴﻥ‬ ‫ﺇﺩﺭﺍﻙ‬ ‫ﻭﺍﻟ‬ ‫ﻭﺍﻷﺨﻼﻗﻴﺔ‬ ‫ﺍﻟﺩﻴﻨﻴﺔ‬ ‫ﺍﺒﺭﺯ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻥ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺒﻬﺎ‬ ‫ﺍﻟﻤﻨﺒﺄ‬ ‫ﺍﻟﻌﻭﺍﻤل‬ ‫ﻴﺘﻤﺘـﻊ‬ ‫ﺍﻟـﺫﻱ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺍل‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫‪‬ﻅﻬﺭ‬ ‫ﻴ‬ ‫ﻭﺍﻻﺴﺘﻨﺘﺎﺝ‬ ‫ﻭﺍﻻﺴﺘﻘﺭﺍﺀ‬ ‫ﻭﺍﻟﺘﻔﺴﻴﺭ‬ ‫ﺍﻟﺘﺼﻨﻴﻑ‬ ‫ﻤﻥ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻓﻘـﺭﺘﻴﻥ‬ ‫ﻜـﺫﻟﻙ‬ ‫ﻅﻬﺭﺕ‬ ‫ﻭﻗﺩ‬ ‫ﻭﺍﻟﻘﺒﻴﺢ،‬ ‫ﺍﻟﺤﺴﻥ‬ ‫ﺍﻟﻘﻭل‬ ‫ﺒﻴﻥ‬ ‫‪‬ﻤﻴﺯﻭﻥ‬ ‫ﻴ‬ ‫ﺘﺠﻌﻠﻬﻡ‬ ‫ﺘﻲ‬ ‫ﹰ‬ ‫ﺠﺩﺍ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ " ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻤﺸﺎﻋﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺤﺎﻓﻅ‬ ‫ﻭ‬ ‫ﺍﻟﺨﻴﺭ‬ ‫ﺃﻋﻤﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﺒﻤﺴﺎﻋﺩﺓ‬ ‫ﺃﻗﻭﻡ‬ " ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻜﺄﻥ‬ ‫ﻓﻲ‬  ‫ﺒﻨﺎﺀ‬ ‫ﹰ‬ ‫ﻭﻋﻀﻭﺍ‬ ‫ﹰ،‬ ‫ﻭﻤﺸﺎﺭﻜﺎ‬ ‫ﹰ،‬ ‫ﻤﺘﻌﺎﻭﻨﺎ‬ ‫ﺍﻟﻤﺠﺘﻤـﻊ،‬ ‫ﺒﺄﺴـﻠﻭﺏ‬ ‫ﻴﺘـﺼﺭﻑ‬ ‫ﻭﺃﻥ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺍﻟﺘﻭﺍﻟﻲ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﻤﺘﻭﺴﻁﻴﻬﺎ‬ ‫ﻗﻴﻤﺔ‬ ) ٤,٢٩ ، ٤,٢٣ ( ‫ﻤﻌﻴﺎﺭﻱ‬ ‫ﺒﺎﻨﺤﺭﺍﻑ‬ ) ٠,٧١ ، ٠,٩٩ ( ‫ﻋﻠـﻰ‬ ‫ﺘﺩل‬ ‫ﺇﺠﺘﻤﺎﻋﻲ‬ ‫ﻭﺒﻭﻋﻲ‬ ‫ﻤﺴﺅﻭل‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺘﻭﺍﺼل‬ ‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻭﺃﻜﺜﺭ‬ ‫ﺍﻵﺨﺭﻴﻥ،‬ ‫ﻭﺇﻫﺘﻤﺎﻡ‬ ،

‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﻭﺠﺎﺀﺕ‬
‫ﻤﻥ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻭﺃﺒﻌﺎﺩ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ) ٠,٤٤ -٠,٧١ ( ‫ﺍﻟﻤـﺴ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﻭ‬ ‫ﺍﻟﻨﺎﻗﺩ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻭﺒﻴﻥ‬ ‫ﺅﻭﻟﻴﺔ‬