Article 2

‫‪،‬ﺍﻟﻤﺠﻠﹼﺩ ‪،3‬ﺍﻟﻌﺩﺩ ‪2010،1‬‬ ‫מא‬ ‫א‬ ‫א‬
‫"ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬

‫ﺩﺭﺍﺴﺔ ﻭﺼﻔﻴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ"‬
‫ﻓﺭﻴﺎل ﺍﻟﺼﺒﻴﺤﻲ* ﻭﺨﺎﻟﺩ ﺍﻟﺭﻭﺍﺠﻔﺔ**‬
‫ﺨـﺹ‬
‫ﻤﻠ ﹼ‬
‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﻌﺭ‪‬ﻑ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺩﺍﺨل ﺍﻟﺠﺎﻤﻌﺎﺕ‪ ،‬ﻭﻋﻼﻗﺘﻪ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ )ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴـﻲ‬
‫ﻭﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ ﻭﺍﻟﺘﺨﺼﺹ ﻭﺍﻟﺠﻨﺱ ﻭﺍﻟﺩﺨل ﻭﺍﻟﺨﻠﻔﻴﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ(‪.‬‬
‫ﻭﻗﺩ ﺍﺸﺘﻤﻠﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ‪ 1000‬ﻁﺎﻟﺏ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﺒﻤﺨﺘﻠـﻑ ﺍﻟﺘﺨﺼـﺼﺎﺕ‪ ،‬ﻭﺍﻟﻤـﺴﺘﻭﻴﺎﺕ‬
‫ﺍﻟﺩﺭﺍﺴﻴﺔ‪ ،‬ﻟﺩﺭﺠﺔ ﺍﻟﺒﻜﺎﻟﻭﺭﻴﻭﺱ‪" ،‬ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺜﻨﺎﺀ ﻁﻠﺒﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻟﻌﺩﻡ ﻤـﺸﺎﺭﻜﺘﻬﻡ ﻓـﻲ ﺍﻟﻤـﺸﺎﺠﺭﺍﺕ ﻭﺍﻟﻌﻨـﻑ ﻓـﻲ‬
‫ﺍﻟﺠﺎﻤﻌﺎﺕ"‪ ،‬ﻭﻗﺩ ﺃﺠﺭﻴﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻫﺫﺍ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﺯﻋﺕ ﻋﻠﻰ ﺠﻤﻴﻊ ﻜﻠﻴﺎﺕ ﺍﻟﺠﺎﻤﻌﺔ ﻟﻀﻤﺎﻥ ﻤـﺼﺩﺍﻗﻴﺔ ﺘﻤﺜﻴـل‬
‫ﺍﻟﻌﻴﻨﺔ ﻟﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺔ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ﺒﺴﻴﻁﺔ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻁﺒﻘﺕ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨـﺔ ﻤـﻥ‬
‫ﺨﻼل ﺘﻌﺒﺌﺔ ﺍﺴﺘﺒﺎﻨﺔ ﺃﻋﺩﺕ ﻟﻬﺫﺍ ﺍﻟﻐﺭﺽ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻗﻬﺎ ﻭﺜﺒﺎﺘﻬﺎ‪ ،‬ﻭﺃﻅﻬـﺭ ﺍﻟﺘﺤﻠﻴـل ﺍﻹﺤـﺼﺎﺌﻲ ﻟﻠﻤﺘﻭﺴـﻁﺎﺕ‪،‬‬
‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‪ ،‬ﻭﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ‪ ،‬ﺇﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻱ ﺍﻟﺩﻻﻟﺔ & ≤ ‪ .1000‬ﺒﻴﻥ ﻤﺸﺎﺭﻜﺔ‬
‫ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪ ،‬ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﻭﺍﻟﺘﺨﺼﺹ‪ ،‬ﻭﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ‪ ،‬ﻭﺍﻟﺠﻨﺱ‪ ،‬ﻭﺍﻟﺩﺨل‪ ،‬ﻭﺍﻟﺨﻠﻔﻴﺔ ﺍﻟﺜﻘﺎﻓﻴـﺔ‪ ،‬ﻭﺃﻥ‬
‫ﺃﻜﺜﺭ ﺍﻷﺴﺒﺎﺏ ﺍﻟﺘﻲ ﺘﺩﻓﻊ ﺍﻟﻁﻠﺒﺔ ﺇﻟﻰ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﻫﻭ ﺍﻟﺘﻌﺼﺏ ﻟﻠﻌﺸﻴﺭﺓ ﻭﺍﻷﻗﺎﺭﺏ ﻭﺍﻷﺼﺩﻗﺎﺀ‪ ،‬ﻭﺸﻌﻭﺭﻫﻡ ﺒﻅﻠﻡ ﺃﻨﻅﻤﺔ‬
‫ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﻭﻋﺩﻡ ﺜﻘﺘﻬﻡ ﺒﺎﻟﻤﺴﺘﻘﺒل‪ ،‬ﻭﺸﻌﻭﺭﻫﻡ ﺒﺄﻨﻬﻡ ﻤﺭﻓﻭﻀﻴﻥ ﻤﻥ ﻗﺒل ﺍﻟﺠﻨﺱ ﺍﻵﺨﺭ‪.‬‬
‫ﺍﻟﻜﻠﻤـﺎﺕ ﺍﻟﺩﺍﻟـﺔ‪ :‬ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪ ،‬ﺍﻟﻌﻨﻑ‪ ،‬ﺍﻟﺠﺎﻤﻌﺎﺕ‪ ،‬ﺩﺭﺍﺴﺎﺕ‪.‬‬
‫ﻭﺁﺒﺎﺀ‪ ،‬ﻓﺎﻟﺸﻐﺏ ﻭﺍﻟﻌﻨﻑ ﺍﻟﻤﻭﺠﻪ ﻀﺩ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻭﺍﻟﺠﺎﻤﻌﺔ ﻤﻥ‬ ‫ﺍﻟﻤﻘﺩﻤﺔ‬

‫ﺍﻷﻤﻭﺭ ﺍﻟﺘﻲ ﺘﻬﺩﺩ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺒﻤﺠﻤﻠﻬﺎ‪ ،‬ﻓﻔﻲ ﺃﻟﻤﺎﻨﻴﺎ‬
‫ﺘﻭﺼﻠﺕ )ﻓﺎﻴﺴﺭ ﺭﻴﻨﺞ ﻭﻤﺎﻴﻨﺭ‪ 2003 ،‬ﻭﻫﻡ ﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﻴﻌﺩ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﺍﺴﺘﺠﺎﺒﺔ ﻤﻘﺼﻭﺩﺓ ﺘﻬﺩﻑ ﺇﻟﻰ ﺇﻴﺫﺍﺀ‬
‫ﻟﻤﺴﺎﻋﺩﺓ ﻀﺤﺎﻴﺎ ﺍﻟﻌﻨﻑ( ﺇﻟﻰ ﺇﻥ ﺜﻠﺙ ﺍﻟﺘﻼﻤﻴﺫ ﺍﻷﻟﻤﺎﻥ ﻴﺨﺸﻭﻥ‬ ‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﺴﻭﺍﺀ ﻜﺎﻥ ﺍﻷﺫﻯ ﺠﺴﻤﻴﺎ ﻜﺎﻟﻀﺭﺏ ﺃﻡ ﻨﻔﺴﻴﺎ‬
‫ﺍﻟﻤﺠﺎﺯﻓﺔ ﺒﺎﻟﺨﺭﻭﺝ ﺇﻟﻰ ﻓﻨﺎﺀ ﺍﻟﻤﺩﺭﺴﺔ ﻓﻲ ﺃﺜﻨﺎﺀ ﻓﺘﺭﺓ ﺍﻻﺴﺘﺭﺍﺤﺔ‬ ‫ﻜﺎﻹﻫﺎﻨﺔ‪ ،‬ﻭﻴﻨﻁﻭﻱ ﺍﻟﻌﺩﻭﺍﻥ ﻋﻠﻰ ﺭﻏﺒﺔ ﻓﻲ ﺍﻟﺘﻔﻭﻕ‪ ،‬ﺃﻭ ﺍﻟﺘﺴﻠﻁ‬
‫ﺨﻭﻓﺎ ﻤﻥ ﺍﻟﺘﻌﺭﺽ ﻟﻤﻤﺎﺭﺴﺎﺕ ﺍﻟﻔﺘﻭﻩ ﺃﻭ ﺍﻟﺴﻠﺏ ﻋﻠﻰ ﻴﺩ‬ ‫ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ‪،‬ﻭﻴﺄﺨﺫ ﺍﻟﺴﻠﻭﻙ ﺇﺸﻜﺎﻻ ﻤﺘﻌﺩﺩﺓ ﻜﺎﻟﺘﻼﻋﺏ ﺒﺎﻷﻟﻔﺎﻅ‪،‬‬
‫ﺯﻤﻼﺌﻬﻡ‪) ،‬ﺍﻟﺭﺃﻱ‪ (2003 ،‬ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺠﻤﻌﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺃﻭ ﺍﻟﺸﺘﺎﺌﻡ‪ ،‬ﺃﻭ ﺇﺘﻼﻑ ﺍﻷﺸﻴﺎﺀ‪ ،‬ﺃﻭ ﺍﻟﻀﺭﺏ‪ ،‬ﺃﻭ ﺍﻟﺩﻓﻊ ﺃﻭ‬
‫ﺍﻷﻤﺭﻴﻜﻴﺔ ﻤﻥ ﺨﻼل ﺇﺤﺼﺎﺌﻴﺔ ﻟﻬﺎ ﻋﺎﻡ )‪ ،(1997‬ﺇﻟﻰ ﺃﻥ ﺜﻼﺙ‬ ‫ﺍﻹﻏﺎﻅﺔ‪.‬‬
‫ﻤﻼﻴﻴﻥ ﺤﺎﻟﺔ ﻋﻨﻑ ﺘﺤﺩﺙ ﻓﻲ ﺤﺭﻡ ﺍﻟﺠﺎﻤﻌﺎﺕ ﻭﺍﻟﻤﺩﺍﺭﺱ ﻓﻲ‬ ‫ﻭﺘﻌﺘﺒﺭ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻓﻲ ﺠﻤﻴﻊ ﺍﻟﻤﺭﺍﺤل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪،‬‬
‫ﺍﻟﺴﻨﺔ ﺍﻟﻭﺍﺤﺩﺓ؛ ﺃﻱ ﻤﺎ ﻴﻌﺎﺩل )‪ (16‬ﺃﻟﻑ ﺤﺎﻟﺔ ﻋﻨﻑ ﻓﻲ ﺍﻟﻴﻭﻡ‪،‬‬ ‫ﻭﺨﺼﻭﺼﺎ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻤﻥ ﺍﺨﻁﺭ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺃﻁﺭﺍﻑ‬
‫ﻥ‪.‬‬
‫ﺃﻭ ﺤﺎﻟﺔ ﻋﻨﻑ ﻭﺍﺤﺩﺓ ﻜل )‪ (6‬ﺜﻭﺍ ٍ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻤﻥ ﻁﻠﺒﺔ‪ ،‬ﻭﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺘﺩﺭﻴﺱ‪ ،‬ﻭﺇﺩﺍﺭﻴﻴﻥ‪،‬‬
‫ﻭﻤﻥ ﺍﻟﻤﻼﺤﻅ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺤﺎﻟﻲ ﺃﻥ ﻅﺎﻫﺭﺓ ﺍﻟﻌﺩﻭﺍﻥ ﻗﺩ‬ ‫* ﻤﺴﺎﻋﺩ ﻋﻤﻴﺩ ﺸﺅﻭﻥ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪.‬‬
‫ﺍﺯﺩﺍﺩﺕ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻷﺴﺎﺴﻴﺔ ﻭﺍﻟﺜﺎﻨﻭﻴﺔ ﻭﺼﻭﻻ ﺇﻟﻰ ﺍﻟﻤﺭﺤﻠﺔ‬ ‫** ﻋﻤﻴﺩ ﺸﺅﻭﻥ ﺍﻟﻁﻠﺒﺔ ﺴﺎﺒﻘﺎﹰ‪ ،‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪.‬‬
‫ﺘﺎﺭﻴﺦ ﺍﺴﺘﻼﻡ ﺍﻟﺒﺤﺙ ‪ 2009/5/15‬ﻭﺘﺎﺭﻴﺦ ﻗﺒﻭﻟﻪ ‪.2010/1/3‬‬
‫© ‪ 2010‬ﻋﻤﺎﺩﺓ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ /‬ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ .‬ﲨﻴﻊ ﺍﳊﻘﻮﻕ ﳏﻔﻮﻇﺔ‪.‬‬

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‫ﻓﺭﻴﺎل ﺍﻟﺼﺒﻴﺤﻲ ﻭﺨﺎﻟﺩ ﺍﻟﺭﻭﺍﺠﻔﺔ‬ ‫ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ‪...‬‬
‫ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻤﺸﺎﺠﺭﺍﺕ ﻭﺃﻋﻤﺎل ﺍﻟﻌﻨﻑ ﻭﺍﻀﺢ ﻭﺠﻠﻲ ﻤﻥ‬ ‫ﺍﻟﺠﺎﻤﻌﻴﺔ‪ ،‬ﻭﺒﺩﺃﺕ ﺘﺘﺼﺎﻋﺩ ﻫﺫﻩ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ‪ ،‬ﻜﻤﺎ‬
‫ﻤﺭﺍﺠﻌﺔ ﺍﻷﻭﻀﺎﻉ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﻟﻬﺅﻻﺀ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﺤﻴﺙ ﻨﺠﺩ ﻨﺴﺒﺔ‬ ‫ﺍﺯﺩﺍﺩ ﺤﻤل ﺍﻷﺩﻭﺍﺕ ﺍﻟﺤﺎﺩﺓ‪ ،‬ﻭﺘﺸﻴﺭ ﺍﻷﺒﺤﺎﺙ ﻓﻲ ﺒﺭﻴﻁﺎﻨﻴﺎ ﺇﻟﻰ‬
‫ﻜﺒﻴﺭﺓ ﻤﻨﻬﻡ ﻤﻥ ﺫﻭﻱ ﺍﻟﻤﻌﺩﻻﺕ ﺍﻟﻤﺘﺩﻨﻴﺔ ﺠﺩﺍ ﺃﻭ ﻤﻥ ﺍﻟﻤﻨﺫﺭﻴﻥ‬ ‫ﺇﻥ ﻤﺎ ﻨﺴﺒﺔ ‪ %25‬ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻭ‪ %10‬ﻤﻥ‬
‫ﺃﻜﺎﺩﻴﻤﻴﺎ‪ .‬ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻙ ﺍﻟﺘﻌﺼﺏ ﺍﻟﻘﺒﻠﻲ‪ ،‬ﺤﻴﺙ ﻤﻥ ﺍﻟﻤﻤﻜﻥ‬ ‫ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻴﻤﺎﺭﺴﻭﻥ ﺍﻟﻌﻨﻑ ﻀﺩ ﺯﻤﻼﺌﻬﻡ ﺍﻟﻁﻠﺒﺔ‬
‫ﺍﺴﺘﺜﺎﺭﺓ ﺤﻤﻴﺔ ﺍﻟﻔﺭﺩ ﻷﺴﺒﺎﺏ ﻟﻬﺎ ﻋﻼﻗﺔ ﺒﺎﻟﺒﻌﺩ ﺍﻟﻌﺸﺎﺌﺭﻱ ﻟﻴﺘﺴﻊ‬ ‫)ﻨﺼﺭ‪ ،(2007 ،‬ﻭﻗﺩ ﻅﻬﺭ ﺃﻥ ﺍﻷﻁﻔﺎل ﺍﻟﺫﻴﻥ ﻴﻤﺎﺭﺴﻭﻥ‬
‫ﻨﻁﺎﻕ ﺍﻟﻨﺯﺍﻉ ﻟﻴﺸﻤل ﻓﺌﺎﺕ ﺘﺠﻤﻌﻬﺎ ﻫﻭﻴﺔ ﻤﺸﺘﺭﻜﺔ ﺩﻓﺎﻋﺎ ﻋﻥ‬ ‫ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻟﻁﻔﻭﻟﺔ ﻴﺤﺘﻤل ﺃﻥ ﻴﻤﺎﺭﺴﻭﻩ ﻓﻲ‬
‫ﺫﻟﻙ ﺍﻟﺠﺯﺀ ﺍﻟﻨﻔﺴﻲ ﺍﻟﺫﻱ ﻴﺭﺘﺒﻁ ﺒﻤﺠﻤﻭﻋﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﻤﻥ ﺃﻫﻡ‬ ‫ﺍﻟﺭﺸﺩ‪ ،‬ﺇﺫ ﻴﻤﺎﺭﺱ ﺍﻟﻌﺩﻭﺍﻥ ﺒﺼﻭﺭﺓ ﺃﻜﺜﺭ ﺘﻜﺭﺍﺭﺍ ﻭﺃﻜﺜﺭ ﺸﺩﺓ‪،‬‬
‫ﺃﺴﺒﺎﺏ ﺭﺩﺓ ﺍﻟﻔﻌل ﻫﺫﻩ‪ ،‬ﺍﻗﺘﺼﺎﺭ ﺩﺍﺌﺭﺓ ﺍﻟﺘﻔﺎﻋل ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻭﻴﺤﺘﻤل ﺃﻥ ﻴﺼﺒﺢ ﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻥ ﺜﺎﺒﺘﺎ ﻤﻊ ﺍﻟﺯﻤﻥ ﺇﺫﺍ ﻟﻡ‬
‫ﻟﻠﻔﺭﺩ ﻋﻠﻰ ﺍﻟﻔﺌﺔ ﺍﻟﺘﻲ ﻴﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﻋﺩﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻭﺍﺼل‬ ‫ﻴﻀﺒﻁ ﻭﻴﻌﺎﻟﺞ‪) .‬ﺍﻟﻌﻘﺎﺩ‪(2001 ،‬‬
‫ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﺒﻐﻴﺭ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﺩﻓﺎﻋﺎ ﻋﻥ ﺍﻟﻬﻭﻴﺔ‪) .‬ﺨﻤﺵ‬ ‫ﻭﺭﺒﻤﺎ ﻜﺎﻥ ﻟﻠﻤﺴﺘﻭﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻟﺫﻱ ﻴﻌﻴﺸﻪ ﺍﻟﻭﺍﻟﺩﺍﻥ‬
‫ﻭﺤﻤﺩﻱ‪ ،1999 ،‬ﺍﻟﺭﻭﺍﺠﻔﺔ‪(2007 ،‬‬ ‫ﻭﺍﻷﻭﻻﺩ ﺩﻭﺭﺍ ﺠﻭﻫﺭﻴﹰﺎ ﻓﻲ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﻴﺘﻌﺎﻤﻠﻭﻥ ﺒﻬﺎ ﻤﻊ‬
‫ﺍﻥ ﻤﻌﻅﻡ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻴﺸﺎﺭﻜﻭﻥ ﻓﻲ ﻤﺸﺎﺠﺭﺍﺕ ﺠﻤﺎﻋﻴﺔ‬ ‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻓﺎﻟﻔﺭﻭﻕ ﻓﻲ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬
‫ﻻ ﻴﻭﺠﺩ ﻟﺩﻴﻬﻡ ﺃﻴﺔ ﺍﻨﺘﻤﺎﺀﺍﺕ ﺴﻴﺎﺴﻴﺔ‪ ،‬ﻭﻤﺸﺎﺭﻜﺘﻬﻡ ﻓﻲ ﺍﻟﻌﻨﻑ‬ ‫ﺘﻌﻨﻲ ﺍﺨﺘﻼﻓﺎﺕ ﻓﻲ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻨﺸﺌﺔ‪) ،‬ﺤﺎﻓﻅ ﻭﻗﺎﺴﻡ‪(1993 ،‬‬
‫ﻟﻴﺴﺕ ﻷﺴﺒﺎﺏ ﺴﻴﺎﺴﻴﺔ‪ ،‬ﺒل ﺍﻻﻨﺘﻤﺎﺀﺍﺕ ﺍﻟﺴﻴﺎﺴﻴﺔ ﻭﺍﻟﺘﻌﺼﺏ ﻟﻬﺎ‬ ‫ﻓﺄﺴﺭ ﺍﻟﻁﺒﻘﺔ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻷﻓﻀل ﺘﻌﻠﻴﻤﺎ ﻴﻤﻴﻠﻭﻥ ﺇﻟﻰ ﻤﻌﺎﻤﻠﺔ‬
‫ﻫﻲ ﺍﻟﺭﺩﻴﻑ ﻟﻠﺘﻌﺼﺏ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﻔﺌﻭﻱ‪ ،‬ﻓﻜﻤﺎ ﺘﺴﺘﺜﺎﺭ ﺍﻟﺤﻤﻴﺔ‬ ‫ﺃﻁﻔﺎﻟﻬﻡ ﺒﻁﺭﻴﻘﺔ ﺃﻜﺜﺭ ﺩﻓﺌﺎ‪ ،‬ﻭﺃﻜﺜﺭ ﺘﻔﻬﻤﺎ ﻭﻗﺒﻭﻻ ﺒﺤﻴﺙ ﻴﺼﺒﺢ‬
‫ﺍﻟﻘﺒﻠﻴﺔ ﺘﺴﺘﺜﺎﺭ ﺘﻠﻙ ﺍﻟﺴﻴﺎﺴﻴﺔ‪ .‬ﻭﺇﻥ ﻤﻥ ﺍﻷﻤﻭﺭ ﺍﻟﺘﻲ ﺘﺜﻴﺭ ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﻔﺭﺩ ﺃﻜﺜﺭ ﻭﻋﻴﺎ ﻟﺫﺍﺘﻪ‪ ،‬ﻭﻴﺘﻤﺜل ﺫﻟﻙ ﻓﻲ ﺘﻌﺭ‪‬ﻑ ﺍﻻﻨﻔﻌﺎﻻﺕ‬
‫ﺴﻴﺎﺴﻴﺎ ﺍﻟﺼﺭﺍﻋﺎﺕ ﻋﻠﻰ ﺍﻨﺘﺨﺎﺒﺎﺕ ﻤﺠﺎﻟﺱ ﺍﻟﻁﻠﺒﺔ ﻭﺍﻷﻨﺩﻴﺔ‬ ‫ﻑ ﺫﺍﺕ ﺃﻫﻤﻴﺔ ﻟﻠﻔﺭﺩ‪ ،‬ﻤﻊ‬ ‫ﺍﻟﺫﺍﺘﻴﺔ ﻭﺤﺴﻥ ﺘﻭﺠﻴﻬﻬﺎ ﻨﺤﻭ ﺃﻫﺩﺍ ٍ‬
‫ﺍﻟﻁﻼﺒﻴﺔ ﺃﻭ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﻤﺴﻴﺭﺍﺕ ﺘﻁﻠﻕ ﺨﻼﻟﻬﺎ ﺸﻌﺎﺭﺍﺕ‬ ‫ﻀﺒﻁ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻀﺒﻁ ﺍﻟﺫﺍﺘﻲ ﻟﻼﻨﻔﻌﺎﻻﺕ‪ ،‬ﻜﻤﺎ ﻴﻐﺩﻭ ﺍﻟﻔﺭﺩ‬
‫ﺘﺜﻴﺭ ﻤﺠﻤﻭﻋﺎﺕ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻟﻬﺎ ﺍﻨﺘﻤﺎﺀﺍﺕ ﻭﻭﻻﺀﺍﺕ ﻏﻴﺭ ﺘﻠﻙ‬ ‫ﺃﻗﺩﺭ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﺤﻴﺎﺓ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻓﻲ ﺤﺎﻻﺕ ﺍﻟﺸﺩﺍﺌﺩ‬
‫ﺍﻟﺘﻲ ﻟﻠﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﺴﻴﺭﺍﺕ ﺍﻟﻌﻔﻭﻴﺔ ﺍﻟﺘﻠﻘﺎﺌﻴﺔ‪ ،‬ﻭﻤﻤﺎ‬ ‫ﻭﺍﻟﻀﻐﻭﻁ ﻭﺍﻟﻘﻠﻕ‪ ،‬ﻭﺃﻗﺩﺭ ﻋﻠﻰ ﺘﻌﺭ‪‬ﻑ ﺍﻨﻔﻌﺎﻻﺕ ﺍﻵﺨﺭﻴﻥ ﻤﻤﺎ‬
‫ﻴﺯﻴﺩ ﺍﻷﻤﻭﺭ ﺘﻌﻘﻴﺩﺍ ﺘﺩﺨل ﺘﻴﺎﺭﺍﺕ ﻓﻜﺭﻴﺔ ﻭﺴﻴﺎﺴﻴﺔ ﻤﻥ ﺨﺎﺭﺝ‬ ‫ﻴﺴﻬل ﺍﻟﺘﻌﺎﻁﻑ ﻭﺍﻟﺘﻔﻬﻡ ﻭﺍﻟﺤﺴﺎﺴﻴﺔ ﻟﻤﺸﺎﻋﺭ ﺍﻵﺨﺭﻴﻥ‬
‫ﺍﻟﺠﺎﻤﻌﺔ ﺘﺴﺘﻐل ﺍﻟﻁﻠﺒﺔ ﻭﺍﻟﺸﺎﺭﻉ ﺍﻟﻁﻼﺒﻲ ﻟﺨﺩﻤﺔ ﺃﻏﺭﺍﺽ‬ ‫ﻭﺍﻨﻔﻌﺎﻻﺘﻬﻡ‪ ،‬ﺒﻌﻜﺱ ﺃﻤﻬﺎﺕ ﺍﻟﻁﺒﻘﺔ ﺍﻟﺩﻨﻴﺎ ﻓﻠﺩﻴﻬﻥ ﺍﻟﻤﻴل ﺇﻟﻰ‬
‫ﺴﻴﺎﺴﻴﺔ ﻻ ﻋﻼﻗﺔ ﻟﻬﺎ ﺒﺎﻟﺠﺎﻤﻌﺔ‪ ،‬ﺃﻭ ﺍﻷﻤﻭﺭ ﺍﻟﻁﻼﺒﻴﺔ‪ ،‬ﻜﻤﺎ ﻭﺃﻥ‬ ‫ﻤﻌﺎﻤﻠﺔ ﺃﻁﻔﺎﻟﻬﻥ ﻓﻲ ﺍﻟﻌﻨﻑ ﻭﺍﻟﻌﻘﺎﺏ ﺍﻟﺸﺩﻴﺩﻴﻥ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻴﻜﻭﻥ‬
‫ﻫﺫﻩ ﺍﻟﻤﺴﻴﺭﺍﺕ ﻭﺍﻟﺘﺠﻤﻌﺎﺕ ﺍﻟﻁﻼﺒﻴﺔ ﺘﺴﻤﺢ ﺒﺘﺩﺨل ﺍﻟﻤﻨﺩﺴﻴﻥ‬ ‫ﺍﻵﺒﺎﺀ ﺃﺸﺩ ﻋﻨﻔﺎ ﻤﻊ ﺃﻭﻻﺩﻫﻡ ﺤﻴﺙ ﻴﺤﺎﻭﻟﻭﻥ ﻋﻤﺩﺍ ﺘﻌﻠﻴﻡ‬
‫ﻭﺍﻟﻌﺎﺒﺜﻴﻥ ﺍﻟﺫﻴﻥ ﻻ ﻫﻡ ﻟﻬﻡ ﺇﻻ ﺇﺜﺎﺭﺓ ﺍﻟﻔﺘﻨﺔ ﻭﺍﻟﺒﻐﻀﺎﺀ ﺒﻴﻥ‬ ‫ﺃﻭﻻﺩﻫﻡ ﺍﻟﻌﻨﻑ‪ ،‬ﻭﺨﺎﺼﺔ ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻤﻥ ﺃﺠل ﺍﻟﺩﻓﺎﻉ ﻋﻥ ﺃﻨﻔﺴﻬﻡ‬
‫ﺍﻟﻁﻠﺒﺔ ﺃﻭ ﺩﺍﺨل ﺍﻟﻤﺠﺘﻤﻊ‪ .‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻙ ﺍﻟﻌﻼﻗﺔ ﻤﺎ ﺒﻴﻥ‬ ‫ﻭﻟﻜﻲ ﻴﺼﺒﺤﻭﺍ ﺭﺠﺎﻻ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل‪) .‬ﺍﻟﺼﺒﻴﺤﻲ‪ (2004 ،‬ﻓﻲ‬
‫ﺍﻟﺠﺎﻤﻌﺔ ﻤﻤﺜﻠﺔ ﻓﻲ ﺇﺩﺍﺭﺘﻬﺎ ﻭﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻭﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺤﻴﻥ ﻴﺭﻯ )ﺍﻟﺭﻭﺍﺠﻔﺔ‪ (2007 ،‬ﺃﻥ ﺃﺒﻨﺎﺀ ﺍﻟﻁﺒﻘﺔ ﺍﻟﺩﻨﻴﺎ ﻴﺸﻌﺭﻭﻥ‬
‫ﻓﻴﻬﺎ ﻭﺍﻟﺠﺴﻡ ﺍﻟﻁﻼﺒﻲ ﻤﻥ ﺤﻴﺙ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻨﺎﻅﻤﺔ ﻟﻬﺫﻩ‬ ‫ﺒﺎﻟﺤﺭﻤﺎﻥ ﺍﻟﺫﻱ ﻴﻭﻟﺩ ﺍﻹﺤﺒﺎﻁ‪ ،‬ﻭﻓﻘﺩﺍﻥ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻘﻴﻡ ﻭﺍﻟﻤﺜل‬
‫ﺍﻟﻌﻼﻗﺔ‪ ،‬ﻭﻤﻥ ﺤﻴﺙ ﻤﻤﺎﺭﺴﺔ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻭﺍﻟﻁﻠﺒﺔ ﻜل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻟﺴﻠﻭﻙ ﺍﻟﺤﻤﻴﺩ‪ ،‬ﻤﻤﺎ ﻴﺠﻌل ﻫﺫﻩ ﺍﻟﻔﺌﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ‬
‫ﺒﺤﻕ ﺍﻵﺨﺭ‪ ،‬ﻓﻬﻨﺎﻙ ﺸﻌﻭﺭ ﻓﻲ ﺍﻟﻌﻨﻑ ﺃﺤﻴﺎﻨﺎ ﻟﺤﺼﻭل ﻤﺤﺎﺒﺎﺓ‬ ‫ﻨﺎﻗﻤﺔ ﻋﻠﻰ ﻭﻀﻊ ﻤﻌﻴﻥ‪ ،‬ﻓﻴﻜﻭﻨﻭﻥ ﺒﺫﻟﻙ ﺃﻜﺜﺭ ﻋﺭﻀﺔ‬
‫ﻓﻲ ﺍﻟﻤﻌﺎﻤﻠﺔ ﻟﺒﻌﺽ ﺍﻟﻁﻠﺒﺔ ﺃﻭ ﻋﺩﻡ ﺍﺤﺘﺭﺍﻡ ﻷﻋﻀﺎﺀ ﻫﻴﺌﺔ‬ ‫ﻟﻼﺴﺘﻔﺯﺍﺯ ﻭﺃﻗل ﺍﻜﺘﺭﺍﺜﺎ ﻟﻤﺎ ﻗﺩ ﻴﻨﺠﻡ ﻋﻥ ﺴﻠﻭﻙ ﺨﻁﺄ‪ ،‬ﻭﻜﺫﻟﻙ‬
‫ﺍﻟﺘﺩﺭﻴﺱ ﻭﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻤﻥ ﻗﺒل ﻓﺌﺔ ﺃﺨﺭﻯ ﻤﻥ‬ ‫ﻀﻌﻑ ﺍﻟﺘﺤﺼﻴل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻓﻬﻭ ﻤﻥ ﺃﻫﻡ ﻋﻭﺍﻤل ﺍﻹﺤﺒﺎﻁ ﻟﺩﻯ‬
‫ﺍﻟﻁﻠﺒﺔ‪ .‬ﻭﻤﻥ ﻨﺎﺤﻴﺔ ﺃﺨﺭﻯ ﻓﺈﻥ ﻋﺩﻡ ﺍﻟﺘﻘﻴﺩ ﺒﺎﻟﺘﻌﻠﻴﻤﺎﺕ‪،‬‬ ‫ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻤﻤﺎ ﻴﺠﻌﻠﻬﻡ ﺃﻜﺜﺭ ﻋﺭﻀﺔ ﻟﻼﺴﺘﻔﺯﺍﺯ ﻭﺃﻜﺜﺭ ﺍﻨﺴﻴﺎﻗﺎ‬
‫ﻭﺍﻷﻨﻅﻤﺔ ﻭﺨﺼﻭﺼﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺭﺩﻉ ﺍﻟﻁﻠﺒﺔ ﺍﻟﻤﺨﺎﻟﻔﻴﻥ‪ ،‬ﺭﺒﻤﺎ‬ ‫ﻭﺭﺍﺀ ﺍﻟﺘﺼﺭﻓﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻭﻋﺩﻡ ﺍﻻﻜﺘﺭﺍﺙ ﺒﻤﺼﺎﺌﺭﻫﻡ‪.‬‬
‫ﺃﺤﺩ ﺍﻷﺴﺒﺎﺏ ﺍﻟﺘﻲ ﺘﺸﺠﻊ ﺒﻌﻀﻬﻡ ﻋﻠﻰ ﺘﻜﺭﺍﺭ ﻤﺜل ﻫﺫﻩ‬ ‫ﺇﻥ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻀﻌﻑ ﺍﻟﺘﺤﺼﻴل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺒﻴﻥ‬
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‫‪(1999‬‬ ‫ﺍﻟﻤﺨﺎﻟﻔﺎﺕ ﺩﻭﻥ ﺃﺩﻨﻲ ﺍﻋﺘﺒﺎﺭ ﻟﻸﻨﻅﻤﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ‪).‬ﺍﻟﺭﻭﺍﺠﻔﺔ‪،‬‬

