‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ ) ﺴﻠﺴﻠﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ ( ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﺹ‪ ،153-110‬ﻴﻨﺎﻴﺭ ‪2015‬‬

‫‪ISSN 2070 - 3147‬‬

‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ‬

‫ﺒﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬

‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﻋﻴﺩ ﺍﻟﻬﻠﻭل*‬

‫ﺍﻟﻤﻠﺨﺹ‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻟﻭﺍﻗﻊ ﺘﺄﺜﻴﺭ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ ﻭﻋﻼﻗﺘﻬﺎ‬
‫ﺒﺠﻨﺱ ﺍﻟﻁﺎﻟﺏ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ .‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ)‪ (710‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺜﺎﻟﺙ‬
‫ﺍﻟﺜﺎﻨﻭﻱ ﻤﻥ ﻤﻨﻁﻘﺔ ﺸﻤﺎل ﻏﺯﺓ ﻤﻨﻬﻡ)‪ (318‬ﻁﺎﻟﺒﹰﺎ ﻭ‪ 393‬ﻁﺎﻟﺒﺔ‪ ،‬ﺍﺨﺘﻴﺭﻭﺍ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ)‪(16‬‬
‫ﻤﺩﺭﺴﺔ ﻤﻨﻬﻡ)‪(6‬ﻤﺩﺍﺭﺱ ﻟﻠﺫﻜﻭﺭ ﻭ)‪ (10‬ﻤﺩﺍﺭﺱ ﻟﻺﻨﺎﺙ‪ .‬ﺼﻨﻔﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻨﺎﺀ ﻋﻠﻰ‬
‫ﻤﻘﻴﺎﺱ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺇﻟﻰ ﻓﺌﺘﻴﻥ‪ ،‬ﻓﺌﺔ ﻁﻠﺒﺔ ﺫﻭﻭ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﻋﺩﺩﻫﺎ)‪ (355‬ﻭﻓﺌﺔ‬
‫ﻁﻠﺒﺔ ﺫﻭﻭ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﺴﺎﻟﺒﺔ ﻭﻋﺩﺩﻫﺎ)‪ ،(355‬ﻭﺼﻨﻑ ﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺇﻟﻰ ﻓﺌﺘﻴﻥ ﻓﺌﺔ ﻁﻠﺒﺔ‬
‫ﺫﻭﻭ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﻭﻋﺩﺩﻫﺎ)‪(404‬ﻭﻓﺌﺔ ﻁﻠﺒﺔ ﺫﻭﻭ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﺽ ﻭﻋﺩﺩﻫﺎ)‪ .(356‬ﻜﻤﺎ‬
‫ﻁﺒﻕ ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪ .‬ﻭﺘﻭﺼﻠﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﻤﺴﺘﻭﻯ‬
‫ﻲ ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻜﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺒﺔ ﺒﻴﻥ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻤﺘﺩﻨ ﹴ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‪ ،‬ﻭﻜﺫﻟﻙ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻭﺠﻭﺩ‬
‫ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻟﺴﺎﻟﺒﺔ‬
‫ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻟﺼﺎﻟﺢ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﺴﺎﻟﺒﺔ‪ .‬ﻭﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﺽ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻟﺼﺎﻟﺢ ﺍﻟﻁﻠﺒﺔ‬
‫ﺫﻭﻱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﺽ‪ .‬ﻭﻟﻘﺩ ﺘﻔﻭﻕ ﻜل ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﺫﻭﻱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﺽ ﻋﻠﻰ‬
‫ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺃﻅﻬﺭ ﻜل ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ‬
‫ﻤﺴﺘﻭﻯ ﻤﺘﻘﺎﺭﺏ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻤﻔﺘﺎﺤﻴﺔ‪ :‬ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺒﻴﺔ‪ ،‬ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‪ ،‬ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪.‬‬

‫* ﻗﺴﻡ ﻋﻠﻡ ﺍﻟﻨﻔﺱ‪ -‬ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪ -‬ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ– ﻏﺯﺓ‪ -‬ﻓﻠﺴﻁﻴﻥ‪.‬‬

 2015‫ ﻴﻨﺎﻴﺭ‬،‫ ﺍﻟﻌﺩﺩ ﺍﻷﻭل‬،‫ ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‬،‫ ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‬،‫ ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‬.‫ﺩ‬

Abstract
Methods of parental treatment as perceived by their children in the
neurotic narcissism and its relationship to the level of self-esteem
The study aims to examine the impact of parental treatment methods as
perceived by their children and its relation to the sex of the student and self–
esteem. the study sample consisted of(710)students from the k12 students
from the area of northern Gaza, including 318 male and 393 female
students, chosen randomly from(16) schools.(6)of them, schools for male
students and 10 of female students .members of the study sample are
classified into two categories based on scale of parental treatment. the first
category of students, treated positively by their parents, consists of (355)
students and the second category of students, treated negatively by their
parents consists of (355)students. in regard to self-esteem, students are
classified into two categories. the first category with high self – esteem
,students are classified into two categories . the first category with high self-
esteem consists of (404)students while the second category with low self-
esteem consists of (356). The scale of neurotic narcissism has been applied
on the study sample.
Results of the study revealed that the level of neurotic narcissism is low
and there is a positive correlation between neurotic narcissism, self –esteem
and methods of parental treatment. the study has also shown that there are
statically significant differences between the methods of positive parental
treatment and methods of negative parental treatment in neurotic narcissism
for the benefit of students with negative parental treatment. there are also
statistically significant differences betwwen high self –esteem and low self
–esteem in the neurotic narcissism in favor of students with low self-esteem.
the paper concludes that males and females with low self –esteem have
shown greater degree of neurotic narcissism than students with high self –
esteem.
Key words: neurotic narcissism, parents rearing styles, self-esteem.

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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﺍﻟﻤﻘﺩﻤﺔ‪:‬‬
‫ﺍﻷﺴﺭﺓ ﻫﻲ ﺍﻟﺨﻠﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﺘﻘﻭﻡ ﻋﻠﻴﻬﺎ ﺴﻼﻤﺔ ﺒﻨﺎﺀ ﺍﻟﻤﺠﺘﻤﻊ ﻭﻤﻥ ﻫﺫﺍ ﺍﻟﻤﻨﻁﻠﻕ ﺤﻅﻴﺕ‬
‫ﺒﺄﻫﻤﻴﺔ ﺍﻟﻤﻔﻜﺭﻴﻥ ﻤﻥ ﺠﻤﻴﻊ ﺍﻟﺜﻘﺎﻓﺎﺕ ﻓﻜﻠﻤﺎ ﻜﺎﻨﺕ ﺍﻷﺴﺭﺓ ﻋﻠﻰ ﻗﺩﺭ ﻜﺒﻴﺭ ﻤﻥ ﺍﻻﺴﺘﻘﺎﻤﺔ ﻭﺍﻟﺘﻤﺎﺴﻙ‬
