مناصرة الذات وتصورات الطالبات للفصول الدراسية العادلة کمتغيرات تنبؤية بالتمکين النفسي لطالبات الجامعة

مصطفى, منال محمود محمد; طه, منال عبد النعيم محمد

doi:10.21608/jsrep.2015.32842

مناصرة الذات وتصورات الطالبات للفصول الدراسية العادلة کمتغيرات تنبؤية بالتمکين النفسي لطالبات الجامعة

نوع المستند : بحوث فی مجال علم النفس والصحة النفسیة

المؤلفون

¹ مدرس علم النفس التربوي - جامعة القاهرة – معهد الدراسات والبحوث التربوية – قسم علم النفس التربوي

² مدرس الإرشاد النفسي - جامعة القاهرة – معهد الدراسات والبحوث التربوية – قسم الإرشاد النفسي

10.21608/jsrep.2015.32842

المستخلص

هدفت الدراسة إلى استکشاف العلاقة بين التمکين النفسي وکلٍّ من مناصرة الذات وتصورات الطالبات للفصول الدراسية العادلة لدى طالبات الجامعة عينة الدراسة، کما هدفت إلى تحديد إسهام کل من مناصرة الذات وتصورات الطالبات للفصول الدراسية العادلة في التنبؤ بالتمکين النفسي لدى طالبات الجامعة، واستکشاف أي متغير مستقل أقوىفي القدرة على التنبؤ بالتمکين النفسي لدى طالبات الجامعة.تم استخدام المنهج الوصفي،وتحديدًا الأسلوب الارتباطي التنبؤي؛ من أجل إلقاء الضوء على نمط العلاقة بين متغيرات الدراسة، والتنبؤ بالعلاقات بينها. تکوّنت عينة الدراسة من (184) طالبة من کلية التربية جامعة حائل بالمملکة العربية السعودية وهن الطالبات المقيدات بالعام الدراسي 2014/ 2015 الفصل الدراسي الأول، تم انتقاؤهن بالمعاينة العشوائية البسيطة. بلغ المتوسط والانحراف المعياري العمري لأفراد العينة (21.50 ±1.87) عاما. استخدمت الدراسة مقياس التمکين النفسي (إعداد الباحثتيْن)، ومقياس هاريسHarris, 2009) ) لقياس مناصرة الذات (تعريب الباحثتيْن)، ومقياس باوليسيل (Paulsel, 2005) لقياس تصورات الطلاب الجامعة للفصول الدراسية العادلة (تعريب الباحثتيْن). توصلت الدراسة إلى أن جميع معاملات ارتباط بيرسون بين متغير التمکين النفسي (المعني – الکفاءة- تقرير المصير- التأثير) وکل من مناصرة الذات وتصورات الطالبات للفصول الدراسية العادلة (عدالة التوزيع- العدالة الإجرائية – العدالة التفاعلية) اتسمت بکونها معاملات ارتباط موجبة، کما تنبأت کل من مناصرة الذات والعدالة التفاعلية بالتمکين النفسي، وبأن مناصرة الذات أقوى متغير منبئ بالتمکين النفسي في الدراسة الحالية.
One purpose of the study was to explore the relationship between psychological empowerment and self-advocacy and the student perceptions of classroom justice to the university students. A second purpose of this study was to determine the contribution of each of the self-advocacy of students and classroom justice as a Predictor of psychological empowerment among university students. And explore any independent variable best: self-advocacy or perceptions of students to classroom justice - in the ability to predict of the psychological empowerment among university students. The study was use descriptive approach, specifically method correlative predictive, in order to shed light on the relationship between the variables of the study pattern, and predict relations between them also. Study sample consisted of (184 ) students from the Faculty of Education, University of Hail. They are enrolled in the academic year 2014/2015 first semester, They were selected random inspection statistics. The average and standard deviation reached the age for members of the sample (21.50 ± 1.87) year. Data were collected using Psychological Empowerment Measure (preparation by researchers), Measure of Self-Advocacy by (Harris, 2009), The Scale of Classroom Justice by (Paulsel, 2005). Results indicated that there are positive correlation between psychological empowerment variable (meaning, competence, self-determination, and impact) and self-advocacy and the perceptions of students to classroom justice (distributive, procedural, and interactional justice). Results indicated that the self-advocacy and interactive justice positively predicted with psychological empowerment, and self-advocacy powerful variable Predicted psychological empowerm

الكلمات الرئيسية

الموضوعات الرئيسية

بحوث نفسية

المراجع

المراجع

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