Chapter 1 Part 1

‫اﻟﺪاﻓﻌﻴﺔ واﻟﺘﻌﻠﻢ‬
Motivation and Learning

1
‫ﺍﺴﺘﺜﺎﺭﺓ ﺩﻭﺍﻓﻊ ﺍﻟﻤﺘﻌﻠﻡ ﻤﺸﻜﻠﺔ‬

‫ﻤﺸﻜﻠﺔ ﺍﻟﻤﻌﻠﻡ‬
‫ﺍﻷﺴﺎﺴﻴﺔ‬

‫‪2‬‬
 ‫ﻤﺼﻁﻠﺤﺎﺕ‬

‫ﺍﻟﺒﺎﻋﺙ‬
‫ﺍﻟﺤﺎﻓﺯ‬

‫ﺍﻟﺤﺎﺠﺔ‬

‫ﺍﻟﺩﺍﻓﻊ‬
‫‪3‬‬
 ‫اﻟﺒﺎﻋﺚ‬
‫إدراك اﻟﻔﺮد ﻟﺸﻲء أن ﻟﻪ اﻟﻘﺪرة ﻋﻠﻰ اﺷﺒﺎع‬
‫اﻟﺤﺎﺟﺔ‬
‫اﻟﺒﺎﻋﺚ هﺪف ﺧﺎرﺟﻰ‬
‫ﻣﺎ اﻟﺬى ﻳﺤﺪد ﻗﻴﻤﺔ اﻟﺒﺎﻋﺚ؟‬
‫ﻣﺎ وﻇﻴﻔﺔ اﻟﺒﺎﻋﺚ؟‬

‫‪4‬‬
 ‫اﻟﺤﺎﻓﺰ‬
‫اﻟﻤﺜﻴﺮات اﻟﺪاﺧﻠﻴﺔ اﻟﺘﻲ ﺗﺠﻌﻞ اﻟﻜﺎﺋﻦ اﻟﺤﻰ‬
‫ﻣﺴﺘﻌﺪا ﻟﻠﻘﻴﺎم ﺑﺎﺳﺘﺠﺎﺑﺔ ﻧﺤﻮ ﻣﻮﺿﻮع ﻣﻌﻴﻦ‪.‬‬
‫اﻟﺤﻮاﻓﺰ اﻟﺪاﺧﻠﻴﺔ ﺗﻨﺘﺞ ﻋﻦ ﺣﺎﺟﺎت‬
‫إذا اﻧﺨﻔﻀﺖ ﺣﺪة اﻟﻤﺜﻴﺮات اﻟﺪاﺧﻠﻴﺔ )اﻟﺤﻮاﻓﺰ(‬
‫ﻓﺈن ذﻟﻚ ﻳﺘﻄﻠﺐ زﻳﺎدة ﻗﻮة اﻟﻤﺜﻴﺮات اﻟﺨﺎرﺟﻴﺔ‬
‫)اﻟﺒﻮاﻋﺚ(‬
‫ﻣﺎ وﻇﻴﻔﺔ اﻟﺤﺎﻓﺰ؟‬
‫‪5‬‬
 ‫اﻟﺤﺎﺟﺔ‬
‫ﺣﺎﻟﺔ ﻣﻦ اﻻﻓﺘﻘﺎر ﻟﺸﻲء ﻟﺘﺤﻘﻴﻖ اﻻﺷﺒﺎع أو اﻟﺮﺿﺎ‬
‫اﻟﺤﺎﺟﺔ و إﻋﺎدة اﻟﺘﻮازن‬
‫ﻣﺎ اﻟﺬى ﻳﺤﺪد ﺳﻠﻮك اﻟﻔﺮد ﻋﻨﺪﻣﺎ ﻳﺸﻌﺮ ﺑﺤﺎﺟﺔ؟‬
‫اﻷهﻤﻴﺔ اﻟﻨﺴﺒﻴﺔ ﻟﻠﺤﺎﺟﺔ ﻋﻨﺪ اﻟﻔﺮد‬
‫اﻟﻤﺴﺘﻮى اﻟﻤﺄﻣﻮل ﻹﺷﺒﺎع اﻟﺤﺎﺟﺔ‬
‫اﻟﻤﺴﺘﻮى اﻟﺤﺎﻟﻰ ﻹﺷﺒﺎع اﻟﺤﺎﺟﺔ‬
‫اﺣﺘﻤﺎل ﺗﺤﻘﻴﻖ اﻟﻤﺴﺘﻮى اﻟﻤﻄﻠﻮب ﻟﻺﺷﺒﺎع‬