‫ﺼﻠﺤﺕ ﺸﺅﻭﻥ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺍﺴﺘﻘﺎﻤﺕ ﺃﻤﻭﺭﻩ‪.‬‬
‫ﻓﺎﺴﺘﻘﺎﻤﺔ ﻭﺘﻤﺎﺴﻙ ﺍﻷﺴﺭﺓ ﻻ ﻴﻜﻭﻥ ﺇﻻ ﺒﻌﻤﻠﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﻴﻌﺘﺒﺭﻫﺎ ﺒﻌﺽ ﺍﻟﺒﺎﺤﺜﻴﻥ‬
‫ﻤﻥ ﺃﻫﻡ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺘﺄﺜﻴﺭﹰﺍ ﻋﻠﻰ ﺍﻷﺒﻨﺎﺀ ﻓﻲ ﻤﺨﺘﻠﻑ ﻤﺭﺍﺤﻠﻬﻡ ﺍﻟﻌﻤﺭﻴﺔ‪ ،‬ﻟﻤﺎ ﻟﻬﺎ ﻤﻥ ﺩﻭﺭ ﺃﺴﺎﺴﻲ ﻓﻲ‬
‫ﺘﺸﻜﻴل ﺸﺨﺼﻴﺎﺘﻬﻡ ﻭﺘﻜﺎﻤﻠﻬﺎ‪ ،‬ﻭﻫﻲ ﺘﻌﺘﺒﺭ ﺇﺤﺩﻯ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻡ ﺍﻟﺘﻲ ﻋﻥ ﻁﺭﻴﻘﻬﺎ ﻴﻜﺘﺴﺏ ﺍﻷﺒﻨﺎﺀ‬
‫ﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﺘﻘﺎﻟﻴﺩ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﻭﺍﻟﻘﻴﻡ ﺍﻟﺴﺎﺌﺩﺓ ﻓﻲ ﺒﻴﺌﺘﻬﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﻴﻌﻴﺸﻭﻥ ﻓﻴﻬﺎ‪ ،‬ﻓﻌﻤﻠﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺘﺘﻡ ﻋﻥ ﻁﺭﻴﻕ ﺃﺴﺎﻟﻴﺏ ﻤﺘﻌﺩﺩﺓ)ﻋﺒﺩ ﺍﻟﺤﺎﻓﻅ‪.(4 :2001 ،‬‬
‫ﻓﺄﺴﻠﻭﺏ ﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﻥ ﻟﻸﺒﻨﺎﺀ ﻴﺅﺜﺭ ﺒﺸﻜل ﻓﻌﺎل ﻋﻠﻰ ﺍﻟﻨﻭﺍﺤﻲ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺸﺨﺼﻴﺔ ﺍﻷﺒﻨﺎﺀ‪،‬‬
‫ﻓﻨﺠﺩ ﺃﻥ ﺃﺴﻠﻭﺏ ﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﻥ ﺍﻟﺫﻱ ﻴﺘﺴﻡ ﺒﺎﻟﺤﺏ ﻭﺍﻟﺘﻘﺒل ﻭﺍﻟﺴﻤﺎﺤﺔ ﻭﺍﻟﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﻤﻥ ﺸﺄﻨﻪ ﺃﻥ‬
‫ﻴﺅﺜﺭ ﺇﻴﺠﺎﺒﻴﹰﺎ ﻋﻠﻰ ﺸﺨﺼﻴﺔ ﺍﻷﺒﻨﺎﺀ‪ ،‬ﻜﺫﻟﻙ ﺃﺴﻠﻭﺏ ﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﻥ ﺍﻟﺫﻱ ﻴﺘﺴﻡ ﺒﺎﻟﻨﺒﺫ‪ ،‬ﻭﺍﻟﺭﻓﺽ‪،‬‬
‫ﻭﺍﻟﺘﺸﺩﺩ ﻤﻥ ﺸﺄﻨﻪ ﺃﻥ ﻴﺅﺜﺭ ﺴﻠﺒﻴﹰﺎ ﻋﻠﻰ ﺸﺨﺼﻴﺔ ﺍﻷﺒﻨﺎﺀ‪ ،‬ﻭﻴﻅﻬﺭ ﺒﻌﺽ ﺃﺸﻜﺎل ﺍﻟﺴﻠﻭﻙ ﻏﻴﺭ‬
‫ﺍﻟﻤﺭﻏﻭﺏ ﻓﻴﻪ ﻭﻴﺨﺘﻠﻑ ﺃﺴﻠﻭﺏ ﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﻥ ﻤﻥ ﺸﺨﺹ ﻷﺨﺭ‪ ،‬ﻭﻤﻥ ﺒﻴﺌﺔ ﻷﺨﺭﻯ ﻭﻤﻥ ﺜﻘﺎﻓﺔ‬
‫ﻷﺨﺭﻯ‪ ،‬ﻭﻤﻥ ﻤﺠﺘﻤﻊ ﻷﺨﺭ‪ .‬ﻓﻘﺩ ﻴﺘﺒﻊ ﺍﻟﺒﻌﺽ ﺃﺴﻠﻭﺏ ﺍﻟﺘﺸﺩﺩ ﻭﺍﻟﺼﺭﺍﻤﺔ ﺍﻟﺯﺍﺌﺩﺓ ﻅﻨﹰﺎ ﺃﻥ ﻫﺫﺍ‬
‫ﺍﻷﺴﻠﻭﺏ ﻫﻭ ﺍﻷﻤﺜل ﻓﻲ ﺘﻨﺸﺌﺔ ﺍﻷﺒﻨﺎﺀ ﻭﺍﻟﺒﻌﺽ ﺍﻵﺨﺭ ﻗﺩ ﻴﺘﺒﻊ ﺃﺴﻠﻭﺏ ﺍﻟﻌﻁﻑ ﻭﺍﻟﺤﻤﺎﻴﺔ ﺍﻟﺯﺍﺌﺩﺓ‬
‫ﻭﺍﻟﺘﺩﻟﻴل ﻅﻨﹰﺎ ﺃﻥ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻫﻭ ﺍﻷﻤﺜل‪ ،‬ﻜﺫﻟﻙ ﻴﺘﻭﻗﻑ ﺃﺴﻠﻭﺏ ﺍﻟﻌﻁﻑ ﻓﻲ ﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﻥ ﻟﻸﺒﻨﺎﺀ‬
‫ﻋﻠﻰ ﻋﻭﺍﻤل ﺨﺎﺼﺔ ﺒﺎﻟﻭﺍﻟﺩﻴﻥ‪ ،‬ﻓﺄﺴﻠﻭﺏ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﺫﻱ ﻨﺸﺄ ﻓﻴﻪ ﺃﺤﺩ ﺍﻟﻭﺍﻟﺩﻴﻥ ﻴﺅﺜﺭ ﻓﻲ ﺃﺴﻠﻭﺏ ﻤﻌﺎﻤﻠﺘﻪ‬
‫ﻼ ﻤﻥ ﺍﻟﻭﺍﻟﺩﻴﻥ‪ ،‬ﻭﻜﺫﻟﻙ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺯﻭﺠﻴﻥ ﺘﺅﺜﺭ ﺃﻴﻀﹰﺎ ﻋﻠﻰ‬
‫ﻷﺒﻨﺎﺌﻪ‪ ،‬ﻜﺫﻟﻙ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻲ ﻨﺸﺄ ﻓﻴﻬﺎ ﻜ ﹰ‬
‫ﺃﺴﻠﻭﺏ ﻤﻌﺎﻤﻠﺘﻬﻤﺎ ﻟﻸﺒﻨﺎﺀ)ﺤﻠﻭﻩ‪.(19 -17 :1999،‬‬
‫ﺘﻌﺩﺩﺕ ﺘﻌﺭﻴﻔﺎﺕ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺘﺒﻌﹰﺎ ﻟﺘﻌﺩﺩ ﺍﻟﻨﻅﺭﻴﺎﺕ ﻭﺤﻘﻭل ﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﺘﻲ ﺤﺎﻭﻟﺕ ﺘﻔﺴﻴﺭ ﻫﺫﻩ‬
‫ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﻤﻥ ﺃﺒﺭﺯ ﻫﺫﻩ ﺍﻟﺘﻌﺭﻴﻔﺎﺕ ﻤﺎ ﺃﺸﺎﺭ ﺇﻟﻴﻪ ﻜﺎﺭﻟﺴﻭﻥ ﺁﺨﺭﻴﻭﻥ)‪(Carlson& et al, 1994 : 2‬‬
‫ﻓﻲ ﺃﻥ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻷﺴﺭﻴﺔ ﻫﻲ "ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻷﺴﺭﻴﺔ ﺍﻟﺘﻲ ﻴﺘﺒﻨﺎﻫﺎ ﺍﻟﻭﺍﻟﺩﺍﻥ‪ ،‬ﻟﺘﺤﻘﻴﻕ ﺍﻟﺘﻔﺎﻋل‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻤﻊ ﺍﻷﺒﻨﺎﺀ‪ ،‬ﺃﻭ ﻫﻲ ﺍﻟﻁﺭﻴﻘﺔ ﺃﻭ ﺍﻷﺴﻠﻭﺏ ﺍﻟﺫﻱ ﻴﺨﺘﺎﺭﻩ ﺍﻟﻭﺍﻟﺩﺍﻥ ﻟﺘﻁﺒﻴﻊ ﺃﺒﻨﺎﺌﻬﻤﺎ ﺃﻭ‬
‫ﺘﻨﺸﺌﺘﻬﻡ ﺍﺠﺘﻤﺎﻋﻴﺎﹰ‪.‬‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﻴﻅﻬﺭ ﺃﺜﺭ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻥ ﺨﻼل ﺴﻠﻭﻙ ﺍﻷﻓﺭﺍﺩ‪ ،‬ﻓﺎﻟﺴﻠﻭﻙ ﻫﻭ ﻜل ﻤﺎ ﻴﺼﺩﺭ ﻋﻨﺎ ﻤﻥ ﺃﻓﻌﺎل‬
‫ل‬
‫ﺃﻭ ﺃﻓﻜﺎﺭ ﺃﻭ ﺤﺩﻴﺙ ﻴﺩل ﻋﻠﻰ ﺸﺨﺼﻴﺘﻨﺎ‪ .‬ﻓﺸﺨﺼﻴﺔ ﺍﻟﻔﺭﺩ ﻤﺤﺼﻠﺔ ﺍﻟﻨﻅﺎﻡ ﺍﻟﻤﺘﺤﺩ ﺍﻟﻤﺘﻜﺎﻤل ﻤﻥ ﻋﻭﺍﻤ ِ‬
‫ﺠﺴﻤﻴﺔ ﻭﻨﻔﺴﻴﺔ ﻭﺍﺠﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﻭﺍﻷﺼل ﻓﻲ ﺍﻟﺸﺨﺼﻴﺔ ﺃﻥ ﺘﻜﻭﻥ ﻁﺒﻴﻌﻴﺔ‪ ،‬ﺇﻻ ﺇﺫﺍ ﺤﺩﺙ ﺨﻠل ﻓﻲ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﺘﺼﺎﺏ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺒﺎﻀﻁﺭﺍﺏ ﻤﺭﻀﻲ ﻟﻴﻨﺘﺞ ﺃﻁﻴﺎﻓﹰﺎ ﻭﺍﺴﻌ ﹰﺔ ﻤﻥ ﺍﻷﻨﻤﺎﻁ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﻟﺘﻲ ﻴﺼﻌﺏ ﻋﻠﻴﻨﺎ ﺍﻴﺠﺎﺩ‬
‫ﺘﻔﺴﻴﺭ ﻟﺒﻌﺽ ﻤﻨﻬﺎ‪ .‬ﻟﻬﺫﺍ ﻴﻌﺭﻑ ﺍﻀﻁﺭﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺒﺄﻨﻪ ﻨﻤﻁ ﻤﻥ ﺍﻟﺸﺨﺼﻴﺔ ﻏﻴﺭ ﺍﻟﻤﺭﻨﺔ ﻭﻏﻴﺭ‬
‫ﺍﻟﻤﺘﻜﻴﻔﺔ ﻭﻴﻨﺸﺄ ﻋﻨﻬﺎ ﻓﺸل ﺍﺠﺘﻤﺎﻋﻲ ﺃﻭ ﻭﻅﻴﻔﻲ ﺃﻭ ﻤﻌﺎﻨﺎﻩ ﺫﺍﺘﻴﺔ‪ .‬ﻭﻤﻥ ﺃﻨﻤﺎﻁ ﺍﻟﺸﺨﺼﻴﺔ ﻏﻴﺭ ﺍﻟﻤﺘﻜﺎﻤﻠﺔ‬
‫ﻏﻴﺭ ﺍﻟﻤﺘﻜﻴﻔﺔ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ)ﻫﻠﺴﻪ‪.(2009 ،‬‬
‫ﻴﻌﺭﻑ ﺍﻀﻁﺭﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻓﻲ ﺩﻟﻴل ﺍﻟﺘﺸﺨﻴﺹ ﺍﻟﺭﺍﺒﻊ‪ DSM-IV‬ﻟﺠﻤﻌﻴﺔ ﺍﻟﻁﺏ‬
‫ﺍﻟﻨﻔﺴﻲ ﺍﻷﻤﺭﻴﻜﻲ)‪(2004‬ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻪ ﻓﻲ)‪ (Bagby, et al, 2005: 152‬ﺃﻨﻪ ﻨﻤﻁ ﺸﺎﻤل ﻤﻥ‬
‫ﺍﻟﺴﻠﻭﻙ ﺍﻟﻤﺘﻤﺜل ﺒﺎﻹﺤﺴﺎﺱ ﺒﺎﻟﻌﻅﻤﺔ‪ ،‬ﻭﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻨﺘﺯﺍﻉ ﺍﻻﻋﺠﺎﺏ ﻭﺍﻻﻓﺘﻘﺎﺭ ﺇﻟﻰ ﺍﻟﺘﻤﺜﻴل ﺍﻟﻭﺠﺩﺍﻨﻲ‪،‬‬
‫ﻭﺘﺒﺩﺃ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻟﺭﺸﺩ ﺍﻟﻤﺒﻜﺭﺓ ﻭﺘﺘﻤﺜل ﻓﻲ ﻋﺩﺩ ﻤﻥ ﺍﻟﺴﻴﺎﻗﺎﺕ‪ ،‬ﻜﻤﺎ ﻴﺴﺘﺩل ﻋﻠﻴﻪ ﺒﺨﻤﺴﺔ ﺃﻭ ﺃﻜﺜﺭ ﻤﻥ‬
‫ﺍﻟﻤﻅﺎﻫﺭ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﻟﺩﻴﻪ ﺍﺤﺴﺎﺱ ﻤﺘﻌﺎﻅﻡ ﺒﺄﻫﻤﻴﺘﻪ)ﻴﺒﺎﻟﻎ ﻓﻲ ﺤﺠﻡ ﺍﻨﺠﺎﺯﺍﺘﻪ ﻭﻤﻭﺍﻫﺒﻪ ﻭﻴﺘﻭﻗﻊ ﻤﻥ ﺍﻵﺨﺭﻴﻥ ﺃﻥ ﻴﻜﺒﺭﻭﺍ‬
‫ﺸﺄﻨﻪ ﻭﻴﻌﺘﺭﻓﻭﺍ ﺒﺄﻨﻪ ﺍﻷﻓﻀل ﺩﻭﻥ ﻭﺠﻭﺩ ﺍﻨﺠﺎﺯﺍﺕ ﻗﺎﺒﻠﺔ ﻟﻠﻘﻴﺎﺱ ﻭﺍﻟﻤﻀﺎﻫﺎﺓ ﺒﺈﻨﺠﺎﺯﺍﺕ ﻏﻴﺭﻩ(‪.‬‬
‫‪ -2‬ﺘﺩﺍﻋﺒﻪ ﺨﻴﺎﻻﺕ ﺍﻟﻨﺠﺎﺡ ﻏﻴﺭ ﺍﻟﻤﺤﺩﻭﺩ ﺃﻭ ﺍﻟﻨﻔﻭﺫ ﺃﻭ ﺍﻟﺘﺄﻟﻕ ﺃﻭ ﺍﻟﺠﻤﺎل ﺃﻭ ﺍﻟﺤﺏ ﺍﻟﻤﺜﺎﻟﻲ ﺒﺸﻜل ﺩﺍﺌﻡ‪.‬‬
‫‪ -3‬ﻴﻌﺘﻘﺩ ﺃﻨﻪ ﻤﻤﻴﺯ ﻭﻓﺭﻴﺩ ﻭﻻ ﻴﻤﻜﻥ ﻓﻬﻤﻪ ﺃﻭ ﻻ ﻴﺠﺏ ﺃﻥ ﻴﺭﺍﻓﻕ ﺇﻻ ﺍﻟﻌﻠﻴﺔ ﻤﻥ ﺍﻟﻘﻭﻡ‪.‬‬
‫‪ -4‬ﻴﻁﻠﺏ ﺍﻷﻋﺠﺎﺏ ﺍﻟﺯﺍﺌﺩ )ﻴﻬﻔﻭ ﺇﻟﻰ ﺍﻨﺘﺯﺍﻉ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻻﻋﺠﺎﺏ(‪.‬‬
‫‪ -5‬ﻟﺩﻴﻪ ﺇﺤﺴﺎﺱ ﺒﺎﻟﺠﺩﺍﺭﺓ ﻭﺍﻻﺴﺘﺤﻘﺎﻕ‪ ،‬ﻴﺘﻭﻗﻊ ﻤﻥ ﺍﻵﺨﺭﻴﻥ ﺃﻥ ﻴﻌﺎﻤﻠﻭﻩ ﻤﻌﺎﻤﻠﺔ ﺨﺎﺼﺔ ﺃﻭ ﻴﺫﻋﻨﻭﺍ ﻟﻪ‬
‫ﺍﺫﻋﺎﻨﹰﺎ ﺁﻟﻴﺎﹰ‪.‬‬
‫‪ -6‬ﻋﻼﻗﺘﻪ ﺒﺎﻵﺨﺭﻴﻥ ﺍﻨﺘﻬﺎﺯﻴﺔ ﺍﺴﺘﻐﻼﻟﻴﺔ‪ ،‬ﺃﻱ ﻴﺴﺘﻌﻤل ﺍﻵﺨﺭﻴﻥ ﻟﻤﺂﺭﺒﻪ ﺍﻟﺨﺎﺼﺔ‪.‬‬
‫‪ -7‬ﻴﻔﺘﻘﺭ ﺇﻟﻰ ﺍﻟﻤﺜﻴل ﺍﻟﻭﺠﺩﺍﻨﻲ‪ :‬ﻻ ﻴﺭﻏﺏ ﻓﻲ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺸﺎﻋﺭ ﺍﻵﺨﺭﻴﻥ ﻭﺤﺎﺠﺎﺘﻬﻡ‪.‬‬
‫‪ -8‬ﻜﺜﻴﺭﹰﺍ ﻤﺎ ﻴﺤﺴﺩ ﺍﻵﺨﺭﻴﻥ ﻭﻴﻌﺘﻘﺩ ﺃﻥ ﺍﻵﺨﺭﻴﻥ ﻴﺤﺴﺩﻭﻨﻪ‪.‬‬
‫‪ -9‬ﺘﺘﺴﻡ ﺘﺼﺭﻓﺎﺘﻪ ﺒﺎﻟﻐﻁﺭﺴﺔ ﻭﺍﻟﺘﻌﺠﺭﻑ‪.‬‬

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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﺃﻤﺎ "ﻜﻴﺭﻨﺒﺭﺝ" ﻓﻴﺭﻯ ﺃﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻤﺼﻁﻠﺢ ﻤﻌﻘﺩ ﺒﺴﺒﺏ ﻭﺠﻭﺩ ﻤﺴﺘﻭﻴﻴﻥ ﻤﺘﻭﺍﺯﻴﻴﻥ ﻤﻥ ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬
‫ﻜل ﻤﻨﻪ ﻴﻜﻤل ﺍﻵﺨﺭ‪ ،‬ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل ﻴﺘﺒﻊ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﺍﻟﺫﻱ ﻴﻨﻅﺭ ﺇﻟﻰ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻋﻠﻰ ﺃﻨﻬﺎ‬
‫ﺍﺴﺘﺜﻤﺎﺭ ﻟﻠﺒﻴﻴﺩﻭ ﻓﻲ ﺍﻷﻨﺎ‪ ،‬ﻭﻫﻭ ﺍﻟﺫﻱ ﻴﺯﻭﺩﻨﺎ ﺒﻨﻤﻭﺫﺝ ﻤﻥ ﺍﻟﻭﻅﺎﺌﻑ ﺍﻟﻼﺸﻌﻭﺭﻴﺔ ﺍﻟﺘﻲ ﺘﻔﺴﺭ ﺘﻠﻙ‬
‫ﺍﻟﻅﺎﻫﺭﺓ ﺍﻹﻜﻠﻴﻨﻴﻜﻴﺔ ﺍﻟﺘﻲ ﻨﻼﺤﻅﻬﺎ‪ ،‬ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺜﺎﻨﻲ ﻟﺘﻌﺭﻴﻑ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻤﺎ ﻴﻤﺜﻠﻪ ﺯﻤﺭﺓ ﺍﻷﻋﺭﺍﺽ‬
‫ﺍﻹﻜﻠﻴﻨﻴﻜﻴﺔ ﺍﻟﺘﻲ ﺘﻤﻴﺯ ﺍﻟﻤﺭﻀﻰ ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺘﻨﻅﻴﻡ ﻏﻴﺭ ﺴﻭﻱ ﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫)‪(Kernberg,2004b: 2004‬ﻴﺸﻴﺭ ﺭﺩﻭﻟﺕ ﻭﺴﻭﺭﻭ )‪Rhodewalt & Sorrow, (2005:579‬‬
‫ﺇﻟﻰ ﺃﻥ ﻤﻔﻬﻭﻡ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻤﻥ ﺃﻜﺜﺭ ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﺘﻲ ﻴﻜﺘﻨﻔﻬﺎ ﺍﻟﻐﻤﻭﺽ ﻭﺍﻹﻟﺘﺒﻠﺱ‪ .‬ﻷﻨﻪ ﻜﻤﺎ ﻴﺫﻜﺭ‬
‫"ﺴﺎﻨﺩﻜﺭ ﻭ ﺒﻴﺭﺴﻭﻥ "ﺃﻥ ﺍﻟﺩﻓﺎﻋﺎﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻤﻭﺠﻭﺩﺓ ﺒﺸﻜل ﺃﻭ ﺒﺄﺨﺭ ﻟﺩﻯ ﻜل ﺍﻷﻓﺭﺍﺩ ﺴﻭﺍﺀ ﻜﺎﻥ‬
‫ﻤﺭﻴﺽ ﺃﻡ ﻏﻴﺭ ﻤﺭﻴﺽ)‪. (Sandler & Person, 1991 :82‬‬
‫ﻴﺭﻯ ﺒﻌﺽ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻤﺜل ﺩﻭﺒﺭﺕ )‪ ،Dobbert, (2007‬ﺒﻴﺭﺱ)‪ ،Paris, (2005‬ﺴﺒﻴﺭﻱ‬
‫)‪ Sperry, (2005‬ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻪ ﻓﻲ ﺠﻭﺩﺓ )‪ (2012‬ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﻗﻠﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﻤﺩﻯ‬
‫ﺍﻨﺘﺸﺎﺭ ﺍﻀﻁﺭﺍﺏ ﺍﻟﻨﺭﺠﺴﻴﺔ‪ ،‬ﺇﻻ ﺃﻥ ﺒﻌﺽ ﺍﻹﻜﻠﻴﻨﻴﻜﻴﻴﻥ ﻻﺤﻅﻭﺍ ﺃﻨﻪ ﻴﻭﺠﺩ ﺘﺯﺍﻴﺩ ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﻲ‬
‫ﺘﻁﻠﺏ ﺍﻟﻌﻼﺝ ﻤﻥ ﻫﺫﺍ ﺍﻻﻀﻁﺭﺍﺏ‪ ،‬ﺇﺫ ﻴﻘﺩﺭ ﻨﺴﺒﺔ ﺍﻟﻤﺭﺽ ﺒﺎﻀﻁﺭﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻤﻥ‬
‫ﻤﺠﻤﻭﻉ ﺍﻟﻤﺭﺽ ﺍﻟﻨﻔﺴﻴﻴﻥ ﺍﻟﺫﻴﻥ ﻴﺘﺭﺩﺩﻭﻥ ﻋﻠﻰ ﺍﻟﻌﻴﺎﺩﺍﺕ ﺏ ‪ 2- 16 %‬ﻭﺘﻘﺩﺭ ﺠﻤﻌﻴﺔ ﺍﻷﻁﺒﺎﺀ‬
‫ﺍﻟﻨﻔﺴﻴﻴﻥ ﺍﻷﻤﺭﻴﻜﻴﺔ ﻤﺩﻯ ﺍﻨﺘﺸﺎﺭ ﺍﻀﻁﺭﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ )‪ (%1‬ﻤﻥ ﻤﺠﻤﻭﻉ ﺍﻟﺴﻜﺎﻥ ﻓﻲ‬
‫ﺍﻟﻌﺎﻟﻡ‪.‬‬
‫ﻴﺭﻯ"ﺴﺒﻴﺭﻱ" ‪ ‬ﺃﻥ ﻫﺫﺍ ﺍﻻﻨﺘﺸﺎﺭ ﻓﻲ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻐﺭﺒﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺘﺨﺹ ﻭﻅﺎﺌﻑ ﻭﻤﻬﻥ ﻤﻌﻴﻨﺔ‬
‫ﻜﺎﻟﻤﺤﺎﻤﺎﺓ‪ ،‬ﻭﺍﻟﻁﺏ‪ ،‬ﻭﺍﻟﺭﻴﺎﻀﺔ‪ ،‬ﻭﺍﻟﺴﻴﺎﺴﺔ)‪. (Sperry,2005:14‬‬
‫ﻴﺭﻯ ﻓﺭﻭﻴﺩ ﺃﻥ ﺍﻷﻨﺎ ﺘﺨﺘﺯﻥ ﻜل ﺍﻟﻠﻴﺒﻴﺩﻭ ﻓﻲ ﺍﻟﺒﺩﺍﻴﺔ‪ ،‬ﻭﺘﻠﻙ ﺤﺎﻟﺔ ﻴﺴﻤﻴﻬﺎ ﺒﺎﺴﻡ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻷﻭﻟﻴﺔ‬
‫ﺍﻟﻤﻁﻠﻘﺔ‪ ،‬ﻓﻜل ﻟﻴﺒﻴﺩﻭ ﺇﺫﻥ ﻨﺭﺠﺴﻲ ﻓﻲ ﺍﻟﺒﺩﺍﻴﺔ )ﻏﺭﺍﻨﺒﺭﻏﺭ‪ ،(127 :2000,‬ﻭﻟﻜﻥ ﻴﻌﺘﺒﺭ ﻓﺭﻭﻴﺩ ﺃﻥ‬
‫ﻻ ﻤﻥ ﺍﺴﺘﺜﻤﺎﺭﻩ ﻓﻲ ﺍﻟﻤﻭﻀﻭﻉ ﺍﻟﺨﺎﺭﺠﻲ ﻴﻌﺘﺒﺭ‬
‫ﺍﻨﺴﺤﺎﺏ ﺍﻟﻠﻴﺒﻴﺩﻭ ﻭﺍﺴﺘﺜﻤﺎﺭﻩ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻓﻲ ﺍﻷﻨﺎ ﺒﺩ ﹰ‬
‫ﺸﻜل ﻤﻥ ﺃﺸﻜﺎل ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ )‪ . (Kernberg,2004a :10‬ﺤﻴﺙ ﻴﺭﻯ" ﻓﺭﻭﻴﺩ "ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﻋﻠﻰ ﺃﻨﻬﺎ ﺍﺴﺘﺜﻤﺎﺭ ﻭﺘﻭﻅﻴﻑ ﻟﻠﻴﺒﻴﺩﻭ ﻓﻲ ﺍﻷﻨﺎ ﺒﺩﻻ" ﻤﻥ ﺍﺴﺘﺜﻤﺎﺭ ﻓﻲ ﺍﻟﻤﻭﻀﻭﻉ ﺍﻟﺨﺎﺭﺝ‬
‫ﺍﻴﻔﺎﻥ)‪.(Evans, 2006 : 122‬‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﻜﻤﺎ ﻴﺭﻯ "ﻓﺭﻭﻴﺩ" ﺃﻥ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺘﺘﺸﻜل ﺒﺤﻴﺙ ﺘﻜﻭﻥ ﺠﺯﺀﹰﺍ ﻤﻥ ﺴﻤﺎﺕ ﺸﺨﺼﻴﺔ‬
‫ﺍﻟﺭﺍﺸﺩ ﻭﺘﺘﻡ ﻨﺘﻴﺠﺔ ﻟﺘﺜﺒﻴﺕ ﺍﻟﺴﻠﻭﻙ ﻓﻲ ﺴﻥ ﻤﺒﻜﺭ‪ ،‬ﻭﺍﻟﺘﺜﺒﻴﺕ ﻴﺄﺘﻲ ﻨﺘﻴﺠﺔ ﺘﻜﺭﺍﺭ ﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻟﺴﻠﻭﻙ‬
‫ﺒﺸﻜل ﻤﻜﺜﻑ ﻤﻥ ﻗﺒل ﺍﻟﻭﺍﻟﺩﻴﻥ ﻭﺍﻟﻤﺤﻴﻁﻴﻥ ﺒﻪ‪ ،‬ﺤﻴﺙ ﻴﺼﺒﺢ ﺍﻟﺴﻠﻭﻙ ﺠﺯﺀﹰﺍ ﻤﻥ ﺴﻤﺎﺕ ﺸﺨﺼﻴﺔ‬
‫ﺍﻟﺭﺍﺸﺩ )ﻋﺩﺱ ﻭﺘﻭﻕ ‪.(1999،‬‬
‫ﻭﻤﻥ ﺠﺎﻨﺏ ﺃﺨﺭ ﻴﺭﻯ ﺒﺎﺭﺒﺎﺭﺍ ﻭ )‪ Barbaara, (1999:34)،Lucia, (1999: 41‬ﺍﻟﻤﺸﺎﺭ‬
‫ﺇﻟﻴﻪ ﻓﻲ ﻤﺤﻤﺩ‪( 8-7 :2004)،‬ﻋﻠﻰ ﺃﻥ ﺍﻟﻁﻔل ﻴﺩﺭﻙ ﺃﻥ ﺤﺏ ﻭﺍﻟﺩﻴﻪ ﻟﻡ ﻴﻌﺩ ﺤﺒﹰﺎ ﻏﻴﺭ ﻤﺸﺭﻭﻁ ‪ ،‬ﻭﻟﻡ‬
‫ﻴﻌﺩ ﺤﻘﹰﺎ ﻤﻜﺘﺴﺒﹰﺎ ﻻ ﻴﻨﺎﺯﻋﻪ ﻋﻠﻴﻪ ﺃﺤﺩ‪ ،‬ﺒل ﺇﻨﻪ ﻗﺎﺒل ﻟﻠﺴﺤﺏ ﻓﻲ ﺃﻱ ﻭﻗﺕ‪ ،‬ﻭﻫﻭ ﻤﻌﺭﺽ ﻟﻠﺤﺭﻤﺎﻥ‬
‫ﻷﻱ ﺴﺒﺏ‪ ،‬ﻭﻟﻜﻲ ﻴﺨﻔﻑ ﺍﻟﻁﻔل ﻤﻥ ﺸﻌﻭﺭﻩ ﺒﺎﻟﺨﻭﻑ ﺇﺯﺍﺀ ﺫﻟﻙ ﻓﺈﻨﻪ ﻴﺒﺩﺃ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻭﺤﺩ ﻤﻊ ﻭﺍﻟﺩﻴﻪ‬
‫ﻻ ﺃﺨﻼﻗﻴﹰﺎ ﻗﻴﻤﹰﺎ ﺃﺭﻓﻊ ﻤﻥ ﻜل ﺸﻲﺀ ﺤﺘﻰ ﻤﻥ ﺭﻏﺒﺎﺘﻪ ﻏﻴﺭ ﺍﻟﻨﺎﻀﺠﺔ ﻭﻴﺴﺘﺩﺨل ﻗﻴﻤﻬﻡ‬
‫ﺒﺎﻋﺘﺒﺎﺭﻫﻤﺎ ﻤﺜﺎ ﹰ‬
‫ﻭﺃﺨﻼﻗﻴﺎﺘﻬﻡ ﻤﻌﺘﺒﺭﹰﺍ ﻜل ﺫﻟﻙ ﻓﻲ ﻜﻴﺎﻥ ﺠﺩﻴﺩ ﻴﺘﻁﻭﺭ ﺃﻻ ﻭﻫﻭ ﺍﻟﻀﻤﻴﺭ‪.‬‬
‫ﻭﻴﺅﻜﺩ" ﻜﻭﺕ "ﺇﻟﻰ ﺃﻨﻨﺎ ﺠﻤﻴﻌﹰﺎ ﻨﻭﻟﺩ ﻨﺭﺠﺴﻴﻴﻥ‪ ،‬ﺜﻡ ﺘﺘﺤﻭل ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻁﻔﻠﻴﺔ ﺘﺩﺭﻴﺠﻴﹰﺎ ﺇﻟﻰ‬
‫ﻨﺭﺠﺴﻴﺔ ﺭﺍﺸﺩﻩ‪ ،‬ﻭﺃﻥ ﺍﻻﻀﻁﺭﺍﺏ ﻴﺤﺩﺙ ﻋﻨﺩﻤﺎ ﻻ ﺘﺘﻡ ﻫﺫﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻋﻠﻰ ﻨﺤﻭ ﺴﻭﻱ‪ ،‬ﻭﻋﻨﺩﻫﺎ ﻴﻭﺍﺠﻪ‬
‫ﺍﻟﻔﺭﺩ ﺍﺤﺒﺎﻁﺎﺕ ﻗﺩ ﺘﻜﻭﻥ ﺍﻨﺘﻘﺎﻻﺕ ﺃﻜﺒﺭ ﻤﻥ ﻗﺩﺭﺍﺘﻪ ﻋﻠﻰ ﺍﻟﻤﻭﺍﺠﻬﺔ ﻓﻴﺘﺄﻫل ﻟﻼﻀﻁﺭﺍﺏ ‪(Kohut,‬‬
‫)‪.1977: 39‬‬
‫ﺘﺸﻴﺭ" ﻜﺒﺭﻨﺒﻭﺝ" ﺇﻟﻰ ﺃﻨﻪ ﻴﻨﺸﺄ ﺍﻻﻀﻁﺭﺍﺏ ﺍﻟﻨﺭﺠﺴﻲ ﻨﺘﻴﺠﺔ ﻋﺠﺯ ﺍﻟﻔﺭﺩ ﻋﻥ ﺍﻟﺘﻤﻴﻴﺯ ﺒﻴﻥ ﺍﻟﺫﺍﺕ‬
‫ﻭﺍﻵﺨﺭﻴﻥ ﻭﻋﺩﻡ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺘﻜﻭﻥ ﻤﻔﻬﻭﻡ ﺜﺎﺒﺕ ﻋﻥ ﺫﺍﺘﻪ ﻴﻌﺯﺯ ﺜﻘﺘﻪ ﺒﻨﻔﺴﻪ ﻨﺘﻴﺠﺔ ﺍﻟﺘﺜﺒﻴﺕ ﻋﻠﻰ‬
‫ﻤﺭﺤﻠﺔ ﻤﻥ ﻤﺭﺍﺤل ﺍﻟﻁﻔﻭﻟﺔ )‪.(Kernberg,1976 :53‬‬
‫ﻴﺭﻯ" ﻓﺭﻭﻡ "ﺃﻨﻨﺎ ﻨﺒﺩﺃ ﺍﻟﺤﻴﺎﺓ ﺒﺘﻤﺭﻜﺯ ﺤﻭل ﺍﻟﺫﺍﺕ ﻭﻻ ﻨﺴﺘﻁﻴﻊ ﺤﺘﻰ ﺍﻟﺘﻤﻴﻴﺯ ﺒﻴﻥ ﺫﺍﺘﻨﺎ ﻭﺍﻵﺨﺭﻴﻥ "‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻷﻭﻟﻴﺔ ﻓﻲ ﻨﻅﺭﻴﺔ ﻓﺭﻭﻴﺩ "ﻭﺘﻌﻴﺩﻨﺎ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻤﺭﻀﻴﺔ ﻭﻏﻴﺭ ﺍﻟﺴﺎﺭﺓ ﺇﻟﻰ ﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ ﻏﻴﺭ‬
‫ﺍﻟﻨﺎﻀﺠﺔ ﻓﻲ ﺴﻨﻭﺍﺘﻨﺎ ﺍﻟﻼﺤﻘﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ‪ ،‬ﻭﺍﻟﻨﺭﺠﺴﻴﺔ ﻫﻲ ﻨﻭﻉ ﻤﻥ ﺍﻟﺨﺒﺭﺓ ﺍﻟﺘﻲ ﻴﺭﻯ ﺍﻟﻔﺭﺩ‬
‫ﻓﻴﻬﺎ ﻨﻔﺴﻪ ﻭﻜل ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻬﺎ ﺤﻘﻴﻘﺔ ﻜﺎﻤﻠﺔ‪ ،‬ﻭﺒﻌﻀﻨﺎ ﻗﺩ ﻴﺒﻘﻰ ﺇﻟﻰ ﺍﻟﻨﻬﺎﻴﺔ ﻨﺭﺠﺴﻴﹰﺎ ﺇﻟﻰ ﺤﺩ ﻤﺎ‪ ،‬ﻭﻟﻜﻥ‬
‫ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﻭﺤﻴﺩﺓ ﻟﺤﻔﻅ ﺍﻟﻜﺭﺍﻤﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻷﻤﻥ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻫﻭ ﺍﻻﻨﺘﻤﺎﺀ ﻟﻶﺨﺭﻴﻥ ﻓﻲ ﻋﻼﻗﺔ ﺤﺏ‬
‫ﻨﺎﻀﺠﺔ‪. (Fromm,1976: 219).‬‬
‫ﻴﻀﻴﻑ" ﻴﻭﻨﺞ ‪" Young‬ﺃﻥ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺘﻤﺜل ﺍﻏﺘﺭﺍﺒﹰﺎ ﻋﻥ ﺍﻟﺫﺍﺕ ﻨﺎﺘﺠﹰﺎ ﻋﻥ ﺭﻋﺎﻴﺔ ﺃﻤﻭﻤﺔ‬
‫ﻗﺎﺼﺭﺓ‪ ،‬ﻭﻴﻨﺘﺞ ﻋﻨﻪ ﺍﻹﻟﺘﺠﺎﺀ ﺇﻟﻰ ﻤﻴﻜﺎﻨﺯﻤﺎﺕ ﺩﻓﺎﻋﻴﺔ ﻭﺃﻨﺎ ﻤﺘﺼﻠﺒﺔ‪ ،‬ﺍﺴﺒﺭ)‪. (Asper,1993: 82‬‬
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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﻜﻤﺎ ﻴﺭﻯ" ﺴﻭﻟﻔﺎﻥ "ﺃﻥ ﺴﻠﻭﻙ ﺍﻟﺘﻤﺭﻜﺯ ﺤﻭل ﺍﻟﺫﺍﺕ ﻫﻭ ﺍﺴﺘﺠﺎﺒﺔ ﻤﺘﻌﻠﻤﺔ ﻤﻥ ﺍﻟﻘﻠﻕ ﺍﻟﺯﺍﺌﺩ ﺃﻜﺜﺭ ﻤﻥ‬
‫ﻜﻭﻨﻪ ﻨﺘﻴﺠﺔ ﻟﻨﺭﺠﺴﻴﺔ ﻓﻁﺭﻴﺔ‪(Sullivan,1970: 70).‬‬