‫‪-2‬ﻓﻬﻡ ﺍﻟﺤﺩﺙ ﻋﻠﻰ ﺃﻨﻪ ﺘﻌﺭﺽ ﻷﺫﻯ ﻏﻴﺭ ﻤﻘﺼﻭﺩ ﻓﻴﺘﺨﺫ‬ ‫‪(2007‬‬
‫ﻗﺭﺍﺭﺍ ﺒﻌﺩﻡ ﺍﻟﺭﺩ‪.‬‬ ‫ﻭﻗﺩ ﺘﻌﺩﺩﺕ ﺍﻷﺴﺒﺎﺏ ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﻓﻲ ﺃﺜﻨﺎﺀ ﺘﻔﺎﻋﻠﻬﺎ ﺇﻟﻰ‬
‫ﺃﻤﺎ ﺍﻷﺜﻴﻭﻟﻭﺠﻴﻴﻥ ﻓﻘﺩ ﺫﻫﺒﻭﺍ ﺇﻟﻰ ﺃﻥ ﺍﻟﻌﺩﻭﺍﻥ ﻭﺍﻟﻌﻨﻑ‬ ‫ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ؛ ﺃﻱ ﺃﻥ ﺍﻟﻔﺭﺩ ﻟﻴﺱ ﻜﺎﺌﻨﺎ ﻤﻨﻐﻠﻘﺎ ﻤﻊ ﺫﺍﺘﻪ‪ ،‬ﺒل‬
‫ﺃﺴﺎﺴﻲ ﻓﻲ ﻁﺒﻴﻌﺔ ﺍﻹﻨﺴﺎﻥ‪ ،‬ﻭﺃﻨﻪ ﺍﻟﺘﻌﺒﻴﺭ ﺍﻟﻁﺒﻴﻌﻲ ﻟﻌﺩﺓ ﻏﺭﺍﺌﺯ‬ ‫ﻫﻭ ﺩﺍﺌﻤﺎ ﻁﺭﻑ ﻓﻲ ﻋﻼﻗﺔ ﺘﻔﺎﻋﻠﻴﺔ ﺘﺤﺩﺩ ﺴﻠﻭﻜﻪ‪ ،‬ﻜﺫﻟﻙ ﻓﺈﻥ‬
‫ﻋﺩﻭﺍﻨﻴﺔ ﻤﻜﺒﻭﺘﺔ‪ ،‬ﻭﻗﺩ ﺃﻋﺎﺩ ﻋﺎﻟﻡ ﺍﻷﺠﻨﺎﺱ " ﻜﻭﻨﺭﺍﺩ ﻟﻭﺭﻨﺯ‪،‬‬ ‫ﺍﻟﻌﻼﻗﺔ ﺒﺩﻭﺭﻫﺎ ﻟﻴﺴﺕ ﻤﻨﻐﻠﻘﺔ ﻋﻠﻰ ﺫﺍﺘﻬﺎ ﺃﻭ ﻤﻨﻔﺼﻠﺔ ﻋﻥ‬
‫‪ " Konrad Lorenz‬ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﺠﻭﺍﻨﺏ ﺍﻟﻔﻁﺭﻴﺔ ﻟﻠﺴﻠﻭﻙ‪،‬‬ ‫ﺍﻹﻁﺎﺭ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﺫﻱ ﺘﺠﺭﻱ ﻓﻴﻪ ﺒل ﻫﻲ ﻤﺭﺘﺒﻁﺔ ﺒﻜل ﻤﺎ‬
‫ﻓﻬﻭ ﻴﺘﻔﻕ ﻤﻊ ﻓﺭﻭﻴﺩ ﻓﻲ ﺍﻟﻨﻅﺭ ﺇﻟﻰ ﺍﻟﻌﺩﻭﺍﻥ ﺒﻭﺼﻔﻪ ﺩﺍﻓﻌﺎ‬ ‫ﻋﺩﺍﻫﺎ ﻤﻥ ﺍﻟﻌﻼﻗﺎﺕ ﺘﺘﺄﺜﺭ ﻭﺘﺅﺜﺭ ﺒﻬﺎ‪ ،‬ﻓﺎﻷﺴﺒﺎﺏ ﻋﻠﻰ ﻜل‬
‫ﻏﺭﻴﺯﻴﺎ ﻭﻴﺭﻯ ﻀﺭﻭﺭﺓ ﺇﻁﻼﻕ ﺍﻟﻁﺎﻗﺔ ﺍﻟﻌﺩﻭﺍﻨﻴﺔ ﻤﻥ ﺤﻴﻥ‬ ‫ﻤﺴﺘﻭﻯ ﻤﺘﺒﺎﺩﻟﺔ ﺍﻟﺘﺄﺜﻴﺭ‪ ،‬ﻭﺭﻜﺯ ﺍﻟﻤﻌﺭﻓﻴﻥ ﻓﻲ ﺘﻔﺴﻴﺭ ﺍﻟﺴﻠﻭﻙ‬
‫ﻷﺨﺭ ﻟﺌﻼ ﺘﺘﺭﺍﻜﻡ ﻭﺘﻨﻔﺠﺭ ﺒﺸﻜل ﺨﻁﻴﺭ‪.‬‬ ‫ﺍﻟﻌﺩﻭﺍﻨﻲ ﻋﻠﻰ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﺘﻲ ﻴﺩﺭﻙ ﺒﻬﺎ ﺍﻟﻌﻘل ﺍﻹﻨﺴﺎﻨﻲ ﻭﻗﺎﺌﻊ‬
‫ﺒﻴﻨﻤﺎ ﻴﺭﻯ ﺍﻟﺴﻠﻭﻜﻴﻭﻥ ﺃﻥ ﺍﻟﻌﺩﻭﺍﻥ ﺸﺄﻨﻪ ﺸﺄﻥ ﺃﻱ ﺴﻠﻭﻙ‬ ‫ﺃﺤﺩﺍﺙ ﻤﻌﻴﻨﺔ ﻟﻺﻨﺴﺎﻥ ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﻜﻭﻴﻥ ﻤﺸﺎﻋﺭ ﺍﻟﻐﻀﺏ‬
‫ﻴﻤﻜﻥ ﺍﻜﺘﺴﺎﺒﻪ ﻭﻴﻤﻜﻥ ﺘﻌﺩﻴـﻠﻪ ﻭﻓﻕ ﻗﻭﺍﻨﻴﻥ ﺍﻟﺘﻌﻠﻡ‪ ،‬ﻟﺫﻟﻙ‬ ‫ﻭﺍﻟﻜﺭﺍﻫﻴﺔ ﻭﻜﻴﻑ ﺘﺤﻭل ﻫﺫﻩ ﺍﻟﻤﺸﺎﻋﺭ ﺇﻟﻰ ﺇﺩﺭﺍﻙ ﺩﺍﺨﻠﻲ ﻴﻘﻭﺩ‬
‫ﺭﻜﺯﺕ ﺒﺤﻭﺙ ﺍﻟﺴـﻠﻭﻜﻴﻴﻥ ﻓﻲ ﺩﺭﺍﺴﺘﻬﻡ ﻟﻠﻌﺩﻭﺍﻥ ﻋﻠﻰ‬ ‫ﺍﻟﻔﺭﺩ ﺇﻟﻰ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ‪ ،‬ﻭﻗﺩ ﻓﺴﺭ " ﺒﻴﻙ‪Beck ،‬‬
‫ﺍﻓﺘﺭﺍﺽ ﺃﻥ ﺍﻟﺴﻠﻭﻙ ﺒﺭﻤﺘﻪ ﻤﺘﻌﻠﻡ‪) .‬ﺍﻟﺼﺒﻴﺤﻲ‪(2004 ،‬‬ ‫" ﻓﻲ ﻨﻤﻭﺫﺠﻪ ﺍﻟﻤﻌﺭﻓﻲ ﺃﻥ ﺍﻻﻀﻁﺭﺍﺏ ﺍﻻﻨﻔﻌﺎﻟﻲ ﺍﻟﺫﻱ ﻴﻘﻭﺩ‬
‫ﺃﻤﺎ ﻨﻅﺭﻴﺔ ﺍﻟﺘﻌﻠﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﺘﺭﻯ ﺃﻴﻀﺎ ﺃﻥ ﺍﻟﺴﻠﻭﻙ‬ ‫ﺇﻟﻰ ﺍﻟﻌﺩﻭﺍﻥ ﻨﺎﺠﻡ ﺃﺴﺎﺴﺎ ﻋﻥ ﺍﻀﻁﺭﺍﺏ ﻓﻲ ﺘﻔﻜﻴﺭ ﺍﻟﻔﺭﺩ ﻭﻤﺎ‬
‫ﺍﻟﻌﺩﻭﺍﻨﻲ ﻤﺘﻌﻠﻡ‪ ،‬ﻭﺃﻥ ﺘﻌﻠﻤﻪ ﻴﺘﻡ ﻤﻥ ﺨﻼل ﺘﻘﻠﻴﺩ ﺍﻟﻨﻤﺎﺫﺝ‬ ‫ﻴﻌﺘﻘﺩﻩ ﻭﻜﻴﻑ ﻴﻔﺴﺭ ﺍﻷﺤﺩﺍﺙ ﻤﻥ ﺤﻭﻟﻪ‪) .‬ﺍﻟﺨﻁﻴﺏ‪،2001 ،‬‬
‫ﺍﻟﻌﺩﻭﺍﻨﻴﺔ ﻭﻤﺎ ﺘﻨﺎﻟﻪ ﻫﺫﻩ ﺍﻟﻨﻤﺎﺫﺝ ﻤﻥ ﺘﻌﺯﻴﺯ " ﺇﻴﺠﺎﺒﻲ ﺃﻭ ﺴﻠﺒﻲ‬ ‫ﺍﻟﻌﻘﺎﺩ ‪(2001‬‬
‫"ﺃﻱ ﺍﻟﺘﻌﻠﻡ ﺍﻟﺒﺩﻴﻠﻲ " ‪" Vicarious Learning‬؛ ﺇﺫ ﻴﻘﻭل‬ ‫ﻭﺘﻔﺴﺭ ﻨﻅﺭﻴﺔ ﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﺒﺄﻥ‬
‫ﺒﺎﻨﺩﻭﺭﺍ‪ Bandura ،‬ﺇﻥ ﺍﻟﻌﺩﻭﺍﻥ ﺴﻠﻭﻙ ﺍﺠﺘﻤﺎﻋﻲ ﻤﺘﻌﻠﻡ ﻤﺜل‬ ‫ﺍﻟﻔﺭﺩ ﻴﺘﻌﺭﺽ ﻟﻤﻭﻗﻑ ﺍﺠﺘﻤﺎﻋﻲ ﻤﻌﻴﻥ‪ ،‬ﻓﺘﻘﻭﻡ ﺍﻟﺤﻭﺍﺱ‬
‫ﻏﻴﺭﻩ ﻤﻥ ﺃﻨﻭﺍﻉ ﺍﻟﺴﻠﻭﻙ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﻴﺭﻯ ﺃﻥ ﺍﻟﻌﺩﻭﺍﻥ ﻴﺘﻡ ﺒﻨﺎﺅﻩ‬ ‫ﺒﺎﻻﻟﺘﻔﺎﺕ ﺇﻟﻰ ﻤﺜﻴﺭﺍﺕ ﻤﻌﻴﻨﺔ ﻓﻲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻤﺤﻴﻁﺔ ﻓﻲ ﺍﻟﻤﺭﺀ‪،‬‬
‫ﻟﺩﻯ ﺍﻟﻔﺭﺩ ﻨﺘﻴﺠﺔ ﺍﻟﺨﺒﺭﺓ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﺘﻲ ﻴﻜﺘﺴﺏ ﻓﻴﻬﺎ ﺍﻟﺸﺨﺹ‬ ‫ﻭﺘﺭﺴل ﺍﻟﺒﻭﺍﻋﺙ ﺍﻟﻌﺼﺒﻴﺔ ‪ impulses‬ﺇﻟﻰ ﺍﻟﺩﻤﺎﻍ ﺍﻟﺫﻱ ﻴﻌﻤل‬
‫ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻟﻌﺩﻭﺍﻨﻴﺔ ‪ ،(1997) ،Bandura‬ﺤﻴﺙ ﻴﺸﺎﻫﺩ‬ ‫ﻋﻠﻰ ﺘﻔﺴﻴﺭ ﺘﻠﻙ ﺍﻟﻤﺜﻴﺭﺍﺕ‪ ،‬ﻭﺇﻋﻁﺎﺌﻬﺎ ﻤﻌﻨﻰ )ﻜﺄﻥ ﻴﻜﻭﻥ ﺴﻠﻭﻜ ﹰﺎ‬
‫ﺍﻟﻔﺭﺩ ﻓﺭﺩﺍ ﺁﺨﺭ ﻴﻨﺎل ﺍﻟﻤﻜﺎﻓﺄﺓ ﻟﺘﺼﺭﻑ ﻋﺩﻭﺍﻨﻲ ﻓﺈﻥ ﺍﻟﻔﺭﺩ‬ ‫ﻤﺅﺫﻴﺎ(‪ ،‬ﻭﺘﺴﺘﺩﻋﻲ ﻫﺫﻩ ﺍﻟﻤﺜﻴﺭﺍﺕ ﺫﺍﺕ ﺍﻟﻤﻌﻨﻰ ﺍﻟﻤﻌﺎﻟﺠﺔ‬
‫ﺍﻟﻤﺸﺎﻫﺩ ﺴﻴﻠﺠﺄ ﺇﻟﻰ ﺍﻟﻌﺩﻭﺍﻥ‪ ،‬ﻭﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﻔﺭﺩ ﻴﺘﻌﻠﻡ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ ﻓﻲ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪ ،‬ﺤﻴﺙ ﺘﺴﺘﺩﻋﻲ ﻟﺩﻯ ﺍﻟﺤﺎﺠﺔ‬
‫ﺍﻟﻌﺩﻭﺍﻥ ﻤﻥ ﺨﻼل ﺍﻟﻤﻼﺤﻅﺔ ﻭﺘﻘﻠﻴﺩ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻌﺩﻭﺍﻨﻴﺔ‪ ،‬ﻭﻤﺎ‬ ‫ﻤﻌﻠﻭﻤﺎﺕ ﺇﻀﺎﻓﻴﺔ ﻤﻥ ﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻟﻤﺩﻯ )ﺨﺒﺭﺍﺕ ﺴﺎﺒﻘﺔ(‪،‬‬
‫ﺘﻨﺎﻟﻪ ﻫﺫﻩ ﺍﻟﻨﻤﺎﺫﺝ ﻤﻥ ﺘﻘﺩﻴﺭ ﺍﻷﺸﺨﺎﺹ ﺍﻟﻤﻬﻤﻴﻥ ﻓﻲ ﺤﻴﺎﺓ‬ ‫ﻭﺘﺠﺭﻱ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻔﻬﻡ ﻭﺍﺴﺘﻴﻌﺎﺏ‪ ،‬ﻓﻴﺘﺨﺫ ﺍﻟﺩﻤﺎﻍ ﻗﺭﺍﺭﺍ ﺤﻭل‬
‫ﺍﻟﻔﺭﺩ‪ ،‬ﻤﺜل ﺍﻟﻭﺍﻟﺩﻴﻥ ﻭﺍﻷﻗﺭﺍﻥ ﻭﺍﻟﻤﺩﺭﺴﻴﻥ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺘﻲ ﺠﺎﺀﺕ ﻤﻥ ﺍﻟﺤﻭﺍﺱ ﻭﻤﻥ ﺍﻟﺨﺒﺭﺓ ﺍﻟﺴﺎﺒﻘﺔ‬
‫ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪ .‬ﻭﻴﺅﺩﻱ ﺍﻤﺘﺩﺍﺡ ﺍﻟﻔﺭﺩ ﻤﻥ ﻗﺒل ﺍﻟﻭﺍﻟﺩﻴﻥ ﻟﺘﻌﺎﻤﻠﻪ‬ ‫ﻓﻴﺨﺘﺎﺭ ﺃﺤﺩ ﺍﻻﺤﺘﻤﺎﻻﺕ ﺍﻵﺘﻴﺔ )‪-1 (Huitt, 2003‬ﻴﺴﺒﻎ‬
‫ﺒﺨﺸﻭﻨﺔ ﻭﻗﻭﺓ ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﻤﻴﻠﻪ ﻟﻠﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ؛ ﺃﻱ ﺃﻨﻪ ﻴﺘﻌﻠﻡ‬ ‫ﺼﻔﺔ ﺍﻟﻘﺼﺩ ﻋﻠﻰ ﺍﻟﺤﺩﺙ )ﻓﻴﻌﺘﺒﺭ ﺍﻟﺴﻠﻭﻙ ﻋﺩﻭﺍﻨﻴﺎ(‪ ،‬ﻭﻴﺘﺨﺫ‬
‫ﺍﻟﻌﺩﻭﺍﻥ ﻟﺩﻯ ﻗﻴﺎﻤﻪ ﺒﺘﺼﺭﻑ ﻋﺩﻭﺍﻨﻲ ﻴﻠﻴﻪ ﻤﺒﺎﺸﺭﺓ ﺜﻭﺍﺏ ﺃﻭ‬ ‫ﻗﺭﺍﺭﺍ ﺒﺎﻻﺴﺘﺠﺎﺒﺔ ﺍﻟﺘﻲ ﻗﺩ ﺘﻜﻭﻥ ﺍﺴﺘﺠﺎﺒﺔ ﺭﺍﺩﻋﺔ ﻓﻴﻨﻔﺫ ﺭﺩ‬
‫ﺘﻌﺯﻴﺯ‪،Otto ،Bandura 1997 ،1998 ،Boeree) .‬‬ ‫ﺍﻟﻔﻌل ﺍﻟﻌﺩﻭﺍﻨﻲ ﺍﻟﻤﻀﺎﺩ‪ ،‬ﺤﻴﺙ ﻴﺭﻯ ﺩﻭﺝ‪ Dodge ،‬ﺇﻥ ﺍﻟﻔﺭﺩ‬
‫‪(1985‬‬ ‫ﺒﺎﻟﻎ ﺍﻟﻌﺩﻭﺍﻨﻴﺔ ﻻ ﻴﻤﻠﻙ ﺴﻭﻯ ﺍﺴﺘﺠﺎﺒﺔ ﻭﺍﺤﺩﺓ )ﺍﻟﺭﺩ ﺒﺎﻟﻔﻌل‬
‫ﻭﺃﻤﺎ ﺃﺼﺤﺎﺏ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻓﻴﻌﺘﺒﺭﻭﻥ ﺃﻥ ﺍﻷﺸﺨﺎﺹ‬ ‫ﺍﻟﻌﺩﻭﺍﻨﻲ(‪ ،‬ﻭﻜﺫﻟﻙ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﺘﻌﺭﻀﻭﺍ ﻹﺴﺎﺀﺓ ﺍﻟﻤﻌﺎﻤﻠﺔ‬
‫ﺍﻟﺫﻴﻥ ﻴﺤﻤﻠﻭﻥ ﺍﻟﻌﺩﺍﺌﻴﺔ ‪ Hostility‬ﻏﺎﻟﺒﺎ ﻤﺎ ﻴﺸﻌﺭﻭﻥ ﺃﻥ ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻴﻜﻭﻨﻭﻥ ﺃﻜﺜﺭ ﻤﻴﻼ ﻟﺘﻔﺴﻴﺭ ﺍﻟﻤﺜﻴﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻋﻠﻰ ﺃﻨﻬﺎ‬
‫ﻴﻀﻁﻬﺩﻫﻡ ﻭﻗﺩ ﺃﺴﺎﺀ ﺇﻟﻴﻬﻡ‪ ،‬ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﺠﻌﻠﻬﻡ ﺭﺍﻏﺒﻭﻥ‬ ‫ﻋﺩﻭﺍﻨﻴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻷﻓﺭﺍﺩ ﻏﻴﺭ ﺍﻟﻌﺩﻭﺍﻨﻴﻴﻥ‪،Sigelman) .‬‬
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‫ﻋﻠﻰ ﺃﻋﻠﻰ ﺍﻟﻨﺴﺏ‪ ،‬ﺒﻴﻨﻤﺎ ﺤﺎﺯ ﺍﻟﻔﺭﺍﻍ ﻭﻗﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻋﺩﻡ‬ ‫ﺒﺎﻻﻨﺘﻘﺎﻡ ﻤﻥ ﺍﻵﺨﺭﻴﻥ ﺒﺴﺒﺏ ﺍﻋﺘﻘﺎﺩﻫﻡ ﺒﺄﻨﻬﻡ ﻅﻠﻤﻭﺍ‪ ،‬ﻭﻗﺩ ﺃﺸﺎﺭ‬
‫ﻭﺠﻭﺩ ﻋﻘﻭﺒﺎﺕ ﺭﺍﺩﻋﺔ ﻋﻠﻰ ﺃﻗل ﺍﻟﻨﺴﺏ‪ ،‬ﻭﻴﺸﻴﺭ ﺠﻜﻠﻴﻥ‬ ‫ﺇﻟﻴﺱ " ‪ " Ellis‬ﺇﻟﻰ ﺇﻥ ﺇﺯﺍﻟﺔ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﻌﺩﻭﺍﻨﻴﺔ ﻭﺍﻟﻌﺩﺍﺌﻴﺔ‬
‫ﻭﻤﺎﻜﻭﺒﻲ ‪ Jacklim & Meccoby 1980‬ﺨﻼل ﺘﻘﺭﻴﺭ‬ ‫ﺍﻟﻤﺩﻤﺭﺓ ﻟﻠﺫﺍﺕ ﻭﺍﻵﺨﺭﻴﻥ ﺘﺘﻀﻤﻥ ﻤﺴﺎﻋﺩﺓ ﺍﻵﺨﺭﻴﻥ ﻋﻠﻰ ﻓﻬﻡ‬
‫ﺍﺴﺘﻌﺭﻀﺎ ﻓﻴﻪ ﻨﺘﺎﺌﺞ )‪ (32‬ﺩﺭﺍﺴﺔ ﺤﻭل ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺍﻟﻤﻜﻭﻨﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻟﻤﺜل ﻫﺫﻩ ﺍﻟﻤﺸﺎﻋﺭ‪( Ellis – 1985) .‬‬
‫ﻓﻲ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﺇﻟﻰ ﺃﻥ )‪ (24‬ﺩﺭﺍﺴﺔ ﻓﻴﻬﺎ ﺃﻜﺩﺕ ﺍﺭﺘﻔﺎﻉ‬
‫ﻋﺩﻭﺍﻨﻴﺔ ﺍﻟﺫﻜﻭﺭ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻹﻨﺎﺙ ﻭ)‪ (8‬ﺩﺭﺍﺴﺎﺕ ﻟﻡ ﺘﺠﺩ ﻓﺭﻭﻗﹰﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬
‫ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ‪ ،‬ﺃﻤﺎ ﺭﻭﺴﻥ‬ ‫ﻓﻲ ﺩﺭﺍﺴﺔ ﺃﺠﺭﺍﻫﺎ ﺤﺎﻓﻅ ﻭﻗﺎﺴﻡ )‪ (1993‬ﻟﺘﻌ ‪‬ﺭﻑ ﺍﻟﻌﻼﻗﺔ‬
‫)‪ Rosen(1976‬ﻓﻘﺩ ﺘﻭﺼل ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻲ ﺃﺠﺭﺍﻫﺎ ﻋﻠﻰ‬ ‫ﺒﻴﻥ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ‪ ،‬ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻤﻥ‬
‫ﺍﻟﻤﻭﻀﻭﻉ ﻨﻔﺴﻪ ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻤﻥ‬ ‫ﺤﻴﺙ ﺤﺠﻡ ﺍﻷﺴﺭﺓ ﺩﺍﺨل ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻓﻘﺩ ﻭﺠﺩﺍ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ‬
‫ﺤﻴﺙ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﻌﺩﻭﺍﻨﻴﻴﻥ ﻭﻏﻴﺭ‬ ‫ﺒﻴﻥ ﺤﺠﻡ ﺍﻷﺴﺭﺓ ﻭﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﻭﻴﻌﻨﻲ ﻫﺫﺍ ﺃﻥ ﺍﻟﺴﻠﻭﻙ‬
‫ﺍﻟﻌﺩﻭﺍﻨﻴﻴﻥ‪ ،‬ﻭﺃﺠﺭﺕ ﺍﻟﻴﻥ )‪ Allen (1987‬ﺩﺭﺍﺴﺔ ﻟﺘﻌﺭ‪‬ﻑ‬ ‫ﺍﻟﻌﺩﻭﺍﻨﻲ ﻴﺯﺩﺍﺩ ﺒﺯﻴﺎﺩﺓ ﻋﺩﺩ ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭﺓ‪ ،‬ﻜﻤﺎ ﺘﻭﺼل ﻫﻭﻴﻨﺠﺎ‬
‫ﺃﺴﺒﺎﺏ ﺇﺴﺎﺀﺓ ﺍﻵﺒﺎﺀ ﻷﺒﻨﺎﺌﻬﻡ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺩﺭﺠﺔ ﺍﻹﺴﺎﺀﺓ‬ ‫)‪ Hoyenga (1984‬ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻜﺜﺎﻓﺔ ﺍﻟﺴﻜﺎﻨﻴﺔ‬
‫ﺘﺯﺩﺍﺩ ﺒﺎﻨﺨﻔﺎﺽ ﻤﺴﺘﻭﻯ ﺩﺨل ﻭﺘﻌﻠﻴﻡ ﺍﻵﺒﺎﺀ‪ ،‬ﻭﻫﻲ ﺍﻟﻨﺘﻴﺠﺔ‬ ‫ﻭﺯﻴﺎﺩﺓ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺸﻭﺯ ﺃﺠﺭﻯ ﺩﺭﺍﺴﺔ ﻓﻲ‬
‫ﻨﻔﺴﻬﺎ ﺍﻟﺘﻲ ﺃﻜﺩﺘﻬﺎ ﺒﻌﺩ ﺫﻟﻙ ﻨﻲ )‪ Ney (1992‬ﻓﻲ ﺩﺭﺍﺴﺔ‬ ‫ﺍﻷﻤﺎﻜﻥ ﺍﻟﻤﺯﺩﺤﻤﺔ ﺒﺎﻟﺴﻜﺎﻥ‪ ،‬ﻭﺘﺒﻴﻥ ﻟﻪ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﻗﻭﻱ ﺒﻴﻥ‬
‫ﺃﺠﺭﺘﻬﺎ ﻓﻲ ﻜﻨﺩﺍ‪ ،‬ﺤﻴﺙ ﻭﺠﺩﺕ ﺃﻥ ﺴﺒﺏ ﺍﻹﺴﺎﺀﺓ ﻴﻌﻭﺩ ﺇﻟﻰ ﻗﻠﺔ‬ ‫ﺍﻟﻤﻌﻴﺸﺔ ﻓﻲ ﺍﻷﻤﺎﻜﻥ ﺍﻟﻤﺯﺩﺤﻤﺔ ﻭﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﺴﺨﻁ ﻭﺍﻟﻌﺩﺍﻭﺓ‪،‬‬
‫ﺍﻟﺘﻌﻠﻴﻡ ﻭﻗﻠﺔ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﻤﺎﻟﻴﺔ‪ ،‬ﺃﻤﺎ ﺍﻟﺼﺒﻴﺤﻲ )‪ (2004‬ﻓﻘﺩ‬ ‫ﻭﻴﺭﻯ ﺠﻴﺭﺴﻠﺩ‪ Jersild ،‬ﺃﻥ ﺍﻷﺴﺭ ﻜﺜﻴﺭﺓ ﺍﻟﻌﺩﺩ ﻴﺸﻴﻊ ﻓﻴﻬﺎ‬
‫ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺃﺤﻜﺎﻡ ﺍﻟﻁﻠﺒﺔ‬ ‫ﻋﺩﻡ ﺍﻻﻨﺴﺠﺎﻡ ﺒﻴﻥ ﺃﻓﺭﺍﺩﻫﺎ‪ ،‬ﻭﻜﺜﺭﺓ ﺍﻟﺸﻘﺎﻕ‪ ،‬ﻭﺍﻨﻌﺩﺍﻡ ﺍﻟﺭﻗﺎﺒﺔ‬
‫ﻋﻠﻰ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻌﻤﺭ‪ ،‬ﻭﻏﻴﺎﺏ ﺍﻟﻔﺭﻭﻕ‬ ‫ﺍﻟﻭ ﺍﻟﺩﻴﺔ ﻭﺍﻟﺘﻭﺘﺭ‪ ،‬ﻭﻫﻲ ﻤﺘﻐﻴﺭﺍﺕ ﺍﺭﺘﺒﻁﺕ ﺒﺯﻴﺎﺩﺓ ﺍﻟﻌﺩﻭﺍﻨﻴﺔ‬
‫ﺍﻟﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺴﺘﻭﻱ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻻﻗﺘﺼﺎﺩﻱ‪.‬‬ ‫ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‪) ،‬ﻜﻤﺎ ﻭﺭﺩ ﻓﻲ ﻤﺨﺘﺎﺭ ‪ .(2001.‬ﻭﻓﻲ ﺩﺭﺍﺴﺔ‬
‫ﻁﻭﻟﻴﺔ ﺃﺠﺭﺍﻫﺎ ﻤﻙ ﻟﻭﺩ ﻭﺸﻨﺎﻫﺎﻥ )‪McLeod & (1996‬‬
‫ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺃﻫﻤﻴﺘﻬﺎ‬ ‫‪ Shanahan‬ﺤﻭل ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻔﻘﺭ ﻭﺍﻀﻁﺭﺍﺏ ﺍﻟﺴﻠﻭﻙ‪،‬‬
‫ﺇﻥ ﻤﻌﺩﻻﺕ ﺍﻨﺘﺸﺎﺭ ﺍﻟﻌﻨﻑ ﺍﻟﺠﺎﻤﻌﻲ ﻓﻲ ﺍﺯﺩﻴﺎﺩ‪ ،‬ﺤﻴﺙ‬ ‫ﻓﻘﺩ ﺘﻭﺼل ﺍﻟﺒﺎﺤﺜﺎﻥ ﺇﻟﻰ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻤﻜﺜﻭﺍ ﻓﺘﺭﺍﺕ ﻁﻭﻴﻠﺔ‬
‫ﻴﻼﺤﻅ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺘﺼﺎﻋﺩﺍ ﻓﻲ ﺤﺩﺓ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ‪،‬‬ ‫ﻓﻲ ﺍﻟﻔﻘﺭ ﺘﻔﺎﻗﻤﺕ ﺍﻀﻁﺭﺍﺒﺎﺘﻬﻡ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺒﺼﻭﺭﺓ ﻤﻠﺤﻭﻅﺔ‪،‬‬
‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‪ ،‬ﻭﺍﻟﻤﺨﺎﻟﻔﺎﺕ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ‪ ،‬ﻭﺍﻨﺘﺸﺎﺭ‬ ‫ﻭﻫﺫﺍ ﻴﺅﻴﺩ ﺩﺭﺍﺴﺔ ﺩﻨﻜﺎﻥ ﻋﺎﻡ )‪Duncan et al (1994‬‬
‫ﻅﺎﻫﺭﺓ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻌﻨﻑ ﻭﻀﺭﺏ ﺍﻟﺘﻼﻤﻴﺫ ﻴﺅﺜﺭ ﺒﺸﻜل ﺴﻠﺒﻲ ﻓﻲ‬ ‫ﺍﻟﺘﻲ ﺒﻴﻨﺕ ﻨﺘﺎﺌﺠﻬﺎ ﺃﻥ ﺘﺄﺜﻴﺭ ﺍﻟﻔﻘﺭ ﺍﻟﻤﺯﻤﻥ ﻋﻠﻰ ﺍﻷﻁﻔﺎل ﻴﺒﻠﻎ‬
‫ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻴﻤﺎﺭﺴﻭﻥ ﺍﻟﻌﺩﻭﺍﻥ‪ ،‬ﻭﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻴﺘﻌﺭﻀﻭﻥ‬ ‫ﻀﻌﻑ ﺘﺄﺜﻴﺭ ﺍﻟﻔﻘﺭ ﺍﻟﻌﺎﺒﺭ‪ ،‬ﺃﻤﺎ ﺒﻭﺭ‪ Bor (1997)،‬ﻓﻘﺩ ﻭﺠﺩ‬
‫ﻟﻪ‪ ،‬ﻜﻤﺎ ﺃﻨﻪ ﻤﻥ ﺃﺨﻁﺭ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻟﻭﺴﻁ‬ ‫ﻓﻲ ﺩﺭﺍﺴﺔ ﻁﻭﻟﻴﺔ ﺍﻤﺘﺩﺕ )‪ (5‬ﺃﻋﻭﺍﻡ ﺃﻥ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬
‫ﺍﻟﺠﺎﻤﻌﻲ ﺒﻤﻜﻭﻨﺎﺘﻪ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻭﺇﺩﺍﺭﺓ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﺭﺘﻔﻌﺕ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻵﺴﺭ ﺍﻟﻔﻘﻴﺭﺓ ﺒﻌﺩ ﻤﻀﻲ ﺨﻤﺴﺔ‬
‫ﻭﻋﺎﻤﻠﻴﻥ ﻭﺃﻭﻟﻴﺎﺀ ﺃﻤﻭﺭ ﻭﻁﻠﺒﺔ؛ ﺇﺫ ﻴﺭﺒﻙ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻤﻥ‬ ‫ﺃﻋﻭﺍﻡ ﻓﻲ ﺤﻴﻥ ﺍﻨﺨﻔﻀﺕ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭ ﻏﻴﺭ ﺍﻟﻔﻘﻴﺭﺓ‪ ،‬ﻭﻗﺩ‬
‫ﺨﻼل ﺍﻟﻤﺸﺎﻏﺒﺔ ﻭﺍﻻﻋﺘﺩﺍﺀ ﻋﻠﻰ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﺃﻭ ﺘﻬﺩﻴﺩﻫﻡ‪ ،‬ﻭﻗﺩ‬ ‫ﺘﻭﺼل ﺨﻤﺵ‪ ،‬ﻭﺁﺨﺭﻭﻥ )‪(1999‬ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﺸﺎﺠﺭﺍﺕ‬
‫ﻴﺘﺴﺒﺏ ﻓﻲ ﺘﻭﺴﻴﻊ ﺩﺍﺌﺭﺓ ﺍﻹﻴﺫﺍﺀ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﻤﺤﻠﻲ ﺨﺎﺭﺝ ﺃﺴﻭﺍﺭ‬ ‫ﺍﻟﻌﺩﻭﺍﻨﻴﺔ ﺘﺘﺭﻜﺯ ﻓﻲ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻨﺴﺒﺔ‬
‫ﺍﻟﺠﺎﻤﻌﺔ‪ .‬ﺍﻟﺼﺒﻴﺤﻲ )‪.(2004‬‬ ‫ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻜﻭﺭ ﺃﻜﺒﺭ ﺒﻜﺜﻴﺭ ﻤﻥ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ‬
‫ﻭﻗﺩ ﺘﻌﺎﻗﺏ ﺍﻨﺘﺸﺎﺭ ﻅﺎﻫﺭﺓ ﺍﻟﻌﻨﻑ ﺩﺍﺨل ﺍﻟﺤﺭﻡ ﺍﻟﺠﺎﻤﻌﻲ‬ ‫ﺍﻹﻨﺎﺙ‪ ،‬ﻜﻤﺎ ﺘﻭﺼﻼ ﺃﻴﻀﺎ ﺇﻟﻰ ﺃﻥ ﻤﻥ ﺃﺴﺒﺎﺏ ﺍﻟﻤﺸﺎﺠﺭﺍﺕ ﻜﻤﺎ‬
‫ﻤﻨﺫ ﻨﺸﺄﺕ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﻭﻜﺎﻨﺕ ﺘﺤﺩﺙ ﺼﺩﺍﻤﺎﺕ ﺤﻭل‬ ‫ﻗﺩﺭﻫﺎ ﺍﻟﻁﻠﺒﺔ ﻤﺩﺍﺭ ﺍﻟﺒﺤﺙ ﻜﺎﻥ ﺍﻟﺒﻌﺩ ﺍﻟﻌﺸﺎﺌﺭﻱ ﻭﺍﻟﺘﻌﺼﺏ‬
‫ﺍﻨﺘﺨﺎﺏ ﻤﺠﺎﻟﺱ ﺍﻟﻁﻠﺒﺔ ﻭﺍﻷﻨﺩﻴﺔ ﺍﻟﻁﻼﺒﻴﺔ‪ ،‬ﻭﺒﻌﺩ ﻫﺫﻩ ﺍﻟﺤﻘﺒﺔ‪،‬‬ ‫ﺍﻟﻘﺭﺍﺒﻲ‪ ،‬ﻭﻤﻌﺎﻜﺴﺎﺕ ﺍﻟﻁﺎﻟﺒﺎﺕ‪ ،‬ﺤﻴﺙ ﺤﺎﺯﺕ ﻫﺫﻩ ﺍﻷﺴﺒﺎﺏ‬
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‫ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻭﻜل ﻤﻥ ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﺒﺩﺃﺕ ﺘﻅﻬﺭ ﻓﻲ ﺍﻷﻭﺴﺎﻁ ﺍﻟﺠﺎﻤﻌﻴﺔ ﺍﻟﺘﻭﺠﻬﺎﺕ ﺍﻟﻘﺒﻠﻴﺔ ﻭﺍﻟﻔﺌﻭﻴﺔ‬
‫ﺍﻟﻨﻭﻋﻴﺔ ﻟﻠﻁﻠﺒﺔ ﻭﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻤﺴﺘﻭﻴﺎﺘﻬﻡ ﺍﻟﺩﺭﺍﺴﻴﺔ‪ ،‬ﻭﺘﺨﺼﺼﺎﺘﻬﻡ‪،‬‬ ‫ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻌﻘﺎﺌﺩﻴﺔ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﺘﻭﺠﻬﺎﺕ ﺍﻟﻘﺒﻠﻴﺔ ﻭﺍﻟﻔﺌﻭﻴﺔ ﻫﻲ‬
‫ﻭﻤﻌﺩﻻﺘﻬﻡ ﺍﻟﺘﺭﺍﻜﻤﻴﺔ‪ ،‬ﻭﺠﻨﺴﻬﻡ‪ ،‬ﻭﺩﺨل ﺃﺴﺭﻫﻡ‪ ،‬ﻭﺨﻠﻔﻴﺘﻬﻡ‬ ‫ﺍﻟﺘﻲ ﻜﺎﻨﺕ ﺴﺎﺌﺩﺓ‪ ،‬ﻭﻜﺎﻨﺕ ﺘﺭﺘﺒﻁ ﺒﺎﻟﻤﺸﺎﺠﺭﺍﺕ ﺍﻟﺘﻲ ﺤﺼﻠﺕ‬
‫ﺍﻟﺜﻘﺎﻓﻴﺔ؟‬ ‫ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ﻭﺍﻤﺘﺩﺕ ﺇﻟﻰ ﺨﺎﺭﺝ ﺍﻟﺠﺎﻤﻌﺎﺕ ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ‬
‫ﺍﻷﺤﻴﺎﻥ‪ ،‬ﺇﻻ ﺃﻥ ﻫﺫﻩ ﺍﻷﻨﻤﺎﻁ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺍﻟﺘﻲ ﻤﻴﺯﺕ ﺍﻷﻁﺭ‬
‫ﻤﺤﺩﺩﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻌﺎﻤﺔ ﺍﻟﺘﻲ ﺍﺤﺘﻭﺕ ﻫﺫﻩ ﺍﻟﻤﺸﺎﺠﺭﺍﺕ ﻻ ﺘﻨﻔﻲ ﺃﻥ ﻤﻨﻔﺫﻱ ﻫﺫﻩ‬
‫ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﺒﺴﻴﻁﺔ ﻤﻥ ﻁﻠﺒﺔ ﻜﻠﻴﺎﺕ ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﻫﻡ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﺫﻴﻥ ﻴﻨﺘﻤﻭﻥ ﺇﻟﻰ ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﻤﻥ ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻭﺍﻹﻨﺎﺙ‪ ،‬ﻭﻤﻥ ﺠﻤﻴﻊ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﻴﺔ‪ ،‬ﻤﻤﺎ‬ ‫ﺍﻟﺒﺸﺭﻱ ﺒﺸﻜل ﻋﺎﻡ‪ ،‬ﻭﺍﻟﻤﺠﺘﻤﻊ ﺍﻷﺭﺩﻨﻲ ﺒﺸﻜل ﺨﺎﺹ ﺒﻜﺎﻓﺔ‬
‫ﻴﻤﻜﻨﻨﺎ ﻤﻥ ﺍﻟﻘﻭل ﺃﻥ ﺍﻟﻌﻴﻨﺔ ﺘﻤﺜل ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺸﻜل ﻴﺴﻤﺢ‬ ‫ﺃﻁﻴﺎﻓﻪ ﻭﻓﺌﺎﺘﻪ‪ ،‬ﻓﻤﺎ ﻫﻭ ﻤﻭﺠﻭﺩ ﺨﺎﺭﺝ ﺍﻟﺠﺎﻤﻌﺔ ﻨﺠﺩﻩ ﻓﻲ‬
‫ﺒﺘﻌﻤﻴﻡ ﺍﻟﻨﺘﺎﺌﺞ ﻭﻟﻜﻥ ﺘﺅﺨﺫ ﻫﺫﻩ ﺍﻟﺘﻌﻤﻴﻤﺎﺕ ﺒﺸﻲﺀ ﻤﻥ ﺍﻟﺤﺫﺭ‪.‬‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﻭﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺎﺕ ﻴﻤﺜﻠﻭﻥ ﺸﺭﺍﺌﺢ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫)ﺨﻤﺵ ﻭﺤﻤﺩﻱ‪ ،1999 ،‬ﺍﻟﺭﻭﺍﺠﻔﺔ‪(2007 ،‬‬
‫ﻤﺤﺩﺩﺍﺕ ﺃﺩﻭﺍﺕ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﻭﻤﻥ ﻫﺫﺍ ﺍﻟﻤﻨﻁﻠﻕ ﺍﺨﺘﺎﺭ ﺍﻟﺒﺎﺤﺜﺎﻥ ﻫﺫﺍ ﺍﻟﻤﻭﻀﻭﻉ ﺍﻟﺤﻴﻭﻱ‬
‫ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﺫﻱ ﺘﻡ ﺒﻨﺎﺅﻩ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﻟﺘﻌﺭ‪‬ﻑ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﻟﺘﻲ ﺍﻨﺘﺸﺭﺕ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ‪ ،‬ﺜﻡ‬
‫ﻓﺈﻥ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺘﺤﺩﺩ ﻓﻲ ﺨﺼﺎﺌﺹ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻤﺴﺘﺨﺩﻡ‬ ‫ﺘﻌﺭ‪‬ﻑ ﻁﺒﻴﻌﺔ ﻫﺫﻩ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﻟﻤﻤﺜﻠﺔ ﻓﻲ ﻋﻨﻑ‬
‫ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺤﻴﺙ ﻗﻴﻡ ﺍﻟﺼﺩﻕ ﻭﺍﻟﺜﺒﺎﺕ ﺒﻪ‪.‬‬ ‫ﺍﻟﻁﻼﺏ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻤﺜل ﺍﻟﻤﺴﺘﻭﻱ ﺍﻟﺩﺭﺍﺴﻲ‪،‬‬
‫ﻭﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ‪ ،‬ﻭﺍﻟﺨﻠﻔﻴﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ)ﺒﺩﻭﻱ ﺭﻴﻔﻲ ﺤﻀﺭﻱ(‪،‬‬
‫ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻋﻴﻨﺘﻬﺎ‬ ‫ﻭﺍﻟﺠﻨﺱ ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﻠﻁﻠﺒﺔ‪ ،‬ﻭﻟﻌل ﻫﺫﻩ‬
‫ﻴﺘﺄﻟﻑ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺠﻤﻴﻊ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ ﺘﺴﻬﻡ ﻓﻲ ﺍﻟﺤﺩ ﻤﻥ ﺍﻟﻌﻨﻑ ﻤﻥ ﺨﻼل ﺯﻴﺎﺩﺓ ﺍﻟﻭﻋﻲ ﺒﻪ‬
‫ﺒﺠﻤﻴﻊ ﻜﻠﻴﺎﺘﻬﺎ ﻭﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ )‪ (34251‬ﻤﻥ ﻜل ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻭﻤﻭﺍﺠﻬﺘﻪ ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻌﻤﺭﻴﺔ" ﻤﺭﺤﻠﺔ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺠﺎﻤﻌﻲ"‪،‬‬
‫ﺍﻟﺩﺭﺍﺴﻴﺔ ﻟﺩﺭﺠﺔ ﺍﻟﺒﻜﺎﻟﻭﺭﻴﻭﺱ )ﺍﻟﻔﺼل ﺍﻟﺩﺭﺍﺴﻲ ﺍﻟﺜﺎﻨﻲ ﻟﻠﻌﺎﻡ‬ ‫ﺤﻴﺙ ﺘﻌﺩ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺭﺍﺌﺩﺓ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﺠﺎل؛‬
‫ﺍﻟﺠﺎﻤﻌﻲ ‪ ،(2007-2006‬ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺜﻨﺎﺀ ﻁﻠﺒﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺇﺫ ﻟﻡ ﻴﻌﻁ ﻫﺫﺍ ﺍﻟﻤﻭﻀﻭﻉ ﻤﺎ ﻴﺴﺘﺤﻘﻪ ﻤﻥ ﺍﻻﻫﺘﻤﺎﻡ ﻓﻲ ﺃﺩﺒﻴﺎﺕ‬
‫ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ)‪ (5084‬ﻟﻌﺩﻡ ﻤﺸﺎﺭﻜﺘﻬﻡ ﻓﻲ ﺍﻟﻤﺸﺎﺠﺭﺍﺕ‬ ‫ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺩ ﺍﻟﻌﺭﺒﻲ ﻋﺎﻤﺔ ﻭﻋﻠﻰ ﺍﻟﺼﻌﻴﺩ ﺍﻷﺭﺩﻥ‬
‫ﻭﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ " ﻭﺘﻡ ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺫﻟﻙ ﺒﻌﺩ ﻤﺭﺍﺠﻌﺔ ﺍﻟﻤﻠﻔﺎﺕ‬ ‫ﺨﺎﺼﺔ‪ ،‬ﻭﻴﺭﻯ ﺍﻟﺒﺎﺤﺜﺎﻥ ﻜﺫﻟﻙ ﺃﻥ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻗﺩ ﺘﻔﺘﺢ ﻤﺠﺎﻻ‬
‫ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻁﻠﺒﺔ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ ﺍﻟﻤﺸﺎﺠﺭﺍﺕ ﻭﺍﻟﻌﻨﻑ ﻓﻲ‬ ‫ﻟﻠﺒﺤﺙ ﻭﺍﻻﺴﺘﻘﺼﺎﺀ ﻋﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﺘﻨﺠﻡ ﻋﻥ ﺍﻟﻌﻨﻑ‬
‫ﺍﻟﺠﺎﻤﻌﺔ "‪ ،‬ﻭﻗﺩ ﺃﺠﺭﻴﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻫﺫﺍ ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺍﻟﺠﺎﻤﻌﻲ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺃﻨﻬﺎ ﻗﺩ ﺘﻘﺩﻡ ﻤﻌﻠﻭﻤﺎﺕ ﻤﻬﻤﺔ ﻋﻥ‬
‫ﻭﺯﻋﺕ ﻋﻠﻰ ﺠﻤﻴﻊ ﻜﻠﻴﺎﺕ ﺍﻟﺠﺎﻤﻌﺔ ﻟﻀﻤﺎﻥ ﻤﺼﺩﺍﻗﻴﺔ ﺘﻤﺜﻴل‬ ‫ﺃﺴﺒﺎﺏ ﻭﻁﺭﻴﻘﺔ ﻤﻭﺍﺠﻬﺔ ﺍﻟﻤﺸﻜﻠﺔ ﻭﻫﻭ ﻤﺎ ﻴﻬﻡ ﻗﻁﺎﻉ ﻜﺒﻴﺭ ﻤﻥ‬
‫ﺍﻟﻌﻴﻨﺔ ﻟﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﺃﻤﺎ ﻁﺭﻴﻘﺔ ﺴﺤﺏ ﺍﻟﻌﻴﻨﺔ ﻓﻘﺩ ﺘﻤﺕ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺤﻘل ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻟﻤﺘﻌﺎﻤﻠﻴﻥ ﻤﻊ ﺍﻟﺸﺒﺎﺏ ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪.‬‬
‫ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ﺒﺴﻴﻁﺔ‪) ،‬ﺤﻴﺙ ﺘﻡ ﺘﺴﺠﻴل ﺍﻟﺴﺎﻋﺎﺕ ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﻭﻗﺩ ﺘﺴﺎﻋﺩ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﻭﻀﻊ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﻟﻠﻤﻭﺍﺩ ﻋﻠﻰ ﻗﺼﺎﺼﺎﺕ ﻭﺭﻕ ﻭﻤﻥ ﺜﻡ ﺴﺤﺒﺕ ﻭﺭﻗﺔ ﺒﺎﻟﻘﺭﻋﺔ‬ ‫ﻟﻤﻭﺍﺠﻬﺔ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﺍﻟﺫﻱ ﺍﻨﺘﺸﺭ ﻓﻲ ﺍﻵﻭﻨﺔ ﺍﻷﺨﻴﺭﺓ ﻓﻲ‬
‫ﻤﻥ ﻤﺠﻤﻭﻉ ﺍﻟﻘﺼﺎﺼﺎﺕ‪ ،‬ﻓﻜﺎﻨﺕ ﺘﻤﺜل ﺍﻟﺴﺎﻋﺔ ﺍﻟﺘﻲ ﺴﻭﻑ‬ ‫ﺠﺎﻤﻌﺎﺘﻨﺎ ﻟﺒﻨﺎﺀ ﻤﻨﺎﺥ ﺘﺭﺒﻭﻱ ﺴﻠﻴﻡ‪ ،‬ﻭﺇﻋﺩﺍﺩ ﺍﻷﻓﺭﺍﺩ ﻭﺘﻭﺠﻴﻬﻬﻡ‬
‫ﻴﺘﻡ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺨﻼﻟﻬﺎ )ﻤﻥ ﺍﻟﺴﺎﻋﺔ ‪10‬ﺤﺘﻰ ﺍﻟﺴﺎﻋﺔ ‪،(11‬‬ ‫ﻭﺇﺭﺸﺎﺩﻫﻡ ﺇﻟﻰ ﻤﺎ ﻓﻴﻪ ﺼﺎﻟﺢ ﺍﻟﻔﺭﺩ ﻭﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
‫ﻭﻜﺫﻟﻙ ﺍﺴﺘﺨﺩﻤﺕ ﻨﻔﺱ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﻘﺭﻋﺔ ﻟﺘﺤﺩﻴﺩ ﺍﻟﻘﺎﻋﺎﺕ ﺍﻟﻤﺭﺍﺩ‬
‫ﺩﺨﻭﻟﻬﺎ ﻟﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻓﻘﺩ ﺘﻡ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺃﺭﻗﺎﻡ ﺍﻟﻘﺎﻋﺎﺕ‬ ‫ﺃﻫﺩﻑ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟﻤﺸﻐﻭﻟﺔ ﺒﺎﻟﻤﺤﺎﻀﺭﺍﺕ ﻓﻲ ﻜل ﻜﻠﻴﺔ "ﻤﻥ ﺍﻟﺴﺎﻋﺔ)‪ (10‬ﺤﺘﻰ‬ ‫ﺘﻬﺩﻑ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺇﻟﻰ ﻤﺤﺎﻭﻟﺔ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻟﺘﺴﺎﺅل‬
‫ﺍﻟﺴﺎﻋﺔ )‪ " (11‬ﻭﺘﻡ ﺘﺴﺠﻴﻠﻬﻡ ﻋﻠﻰ ﻗﺼﺎﺼﺎﺕ ﻭﺭﻗﻴﺔ ﻭﻤﻥ ﹶﺜ ﱠﻡ‬ ‫ﺍﻵﺘﻲ‪:‬‬
‫‪-33-‬‬
‫ﺇﺸﺎﺭﺓ )×( ﺃﻤﺎﻡ ﻜل ﻓﻘﺭﺓ‪ ،‬ﻟﺒﻴﺎﻥ ﻤﺩﻯ ﺘﻜﺭﺍﺭ ﻗﻴﺎﻤﻪ ﺒﻜل‬ ‫ﺘ ‪‬ﻡ ﺴﺤﺏ ﻭﺭﻗﺔ ﺒﺎﻟﻘﺭﻋﺔ ﻓﻜﺎﻨﺕ ﺘﻤﺜل ﻗﺎﻋﺔ ﺍﻟﻤﺤﺎﻀﺭﺓ ﺍﻟﺘﻲ‬
‫ﺘﺼﺭﻑ ﺘﺘﻀﻤﻨﻪ ﺍﻟﻔﻘﺭﺓ ﻋﻠﻰ ﺴﻠﻡ ﺇﺠﺎﺒﺔ ﻤﻜﻭﻥ ﻤﻥ ﺨﻤﺱ‬ ‫ﺴﻭﻑ ﻴﺘﻡ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻤﻨﻬﺎ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻤﺕ ﻫﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ‬
‫ﻨﻘﺎﻁ‪) ،‬ﺃﺒﺩﺍ‪ ،‬ﻨﺎﺩﺭﺍ‪ ،‬ﺃﺤﻴﺎﻨﺎ‪ ،‬ﻏﺎﻟﺒﺎ‪ ،‬ﺩﺍﺌﻤﺎ( ﻭﻗﺩ ﺘﻡ ﺒﻨﺎﺀ ﺍﻻﺴﺘﺒﺎﻨﺔ‬ ‫ﻟﻜل ﻜﻠﻴﺔ ﻋﻠﻰ ﺤﺩﺍ(‪ ،‬ﺤﻴﺙ ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻁﻠﺒﺔ ﺍﻟﻤﺩﺍﻭﻤﻴﻥ ﻤﺎ ﺒﻴﻥ‬
‫ﺒﺼﻭﺭﺘﻬﺎ ﺍﻷﻭﻟﻴﺔ‪ ،‬ﻭﻋﺭﻀﺕ ﻋﻠﻰ ‪ 18‬ﻋﻤﻴﺩﹰﺍ ﻤﻥ ﻋﻤﺩﺍﺀ‬ ‫ﺍﻟﺴﺎﻋﺔ ﺍﻟﻌﺎﺸﺭﺓ ﻭﺍﻟﺤﺎﺩﻴﺔ ﻋﺸﺭﺓ ﺒﻭﺍﻗﻊ ﻗﺎﻋﺔ ﻭﺍﺤﺩﺓ ﻤﻥ ﻜل‬
‫ﺍﻟﻜﻠﻴﺎﺕ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ ﻭﻁﻠﺏ ﻤﻨﻬﻡ ﻤﺭﺍﺠﻌﺔ ﺍﻷﺩﺍﺓ‬ ‫ﻜﻠﻴﺔ ﻭﺘﻡ ﺍﻟﺩﺨﻭل ﻋﻠﻰ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﻫﺫﻩ ﺍﻟﻘﺎﻋﺎﺕ ﺒﻨﻔﺱ ﺍﻟﻭﻗﺕ‬
‫ﻟﺒﻴﺎﻥ ﻤﺩﻯ ﻤﻨﺎﺴﺒﺔ ﻜل ﻓﻘﺭﺓ ﻟﻘﻴﺎﺱ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻓﻲ‬ ‫ﻭﻋﺒﺌﺕ ﺍﻻﺴﺘﻤﺎﺭﺍﺕ ﻤﻥ ﻫﺫﻩ ﺍﻟﺸﻌﺏ‪ ،‬ﻭﻗﺩ ﺒﻠﻎ ﻋﺩﺩ ﺍﻟﻁﻠﺒﺔ‬
‫ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﺜﻡ ﻋﺭﻀﺕ ﺍﻟﻔﻘﺭﺓ ﻋﻠﻰ ﺴﺘﺔ ﻤﺤﻜﻤﻴﻥ ﻤﻥ ﺤﻤﻠﺔ‬ ‫ﺍﻟﺫﻴﻥ ﻁﺒﻕ ﻋﻠﻴﻬﻡ ﺍﻟﺒﺤﺙ )‪ (1000‬ﻁﺎﻟﺏ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﺍﻟﺫﻜﻭﺭ‬
‫ﺩﺭﺠﺔ ﺍﻟﺩﻜﺘﻭﺭﺍﻩ ﻓﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻭﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ ﻭﻟﻤﻥ ﻟﻪ‬ ‫ﻭﺍﻹﻨﺎﺙ‪ ،‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺘﻤﺜﻴل ﺍﻟﻌﻴﻨﺔ ﻤﻥ ﺍﻟﺫﻜﻭﺭ ‪ %54‬ﻭﻤﻥ‬
‫ﺨﺒﺭﺓ ﻁﻭﻴﻠﺔ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺱ‪ ،‬ﻭﻗﺩ ﻁﻠﺏ ﺇﻟﻴﻬﻡ ﺍﻟﻨﻅﺭ ﻓﻲ ﻤﺩﻯ‬ ‫ﺍﻹﻨﺎﺙ ‪.%46‬‬
‫ﻤﻼﺀﻤﺔ ﺍﻟﻔﻘﺭﺍﺕ ﻟﻘﻴﺎﺱ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻭﻤﺩﻯ ﺩﻗﺔ ﺍﻟﺼﻴﺎﻏﺔ‬
‫ﺍﻟﻠﻐﻭﻴﺔ‪ ،‬ﻭﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺤﻅﻴﺕ ﺒﻤﻭﺍﻓﻘﺔ ﻤﻥ ﻗﺒل‬ ‫ﺍﻟﻔﺭﻭﺽ‬
‫ﺠﻤﻴﻊ ﺍﻟﻤﺤﻜﻤﻴﻥ‪ ،‬ﻭﺤﺫﻓﺕ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﺴﺘﺒﻌﺩﺓ ﻤﻥ ﻗﺒل‬ ‫‪ -1‬ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ ﻭﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪.‬‬
‫ﺍﻟﻤﺤﻜﻤﻴﻥ ﻭﻜﺎﻥ ﻋﺩﺩﻫﺎ ﺨﻤﺴﺔ ﻭﺘﺄﻟﻔﺕ ﺍﻟﻘﺎﺌﻤﺔ ﻓﻲ ﺼﻭﺭﺘﻬﺎ‬ ‫‪ -2‬ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺒﻴﻥ ﺘﺨﺼﺹ ﺍﻟﻁﻠﺒﺔ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ‬
‫ﺍﻟﻨﻬﺎﺌﻴﺔ ﻤﻥ ﻋﺸﺭﻴﻥ ﻓﻘﺭﺓ ﺘﺘﻀﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩ ﻋﻠﻰ‬ ‫ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪.‬‬
‫ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻤﺜل ﺴﺭﻋﺔ ﺍﻟﻐﻀﺏ‪ ،‬ﺃﻨﻅﻤﺔ ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﺘﺸﺠﻴﻊ‬ ‫‪ -3‬ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺒﻴﻥ ﻤﻌﺩﻻﺕ ﺍﻟﻁﻠﺒﺔ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ‬
‫ﺍﻷﺴﺎﺘﺫﺓ‪ ،‬ﻋﺩﻡ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻤﺴﺘﻘﺒل‪ ،‬ﺍﻻﻨﺘﻤﺎﺀ ﺍﻟﻌﺸﺎﺌﺭﻱ‪ ،‬ﺍﻷﺼﺩﻗﺎﺀ‪،‬‬ ‫ﺍﻟﻁﻼﺒﻲ‪.‬‬
‫ﺍﻟﻤﺒﺎﺩﺭﺓ ﻓﻲ ﺍﻻﻋﺘﺩﺍﺀ‪ ،‬ﺍﻓﺘﺘﺎﻥ ﺍﻟﻘﻭﺓ‪ ،‬ﺍﻟﻘﻴﺎﺩﺓ‪ .‬ﻭﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ‬ ‫‪ -4‬ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺠﻨﺱ ﻭﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪.‬‬
‫ﺍﻻﺴﺘﺒﺎﻨﺔ ﺃﺠﺭﻱ ﻟﻔﻘﺭﺍﺘﻬﺎ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ‪ ،‬ﻭﺍﺴﺘﺨﺭﺠﺕ‬ ‫‪ -5‬ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺒﻴﻥ ﺩﺨل ﺃﺴﺭ ﺍﻟﻁﻼﺏ ﻭﻤﺸﺎﺭﻜﺘﻬﻡ ﻓﻲ‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﻟﻜل ﻓﻘﺭﺓ ﻤﻊ ﻓﻘﺭﺍﺕ ﺍﻻﺨﺘﺒﺎﺭ ﻜﻜل‪،‬‬ ‫ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪.‬‬
‫ﻭﺍﻟﺠﺩﻭل )‪ (1‬ﻴﻭﻀﺢ ﻤﺼﻔﻭﻓﺔ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﻟﻜل ﻓﻘﺭﺓ‬ ‫‪ -6‬ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺨﻠﻔﻴﺔ ﺍﻟﺭﻴﻔﻴﺔ – ﺍﻟﺤﻀﺭﻴﺔ‬
‫ﻤﻥ ﻓﻘﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ‪ ،‬ﻤﻤﺎ ﻴﺅﻜﺩ ﺼﺩﻕ ﺍﻻﺨﺘﺒﺎﺭ ﺤﻴﺙ ﺇﻥ ﺩﺭﺠﺔ‬ ‫ﻭﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪.‬‬
‫ﺘﺸﺒﻊ ﻜل ﻓﻘﺭﺓ ﻤﻥ ﻓﻘﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ﻗﺩ ﻭﺼﻠﺕ ﺃﻋﻠﻰ ﺩﺭﺠﺔ‬
‫ﺘﺸﺒﻊ ﻟﻬﺎ ﻋﻠﻰ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﺫﻱ ﺘﻘﻴﺴﻪ‪ ،‬ﻜﻤﺎ ﻭﺠﺩ ﺃﻥ ﻤﻌﺎﻤل‬ ‫ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ ‪:‬‬
‫ﺍﺭﺘﺒﺎﻁ ﺘﻘﺭﻴﺒﺎ ﻟﻜل ﻓﻘﺭﺓ ﻜﺎﻥ ﺫﺍ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﻘﻁﻊ‬ ‫ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺃﺩﺍﺓ ﻟﻘﻴﺎﺱ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﺘﺘﻜﻭﻥ ﻤﻥ‬
‫ﺒﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﺫﻱ ﺼﻤﻡ ﻟﺨﺩﻤﺔ ﺃﻏﺭﺍﺽ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬ ‫ﻗﺎﺌﻤﺔ ﺘﺘﺄﻟﻑ ﻤﻥ )‪ (25‬ﻓﻘﺭﺓ‪ ،‬ﻴﺠﻴﺏ ﻋﻨﻬﺎ ﺍﻟﻁﺎﻟﺏ ﺒﻭﻀﻊ‬
‫ﺍﻟﺠﺩﻭل )‪ :(1‬ﻤﺼﻔﻭﻓﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻟﻔﻘﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻟﻌﻨﻑ‬

‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺍﻟﺭﻗﻡ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺍﻟﺭﻗﻡ‬
‫ﺃﺘﺠﻨﺏ ﺍﻟﺩﺨﻭل ﻓﻲ ﺃﻱ ﻋﺭﺍﻙ‬
‫‪,21‬‬ ‫‪11‬‬ ‫‪*,35‬‬ ‫ﺃﻨﺎ ﺴﺭﻴﻊ ﺍﻟﻐﻀﺏ‬ ‫‪1‬‬
‫ﺸﺨﺼﻲ ﺩﺍﺨل ﺍﻟﺤﺭﻡ ﺍﻟﺠﺎﻤﻌﻲ‬
‫ﺃﻨﺎ ﺸﺨﺹ ﻫﺎﺩﺉ ﺍﻟﻤﺯﺍﺝ ﺇﻻ ﺇﺫﺍ‬ ‫ﻻ ﺃﺴﺘﻁﻴﻊ ﺍﻟﺘﺤﻜﻡ ﺒﺄﻋﺼﺎﺒﻲ ﺇﺫﺍ‬
‫‪*,25‬‬ ‫‪12‬‬ ‫‪***,53‬‬ ‫‪2‬‬
‫ﺍﺴﺘﻔﺯﻨﻲ ﺃﺤﺩ‬ ‫ﺍﺴﺘﻔﺯﻨﻲ ﺃﺤﺩ‬
‫ﺇﺫﺍ ﻀﺭﺒﻨﻲ ﺸﺨﺹ ﻤﺎ ﻓﺈﻨﻨﻲ ﺃﺭﺩ‬
‫‪*,39‬‬ ‫‪13‬‬ ‫‪***,42‬‬ ‫ﺃﺤﺏ ﺃﻥ ﻴﺘﺒﻌﻨﻲ ﺍﻵﺨﺭﻴﻥ ﻻ ﺃﻥ ﺍﺘﺒﻌﻬﻡ‬ ‫‪3‬‬
‫ﻟﻪ ﺍﻟﻀﺭﺒﺔ‬
‫‪-34-‬‬
‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺍﻟﺭﻗﻡ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺍﻟﺭﻗﻡ‬

‫ﺃﺸﻌﺭ ﺃﻨﻨﻲ ﻜﺜﻴﺭﺍ ﻤﺎ ﻋﻭﻗﺒﺕ ﺒﻼ‬
‫‪*,33‬‬ ‫‪14‬‬ ‫‪***,53‬‬ ‫ﺃﻋﺘﻘﺩ ﺒﺄﻥ ﺃﻨﻅﻤﺔ ﺍﻟﺠﺎﻤﻌﺔ ﻅﺎﻟﻤﺔ‬ ‫‪4‬‬
‫ﺴﺒﺏ‬
‫ﻴﺒﺩﻭ ﻟﻲ ﺃﻥ ﺍﻵﺨﺭﻴﻥ ﻴﺤﺼﻠﻭﻥ‬ ‫ﺃﺸﻌﺭ ﺒﺄﻥ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺠﺎﻤﻌﺔ ﻴﺸﺠﻌﻭﻥ‬
‫‪,19‬‬ ‫‪15‬‬ ‫‪**,46‬‬ ‫‪5‬‬
‫ﺩﺍﺌﻤﺎ ﻋﻠﻰ ﻤﺎ ﻴﺭﻴﺩﻭﻥ‬ ‫ﻋﻠﻰ ﺍﻟﻌﻨﻑ‬
‫ﺘﻘﺘﻀﻲ ﺍﻟﻌﺎﺩﺓ ﻭﻗﻭﻓﻲ ﻤﻊ ﺃﺒﻨﺎﺀ‬ ‫ﺇﺫﺍ ﻜﺎﻥ ﻻ ﺒﺩ ﻤﻥ ﺍﻟﻌﻨﻑ ﻟﺤﻤﺎﻴﺔ‬
‫‪***,62‬‬ ‫‪16‬‬ ‫‪***,58‬‬ ‫‪6‬‬
‫ﻋﺸﻴﺭﺘﻲ ﺃﻭ ﺃﺒﻨﺎﺀ ﺒﻠﺩﺘﻲ‬ ‫ﺤﻘﻭﻗﻲ ﻓﺈﻨﻨﻲ ﺴﺄﻓﻌل ﺫﻟﻙ‬
‫ﺃﺅﻤﻥ ﺒﺎﻟﻘﺎﻋﺩﺓ ﺍﻟﺘﻲ ﺘﻘﻭل ﺃﻨﺎ‬
‫ﻭﺃﺨﻭﻱ ﻋﻠﻰ ﺍﺒﻥ ﻋﻤﻲ ﻭﺃﻨﺎ ﻭﺍﺒﻥ ‪***,61‬‬ ‫‪17‬‬ ‫‪,005‬‬ ‫ﺃﻜﺭﻩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻌﻨﻑ ﺒﺸﻜل ﻋﺎﻡ‬ ‫‪7‬‬
‫ﻋﻤﻲ ﻋﻠﻰ ﺍﻟﻐﺭﻴﺏ‬
‫ﺍﻁﻠﺏ ﺍﻟﻤﺴﺎﻋﺩﺓ ﻤﻥ ﺃﺒﻨﺎﺀ‬
‫ﺘﻌﺭﺽ ﺼﺩﻴﻘﻲ ‪/‬ﺼﺩﻴﻘﺘﻲ ﻟﻠﺘﻌﻠﻴﻕ ﻤﻥ‬
‫ﻋﺸﻴﺭﺘﻲ ﺃﻭ ﺒﻠﺩﺘﻲ ﻓﻲ ﺤﺎﻟﺔ‬
‫‪***,62‬‬ ‫‪18‬‬ ‫‪**,57‬‬ ‫ﻑ ﻻﺴﺘﺨﺩﺍﻤﻲ‬ ‫ﻗﺒل ﺍﻵﺨﺭﻴﻥ ﺴﺒﺏ ﻜﺎ ٍ‬ ‫‪8‬‬
‫ﻤﺸﺎﺠﺭﺘﻲ ﻤﻊ ﺃﻱ ﻁﺎﻟﺏ ﺩﺍﺨل‬
‫ﺍﻟﻌﻨﻑ‬
‫ﺍﻟﺤﺭﻡ ﺍﻟﺠﺎﻤﻌﻲ‬
‫ﺍﻟﺴﺎﻋﺩ ﺃﺒﻨﺎﺀ ﻋﺸﻴﺭﺘﻲ ﺃﻭ ﺒﻠﺩﺘﻲ‬
‫ﻓﻲ ﺃﻱ ﺸﺠﺎﺭ ﺩﺍﺨل ﺍﻟﺤﺭﻡ‬ ‫ﺭﻓﻀﻲ ﻤﻥ ﻗﺒل ﺍﻟﺠﻨﺱ ﺍﻵﺨﺭ ﻴﺩﻓﻌﻨﻲ‬
‫‪***,70‬‬ ‫‪19‬‬ ‫‪9‬‬
‫ﺍﻟﺠﺎﻤﻌﻲ ﺴﻭﺍﺀ ﻜﺎﻨﻭﺍ ﻋﻠﻰ ﺤﻕ ﺃﻭ‬ ‫‪***,57‬‬ ‫ﺇﻟﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻌﻨﻑ‬
‫ﺒﺎﻁل‬
‫ﻋﺩﻡ ﺜﻘﺘﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل ﻴﺴﺒﺏ ﻟﻲ‬ ‫ﺍﻟﻘﻭﻱ ﻫﻭ ﺍﻟﺫﻱ ﻴﺤﻘﻕ ﻜل ﻤﺎ ﻴﺭﻴﺩ ﺒﻴﺩﻩ‬
‫‪*,23‬‬ ‫‪20‬‬ ‫‪***,52‬‬ ‫‪10‬‬
‫ﺍﻟﺘﻭﺘﺭ ﺍﻟﺩﺍﺌﻡ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‪ *0.05≥α‬ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‪ **0.01≥α‬ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‪***0.001≥α‬‬
‫ﺜﻡ ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﻤﻥ ﺨﻼل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﺘﻁﺒﻴﻘﻴﻥ‬
‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﺩﻟﺔ ﻜﺭﻭﻨﺒﺎﺥ ﺃﻟﻔﺎ ﺤﻴﺙ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺃﻟﻔﺎ‬ ‫ﻭﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺜﺒﺎﺕ ﺍﻷﺩﺍﺓ ﺘﻡ ﺘﻁﺒﻴﻕ ﺍﻟﻤﻘﻴﺎﺱ ﻓﻲ ﺼﻭﺭﺘﻪ‬
‫‪,91‬ﻭﻗﺩ ﺘﻡ ﻜﺫﻟﻙ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ )ﻤﻥ ﺨﻼل ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺍﻟﻨﻬﺎﺌﻴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ‪ 70‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻓﻲ ﻤﺨﺘﻠﻑ‬
‫ﺒﻴﻥ ﻤﺭﺘﻲ ﺍﻟﺘﻁﺒﻴﻕ( ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﺩﻟﺔ ﻜﺭﻨﺒﺎﺥ ﺃﻟﻔﺎ‪ ،‬ﻭﺍﻟﺠﺩﻭل‬ ‫ﺍﻟﻜﻠﻴﺎﺕ ﻭﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﻴﺔ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺇﻋﺎﺩﺓ ﺘﻁﺒﻴﻕ ﺍﻻﺨﺘﺒﺎﺭ‬
‫)‪ (2‬ﻴﺒﻴﻥ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺘﺒﺎﺕ ﻟﻜل ﻓﻘﺭﺓ ﻤﻥ ﺍﻟﻔﻘﺭﺍﺕ‪.‬‬ ‫ﻋﻠﻰ ﻨﻔﺱ ﺍﻟﻌﻴﻨﺔ ﺒﻌﺩ ﺜﻼﺜﺔ ﺃﺴﺎﺒﻴﻊ ﻤﻥ ﻓﺘﺭﺓ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻷﻭﻟﻰ‪،‬‬
‫ﻓﻘﺭﺓ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﺩﻟﺔ ﻜﺭﻨﺒﺎﺥ ﺃﻟﻔﺎ‬ ‫ﺍﻟﺠﺩﻭل )‪ :(2‬ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﻟﻜل‬