‫‪6‬‬
 ‫اﻟﺪواﻓﻊ‬
‫ﻗﻮى داﺧﻠﻴﺔ ﺗﺪﻓﻊ اﻟﻔﺮد ﻟﻠﻘﻴﺎم ﺑﺴﻠﻮك‪ ،‬وﺗﻮﺟﻬﻪ‬
‫ﻧﺤﻮ أهﺪف ﻣﻌﻴﻨﺔ‪ ،‬وﺗﺒﻘﻰ ﻋﻠﻰ اﻟﺴﻠﻮك وﺗﺠﻌﻠﻪ‬
‫ﻣﺴﺘﻤﺮا ﺣﺘﻰ ﻳﺘﺤﻘﻖ اﻟﻐﺮض ﻣﻨﻪ‪.‬‬
‫اﻟﺪاﻓﻊ ﻋﺎﻣﻞ ﻣﻨﺸﻂ‬
‫اﻟﺪاﻓﻊ ﻋﺎﻣﻞ ﻣﻮﺟﻪ وﻣﻨﻈﻢ‬
‫اﻟﺪاﻓﻊ ﻋﺎﻣﻞ ﻣﺪﻋﻢ وﻣﻌﺰز‬
‫اﻟﺪواﻓﻊ اﻟﻤﺮﺗﺒﻄﺔ وﻏﻴﺮ اﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﻨﺸﺎط‪.‬‬
‫‪7‬‬
 Self-actualisation
personal growth
and fulfilment

Aesthetic needs
beauty, balance, form, etc

Cognitive needs
knowledge, meaning, self-awareness

Esteem needs
achievement, status, responsibility, reputation

Belongingness and Love needs

family, affection, relationships, work group, etc

Safety needs
protection, security, order, law, limits, stability, etc

Biological and Physiological needs

basic life needs - air, food, drink, shelter, warmth, sex, sleep, etc.

8
1970's adapted hierarchy of needs model, including cognitive and
aesthetic needs

1. Biological and Physiological needs - air, food, drink, shelter,

warmth, sleep, etc.
2. Safety needs - protection from elements, security, order, law, limits,
stability, etc.
3. Belongingness and Love needs - work group, family, affection,
relationships, etc.
4. Esteem needs - self-esteem, achievement, mastery, independence,
status, dominance, prestige, managerial responsibility, etc.
5. Cognitive needs - knowledge, meaning, etc.
6. Aesthetic needs - appreciation and search for beauty, balance, form,
etc.
7. Self-Actualization needs - realising personal potential, self-
fulfillment

9
 Transcendence
helping others to self-actualise

Self-actualisation
personal growth, self-fulfilment

Aesthetic needs
beauty, balance, form, etc

Cognitive needs
knowledge, meaning, self-awareness

Esteem needs
achievement, status, responsibility, reputation

Belongingness and Love needs

family, affection, relationships, work group, etc

Safety needs
protection, security, order, law, limits, stability, etc

Biological and Physiological needs

basic life needs - air, food, drink, shelter, warmth, sex, sleep, etc.