‫ﻓﻲ ﺤﻴﻥ ﻴﺭﺍﻯ" ﺒﻴﺎﺠﻴﺔ "ﺃﻥ ﺴﻠﻭﻙ ﺍﻟﻁﻔل ﺍﻟﻤﺘﻤﺭﻜﺯ ﺤﻭل ﺍﻟﺫﺍﺕ ﻫﻭ ﺍﺴﺘﺠﺎﺒﺔ ﻓﻁﺭﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﻤﺘﺎﺯ‬
‫ﻤﺭﺤﻠﺔ ﻤﺎ ﻗﺒل ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻟﺘﻲ ﺘﺒﺩﺃ ﺘﻘﺭﻴﺒﹰﺎ ﻤﻥ ﻨﻬﺎﻴﺔ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻭﺤﺘﻰ ﻨﻬﺎﻴﺔ ﺍﻟﺴﻨﺔ ﺍﻟﺴﺎﺩﺴﺔ‬
‫ﺒﺎﻟﺘﻤﺭﻜﺯ ﺤﻭل ﺍﻟﺫﺍﺕ ﻭﺤﺏ ﺍﻟﺘﻤﻠﻙ ﻭﻟﻜﻥ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺴﻨﺔ ﺍﻟﺴﺎﺒﻌﺔ ﻴﻜﻭﻥ ﺍﻟﻁﻔل ﻗﺩ ﺘﻔﺎﻋل ﻤﻊ‬
‫ﺍﻵﺨﺭﻴﻥ ﻭﻗﺩ ﻜﻭﻥ ﺒﻌﺽ ﺍﻟﺒﻨﻴﻰ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺤﻭل ﺍﻷﺸﻴﺎﺀ ﻓﻲ ﻋﺎﻟﻤﻪ ﻜﻤﺎ ﺇﻨﻪ ﻗﺩ ﺘﺤﺭﺭ ﻤﻥ ﻤﺭﻜﺯﻴﺔ‬
‫ﺍﻟﺫﺍﺕ ﺍﻟﺘﻲ ﺴﻴﻁﺭﺕ ﻋﻠﻰ ﺘﻔﻜﻴﺭﻩ )ﺴﺭﻜﺯ‪ ،‬ﻭﺨﻠﻴل‪.(54 1993 ،‬‬
‫ﻴﻀﻴﻑ"ﻤﺭﻭﻑ ﻭﺁﺨﺭﻭﻥ "ﺒﻐﺽ ﺍﻟﻨﻅﺭ ﻋﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻓﻁﺭﻴﺔ ﺃﻡ ﻤﻜﺘﺴﺒﺔ‪ ،‬ﻓﻬﻲ ﺤﺎﻟﺔ ﺍﻻﻨﺸﻐﺎل‬
‫ﺒﺎﻟﺫﺍﺕ ﻭﺍﻻﻨﻬﻤﺎﻙ ﺒﻬﺎ ﻭﺍﻟﺘﻲ ﺘﺤﺭﻜﻬﺎ ﻤﺸﺎﻋﺭ ﺍﻟﺘﺩﻨﻲ ﻟﺩﻯ ﺍﻟﺸﺨﺹ ﺍﻟﻨﺭﺠﺴﻲ‪ ،‬ﻭﺘﺅﺜﺭ ﻋﻠﻰ ﺩﺍﻓﻌﻴﺘﻪ‬
‫ﻭﺃﻨﺸﻁﺘﻪ ﻭﺍﻫﺘﻤﺎﻤﺎﺘﻪ ﻭﺘﺠﻌﻠﻪ ﻓﻲ ﺤﺎﺠﺔ ﻤﺴﺘﻤﺭﺓ ﺇﻟﻰ ﺍﻟﺩﻋﻡ ﺍﻟﺨﺎﺭﺠﻲ)‪. (Morf et at, 2000: 424‬‬
‫ﻭﻴﺼﻑ" ﻜﻭﺕ ﻭﻜﻴﺭﻨﺒﺅﺝ "ﺃﻥ ﺍﻟﺸﺨﺹ ﺍﻟﻨﺭﺠﺴﻲ ﻟﺩﻴﻪ ﻗﺎﺒﻠﻴﺔ ﻟﻺﻨﺠﺭﺍﺡ ﻭﺍﻻﻨﻘﺴﺎﻡ ﻭﺍﻟﺘﻔﻜﻙ‪،‬‬
‫ﻭﺴﻴﻠﺘﻪ ﻓﻲ ﺤﻤﺎﻴﺔ ﺫﺍﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺩﻓﺎﻋﺎﺕ ﻭﺘﻌﻭﻴﻀﺎﺕ ﻤﺘﺼﻠﺒﺔ‪ ،‬ﻜﺎﻹﺴﻘﺎﻁ‪ ،‬ﻭﺍﻟﻌﺩﺍﺌﻴﺔ‪ ،‬ﻭﺍﻟﻐﻀﺏ‪ ،‬ﻤﻊ‬
‫ﺇﻟﻤﺎﺡ ﺇﻟﻰ ﺍﻟﺘﻌﺎﺴﺔ ﺍﻟﺘﻲ ﺘﺜﻴﺭ ﺍﻟﺸﻔﻘﺔ ﻭﺘﺠﻌل ﺍﻟﻔﺭﺩ ﺘﺤﺕ ﺭﺤﻤﺔ ﺍﻟﺤﺏ ﺍﻟﺼﺎﺩﺭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ ﺒﺎﺘﻴﺠﻪ‬
‫)‪.(Battegay, 1983: 33‬‬
‫ﻜﻤﺎ ﻴﺤﺩﺩ" ﺴﺘﺭﻴﻨﺠﺭ "ﺨﺼﺎﺌﺹ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫•ﻟﻐﺔ ﺍﻟﻨﺭﺠﺴﻲ ﻤﺘﻌﺠﺭﻓﺔ ﺘﺸﻤل ﺩﺍﺌﻤﹰﺎ ﻋﻠﻰ ﺭﺴﺎﻟﺔ ﻭﺍﺤﺩﺓ ﻤﻀﻤﻭﻨﻬﺎ ﺃﻨﻪ ﺼﺎﺤﺏ ﺸﺨﺼﻴﺔ ﻤﺘﻔﻭﻗﺔ‬
‫ﻭﻴﻤﺘﻠﻙ ﻗﺩﺭﺓ ﺨﺎﺭﻗﺔ ‪ ،‬ﻭﺭﻏﻡ ﺫﻟﻙ ﻓﻬﻭ ﻴﺘﺠﻨﺏ ﺍﻟﻘﺭﺏ ﺍﻟﻤﻜﺎﻨﻲ ﻭﻴﻔﻀل ﺃﻥ ﻴﺭﺍﻗﺏ ﺍﻷﺤﺩﺍﺙ ﻻ ﺃﻥ‬
‫ﻴﺸﺎﺭﻙ ﻓﻴﻬﺎ‪.‬‬
‫•ﺍﻻﺴﺘﺤﻘﺎﻗﻴﺔ ﻭﺍﻷﻫﻠﻴﺔ ﻭﺍﻟﺠﺩﺍﺭﺓ ﺍﻟﺘﻲ ﺘﺩﻓﻊ ﺍﻟﻨﺭﺠﺴﻲ ﺇﻟﻰ ﺍﻟﻤﻁﺎﻟﺒﺔ ﺒﻤﻌﺎﻤﻠﺔ ﺨﺎﺼﺔ ﺃﻭ ﻤﺎ ﺸﺎﺒﻪ ‪ ،‬ﻓﻬﻭ‬
‫ﻻ ﻴﻨﺘﻅﺭ ﺩﻭﺭﻩ‪ ،‬ﻭﻴﻐﻀﺏ ﺒﺤﺩﺓ ﺇﻥ ﺘﺠﺎﻫﻠﻪ ﺍﻵﺨﺭﻭﻥ‪ ،‬ﻭﻴﺭﻯ ﻨﻔﺴﻪ ﺍﻟﻤﺴﺘﺤﻕ ﻟﻼﻫﺘﻤﺎﻡ ﻜﻠﻪ‪.‬‬
‫•ﺍﻟﺘﻔﺎﺨﺭ ﻭﺍﻟﺘﺒﺎﻫﻲ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻟﻤﺒﺎﻟﻐﺔ ﺩﺍﺌﻤﺎﹰ‪ :‬ﻓﻬﻭ ﺜﺭﻱ ﺠﺩﺍﹰ‪ ،‬ﺫﻜﻲ ﺠﺩﺍﹰ‪ ،‬ﻤﺒﺩﻉ ﺠﺩﺍﹰ‪ ،‬ﻤﺘﻭﺍﻀﻊ ﺠﺩﺍﹰ‪،‬‬
‫‪.....‬ﺍﻟﺦ ﻭﺇﻨﺠﺎﺯﺍﺘﻪ ﺘﻔﻭﻕ ﺇﻤﻜﺎﻨﺎﺘﻪ‪ ،‬ﺭﻏﻡ ﺃﻨﻬﺎ ﺍﺩﻋﺎﺀﺍﺕ ﻤﻌﺭﻭﻓﺔ ﻜﻭﻨﻬﺎ ﻤﺠﺭﺩ ﺨﻴﺎﻻﺕ ﻭﺃﻜﺎﺫﻴﺏ‪.‬‬
‫•ﺍﻟﻨﺭﺠﺴﻲ ﻴﺤﺏ ﺃﻥ ﻴﺘﻜﻠﻡ ﻋﻥ ﺫﺍﺘﻪ ﻓﻘﻁ‪ ،‬ﻭﻴﻀﻔﻲ ﺍﻟﻤﺜﺎﻟﻴﺔ ﻋﻠﻰ ﻤﺤﺎﻭﺭﻩ ﺇﻥ ﺍﺴﺘﺸﻌﺭ ﻤﻨﻪ ﻤﺩﺩﹰﺍ‬
‫ﻨﺭﺠﺴﻴﺎﹰ‪ ،‬ﺃﻤﺎ ﺇﺫﺍ ﺍﻓﺘﻘﺩ ﻫﺫﺍ ﺍﻟﻤﺩﺩ ﻭﺸﻌﺭ ﺒﺎﻟﻌﺩﺍﺀ ﺃﻭ ﺍﻟﺘﺤﺩﻱ ﻓﺈﻨﻪ ﻴﺒﺎﺩﺭ ﺇﻟﻰ ﺍﻟﻬﺠﻭﻡ‪.‬‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫•ﻴﺤﺎﻭل ﺩﺍﺌﻤﹰﺎ ﺃﻥ ﻴﺸﻌﺭ ﺒﺎﻻﻨﺘﻤﺎﺀ ﺭﻏﻡ ﺤﺭﺼﻪ ﻋﻠﻰ ﺍﻻﺤﺘﻔﺎﻅ ﺒﻤﻭﻗﻑ ﺍﻟﻤﺸﺎﻫﺩ ﺍﻟﺫﻱ ﻻ ﻴﺘﻭﺭﻁ ﻓﻲ‬
‫ﻤﻭﺍﻗﻑ ﺠﺩﻴﺔ‪ ،‬ﻴﺠﺏ ﺩﺍﺌﻤﹰﺎ ﺃﻥ ﻴﺸﻴﺩ ﺍﻵﺨﺭﻭﻥ ﺒﻤﺠﻬﻭﺩﺍﺘﻪ ﺤﺘﻰ ﺇﻥ ﻜﺎﻥ ﻻ ﻴﺒﺫل ﺍﻟﻜﺜﻴﺭ ﻤﻨﻬﺎ ﻓﻌﻼﹰ‪،‬‬
‫ﻭﻴﺼﻌﺏ ﻋﻠﻴﻪ ﺍﻻﻋﺘﺭﺍﻑ ﺃﻨﻪ ﻴﺠﻬل ﺸﻴﺌﹰﺎ ﻤﺎ ﺭﻏﻡ ﻜﻭﻨﻪ ﻜﺫﻟﻙ ﺤﻘﺎﹰ‪ ،‬ﻭﻴﻔﻀل ﺃﻥ ﻴﻌﺎﻟﺞ ﺍﻷﻤﻭﺭ ﻤﻥ‬
‫ﺍﻟﺴﻁﺢ ﻭﻤﻥ ﺤﻴﺙ ﺍﻟﻤﻅﻬﺭ ﻻ ﻤﻥ ﺤﻴﺙ ﺍﻟﺠﻭﻫﺭ ﻓﻬﻭ ﺸﺨﺹ ﻴﻌﺎﻨﻲ ﻤﻥ ﺍﻟﺨﻭﺍﺀ ﻭﺍﻟﻔﺭﺍﻍ ﻷﻨﻪ‬
‫ﺒﺤﻴﺭﺓ ﻭﻴﻅﻥ ﻨﻔﺴﻪ ﻤﺤﻴﻁﹰﺎ‪.‬‬
‫•ﺍﻟﻨﺭﺠﺴﻲ ﺸﺨﺹ ﻗﻠﻴل ﺍﻟﺼﺒﺭ‪ ،‬ﺴﺭﻴﻊ ﺍﻟﻤﻠل ﻴﺴﻬل ﺘﺸﺘﻴﺕ ﺍﻨﺘﺒﺎﻫﻪ‪ ،‬ﻴﻠﺠﺄ ﺇﻟﻰ ﺍﻟﻌﻘﻼﻨﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ‬
‫ﻟﻴﻜﻭﻥ ﻫﻭ ﺫﺍﺘﻪ ﻨﻘﻁﺔ ﺍﻟﻤﺤﻭﺭ ﻓﻲ ﺍﻟﺤﺩﻴﺙ ﻭﻤﻭﻀﻭﻉ ﺍﻟﺴﺎﻋﺔ‪. (Stringer, 2004: 1-11).‬‬
‫ﻭﻫﺫﺍ ﻤﺎ ﻴﺅﻜﺩﻩ‪،Kohut‬ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻪ ﻓﻲ )‪ (Roberts et at, 2010‬ﻓﻲ ﺃﻥ ﻫﻨﺎﻙ ﺸﻜﻠﻴﻥ ﻟﻠﻨﺭﺠﺴﻴﺔ‪،‬‬
‫ﺍﻷﻭل ﻤﺭﻀﻲ ﻭﺍﻵﺨﺭ ﻋﺒﺎﺭﺓ ﻋﻥ ﻤﺭﺤﻠﺔ ﻨﻤﻭ ﻁﺒﻴﻌﻴﺔ ﺇﺫ ﻴﺭﻯ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﻴﺘﺨﻠﺼﻭﻥ ﺘﺩﺭﻴﺠﻴﹰﺎ ﻤﻥ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺼﺭﻴﺤﺔ‪overt narcissism‬ﺨﻼل ﻤﺭﺤﻠﺔ ﺤﻴﺎﺘﻬﻡ‪ ،‬ﻓﺎﻷﻁﻔﺎل ﺒﻁﺒﻴﻌﺘﻬﻡ ﻤﺘﻤﺭﻜﺯﻴﻥ ﺤﻭل‬
‫ﺫﺍﺘﻬﻡ ﻁﺒﻘﹰﺎ ﻟﻤﻌﻴﺎﺭ ﺍﻟﺴﻠﻭﻙ ﻟﺩﻯ ﺍﻟﺭﺍﺸﺩﻴﻥ‪ ،‬ﻭﺘﺘﺤﻭل ﺘﻠﻙ ﺍﻟﺫﺍﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻟﺩﻯ ﺍﻟﻁﻔل ﺒﺎﻟﺘﺩﺭﻴﺞ‬
‫ﻭﺨﻼل ﺭﺤﻠﺔ ﺍﻟﺤﻴﺎﺓ ﺇﻟﻰ ﺫﺍﺕ ﺴﻭﻴﺔ ﻭﻨﺎﻀﺠﺔ‪.‬‬
‫ﻜﻤﺎ ﻴﺸﻴﺭ ﺒﻌﺽ ﺍﻟﺒﺎﺤﺜﻴﻥ ﺍﻟﺫﻴﻥ ﺘﻨﺎﻭﻟﻭﺍ ﻤﻔﻬﻭﻡ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺒﺎﻟﺩﺭﺍﺴﺔ ﺃﻨﻬﺎ ﺘﺤﻤل ﻤﻌﻨﻴﻴﻥ‪ ،‬ﺍﻷﻭل‬
‫ﻤﺭﻀﻲ‪ ،‬ﻭﻴﻅﻬﺭ ﺍﻟﻤﻌﻨﻰ ﺍﻟﻤﺭﻀﻲ ﻟﻠﻨﺭﺠﺴﻴﺔ ﻓﻲ ﺒﻌﺽ ﺍﻟﺴﻤﺎﺕ ﻭﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﺘﻲ ﺘﻤﻴﺯ ﺍﻟﺸﺨﺹ‬
‫ﺍﻟﻨﺭﺠﺴﻲ ﻜﺎﻟﺘﻀﺨﻡ ﺍﻟﺯﺍﺌﺩ ﻟﻠﺫﺍﺕ ﻭﺍﺴﺘﻐﻼل ﺍﻵﺨﺭﻴﻥ ‪ ،‬ﺒﻴﻨﻤﺎ ﺍﻵﺨﺭ ﺴﻭﻱ ﺫﻭ ﻭﻅﺎﺌﻑ ﻁﺒﻴﻌﻴﺔ ﻓﻲ‬
‫ﺤﻴﺎﺓ ﺍﻟﻔﺭﺩ‪ ،‬ﻋﻨﺩﻤﺎ ﺘﻌﺭﻑ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺃﻨﻬﺎ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺍﻻﺤﺘﻔﺎﻅ ﺒﺼﻭﺭﺓ ﺍﻴﺠﺎﺒﻴﺔ ﻋﻥ ﺫﺍﺘﻪ ﻤﻥ‬
‫ﺨﻼل ﻋﻤﻠﻴﺎﺕ ﻤﺨﺘﻠﻔﺔ ﺘﻬﺩﻑ ﺘﻨﻅﻴﻡ ﻤﺠﺎل ﺍﻟﺫﺍﺕ ﻭﺍﻟﻭﺠﺩﺍﻥ ﺒﻴﻨﻜﺱ ﻭﺍﻨﺴل & ‪(Pincus‬‬
‫)‪ (Besser & Hill, 2012)،Ansell,2009‬ﺒﻴﺴﺭ ﻭﻫل‪.‬‬
‫ﻜﻤﺎ ﻗﺎﺭﻥ) ﺴﻌﻔﺎﻥ‪ (30 :2011 ،‬ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﻓﻲ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫•ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺼﺤﻴﺔ ﺘﺘﺭﺍﺩﻑ ﻤﻊ ﺍﻟﺼﻭﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ ﻟﻠﺫﺍﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺍﻟﻭﺍﻗﻌﻴﺔ ﻓﻲ ﻤﻘﺎﺒل ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺍﻟﻤﺭﻀﻴﺔ ﺍﻟﺘﻲ ﺘﺘﺭﺍﺩﻑ ﻤﻊ ﺍﻟﺼﻭﺭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ ﻟﻠﺫﺍﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻭﻏﻴﺭ ﺍﻟﻭﺍﻗﻌﻴﺔ‪.‬‬
‫•ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺼﺤﻴﺔ ﺘﺘﻼﺀﻡ ﻤﻊ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﻠﺤﺏ ﻤﺜل‪ :‬ﺍﻹﺨﻼﺹ ﻭﺍﻟﺤﺭﺹ ﻋﻠﻰ ﺇﺴﻌﺎﺩ‬
‫ﺍﻵﺨﺭﻴﻥ ﻓﻲ ﻤﻘﺎﺒل ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﺍﻟﺘﻲ ﺘﻤﻴل ﺇﻟﻰ ﺍﻻﺴﺘﻌﺭﺍﻀﻴﺔ ﻭﺍﻻﺴﺘﻐﻼﻟﻴﺔ‪.‬‬

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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫•ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺼﺤﻴﺔ ﻴﺘﻡ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻟﺫﺍﺕ ﺒﻁﺭﻕ ﺍﻴﺠﺎﺒﻴﺔ ﻤﺜل‪ :‬ﺍﻟﺤﺩﻴﺙ ﺍﻟﻬﺎﺩﺉ‪ ،‬ﺘﻘﺒل ﺭﺃﻱ‬
‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﺃﻤﺎ ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﻴﺘﻡ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻟﺫﺍﺕ ﺒﻔﻅﺎﻅﺔ ﻭﻏﻁﺭﺴﺔ ﻤﻊ ﺍﻟﻌﺠﺯ‬
‫ﻋﻥ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺍﻻﻨﻔﻌﺎﻻﺕ‪.‬‬
‫•ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺼﺤﻴﺔ ﺘﺘﺠﻪ ﺍﻟﺩﻭﺍﻓﻊ ﻟﺨﺩﻤﺔ ﺍﻟﺫﺍﺕ ﻭﺨﺩﻤﺔ ﺍﻵﺨﺭﻴﻥ ﻋﻠﻰ ﺍﻟﺴﻭﺍﺀ‪ ،‬ﻭﻓﻲ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﺘﺘﺠﻪ ﺍﻟﺩﻭﺍﻓﻊ ﻟﺨﺩﻤﺔ ﺍﻟﺫﺍﺕ ﻓﻘﻁ‪.‬‬