‫ﺃﻟﻔﺎ‬ ‫ﺍﻟﺭﻗﻡ‬ ‫ﺃﻟﻔﺎ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺍﻟﺭﻗﻡ‬
‫ﺃﺘﺠﻨﺏ ﺍﻟﺩﺨﻭل ﻓﻲ ﺃﻱ ﻋﺭﺍﻙ ﺸﺨﺼﻲ‬
‫‪,91‬‬ ‫‪11‬‬ ‫‪,91‬‬ ‫ﺃﻨﺎ ﺴﺭﻴﻊ ﺍﻟﻐﻀﺏ‬ ‫‪1‬‬
‫ﺩﺍﺨل ﺍﻟﺤﺭﻡ ﺍﻟﺠﺎﻤﻌﻲ‬
‫ﺃﻨﺎ ﺸﺨﺹ ﻫﺎﺩﺉ ﺍﻟﻤﺯﺍﺝ ﺇﻻ ﺇﺫﺍ‬
‫‪,91‬‬ ‫‪12‬‬ ‫‪,91‬‬ ‫ﻻ ﺃﺴﺘﻁﻴﻊ ﺍﻟﺘﺤﻜﻡ ﺒﺄﻋﺼﺎﺒﻲ ﺇﺫﺍ ﺍﺴﺘﻔﺯﻨﻲ ﺃﺤﺩ‬ ‫‪2‬‬
‫ﺍﺴﺘﻔﺯﻨﻲ ﺃﺤﺩ‬
‫ﺇﺫﺍ ﻀﺭﺒﻨﻲ ﺸﺨﺹ ﻤﺎ ﻓﺈﻨﻨﻲ ﺃﺭﺩ ﻟﻪ‬
‫‪,91‬‬ ‫‪13‬‬ ‫‪,91‬‬ ‫ﺃﺤﺏ ﺃﻥ ﻴﺘﺒﻌﻨﻲ ﺍﻵﺨﺭﻴﻥ ﻻ ﺃﻥ ﺍﺘﺒﻌﻬﻡ‬ ‫‪3‬‬
‫ﺍﻟﻀﺭﺒﺔ‬
‫‪-35-‬‬
‫ﺃﻟﻔﺎ‬ ‫ﺍﻟﺭﻗﻡ‬ ‫ﺃﻟﻔﺎ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺍﻟﺭﻗﻡ‬
‫ﺃﺸﻌﺭ ﺃﻨﻨﻲ ﻜﺜﻴﺭﺍ ﻤﺎ ﻋﻭﻗﺒﺕ ﺒﻼ ﺴﺒﺏ‬ ‫‪14‬‬ ‫‪,91‬‬ ‫ﺃﻋﺘﻘﺩ ﺒﺄﻥ ﺃﻨﻅﻤﺔ ﺍﻟﺠﺎﻤﻌﺔ ﻅﺎﻟﻤﺔ‬ ‫‪4‬‬
‫‪,91‬‬
‫ﻴﺒﺩﻭ ﻟﻲ ﺃﻥ ﺍﻵﺨﺭﻴﻥ ﻴﺤﺼﻠﻭﻥ ﺩﺍﺌﻤﺎ‬ ‫ﺃﺸﻌﺭ ﺒﺄﻥ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺠﺎﻤﻌﺔ ﻴﺸﺠﻌﻭﻥ ﻋﻠﻰ‬
‫‪,91‬‬ ‫‪15‬‬ ‫‪,91‬‬ ‫‪5‬‬
‫ﻋﻠﻰ ﻤﺎ ﻴﺭﻴﺩﻭﻥ‬ ‫ﺍﻟﻌﻨﻑ‬
‫ﺘﻘﺘﻀﻲ ﺍﻟﻌﺎﺩﺓ ﻭﻗﻭﻓﻲ ﻤﻊ ﺃﺒﻨﺎﺀ‬ ‫ﺇﺫﺍ ﻜﺎﻥ ﻻ ﺒﺩ ﻤﻥ ﺍﻟﻌﻨﻑ ﻟﺤﻤﺎﻴﺔ ﺤﻘﻭﻗﻲ ﻓﺈﻨﻨﻲ‬
‫‪,91‬‬ ‫‪16‬‬ ‫‪,91‬‬ ‫‪6‬‬
‫ﻋﺸﻴﺭﺘﻲ ﺃﻭ ﺃﺒﻨﺎﺀ ﺒﻠﺩﺘﻲ‬ ‫ﺴﺄﻓﻌل ﺫﻟﻙ‬
‫ﺃﺅﻤﻥ ﺒﺎﻟﻘﺎﻋﺩﺓ ﺍﻟﺘﻲ ﺘﻘﻭل ﺃﻨﺎ ﻭﺃﺨﻭﻱ‬
‫ﻋﻠﻰ ﺍﺒﻥ ﻋﻤﻲ ﻭﺃﻨﺎ ﻭﺍﺒﻥ ﻋﻤﻲ ﻋﻠﻰ‬ ‫‪17‬‬ ‫‪,91‬‬ ‫ﺃﻜﺭﻩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻌﻨﻑ ﺒﺸﻜل ﻋﺎﻡ‬ ‫‪7‬‬
‫‪,91‬‬
‫ﺍﻟﻐﺭﻴﺏ‬
‫ﺍﻁﻠﺏ ﺍﻟﻤﺴﺎﻋﺩﺓ ﻤﻥ ﺃﺒﻨﺎﺀ ﻋﺸﻴﺭﺘﻲ ﺃﻭ‬
‫ﺘﻌﺭﺽ ﺼﺩﻴﻘﻲ ‪/‬ﺼﺩﻴﻘﺘﻲ ﻟﻠﺘﻌﻠﻴﻕ ﻤﻥ ﻗﺒل‬
‫ﺒﻠﺩﺘﻲ ﻓﻲ ﺤﺎﻟﺔ ﻤﺸﺎﺠﺭﺘﻲ ﻤﻊ ﺃﻱ‬ ‫‪18‬‬ ‫‪,91‬‬ ‫‪8‬‬
‫‪,91‬‬ ‫ﻑ ﻻﺴﺘﺨﺩﺍﻤﻲ ﺍﻟﻌﻨﻑ‬ ‫ﺍﻵﺨﺭﻴﻥ ﺴﺒﺏ ﻜﺎ ٍ‬
‫ﻁﺎﻟﺏ ﺩﺍﺨل ﺍﻟﺤﺭﻡ ﺍﻟﺠﺎﻤﻌﻲ‬
‫ﺃﺴﺎﻋﺩ ﺃﺒﻨﺎﺀ ﻋﺸﻴﺭﺘﻲ ﺃﻭ ﺒﻠﺩﺘﻲ ﻓﻲ ﺃﻱ‬
‫ﺭﻓﻀﻲ ﻤﻥ ﻗﺒل ﺍﻟﺠﻨﺱ ﺍﻵﺨﺭ ﻴﺩﻓﻌﻨﻲ ﺇﻟﻰ‬
‫ﺸﺠﺎﺭ ﺩﺍﺨل ﺍﻟﺤﺭﻡ ﺍﻟﺠﺎﻤﻌﻲ ﺴﻭﺍﺀ‬ ‫‪19‬‬ ‫‪,91‬‬ ‫‪9‬‬
‫‪,91‬‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻌﻨﻑ‬
‫ﻜﺎﻨﻭﺍ ﻋﻠﻰ ﺤﻕ ﺃﻭ ﺒﺎﻁل‬
‫ﻋﺩﻡ ﺜﻘﺘﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل ﻴﺴﺒﺏ ﻟﻲ‬ ‫ﺍﻟﻘﻭﻱ ﻫﻭ ﺍﻟﺫﻱ ﻴﺤﻘﻕ ﻜل ﻤﺎ ﻴﺭﻴﺩ ﺒﻴﺩﻩ‬
‫‪,91‬‬ ‫‪20‬‬ ‫‪,91‬‬ ‫‪10‬‬
‫ﺍﻟﺘﻭﺘﺭ ﺍﻟﺩﺍﺌﻡ‬
‫‪ 1000‬ﻁﺎﻟﺏ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﻭ ﻁﺒﻘﺕ‬ ‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺍﻷﺭﻗﺎﻡ ﺃﻋﻼﻩ ﺃﻥ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻋﺎﻟﻴﺔ‬
‫ﻋﻠﻴﻬﻡ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ ﻤﻥ ﺨﻼل ﺘﻌﺒﺌﺔ ﺍﺴﺘﺒﺎﻨﺔ ﺃﻋﺩﺕ ﻟﻬﺫﺍ‬ ‫ﻭﻤﻨﺎﺴﺒﺔ ﻟﻐﺎﻴﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﺨﺘﺒﺎﺭ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﺍﻟﻐﺭﺽ‪ ،‬ﻭﻟﺘﻌﺭ‪‬ﻑ ﻤﺩﻯ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪،‬‬
‫ﻓﺤﺼﺕ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ )ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬
‫ﻭﺍﻟﺘﺨﺼﺹ ﻭﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ ﻭﺍﻟﺠﻨﺱ ﻭﺍﻟﺩﺨل ﻭﻤﻜﺎﻥ‬ ‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﻌﺭ‪‬ﻑ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ‬
‫ﺍﻟﺴﻜﻥ( ﻭﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪ ،‬ﻭﻓﻴﻤﺎ ﻴﺄﺘﻲ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻟﺘﺤﻠﻴل‪.‬‬ ‫ﺍﻟﻁﻼﺒﻲ ﺩﺍﺨل ﺍﻟﺠﺎﻤﻌﺎﺕ ﻭﻋﻼﻗﺘﻪ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‪،‬‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺫﻟﻙ ﻓﻘﺩ ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﺎ‬
‫ﺍﻟﺠﺩﻭل)‪ :(3‬ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﺠﺎﻤﻌﻲ ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﻤﺴﺘﻭﻯ ﺴﻨﺔ ﺭﺍﺒﻌﺔ‬ ‫ﻤﺴﺘﻭﻯ ﺴﻨﺔ ﺜﺎﻟﺜﺔ‬ ‫ﻤﺴﺘﻭﻯ ﺴﻨﺔ ﺜﺎﻨﻴﺔ‬ ‫ﻤﺴﺘﻭﻯ ﺴﻨﺔ ﺃﻭﻟﻰ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫ﻗﻴﻤﺔ"ﻑ"‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬
‫‪*0.0001‬‬ ‫‪16.4‬‬ ‫‪1.02‬‬ ‫‪3.46‬‬ ‫‪1.08‬‬ ‫‪3.53‬‬ ‫‪1.14‬‬ ‫‪3.55‬‬ ‫‪1.04‬‬ ‫‪4.00‬‬ ‫ﺍﻷﻭﻟﻰ‬
‫‪*0.0001‬‬ ‫‪14.6‬‬ ‫‪1.20‬‬ ‫‪3.29‬‬ ‫‪1.15‬‬ ‫‪3.41‬‬ ‫‪1.25‬‬ ‫‪3.38‬‬ ‫‪1.24‬‬ ‫‪3.81‬‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬
‫‪0.068‬‬ ‫‪2.38‬‬ ‫‪1.09‬‬ ‫‪3.51‬‬ ‫‪1.15‬‬ ‫‪3.46‬‬ ‫‪1.14‬‬ ‫‪3.67‬‬ ‫‪1.31‬‬ ‫‪3.59‬‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬
‫‪* 0.0001‬‬ ‫‪11.2‬‬ ‫‪1.08‬‬ ‫‪3.48‬‬ ‫‪1.23‬‬ ‫‪3.24‬‬ ‫‪1.17‬‬ ‫‪3.10‬‬ ‫‪1.23‬‬ ‫‪2.86‬‬ ‫ﺍﻟﺭﺍﺒﻌﺔ‬
‫‪-36-‬‬
‫ﻤﺴﺘﻭﻯ ﺴﻨﺔ ﺭﺍﺒﻌﺔ‬ ‫ﻤﺴﺘﻭﻯ ﺴﻨﺔ ﺜﺎﻟﺜﺔ‬ ‫ﻤﺴﺘﻭﻯ ﺴﻨﺔ ﺜﺎﻨﻴﺔ‬ ‫ﻤﺴﺘﻭﻯ ﺴﻨﺔ ﺃﻭﻟﻰ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫‪0.029‬‬ ‫‪3.00‬‬ ‫‪1.19‬‬ ‫‪2.34‬‬ ‫‪1.11‬‬ ‫‪2.15‬‬ ‫‪1.14‬‬ ‫‪2.19‬‬ ‫‪1.12‬‬ ‫‪2.04‬‬ ‫ﺍﻟﺨﺎﻤﺴﺔ‬
‫‪0.77‬‬ ‫‪0.36‬‬ ‫‪1.47‬‬ ‫‪3.30‬‬ ‫‪1.44‬‬ ‫‪3.32‬‬ ‫‪1.58‬‬ ‫‪3.26‬‬ ‫‪1.46‬‬ ‫‪2.37‬‬ ‫ﺍﻟﺴﺎﺩﺴﺔ‬
‫‪0.508‬‬ ‫‪0.77‬‬ ‫‪1.31‬‬ ‫‪3.85‬‬ ‫‪1.31‬‬ ‫‪3.89‬‬ ‫‪1.35‬‬ ‫‪3.83‬‬ ‫‪1.32‬‬ ‫‪3.71‬‬ ‫ﺍﻟﺴﺎﺒﻌﺔ‬
‫‪0.0002‬‬ ‫‪6.71‬‬ ‫‪1.25‬‬ ‫‪2.40‬‬ ‫‪1.29‬‬ ‫‪2.64‬‬ ‫‪1.23‬‬ ‫‪2.33‬‬ ‫‪1.34‬‬ ‫‪2.65‬‬ ‫ﺍﻟﺜﺎﻤﻨﺔ‬
‫‪*0.0001‬‬ ‫‪12.9‬‬ ‫‪0.97‬‬ ‫‪1.54‬‬ ‫‪1.06‬‬ ‫‪1.63‬‬ ‫‪1.07‬‬ ‫‪1.68‬‬ ‫‪1.23‬‬ ‫‪1.91‬‬ ‫ﺍﻟﺘﺎﺴﻌﺔ‬
‫‪0.021‬‬ ‫‪3.24‬‬ ‫‪1.42‬‬ ‫‪2.86‬‬ ‫‪1.43‬‬ ‫‪2.84‬‬ ‫‪1.58‬‬ ‫‪2.88‬‬ ‫‪1.60‬‬ ‫‪3.13‬‬ ‫ﺍﻟﻌﺎﺸﺭﺓ‬
‫‪*0.0001‬‬ ‫‪7.12‬‬ ‫‪1.35‬‬ ‫‪4.15‬‬ ‫‪1.33‬‬ ‫‪4.14‬‬ ‫‪1.43‬‬ ‫‪4.04‬‬ ‫‪1.47‬‬ ‫‪3.75‬‬ ‫ﺍﻟﺤﺎﺩﻴﺔ ﻋﺸﺭﺓ‬
‫‪0.404‬‬ ‫‪0.97‬‬ ‫‪1.00‬‬ ‫‪4.02‬‬ ‫‪1.03‬‬ ‫‪4.11‬‬ ‫‪1.13‬‬ ‫‪3.98‬‬ ‫‪1.08‬‬ ‫‪3.96‬‬ ‫ﺍﻟﺜﺎﻨﻴﺔ ﻋﺸﺭﺓ‬
‫‪0.041‬‬ ‫‪2.75‬‬ ‫‪1.38‬‬ ‫‪3.74‬‬ ‫‪1.38‬‬ ‫‪3.77‬‬ ‫‪1.50‬‬ ‫‪3.56‬‬ ‫‪1.45‬‬ ‫‪3.84‬‬ ‫ﺍﻟﺜﺎﻟﺜﺔ ﻋﺸﺭﺓ‬
‫‪0.245‬‬ ‫‪1.39‬‬ ‫‪1.31‬‬ ‫‪2.53‬‬ ‫‪1.33‬‬ ‫‪2.60‬‬ ‫‪1.33‬‬ ‫‪2.46‬‬ ‫‪1.46‬‬ ‫‪2.68‬‬ ‫ﺍﻟﺭﺍﺒﻌﺔ ﻋﺸﺭﺓ‬
‫ﺍﻟﺨﺎﻤﺴﺔ‬
‫‪*0.0001‬‬ ‫‪6.97‬‬ ‫‪1.17‬‬ ‫‪3.12‬‬ ‫‪1.20‬‬ ‫‪3.12‬‬ ‫‪1.21‬‬ ‫‪3.08‬‬ ‫‪1.31‬‬ ‫‪3.40‬‬
‫ﻋﺸﺭﺓ‬
‫‪0.0003‬‬ ‫‪6.28‬‬ ‫‪1.52‬‬ ‫‪3.05‬‬ ‫‪1.54‬‬ ‫‪3.04‬‬ ‫‪1.51‬‬ ‫‪3.00‬‬ ‫‪1.54‬‬ ‫‪3.45‬‬ ‫ﺍﻟﺴﺎﺩﺴﺔ ﻋﺸﺭﺓ‬
‫‪0.0064‬‬ ‫‪4.13‬‬ ‫‪1.49‬‬ ‫‪3.17‬‬ ‫‪1.45‬‬ ‫‪3.10‬‬ ‫‪1.65‬‬ ‫‪2.95‬‬ ‫‪1.52‬‬ ‫‪3.38‬‬ ‫ﺍﻟﺴﺎﺒﻌﺔ ﻋﺸﺭﺓ‬
‫‪*0.0001‬‬ ‫‪12.1‬‬ ‫‪1.59‬‬ ‫‪2.41‬‬ ‫‪1.62‬‬ ‫‪2.49‬‬ ‫‪1.66‬‬ ‫‪2.48‬‬ ‫‪1.61‬‬ ‫‪3.01‬‬ ‫ﺍﻟﺜﺎﻤﻨﺔ ﻋﺸﺭﺓ‬
‫‪*0.0001‬‬ ‫‪19.5‬‬ ‫‪1.47‬‬ ‫‪2.19‬‬ ‫‪1.46‬‬ ‫‪2.12‬‬ ‫‪1.55‬‬ ‫‪2.16‬‬ ‫‪1.60‬‬ ‫‪2.65‬‬ ‫ﺍﻟﺘﺎﺴﻌﺔ ﻋﺸﺭﺓ‬
‫‪0.0061‬‬ ‫‪4.16‬‬ ‫‪1.42‬‬ ‫‪2.79‬‬ ‫‪1.40‬‬ ‫‪2.78‬‬ ‫‪1.49‬‬ ‫‪2.78‬‬ ‫‪1.54‬‬ ‫‪2.14‬‬ ‫ﺍﻟﻌﺸﺭﻭﻥ‬
‫‪*0.0001‬‬ ‫‪19.33‬‬ ‫‪12.02‬‬ ‫‪61.30‬‬ ‫‪12.27‬‬ ‫‪61.41‬‬ ‫‪12.99‬‬ ‫‪60.45‬‬ ‫‪14.17‬‬ ‫‪64.43‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﺍﻟﺤﺭﻡ ﺍﻟﺠﺎﻤﻌﻲ ﻭﻜﺭﻫﻬﻡ ﺇﻟﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻌﻨﻑ ﺒﺸﻜل ﻋﺎﻡ‪ .‬ﻤﻤﺎ‬ ‫ﺍﺴﺘﺨﺭﺠﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬
‫ﻴﺩل ﻋﻠﻰ ﺃﻥ ﻁﻠﺒﺔ ﻤﺴﺘﻭﻯ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻫﻡ ﺃﻜﺜﺭ ﻤﺸﺎﺭﻜﺔ ﻓﻲ‬ ‫ﻭﺃﺠﺭﻱ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ‬
‫ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺴﻨﺘﻴﻥ ﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻟﺭﺍﺒﻌﺔ ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ‬ ‫ﺍﻟﻁﻼﺒﻲ ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﻭﺘﺸﻴﺭ ﻨﺘﺎﺌﺞ ﺍﻟﺠﺩﻭل‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ﺃﺠﺭﻱ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‪ ،‬ﻭﻗﺩ ﺃﻅﻬﺭﺕ‬ ‫)‪(3‬ﺇﻟﻰ ﻭﺠﻭﺩ ﺍﺨﺘﻼﻓﺎﺕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﻌﻨﻑ‪ ،‬ﺤﻴﺙ ﺴﺠل ﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻤﺘﻭﺴﻁﺎﺕ ﺃﻜﺒﺭ ﻤﻥ‬
‫‪ ،05 ≥α‬ﺘﻌﺯﻯ ﺇﻟﻰ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﺴﻨﻭﺍﺕ ﺍﻟﺜﺎﻨﻴﺔ ﻭﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻟﺭﺍﺒﻌﺔ ﻋﻠﻰ‬
‫ﺍﻟﺩﺭﺍﺴﻲ ﻟﻠﻁﻠﺒﺔ‪ ،‬ﻭﺍﻟﻌﻨﻑ ﺍﻟﺠﺎﻤﻌﻲ‪ ،‬ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ "ﻑ"‬ ‫ﺍﻟﺘﻭﺍﻟﻲ‪ ،‬ﻓﻤﺜﻼ ﺴﺭﻋﺔ ﺍﻟﻐﻀﺏ )‪00‬ﻭ‪،3 ،3,53 ،3.55 ،4‬‬
‫ﻟﻠﺩﺭﺠﺎﺕ ﺍﻟﻜﻠﻴﺔ )‪ (19,33‬ﻭﻫﺫﻩ ﺍﻟﻘﻴﻤﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‬ ‫‪ (46‬ﻭﺴﺭﻋﺔ ﺍﻻﺴﺘﻔﺯﺍﺯ‪(29 ،3 ،3,41 ،3,38 ،3,81) ،‬‬
‫ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪ ،0001 ≥α‬ﻭﻟﺒﻴﺎﻥ ﺍﺘﺠﺎﻩ ﺍﻟﻔﺭﻭﻕ ﺍﻟﺩﺍﻟﺔ‬ ‫ﻭﺍﻟﻭﻗﻭﻑ ﻤﻊ ﺃﺒﻨﺎﺀ ﺍﻟﻌﺸﻴﺭﺓ ﻓﻲ ﺃﻱ ﻋﺭﺍﻙ ﺩﺍﺨل ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻤﻥ ﺤﻴﺙ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺸﺎﻓﻴﻪ‬ ‫)‪ (3,05 ،3,04 ،00 ،3 ،3,45‬ﻓﻲ ﺤﻴﻥ ﺴﺠل ﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ‬
‫ﻟﻠﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﺒﻌﺩﻴﺔ‪.‬‬ ‫ﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻟﺭﺍﺒﻌﺔ ﻤﺘﻭﺴﻁﺎﺕ ﺃﻜﺒﺭ ﻤﻥ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺘﻲ ﺴﺠﻠﻬﺎ‬
‫ﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻓﻲ ﺘﺠﻨﺒﻬﻡ ﺍﻟﺩﺨﻭل ﻓﻲ ﺃﻱ ﻤﺸﺎﺠﺭﺓ ﺩﺍﺨل‬
‫‪-37-‬‬
‫ﺍﻟﺠﺩﻭل)‪ :(4‬ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺸﺎﻓﻴﻪ ﻟﻠﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﺒﻌﺩﻴﺔ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﻭﻓﻘ ﹰﺎ ﻟﻠﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ‬
‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ ﺜﺎﻨﻴﺔ ﺜﺎﻟﺜﺔ ﺭﺍﺒﻌﺔ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫‪*‚53 *‚46 *‚44‬‬ ‫ﺃﻭﻟﻰ‬
‫‪‚085 ‚021‬‬ ‫‪-‬‬ ‫ﺜﺎﻨﻴﺔ‬ ‫ﺍﻷﻭﻟﻲ‬
‫‪‚063‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺜﺎﻟﺜﺔ‬
‫‪*‚52 *‚40 *‚42‬‬ ‫ﺃﻭﻟﻰ‬
‫‪‚09 ‚026‬‬ ‫‪-‬‬ ‫ﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬
‫‪‚120‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺜﺎﻟﺜﺔ‬
‫‪*‚61 *‚37‬‬ ‫‪‚23‬‬ ‫ﺃﻭﻟﻰ‬

‫‪*‚38 ‚13‬‬ ‫‪-‬‬ ‫ﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺭﺍﺒﻌﺔ‬
‫‪‚24‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺜﺎﻟﺜﺔ‬
‫‪‚25‬‬ ‫‪‚01‬‬ ‫‪*‚32‬‬ ‫ﺃﻭﻟﻰ‬

‫‪‚07‬‬ ‫‪*‚31‬‬ ‫‪-‬‬ ‫ﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺜﺎﻤﻨﺔ‬
‫‪‚23‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺜﺎﻟﺜﺔ‬
‫‪*‚36‬‬ ‫‪*‚27‬‬ ‫‪*‚22‬‬ ‫ﺃﻭﻟﻰ‬
‫‪*‚14‬‬ ‫‪‚05‬‬ ‫‪-‬‬ ‫ﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺘﺎﺴﻌﺔ‬
‫‪‚09‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺜﺎﻟﺜﺔ‬
‫‪*‚39‬‬ ‫‪*‚39‬‬ ‫‪*‚29‬‬ ‫ﺃﻭﻟﻰ‬
‫‪‚10‬‬ ‫‪‚09‬‬ ‫‪-‬‬ ‫ﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺤﺎﺩﻴﺔ ﻋﺸﺭﺓ‬
‫‪‚008‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺜﺎﻟﺜﺔ‬
‫‪*‚39‬‬ ‫‪*‚40‬‬ ‫‪*‚44‬‬ ‫ﺃﻭﻟﻰ‬
‫‪‚04‬‬ ‫‪‚03‬‬ ‫‪-‬‬ ‫ﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺨﺎﻤﺴﺔ ﻋﺸﺭﺓ‬
‫‪‚01‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺜﺎﻟﺜﺔ‬
‫‪*‚28‬‬ ‫‪*‚28‬‬ ‫‪*‚32‬‬ ‫ﺃﻭﻟﻰ‬
‫‪‚04‬‬ ‫‪‚04‬‬ ‫‪-‬‬ ‫ﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺴﺎﺩﺴﺔ ﻋﺸﺭﺓ‬
‫‪‚007‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺜﺎﻟﺜﺔ‬
‫‪‚20‬‬ ‫‪‚28‬‬ ‫‪*‚43‬‬ ‫ﺃﻭﻟﻰ‬
‫‪‚22‬‬ ‫‪‚15‬‬ ‫‪-‬‬ ‫ﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺴﺎﺒﻌﺔ ﻋﺸﺭﺓ‬
‫‪‚07‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺜﺎﻟﺜﺔ‬
‫‪*‚60‬‬ ‫‪*‚52‬‬ ‫‪*‚52‬‬ ‫ﺃﻭﻟﻰ‬
‫‪‚07‬‬ ‫‪‚006‬‬ ‫‪-‬‬ ‫ﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺜﺎﻤﻨﺔ ﻋﺸﺭﺓ‬
‫‪‚081‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺜﺎﻟﺜﺔ‬
‫‪*‚45‬‬ ‫‪*‚53‬‬ ‫‪*‚48‬‬ ‫ﺃﻭﻟﻰ‬
‫‪‚03‬‬ ‫‪‚04‬‬ ‫‪-‬‬ ‫ﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺘﺎﺴﻌﺔ ﻋﺸﺭﺓ‬
‫‪‚07‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺜﺎﻟﺜﺔ‬
‫‪-38-‬‬
‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ ﺜﺎﻨﻴﺔ ﺜﺎﻟﺜﺔ ﺭﺍﺒﻌﺔ‬ ‫ﺍﻟﻔﻘﺭﺓ‬

‫‪*‚34 *‚35 *‚35‬‬ ‫ﺃﻭﻟﻰ‬
‫‪‚01 ‚000‬‬ ‫‪-‬‬ ‫ﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﻌﺸﺭﻭﻥ‬
‫‪‚01‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺜﺎﻟﺜﺔ‬
‫ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ‪ 64,43‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﻟﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻨﻴﺔ ‪60,45‬‬ ‫ﻴﺒﻴﻥ ﺍﺨﺘﺒﺎﺭ ﺸﺎﻓﻴﻪ ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﺎ ﻓﻲ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ‬
‫ﻭﻟﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ‪ 61,41‬ﻭﻟﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻟﺭﺍﺒﻌﺔ ‪61,40‬‬ ‫ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﺒﻴﻥ ﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻤﻥ ﺠﻬﺔ‪ ،‬ﻭﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ‬
‫ﻜﻤﺎ ﻭﺭﺩ ﻓﻲ ﺍﻟﺠﺩﻭل )‪ (3‬ﻤﻤﺎ ﻴﺅﻜﺩ ﺃﻥ ﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‪ ،‬ﻭﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﻭﺍﻟﺭﺍﺒﻌﺔ‪ ،‬ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﺤﻴﺙ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﺃﻜﺜﺭ ﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺴﻨﺘﻴﻥ ﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻟﺭﺍﺒﻌﺔ‪.‬‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﺩﺭﺠﺎﺕ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻟﻁﻠﺒﺔ‬
‫ﺍﻟﺠﺩﻭل )‪ :(5‬ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﺠﺎﻤﻌﻲ ﻭﻓﻘﺎ‬
‫ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ‬
‫ﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ‬ ‫ﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ‬ ‫ﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ‬
‫ﻗﻴﻤﺔ "ﻑ" ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫‪4 -3‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬ ‫‪-1‬ﺃﻗل ﻤﻥ ‪2‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫‪*‚0001‬‬ ‫‪96.67‬‬ ‫‪1.06‬‬ ‫‪3.42‬‬ ‫‪1.05‬‬ ‫‪3.46‬‬ ‫‪0.93‬‬ ‫‪4.43‬‬ ‫ﺍﻷﻭﻟﻰ‬
‫‪*‚0001‬‬ ‫‪138.8‬‬ ‫‪1.05‬‬ ‫‪3.23‬‬ ‫‪1.16‬‬ ‫‪3.28‬‬ ‫‪1.03‬‬ ‫‪4.45‬‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬
‫‪*‚0001‬‬ ‫‪19.03‬‬ ‫‪1.18‬‬ ‫‪3.46‬‬ ‫‪1.13‬‬ ‫‪3.48‬‬ ‫‪1.01‬‬ ‫‪4.04‬‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬
‫‪0.074‬‬ ‫‪2.60‬‬ ‫‪1.14‬‬ ‫‪3.18‬‬ ‫‪1.18‬‬ ‫‪3.26‬‬ ‫‪1.35‬‬ ‫‪3.03‬‬ ‫ﺍﻟﺭﺍﺒﻌﺔ‬
‫‪‚0294‬‬ ‫‪3.54‬‬ ‫‪1.14‬‬ ‫‪2.10‬‬ ‫‪1.20‬‬ ‫‪2.01‬‬ ‫‪0.96‬‬ ‫‪3.38‬‬ ‫ﺍﻟﺨﺎﻤﺴﺔ‬
‫‪*‚0001‬‬ ‫‪76.27‬‬ ‫‪1.44‬‬ ‫‪3.09‬‬ ‫‪1.47‬‬ ‫‪3.13‬‬ ‫‪1.18‬‬ ‫‪4.39‬‬ ‫ﺍﻟﺴﺎﺩﺴﺔ‬
‫‪*‚0001‬‬ ‫‪24.64‬‬ ‫‪1.32‬‬ ‫‪4.02‬‬ ‫‪1.37‬‬ ‫‪3.88‬‬ ‫‪0.09‬‬ ‫‪3.21‬‬ ‫ﺍﻟﺴﺎﺒﻌﺔ‬
‫‪*‚0001‬‬ ‫‪69.19‬‬ ‫‪1.24‬‬ ‫‪2.29‬‬ ‫‪1.26‬‬ ‫‪2.36‬‬ ‫‪1.04‬‬ ‫‪3.39‬‬ ‫ﺍﻟﺜﺎﻤﻨﺔ‬
‫‪*‚0001‬‬ ‫‪280.8‬‬ ‫‪.85‬‬ ‫‪1.39‬‬ ‫‪1.01‬‬ ‫‪1.56‬‬ ‫‪1.18‬‬ ‫‪2.71‬‬ ‫ﺍﻟﺘﺎﺴﻌﺔ‬
‫‪*‚0001‬‬ ‫‪149.7‬‬ ‫‪1.42‬‬ ‫‪2.55‬‬ ‫‪1.41‬‬ ‫‪2.77‬‬ ‫‪1.28‬‬ ‫‪4.21‬‬ ‫ﺍﻟﻌﺎﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪110.5‬‬ ‫‪1.29‬‬ ‫‪2.26‬‬ ‫‪1.31‬‬ ‫‪4.22‬‬ ‫‪1.44‬‬ ‫‪2.99‬‬ ‫ﺍﻟﺤﺎﺩﻴﺔ ﻋﺸﺭﺓ‬
‫‪0.076‬‬ ‫‪0.27‬‬ ‫‪1.06‬‬ ‫‪4.00‬‬ ‫‪1.11‬‬ ‫‪4.05‬‬ ‫‪.95‬‬ ‫‪4.01‬‬ ‫ﺍﻟﺜﺎﻨﻴﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪48.07‬‬ ‫‪1.43‬‬ ‫‪3.51‬‬ ‫‪1.44‬‬ ‫‪3.59‬‬ ‫‪1.05‬‬ ‫‪4.56‬‬ ‫ﺍﻟﺜﺎﻟﺜﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪32.29‬‬ ‫‪1.16‬‬ ‫‪2.31‬‬ ‫‪1.27‬‬ ‫‪2.53‬‬ ‫‪1.73‬‬ ‫‪3.24‬‬ ‫ﺍﻟﺭﺍﺒﻌﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪177.4‬‬ ‫‪1.11‬‬ ‫‪2.90‬‬ ‫‪1.12‬‬ ‫‪3.01‬‬ ‫‪1.20‬‬ ‫‪4.24‬‬ ‫ﺍﻟﺨﺎﻤﺴﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪114.6‬‬ ‫‪1.47‬‬ ‫‪2.74‬‬ ‫‪1.47‬‬ ‫‪2.98‬‬ ‫‪1.24‬‬ ‫‪4.35‬‬ ‫ﺍﻟﺴﺎﺩﺴﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪64.53‬‬ ‫‪1.50‬‬ ‫‪2.78‬‬ ‫‪1.52‬‬ ‫‪3.06‬‬ ‫‪1.42‬‬ ‫‪4.17‬‬ ‫ﺍﻟﺴﺎﺒﻌﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪195.1‬‬ ‫‪1.47‬‬ ‫‪2.17‬‬ ‫‪1.53‬‬ ‫‪2.35‬‬ ‫‪1.43‬‬ ‫‪4.11‬‬ ‫ﺍﻟﺜﺎﻤﻨﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪425.7‬‬ ‫‪1.28‬‬ ‫‪1.83‬‬ ‫‪1.38‬‬ ‫‪2.04‬‬ ‫‪1.45‬‬ ‫‪3.88‬‬ ‫ﺍﻟﺘﺎﺴﻌﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪64.19‬‬ ‫‪1.38‬‬ ‫‪2.54‬‬ ‫‪1.45‬‬ ‫‪2.79‬‬ ‫‪1.28‬‬ ‫‪3.79‬‬ ‫ﺍﻟﻌﺸﺭﻭﻥ‬
‫‪*‚0001‬‬ ‫‪611.20‬‬ ‫‪10.88‬‬ ‫‪57.86‬‬ ‫‪11.19‬‬ ‫‪60.06‬‬ ‫‪12.63‬‬ ‫‪75.67‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫‪-39-‬‬
‫‪ ‚05‬ﺘﻌﺯﻯ ﺇﻟﻰ ﺘﻔﺎﻋل ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ ﻟﻠﻁﻠﺒﺔ‬ ‫ﺍﺴﺘﺨﺭﺠﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬
‫ﻭﻤﺸﺎﺭﻜﺘﻬﻡ ﻓﻲ ﺍﻟﻌﻨﻑ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ "ﻑ" ﻟﻠﺩﺭﺠﺎﺕ ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺃﺠﺭﻱ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ‬
‫‪ 611,20‬ﻭﻫﺫﻩ ﺍﻟﻘﻴﻤﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﻲ ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ‪ ،‬ﻭﺘﺸﻴﺭ ﻨﺘﺎﺌﺞ ﺍﻟﺠﺩﻭل‬
‫‪ ‚0001 ≥α‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﻁﻠﺒﺔ ﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ ﺍﻟﻤﻨﺨﻔﺽ‬ ‫)‪ (5‬ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ ﺍﺨﺘﻼﻑ ﻓﻲ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻟﻤﺸﺎﺭﻜﺔ‬
‫ﻫﻡ ﺍﻷﻜﺜﺭ ﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﻤﻌﺩﻻﺕ‬ ‫ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺃﻥ‬
‫ﺍﻟﺘﺭﺍﻜﻤﻴﺔ ﺍﻟﻤﺭﺘﻔﻌﺔ‪ .‬ﻭﻟﺒﻴﺎﻥ ﺍﺘﺠﺎﻩ ﺍﻟﻔﺭﻭﻕ ﺍﻟﺩﺍﻟﺔ ﻤﻥ ﺤﻴﺙ‬ ‫ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺠﻤﻴﻌﻬﺎ ﺒﻠﻐﺕ ﻤﺴﺘﻭﻱ ﺍﻟﺩﻻﻟﺔ‬
‫ﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺸﺎﻓﻴﻪ ﻟﻠﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﺒﻌﺩﻴﺔ‪.‬‬ ‫ﺍﻹﺤﺼﺎﺌﻴﺔ ﺘﻡ ﺇﺠﺭﺍﺀ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‪ ،‬ﻭﻗﺩ ﺃﻅﻬﺭﺕ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﻓﺭﻭﻗﹰﺎ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪≥α‬‬
‫ﺍﻟﺠﺩﻭل)‪ :(6‬ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺸﺎﻓﻴﻪ ﻟﻠﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﺒﻌﺩﻴﺔ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﻭﻓﻘ ﹰﺎ ﻟﻠﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ‬
‫‪ -2‬ﺃﻗل ﻤﻥ ‪4-3 3‬‬ ‫ﺍﻟﻤﻌﺩل‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫‪*1‚00‬‬ ‫‪*‚96‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻷﻭﻟﻰ‬
‫‪‚03‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪*1‚21‬‬ ‫‪*1‚16‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﺜﺎﻨﻴﺔ‬
‫‪‚04‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪*‚57‬‬ ‫‪*‚56‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﺜﺎﻟﺜﺔ‬
‫‪‚01‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪*1‚29‬‬ ‫‪*1‚25‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﺴﺎﺩﺴﺔ‬
‫‪‚04‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪*‚81‬‬ ‫‪*‚67‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﺴﺎﺒﻌﺔ‬
‫‪‚13‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪*1‚09‬‬ ‫‪*1‚12‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﺜﺎﻤﻨﺔ‬
‫‪‚06‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪*1‚32‬‬ ‫‪*1‚14‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﺘﺎﺴﻌﺔ‬
‫‪*‚17‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪*1‚27‬‬ ‫‪*1‚22‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﺤﺎﺩﻴﺔ ﻋﺸﺭﺓ‬
‫‪‚04‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪*1‚04‬‬ ‫‪*‚97‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﺜﺎﻟﺜﺔ ﻋﺸﺭﺓ‬
‫‪‚07‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪*‚93‬‬ ‫‪*‚71‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﺭﺍﺒﻌﺔ ﻋﺸﺭﺓ‬
‫‪*‚21‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪*1‚34‬‬ ‫‪*1‚22‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﺨﺎﻤﺴﺔ ﻋﺸﺭﺓ‬
‫‪‚11‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪*1‚60‬‬ ‫‪*1‚37‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﺴﺎﺩﺴﺔ ﻋﺸﺭﺓ‬
‫‪*‚23‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪-40-‬‬
‫‪ -2‬ﺃﻗل ﻤﻥ ‪4-3 3‬‬ ‫ﺍﻟﻤﻌﺩل‬ ‫ﺍﻟﻔﻘﺭﺓ‬