10
1990's adapted hierarchy of needs including transcendence
needs

1. Biological and Physiological needs - air, food, drink, shelter,

warmth, sex, sleep, etc.
2. Safety needs - protection from elements, security, order, law,
limits, stability, etc.
3. Belongingness and Love needs - work group, family,
affection, relationships, etc.
4. Esteem needs - self-esteem, achievement, mastery,
independence, status, dominance, prestige, managerial
responsibility, etc.
5. Cognitive needs - knowledge, meaning, etc.
6. Aesthetic needs - appreciation and search for beauty,
balance, form, etc.
7. Self-Actualization needs - realising personal potential, self-
fulfillment, seeking personal growth and peak experiences.
8. Transcendence needs - helping others to achieve self
actualization.
11
 ‫ﻣﺴﺘﻮى اﻟﻄﻤﻮح‬
‫ﻣﺴﺘﻮى اﻻﻧﺠﺎز اﻟﻤﺘﻮﻗﻊ اﻟﺬى ﻳﺤﺎول اﻟﻔﺮد اﻟﻮﺻﻮل إﻟﻴﻪ‬
‫ﻓﻰ ﻣﻬﻤﺔ ﻣﻌﻴﻦ‪ ،‬ﻓﻰ ﺿﻮء ﻣﻌﻠﻮﻣﺎت اﻟﻔﺮد ﻋﻦ ﻣﺴﺘﻮى‬
‫ﻗﺪراﺗﻪ و إﻣﻜﺎﻧﺎﺗﻪ وﻣﺴﺘﻮى إﻧﺠﺎزﻩ اﻟﺴﺎﺑﻖ‪.‬‬
‫ﻣﺎ اﻟﻌﻮاﻣﻞ اﻟﺘﻲ ﺗﺆﺛﺮ ﻓﻰ ﻣﺴﺘﻮى اﻟﻄﻤﻮح؟‬
‫اﻟﻨﺠﺎح أو اﻟﻔﺸﻞ اﻟﻤﺎﺿﻰ‬
‫ﻣﺴﺘﻮى ﺻﻌﻮﺑﺔ اﻟﻤﻬﻤﺔ‬
‫اﻟﻘﻠﻖ‬
‫ﻣﻴﻜﺎﻧﺰﻣﺎت اﻟﺪﻓﺎع اﻟﻨﻔﺴﻰ‬
‫ﻣﺎ ﺗﺘﻮﻗﻌﻪ اﻟﺠﻤﺎﻋﺔ اﻟﻤﺮﺟﻌﻴﺔ ﻣﻨﻪ‬
‫‪12‬‬
 ‫اﻟﺪاﻓﻊ ﻟﻺﻧﺠﺎز‬
‫اﻟﺮﻏﺒﺔ ﻓﻰ اﻟﺘﻤﻴﺰ واﻹﺟﺎدة واﻟﺘﻔﻮق ﻓﻰ أداء ﻣﻬﻤﺔ ﻣﺎ‬
‫ﻳﺤﻘﻘﻬﺎ اﻟﻔﺮد‪.‬‬
‫ﻣﺎ ﺻﻔﺎت اﻷﻓﺮاد اﻟﺬﻳﻦ ﻳﺘﺼﻔﻮن ﺑﺪاﻓﻊ إﻧﺠﺎز ﻗﻮى؟‬
‫اﻟﻤﻬﺎم اﻟﺘﻲ ﺗﻤﺪهﻢ ﺑﻤﻌﻠﻮﻣﺎت ﻋﻦ ﻧﺘﺎﺋﺞ اﻧﺠﺎزهﻢ‪.‬‬
‫اﻟﻤﻬﺎم ﻣﺘﻮﺳﻄﺔ اﻟﺼﻌﻮﺑﺔ‪.‬‬
‫اﻟﻤﻬﺎم اﻟﺘﻲ ﻳﺘﺤﻜﻤﻮن ﻣﻦ ﺧﻼﻟﻬﺎ ﻓﻰ ﺟﻬﺪهﻢ‪.‬‬
‫ﺑﺬل ﺟﻬﺪ آﺒﻴﺮ‪.‬‬
‫اﻟﻤﺜﺎﺑﺮة رﻏﻢ اﻟﻌﻘﺒﺎت‪.‬‬
‫ﺗﺤﻘﻴﻖ اﻟﻬﺪف ﻣﻌﺰز ذاﺗﻰ‪.‬‬
‫‪13‬‬
 ‫ﻣﺴﺘﻮى اﻟﻘﻠﻖ آﻤﺘﻐﻴﺮ داﻓﻌﻰ‬
‫اﻟﺤﺪ اﻷﻣﺜﻞ ﻟﻠﺪاﻓﻌﻴﺔ‬
‫أﺛﺒﺘﺖ اﻟﺪراﺳﺎت أن زﻳﺎدة اﻟﺪاﻓﻊ اﻟﻰ درﺟﺔ ﻣﻌﻴﻨﺔ ﺗﻴﺴﺮ اﻻداء ﺣﺘﻰ ﻳﺼﻞ‬
‫اﻟﻰ اﻟﺤﺪ اﻷﻗﺼﻰ‬
‫وأن زﻳﺎدة اﻟﺪاﻓﻌﻴﺔ ﺑﻌﺪ هﺬﻩ اﻟﺪرﺟﺔ ﺗﺆدى اﻟﻰ ﺗﺪهﻮر اﻻداء وﻳﺨﺘﻠﻒ هﺬا‬
‫اﻟﺤﺪ ﺑﺎﺧﺘﻼف ﻃﺒﻴﻌﺔ اﻟﻌﻤﻞ‬
‫اﻻداء‬