‫•ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺼﺤﻴﺔ ﻴﺭﺘﺒﻁ ﺘﻘﻴﻴﻡ ﺍﻟﺫﺍﺕ ﺒﺎﻟﻭﺍﻗﻊ ﻭﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻅﺭﻭﻑ ﺍﻟﺒﻴﺌﺔ ﺃﻤﺎ ﻓﻲ ﺤﺎﻟﺔ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﻴﻜﻭﻥ ﺘﻘﻴﻴﻡ ﺍﻟﺫﺍﺕ ﻤﺭﺘﺒﻁﹰﺎ ﺒﺎﻟﻤﺨﺎﻭﻑ ﻭﺍﻟﻘﻠﻕ ﻭﺍﻟﺘﺭﺩﺩ ﻭﺘﻭﻗﻊ ﺍﻟﻔﺸل‪ ،‬ﻭﻋﺯﻭ‬
‫ﺃﺴﺒﺎﺏ ﺍﻟﻔﺸل ﻟﻶﺨﺭﻴﻥ‪.‬‬
‫•ﺍﻟﻬﺩﻑ ﺍﻟﻨﻬﺎﺌﻲ ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺼﺤﻴﺔ ﺘﺤﻘﻴﻕ ﺍﻟﺘﻤﺎﺴﻙ ﻓﻲ ﻀﻭﺀ ﺘﻘﺩﻴﺭ ﺇﻴﺠﺎﺒﻲ ﻟﻠﺫﺍﺕ‪ ،‬ﺃﻤﺎ ﻓﻲ‬
‫ﺤﺎﻟﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﺘﺘﻡ ﻤﺤﺎﻭﻟﺔ ﺘﺤﻘﻴﻕ ﺍﻟﺘﻤﺎﺴﻙ ﻓﻲ ﻀﻭﺀ ﺫﺍﺕ ﺘﺘﺼﻑ ﺒﺎﻻﻀﻁﺭﺍﺏ‬
‫ﻭﺍﻟﺘﺸﻭﻴﻪ ﻭﺨﻭﺍﺀ ﺍﻟﻤﻌﻨﻰ ﻭﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻤﻠل ﻭﺍﻟﻔﺭﺍﻍ ﻭﻫﺫﺍ ﻤﺎ ﻨﺴﻤﻴﻪ ﺒﺎﻟﺘﻘﺩﻴﺭ ﺍﻟﺴﻠﺒﻲ ﻟﻠﺫﺍﺕ ﺃﻭ‬
‫ﺍﻹﻓﺭﺍﻁ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪.‬‬
‫ﻭﻤﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻟﺘﻔﺭﻴﻕ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ‪ ،‬ﺍﻷﺨﺫ ﺒﺒﻌﺽ ﻤﺤﻜﺎﺕ‬
‫ﺩﻴﻨﺎﻤﻴﺎﺕ ﺘﻨﺎﻗﺽ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﺭﻯ"ﻤﻭﺭﻑ ﻭﺭﻭﺩﻭﺍﻟﺕ"ﺃﻥ ﺘﻨﻅﻴﻡ ﺍﻟﺫﺍﺕ ﻟﺩﻯ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﺘﻠﻘﻲ ﺍﻟﻀﻭﺀ ﻋﻠﻰ ﺍﻟﻭﺠﻭﺩ ﺍﻟﻤﺘﻨﺎﻗﺽ ﻟﻤﻜﻭﻨﻴﻥ ﻤﺨﺘﻠﻔﻴﻥ ﻫﻤﺎ‪ :‬ﺍﻟﺸﻌﻭﺭ‬
‫ﺍﻟﻤﺘﻜﻠﻑ ﺒﺎﻟﻌﻅﻤﺔ ﻭﺍﻹﺠﻼل‪ ،‬ﻭﻓﻲ ﺫﺍﺕ ﺍﻟﻭﻗﺕ ﺸﻌﻭﺭ ﺒﺴﺭﻋﺔ ﺍﻻﻨﺠﺭﺍﺡ ﻭﺍﻟﺘﺄﺜﻴﺭ ﻭﺍﻟﻘﺎﺒﻠﻴﺔ ﻟﻼﺴﺘﺜﺎﺭﺓ‬
‫ﻭﺍﻟﺤﺴﺎﺴﻴﺔ‪ ،‬ﻭﺫﻜﺭ ﺃﻥ ﺨﻠﻑ ﻫﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ ﺘﺘﻔﺎﻋل ﻋﻤﻠﻴﺔ ﻤﻌﺭﻓﻴﺔ ﻭﺍﻨﻔﻌﺎﻟﻴﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺘﻠﺠﺄ ﺇﻟﻰ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻟﺩﻋﻡ ﺍﻟﺫﺍﺕ‪ ،‬ﻻ ﺒﻔﺭﺽ ﺘﺩﻋﻴﻡ ﻤﺸﺎﻋﺭ ﺍﻟﺘﻤﻴﺯ ﻓﻘﻁ ﻭﺇﻨﻤﺎ ﻫﻲ ﺃﻴﻀﺎ ﻤﺤﺎﻭﻻﺕ‬
‫ﻟﻤﻭﺍﺠﻬﺔ ﺸﻌﻭﺭ ﺒﺎﻟﻨﻘﺹ ﻭﺴﺭﻋﺔ ﺍﻹﻨﺠﺭﺍﺡ ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﻴﺠﻌل ﺘﻘﻴﻴﻤﺎﺕ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﺍﻟﺸﺨﺹ ﺍﻟﻨﺭﺠﺴﻲ‬
‫ﺠﺩ ﻤﺘﻨﺎﻗﻀﺔ ﻭﻤﺘﺼﺎﺭﻋﺔ‪ ،‬ﻓﻬﻭ ﻴﺤﺏ ﺫﺍﺘﻪ ﻭﻴﺒﻐﻀﻬﺎ ﻓﻲ ﻨﻔﺱ ﺍﻟﻭﻗﺕ )‪Rhodewalt, 2001: 243‬‬
‫& ‪(Morf‬‬
‫ﺒﻴﻨﻤﺎ ﻴﻔﺭﻕ ﺒﻌﺽ ﺍﻟﺒﺎﺤﺜﻴﻥ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﺍﻷﻨﺎﻨﻴﺔ‪ ،‬ﻓﺎﻟﻨﺭﺠﺴﻴﺔ ﻫﻲ ﻤﺤﺒﺔ ﺍﻟﺫﺍﺕ ﺍﻟﺘﻲ ﻫﻲ‬
‫ﺍﻷﺴﺎﺱ ﺍﻟﺫﻱ ﻴﻨﻁﻠﻕ ﻤﻨﻪ ﻜل ﺤﺏ‪ ،‬ﻜﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﺍﻟﺘﻤﺭﻜﺯ ﺤﻭل ﺍﻟﺫﺍﺕ ﻭﺇﻟﻐﺎﺀ ﺍﻋﺘﺒﺎﺭ ﺍﻵﺨﺭﻴﻥ‬
‫ﻼ ﻓﻲ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻴﺘﺭﺘﺏ ﻋﻠﻴﻪ ﺍﺘﺠﺎﻩ ﺍﻵﺨﺭﻴﻥ ﺇﻟﻰ ﻋﺩﻡ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺠﺩﺍﺭﺘﻪ‬
‫ﻴﻌﻜﺱ ﺍﻀﻁﺭﺍﺒﹰﺎ ﺃﺼﻴ ﹰ‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﺒﺘﻘﺩﻴﺭﻫﻡ‪ ،‬ﺍﻀﺎﻓﺔ ﺇﻟﻰ ﺃﻥ ﺤﺏ ﺍﻵﺨﺭﻴﻥ ﻭﺍﻋﺘﺒﺎﺭﻫﻡ ﻫﻭ ﺍﻻﻤﺘﺩﺍﺩ ﺍﻟﻤﻨﺴﻕ ﻟﻤﺤﺒﺔ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺇﺫﺍ ﺍﻨﻘﻁﻊ‬
‫ﻫﺫﺍ ﺍﻻﻤﺘﺩﺍﺩ ﻻ ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﻤﺠﺎل ﻟﻤﺤﺒﺔ ﺍﻟﺫﺍﺕ )ﺍﻟﺨﻠﻴﻔﻲ‪.(676 :200 ،‬‬
‫ﻭﻗﺩ ﺘﻨﺎﻭﻟﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﺩﺩﹰﺍ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻤﺤﻠﻴﺔ ﻭﺍﻷﺠﻨﺒﻴﺔ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺘﻨﺸﺌﺔ ﺍﻷﺴﺭﻴﺔ‬
‫ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﻭﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﻗﺩ ﺃﺸﺎﺭ ﺍﻟﻌﺩﻴﺩ ﻤﻨﻬﺎ ﺇﻟﻰ ﺁﺜﺎﺭ‬
‫ﺴﻠﺒﻴﺔ ﺤﻴﺙ ﺘﺘﺼﻑ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﺒﻌﺩﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﺤﻤل ﺍﻟﻘﻴﻭﺩ ﻭﺍﻟﻀﻐﻭﻁ‪ ،‬ﻭﺍﻨﻌﺩﺍﻡ ﺍﻟﻘﻴﻤﺔ‪،‬‬
‫ﻭﺨﻭﺍﺀ ﺍﻟﻤﻌﻨﻰ‪ ،‬ﺘﺨﻴﻼﺕ ﺍﻟﻌﻅﻤﺔ‪ ،‬ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﻗﻴﻤﺔ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺇﺨﻔﺎﺀ ﺍﻟﺫﺍﺕ‪ ،‬ﺍﻟﻌﺼﺎﺒﻴﺔ‪ ،‬ﺍﻟﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺴﻠﺒﻲ ﻟﻠﺫﺍﺕ ﺃﻭ ﺍﻹﻓﺭﺍﻁ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻭﺍﺼل ﻓﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻊ‬
‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺃﻜﺜﺭ ﺍﺴﺘﻌﺭﺍﻀﻴﺔ ﻭﺘﺤﻜﻤﺎﹰ‪ ،‬ﻭﺃﻜﺜﺭ ﺴﻴﻁﺭﺓ ﻭﻋﺩﻭﺍﻨﻴﺔ‪ ،‬ﻭﺃﻗل ﺼﺒﺭﹰﺍ ﻭﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ‬
‫)‪(Howe & Parke, 2001) ،(Watson, etal ,1996) (Hendin & Cheek,1997‬‬
‫)‪(Anthnysmay, ،Exline et al, 2004)) ، (Barry etal, 2003) ،(Wiehe,2003‬‬
‫))‪،Ghorbani, 2010)) ، (Pincus & Ansell, 2009) ،Zimmer- Gembeck, 2007‬‬
‫ﺒﻴﻨﻤﺎ ﺘﺸﻴﺭ ﻨﺘﺎﺌﺞ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻷﺨﺭﻯ ﺇﻟﻰ ﺍﻻﻨﺒﺴﺎﻁﻴﺔ‪ ،‬ﺍﻻﻨﻔﺘﺎﺡ‪ ،‬ﻭﺍﻟﺘﺤﺩﻯ‪ ،‬ﺍﻹﺜﺎﺭﺓ‪ ،‬ﺍﻻﻫﺘﻤﺎﻡ‬
‫ﺒﻜل ﻤﺎ ﻫﻭ ﺨﺎﺭﺝ ﺍﻟﺫﺍﺕ ﻭﺤﻭﻟﻬﺎ‪ ،‬ﺃﻜﺜﺭ ﻨﺠﺎﺤﹰﺎ ﻭﺘﻘﺩﻴﺭ ﻟﻠﺫﺍﺕ‪ ،‬ﺃﻜﺜﺭ ﺠﺭﺃﺓ ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪،‬‬
‫ﺃﻗل ﺨﺠﻼﹰ‪ ،‬ﻭﺃﻗل ﺸﻌﻭﺭﹰﺍ ﺒﺎﻟﻭﺤﺩﺓ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺘﻜﻭﺴﻜﻲ)‪ ، (Witkowski, 1997‬ﻟﻲ ﺍﺸﺘﻭﻥ ‪(Lee‬‬
‫)‪ ،Ashton, 2005‬ﻟﻭﺘﻨﺱ)‪ ،( Lootens, 2010‬ﺠﻭﺩﺓ )‪.(2012‬‬
‫ﻭﻨﻅﺭﹰﺍ ﻟﻤﺎ ﺘﻌﺭﻀﺕ ﻟﻪ ﺍﻷﺴﺭﺓ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ ﻓﻲ ﺍﻟﻤﺎﻀﻲ ﻭﺍﻟﺤﺎﻀﺭ ﻤﻥ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻷﺤﺩﺍﺙ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﺘﻲ ﺘﻬﺩﺩ ﻤﺴﺘﻘﺒﻠﻬﺎ ﻭﺘﻀﻌﻑ ﻤﻥ ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺘﻭﺠﻴﻪ ﺃﺒﻨﺎﺌﻬﺎ ﺒﻁﺭﻴﻘﺔ ﺴﻠﻴﻤﺔ‪ ،‬ﻓﺎﻷﻤﺭﺍﺽ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﺃﺼﺒﺤﺕ ﺍﻟﻴﻭﻡ ﺒﺼﻭﺭﺓ ﻻ ﻴﻤﻜﻥ ﺘﺠﺎﻫﻠﻬﺎ‪ ،‬ﺤﻴﺙ ﺃﻥ ﻨﺴﺒﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭ ﻴﻌﺎﻨﻭﻥ‬
‫ﻤﻥ ﺤﺎﻻﺕ ﻨﻔﺴﻴﺔ ﺘﺘﻔﺎﻭﺕ ﻓﻲ ﺩﺭﺠﺔ ﺸﺩﺘﻬﺎ ﻭﺁﺜﺎﺭﻫﺎ ﺍﻟﺴﻠﺒﻴﺔ )ﺠﻭﺩﺓ‪ .(2012 ،‬ﻭﺃﻥ ﻤﻌﻅﻡ ﻫﺫﻩ‬
‫ﺍﻟﺤﺎﻻﺕ ﻟﻡ ﺘﺘﺠﻪ ﺇﻟﻰ ﺍﻟﻤﺭﺍﻜﺯ ﻭﺍﻟﻌﻴﺎﺩﺍﺕ ﺍﻟﻌﻼﺠﻴﺔ ﻤﻥ ﺃﺠل ﺍﻟﻌﻼﺝ ﻭﺍﻟﺘﺄﻫﻴل ﺍﻟﻨﻔﺴﻲ ﻭﺭﺒﻤﺎ ﻴﻜﻭﻥ‬
‫ﺍﻟﺴﺒﺏ ﻓﻲ ﻋﺩﻡ ﺍﻟﺘﺸﺨﻴﺹ ﻫﻭ ﺍﻟﺠﻬل ﺃﻭ ﺍﻟﺘﺠﺎﻫل ﺃﻭ ﺨﻭﻑ ﻤﻥ ﺍﻟﻭﺼﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪ ...‬ﻭﻭﺠﻭﺩ‬
‫ﻼ ﻫﺎﻤﹰﺎ ﻓﻲ ﺍﻀﻤﺤﻼل ﺍﻟﻜﻔﺎﺀﺓ‬
‫ﻤﺜل ﻫﺫﻩ ﺍﻟﺤﺎﻻﺕ ﺍﻟﻜﺎﻤﻨﺔ ﻓﻲ ﺩﺍﺨل ﺍﻷﺴﺭﺓ‪ ،‬ﺘﻜﻭﻥ ﺒﻼ ﺸﻙ ﻋﺎﻤ ﹰ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻟﻸﺴﺭﺓ ‪ ،‬ﻭﺭﺒﻤﺎ ﺘﺴﻬﻡ ﻓﻲ ﺘﻔﻜﻜﻬﺎ ﻭﺍﻀﻁﺭﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫ﻭﻫﺫﺍ ﻤﺎ ﻴﺅﻜﺩﻩ ﻤﺼﻠﺢ‪ ،‬ﻭﺃﺒﻭﺩﻟﺒﻭﺡ )‪ (2005‬ﺤﻴﺙ ﺘﻠﻌﺏ ﺍﻷﺴﺭﺓ ﻤﻥ ﺨﻼل ﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺩﻭﺭﹰﺍ‬
‫ﻜﺒﻴﺭﹰﺍ ﻓﻲ ﺘﻁﻭﺭ ﺸﺨﺼﻴﺔ ﺍﻟﻔﺭﺩ‪ ،‬ﻓﻬﻲ ﺍﻟﺩﺍﺌﺭﺓ ﺍﻷﻭﻟﻰ ﺍﻟﺘﻲ ﺘﻐﺭﺱ ﻓﻲ ﻨﻔﻭﺱ ﺃﺒﻨﺎﺌﻬﺎ ﺍﻟﻘﻴﻡ ﻤﻥ ﺨﻼل‬
‫ﺍﻟﻤﻤﺎﺭﺴﺎﺕ ﺍﻟﻴﻭﻤﻴﺔ ﺍﻟﺘﻲ ﺘﺘﺴﻡ ﺒﺎﻟﻤﺴﺎﻭﺍﺓ ﻭﺤﺭﻴﺔ ﺍﻟﺘﻌﺒﻴﺭ ﻭﺍﻟﻔﻜﺭ‪ .‬ﻜﻤﺎ ﺃﻥ ﺘﺄﺜﻴﺭ ﺍﻷﺴﺭﺓ ﻓﻲ ﻨﻤﻭ ﺍﻟﻔﺭﺩ‪،‬‬