‫‪*1‚39‬‬ ‫‪*1‚11‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﺴﺎﺒﻌﺔ ﻋﺸﺭﺓ‬
‫‪‚27‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪*1‚94‬‬ ‫‪*1‚76‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﺜﺎﻤﻨﺔ ﻋﺸﺭﺓ‬
‫‪*‚18‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪*2‚05‬‬ ‫‪*1‚84‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﺘﺎﺴﻌﺔ ﻋﺸﺭﺓ‬
‫‪*‚21‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫‪*1‚25‬‬ ‫‪*1‚00‬‬ ‫‪ -1‬ﺃﻗل ﻤﻥ‪2‬‬
‫ﺍﻟﻌﺸﺭﻭﻥ‬
‫‪*‚25‬‬ ‫‪-‬‬ ‫‪ -2‬ﺃﻗل ﻤﻥ ‪3‬‬
‫ﻭﻴﻌﻤﻠﻭﻥ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﻤﺭﺍﺩﻫﻡ ﺒﺎﻟﻘﻭﺓ‪ ،‬ﺒﻌﻜﺱ ﻁﻠﺒﺔ ﺍﻟﻤﻌﺩﻻﺕ‬ ‫ﻴﺒﻴﻥ ﺍﺨﺘﺒﺎﺭ ﺸﺎﻓﻴﻪ‪ ،‬ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﺎ ﻓﻲ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ‬
‫ﺍﻟﻤﺭﺘﻔﻌﺔ ﻓﻘﺩ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺘﺠﻨﺒﻬﻡ ﺍﻟﺩﺨﻭل ﻓﻲ ﺃﻱ ﻋﺭﺍﻙ‬ ‫ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻤﻥ ﺤﻴﺙ ﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ‪ ،‬ﺤﻴﺙ ﺘﺒﻴﻥ ﺃﻥ ﺍﻟﻁﻠﺒﺔ‬
‫ﺩﺍﺨل ﺍﻟﺠﺎﻤﻌﺔ ﻭﻜﺭﻫﻬﻡ ﺇﻟﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻌﻨﻑ ﺒﺸﻜل ﻋﺎﻡ‪ ،‬ﻤﻤﺎ‬ ‫ﺫﻭﻱ ﺍﻟﻤﻌﺩﻻﺕ ﺍﻟﺘﺭﺍﻜﻤﻴﺔ ﺍﻟﻤﻨﺨﻔﻀﺔ ﻴﻤﻴﻠﻭﻥ ﺇﻟﻰ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ‬
‫ﻴﺅﻜﺩ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﻤﻌﺩﻻﺕ ﺍﻟﻤﻨﺨﻔﻀﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺃﻜﺜﺭ‬ ‫ﺍﻟﻌﻨﻑ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﻤﻌﺩﻻﺕ ﺍﻟﻤﺭﺘﻔﻌﺔ؛ ﺇﺫ ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ‬
‫ﻤﻥ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﻤﻌﺩﻻﺕ ﺍﻟﻌﺎﻟﻴﺔ‪.‬‬ ‫ﺇﻟﻰ ﺃﻥ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﻤﻌﺩﻻﺕ ﺍﻟﻤﻨﺨﻔﻀﺔ ﻴﺴﻬل ﺍﺴﺘﻔﺯﺍﺯﻫﻡ‬
‫ﺍﻟﺠﺩﻭل)‪ :(7‬ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﺠﺎﻤﻌﻲ‬
‫ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺘﺨﺼﺹ‬
‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﻗﻴﻤﺔ "ﻑ" ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬
‫‪*‚0001‬‬ ‫‪16.40‬‬ ‫‪1.05‬‬ ‫‪3.36‬‬ ‫‪1.13‬‬ ‫‪3.89‬‬ ‫‪0.97‬‬ ‫‪3.37‬‬ ‫ﺍﻷﻭﻟﻰ‬
‫‪*‚0001‬‬ ‫‪94.84‬‬ ‫‪1.09‬‬ ‫‪3.14‬‬ ‫‪1.22‬‬ ‫‪3.84‬‬ ‫‪1.14‬‬ ‫‪3.12‬‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬
‫‪0.0029‬‬ ‫‪5.88‬‬ ‫‪1.11‬‬ ‫‪3.40‬‬ ‫‪1.21‬‬ ‫‪3.68‬‬ ‫‪1.12‬‬ ‫‪3.53‬‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬
‫‪*‚0001‬‬ ‫‪23.32‬‬ ‫‪1.18‬‬ ‫‪3.31‬‬ ‫‪1.23‬‬ ‫‪2.93‬‬ ‫‪1.07‬‬ ‫‪3.47‬‬ ‫ﺍﻟﺭﺍﺒﻌﺔ‬
‫‪0.3234‬‬ ‫‪1.13‬‬ ‫‪1.29‬‬ ‫‪2.26‬‬ ‫‪1.06‬‬ ‫‪2.16‬‬ ‫‪1.11‬‬ ‫‪2.12‬‬ ‫ﺍﻟﺨﺎﻤﺴﺔ‬
‫‪*‚0001‬‬ ‫‪16.60‬‬ ‫‪1.50‬‬ ‫‪3.04‬‬ ‫‪1.52‬‬ ‫‪3.54‬‬ ‫‪1.39‬‬ ‫‪3.22‬‬ ‫ﺍﻟﺴﺎﺩﺴﺔ‬
‫‪0.0019‬‬ ‫‪6.32‬‬ ‫‪1.39‬‬ ‫‪3.85‬‬ ‫‪1.28‬‬ ‫‪3.69‬‬ ‫‪1.29‬‬ ‫‪4.02‬‬ ‫ﺍﻟﺴﺎﺒﻌﺔ‬
‫‪0.045‬‬ ‫‪3.11‬‬ ‫‪1.41‬‬ ‫‪2.41‬‬ ‫‪1.23‬‬ ‫‪2.58‬‬ ‫‪1.22‬‬ ‫‪2.43‬‬ ‫ﺍﻟﺜﺎﻤﻨﺔ‬
‫‪*‚0001‬‬ ‫‪119.35‬‬ ‫‪0.96‬‬ ‫‪1.44‬‬ ‫‪1.17‬‬ ‫‪2.00‬‬ ‫‪0.88‬‬ ‫‪1.40‬‬ ‫ﺍﻟﺘﺎﺴﻌﺔ‬
‫‪*‚0001‬‬ ‫‪76.33‬‬ ‫‪1.42‬‬ ‫‪2.50‬‬ ‫‪1.54‬‬ ‫‪3.36‬‬ ‫‪1.33‬‬ ‫‪2.61‬‬ ‫ﺍﻟﻌﺎﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪48.83‬‬ ‫‪1.17‬‬ ‫‪4.34‬‬ ‫‪1.55‬‬ ‫‪3.71‬‬ ‫‪1.23‬‬ ‫‪4.27‬‬ ‫ﺍﻟﺤﺎﺩﻴﺔ ﻋﺸﺭﺓ‬
‫‪‚010‬‬ ‫‪4.58‬‬ ‫‪1.44‬‬ ‫‪3.87‬‬ ‫‪1.03‬‬ ‫‪4.08‬‬ ‫‪1.02‬‬ ‫‪4.10‬‬ ‫ﺍﻟﺜﺎﻨﻴﺔ ﻋﺸﺭﺓ‬
‫‪‚0016‬‬ ‫‪6.46‬‬ ‫‪1.47‬‬ ‫‪3.51‬‬ ‫‪1.42‬‬ ‫‪3.83‬‬ ‫‪104‬‬ ‫‪2.72‬‬ ‫ﺍﻟﺜﺎﻟﺜﺔ ﻋﺸﺭﺓ‬
‫‪0.72‬‬ ‫‪0.32‬‬ ‫‪1.26‬‬ ‫‪2.51‬‬ ‫‪1.46‬‬ ‫‪2.58‬‬ ‫‪1.25‬‬ ‫‪2.55‬‬ ‫ﺍﻟﺭﺍﺒﻌﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪99.49‬‬ ‫‪1.12‬‬ ‫‪2.84‬‬ ‫‪1.30‬‬ ‫‪3.55‬‬ ‫‪1.00‬‬ ‫‪2.86‬‬ ‫ﺍﻟﺨﺎﻤﺴﺔ ﻋﺸﺭﺓ‬
‫‪-41-‬‬
‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬

‫ﻗﻴﻤﺔ "ﻑ" ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬
‫‪*‚0001‬‬ ‫‪28.72‬‬ ‫‪1.44‬‬ ‫‪2.79‬‬ ‫‪1.58‬‬ ‫‪3.49‬‬ ‫‪1.58‬‬ ‫‪2.94‬‬ ‫ﺍﻟﺴﺎﺩﺴﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪10.81‬‬ ‫‪1.52‬‬ ‫‪2.98‬‬ ‫‪1.63‬‬ ‫‪3.33‬‬ ‫‪1.47‬‬ ‫‪2.93‬‬ ‫ﺍﻟﺴﺎﺒﻌﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪53.07‬‬ ‫‪1.49‬‬ ‫‪2.26‬‬ ‫‪1.78‬‬ ‫‪2.95‬‬ ‫‪1.39‬‬ ‫‪2.24‬‬ ‫ﺍﻟﺜﺎﻤﻨﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪96.98‬‬ ‫‪1.46‬‬ ‫‪2.12‬‬ ‫‪1.67‬‬ ‫‪2.59‬‬ ‫‪1.18‬‬ ‫‪1.81‬‬ ‫ﺍﻟﺘﺎﺴﻌﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪24.78‬‬ ‫‪1.46‬‬ ‫‪2.63‬‬ ‫‪1.47‬‬ ‫‪3.14‬‬ ‫‪1.38‬‬ ‫‪2.60‬‬ ‫ﺍﻟﻌﺸﺭﻭﻥ‬
‫‪*‚0001‬‬ ‫‪144.48‬‬ ‫‪11.80‬‬ ‫‪58.66‬‬ ‫‪14.48‬‬ ‫‪64.93‬‬ ‫‪9.52‬‬ ‫‪59.42‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺃﻥ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺠﻤﻴﻌﻬﺎ ﺒﻠﻐﺕ‬ ‫ﺍﺴﺘﺨﺭﺠﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺘﻡ ﺇﺠﺭﺍﺀ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‪،‬‬ ‫ﻭﺃﺠﺭﻱ ﺘﺤﻠﻴل ﺍﻷﺤﺎﺩﻱ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﻭﻓﻘﺎ‬
‫ﻭﻗﺩ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬ ‫ﻟﻤﺘﻐﻴﺭ ﺍﻟﺘﺨﺼﺹ‪ ،‬ﻭﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺒﻴﻨﺔ ﻓﻲ ﺍﻟﺠﺩﻭل )‪ (7‬ﺇﻟﻰ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪ ‚05 ≥α‬ﺘﻌﺯﻯ ﺇﻟﻰ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ‬
‫ﺍﻟﺘﺨﺼﺹ ﻟﻠﻁﻠﺒﺔ ﻤﻊ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪ ،‬ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ "ﻑ"‬ ‫ﺍﻟﻁﻼﺒﻲ‪ ،‬ﻓﻨﺠﺩ ﺃﻥ ﻤﺘﻭﺴﻁﺎﺕ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻜﻠﻴﺎﺕ‬
‫ﻟﻠﺩﺭﺠﺎﺕ ﺍﻟﻜﻠﻴﺔ )‪ (144,48‬ﻭﻫﺫﻩ ﺍﻟﻘﻴﻤﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ ﺃﻜﺜﺭ ﻤﻥ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪ ‚0001 ≥α‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﻁﻠﺒﺔ‬ ‫ﻭﺍﻟﺘﻁﺒﻴﻘﻴﺔ ﺤﻴﺙ ﺴﺠل ﺍﻟﻁﻠﺒﺔ ﻓﺭﻭﻗﺎ ﺃﻜﺒﺭ ﻓﻲ ﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﺃﻜﺜﺭ ﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﻜﻠﻴﺎﺕ‬ ‫ﻤﺸﺎﺭﻜﺘﻬﻡ ﻓﻲ ﺍﻟﻌﻨﻑ ﺨﺼﻭﺼﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺴﺭﻋﺔ ﺍﻟﻐﻀﺏ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻁﺒﻴﻘﻴﺔ ﻭﻟﺒﻴﺎﻥ ﺍﺘﺠﺎﻩ ﺍﻟﻔﺭﻭﻕ ﺍﻟﺩﺍﻟﺔ ﻤﻥ ﺤﻴﺙ‬ ‫)‪ (3,36 ،3,37 ،3,89‬ﻭﺴﺭﻋﺔ ﺍﻻﺴﺘﻔﺯﺍﺯ ﻤﻥ ﻗﺒل ﺍﻵﺨﺭﻴﻥ‬
‫ﺍﻟﺘﺨﺼﺹ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺸﺎﻓﻴﻪ ﻟﻠﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﺒﻌﺩﻴﺔ‪،‬‬ ‫)‪ (3,14 ،3,12 ،3,84‬ﻭﺍﻟﻭﻗﻭﻑ ﻤﻊ ﺃﺒﻨﺎﺀ ﺍﻟﻌﺸﻴﺭﺓ ﻓﻲ ﺃﻱ‬
‫ﻭﻴﻭﻀﺢ ﺫﻟﻙ ﺍﻟﺠﺩﻭل )‪.(8‬‬ ‫ﻋﺭﺍﻙ ﺃﻭ ﻤﺸﺎﺠﺭﺓ ﺩﺍﺨل ﺍﻟﺠﺎﻤﻌﺔ )‪.(2,79 ،2,94 ،3,49‬‬
‫ﺍﻟﺠﺩﻭل)‪ :(8‬ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺸﺎﻓﻴﻪ ﻟﻠﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﺒﻌﺩﻴﺔ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﻭﻓﻘ ﹰﺎ ﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ‬
‫ﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫‪‚01‬‬ ‫‪*‚51‬‬ ‫ﻋﻠﻤﻴﺔ‬
‫ﺍﻷﻭﻟﻲ‬
‫‪*‚53‬‬ ‫‪-‬‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬
‫‪‚01‬‬ ‫‪*‚71‬‬ ‫ﻋﻠﻤﻴﺔ‬
‫‪*‚70‬‬ ‫‪-‬‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬
‫‪‚15‬‬ ‫‪*‚53‬‬ ‫ﻋﻠﻤﻴﺔ‬
‫ﺍﻟﺭﺍﺒﻌﺔ‬
‫‪*‚38‬‬ ‫‪-‬‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬
‫‪‚18‬‬ ‫‪*‚31‬‬ ‫ﻋﻠﻤﻴﺔ‬
‫‪*‚49‬‬ ‫‪-‬‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬
‫‪‚06‬‬ ‫‪*‚60‬‬ ‫ﻋﻠﻤﻴﺔ‬
‫‪*‚56‬‬ ‫‪-‬‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬
‫‪‚111‬‬ ‫‪*‚75‬‬ ‫ﻋﻠﻤﻴﺔ‬
‫ﺍﻟﻌﺎﺸﺭﺓ‬
‫‪*‚86‬‬ ‫‪-‬‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬
‫‪-42-‬‬
‫ﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﻔﻘﺭﺓ‬

‫‪‚07‬‬ ‫‪*‚56‬‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﺍﻟﺤﺎﺩﻴﺔ‬
‫‪*‚63‬‬ ‫‪-‬‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﻋﺸﺭﺓ‬
‫‪‚019‬‬ ‫‪*‚68‬‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﺍﻟﺨﺎﻤﺴﺔ‬
‫‪*‚70‬‬ ‫‪-‬‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﻋﺸﺭﺓ‬
‫‪‚14‬‬ ‫‪*‚46‬‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﺍﻟﺴﺎﺩﺴﺔ‬
‫‪*‚60‬‬ ‫‪-‬‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﻋﺸﺭﺓ‬
‫‪‚01‬‬ ‫‪*‚68‬‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﺍﻟﺴﺎﺒﻌﺔ‬
‫‪*‚70‬‬ ‫‪-‬‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﻋﺸﺭﺓ‬
‫‪‚14‬‬ ‫‪*‚46‬‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﺍﻟﺜﺎﻤﻨﺔ‬
‫‪*‚60‬‬ ‫‪-‬‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﻋﺸﺭﺓ‬
‫‪*‚31‬‬ ‫‪*‚78‬‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺎﺴﻌﺔ‬
‫‪*‚47‬‬ ‫‪-‬‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﻋﺸﺭﺓ‬
‫‪‚03‬‬ ‫‪*‚53‬‬ ‫ﻋﻠﻤﻴﺔ‬
‫ﺍﻟﻌﺸﺭﻭﻥ‬
‫‪*‚50‬‬ ‫‪-‬‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬
‫)‪ ،(64,93‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﻟﻁﻠﺒﺔ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ)‪،(59,42‬‬ ‫ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (8‬ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﹰﺎ ﻓﻲ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ‬
‫ﻭﻟﻁﻠﺒﺔ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﺘﻁﺒﻴﻘﻴﺔ )‪ ،(58,66‬ﻤﻤﺎ ﻴﺅﻜﺩ ﺃﻥ ﺍﻟﻁﻠﺒﺔ ﻓﻲ‬ ‫ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﺒﻴﻥ ﻁﻠﺒﺔ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻤﻥ ﺠﻬﺔ ﻭﻁﻠﺒﺔ‬
‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻴﺸﺎﺭﻜﻭﻥ ﻓﻲ ﺍﻟﻌﻨﻑ ﺃﻜﺜﺭ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﻜﻠﻴﺎﺕ‬ ‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻁﺒﻴﻘﻴﺔ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ‪ ،‬ﺤﻴﺙ ﺒﻠﻎ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻁﺒﻴﻘﻴﺔ‪.‬‬ ‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﺩﺭﺠﺎﺕ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ‬
‫ﺍﻟﻁﻼﺒﻲ ﻜﻤﺎ ﻭﺭﺩ ﻓﻲ ﺍﻟﺠﺩﻭل )‪ (8‬ﻟﻁﻠﺒﺔ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‬
‫ﺍﻟﺠﺩﻭل)‪ :(9‬ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﺠﺎﻤﻌﻲ ﻭﻓﻘﺎ‬
‫ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‬
‫ﺃﻨﺜﻰ‬ ‫ﺫﻜﺭ‬
‫ﻗﻴﻤﺔ "ﻑ" ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬
‫‪*‚0001‬‬ ‫‪39.31‬‬ ‫‪0.97‬‬ ‫‪3.42‬‬ ‫‪1.17‬‬ ‫‪3.74‬‬ ‫ﺍﻷﻭﻟﻰ‬
‫‪*‚0001‬‬ ‫‪75.64‬‬ ‫‪1.12‬‬ ‫‪3.20‬‬ ‫‪1.26‬‬ ‫‪3.64‬‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬
‫‪*‚0001‬‬ ‫‪28.51‬‬ ‫‪1.14‬‬ ‫‪3.37‬‬ ‫‪1.16‬‬ ‫‪3.72‬‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬
‫‪0.82‬‬ ‫‪0.05‬‬ ‫‪1.10‬‬ ‫‪3.20‬‬ ‫‪1.26‬‬ ‫‪3.19‬‬ ‫ﺍﻟﺭﺍﺒﻌﺔ‬
‫‪‚0027‬‬ ‫‪9.02‬‬ ‫‪1.12‬‬ ‫‪2.06‬‬ ‫‪1.16‬‬ ‫‪2.27‬‬ ‫ﺍﻟﺨﺎﻤﺴﺔ‬
‫‪*‚0001‬‬ ‫‪228.50‬‬ ‫‪1.38‬‬ ‫‪2.70‬‬ ‫‪1.38‬‬ ‫‪3.82‬‬ ‫ﺍﻟﺴﺎﺩﺴﺔ‬
‫‪0.102‬‬ ‫‪2.67‬‬ ‫‪1.49‬‬ ‫‪3.90‬‬ ‫‪1.16‬‬ ‫‪3.77‬‬ ‫ﺍﻟﺴﺎﺒﻌﺔ‬
‫‪*‚0001‬‬ ‫‪278.44‬‬ ‫‪1.14‬‬ ‫‪1.91‬‬ ‫‪1.18‬‬ ‫‪2.99‬‬ ‫ﺍﻟﺜﺎﻤﻨﺔ‬
‫‪*‚0001‬‬ ‫‪190.69‬‬ ‫‪0.90‬‬ ‫‪1.39‬‬ ‫‪1.15‬‬ ‫‪1.91‬‬ ‫ﺍﻟﺘﺎﺴﻌﺔ‬
‫‪-43-‬‬
‫ﺃﻨﺜﻰ‬ ‫ﺫﻜﺭ‬
‫ﻗﻴﻤﺔ "ﻑ" ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬
‫‪*‚0001‬‬ ‫‪74.47‬‬ ‫‪1.49‬‬ ‫‪2.60‬‬ ‫‪1.49‬‬ ‫‪3.09‬‬ ‫ﺍﻟﻌﺎﺸﺭﺓ‬
‫‪0.43‬‬ ‫‪114.25‬‬ ‫‪1.22‬‬ ‫‪4.40‬‬ ‫‪1.46‬‬ ‫‪3.75‬‬ ‫ﺍﻟﺤﺎﺩﻴﺔ ﻋﺸﺭﺓ‬
‫‪0.0402‬‬ ‫‪0.61‬‬ ‫‪1.09‬‬ ‫‪4.00‬‬ ‫‪1.04‬‬ ‫‪4.05‬‬ ‫ﺍﻟﺜﺎﻨﻴﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪291.15‬‬ ‫‪1.43‬‬ ‫‪3.03‬‬ ‫‪1.15‬‬ ‫‪4.29‬‬ ‫ﺍﻟﺜﺎﻟﺜﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪26.83‬‬ ‫‪1.25‬‬ ‫‪2.34‬‬ ‫‪1.39‬‬ ‫‪2.73‬‬ ‫ﺍﻟﺭﺍﺒﻌﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪97.67‬‬ ‫‪1.09‬‬ ‫‪2.89‬‬ ‫‪1.28‬‬ ‫‪3.38‬‬ ‫ﺍﻟﺨﺎﻤﺴﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪141.91‬‬ ‫‪1.42‬‬ ‫‪2.64‬‬ ‫‪1.51‬‬ ‫‪3.49‬‬ ‫ﺍﻟﺴﺎﺩﺴﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪69.92‬‬ ‫‪1.47‬‬ ‫‪2.75‬‬ ‫‪1.51‬‬ ‫‪3.43‬‬ ‫ﺍﻟﺴﺎﺒﻌﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪148.86‬‬ ‫‪1.44‬‬ ‫‪2.10‬‬ ‫‪1.69‬‬ ‫‪2.93‬‬ ‫ﺍﻟﺜﺎﻤﻨﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪439.57‬‬ ‫‪1.20‬‬ ‫‪1.69‬‬ ‫‪1.61‬‬ ‫‪2.70‬‬ ‫ﺍﻟﺘﺎﺴﻌﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪66.86‬‬ ‫‪1.42‬‬ ‫‪2.52‬‬ ‫‪1.44‬‬ ‫‪3.12‬‬ ‫ﺍﻟﻌﺸﺭﻭﻥ‬
‫‪*‚0001‬‬ ‫‪19.33‬‬ ‫‪10.76‬‬ ‫‪56.18‬‬ ‫‪12.61‬‬ ‫‪66.81‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﺘﺠﻨﺏ ﺍﻟﺩﺨﻭل ﻓﻲ ﺃﻱ ﻋﺭﺍﻙ ﺩﺍﺨل ﺍﻟﺤﺭﻡ ﺍﻟﺠﺎﻤﻌﻲ‬ ‫ﺍﺴﺘﺨﺭﺠﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬
‫)‪ ،(3,75 ،4,40‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺠﻨﺱ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﺃﺠﺭﻱ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ‬
‫ﻭﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪ ،‬ﺒﻤﻌﻨﻰ ﺃﻥ ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ ﻤﺸﺎﺭﻜﺔ ﻓﻲ‬ ‫ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪ ،‬ﻭﺘﺸﻴﺭ ﻨﺘﺎﺌﺞ‬
‫ﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻟﻌﻨﻴﻔﺔ ﻤﻥ ﺍﻹﻨﺎﺙ‪ ،‬ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺃﻥ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ‬ ‫ﺍﻟﺠﺩﻭل )‪ (9‬ﺇﻟﻰ ﻭﺠﻭﺩ ﺍﺨﺘﻼﻓﺎﺕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﻤﺸﺎﺭﻜﺔ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺠﻤﻴﻌﻬﺎ ﺒﻠﻐﺕ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺘﻡ‬ ‫ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ‪ ،‬ﺤﻴﺙ ﺴﺠل ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻜﻭﺭ ﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺇﺠﺭﺍﺀ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‪ ،‬ﻭﻗﺩ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ‬ ‫ﺃﻜﺒﺭ ﻤﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﻁﻠﺒﺔ ﺍﻹﻨﺎﺙ‪ ،‬ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺍﻟﻤﺸﺎﺭﻜﺔ‬
‫ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪‚05 ≥α‬‬ ‫ﻓﻲ ﺍﻟﻌﻨﻑ ﻟﺤﻤﺎﻴﺔ ﺤﻘﻭﻗﻬﻡ )‪ ،(2,70 ،3,82‬ﺃﻭ ﺍﻟﺭﺩ ﻋﻠﻰ‬
‫ﺘﻌﺯﻯ ﺇﻟﻰ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺠﻨﺱ ﻤﻊ ﺍﻟﻌﻨﻑ‪ ،‬ﺤﻴﺙ‬ ‫ﺘﻌﺭﻀﻬﻡ ﻟﻠﻀﺭﺏ )‪ ،(3,3 ،4,29‬ﺃﻭ ﺘﻌﺭﺽ ﺃﺤﺩ‬
‫ﺒﻠﻐﺕ ﻗﻴﻤﺔ "ﻑ" ﻟﻠﺩﺭﺠﺎﺕ ﺍﻟﻜﻠﻴﺔ )‪ (19,33‬ﻭﻫﺫﻩ ﺍﻟﻘﻴﻤﺔ ﺩﺍﻟﺔ‬ ‫ﺃﺼﺩﻗﺎﺌﻬﻡ ﻟﻠﺘﻌﻠﻴﻕ ) ‪ ،( 1,91 ،2,99‬ﺃﻭ ﻤﺴﺎﻋﺩﺓ ﺃﺤﺩ‬
‫ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ﻤﻊ ‪ ‚0001 ≥α‬ﻤﻤﺎ ﻴﺅﻜﺩ ﺃﻥ‬ ‫ﺍﻷﻗﺎﺭﺏ )‪ (2,75 ،3,43‬ﺒﺎﻟﺘﺭﺘﻴﺏ ﻓﻲ ﺤﻴﻥ ﺴﺠﻠﺕ ﺍﻹﻨﺎﺙ‬
‫ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ ﻋﻨﻔﺎ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻹﻨﺎﺙ‪.‬‬ ‫ﻤﺘﻭﺴﻁﺎﺕ ﺃﻜﺒﺭ ﻤﻥ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺘﻲ ﺴﺠﻠﻬﺎ ﺍﻟﺫﻜﻭﺭ ﻓﻲ‬
‫ﻟﻤﺘﻐﻴﺭ ﺍﻟﺩﺨل‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ‬ ‫‪-600‬ﻓﻡ ﻓﻭﻕ‬ ‫‪ -400‬ﺃﻗل ﻤﻥ‪600‬‬ ‫‪ -200‬ﺃﻗل ﻤﻥ‪400‬‬ ‫‪ -100‬ﺃﻗل ﻤﻥ‪200‬‬
‫ﺍﻟﻔﻘﺭﺓ‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫"ﻑ"‬
‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬
‫‪*‚0001‬‬ ‫‪37.06‬‬ ‫‪1.04‬‬ ‫‪3.30‬‬ ‫‪1.02‬‬ ‫‪3.56‬‬ ‫‪1.08‬‬ ‫‪3.86‬‬ ‫‪1.12‬‬ ‫‪3.95‬‬ ‫ﺍﻷﻭﻟﻰ‬
‫‪*‚0001‬‬ ‫‪97.04‬‬ ‫‪1.2‬‬ ‫‪3.11‬‬ ‫‪1.22‬‬ ‫‪3.18‬‬ ‫‪1.18‬‬ ‫‪3.75‬‬ ‫‪1.16‬‬ ‫‪3.07‬‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬
‫‪*‚0001‬‬ ‫‪7.35‬‬ ‫‪1.11‬‬ ‫‪3.53‬‬ ‫‪1.13‬‬ ‫‪3.46‬‬ ‫‪0.21‬‬ ‫‪3.49‬‬ ‫‪1.19‬‬ ‫‪3.96‬‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬
‫‪*.0020‬‬ ‫‪4.97‬‬ ‫‪1.16‬‬ ‫‪3.33‬‬ ‫‪1.23‬‬ ‫‪3.25‬‬ ‫‪1.24‬‬ ‫‪3.04‬‬ ‫‪1.07‬‬ ‫‪3.05‬‬ ‫ﺍﻟﺭﺍﺒﻌﺔ‬
‫‪-44-‬‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ‬ ‫‪-600‬ﻓﻡ ﻓﻭﻕ‬ ‫‪ -400‬ﺃﻗل ﻤﻥ‪600‬‬ ‫‪ -200‬ﺃﻗل ﻤﻥ‪400‬‬ ‫‪ -100‬ﺃﻗل ﻤﻥ‪200‬‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫"ﻑ"‬
‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬
‫‪*‚001‬‬ ‫‪5.23‬‬ ‫‪1.06‬‬ ‫‪2.11‬‬ ‫‪1.24‬‬ ‫‪2.15‬‬ ‫‪1.01‬‬ ‫‪2.03‬‬ ‫‪1.20‬‬ ‫‪2.54‬‬ ‫ﺍﻟﺨﺎﻤﺴﺔ‬
‫‪.0021‬‬ ‫‪4.93‬‬ ‫‪1.51‬‬ ‫‪3.21‬‬ ‫‪1.37‬‬ ‫‪3.23‬‬ ‫‪1.51‬‬ ‫‪3.33‬‬ ‫‪1.51‬‬ ‫‪3.66‬‬ ‫ﺍﻟﺴﺎﺩﺴﺔ‬
‫‪*‚0001‬‬ ‫‪9.92‬‬ ‫‪1.29‬‬ ‫‪4.00‬‬ ‫‪1.36‬‬ ‫‪3.77‬‬ ‫‪1.30‬‬ ‫‪3.86‬‬ ‫‪1.33‬‬ ‫‪3.32‬‬ ‫ﺍﻟﺴﺎﺒﻌﺔ‬
‫‪‚0007‬‬ ‫‪5.71‬‬ ‫‪1.26‬‬ ‫‪2.40‬‬ ‫‪1.27‬‬ ‫‪2.36‬‬ ‫‪1.26‬‬ ‫‪2.56‬‬ ‫‪1.37‬‬ ‫‪2.78‬‬ ‫ﺍﻟﺜﺎﻤﻨﺔ‬
‫‪*‚0001‬‬ ‫‪103.21‬‬ ‫‪0.90‬‬ ‫‪1.40‬‬ ‫‪0.94‬‬ ‫‪1.56‬‬ ‫‪1.04‬‬ ‫‪1.77‬‬ ‫‪1.42‬‬ ‫‪2.44‬‬ ‫ﺍﻟﺘﺎﺴﻌﺔ‬
‫‪*‚0001‬‬ ‫‪40.05‬‬ ‫‪1.32‬‬ ‫‪2.55‬‬ ‫‪1.50‬‬ ‫‪2.84‬‬ ‫‪1.55‬‬ ‫‪3.12‬‬ ‫‪1.60‬‬ ‫‪3.60‬‬ ‫ﺍﻟﻌﺎﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪50.66‬‬ ‫‪1.06‬‬ ‫‪4.46‬‬ ‫‪1.46‬‬ ‫‪4.05‬‬ ‫‪1.58‬‬ ‫‪3.71‬‬ ‫‪1.40‬‬ ‫‪3.53‬‬ ‫ﺍﻟﺤﺎﺩﻴﺔ ﻋﺸﺭﺓ‬
‫‪*‚0003‬‬ ‫‪6.35‬‬ ‫‪1.07‬‬ ‫‪4.01‬‬ ‫‪1.15‬‬ ‫‪4.07‬‬ ‫‪0.94‬‬ ‫‪4.16‬‬ ‫‪1.15‬‬ ‫‪3.68‬‬ ‫ﺍﻟﺜﺎﻨﻴﺔ ﻋﺸﺭﺓ‬
‫‪0.47‬‬ ‫‪0.84‬‬ ‫‪1.41‬‬ ‫‪3.71‬‬ ‫‪1.37‬‬ ‫‪3.59‬‬ ‫‪1.45‬‬ ‫‪3.74‬‬ ‫‪1.53‬‬ ‫‪3.80‬‬ ‫ﺍﻟﺜﺎﻟﺜﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪11.20‬‬ ‫‪1.19‬‬ ‫‪2.36‬‬ ‫‪1.31‬‬ ‫‪2.69‬‬ ‫‪1.38‬‬ ‫‪2.52‬‬ ‫‪1.63‬‬ ‫‪3.05‬‬ ‫ﺍﻟﺭﺍﺒﻌﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪58.33‬‬ ‫‪1.05‬‬ ‫‪2.81‬‬ ‫‪1.12‬‬ ‫‪3.10‬‬ ‫‪1.27‬‬ ‫‪3.40‬‬ ‫‪1.38‬‬ ‫‪3.72‬‬
‫ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪18.05‬‬ ‫‪1.44‬‬ ‫‪2.91‬‬ ‫‪1.51‬‬ ‫‪2.79‬‬ ‫‪1.55‬‬ ‫‪3.39‬‬ ‫‪1.64‬‬ ‫‪3.42‬‬
‫ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪7.64‬‬ ‫‪1.54‬‬ ‫‪2.92‬‬ ‫‪1.51‬‬ ‫‪3.06‬‬ ‫‪1.56‬‬ ‫‪3.29‬‬ ‫‪1.65‬‬ ‫‪3.44‬‬ ‫ﺍﻟﺴﺎﺒﻌﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪34.18‬‬ ‫‪1.48‬‬ ‫‪2.24‬‬ ‫‪1.52‬‬ ‫‪2.40‬‬ ‫‪1.71‬‬ ‫‪2.75‬‬ ‫‪1.78‬‬ ‫‪3.25‬‬ ‫ﺍﻟﺜﺎﻤﻨﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪63.18‬‬ ‫‪1.31‬‬ ‫‪1.79‬‬ ‫‪1.45‬‬ ‫‪2.00‬‬ ‫‪1.59‬‬ ‫‪2.44‬‬ ‫‪1.79‬‬ ‫‪3.92‬‬ ‫ﺍﻟﺘﺎﺴﻌﺔ ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪21.82‬‬ ‫‪1.44‬‬ ‫‪2.57‬‬ ‫‪1.40‬‬ ‫‪2.76‬‬ ‫‪1.42‬‬ ‫‪2.99‬‬ ‫‪1.48‬‬ ‫‪3.48‬‬ ‫ﺍﻟﻌﺸﺭﻭﻥ‬
‫‪*‚0001‬‬ ‫‪99.34‬‬ ‫‪11.16‬‬ ‫‪58.99‬‬ ‫‪10.71‬‬ ‫‪59.98‬‬ ‫‪13.01‬‬ ‫‪63.37‬‬ ‫‪16.47‬‬ ‫‪67.75‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﺒﻠﻐﺕ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺘﻡ ﺇﺠﺭﺍﺀ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﺍﺴﺘﺨﺭﺠﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬
‫ﺍﻷﺤﺎﺩﻱ‪ ،‬ﻭﻗﺩ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﺎ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ‬ ‫ﻭﺃﺠﺭﻱ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪ ،05 ≥α‬ﻭﺘﻌﺯﻯ ﺇﻟﻰ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﻟﻁﻼﺒﻲ ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺩﺨل‪ ،‬ﻭﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺒﻴﻨﺔ ﻓﻲ ﺍﻟﺠﺩﻭل‬
‫ﺩﺨل ﺍﻟﻁﻠﺒﺔ ﻤﻊ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ "ﻑ"‬ ‫)‪ (10‬ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ ﺍﺨﺘﻼﻓﹰﺎ ﻓﻲ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻟﻤﺸﺎﺭﻜﺔ‬
‫ﻟﻠﺩﺭﺠﺎﺕ ﺍﻟﻜﻠﻴﺔ )‪ ،(99,34‬ﻭﻫﺫﻩ ﺍﻟﻘﻴﻤﺔ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ‬ ‫ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺩﺨل‪ ،‬ﺤﻴﺙ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪ ‚0001 ≥α‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﻁﻠﺒﺔ ﺍﻟﺩﺨل‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﺩﺭﺠﺎﺕ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻟﻁﻠﺒﺔ‬
‫ﺍﻟﻤﻨﺨﻔﺽ ﺃﻜﺜﺭ ﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺩﺨل‬ ‫ﺫﻭﻱ ﺍﻟﺩﺨل ﺍﻟﻤﺘﺩﻨﻲ)‪ ،(67,75‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﺩﺨل‬
‫ﺍﻟﻤﺘﻭﺴﻁ ﻭﺍﻟﻤﺭﺘﻔﻊ‪ ،‬ﻭﻟﺒﻴﺎﻥ ﺍﺘﺠﺎﻩ ﺍﻟﻔﺭﻭﻕ ﺍﻟﺩﺍﻟﺔ ﻤﻥ ﺤﻴﺙ ﺍﻟﺩﺨل‬ ‫ﺍﻟﻤﺘﻭﺴﻁ )‪ 63,37‬ﻭ ‪ ،( 59,98‬ﻭﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﺩﺨل ﺍﻟﻤﺭﺘﻔﻊ‬
‫ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺸﺎﻓﻴﻪ ﻟﻠﻤﻘﺎﺭﻨﺎﺕ‪.‬‬ ‫)‪ ،(58,99‬ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺃﻥ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺠﻤﻴﻌﻬﺎ‬
‫ﺍﻟﺠﺩﻭل)‪ :(11‬ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺸﺎﻓﻴﻪ ﻟﻠﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﺒﻌﺩﻴﺔ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﻭﻓﻘ ﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺩﺨل‬
‫‪-200‬ﺃﻗل ﻤﻥ ‪-400 400‬ﺃﻗل ﻤﻥ ‪ 600 600‬ﻓﻤﺎ ﻓﻭﻕ‬ ‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﺨل‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫‪*‚64‬‬ ‫‪*‚38‬‬ ‫‪‚008‬‬ ‫‪ -100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪*‚55‬‬ ‫‪*‚29‬‬ ‫‪-‬‬ ‫‪ -200‬ﺃﻗل ﻤﻥ ‪400‬‬ ‫ﺍﻷﻭﻟﻰ‬
‫‪*‚26‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫‪-45-‬‬