‫ﻣﺴﺘﻮى اﻟﺪاﻓﻌﻴﺔ‬ ‫‪14‬‬

 ‫ﻣﺴﺘﻮى اﻟﻘﻠﻖ آﻤﺘﻐﻴﺮ داﻓﻌﻰ‬
‫ﻗﺎﻧﻮن ﻳﺮآﺲ ودودﺳﻮن‬
‫اﻟﻤﺴﺘﻮﻳﺎت اﻟﻌﺎﻟﻴﺔ ﻟﻠﺪاﻓﻌﻴﺔ ﺗﺆدى اﻟﻰ ﺗﺴﻬﻴﻞ اﻻداء ﻓﻰ ﺣﺎﻟﺔ اﻻﺗﻘﺎن اﻟﺘﺎم‬
‫ﻟﻠﻤﻬﺎرة واﻟﻰ ﺗﻌﻄﻴﻠﻪ ﻓﻰ ﺣﺎﻻت ﻋﺪم اﺗﻘﺎن اﻟﻤﻬﺎرة‬
‫اذا زادت ﺻﻌﻮﺑﺔ اﻟﻌﻤﻞ ﻓﺎن اﻟﻤﺴﺘﻮى اﻷﻣﺜﻞ ﻟﻠﻘﻠﻖ اﻟﻼزم ﻟﻸداء اﻟﻨﺎﺟﺢ‬
‫ﻳﺠﺐ أن ﻳﻜﻮن ﻣﻨﺨﻔﻀﺎ‬
‫ﺳﻬﻞ‬ ‫ﻣﺘﻮﺳﻂ‬
‫ﺻﻌﺐ‬
‫اﻻداء‬

‫اﻻداء‬

‫اﻻداء‬
‫ﻣﺴﺘﻮى اﻟﺪاﻓﻌﻴﺔ‬ ‫ﻣﺴﺘﻮى اﻟﺪاﻓﻌﻴﺔ‬ ‫ﻣﺴﺘﻮى اﻟﺪاﻓﻌﻴﺔ‬
‫‪15‬‬
 ‫اﻷهﺪاف‬
‫أن ﻳﻔﺮق اﻟﻄﺎﻟﺐ ﺑﻴﻦ ﻣﺼﻄﻠﺤﺎت اﻟﺪاﻓﻌﻴﺔ اﻟﻤﺨﺘﻠﻔﺔ‪:‬‬
‫اﻟﺒﺎﻋﺚ –اﻟﺤﺎﻓﺰ‪-‬اﻟﺤﺎﺟﺔ‪-‬اﻟﺪاﻓﻊ‬
‫أن ﻳﺤﺪد اﻟﻄﺎﻟﺐ وﻇﺎﺋﻒ اﻟﺪاﻓﻌﻴﺔ و ﺧﺼﺎﺋﺼﻬﺎ‬
‫أن ﻳﻌﻄﻰ اﻟﻄﺎﻟﺐ ﺑﻌﺾ اﻷﻣﺜﻠﺔ اﻟﻮاﻗﻌﻴﺔ اﻟﻤﺘﻔﻘﺔ ﻣﻊ‬
‫ﺗﺼﻨﻴﻒ ﻣﺎﺳﻠﻮ ﻟﻠﺤﺎﺟﺎت واﻟﺪواﻓﻊ‬
‫أن ﻳﺤﺪد اﻟﻄﺎﻟﺐ ﻣﻔﻬﻮم ﻣﺴﺘﻮى اﻟﻄﻤﻮح واﻟﺪاﻓﻊ ﻟﻼﻧﺠﺎز‬
‫أن ﻳﺘﻌﺮف اﻟﻄﺎﻟﺐ ﻋﻠﻰ اﻟﻘﻠﻖ وﻋﻼﻗﺘﻪ ﺑﺎﻟﺪاوﻓﻊ‬
‫أن ﻳﻮﻇﻒ اﻟﻄﺎﻟﺐ اﻟﻤﻌﻠﻮﻣﺎت اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﺪاﻓﻌﻴﺔ ﻓﻰ‬
‫ﻣﻮاﻗﻒ اﻟﺘﻌﻠﻢ‬
‫‪16‬‬