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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﻴﺘﻡ ﻤﻥ ﺨﻼل ﺒﻌﺽ ﺍﻟﻤﻤﺎﺭﺴﺎﺕ ﺍﻟﺘﻲ ﺘﺼﺩﺭ ﻋﻥ ﺍﻟﻭﺍﻟﺩﻴﻥ‪ ،‬ﻜﺎﻟﺘﻌﺴﻑ ﻭﺍﻻﺴﺘﺒﺩﺍﺩ ﻓﻲ ﺍﻟﺭﺃﻱ‪،‬‬
‫ﻭﺍﻟﺘﺩﺨل ﻓﻲ ﻤﺨﺘﻠﻑ ﺠﻭﺍﻨﺏ ﺤﻴﺎﺘﻪ ﺍﻟﺨﺎﺼﺔ‪ ،‬ﻭﻴﻀﺎﻑ ﺇﻟﻰ ﺫﻟﻙ ﺃﻥ ﺍﻷﺴﺭﺓ ﺘﻘﻭﻡ ﺒﺄﺤﺩ ﺩﻭﺭﻴﻥ‬
‫ﻤﺘﺒﺎﻴﻨﻴﻥ‪ ،‬ﻓﻬﻨﺎﻙ ﺩﻭﺭ ﺇﻴﺠﺎﺒﻲ ﻴﺘﻤﺜل ﻓﻲ ﻤﺴﺎﻋﺩﺓ ﺍﻟﻁﻔل ﻋﻠﻰ ﺍﻜﺘﺴﺎﺏ ﺍﻷﻨﻤﺎﻁ ﺍﻟﺴﻠﻭﻜﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩﻩ‬
‫ﻋﻠﻰ ﺇﻗﺎﻤﺔ ﻗﻨﻭﺍﺕ ﺍﺘﺼﺎل ﻤﻊ ﺍﻟﺒﻴﺌﺔ‪ ،‬ﻭﻫﺫﻩ ﺍﻟﻘﺩﺭﺓ ﺍﻟﻤﻁﻭﺭﺓ ﺒﺸﻜل ﻤﺴﺘﻤﺭ ﺘﺤﻔﺯ ﺍﻟﺘﻔﻜﻴﺭ ﻟﺩﻯ ﺍﻟﻔﺭﺩ‪،‬‬
‫ﻜﻤﺎ ﺃﻥ ﺍﻟﺒﻴﺌﺔ ﺍﻷﺴﺭﻴﺔ ﺍﻟﺘﻲ ﺘﺴﻭﺩ ﻓﻴﻬﺎ ﺁﻟﻴﺎﺕ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ‪ ،‬ﺘﻜﻭﻥ ﺒﻴﺌﺔ ﺨﺼﺒﺔ ﻟﻠﺨﻴﺎل ﺍﻟﺫﻱ ﻴﻌﺩ‬
‫ﺍﻷﺴﺎﺱ ﻓﻲ ﺍﻻﺭﺘﻘﺎﺀ ﺍﻟﻤﻌﺭﻓﻲ ﻟﻠﻔﺭﺩ )ﻤﺼﻴﻠﺢ‪ ،‬ﻭﺃﺒﻭ ﺩﻟﺒﻭﺡ‪ .(69 :2005 ،‬ﺃﻤﺎ ﺍﻟﺩﻭﺭ ﺍﻟﺴﻠﺒﻲ ﺍﻟﺫﻱ‬
‫ﻗﺩ ﺘﻘﻭﻡ ﺒﻪ ﺍﻷﺴﺭﺓ ﻓﻴﺘﻤﺜل ﺒﻭﻀﻊ ﻋﻘﺒﺎﺕ ﺃﻤﺎﻡ ﺍﻟﻔﺭﺩ ﺨﻼل ﺍﻜﺘﺴﺎﺏ ﺍﻷﻨﻤﺎﻁ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻓﻲ ﺒﻴﺌﺘﻪ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻓﻲ ﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ ﺘﻨﺸﺄ ﺸﺨﺼﻴﺔ ﻀﻌﻴﻔﺔ ﻏﻴﺭ ﻓﺎﻋﻠﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ )ﺍﻟﺤﺴﻴﻥ‪.(2002 ،‬‬
‫ﻭﺘﺘﻔﻕ ﻜل ﻤﻥ ﺭﻭﺯﻨﺒﻼﺕ )‪ ،2000،(Rozenblatt,‬ﻭﻨﺎﻓﺫ ﻨﺎﻴﻑ )‪ ،(2002‬ﻭﺃﻤﻴﺭﺓ ﺍﻟﺴﻴﺩ‬
‫)‪ ،(2007‬ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻪ ﻓﻲ ﻋﺒﺩ ﺍﻟﻘﺎﺩﺭ‪ ،‬ﻭﺁﺨﺭﻭﻥ‪(2013) ،‬ﻋﻠﻰ ﺃﻥ ﺍﻷﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﻟﺩﻴﻬﻡ ﺘﻘﺩﻴﺭ‬
‫ﺫﺍﺕ ﻤﻨﺨﻔﺽ ﻻ ﻴﺭﻭﻥ ﻗﻴﻤﺔ ﺃﻭ ﺃﻫﻤﻴﺔ ﻓﻲ ﺃﻨﻔﺴﻬﻡ ﻏﻴﺭ ﺠﺩﻴﺭﻴﻥ ﻭﻏﻴﺭ ﻤﻬﻤﻴﻥ ﻤﻥ ﻗﺒل ﺍﻵﺨﺭﻴﻥ ﻭﻫﻭ‬
‫ﻤﺎ ﻴﻭﺜﺭ ﻋﻠﻰ ﺤﻴﺎﺘﻬﻡ ﺒﺼﻔﺔ ﻋﺎﻤﺔ ﻭﺤﻴﺎﺘﻬﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺒﺼﻔﺔ ﺨﺎﺼﺔ‪ ،‬ﻓﺎﻷﻓﺭﺍﺩ ﺫﻭﻭ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﺍﻟﻤﻨﺨﻔﺽ ﻟﺩﻴﻬﻡ ﺼﻌﻭﺒﺔ ﻓﻲ ﺇﺒﻘﺎﺀ ﺍﻟﻌﻼﻗﺎﺕ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ‪ ،‬ﻓﻬﻡ ﻤﺘﻨﺎﻗﻀﻭﻥ ﻤﺸﻭﺸﻭﻥ ﻏﻴﺭ ﻗﺎﺩﺭﻭﻥ‬
‫ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺸﺌﻭﻨﻬﻡ ﻴﺸﻌﺭﻭﻥ ﺩﺍﺌﻤﹰﺎ ﺒﺎﻟﻔﺸل‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻟﻌﻜﺱ ﻤﻥ ﺫﻟﻙ ﻓﺈﻥ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﻫﻭ ﺃﺤﺩ ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻷﺴﺎﺴﻴﺔ ﻟﻠﺘﻭﺍﻓﻕ ﻓﻲ ﻤﺨﺘﻠﻑ‬
‫ﻤﺠﺎﻻﺕ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻭﺃﻥ ﺍﻟﺘﺄﺜﻴﺭﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ ﺍﻟﻤﺒﻜﺭﺓ ﻫﻲ ﺍﻟﺘﻲ ﺘﺨﻠﻕ ﺘﻘﺩﻴﺭ ﺍﻟﻤﺭﺀ ﻟﺫﺍﺘﻪ ﻭﻫﻲ ﺍﻟﺘﻲ ﺘﻀﻊ‬
‫ﺍﻟﺒﺫﺭﺓ ﺍﻷﻭﻟﻰ ﻟﻤﻔﻬﻭﻡ ﺍﻟﻔﺭﺩ ﻟﺫﺍﺘﻪ)ﺍﻟﻜﻔﺎﻓﻲ‪.(318 :2006 ،‬‬
‫ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺃﺴﺌﻠﺘﻬﺎ‪:‬‬
‫ﻤﻥ ﺨﻼل ﺍﻁﻼﻉ ﺍﻟﺒﺎﺤﺙ ﻋﻠﻰ ﻤﺩﻯ ﺍﻨﺘﺸﺎﺭ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻔﻠﺴﻁﻴﻨﻲ‪ ،‬ﺘﻭﺼﻠﺕ ﻨﺘﺎﺌﺞ‬
‫ﺩﺭﺍﺴﺔ )ﺠﻭﺩﺓ‪ (2012 ،‬ﺇﻟﻰ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ ﺒﻐﺯﺓ ﺒﻠﻎ‬
‫‪ .%67‬ﺭﺒﻤﺎ ﺍﺭﺘﻔﺎﻉ ﻨﺴﺒﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻐﺯﺍﻭﻱ ﻜﻤﺎ ﺘﺸﻴﺭ ﺩﺭﺍﺴﺔ "ﺠﻭﺩﺓ" ﺘﺘﻤﺸﻰ ﺇﻟﻰ ﺤﺩ‬
‫ﻤﺎ ﻤﻊ ﺍﻟﻤﻼﺤﻅﺎﺕ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ ﻟﻠﺒﺎﺤﺙ ﻜﻤﺤﺎﻀﺭ ﻭﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ ﻟﻠﻁﻠﺒﺔ‪ ،‬ﺘﻡ ﺭﺼﺩ ﺒﻌﺽ ﺍﻟﻤﻅﺎﻫﺭ‬
‫ﺍﻟﺘﻲ ﺘﺸﻴﺭ ﺇﻟﻰ ﺍﻀﻁﺭﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﻋﺎﻤﺔ ﻭﻁﻠﺒﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺨﺎﺼﺔ‪ ،‬ﻋﻨﺩ ﻨﻘﺎﺵ ﺃﻱ ﻗﻀﻴﺔ‬
‫ﻋﺎﻤﺔ ﺃﻡ ﺨﺎﺼﺔ‪ ،‬ﺴﻴﺎﺴﻴﺔ ﺃﻡ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻨﻔﺴﻴﺔ ﻻﺤﻅ ﺍﻟﺒﺎﺤﺙ ﺃﻥ ﺍﻟﻁﺎﻟﺏ ﻏﺎﻟﺒﹰﺎ ﻤﺎ ﻴﻜﻭﻥ ﺍﻻﻨﺘﻤﺎﺀ ﺜﻨﺎﺌﻲ‬
‫ﻟﻠﺒﻠﺩ )ﻓﻠﺴﻁﻴﻨﻲ ﻏﻴﺭ ﻓﻠﺴﻁﻴﻨﻲ(‪ ،‬ﻟﻠﺤﺯﺏ)ﺤﻤﺴﺎﻭﻱ ﻏﻴﺭ ﺤﻤﺴﺎﻭﻱ(‪ ،‬ﻟﻠﻨﺎﺩﻱ )ﺒﺭﺸﺎ ﻏﻴﺭ ﺒﺭﺸﺎ(‪،‬‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﻟﻠﺩﻴﻥ)ﻤﺴﻠﻡ ﻏﻴﺭ ﻤﺴﻠﻡ(‪ ،‬ﺍﻟﻤﻭﺍﻁﻨﺔ )ﻤﻭﺍﻁﻥ‪ ،‬ﻻﺠﺊ(‪ ،‬ﺭﻏﻡ ﺤﺭﺼﻪ ﻋﻠﻰ ﺍﻻﺤﺘﻔﺎﻅ ﺒﻤﻭﻗﻑ ﺍﻟﻤﺸﺎﻫﺩ‬
‫ﺍﻟﺫﻱ ﻻ ﻴﺘﻭﺭﻁ ﻓﻲ ﻤﻭﺍﻗﻑ ﺠﺩﻴﺔ‪ ،‬ﻤﻊ ﻋﺩﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺤﻭﺍﺭ ﻤﻊ ﺍﻵﺨﺭ ﻤﻊ ﺍﻹﺼﺭﺍﺭ ﻋﻠﻰ ﺃﻨﻪ ﻫﻭ‬
‫ﺍﻷﻓﻀل‪ ،‬ﻭﺃﻥ ﻜﺎﻥ ﻏﻴﺭ ﺫﻟﻙ ﻓﻴﻌﺯﻭ ﺫﻟﻙ ﺇﻟﻰ ﻤﺅﺍﻤﺭﺓ ﺍﻵﺨﺭ ﻋﻠﻴﻪ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺘﺭﺩﺩ ﻭﺍﻟﻘﻠﻕ‪،‬‬
‫ﻭﺍﻟﻌﺠﺯ ﻋﻠﻰ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺍﻨﻔﻌﺎﻻﺘﻪ‪ ،‬ﻭﺸﻌﻭﺭﻩ ﺒﺎﻟﺘﻜﻠﻴﻑ ﻭﺍﻟﺘﺒﺎﻫﻲ‪ ،‬ﻭﺍﻹﻓﺭﺍﻁ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪،‬‬
‫ﻭﺍﻟﺘﻤﺭﻜﺯ ﺤﻭل ﺍﻟﺫﺍﺕ ﻭﺇﻟﻐﺎﺀ ﺍﻋﺘﺒﺎﺭ ﺍﻵﺨﺭ‪ ،‬ﻭﻫﺫﻩ ﻤﺅﺸﺭﺍﺕ ﺇﻟﻰ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ‪ .‬ﻟﺫﺍ ﺒﺎﺕ ﻤﻥ‬
‫ﺍﻟﻀﺭﻭﺭﻱ ﺍﻟﺒﺤﺙ ﻋﻥ ﻁﺭﻴﻕ ﻭﺃﺴﺎﻟﻴﺏ ﻟﻬﺎ ﻋﻼﻗﺔ ﺒﺎﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻟﺫﻟﻙ ﺃﺘﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻜﻤﺤﺎﻭﻟﺔ ﻹﻟﻘﺎﺀ ﺍﻟﻀﻭﺀ ﻋﻠﻰ ﺘﺄﺜﻴﺭ ﻋﺩﺩ ﻤﻥ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ )ﺍﻟﺘﺴﺎﻤﺢ ﻤﻘﺎﺒل ﺍﻟﺸﺩﺓ‪،‬‬
‫ﺍﻻﺴﺘﻘﻼل ﻤﻘﺎﺒل ﺍﻟﺘﺒﻌﻴﺔ ﻭﺍﻟﺘﺤﻜﻡ‪ ،‬ﺍﻹﻫﻤﺎل ﻤﻘﺎﺒل ﺍﻟﻤﺒﺎﻟﻐﺔ ﻓﻲ ﺍﻟﺭﻋﺎﻴﺔ( ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪ ،‬ﻓﻲ‬
‫ﻀﻭﺀ ﺍﻟﺠﻨﺱ‪ ،‬ﻭﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪.‬‬
‫ﻤﻥ ﻫﺫﺍ ﺍﻟﻤﻨﻁﻠﻕ ﺘﻁﺭﺡ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺇﺸﻜﺎﻟﻴﺘﻬﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻵﺘﻲ‪:‬‬
‫ﻤﺎ ﻤﺴﺘﻭﻯ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻪ ﻁﻠﺒﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺸﻤﺎل ﻏﺯﺓ ﻭﻤﺎ ﻋﻼﻗﺘﻬﺎ‬
‫ﺒﺩﺭﺠﺔ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ؟‬
‫ﺃﺴﺌﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻵﺘﻴﺔ‪:‬‬
‫‪ -1‬ﻤﺎ ﻤﺴﺘﻭﻯ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻪ ﻁﻠﺒﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺸﻤﺎل ﻏﺯﺓ ﺘﺒﻌ ﹰﺎ‬
‫ﻟﻤﺘﻐﻴﺭ ﺠﻨﺱ ﺍﻟﻁﺎﻟﺏ ﻭﻤﺴﺘﻭﻯ ﺍﻟﺘﻘﺩﻴﺭ ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ؟‬
‫‪ -2‬ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ)‪(0.05≤α‬ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻪ ﻁﻠﺒﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺸﻤﺎل ﻏﺯﺓ؟‬
‫‪ -3‬ﻫل ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ)‪(0.05≤α‬ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻜﻤﺎ‬
‫ﻴﺩﺭﻜﻪ ﻁﻠﺒﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺸﻤﺎل ﻏﺯﺓ ﺘﻌﺯﻯ ﻟﻨﻭﻉ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻭﺠﻨﺱ‬