‫‪*‚95‬‬ ‫‪*‚88‬‬ ‫‪*‚31‬‬ ‫‪-100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪*‚63‬‬ ‫‪*‚56‬‬ ‫‪-‬‬ ‫‪-200‬ﺃﻗل ﻤﻥ ‪400‬‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬
‫‪‚07‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫‪*‚43‬‬ ‫‪*‚50‬‬ ‫‪*‚47‬‬ ‫‪-100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪‚03‬‬ ‫‪‚03‬‬ ‫‪-‬‬ ‫‪-200‬ﺃﻗل ﻤﻥ ‪400‬‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬
‫‪‚07‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫‪*‚43‬‬ ‫‪*‚38‬‬ ‫‪*‚40‬‬ ‫‪-100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪‚02‬‬ ‫‪‚02‬‬ ‫‪-‬‬ ‫‪-200‬ﺃﻗل ﻤﻥ ‪400‬‬ ‫ﺍﻟﺨﺎﻤﺴﺔ‬
‫‪‚04‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫‪*‚67‬‬ ‫‪*‚44‬‬ ‫‪*‚53‬‬ ‫‪-100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪‚14‬‬ ‫‪‚08‬‬ ‫‪-‬‬ ‫‪-200‬ﺃﻗل ﻤﻥ ‪400‬‬ ‫ﺍﻟﺴﺎﺒﻌﺔ‬
‫‪‚22‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫‪*1‚04‬‬ ‫‪*‚87‬‬ ‫‪*‚66‬‬ ‫‪-100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪*‚37‬‬ ‫‪*‚21‬‬ ‫‪-‬‬ ‫‪-200‬ﺃﻗل ﻤﻥ ‪400‬‬ ‫ﺍﻟﺜﺎﻤﻨﺔ‬
‫‪*‚16‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫‪*1‚05‬‬ ‫‪*‚76‬‬ ‫‪*‚48‬‬ ‫‪-100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪‚57‬‬ ‫‪*‚27‬‬ ‫‪-‬‬ ‫‪-200‬ﺃﻗل ﻤﻥ ‪400‬‬ ‫ﺍﻟﺘﺎﺴﻌﺔ‬
‫‪*29‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫‪*‚92‬‬ ‫‪*‚51‬‬ ‫‪‚17‬‬ ‫‪-100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪*‚75‬‬ ‫‪*‚34‬‬ ‫‪-‬‬ ‫‪-200‬ﺃﻗل ﻤﻥ ‪400‬‬ ‫ﺍﻟﻌﺎﺸﺭﺓ‬
‫‪*‚41‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫‪*‚68‬‬ ‫‪‚36‬‬ ‫‪*‚52‬‬ ‫‪-100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪‚16‬‬ ‫‪‚16‬‬ ‫‪-‬‬ ‫‪-200‬ﺃﻗل ﻤﻥ ‪400‬‬ ‫ﺍﻟﺤﺎﺩﻴﺔ ﻋﺸﺭﺓ‬
‫‪*‚32‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫‪*‚90‬‬ ‫‪*‚61‬‬ ‫‪*‚31‬‬ ‫‪-100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪*‚58‬‬ ‫‪*‚30‬‬ ‫‪-‬‬ ‫ﺍﻟﺨﺎﻤﺴﺔ ﻋﺸﺭﺓ ‪-200‬ﺃﻗل ﻤﻥ ‪400‬‬
‫‪*‚28‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫‪*‚51‬‬ ‫‪*‚62‬‬ ‫‪‚02‬‬ ‫‪-100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪*‚48‬‬ ‫‪*‚59‬‬ ‫‪-‬‬ ‫‪-200‬ﺃﻗل ﻤﻥ ‪400‬‬ ‫ﺍﻟﺴﺎﺩﺴﺔ ﻋﺸﺭﺓ‬
‫‪‚11‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫‪*‚51‬‬ ‫‪‚37‬‬ ‫‪‚14‬‬ ‫‪-100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪*‚37‬‬ ‫‪‚22‬‬ ‫‪-‬‬ ‫‪-200‬ﺃﻗل ﻤﻥ ‪400‬‬ ‫ﺍﻟﺴﺎﺒﻌﺔ ﻋﺸﺭﺓ‬
‫‪‚14‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫‪-46-‬‬

‫‪*1‚01‬‬ ‫‪*‚84‬‬ ‫‪*‚49‬‬ ‫‪-100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪*‚51‬‬ ‫‪*‚34‬‬ ‫‪-‬‬ ‫‪-200‬ﺃﻗل ﻤﻥ ‪400‬‬ ‫ﺍﻟﺜﺎﻤﻨﺔ ﻋﺸﺭﺓ‬
‫‪*‚16‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫‪*‚94‬‬ ‫‪*‚92‬‬ ‫‪*‚47‬‬ ‫‪-100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪*‚47‬‬ ‫‪*‚44‬‬ ‫‪-‬‬ ‫‪-200‬ﺃﻗل ﻤﻥ ‪400‬‬ ‫ﺍﻟﺘﺎﺴﻌﺔ ﻋﺸﺭﺓ‬
‫‪‚02‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫‪*‚91‬‬ ‫‪*‚72‬‬ ‫‪*‚49‬‬ ‫‪-100‬ﺃﻗل ﻤﻥ ‪200‬‬
‫‪*‚41‬‬ ‫‪‚22‬‬ ‫‪-‬‬ ‫‪-200‬ﺃﻗل ﻤﻥ ‪400‬‬ ‫ﺍﻟﻌﺸﺭﻭﻥ‬
‫‪‚18‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-400‬ﺃﻗل ﻤﻥ ‪600‬‬
‫ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﺩﺨل ﺍﻟﻤﻨﺨﻔﺽ ﻴﻤﻴﻠﻭﻥ ﺇﻟﻰ‬ ‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (11‬ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﺎ ﻓﻲ ﺍﻟﻤﺸﺎﺭﻜﺔ‬
‫ﺴﺭﻋﺔ ﺍﻟﻐﻀﺏ ﺇﺫﺍ ﺍﺴﺘﻔﺯﻫﻡ ﺃﺤﺩ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻋﺘﻘﺎﺩﻫﻡ ﺒﺄﻨﻪ‬ ‫ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﺩﺨل ﺍﻟﻤﻨﺨﻔﺽ ﻤﻥ‬
‫ﻻ ﺒﺩ ﻤﻥ ﺍﻟﻌﻨﻑ ﻟﺤﻤﺎﻴﺔ ﺤﻘﻭﻗﻬﻡ ﻭﺃﺼﺩﻗﺎﺌﻬﻡ ﻭﺃﻗﺭﺒﺎﺌﻬﻡ ﺇﺫﺍ‬ ‫ﺠﻬﺔ ﻭﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﺩﺨل ﺍﻟﻤﺘﻭﺴﻁ ﻭﺍﻟﻤﺭﺘﻔﻊ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ‪،‬‬
‫ﺘﻌﺭﻀﻭﺍ ﺇﻟﻰ ﺃﻴﺔ ﻤﺸﻜﻠﺔ ﺩﺍﺨل ﺍﻟﺤﺭﻡ ﺍﻟﺠﺎﻤﻌﻲ‪.‬‬ ‫ﺤﻴﺙ ﻴﺘﺒﻴﻥ ﺃﻥ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﺩﺨل ﺍﻟﻤﻨﺨﻔﺽ ﺃﻜﺜﺭ ﻤﺸﺎﺭﻜﺔ‬
‫ﻓﻲ ﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻟﻌﻨﻴﻔﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﺩﺨل ﺍﻟﻤﺭﺘﻔﻊ؛ ﺇﺫ‬
‫ﻟﻤﺘﻐﻴﺭ ﻤﻜﺎﻥ ﺍﻟﺴﻜﻥ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ‬ ‫ﻤﺨﻴﻡ‬ ‫ﺒﺎﺩﻴﺔ‬ ‫ﻗﺭﻴﺔ‬ ‫ﻤﺩﻴﻨﺔ‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫" ﻑ"‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬
‫‪*‚0001 79.75‬‬ ‫‪0.94‬‬ ‫‪4.40‬‬ ‫‪0.94‬‬ ‫‪4.37‬‬ ‫‪1.04‬‬ ‫‪4.07‬‬ ‫‪1.03‬‬ ‫‪3.36‬‬ ‫ﺍﻷﻭﻟﻰ‬
‫‪*‚0001 108.16‬‬ ‫‪1.01‬‬ ‫‪4.35‬‬ ‫‪0.91‬‬ ‫‪4.40‬‬ ‫‪1.19‬‬ ‫‪3.97‬‬ ‫‪1.14‬‬ ‫‪3.16‬‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬
‫‪*‚0001 29.83‬‬ ‫‪1.04‬‬ ‫‪4.35‬‬ ‫‪0.98‬‬ ‫‪4.29‬‬ ‫‪1.02‬‬ ‫‪3.67‬‬ ‫‪1.16‬‬ ‫‪3.40‬‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬
‫‪*‚0001 22.20‬‬ ‫‪1.45‬‬ ‫‪2.40‬‬ ‫‪1.12‬‬ ‫‪2.58‬‬ ‫‪1.24‬‬ ‫‪3.13‬‬ ‫‪1.12‬‬ ‫‪3.33‬‬ ‫ﺍﻟﺭﺍﺒﻌﺔ‬
‫‪*‚0001 5.38‬‬ ‫‪0.83‬‬ ‫‪2.16‬‬ ‫‪1.19‬‬ ‫‪2.65‬‬ ‫‪1.13‬‬ ‫‪2.23‬‬ ‫‪1.16‬‬ ‫‪2.12‬‬ ‫ﺍﻟﺨﺎﻤﺴﺔ‬
‫‪*‚0001 49.46‬‬ ‫‪1.34‬‬ ‫‪4.16‬‬ ‫‪1.08‬‬ ‫‪4.38‬‬ ‫‪1.42‬‬ ‫‪3.71‬‬ ‫‪1.46‬‬ ‫‪3.05‬‬ ‫ﺍﻟﺴﺎﺩﺴﺔ‬
‫‪*‚0001 22.55‬‬ ‫‪0.98‬‬ ‫‪3.23‬‬ ‫‪1.07‬‬ ‫‪3.08‬‬ ‫‪1.23‬‬ ‫‪3.53‬‬ ‫‪1.34‬‬ ‫‪4.02‬‬ ‫ﺍﻟﺴﺎﺒﻌﺔ‬
‫‪*‚0001 31.09‬‬ ‫‪1.03‬‬ ‫‪3.11‬‬ ‫‪1.23‬‬ ‫‪3.13‬‬ ‫‪1.23‬‬ ‫‪2.85‬‬ ‫‪1.26‬‬ ‫‪2.30‬‬ ‫ﺍﻟﺜﺎﻤﻨﺔ‬
‫‪*‚0001 204.41‬‬ ‫‪1.19‬‬ ‫‪2.57‬‬ ‫‪1.24‬‬ ‫‪2.78‬‬ ‫‪1.09‬‬ ‫‪2.09‬‬ ‫‪0.89‬‬ ‫‪1.40‬‬ ‫ﺍﻟﺘﺎﺴﻌﺔ‬
‫‪*‚0001 107.43‬‬ ‫‪1.37‬‬ ‫‪4.11‬‬ ‫‪1.30‬‬ ‫‪4.16‬‬ ‫‪1.51‬‬ ‫‪3.51‬‬ ‫‪1.37‬‬ ‫‪2.56‬‬ ‫ﺍﻟﻌﺎﺸﺭﺓ‬
‫ﺍﻟﺤﺎﺩﻴﺔ‬
‫‪*‚0001 135.30‬‬ ‫‪1.56‬‬ ‫‪2.42‬‬ ‫‪1.34‬‬ ‫‪3.08‬‬ ‫‪1.51‬‬ ‫‪3.44‬‬ ‫‪1.17‬‬ ‫‪4.40‬‬
‫ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪2.78‬‬ ‫‪0.85‬‬ ‫‪4.28‬‬ ‫‪1.13‬‬ ‫‪3.78‬‬ ‫‪1.06‬‬ ‫‪4.09‬‬ ‫‪1.07‬‬ ‫‪4.02‬‬
‫ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪23.41‬‬ ‫‪1.17‬‬ ‫‪4.40‬‬ ‫‪1.26‬‬ ‫‪4.29‬‬ ‫‪1.33‬‬ ‫‪4.07‬‬ ‫‪1.44‬‬ ‫‪3.52‬‬
‫ﻋﺸﺭﺓ‬
‫‪-47-‬‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ‬ ‫ﻤﺨﻴﻡ‬ ‫ﺒﺎﺩﻴﺔ‬ ‫ﻗﺭﻴﺔ‬ ‫ﻤﺩﻴﻨﺔ‬

‫ﺍﻟﺩﻻﻟﺔ‬ ‫" ﻑ"‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬
‫‪*‚0001‬‬ ‫‪15.43‬‬ ‫‪1.64‬‬ ‫‪2.25‬‬ ‫‪1.59‬‬ ‫‪3.24‬‬ ‫‪1.50‬‬ ‫‪2.91‬‬ ‫‪3 .23‬‬ ‫‪2.44‬‬
‫ﻋﺸﺭﺓ‬
‫‪*‚0001 138.54‬‬ ‫‪1.07‬‬ ‫‪4.30‬‬ ‫‪1.40‬‬ ‫‪3.96‬‬ ‫‪1.23‬‬ ‫‪3.80‬‬ ‫‪1.06‬‬ ‫‪2.85‬‬
‫ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪77.02‬‬ ‫‪1.44‬‬ ‫‪4.03‬‬ ‫‪1.20‬‬ ‫‪4.22‬‬ ‫‪1.51‬‬ ‫‪3.81‬‬ ‫‪1.44‬‬ ‫‪2.77‬‬
‫ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪51.06‬‬ ‫‪1.34‬‬ ‫‪4.23‬‬ ‫‪1.44‬‬ ‫‪4.00‬‬ ‫‪1.51‬‬ ‫‪3.76‬‬ ‫‪1.49‬‬ ‫‪2.81‬‬
‫ﻋﺸﺭﺓ‬
‫‪*‚0001 120.79‬‬ ‫‪1.70‬‬ ‫‪3.89‬‬ ‫‪1.69‬‬ ‫‪3.73‬‬ ‫‪1.66‬‬ ‫‪3.36‬‬ ‫‪1.43‬‬ ‫‪2.16‬‬
‫ﻋﺸﺭﺓ‬
‫‪*‚0001 294.97‬‬ ‫‪1.69‬‬ ‫‪3.79‬‬ ‫‪1.58‬‬ ‫‪3.72‬‬ ‫‪1.57‬‬ ‫‪2.96‬‬ ‫‪1.42‬‬ ‫‪1.81‬‬
‫ﻋﺸﺭﺓ‬
‫‪*‚0001‬‬ ‫‪44.50‬‬ ‫‪1.26‬‬ ‫‪3.66‬‬ ‫‪1.34‬‬ ‫‪3.82‬‬ ‫‪1.35‬‬ ‫‪3.26‬‬ ‫‪1.43‬‬ ‫‪2.59‬‬ ‫ﺍﻟﻌﺸﺭﻭﻥ‬
‫ﺍﻟﺩﺭﺠﺔ‬
‫‪*‚0001 363.80‬‬ ‫‪12.43‬‬ ‫‪72.22‬‬ ‫‪14.44‬‬ ‫‪73.72‬‬ ‫‪13.72‬‬ ‫‪68.31‬‬ ‫‪10.56‬‬ ‫‪58.17‬‬
‫ﺍﻟﻜﻠﻴﺔ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ‪ ،‬ﺘﻡ ﺇﺠﺭﺍﺀ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‪ ،‬ﻭﻗﺩ ﺃﻅﻬﺭﺕ‬ ‫ﺍﺴﺘﺨﺭﺠﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﺎ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪≥α‬‬ ‫ﻭﺃﺠﺭﻱ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ‬
‫‪ ‚05‬ﻭﺘﻌﺯﻯ ﺇﻟﻰ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺴﻜﻥ ﺍﻟﻁﻠﺒﺔ ﻤﻊ‬ ‫ﺍﻟﻁﻼﺒﻲ ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ ﻤﻜﺎﻥ ﺍﻟﺴﻜﻥ‪ ،‬ﻭﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺒﻴﻨﺔ ﻓﻲ‬
‫ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ "ﻑ" ﻟﻠﺩﺭﺠﺎﺕ ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺠﺩﻭل )‪ (12‬ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ ﺍﺨﺘﻼﻓﹰﺎ ﻓﻲ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ‬
‫)‪ (363,80‬ﻭﻫﺫﻩ ﺍﻟﻘﻴﻤﺔ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪≥α‬‬ ‫ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﻭﻓﻘﺎ ﻟﻤﺘﻐﻴﺭ ﻤﻜﺎﻥ ﺍﻟﺴﻜﻥ‪ ،‬ﺤﻴﺙ‬
‫‪ ‚0001‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻴﺴﻜﻨﻭﻥ ﺍﻟﻘﺭﻯ ﻭﺍﻟﺒﺎﺩﻴﺔ‬ ‫ﺴﺠل ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻴﺴﻜﻨﻭﻥ ﺍﻟﻘﺭﻱ ﻭﺍﻟﺒﺎﺩﻴﺔ ﻭﺍﻟﻤﺨﻴﻤﺎﺕ‬
‫ﻭﺍﻟﻤﺨﻴﻤﺎﺕ ﺃﻜﺜﺭ ﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ ﺃﻜﺒﺭ ﻤﻥ ﺴﻜﺎﻥ ﺍﻟﻤﺩﻥ ﺤﻴﺙ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﻴﺴﻜﻨﻭﻥ ﺍﻟﻤﺩﻥ‪ ،‬ﻭﻟﺒﻴﺎﻥ ﺍﺘﺠﺎﻩ ﺍﻟﻔﺭﻭﻕ ﺍﻟﺩﺍﻟﺔ ﻤﻥ ﺤﻴﺙ ﻤﻜﺎﻥ‬ ‫ﻟﺩﺭﺠﺎﺕ ﺍﻟﻜﻠﻴﺔ ﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻭﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ‬
‫ﺍﻟﺴﻜﻥ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺸﺎﻓﻴﻪ ﻟﻠﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﺒﻌﺩﻴﺔ‪.‬‬ ‫)‪ ،(58,17 ،72,22 ،73,72 ،68,31‬ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺃﻥ ﻫﺫﻩ‬
‫ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺠﻤﻴﻌﻬﺎ ﺒﻠﻐﺕ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬
‫ﺍﻟﺠﺩﻭل )‪ :(13‬ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺸﺎﻓﻴﻪ ﻟﻠﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﺒﻌﺩﻴﺔ ﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﻭﻓﻘ ﹰﺎ ﻟﻤﺘﻐﻴﺭ ﻤﻜﺎﻥ ﺍﻟﺴﻜﻥ‬
‫ﻤﺨﻴﻡ‬ ‫ﺒﺎﺩﻴﺔ‬ ‫ﻗﺭﻴﺔ‬ ‫ﻤﻜﺎﻥ ﺍﻟﺴﻜﻥ‬ ‫ﺍﻟﻔﻘﺭﺓ‬
‫‪*1‚04‬‬ ‫‪*1‚01‬‬ ‫‪*‚70‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪‚33‬‬ ‫‪‚30‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬ ‫ﺍﻷﻭﻟﻰ‬
‫‪‚03‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪-48-‬‬

‫‪*1‚18‬‬ ‫‪*1‚23‬‬ ‫‪*‚80‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪*‚38‬‬ ‫‪*‚42‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬
‫‪‚04‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*‚95‬‬ ‫‪*‚89‬‬ ‫‪*‚27‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪*‚67‬‬ ‫‪*‚61‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬
‫‪‚06‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*‚93‬‬ ‫‪*‚75‬‬ ‫‪‚20‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪*‚72‬‬ ‫‪*‚55‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬ ‫ﺍﻟﺭﺍﺒﻌﺔ‬
‫‪‚17‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪‚04‬‬ ‫‪*‚53‬‬ ‫‪‚11‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪‚06‬‬ ‫‪‚41‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬ ‫ﺍﻟﺨﺎﻤﺴﺔ‬
‫‪‚48‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*1‚11‬‬ ‫‪*1‚33‬‬ ‫‪*‚66‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪‚45‬‬ ‫‪*‚66‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬ ‫ﺍﻟﺴﺎﺩﺴﺔ‬
‫‪‚21‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*‚78‬‬ ‫‪*‚94‬‬ ‫‪*‚48‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪‚30‬‬ ‫‪‚45‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬ ‫ﺍﻟﺴﺎﺒﻌﺔ‬
‫‪‚15‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*‚81‬‬ ‫‪*‚82‬‬ ‫‪*‚54‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪‚26‬‬ ‫‪‚27‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬ ‫ﺍﻟﺜﺎﻤﻨﺔ‬
‫‪‚01‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*1‚16‬‬ ‫‪*1‚37‬‬ ‫‪*‚68‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪*‚48‬‬ ‫‪*‚69‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬ ‫ﺍﻟﺘﺎﺴﻌﺔ‬
‫‪‚21‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*1‚55‬‬ ‫‪*1‚59‬‬ ‫‪*‚94‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪*‚60‬‬ ‫‪*‚64‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬ ‫ﺍﻟﻌﺎﺸﺭﺓ‬
‫‪‚04‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*1‚97‬‬ ‫‪*1‚32‬‬ ‫‪*‚95‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫ﺍﻟﺤﺎﺩﻴﺔ‬
‫‪*1‚02‬‬ ‫‪‚36‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬
‫ﻋﺸﺭﺓ‬
‫‪‚95‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*‚87‬‬ ‫‪*‚76‬‬ ‫‪*‚54‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪‚33‬‬ ‫‪‚22‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬
‫ﻋﺸﺭﺓ‬
‫‪‚11‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪-49-‬‬