‫ﺍﻟﻁﺎﻟﺏ ﻭﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺘﻔﺎﻋل ﺒﻴﻨﻬﻤﺎ؟‬
‫ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺒﺭﻏﻡ ﻤﻥ ﺃﻥ ﻤﻭﻀﻭﻉ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺤﻅﻲ ﻓﻲ ﺍﻟﻌﺼﺭ ﺍﻟﺤﺩﻴﺙ ﺒﺎﻫﺘﻤﺎﻡ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬
‫ﺍﻟﻐﺭﺒﻴﺔ‪ ،‬ﺇﻻ ﺃﻥ ﻫﺫﺍ ﺍﻟﻤﻭﻀﻭﻉ ﻟﻡ ﻴﻠﻕ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻜﺎﻓﻲ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ ﻭﺨﺎﺼﺔ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ‬
‫)ﺠﻭﺩﺓ‪ .(2012 ،‬ﺇﻻ ﺃﻥ ﺍﻟﺒﺎﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻭﺠﺩ ﻫﻨﺎﻙ ﺨﻠﻁ ﺸﺩﻴﺩ ﺒﻴﻥ ﺍﻟﺘﻔﺭﻗﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ‬
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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﻭﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻟﺫﻟﻙ ﺭﻜﺯﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻋﻠﻰ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ‪ ،‬ﻟﺫﺍ ﻴﺄﻤل‬
‫ﺍﻟﺒﺎﺤﺙ ﺍﻟﺤﺎﻟﻲ ﺃﻥ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻤﺜﺎﺒﺔ ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺘﺭﺍﺙ ﺍﻟﺴﻴﻜﻭﻟﻭﺠﻲ ﺍﻟﺫﻱ ﺭﺒﻤﺎ ﺘﺴﻬﻡ ﻓﻲ‬
‫ﺇﺜﺭﺍﺀ ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺴﻴﻜﻭﻟﻭﺠﻴﺔ ﺍﻟﻌﺭﺒﻴﺔ‪.‬‬
‫ﻴﻤﻜﻥ ﺃﻥ ﺘﻔﻴﺩ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﺴﺘﺸﻔﻴﺎﺕ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﻤﺭﺍﻜﺯ ﺍﻹﺭﺸﺎﺩ ﺍﻟﻨﻔﺴﻲ‬
‫ﻭﺍﻻﺨﺼﺎﺌﻴﻥ ﺍﻟﻨﻔﺴﻴﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﻭﺍﻟﺠﺎﻤﻌﺎﺕ ﻓﻲ ﺍﻨﺘﻘﺎﺀ ﺍﻷﺩﺍﺓ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﺘﺸﺨﻴﺹ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﻭﺘﺼﻨﻴﻔﻬﺎ ﺇﻟﻰ ﻨﺭﺠﺴﻴﺔ ﻤﺭﻀﻴﺔ ﻭ ﻨﺭﺠﺴﻴﺔ ﺼﺤﻴﺔ ﻭﺍﻟﺘﻤﺎﻴﺯ ﺒﻴﻨﻬﻤﺎ ﻭﻋﻨﺩﺌﺫ ﻴﺅﻤل ﺃﻥ ﺘﺤﻘﻕ ﻤﺴﺎﻋﺩﺓ‬
‫ﺃﻓﻀل ﻟﻠﺩﺍﺭﺴﻴﻥ‪.‬‬
‫ﺘﻜﻤﻥ ﺍﻫﻤﻴﺔ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺃﻨﻬﺎ ﺴﺘﻀﻴﻑ ﺇﻟﻰ ﺍﻷﺩﺏ ﺍﻟﺴﻴﻜﻭﻟﻭﺠﻲ ﻓﻲ ﻤﺠﺎل ﺍﻹﺭﺸﺎﺩ ﺍﻟﻨﻔﺴﻲ‬
‫ﻭﺍﻟﺘﺭﺒﻭﻱ ﺃﺩﺍﺓ ﻟﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﻤﻘﻨﻨﺔ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ ﺘﻀﺎﻑ ﺇﻟﻰ ﻗﻴﺎﺱ ﺃﺩﻭﺍﺕ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ‪.‬‬
‫ﻤﺼﻁﻠﺤﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪:‬‬
‫ﻭﻫﻲ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻻﻨﺩﻓﺎﻋﻴﺔ ﺍﻟﺘﻲ ﺘﺤﺭﻜﻬﺎ ﺍﻟﻤﺨﻭﻑ ﻭﺍﻻﻨﻔﻌﺎﻻﺕ ﻓﻠﻬﺎ ﺸﻜﻼﻥ‪:‬‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ‪ :‬ﺇﻋﺠﺎﺏ ﺒﺎﻟﺫﺍﺕ ﻭﺘﻤﺭﻜﺯ ﺤﻭﻟﻬﺎ‪ ،‬ﻭﺍﺴﺘﻐﺭﺍﻕ ﻓﻲ ﺍﻻﻫﺘﻤﺎﻡ ﺒﻬﺎ‪ ،‬ﺍﻟﺘﻐﻁﺭﺱ‪ ،‬ﻭﻤﻴل‬
‫ﻟﻠﺴﻴﻁﺭﺓ‪ ،‬ﺍﺴﺘﻌﺭﺍﻀﻴﺔ‪ ،‬ﻭﺍﺴﺘﻌﻼﺀ‪ ،‬ﻏﺭﻭﺭ‪ ،‬ﻭﺘﻔﺨﻴﻡ‪ ،‬ﺼﺨﺏ‪ ،‬ﻋﻨﺎﺩ ﻭﺘﺼﻠﺏ‪ ،‬ﻗﻠﺔ ﺼﺒﺭ‪ ،‬ﻭﻋﺩﻡ‬
‫ﺍﺭﺘﻴﺎﺡ‪ ،‬ﻭﻋﺩﻡ ﻗﺩﺭﺓ ﻋﻠﻰ ﺘﺤﻤل ﺍﻟﻘﻴﻭﺩ‪ ،‬ﻭﺍﻟﻀﻐﻭﻁ‪ ،‬ﻨﻘﺹ ﻓﻲ ﺍﻟﺘﻌﺎﻁﻑ‪ ،‬ﻭﺍﺴﺘﻐﻼل‪.‬‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ‪ :‬ﺘﻤﺭﻜﺯ ﺤﻭل ﺍﻟﺫﺍﺕ ﻴﺼﺎﺤﺒﻪ ﺍﻓﺘﻘﺎﺭ ﺇﻟﻰ ﺍﻟﻤﺜﻴﺭﺍﺕ ﺍﻟﺫﺍﺘﻴﺔ ﻭﺸﻌﻭﺭ ﺒﻌﺩﻡ ﺍﻟﻘﻴﻤﺔ‬
‫ﻭﺍﻟﻼﻤﻌﻨﻰ‪ ،‬ﺤﺴﺎﺴﻴﺔ ﺯﺍﺌﺩﺓ ﻭﻗﺎﺒﻠﻴﺔ ﻟﻺﻨﺠﺭﺍﺡ ﻭﺍﻹﻴﺫﺍﺀ‪ ،‬ﺍﻫﺘﻤﺎﻡ ﺒﺎﻟﺘﻭﻜﻴﺩﻴﺔ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻭﺤﺴﺎﺴﻴﺔ‬
‫ﻟﻠﺭﻓﺽ ﻭﺸﻌﻭﺭ ﺒﻌﺩﻡ ﺍﻷﻤﻥ ﻭﺍﻹﺤﺒﺎﻁ‪ ،‬ﻨﻘﺹ ﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻭﺍﻨﺴﺤﺎﺏ ﻭﺍﻨﻁﻭﺍﺀ ﻭﻜﺒﺕ‪ ،‬ﻭﺩﻓﺎﻋﺎﺕ ﻀﺩ‬
‫ﺍﻟﻨﻘﺩ ﻭﺸﻌﻭﺭ ﺒﺎﻟﺨﺯﻯ ﻭﺍﻟﺨﻭﺍﺀ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﺴﺭﻋﺔ ﺍﻟﻤﻠل ﻭﺍﻟﻀﺠﺭ ﻭﺴﺭﻋﺔ ﺍﻹﻨﺯﻋﺎﺝ ﻭﺍﻟﺸﻌﻭﺭ ﺒﺒﻁﺀ‬
‫ﻤﺭﻭﺭ ﺍﻟﻭﻗﺕ‪ ،‬ﻭﻓﻲ ﺒﻌﺩﻱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻨﺠﺩ ﻤﺸﻜﻼﺕ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﻨﺎﺘﺠﺔ ﻋﻥ ﺍﻟﻌﺩﺍﺌﻴﺔ ﻭﺍﻻﻨﺩﻓﺎﻉ‬
‫ﻭﻋﺩﻡ ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺍﻟﺩﻭﺍﻓﻊ ﺍﻟﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ ﻜل ﻤﺎ ﺴﺒﻕ) ﺠﺎﺏ ﺍﷲ ‪.(41 :2005 ،‬‬
‫ﻭﺘﻌﺭﻑ ﺇﺠﺭﺍﺌﻴ ﹰﺎ‪ :‬ﺒﺎﻟﺩﺭﺠﺔ ﺍﻟﺘﻲ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﻁﺎﻟﺏ‪ /‬ﺍﻟﻁﺎﻟﺒﺔ ﻋﻠﻰ ﺃﺩﺍﺌﻪ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺍﻟﻤﺭﻀﻴﺔ ﺍﻟﻤﺴﺘﺨﺩﻡ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‪:‬‬

‫ﻤﺠﻤﻭﻋﺔ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻴﻜﻭﻨﻬﺎ ﺍﻟﻭﺍﻟﺩﺍﻥ ﻭﻴﻤﺎﺭﺴﺎﻨﻬﺎ ﻓﻲ ﺘﻌﺎﻤﻠﻬﻡ ﻤﻊ ﺃﺒﻨﺎﺌﻬﻡ ﻓﻲ‬
‫ﻤﺨﺘﻠﻑ ﺍﻟﻤﻭﻗﻑ ﺍﻟﺤﻴﺎﺘﻴﺔ ﺍﻟﺨﻭﻟﻲ)‪ (251:2006‬ﻜﻡ ﻴﺩﺭﻫﺎ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﺴﺘﺠﺎﺒﺘﻬﻡ ﻟﻤﻘﻴﺎﺱ ﺍﻟﻤﻌﺎﻤﻠﺔ‬
‫ﺍﻟﻭﺍﻟﺩﻴﺔ ﻟﻸﺒﻨﺎﺀ ﻭﺘﻌﻜﺴﻬﺎ ﺩﺭﺠﺔ ﺍﻟﻁﻠﺒﺔ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻤﻘﻴﺎﺱ‪.‬‬
‫ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪:‬‬
‫ﺘﺒﻨﻰ ﺍﻟﺒﺎﺤﺙ ﺘﻌﺭﻴﻑ "ﻜﻭﺒﺭ ﺴﻤﻴﺙ" ‪ cooper smith‬ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻪ ﻓﻲ)ﺍﻟﺨﻠﻴﻔﻲ‪،(60 :2000،‬‬
‫ﻭ)ﺨﻭﺍﺠﺔ‪ (2011،‬ﺒﺄﻨﻪ ﺍﻟﺤﻜﻡ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻔﺭﺩ ﻋﻥ ﻗﻴﻤﺘﻪ ﺍﻟﺫﺍﺘﻴﺔ ﻭﺍﻟﺘﻲ ﻴﺘﻡ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻨﻬﺎ ﻤﻥ ﺨﻼل‬
‫ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻔﺭﺩ ﻋﻥ ﻨﻔﺴﻪ‪ ،‬ﻭﻴﻭﻀﺢ ﺇﻟﻰ ﺃﻱ ﻤﺩﻯ ﻴﻌﺘﻘﺩ ﺍﻟﻔﺭﺩ ﺃﻥ ﻟﺩﻴﻪ ﺍﻟﻘﺩﺭﺓ ﻭﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﻭﻜﺫﻟﻙ‬
‫ﺍﻹﺤﺴﺎﺱ ﺒﺎﻟﻨﺠﺎﺡ ﻭﺍﻟﻘﻴﻤﺔ ﻓﻲ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻭﻫﻭ ﺨﺒﺭﺓ ﻤﻭﻀﻭﻋﻴﺔ ﻴﻘﺩﻤﻬﺎ ﺍﻟﻔﺭﺩ ﻟﻶﺨﺭﻴﻥ ﻤﻥ ﺨﻼل‬
‫ﺍﻟﺘﻌﻠﻴﻕ ﺍﻟﻠﻔﻅﻲ ﻭﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻷﺨﺭﻯ‪.‬‬
‫ﻴﻌﺭﻑ ﺍﻟﺒﺎﺤﺙ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺇﺠﺭﺍﺌﻴﹰﺎ ﺒﻤﺴﺘﻭﻯ ﺩﺭﺠﺔ ﺘﻘﻴﻡ ﻁﺎﻟﺏ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻟﺫﺍﺘﻪ )ﻤﺭﺘﻔﻊ‪/‬ﻤﻨﺨﻔﺽ(‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ"ﺭﻭﺯﻨﺒﻴﺭﺝ" ﺍﻟﻤﺴﺘﺨﺩﻡ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﻤﺤﺩﺩﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺘﺘﺤﺩﺩ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺒﺎﻟﻌﻴﻨﺔ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‪ ،‬ﻭﺒﺄﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻟﻐﺎﻴﺎﺕ ﻫﺫﻩ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺒﺎﻟﻔﺘﺭﺓ ﺍﻟﺯﻤﻨﺔ ﺍﻟﺘﻲ ﺃﺠﺭﻴﺕ ﻓﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺒﺄﺴﻠﻭﺏ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﺍﻟﻤﺴﺘﺨﺩﻡ ﻓﻲ‬
‫ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪:‬‬