‫‪‚18‬‬ ‫‪*‚79‬‬ ‫‪*‚47‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪*‚98‬‬ ‫‪‚32‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬
‫ﻋﺸﺭﺓ‬
‫‪‚19‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*1‚44‬‬ ‫‪*1‚10‬‬ ‫‪*‚94‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪*‚49‬‬ ‫‪‚15‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬
‫ﻋﺸﺭﺓ‬
‫‪‚34‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*1‚25‬‬ ‫‪*1‚45‬‬ ‫‪*1‚03‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪‚22‬‬ ‫‪‚41‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬
‫ﻋﺸﺭﺓ‬
‫‪‚19‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*1‚41‬‬ ‫‪*1‚18‬‬ ‫‪*‚94‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪‚47‬‬ ‫‪‚23‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬
‫ﻋﺸﺭﺓ‬
‫‪‚23‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*1‚73‬‬ ‫‪*1‚56‬‬ ‫‪*1‚19‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪*‚53‬‬ ‫‪‚36‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬
‫ﻋﺸﺭﺓ‬
‫‪‚16‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*1‚97‬‬ ‫‪*1‚90‬‬ ‫‪*1‚14‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪*‚83‬‬ ‫‪*‚75‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬
‫ﻋﺸﺭﺓ‬
‫‪‚07‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫‪*1‚06‬‬ ‫‪*1‚22‬‬ ‫‪*‚66‬‬ ‫ﻤﺩﻴﻨﺔ‬
‫‪‚39‬‬ ‫‪*‚56‬‬ ‫‪-‬‬ ‫ﻗﺭﻴﺔ‬ ‫ﺍﻟﻌﺸﺭﻭﻥ‬
‫‪‚16‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺒﺎﺩﻴﺔ‬
‫ﻭﺍﻟﻤﻌﺩل ﺍﻟﺘﺭﺍﻜﻤﻲ‪ ،‬ﻭﺍﻟﺨﻠﻔﻴﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ‪) ،‬ﺒﺩﻭﻱ‪ ،‬ﺭﻴﻔﻲ‪ ،‬ﺤﻀﺭﻱ(‬ ‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (13‬ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﺎ ﻓﻲ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ‬
‫ﻭﺍﻟﺠﻨﺱ‪ ،‬ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﻭﻗﺩ‬ ‫ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻴﺴﻜﻨﻭﻥ ﺍﻟﻘﺭﻯ ﻭﺍﻟﺒﺎﺩﻴﺔ‬
‫ﺘﺄﻟﻔﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ‪ 1000‬ﻁﺎﻟﺏ ﻤﻥ ﻤﺨﺘﻠﻑ ﺍﻟﻜﻠﻴﺎﺕ‬ ‫ﻭﺍﻟﻤﺨﻴﻤﺎﺕ ﻤﻥ ﺠﻬﺔ‪ ،‬ﻭﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﺴﻜﺎﻥ ﺍﻟﻤﺩﻥ ﻤﻥ ﺠﻬﺔ‬
‫ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‪ ،‬ﻭﺍﻟﺘﻁﺒﻴﻘﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪.‬‬ ‫ﺃﺨﺭﻯ‪ ،‬ﺤﻴﺙ ﻴﺘﺒﻴﻥ ﺃﻥ ﺍﻟﻁﻠﺒﺔ ﺴﻜﺎﻥ ﺍﻟﻘﺭﻯ ﻭﺍﻟﺒﺎﺩﻴﺔ ﻭﺍﻟﻤﺨﻴﻤﺎﺕ‬
‫ﻭﻗﺩ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻴﻤﻴﻠﻭﻥ ﺇﻟﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻌﻨﻑ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﺠﺩﺍ‪ ،‬ﻭﺘﺘﺴﻊ ﺩﺍﺌﺭﺓ‬
‫ﺍﻟﺩﺭﺍﺴﻲ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺫﺍﺕ‬ ‫ﺍﻟﻌﻨﻑ ﻋﻨﺩﻫﻡ ﻟﺘﺸﻤل ﺍﻟﺩﻓﺎﻉ ﻋﻥ ﺼﺩﻴﻕ ﺃﻭ ﺍﻟﺩﻓﺎﻉ ﻋﻥ ﺤﻘﻭﻕ‬
‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ‬ ‫ﺃﻭ ﺍﻟﺭﻓﺽ ﻤﻥ ﻗﺒل ﺍﻟﺠﻨﺱ ﺍﻵﺨﺭ‪ ،‬ﺃﻭ ﺇﺫﺍ ﻁﻠﺏ ﻤﻨﻬﻡ ﻤﺴﺎﻋﺩﺓ‬
‫ﺍﻟﻁﻼﺒﻲ‪ ،‬ﻤﻤﺎ ﻴﺩﻋﻭ ﺇﻟﻰ ﺍﻟﻘﻭل ﺇﻥ ﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﺃﻜﺜﺭ‬ ‫ﺃﺒﻨﺎﺀ ﺍﻟﻌﺸﻴﺭﺓ‪ ،‬ﻫﺫﺍ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻋﺘﻘﺎﺩﻫﻡ ﺒﺄﻥ ﺃﻨﻅﻤﺔ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺴﻨﺘﻴﻥ ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﻅﺎﻟﻤﺔ ﺘﺩﻓﻌﻬﻡ ﺇﻟﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻌﻨﻑ ﺩﺍﺨل ﺍﻟﺤﺭﻡ ﺍﻟﺠﺎﻤﻌﻲ‪.‬‬
‫ﻭﺍﻟﺭﺍﺒﻌﺔ‪ ،‬ﻭﻴﻌﺯﻯ ﺍﻷﻤﺭ ﺇﻟﻰ ﻜﺜﺭﺓ ﺍﻷﻋﺒﺎﺀ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺍﻟﻤﻠﻘﺎﺓ‬
‫ﻋﻠﻰ ﻋﺎﺘﻕ ﻁﻠﺒﺔ ﺍﻟﺴﻨﺘﻴﻥ ﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻟﺭﺍﺒﻌﺔ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺃﻥ‬ ‫ﺘﺤﻠﻴل ﺍﻟﻨﺘﺎﺌﺞ‬
‫ﻤﻌﻅﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﻲ ﺴﺠﻠﻭﻫﺎ ﻫﻲ ﻤﻭﺍﺩ ﺘﺨﺼﺹ‪ ،‬ﺒﻌﻜﺱ ﻁﻠﺒﺔ‬ ‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺇﻟﻰ ﺘﻌﺭ‪‬ﻑ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ‬
‫ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻓﺈﻥ ﺨﻴﺎﺭﺍﺕ ﺍﻟﻤﻭﺍﺩ ﺍﻟﻤﻁﺭﻭﺤﺔ ﻟﻬﻡ ﻗﻠﻴﻠﺔ‪ ،‬ﻤﻤﺎ‬ ‫ﺍﻟﻌﻨﻑ ﻭﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻤﺜل ﺍﻟﻤﺴﺘﻭﻱ ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﻭﺍﻟﺘﺨﺼﺹ‪،‬‬
‫‪-50-‬‬
‫ﺍﻟﻤﻔﻘﻭﺩ ﻷﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻻﻋﺘﻘﺎﺩﻫﻡ ﺒﺎﻥ ﺃﺴﺎﺘﺫﺓ ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻴﺠﻌل ﺍﻟﻁﺎﻟﺏ ﻤﺠﺒﺭﺍ ﻋﻠﻰ ﺘﺴﺠﻴل ﻤﻭﺍﺩ ﺘﺤﺩﺩﻫﺎ ﺩﺍﺌﺭﺓ ﺍﻟﻘﺒﻭل‬
‫ﻴﺸﺠﻌﻭﻥ ﻋﻠﻰ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﻩ ﺸﻴﻔﺭ ﻭﻤﻴﻠﻤﺎﻥ‬ ‫ﻭﺍﻟﺘﺴﺠﻴل ﺒﻐﺽ ﺍﻟﻨﻅﺭ ﻋﻥ ﻤﻭﻋﺩﻫﺎ‪ ،‬ﻤﻤﺎ ﻴﺘﺭﻙ ﻓﺭﺍﻏﺎ ﻁﻭﻴﻼ‬
‫‪ 2001‬ﺇﻟﻰ ﺃﻥ ﻁﺒﻴﻌﺔ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ‬ ‫ﺒﻴﻥ ﺴﺎﻋﺎﺕ ﺍﻟﻤﺤﺎﻀﺭﺍﺕ ﺘﺅﺩﻱ ﺇﻟﻰ ﺍﻟﺘﻘﺎﺀ ﺍﻟﻁﺎﻟﺏ ﺒﺎﻷﺼﺩﻗﺎﺀ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻁﺒﻴﻌﺔ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﻋﺩﺩ ﺍﻟﻁﻼﺏ ﺘﺴﻬﻡ ﺇﻟﻰ ﺤﺩ ﻜﺒﻴﺭ‬ ‫ﻭﻗﻀﺎﺀ ﻭﻗﺕ ﻤﻌﻬﻡ ﺩﻭﻥ ﻫﺩﻑ‪،‬ﻤﻤﺎ ﻴﺘﻴﺢ ﻟﻬﻡ ﺍﻟﻔﺭﺼﺔ‬
‫ﻓﻲ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ‪.‬‬ ‫ﺒﺎﻟﻤﺸﺎﺭﻜﺔ ﺒﺴﻠﻭﻜﻴﺎﺕ ﻤﺜل )ﺍﻟﺘﻌﻠﻴﻕ ﻋﻠﻰ ﺍﻟﻤﺎﺭﺓ‪ ،‬ﻭﺍﻻﺴﺘﻬﺯﺍﺀ‬
‫ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻴﻀًﺎ‪ ،‬ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ‬ ‫ﻭﺍﻟﻀﺤﻙ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ ﻭﻏﻴﺭﻩ(‪ .‬ﻭﻗﺩ ﺘﺅﺩﻱ ﻫﺫﻩ ﺍﻟﺘﺼﺭﻓﺎﺕ‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﻌﺩﻻﺕ ﺍﻟﻁﻠﺒﺔ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﺠﺎﻤﻌﻲ‪،‬‬ ‫"ﻭﻟﻬﺎ ﺩﻭﺭ ﻓﻌﺎل ﻓﻲ ﺍﻟﺘﺴﺒﺏ"ﻓﻲ ﺍﻟﺩﺨﻭل ﻓﻲ ﻋﺭﻙ ﻁﻼﺒﻲ ﺇﻟﻰ‬
‫ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﺠﺎﻤﻌﻲ ﻫﻡ‬ ‫ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺎﺭﻕ ﺒﺎﻟﻌﻤﺭ ﺒﻴﻥ‬
‫ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﻤﻌﺩﻻﺕ ﺍﻟﺘﺭﺍﻜﻤﻴﺔ ﺍﻟﻤﻨﺨﻔﻀﺔ‪ ،‬ﻭﻴﻌﺯﻯ‬ ‫ﻁﻠﺒﺔ ﺍﻟﺴﻨﺘﻴﻥ ﺍﻷﻭﻟﻰ ﻭﺍﻟﺭﺍﺒﻌﺔ‪ ،‬ﻓﺎﻟﻁﻠﺒﺔ ﺍﻷﻜﺒﺭ ﺴﻨﺎ ﺃﻜﺜﺭ ﻗﺩﺭﺓ‬
‫ﺍﻟﺴﺒﺏ ﻓﻲ ﺫﻟﻙ ﺇﻟﻰ ﺍﻟﻨﻤﻭ ﺍﻟﻤﻌﺭﻓﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻠﻁﻠﺒﺔ ﺫﻭﻱ‬ ‫ﻋﻠﻰ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺃﻗﺩﺭ ﻋﻠﻰ ﺍﻟﺘﻔﻜﻴﺭ ﺒﻁﺭﻕ‬
‫ﺍﻟﻤﻌﺩﻻﺕ ﺍﻟﺘﺭﺍﻜﻤﻴﺔ ﺍﻟﻤﺭﺘﻔﻌﺔ ﻭﻗﺩﺭﺘﻬﻡ ﻋﻠﻰ ﻤﻌﺎﻟﺠﺔ‬ ‫ﻓﻌﺎﻟﻪ ﻟﻤﻭﺍﺠﻬﺔ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺼﻌﺒﺔ ﻨﺘﻴﺠﺔ ﻟﻨﻤﻭﻫﻡ‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﺤﻴﺙ ﺇﻨﻬﻡ ﻴﻔﻬﻤﻭﻥ ﺍﻟﻤﻭﻗﻑ ﻭﻴﻔﺴﺭﻭﻥ ﺴﻠﻭﻙ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺒﻌﻜﺱ ﺍﻟﻁﻠﺒﺔ ﺍﻷﺼﻐﺭ ﺴﻨﺎ ﻓﺈﻥ‬
‫ﺍﻵﺨﺭ ﺒﻘﺩﺭ ﺃﻜﺒﺭ ﻤﻥ ﺍﻟﺩﻗﺔ ﻟﺘﺤﺩﻴﺩ ﺍﻟﺴﺒﺏ ﺍﻟﺫﻱ ﺩﻓﻊ ﺍﻟﻔﺭﺩ‬ ‫ﻤﺸﺎﺭﻜﺘﻬﻡ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﺘﻌﻭﺩ ﺇﻟﻰ ﻗﺼﻭﺭ ﻓﻲ ﻤﻬﺎﺭﺍﺕ‬
‫ﻟﻴﺘﺼﺭﻑ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﺸﻜل‪ ،‬ﻭﻴﺴﺘﻨﺩ ﺤﻜﻤﻬﻡ ﺇﻟﻰ ﻗﺩﺭﺘﻬﻡ ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺘﻲ ﺘﺩﻋﻡ ﺠﺩﻭﻯ‬
‫ﺇﺩﺭﺍﻙ ﻤﺸﺎﻋﺭ ﺍﻵﺨﺭﻴﻥ ﻭﺃﻓﻜﺎﺭﻫﻡ ﻭﺴﻠﻭﻜﻬﻡ" ﺃﻱ ﻋﻨﺩﻤﺎ‬ ‫ﺍﻟﻌﺩﻭﺍﻥ ﻓﻲ ﺴﻠﻭﻜﻬﻡ‪ .‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﻩ ﻜل ﻤﻥ ﺯﻻﺯﻭ ﻭﺯﻤﻼﺌﻪ‬
‫ﻴﺘﻁﻭﺭ ﺘﻔﻜﻴﺭﻫﻡ ﺃﻜﺜﺭ ﻓﺄﻜﺜﺭ ﻴﺼﺒﺤﻭﺍ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﺇﺩﺭﺍﻙ‬ ‫‪ Zalazo et al 1996‬ﻭﻓﺎﻁﻤﺔ ﻨﺯﺍﺭ‪ 2001‬ﻭﺒﻘﺒﻲ ﻭﻜﺭﻴﻙ‬
‫ﻭﻓﻬﻡ ﺃﻓﻌﺎل ﺍﻵﺨﺭﻴﻥ ﺒﻌﻜﺱ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﻤﻌﺩﻻﺕ ﺍﻟﺘﺭﺍﻜﻤﻴﺔ‬ ‫ﻭﻏﺭﻭﺘﺒﻴﺭ ‪ .Bigbee, Crick & Grotper 2002‬ﺃﻤﺎ ﻓﻴﻤﺎ‬
‫ﺍﻟﻤﻨﺨﻔﻀﺔ‪ .‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﻩ ﻫﻴﺭﺸﻲ ﻭﻫﻨﺩﻻﺝ & ‪Hershi‬‬ ‫ﻴﺘﻌﻠﻕ ﺒﺎﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺘﺨﺼﺹ ﺍﻟﻁﻠﺒﺔ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ‬
‫‪ Hindelag1977‬ﺇﺫ ﺘﻭﺼل ﺍﻟﺒﺎﺤﺜﺎﻥ ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ‬ ‫ﺍﻟﻁﻼﺒﻲ‪ ،‬ﻓﻘﺩ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺫﺍﺕ‬
‫ﻋﻜﺴﻴﺔ ﺒﻴﻥ ﺫﻜﺎﺀ ﺍﻟﻁﻠﺒﺔ ﻭﺃﻨﻤﺎﻁ ﺴﻠﻭﻜﻬﻡ ﻓﺎﻟﻁﻠﺒﺔ ﺍﻟﻤﻨﺤﺭﻓﻴﻥ‬ ‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺘﺨﺼﺹ ﺍﻟﻁﻠﺒﺔ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ‬
‫ﺴﻠﻭﻜﻴﺎ ﻴﻘل ﺫﻜﺎﺅﻫﻡ ﺒﻤﻘﺩﺍﺭ ﺜﻤﺎﻨﻲ ﺩﺭﺠﺎﺕ ﻋﻥ ﺍﻟﻁﻠﺒﺔ ﻏﻴﺭ‬ ‫ﺍﻟﻁﻼﺒﻲ‪ ،‬ﻤﻤﺎ ﻴﺩﻋﻭ ﺍﻟﻘﻭل ﺇﻟﻰ ﺇﻥ ﻁﻠﺒﺔ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‬
‫ﺍﻟﻤﻨﺤﺭﻓﻴﻥ ﻭﻴﺘﻨﺒﺄ ﻤﻌﺎﻤل ﺍﻟﺫﻜﺎﺀ ﺒﺎﻷﺩﺍﺀ ﺍﻷﻜﺎﺩﻴﻤﻲ ﺍﻟﺫﻱ‬ ‫ﻴﺸﺎﺭﻜﻭﻥ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﺃﻜﺜﺭ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﻴﺘﻁﻠﺏ ﺒﺩﻭﺭﻩ ﺍﻻﻟﺘﺯﺍﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﻭﺤﺏ ﺍﻟﺘﻌﻠﻴﻡ‪ ،‬ﻭﻫﻜﺫﺍ ﻓﺈﻥ‬ ‫ﻭﺍﻟﺘﻁﺒﻴﻘﻴﺔ‪ ،‬ﻭﻗﺩ ﻴﻌﺯﻯ ﺍﻟﺴﺒﺏ ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ ﻤﺠﻤﻭﻋﺔ ﻤﻥ‬
‫ﺍﻷﺫﻜﻴﺎﺀ ﻴﺘﻘﺒﻠﻭﻥ ﺴﻠﻁﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻗﻭﺍﻨﻴﻨﻬﺎ ﻭﺃﻨﻅﻤﺘﻬﺎ‪،‬‬ ‫ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺘﻔﺎﻋﻠﺔ ﺍﻟﻤﺤﻴﻁﺔ ﺒﺎﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‬
‫ﻭﻴﻜﻭﻨﻭﻥ ﺃﻗل ﻋﺭﻀﺔ ﻟﻼﻨﺤﺭﺍﻑ ﻤﻥ ﺯﻤﻼﺌﻬﻡ ﺍﻷﻗل ﺫﻜﺎﺀ‪،‬‬ ‫ﻭﺍﻟﺘﻲ ﺘﻁﺒﻊ ﺤﻴﺎﺘﻬﻡ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻓﻴﻬﺎ ﺒﻁﺎﺒﻊ ﺍﻹﺤﺒﺎﻁ ﻭﺍﻟﺘﻭﺘﺭ‬
‫ﻭﻴﺭﻯ ﻤﻭﻓﻴﺕ )‪ Moffit (1981‬ﺃﻥ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﻤﻌﺩﻻﺕ‬ ‫ﻭﺘﺩﻨﻲ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﻭﺘﺸﻜل ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل‬
‫ﺍﻟﻤﻨﺨﻔﻀﺔ ﻟﺩﻴﻬﻡ ﻗﺩﺭﺓ ﻟﻐﻭﻴﺔ ﻤﻨﺨﻔﻀﺔ ﺘﺤﺩ ﻤﻥ ﺃﺩﺍﺌﻬﻡ‬ ‫ﻭﺍﻟﻤﻅﺎﻫﺭ ﻋﻨﺎﺼﺭ ﺃﺴﺎﺴﻴﺔ ﻓﻲ ﺒﻴﺌﺔ ﻫﺫﻩ ﺍﻟﻜﻠﻴﺎﺕ‪ ،‬ﻤﻤﺎ ﻴﺠﻌل‬
‫ﺍﻟﺩﺭﺍﺴﻲ ﻭﺘﻘﻭﺩﻫﻡ ﺇﻟﻰ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻤﻨﺤﺭﻑ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﺘﻪ‬ ‫ﻫﺫﻩ ﺍﻟﺒﻴﺌﺔ ﺘﺘﺴﺒﺏ ﻓﻲ ﺍﺯﺩﻴﺎﺩ ﻗﺎﺒﻠﻴﺔ ﻓﺌﺎﺕ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﻜﻠﻴﺎﺕ‬
‫ﺩﺭﺍﺴﺔ ﺨﻤﺵ ﻭﺤﻤﺩﻱ)‪ (1999‬ﻓﻘﺩ ﺘﻭﺼﻼ ﺇﻟﻰ ﺃﻥ ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ ﻻﺭﺘﻜﺎﺏ ﻤﺨﺎﻟﻔﺎﺕ ﺴﻠﻭﻜﻴﺔ ﻭﻤﺸﺎﺠﺭﺍﺕ ﺠﻤﺎﻋﻴﺔ‪.‬‬
‫ﺍﻟﺫﻴﻥ ﺍﺸﺘﺭﻜﻭﺍ ﻓﻲ ﺍﻟﻤﺸﺎﺠﺭﺍﺕ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻜﺎﻥ ﻤﻌﻅﻤﻬﻡ ﻤﻥ‬ ‫)ﺨﻤﺵ ﻭﺤﻤﺩﻱ‪ (1999 ،‬ﻭ ﻗﺩ ﺘﻌﻭﺩ ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺸﻴﺭ‬
‫ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﻤﻌﺩﻻﺕ ﺍﻟﺘﺭﺍﻜﻤﻴﺔ ﺍﻟﻤﺘﺩﻨﻴﺔ‪.‬‬ ‫ﺇﻟﻴﻬﺎ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻋﺩﻡ ﺜﻘﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل‪،‬‬
‫ﺃﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﺠﻨﺱ ﻭﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪ ،‬ﻓﻘﺩ ﺃﻅﻬﺭﺕ‬ ‫ﻤﻤﺎ ﻴﺴﺒﺏ ﻟﻬﻡ ﺍﻟﺘﻭﺘﺭ ﺍﻟﺩﺍﺌﻡ ﻻﻋﺘﻘﺎﺩﻫﻡ ﺒﻌﺩﻡ ﺘﻭﺍﻓﺭ ﻓﺭﺹ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺠﻨﺱ ﻭﺍﻟﻌﻨﻑ‬ ‫ﺍﻟﻌﻤل ﻤﺴﺘﻘﺒﻼ‪ ،‬ﻭﺍﻥ ﺃﻨﻅﻤﺔ ﺍﻟﺠﺎﻤﻌﺔ ﻅﺎﻟﻤﺔ‪ ،‬ﻭﺍﻟﻐﺎﻟﺒﻴﺔ ﺍﻟﻌﻅﻤﻰ‬
‫ﺍﻟﻁﻼﺒﻲ‪ ،‬ﺃﻱ ﺃﻥ ﺍﻟﺫﻜﻭﺭ ﻜﺎﻨﻭﺍ ﺃﻜﺜﺭ ﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻌﻨﻑ‬ ‫ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﺴﺭﻴﻌﻭ ﺍﻟﻐﻀﺏ ﻭﻻ ﻴﺴﺘﻁﻴﻌﻭﺍ‬
‫ﺍﻟﻁﻼﺒﻲ ﻤﻥ ﺍﻹﻨﺎﺙ‪ ،‬ﻭﻗﺩ ﻴﻌﺯﻯ ﺍﻟﺴﺒﺏ ﻓﻲ ﺫﻟﻙ ﺇﻟﻰ ﺃﻥ‬ ‫ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺃﻋﺼﺎﺒﻬﻡ‪ ،‬ﻫﺫﺍ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﺩﻭﺭ ﺍﻟﺘﺭﺒﻭﻱ‬
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‫ﺍﻷﻤﺎﻜﻥ ﺍﻟﻤﺯﺩﺤﻤﺔ ﺒﺎﻟﺴﻜﺎﻥ ﻭﺘﺒﻴﻥ ﻟﻪ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁﺎﺕ ﻗﻭﻴﺔ‬ ‫ﺍﻟﻐﺎﻟﺒﻴﺔ ﻤﻥ ﺍﻵﺒﺎﺀ ﻴﻠﻌﺒﻭﻥ ﺩﻭﺭﺍ ﻜﺒﻴﺭ ﻓﻲ ﺇﻜﺴﺎﺏ ﺃﻭﻻﺩﻫﻡ‬
‫ﺒﻴﻥ ﺍﻟﻤﻌﻴﺸﺔ ﻓﻲ ﺍﻷﻤﺎﻜﻥ ﺍﻟﻤﺯﺩﺤﻤﺔ ﻭﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﺴﺨﻁ‬ ‫ﺍﻟﺫﻜﻭﺭ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ‪ ،‬ﻓﻴﺤﺎﻭل ﺍﻵﺒﺎﺀ ﻭﺨﺼﻭﺼﺎ ﺍﻟﻁﺒﻘﺔ‬
‫ﻭﺍﻟﻌﺩﺍﻭﺓ‪ ،‬ﻫﺫﺍ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﺜﺭ ﻋﻴﺵ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻷﺴﺭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﺍﻟﺩﻨﻴﺎ‪ ،‬ﻭﺍﻟﻤﺘﻭﺴﻁﺔ ﻋﻤﺩﺍ ﺘﻌﻠﻴﻡ‬
‫ﺍﻟﻤﺘﺩﻨﻲ ﺩﺨﻠﻬﺎ ﻋﻠﻰ ﺴﻠﻭﻜﻬﻡ ﺇﺫ ﺘﻤﻴل ﺃﺴﺭ ﺍﻟﻭﻀﻊ ﺍﻻﻗﺘﺼﺎﺩﻱ‬ ‫ﺃﻭﻻﺩﻫﻡ ﺍﻟﺫﻜﻭﺭ ﺍﻟﻌﺩﻭﺍﻥ ﻤﻥ ﺃﺠل ﺍﻟﺩﻓﺎﻉ ﻋﻥ ﺃﻨﻔﺴﻬﻡ‪ ،‬ﺃﻭ‬
‫ﺍﻟﻤﺘﺩﻨﻲ ﺇﻟﻰ ﻤﻌﺎﻤﻠﺔ ﺃﺒﻨﺎﺌﻬﺎ ﻓﻲ ﺍﻟﻌﻨﻑ‪ ،‬ﻭﺍﻟﻌﻘﺎﺏ ﺍﻟﺸﺩﻴﺩ‪،‬‬ ‫ﻟﻴﻜﻭﻨﻭﺍ ﺭﺠﺎﻻ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل ﻭﻴﻘﻑ ﺍﻷﺒﻭﺍﻥ ﻤﻭﻗﻔﺎ ﻤﺘﺴﺎﻫﻼ ﻓﻲ‬
‫ﻭﺍﻹﻫﻤﺎل‪ ،‬ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﻀﻌﻑ ﺘﻘﺩﻴﻡ ﺍﻟﻤﺘﻁﻠﺒﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻟﻬﻡ‬ ‫ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﺇﺫﺍ ﺍﻋﺘﺩﻯ ﺍﺒﻨﻬﻡ ﻋﻠﻰ ﺁﺨﺭ‪ .‬ﻭﻗﺩ ﺃﻜﺩ ﻤﺨﺘﺎﺭ‪،‬‬
‫ﻤﻤﺎ ﻴﺴﺒﺏ ﻟﻠﻔﺭﺩ ﺍﻹﺤﺴﺎﺱ ﺒﺎﻹﺤﺒﺎﻁ‪ ،‬ﻭﻴﻔﺘﺢ ﺍﻟﺒﺎﺏ ﺃﻤﺎﻤﻪ‬ ‫)‪ (2001‬ﺃﻥ ﺍﻵﺒﺎﺀ ﺍﻟﺫﻴﻥ ﻜﺎﻨﻭﺍ ﻴﺸﺠﻌﻭﻥ ﺃﻭﻻﺩﻫﻡ ﻋﻠﻰ‬
‫ﻹﻴﺠﺎﺩ ﺤﻠﻭل ﺘﺭﻴﺤﻪ ﻭﻋﺎﺩﺓ ﻴﺴﺘﻨﺩ ﺍﻟﺤل ﻋﻠﻰ ﺍﻟﺴﻠﻭﻙ‬ ‫ﺍﻟﻤﺸﺎﺠﺭﺓ ﻭﺍﻟﻌﺭﺍﻙ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻭﻋﻠﻰ ﺍﻻﻨﺘﻘﺎﻡ ﻤﻤﻥ ﻴﻌﺘﺩﻱ‬
‫ﺍﻟﻌﺩﻭﺍﻨﻲ ﺴﻭﺍﺀ ﻜﺎﻥ ﺩﺍﺨل ﺍﻟﻤﻨﺯل ﺃﻭ ﺨﺎﺭﺠﺔ ﻋﻠﻰ ﺃﺴﺎﺘﺫﺘﻪ‪،‬‬ ‫ﻋﻠﻴﻬﻡ ﻜﺎﻨﺕ ﺩﺭﺠﺔ ﺍﻟﻌﺩﻭﺍﻨﻴﺔ ﻟﺩﻴﻬﻡ ﺃﻜﺒﺭ ﻤﻥ ﺩﺭﺠﺔ ﺍﻟﻌﺩﻭﺍﻨﻴﺔ‬
‫ﺃﻭ ﻋﻠﻰ ﺯﻤﻼﺌﻪ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺃﻭ ﺃﺼﺩﻗﺎﺌﻪ ﻓﻲ ﺍﻟﺤﻲ‪ ،‬ﺃﻤﺎ ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ ﺍﻷﻭﻻﺩ ﺍﻟﺫﻴﻥ ﻟﻡ ﻴﺸﺠﻌﻭﺍ ﻋﻠﻰ ﺫﻟﻙ‪ ،‬ﻭﻓﻲ ﺩﺭﺍﺴﺔ ﺃﺠﺭﺍﻫﺎ‬
‫ﺍﻟﺫﻴﻥ ﻴﻌﻴﺸﻭﻥ ﻓﻲ ﺃﺴﺭ ﺍﻟﺩﺨل ﺍﻟﻤﺭﺘﻔﻊ ﻓﻴﻤﻴل ﺍﻵﺒﺎﺀ ﺇﻟﻰ‬ ‫ﻜﻔﺴﺕ)‪ Kafest (1994‬ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺠﻨﺱ ﺫﻜﻭﺭ‬
‫ﻤﻌﺎﻤﻠﺘﻬﻡ ﺒﻁﺭﻴﻘﺔ ﺃﻜﺜﺭ ﺩﻓﺌﺎ ﻭﺃﻜﺜﺭ ﺘﻔﻬﻤﺎ ﻭﻗﺒﻭﻻ ﺒﺤﻴﺙ ﻴﺼﺒﺢ‬ ‫ﻭﺇﻨﺎﺙ ﻭﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﻓﻘﺩ ﺘﻭﺼل ﺍﻟﺒﺎﺤﺜﺎﻥ ﺇﻟﻰ ﺃﻥ ﺍﻟﺫﻜﻭﺭ‬
‫ﺍﻟﻔﺭﺩ ﺃﻜﺜﺭ ﻭﻋﻴﺎ ﻟﺫﺍﺘﻪ‪ ،‬ﻭﻴﺘﻤﺜل ﺫﻟﻙ ﻓﻲ ﺘﻌﺭ‪‬ﻑ ﺍﻻﻨﻔﻌﺎﻻﺕ‬ ‫ﺃﻜﺜﺭ ﻋﺩﻭﺍﻨﻴﺔ ﻤﻥ ﺍﻹﻨﺎﺙ ﺇﺫ ﻴﻌﺘﺒﺭ ﺃﻥ ﻤﻴل ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻜﻭﺭ ﺇﻟﻰ‬
‫ﺍﻟﺫﺍﺘﻴﺔ ﻭﺤﺴﻥ ﺘﻭﺠﻴﻬﻬﺎ ﻨﺤﻭ ﺃﻫﺩﺍﻑ ﺫﺍﺕ ﺃﻫﻤﻴﺔ ﻟﻠﻔﺭﺩ‪ ،‬ﻤﻊ‬ ‫ﺍﻟﻌﺩﻭﺍﻥ ﻤﻴل ﻁﺒﻴﻌﻲ ﺃﻤﺎ ﺍﻤﺒﻴﺭ ‪ 1997‬ﻓﻘﺩ ﺍﻋﺘﺒﺭ ﺃﻥ ﺍﻹﻨﺎﺙ‬
‫ﻀﺒﻁ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻀﺒﻁ ﺍﻟﺫﺍﺘﻲ ﻟﻼﻨﻔﻌﺎﻻﺕ‪.‬‬ ‫ﺃﻜﺜﺭ ﻭﺩﺍﻋﺔ ﻤﻥ ﺍﻟﺫﻜﻭﺭ)ﻜﻤﺎ ﻭﺭﺩ ﻓﻲ ‪(French‬ﻭﻫﺫﺍ ﻤﺎ ﻜﺎﻥ‬
‫ﻭﺘﺘﻔﻕ ﻨﺘﻴﺠﺔ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻊ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﻤﻜﻠﻭﺩ‬ ‫ﺘﻭﺼل ﺇﻟﻴﻪ ﻜﺭﻴﻙ )‪ (Crick, 1995‬ﻭﺃﻤﺎ ﺸﻴﻔﺭ ﻭﻤﻴﻠﻤﺎﻨﺔ‬
‫ﻭﺸﻨﺎﻫﺎﻥ )‪ McLeod & Shanahon (1996‬ﺤﻴﺙ ﺘﻭﺼل‬ ‫)‪ (2001‬ﻓﻴﺸﻴﺭﺍﻥ ﺇﻟﻰ ﺍﻨﺘﺸﺎﺭ ﺍﻟﻌﺩﻭﺍﻥ ﻓﻴﻤﺎ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ‬
‫ﺍﻟﺒﺎﺤﺜﺎﻥ ﺇﻟﻰ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻤﻜﺜﻭﺍ ﻓﺘﺭﺍﺕ ﻁﻭﻴﻠﺔ ﻓﻲ ﺍﻟﻔﻘﺭ‬ ‫ﻭﺍﻹﻨﺎﺙ ﻤﺘﺴﺎﻭ ﺘﻘﺭﻴﺒﺎ ﺇﻻ ﺃﻨﻨﺎ ﻻ ﻨﺴﺘﻁﻴﻊ ﺃﻥ ﻨﺄﺨﺫ ﺒﻬﺫﻩ‬
‫ﺘﻔﺎﻗﻤﺕ ﺍﻀﻁﺭﺍﺒﺎﺘﻬﻡ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺒﺼﻭﺭﺓ ﻤﻠﺤﻭﻅﺔ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ‬ ‫ﺍﻟﻨﺘﻴﺠﺔ‪ ،‬ﻓﻔﻲ ﺜﻘﺎﻓﺘﻨﺎ ﺍﻟﻌﺭﺒﻴﺔ ﻤﺜﻼ ﺘﺴﺎﻫﻡ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻨﺸﺌﺔ‬
‫ﺃﻜﺩﻩ ﺩﻨﻜﺎﻥ)‪ Duncan et al (1994‬ﺍﻟﺘﻲ ﺒﻴﻨﺕ ﻨﺘﺎﺌﺠﻬﺎ ﺃﻥ‬ ‫ﺍﻷﺴﺭﻴﺔ ﻓﻲ ﻤﻴل ﺍﻹﻨﺎﺙ ﺇﻟﻰ ﺍﻟﻁﺎﻋﺔ ﻭﺍﻟﻨﻅﺎﻡ ﻭﺇﻟﻰ ﺍﻻﺘﺴﺎﻡ‬
‫ﺘﺄﺜﻴﺭ ﺍﻟﻔﻘﺭ ﺍﻟﻤﺯﻤﻥ ﻋﻠﻰ ﺍﻷﻁﻔﺎل ﻴﺒﻠﻎ ﻀﻌﻑ ﺘﺄﺜﻴﺭ ﺍﻟﻔﻘﺭ‬ ‫ﺒﺎﻟﻬﺩﻭﺀ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﺫﻜﻭﺭ‪.‬‬
‫ﺍﻟﻌﺎﺒﺭ‪ ،‬ﻭﻜﺫﻟﻙ ﺒﻭﺭ ‪ Bor‬ﻓﻘﺩ ﻭﺠﺩ ﻓﻲ ﺩﺭﺍﺴﺘﻪ ﻋﺎﻡ )‪(1997‬‬ ‫ﺃﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺩﺨل ﺃﺴﺭ ﺍﻟﻁﻼﺏ ﻭﻤﺸﺎﺭﻜﺘﻬﻡ ﻓﻲ ﺍﻟﻌﻨﻑ‬
‫ﺃﻥ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﺭﺘﻔﻌﺕ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭ ﺍﻟﻔﻘﻴﺭﺓ‬ ‫ﺍﻟﻁﻼﺒﻲ‪ ،‬ﻓﻘﺩ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ‬
‫ﻤﻘﺎﺭﻨﺔ ﺒﺄﻓﺭﺍﺩ ﺍﻷﺴﺭ ﻏﻴﺭ ﺍﻟﻔﻘﻴﺭﺓ‪ ،‬ﻭﻜﺫﻟﻙ ﻓﻘﺩ ﺘﻭﺼﻠﺕ ﺍﻟﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺩﺨل ﺃﺴﺭ ﺍﻟﻁﻼﺏ ﻭﻤﺸﺎﺭﻜﺘﻬﻡ ﻓﻲ ﺍﻟﻌﻨﻑ‬
‫)‪ (Allen1987‬ﺇﻟﻰ ﺃﻥ ﺇﺴﺎﺀﺓ ﺍﻵﺒﺎﺀ ﻷﺒﻨﺎﺌﻬﻡ ﺘﺯﺩﺍﺩ ﺒﺎﻨﺨﻔﺎﺽ‬ ‫ﺍﻟﻁﻼﺒﻲ‪ ،‬ﺃﻱ ﺃﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﻤﻨﺘﻤﻴﻴﻥ ﻷﺴﺭ ﻓﻘﻴﺭﺓ ﺃﻜﺜﺭ ﻤﺸﺎﺭﻜﺔ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﺨل‪ ،‬ﻭﺘﻌﻠﻴﻡ ﺍﻵﺒﺎﺀ‪ ،‬ﻭﻗﺩ ﺍﺨﺘﻠﻔﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻊ‬ ‫ﻟﻬﺫﺍ ﺍﻟﻌﻨﻑ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﻤﻨﺘﻤﻴﻴﻥ ﻷﺴﺭ ﻏﻨﻴﺔ‪ ،‬ﻭﻗﺩ ﻴﻌﻭﺩ ﺍﻟﺴﺒﺏ‬
‫ﺍﻟﺼﺒﻴﺤﻲ )‪ (2004‬ﻭﺍﻟﻌﻭﻴﺩﺍﺕ ﻭﺤﻤﺩﻱ )‪ (1997‬ﻭ ﻓﻴﺸﺭ‬ ‫ﻓﻲ ﺫﻟﻙ ﺇﻟﻰ ﻋﻴﺵ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﺩﺨل ﺍﻟﻤﻨﺨﻔﺽ ﻓﻲ ﺍﻷﺤﻴﺎﺀ‬
‫ﻭﺯﻤﻼﺌﻪ )‪ Fischer et al (2002‬ﻓﻘﺩ ﺘﻭﺼﻠﻭﺍ ﺇﻟﻰ ﻏﻴﺎﺏ‬ ‫ﺍﻟﻤﺘﻜﺩﺴﺔ ﺒﺎﻟﺴﻜﺎﻥ ﻭﺍﻟﺘﻲ ﺘﻌﻴﺵ ﺃﻭﻀﺎﻋﹰﺎ ﺍﻗﺘﺼﺎﺩﻴﺔ ﻭﻤﻌﻴﺸﻴﺔ‬
‫ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻁﺒﻘﺔ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻌﺩﻭﺍﻥ‪.‬‬ ‫ﺼﻌﺒﺔ‪ ،‬ﺘﺠﻌل ﻤﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺄﻓﺭﺍﺩ ﺍﻷﺴﺭﺓ ﻭﺤﻤﺎﻴﺘﻬﻡ ﺃﻤﺭﹰﺍ‬
‫ﺃﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺨﻠﻔﻴﺔ ﺍﻟﺭﻴﻔﻴﺔ‪-‬ﺤﻀﺭﻴﺔ‬ ‫ﻋﺴﻴﺭﺍ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺃﻥ ﺍﻷﻤﺎﻜﻥ ﺍﻟﻤﺯﺩﺤﻤﺔ ﻴﺸﻴﻊ ﻓﻴﻬﺎ ﻋﺩﻡ‬
‫ﻭﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪ .‬ﻭﻗﺩ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ‬ ‫ﺍﻻﻨﺴﺠﺎﻡ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺃﺴﺭﻫﺎ‪ ،‬ﻭﻜﺜﺭﺓ ﺍﻟﺸﻘﺎﻕ ﻭﺍﻨﻌﺩﺍﻡ ﺍﻟﺭﻗﺎﺒﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺨﻠﻔﻴﺔ‬ ‫ﺍﻟﻭﺍﻟﺩﻴﺔ‪ ،‬ﻭﺍﻟﺘﻭﺘﺭ ﻭﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﻤﺭﺘﺒﻁﺔ ﺒﺯﻴﺎﺩﺓ ﺍﻟﺴﻠﻭﻙ‬
‫ﺍﻟﺭﻴﻔﻴﺔ‪ -‬ﺍﻟﺤﻀﺭﻴﺔ ﻭﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻤﻤﺎ‬ ‫ﺍﻟﻌﺩﻭﺍﻨﻲ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ‪ .‬ﻭﻗﺩ ﺃﻜﺩ ﺫﻟﻙ ﻫﻭﻴﻨﺠﺎ ‪Hoyenga‬؛ ﺇﺫ‬
‫ﻴﺩﻋﻭ ﺇﻟﻰ ﺍﻟﻘﻭل ﺇﻥ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻤﻥ ﺨﻠﻔﻴﺔ ﺭﻴﻔﻴﺔ ﻭﺒﺩﻭﻴﺔ‬ ‫ﺘﻭﺼل ﻓﻲ ﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻜﺜﺎﻓﺔ ﺍﻟﺴﻜﺎﻨﻴﺔ‬
‫ﻓﻲ ﺍﻟﻤﺸﺎﺠﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺤﺩﺙ ﺩﺍﺨل ﺍﻟﺤﺭﻡ ﺍﻟﺠﺎﻤﻌﻲ ﺃﻜﺜﺭ ﻤﻥ‬ ‫ﻭﺯﻴﺎﺩﺓ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ‪ ،‬ﻜﻡ ﺃﻥ ﺸﻭﺯ ﺃﺠﺭﻯ ﺩﺭﺍﺴﺔ ﻓﻲ‬
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‫ﺁﻤﻥ‪ ،‬ﻭﻤﺘﺼﻠﺒﺎ‪ ،‬ﻭﻤﺘﻁﺭﻓﺎ‪ ،‬ﻭﻤﺘﺴﻠﻁﺎ‪.‬‬ ‫ﻨﺴﺒﺔ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻤﻥ ﺨﻠﻔﻴﺔ ﺤﻀﺭﻴﺔ‪ ،‬ﻭﻗﺩ ﻴﻌﺯﻯ ﺫﻟﻙ ﺇﻟﻰ‬
‫ﺘﺄﺜﻴﺭ ﺴﻜﺎﻥ ﺍﻟﻘﺭﻯ‪ ،‬ﻭﺍﻟﺭﻴﻑ‪ ،‬ﻭﺍﻟﻤﺨﻴﻤﺎﺕ ﺒﺜﻘﺎﻓﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺫﻱ‬
‫ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ‬ ‫ﻴﻌﻴﺸﻭﻥ ﻓﻴﻪ‪ ،‬ﻓﻨﺠﺩ ﻗﻭﺓ ﺍﺭﺘﺒﺎﻁﻬﻡ ﺍﻟﺸﺨﺼﻲ ﻭﺍﻟﻌﺎﺌﻠﻲ ﻟﻸﺼﺤﺎﺏ‬
‫ﺘﻭﺼﻠﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ‪،‬‬ ‫ﻭﺍﻟﺠﻴﺭﺍﻥ ﻴﺩﻋﻡ ﺍﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻤﺘﺒﺎﺩﻟﺔ ﺒﻴﻨﻬﻡ ﻤﻤﺎ ﻴﺅﺜﺭ ﻭﻤﻥ ﻏﻴﺭ‬
‫ﻭﻫﻲ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻵﺘﻲ‪:‬‬ ‫ﺸﻙ ﻓﻲ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺎﺕ ﻭﻋﻤﻘﻬﺎ ﺍﻟﻌﺎﻁﻔﻲ ﻭﺍﻟﺘﻲ ﺘﺅﺜﺭ ﺒﺩﻭﺭﻫﺎ‬
‫‪ -1‬ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ ﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻤﺸﺎﺠﺭﺍﺕ ﺍﻟﻌﻨﻴﻔﺔ ﻤﻥ‬ ‫ﻓﻲ ﻁﺭﻴﻘﺔ ﺘﻔﺎﻋﻠﻬﻡ ﻤﻊ ﺍﻟﻤﺸﻜﻼﺕ ﺴﻭﺍﺀ ﻜﺎﻨﻭﺍ ﻁﺭﻓﺎ ﻓﻴﻬﺎ ﺃﻡ ﻻ‪.‬‬
‫ﺍﻹﻨﺎﺙ‪.‬‬ ‫ﻭﺒﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻙ ﺘﺠﺩ ﺍﻟﻔﺭﺩ ﺍﻟﺫﻱ ﺘﺴﺘﺜﺎﺭ ﺤﻤﻴﺘﻪ ﻟﻠﺩﻓﺎﻉ ﻋﻥ‬
‫‪ -2‬ﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﺃﻜﺜﺭ ﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻤﺸﺎﺠﺭﺍﺕ‬ ‫ﺃﻗﺎﺭﺒﻪ ﺃﻭ ﻤﻌﺎﺭﻓﻪ‪ ،‬ﻭﻴﺩﺨل ﺴﺎﺤﺔ ﺍﻟﻌﺭﺍﻙ ﺇﻨﻤﺎ ﻴﺩﺍﻓﻊ ﻋﻥ ﺫﻟﻙ‬
‫ﺍﻟﻌﻨﻴﻔﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﺃﻭ ﺍﻟﺭﺍﺒﻌﺔ‪.‬‬ ‫ﺍﻟﺠﺯﺀ ﻤﻥ ﺸﺨﺼﻴﺘﻪ ﺍﻟﺫﻱ ﻴﺭﺒﻁﻪ ﺒﺠﻤﺎﻋﺘﻪ‪ ،‬ﻭﺍﻟﺫﻱ ﻴﻌﻁﻴﻪ‬
‫‪ -3‬ﻁﻠﺒﺔ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻴﺸﺎﺭﻜﻭﻥ ﻓﻲ ﺍﻟﻌﻨﻑ‬ ‫ﺍﻟﻘﻴﻤﺔ‪ ،‬ﻭﺍﻟﻤﻜﺎﻨﺔ‪ ،‬ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻙ ﻓﺈﻥ ﺃﺴﺎﻟﻴﺏ ﺘﻨﺸﺌﺔ ﺍﻟﻭﺍﻟﺩﻴﻥ‬
‫ﺍﻟﻁﻼﺒﻲ ﺃﻜﺜﺭ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻁﺒﻴﻘﻴﺔ‪.‬‬ ‫ﻷﺒﻨﺎﺌﻬﻡ ﻓﻲ ﺍﻟﻘﺭﻯ ﻭﺍﻟﻤﺨﻴﻤﺎﺕ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺘﻌﻠﻴﻤﻬﻡ ﻷﺒﻨﺎﺌﻬﻡ ﻋﻠﻰ‬
‫‪ -4‬ﺍﻟﻁﻠﺒﺔ ﺫﻭﻭ ﺍﻟﻤﻌﺩﻻﺕ ﺍﻟﺘﺭﺍﻜﻤﻴﺔ ﺍﻟﻤﻨﺨﻔﻀﺔ ﻴﺸﺎﺭﻜﻭﻥ‬ ‫ﺃﻥ ﺍﻟﻌﻼﻗﺎﺕ‪ ،‬ﻭﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺘﺨﻀﻊ ﻟﻸﻗﻭﻯ‪ ،‬ﻭﺃﻥ‬
‫ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﻤﻌﺩﻻﺕ ﺍﻟﻤﺭﺘﻔﻌﺔ‪.‬‬ ‫ﺍﻟﻤﻜﺎﻨﺔ ﺘﻜﻭﻥ ﺒﻐﻠﺒﺔ ﺍﻟﻘﻭﻯ ﺍﻟﺠﺴﺩﻴﺔ‪ ،‬ﻓﺘﺠﺩﻫﻡ ﻴﻤﻴﻠﻭﻥ ﺇﻟﻰ‬
‫‪ -5‬ﺃﻜﺜﺭ ﺍﻟﻤﺸﺎﺭﻜﺎﺕ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻤﻥ ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﻤﻭﺍﻓﻘﺔ‪ ،‬ﻭﺘﺄﻴﻴﺩ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ‪ ،‬ﻭﻴﻌﺘﺒﺭﻭﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻌﻨﻑ‬
‫ﺫﻭﻱ ﺍﻟﺩﺨل ﺍﻟﻤﺘﺩﻨﻲ‪.‬‬ ‫ﻫﻭ ﺍﻟﻤﻨﻘﺫ ﻭﻁﻭﻕ ﺍﻟﻨﺠﺎﺓ ﻤﻥ ﺃﻱ ﻫﺠﻭﻡ ﺨﺎﺭﺠﻲ‪ ،‬ﺇﻀﺎﻓﺔ ﺇﻟﻰ‬
‫‪ -6‬ﺃﻜﺜﺭ ﺍﻟﻤﺸﺎﺭﻜﺎﺕ ﻓﻲ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻤﻥ ﻁﻠﺒﺔ‬ ‫ﺍﻋﺘﺒﺎﺭﻫﻡ ﺃﻥ ﺍﻟﻘﻭﺓ ﺍﻟﺒﺩﻨﻴﺔ ﺃﺴﺎﺱ ﺍﻟﻔﺨﺭ ﻭﺍﻻﻋﺘﺯﺍﺯ ﺍﻟﺫﻱ ﻴﺠﻌل‬
‫ﺍﻟﻤﺨﻴﻤﺎﺕ ﻭﺍﻟﻘﺭﻯ ﻭﺍﻟﺒﺎﺩﻴﺔ‪.‬‬ ‫ﺍﻟﻔﺭﺩ ﻤﺭﻓﻭﻉ ﺍﻟﺭﺃﺱ ﻭﺴﻁ ﺯﻤﻼﺌﻪ‪ ،‬ﻭﻜﺫﻟﻙ ﻓﻬﻡ ﻴﻤﺠﺩﻭﻥ‬
‫‪ -7‬ﺃﻜﺜﺭ ﺍﻷﺴﺒﺎﺏ ﺍﻟﺘﻲ ﺘﺩﻓﻊ ﺍﻟﻁﻠﺒﺔ ﻟﻠﻌﻨﻑ ﻫﻭ ﺍﻟﺘﻌﺼﺏ‬ ‫ﺍﻟﻌﺩﻭﺍﻥ ﺒﺎﻋﺘﺒﺎﺭﻩ ﺭﻤﺯﺍ ﻟﻠﺭﺠﻭﻟﺔ‪.‬‬
‫ﻟﻠﻌﺸﻴﺭﺓ ﻭﺍﻷﻗﺎﺭﺏ ﻭﺍﻷﺼﺩﻗﺎﺀ ﻭﺸﻌﻭﺭﻫﻡ ﺒﻅﻠﻡ ﺃﻨﻅﻤﺔ ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻭﻴﺭﻯ ﺨﻤﺵ ﻭﺤﻤﺩﻱ )‪ (1999‬ﺇﻥ ﻤﻥ ﺃﻜﺜﺭ ﺃﺴﺒﺎﺏ‬
‫ﻭﻋﺩﻡ ﺜﻘﺘﻬﻡ ﺒﺎﻟﻤﺴﺘﻘﺒل ﻭﺸﻌﻭﺭﻫﻡ ﺒﺄﻨﻬﻡ ﻤﺭﻓﻭﻀﻴﻥ ﻤﻥ ﻗﺒل‬ ‫ﻤﺸﺎﺭﻜﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻌﻨﻑ ﺘﻌﻭﺩ ﺇﻟﻰ ﺍﻟﻌﺸﺎﺌﺭﻴﺔ ﻭﺍﻟﺘﻌﺼﺏ‬
‫ﺍﻟﺠﻨﺱ ﺍﻵﺨﺭ‪.‬‬ ‫ﺍﻟﻘﺭﺍﺒﻲ‪ ،‬ﺃﻤﺎ ﺍﻟﻔﻨﺠﺭﻱ )‪ (1988‬ﻓﻘﺩ ﺃﻜﺩ ﻤﺎ ﺘﻭﺼﻠﺕ ﻟﻪ ﻫﺫﻩ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻤﻥ ﺃﻥ ﺃﻁﻔﺎل ﺍﻟﺭﻴﻑ ﺃﻜﺜﺭ ﻋﺩﻭﺍﻨﻴﺔ ﺒﻭﺠﻪ ﻋﺎﻡ ﻤﻥ‬
‫ﺍﻟﺘﻭﺼﻴﺎﺕ‬ ‫ﺃﻁﻔﺎل ﺍﻟﺤﻀﺭ‪ ،‬ﻭﺒﻭﺠﻪ ﺨﺎﺹ ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ ﻋﺩﻭﺍﻨﻴﺔ ﻤﻥ‬
‫‪ -1‬ﺍﻟﺘﻭﺴﻊ ﻓﻲ ﺩﺭﺍﺴﺎﺕ ﻭﺃﺒﺤﺎﺙ ﻻﺤﻘﺔ ﻋﻥ ﺍﻟﻌﻨﻑ‬ ‫ﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻟﺭﻴﻑ‪ ،‬ﺤﻴﺙ ﻴﻌﺘﺒﺭ ﺃﻥ ﺍﻷﻭﻀﺎﻉ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬
‫ﺍﻟﻁﻼﺒﻲ ﻴﺘﻡ ﻓﻴﻬﺎ ﺩﺭﺍﺴﺔ ﻤﺘﻐﻴﺭﺍﺕ ﻟﻡ ﻴﺘﻡ ﺩﺭﺍﺴﺘﻬﺎ ﻓﻲ ﻫﺫﻩ‬ ‫ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺤﻀﺎﺭﻴﺔ ﻓﻲ ﺍﻟﺭﻴﻑ ﻭﺍﻟﺤﻀﺭ ﻤﻥ ﺤﻴﺙ ﺍﺨﺘﻼﻓﻬﻤﺎ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪.‬‬ ‫ﻜﻤﺎ ﻭﻨﻭﻋﺎ ﺘﻨﺘﺞ ﺃﻨﻭﺍﻋﹰﺎ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﻭﺘﺅﺩﻱ ﺇﻟﻰ ﺃﻨﻤﺎﻁ ﻤﻥ‬
‫‪ -2‬ﺘﻌﺭﻴﺽ ﺍﻟﻁﻠﺒﺔ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ ﺍﻟﻤﺸﺎﺠﺭﺍﺕ ﻭﺍﻟﻌﻨﻑ‬ ‫ﺍﻟﺴﻠﻭﻙ ﺍﻟﻤﺨﺘﻠﻑ ﺒﺎﻟﺘﺎﻟﻲ ﻴﺨﺘﻠﻑ ﺸﻜل ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ‬
‫ﺍﻟﻁﻼﺒﻲ ﻟﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺒﻴﺔ ﻭﻗﺎﺌﻴﺔ ﻭﻋﻼﺠﻴﺔ ﻹﻜﺴﺎﺒﻬﻡ ﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﻭﺩﺭﺠﺘﻪ ﻤﻥ ﺍﻟﺭﻴﻑ ﺇﻟﻰ ﺍﻟﺤﻀﺭ‪ .‬ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺴﻭﻟﻴﻔﺎﻥ )ﻜﻤﺎ‬
‫ﺴﻠﻴﻤﺔ‪.‬‬ ‫ﻭﺭﺩ ﻓﻲ‪ (،Frenchetal2003 ،‬ﺇﻟﻰ ﺍﻨﺨﻔﺎﺽ ﺍﻟﺴﻠﻭﻙ‬
‫‪ -3‬ﻴﺠﺏ ﺇﻋﻁﺎﺀ ﻋﻤﺎﺩﺍﺕ ﺸﺅﻭﻥ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ‬ ‫ﺍﻟﻌﺩﺍﻨﻲ ﻟﺩﻯ ﻨﺴﺎﺀ ﻤﺩﻴﻨﺔ ﺠﺎﻭﺍ ﻤﻊ ﺍﻨﺨﻔﺎﺽ ﺍﻟﻤﺴﺘﻭﻱ‬
‫ﺩﻭﺭﹰﺍ ﺃﻜﺒﺭ ﻟﻤﺴﺎﻋﺩﺓ ﺍﻟﻁﻠﺒﺔ ﻋﻠﻰ ﺤل ﻤﺸﺎﻜﻠﻬﻡ ﻭﺇﺸﺭﺍﻜﻬﻡ ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﻟﺤﻀﺎﺭﻱ‪ ،‬ﻭﺍﻟﺜﻘﺎﻓﻲ‪ ،‬ﻭﻴﻌﻭﺩ ﺫﻟﻙ ﺇﻟﻰ ﺃﻥ ﺍﻷﺴﺭ‬
‫ﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻭﺍﻟﻔﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬ ‫ﺘﻌﻴﺵ ﻤﺘﺠﺎﻭﺭﺓ ﻭﺘﺭﺒﻁﻬﺎ ﺼﺩﺍﻗﺎﺕ ﻤﺘﻴﻨﺔ ﻨﺘﻴﺠﺔ ﻋﻼﻗﺎﺕ‬
‫‪ -4‬ﺘﻭﺴﻴﻊ ﻗﺎﻋﺩﺓ ﺍﺸﺘﺭﺍﻙ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻻﺘﺤﺎﺩﺍﺕ ﺍﻟﻁﻼﺒﻴﺔ‬ ‫ﺍﻟﺠﻭﺍﺭ ﺍﻟﻁﻴﺒﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﺘﻨﺄﻯ ﻋﻥ ﺍﻹﺴﺎﺀﺓ ﻟﻶﺨﺭﻴﻥ‪ ،‬ﺃﻤﺎ ﻋﻠﻲ‬
‫ﻭﺍﻷﻨﺩﻴﺔ ﺍﻟﻁﻼﺒﻴﺔ ﻭﻤﺸﺎﺭﻜﺘﻬﻡ ﺒﺄﻜﺒﺭ ﻗﺩﺭ ﻤﻤﻜﻥ ﻤﻥ ﺘﺤﻤل‬ ‫)‪ (2001‬ﻓﻴﺭﻯ ﺃﻥ ﺘﺼﺎﺭﻉ ﺍﻟﺜﻘﺎﻓﺎﺕ ﻓﻲ ﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻴﻨﺔ ﺃﻜﺜﺭ‬
‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﻭﺍﻨﺨﺭﺍﻁﻬﻡ ﻓﻲ ﺍﻷﻋﻤﺎل ﺍﻟﺘﻁﻭﻋﻴﺔ ﻭﺍﻟﻨﺸﺎﻁﺎﺕ‬ ‫ﻤﻥ ﺍﻟﻘﺭﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﺠﻌل ﻤﻥ ﻴﺘﻌﺭﺽ ﻟﺫﻟﻙ ﻴﺼﺒﺢ ﺸﺨﺼﺎ ﻏﻴﺭ‬
‫‪-53-‬‬
‫ﺘﻘﺩﻴﻡ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻹﺭﺸﺎﺩﻴﺔ )ﻤﻥ ﻗﺒل ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌـﺔ(‬ ‫ﺍﻟﻼﻤﻨﻬﺠﻴﺔ‪.‬‬

‫ﺒﺎﻻﺸﺘﺭﺍﻙ ﻤﻊ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺍﻟﻤﺭﺌـﻲ ﻭﺍﻟﻤـﺴﻤﻭﻉ ﻟﺘﻭﻋﻴـﺔ‬ ‫‪ -5‬ﺯﻴﺎﺩﺓ ﻋﺩﺩ ﺃﺨﺼﺎﺌﻲ ﺍﻹﺭﺸﺎﺩ ﺍﻟﻨﻔﺴﻲ ﻓﻲ ﻋﻤﺎﺩﺍﺕ‬
‫ﻭﺘﻭﺠﻴﻪ ﺫﻭﻱ ﺍﻟﻁﻠﺒﺔ ﻟﻠﻁﺭﻕ ﺍﻟﺼﺤﻴﺤﺔ ﻟﺘﺭﺒﻴﺔ ﻭﺘﻭﺠﻴﻪ ﺃﻭﻻﺩﻫﻡ‪.‬‬ ‫ﺸﺅﻭﻥ ﺍﻟﻁﻠﺒﺔ ﺒﺎﻟﺠﺎﻤﻌﺎﺕ ﻟﻴﺘﻨﺎﺴﺏ ﻋﺩﺩﻫﻡ ﻤﻊ ﺃﻋﺩﺍﺩ ﺍﻟﻁﻠﺒﺔ‬
‫ﺍﻟﻤﺴﺠﻠﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ‪.‬‬
‫ﺨﻤﺵ ‪،‬ﻤﺠﺩ ﺍﻟﺩﻴﻥ ﻭﺤﻤﺩﻱ‪ ،‬ﻨﺯﻴﺔ )‪، (1999‬ﻅﺎﻫﺭﺓ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‬ ‫ﺍﻟﻤﺼﺎﺩﺭ ﻭﺍﻟﻤﺭﺍﺠـﻊ‬
‫ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ‪)،‬ﺒﺤﺙ ﻏﻴﺭ ﻤﻨﺸﻭﺭ( ‪ ،‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﻋﻤﺎﻥ ‪.‬‬
‫ﻋﻠﻲ‪ ،‬ﻋﻤﺭﻭ )‪ ،(2001‬ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻭﺒﻌﺽ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻁﻼﺏ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ‪،‬‬ ‫ﺍﻟﺨﻁﻴﺏ‪ ،‬ﺠﻤﺎل)‪ ،(2001‬ﺘﻌﺩﻴل ﺍﻟﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ‪ ،‬ﻋﻤﺎﻥ ‪:‬ﻤﻜﺘﺒﺔ‬
‫ﺍﻟﻤﺅﺘﻤﺭ ﺍﻟﺴﻨﻭﻱ ﺍﻟﺜﺎﻤﻥ ﻟﻤﺭﻜﺯ ﺍﻹﺭﺸﺎﺩ ﺍﻟﻨﻔﺴﻲ ‪ ،‬ﻤﺭﻜﺯ‬ ‫ﺍﻟﻔﻼﺡ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ‪.‬‬
‫ﺍﻹﺭﺸﺎﺩ ﺍﻟﻨﻔﺴﻲ ‪ ،‬ﺠﺎﻤﻌﺔ ﻋﻴﻥ ﺸﻤﺱ ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ ‪. 601-569،‬‬ ‫ﺍﻟﻌﻘﺎﺩ‪ ،‬ﻋﺼﺎﻡ)‪ ،(2001‬ﺴﻴﻜﻭﻟﻭﺠﻴﺔ ﺍﻟﻌﺩﻭﺍﻨﻴﺔ ﻭﺘﺭﻭﻴﻀﻬﺎ‪ ،‬ﻤﻨﺤﻰ‬
‫ﺸﻴﻔﺭ‪ ،‬ﺸﺎﺭﻟﺯ ﻭﻤﻠﻴﻤﺎﻥ ﻫﻭﺍﺭﺩ)‪ ،(2000‬ﻤﺸﻜﻼﺕ ﺍﻷﻁﻔﺎل‬ ‫ﻋﻼﺠﻲ ﻤﻌﺭﻓﻲ ﺠﺩﻴﺩ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ :‬ﺩﺍﺭ ﻏﺭﻴﺏ ﻟﻠﻁﺒﺎﻋﺔ ﻭ ﺍﻟﻨﺸﺭ‪.‬‬
‫ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﺴﺎﻋﺩﺓ ﻓﻴﻬﺎ‪ ،‬ﺘﺭﺠﻤﺔ ﺩﺍﻭﺩ‪ ،‬ﻨﺴﻴﻤﺔ‪،‬‬ ‫ﺍﻟﺭﻭﺍﺠﻔﺔ ‪،‬ﺨﺎﻟﺩ )‪ ،(2007‬ﺍﻟﻌﻨﻑ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ "ﺍﻷﺴﺒﺎﺏ ﻭﺍﻟﻌﻼﺝ"‬
‫ﻭﺤﻤﺩﻱ‪ ،‬ﻨﺯﻴﻪ‪ ،‬ﻋﻤﺎﻥ ‪ :‬ﻤﻨﺸﻭﺭﺍﺕ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪.‬‬ ‫)ﺒﺤﺙ ﻏﻴﺭ ﻤﻨﺸﻭﺭ(‪ ،‬ﻋﻤﺎﺩﺓ ﺸﺅﻭﻥ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪،‬‬
‫ﻋﻭﻴﺩﺍﺕ‪ ،‬ﻋﺒﺩ ﺍﷲ ﻭﺤﻤﺩﻱ‪ ،‬ﻨﺯﻴﻪ)‪ ،(1997‬ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻟﺩﻯ‬ ‫ﻋﻤﺎﻥ‪.‬‬
‫ﻁﻼﺏ ﺍﻟﺼﻔﻭﻑ ﺍﻟﺜﺎﻤﻥ ﻭﺍﻟﺘﺎﺴﻊ ﻭﺍﻟﻌﺎﺸﺭ ﺍﻟﺫﻜﻭﺭ ﻓﻲ ﺍﻷﺭﺩﻥ‬ ‫ﺍﻟﻔﻨﺠﺭﻱ‪ ،‬ﺤﺴﻥ)‪ ،( 1988‬ﺍﻟﻌﺩﻭﺍﻥ ﻟﺩﻯ ﺍﻷﻁﻔﺎل "ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ‬
‫ﻭﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﻬﺎ‪ ،‬ﻤﺠﻠﺔ ﺩﺭﺍﺴﺎﺕ‪ ،‬ﺍﻟﻤﺠﻠﺩ )‪ ،(24‬ﺍﻟﻌﺩﺩ‬ ‫ﻟﻤﻅﺎﻫﺭﻩ ﺒﻴﻥ ﺍﻟﺭﻴﻑ ﻭﺍﻟﺤﻀﺭ‪ ،‬ﻤﺠﻠﺔ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ‪،‬ﺍﻟﻌﺩﺩ)‪،(5‬‬
‫)‪.317-298 ،(2‬‬ ‫‪. 117-113‬‬
‫ﻓﺎﻴﺴﺭ ﺭﻴﻨﺞ)‪ ،(2003‬ﻓﺘﻭﺍﺕ ﺍﻟﻤﺩﺍﺭﺱ ﻻ ﻴﺩﺭﻜﻭﻥ ﺴﻠﻭﻜﻬﻡ‪ ،‬ﺍﻟﺭﺃﻱ‪،‬‬ ‫ﺍﻟﺼﺒﻴﺤﻲ‪ ،‬ﻓﺭﻴﺎل )‪، (2004‬ﺘﻘﻴﻴﻡ ﺍﻷﻁﻔﺎل ﺍﻷﺭﺩﻨﻴﻴﻥ ﻟﻠﺴﻠﻭﻙ‬
‫ﺍﻟﻌﺩﺩ‪.12133 ، 10،‬‬ ‫ﺍﻟﻌﺩﻭﺍﻨﻲ ﻤﻥ ﺤﻴﺙ ﻗﺼﺩ ﺍﻟﻘﻴﺎﻡ ﺒﻪ ﻭﺸﺩﺓ ﻨﺘﺎﺌﺠﻪ ‪،‬ﻭﻤﺩﻯ ﺍﺤﺘﻤﺎل‬
‫ﻤﺨﺘﺎﺭ‪ ،‬ﻭﻓﻴﻕ)‪ ،(2001‬ﻤﺸﻜﻼﺕ ﺍﻷﻁﻔﺎل ﺍﻟﺴﻠﻭﻜﻴﺔ‪ ،‬ﺍﻷﺴﺒﺎﺏ‬ ‫ﺤﺩﻭﺙ ﺘﻠﻙ ﺍﻟﻨﺘﺎﺌﺞ‪ ،‬ﺭﺴﺎﻟﺔ ﺩﻜﺘﻭﺭﺍﻩ )ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ(‪ ،‬ﺠﺎﻤﻌﺔ‬
‫ﻭﻁﺭﻕ ﺍﻟﻌﻼﺝ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ :‬ﺩﺍﺭ ﺍﻟﻌﻠﻡ ﻭ ﺍﻟﺜﻘﺎﻓﺔ‪.‬‬ ‫ﻋﻤﺎﻥ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻋﻤﺎﻥ ‪.‬‬
‫ﻨﺼﺭ‪ ،‬ﻤﺭﻴﻡ)‪ ،(2007‬ﺃﻁﻔﺎل ﻀﺤﺎﻴﺎ ﺼﺎﻤﺘﻭﻥ ل"ﺍﻟﺘﻨﻤﺭ" ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺤﺎﻓﻅ‪ ،‬ﻨﺒﻴل ﻭ ﻗﺎﺴﻡ‪ ،‬ﻨﺎﺩﺭ)‪ ،(1993‬ﺒﺭﻨﺎﻤﺞ ﺇﺭﺸﺎﺩﻱ ﻤﻘﺘﺭﺡ ﻟﺨﻔﺽ‬
‫‪retrived,February,7,2007from,http://www.alghad.j‬‬ ‫ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﻟﺩﻯ ﺍﻷﻁﻔﺎل ﻓﻲ ﻀﻭﺀ ﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‪،‬‬
‫‪o/print.html .‬‬ ‫ﻤﺠﻠﺔ ﺍﻹﺭﺸﺎﺩ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻤﺭﻜﺯ ﺍﻹﺭﺸﺎﺩ ﺍﻟﻨﻔﺴﻲ ﻋﻴﻥ ﺸﻤﺱ‬
‫ﺍﻟﻌﺩﺩ )‪.167 -143 ،(1‬‬
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‫ﻓﺭﻴﺎل ﺍﻟﺼﺒﻴﺤﻲ ﻭﺨﺎﻟﺩ ﺍﻟﺭﻭﺍﺠﻔﺔ‬ ... ‫ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‬
Students' Violence and Its Relation to Some Variables: A Descriptive Study on

A Sample of Students at the University of Jordan
Firyal S. Alsubaihi and Khaled M. Rawajfeh
ABSTRACT
This study aimed at identifying students' violence within universities (university of Jordan as an example)
and its relationship with various factors such as: academic level, cumulative average, major, gender,
parental income and cultural background.
A simple random sample of 1000 students present at a certain interval of time at the university was chosen
for this study. The sample consisted of males and females at different study levels studying different
disciplines at the university. Then, the research tool was applied on the sample by letting these students
complete a specifically prepared questionnaire developed for the purpose of this study. Variability and
stability of the tool were verified. Statistical analyses of mean, standard deviation and analysis of variance
showed the presence of a relationship with statistical significance at an alpha level of 0.0001 between the
participation in violent acts and each of the factors under consideration in these students. It was found that
the most common reasons behind students' participation in violence were fanaticism to relatives and
friends; their feelings towards university regulations being unjust; their uncertain look to future and the
feeling of rejection from the opposite sex.
KEYWORDS: Students Violence, Violence, Universities, Studies.

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Received on 15/5/2009 and Accepted for Publication on 3/1/2010.
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‫‪،‬ﺍﻟﻤﺠﻠﹼﺩ ‪،3‬ﺍﻟﻌﺩﺩ ‪2010،1‬‬ ‫מא‬ ‫א‬ ‫א‬

‫"ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬

‫ﻓﺭﻴﺎل ﺍﻟﺼﺒﻴﺤﻲ* ﻭﺨﺎﻟﺩ ﺍﻟﺭﻭﺍﺠﻔﺔ**‬

‫ﺍﻟﻜﻠﻤـﺎﺕ ﺍﻟﺩﺍﻟـﺔ‪ :‬ﺍﻟﻌﻨﻑ ﺍﻟﻁﻼﺒﻲ‪ ،‬ﺍﻟﻌﻨﻑ‪ ،‬ﺍﻟﺠﺎﻤﻌﺎﺕ‪ ،‬ﺩﺭﺍﺴﺎﺕ‪.‬‬

‫ﻭﺁﺒﺎﺀ‪ ،‬ﻓﺎﻟﺸﻐﺏ ﻭﺍﻟﻌﻨﻑ ﺍﻟﻤﻭﺠﻪ ﻀﺩ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻭﺍﻟﺠﺎﻤﻌﺔ ﻤﻥ‬ ‫ﺍﻟﻤﻘﺩﻤﺔ‬

‫© ‪ 2010‬ﻋﻤﺎﺩﺓ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ /‬ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ .‬ﲨﻴﻊ ﺍﳊﻘﻮﻕ ﳏﻔﻮﻇﺔ‪.‬‬

‫‪(1999‬‬ ‫ﺍﻟﻤﺨﺎﻟﻔﺎﺕ ﺩﻭﻥ ﺃﺩﻨﻲ ﺍﻋﺘﺒﺎﺭ ﻟﻸﻨﻅﻤﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ‪).‬ﺍﻟﺭﻭﺍﺠﻔﺔ‪،‬‬

‫ﺍﻟﺠﺩﻭل )‪ :(1‬ﻤﺼﻔﻭﻓﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻟﻔﻘﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻟﻌﻨﻑ‬

‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺍﻟﺭﻗﻡ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺍﻟﺭﻗﻡ‬

‫ﻓﻘﺭﺓ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﺩﻟﺔ ﻜﺭﻨﺒﺎﺥ ﺃﻟﻔﺎ‬ ‫ﺍﻟﺠﺩﻭل )‪ :(2‬ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﻟﻜل‬

‫ﺃﻟﻔﺎ‬ ‫ﺍﻟﺭﻗﻡ‬ ‫ﺃﻟﻔﺎ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺍﻟﺭﻗﻡ‬

‫‪*‚61 *‚37‬‬ ‫‪‚23‬‬ ‫ﺃﻭﻟﻰ‬

‫‪‚25‬‬ ‫‪‚01‬‬ ‫‪*‚32‬‬ ‫ﺃﻭﻟﻰ‬

‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ ﺜﺎﻨﻴﺔ ﺜﺎﻟﺜﺔ ﺭﺍﺒﻌﺔ‬ ‫ﺍﻟﻔﻘﺭﺓ‬

‫‪ -2‬ﺃﻗل ﻤﻥ ‪4-3 3‬‬ ‫ﺍﻟﻤﻌﺩل‬ ‫ﺍﻟﻔﻘﺭﺓ‬

‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‬

‫ﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺇﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﻔﻘﺭﺓ‬

‫‪-200‬ﺃﻗل ﻤﻥ ‪-400 400‬ﺃﻗل ﻤﻥ ‪ 600 600‬ﻓﻤﺎ ﻓﻭﻕ‬ ‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﺨل‬ ‫ﺍﻟﻔﻘﺭﺓ‬

‫‪-200‬ﺃﻗل ﻤﻥ ‪-400 400‬ﺃﻗل ﻤﻥ ‪ 600 600‬ﻓﻤﺎ ﻓﻭﻕ‬ ‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﺨل‬ ‫ﺍﻟﻔﻘﺭﺓ‬

‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ‬ ‫ﻤﺨﻴﻡ‬ ‫ﺒﺎﺩﻴﺔ‬ ‫ﻗﺭﻴﺔ‬ ‫ﻤﺩﻴﻨﺔ‬

‫ﻤﺨﻴﻡ‬ ‫ﺒﺎﺩﻴﺔ‬ ‫ﻗﺭﻴﺔ‬ ‫ﻤﻜﺎﻥ ﺍﻟﺴﻜﻥ‬ ‫ﺍﻟﻔﻘﺭﺓ‬

‫ﻤﺨﻴﻡ‬ ‫ﺒﺎﺩﻴﺔ‬ ‫ﻗﺭﻴﺔ‬ ‫ﻤﻜﺎﻥ ﺍﻟﺴﻜﻥ‬ ‫ﺍﻟﻔﻘﺭﺓ‬

‫ﺘﻘﺩﻴﻡ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻹﺭﺸﺎﺩﻴﺔ )ﻤﻥ ﻗﺒل ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌـﺔ(‬ ‫ﺍﻟﻼﻤﻨﻬﺠﻴﺔ‪.‬‬

Development, 73(4):1134. Huitt.W. 2003. The information processing approach.

Students' Violence and Its Relation to Some Variables: A Descriptive Study on

Firyal S. Alsubaihi and Khaled M. Rawajfeh

KEYWORDS: Students Violence, Violence, Universities, Studies.

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