‫‪     ‬ﻗﺎﻡ ﻭﺍﺘﺴﻭﻥ ﻭﺁﺨﺭﻭﻥ‪ Watson et al (1996) ،‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﺩﺭﺍﺴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﺭﻋﺎﻴﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺘﻔﺘﺭﺽ ﺍﻟﺩﺭﺍﺴﺔ ﺤﺴﺏ ﻨﻅﺭﻴﺔ )ﻜﻭﺭﺕ( ﺃﻥ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‬
‫ﻋﺎﻤل ﺤﺎﺴﻡ ﻓﻲ ﺘﺤﻭﻴل ﻨﺭﺠﺴﻴﺔ ﺍﻟﻔﺭﺩ ﺇﻤﺎ ﺇﻟﻰ ﻁﻤﻭﺤﺎﺕ ﺴﻭﻴﺔ ﺃﻭ ﺍﻀﻁﺭﺍﺒﺎﺕ ﻨﻔﺴﻴﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﻤﺕ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻤﻘﻴﺎﺱ ﺭﻭﺯﻨﻨﺒﺭﺝ ﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺍﻀﻁﺭﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ )‪ (NPI‬ﻟﺭﺍﺴﻜﻴﻥ‬
‫ﻭﻫﻭل‪ Raskin & Hall K ,lrdhs hgvuhdm hg,hg]dm Parental Nurturance‬ﻤﻥ ﺍﻋﺩﺍﺩ‬
‫ﺒﻭﺭﻱ )‪ ،Buri (1989‬ﻭﻁﺒﻘﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﺒﻠﻎ ﻋﺩﺩﻫﺎ )‪ (459‬ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﻤﻤﻥ ﻜﺎﻨﻭﺍ ﺃﺒﻨﺎﺀ‬
‫ﻟﻭﺍﻟﺩﻴﻥ ﺃﺤﻴﺎﺀ ﻭﻴﻌﻴﺸﻭﻥ ﺤﻴﺎﺓ ﺃﺴﺭﻴﺔ ﻤﺴﺘﻘﺭﺓ ‪ ،‬ﻭﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﺍﻷﺸﺨﺎﺹ ﺍﻷﻋﻠﻰ‬
‫ﻨﺭﺠﺴﻴﺔ ﻫﻡ ﺍﻷﻜﺜﺭ ﺇﺩﺭﺍﻜ ﹰﺎ ﻟﻠﻘﺼﻭﺭ ﻓﻲ ﺭﻋﺎﻴﺔ ﺍﻟﻭﺍﻟﺩﻴﻥ ﻭﻫﻡ ﺃﻜﺜﺭ ﻤﻌﺎﻨﺎﺓ ﺇﻟﻰ ﺍﻟﺩﻋﻡ ﻭﺍﻟﺘﺄﻴﻴﺩ ﺍﻟﻭﺍﻟﺩﻱ‪.‬‬
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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﻗﺎﻡ ﻭﻴﺘﻜﻭﺴﻜﻲ )‪ Witkowski, (1997‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ ﺒﺄﺴﺎﻟﻴﺏ ﻭﻤﻭﺍﺠﻬﺔ ﺍﻟﻤﺸﻜﻼﺕ ﻓﻲ ﻤﻭﺍﻗﻑ ﺍﻟﻌﺠﺯ ﻭﺍﻟﺘﻬﺩﻴﺩ‪ ،‬ﻭﻜﺎﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ )‪ (40‬ﻤﻥ‬
‫ﻁﻠﺒﺔ ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ‪ ،‬ﻭﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﻴل ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺇﻟﻰ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻨﺠﺎﺡ‬
‫ﻭﺍﻟﻔﺸل ﻋﻼﻤﺔ ﺩﺍﻟﺔ ﻋﻠﻰ ﻗﻴﻤﺔ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺇﻨﻜﺎﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺨﻴﺒﺔ ﻟﻶﻤﺎل ﻭﺍﻟﺘﺨﻠﻲ ﻋﻥ ﺍﻟﻤﺴﺌﻭﻟﻴﺔ ﻋﻨﻬﺎ‬
‫ﺒﺎﻋﺘﺒﺎﺭﻫﺎ ﻤﺼﺩﺭ ﺘﻬﺩﻴﺩ ﻴﻘﻠل ﻤﻥ ﻗﻴﻤﺔ ﺍﻟﺫﺍﺕ ﻭﻴﺴﺒﺏ ﺍﻟﻘﻠﻕ ﻟﻸﻨﺎ ‪.‬‬
‫ﻗﺎﻡ ﻭﻴﻨﻙ ﻭ ﺩﻭﻨﺎﻫﻭ )‪ Wink & Donahue,(1997‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﻨﻤﻭﺫﺠﻴﻥ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﺍﻟﻤﻠل‪ ،‬ﺒﻠﻐﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ )‪ (160‬ﺴﻴﺩﺓ‪ ،‬ﻁﺒﻕ ﻋﻠﻴﻬﻥ ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺍﻟﻅﺎﻫﺭﺓ‪Overt Narcissism Scale‬ﺇﻋﺩﺍﺩ‪ :‬ﻭﻨﻙ ﻭﺠﻭﻑ )‪ ،Wink & Gough(1990‬ﻭﺃﺸﺎﺭﺕ‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺘﻲ ﺘﺴﺘﺤﺙ ﺍﻹﺜﺎﺭﺓ ﻭﺍﻟﺘﺤﺩﻱ ﻟﻠﺘﻘﻠﻴل ﻤﻥ‬
‫ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻤﻠل ﻭﺍﻟﻀﺠﺭ ﻭﺍﻻﺤﺘﻔﺎﻅ ﺒﺎﻟﻤﺜﻴﺭﺍﺕ ﺍﻟﺨﺎﺭﺠﻴﺔ‪ ،‬ﻭﺒﺨﺎﺼﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺼﺭﻴﺤﺔ ﺍﻟﺘﻲ ﺘﺘﻤﻴﺯ‬
‫ﺒﺎﻟﺘﺤﺩﻱ ﻭﺍﻹﺜﺎﺭﺓ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﻜل ﻤﺎ ﻫﻭ ﺨﺎﺭﺝ ﺍﻟﺫﺍﺕ ﻭﺤﻭﻟﻬﺎ‪ ،‬ﻭﻋﺩﻡ ﺍﻻﺭﺘﻴﺎﺡ ﻭﻗﻠﺔ ﺍﻟﺼﺒﺭ ﻭﻋﺩﻡ‬
‫ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﺤﻤل ﺍﻟﻘﻴﻭﺩ ﻭﺍﻟﻀﻐﻭﻁ‪ ،‬ﺃﻤﺎ ﺼﺎﺤﺏ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻓﻴﻔﺘﻘﺭ ﺇﻟﻰ ﺍﻟﻤﺜﻴﺭﺍﺕ ﺍﻟﺫﺍﺘﻴﺔ‪،‬‬
‫ﻭﻴﺸﻌﺭ ﺒﻌﺩﻡ ﺍﻟﻘﻴﻤﺔ ﻭﺍﻟﻼﻤﻌﻨﻰ ﻭﺒﻁﺀ ﻤﺭﻭﺭ ﺍﻟﻭﻗﺕ‪.‬‬
‫ﻗﺎﻡ ﻫﻨﺩﻥ ﻭﺘﺸﻴﻙ )‪ Hendin & Cheek, (1997‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﻟﻠﺘﻤﻴﻴﺯ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺍﻟﻅﺎﻫﺭﺓ ﻭﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ‪ ،‬ﻭﻜﻭﻨﻬﻤﺎ ﻭﺠﻬﺎﻥ ﻤﺨﺘﻠﻔﺎﻥ ﻟﻠﻨﺭﺠﺴﻴﺔ‪ ،‬ﻭﺇﻤﻜﺎﻨﻴﺔ ﻗﻴﺎﺴﻬﻤﺎ ﻜل ﻋﻠﻰ ﺤﺩﺓ‪،‬‬
‫ﺒﻠﻐﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ )‪ (151‬ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﻁﺒﻕ ﻋﻠﻴﻬﻡ ﻤﻘﻴﺎﺱ ﻤﻭﺭﺍﻱ ﻟﻠﻨﺭﺠﺴﻴﺔ ‪Murray‬‬
‫‪ ،Narcissism Scale‬ﻭﻤﻘﻴﺎﺱ )‪ (NPDS‬ﺇﻋﺩﺍﺩ ‪:‬ﺁﺸﺒﻲ ﻭﺁﺨﺭﻴﻥ ﺃﺸﺒﻲ ﻭﺃﺨﺭﻴﻥ ‪Ashby & et‬‬
‫)‪ ،al (1979‬ﻭﻤﻘﻴﺎﺱ )‪ (NPI‬ﺇﻋﺩﺍﺩ ‪:‬ﺭﺍﺴﻜﻴﻥ ﻭﺘﻴﺭﻱ )‪ ، Raskin & Terry (1988‬ﻭﻤﻘﻴﺎﺱ‬
‫ﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﻤﺴﺔ ﺍﻟﻜﺒﺭﻯ ﻓﻲ ﺍﻟﺸﺨﺼﻴﺔ ‪ ،The Big Five Factor Inventory‬ﺇﻋﺩﺍﺩ‪ :‬ﺠﻭﻥ‬
‫ﻭﺁﺨﺭﻴﻥ ‪ ،John & et al (1991),‬ﻭﺠﺎﺀﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺘﺸﻴﺭ ﺇﻟﻰ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﺨﺼﺎﺌﺹ ﻤﺸﺘﺭﻜﺔ ﺒﻴﻥ ﺸﻜﻠﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺘﺘﻤﺜل ﻓﻲ ﺨﻴﺎﻻﺕ ﺍﻟﻌﻅﻤﺔ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻤﺸﺎﻋﺭ‬
‫ﺍﻷﻫﻠﻴﺔ ﻭﺍﻟﺘﻤﻴﺯ‪ ،‬ﻭﺃﻥ ﺍﻟﻔﺼل ﺒﻴﻨﻬﻤﺎ ﺘﻘﺴﻴﻡ ﻏﻴﺭ ﻤﻘﺒﻭل ﻴﻬﺘﻡ ﺒﺎﻟﺼﻭﺭﺓ ﺍﻻﻜﻠﻴﻨﻴﻜﻴﺔ ﻟﻠﺸﺨﺼﻴﺔ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺘﻲ ﺘﻠﺘﻘﻲ ﻓﻴﻬﺎ ﺍﻟﻘﺎﺒﻠﻴﺔ ﻟﻺﻨﺠﺭﺍﺡ ﻤﻊ ﺸﻌﻭﺭ ﺍﻟﻌﻅﻤﺔ ﻭﺍﻟﺴﻤﻭ ﻭﺍﻟﺘﻔﻭﻕ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ‪،‬‬
‫ﺨﺎﺼﺔ ﻤﻊ ﻤﺎ ﺍﺘﻀﺢ ﻤﻥ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺯﺍﺌﺩﺓ ﻭﺍﻟﺸﻌﻭﺭ ﺒﻌﺩﻡ ﺍﻷﻤﻥ ﻭﺍﻹﻨﻔﻌﺎﻟﻴﺔ‬
‫ﺍﻟﺴﺎﻟﺒﺔ ﻭﺍﻟﺤﺴﺎﺴﻴﺔ ﻟﻠﺭﻓﺽ‪.‬‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﻗﺎﻡ ﺍﻟﺨﻠﻴﻔﻲ)‪(2000‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺴﻠﻭﻙ ﻤﺤﺒﺔ ﺍﻟﺫﺍﺕ‪،‬‬
‫ﺃﺠﺭﻴﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ )‪ (75)،(155‬ﻤﻥ ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻭ)‪ (80‬ﻤﻥ ﺍﻹﻨﺎﺙ‪ ،‬ﻭﺃﻋﺩ ﺍﻟﺒﺎﺤﺙ‬
‫ﺍﺴﺘﺒﺎﻨﺔ ﻤﻘﺘﺒﺴﺔ ﻤﻥ ﻤﺤﺒﺔ ﺍﻟﺫﺍﺕ‪ ،‬ﺃﺤﺩ ﺍﻟﻤﻘﺎﻴﻴﺱ ﺍﻟﻔﺭﻋﻴﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﺫﺍﺕ‪ ،‬ﻤﻥ ﺇﻋﺩﺍﺩ ﻭﺘﻘﻨﻴﻥ‬
‫ﺒﺸﻴﺭ ﺍﻟﺭﺍﺸﻴﺩﻱ)‪ ،(1998‬ﻭﻜﺸﻔﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ ﺍﻨﺨﻔﺎﺽ ﻨﺴﺒﻲ ﻟﻠﺴﻠﻭﻙ ﺍﻟﻤﻌﺒﺭ ﻋﻥ ﻤﺤﺒﺔ‬
‫ﺍﻟﺫﺍﺕ ﺒﺸﻜل ﻋﺎﻡ‪ ،‬ﻭﺘﻔﻭﻕ ﺍﻹﻨﺎﺙ ﻋﻠﻰ ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻭﻫﻭ ﻤﺎ ﺘﺸﻴﺭ ﺇﻟﻴﻪ ﺃﺩﺒﻴﺎﺕ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﺘﻲ ﺘﻜﺸﻑ‬
‫ﻋﻥ ﺍﻨﺨﻔﺎﺽ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﺍﻹﻨﺎﺙ ﻋﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻋﺘﺒﺎﺭ ﻤﺤﺒﺔ ﺍﻟﺫﺍﺕ ﺴﻠﻭﻜﺎ ﺘﻌﻭﻴﻀﻴﹰﺎ‪.‬‬
‫ﻗﺎﻡ ﻫﻭﻱ ﺭﺒﺎﺭﻙ)‪ Howe & Parke, (2001‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻔﺭﻕ ﺒﻴﻥ‬
‫ﺍﻟﺘﻼﻤﻴﺫ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ ﻭﻏﻴﺭ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ ﻤﻥ ﻗﺒل ﺍﻟﻭﺍﻟﺩﻴﻥ‪ ،‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ)‪(35‬ﺘﻠﻤﻴﺫﹰﺍ ﻓﻲ‬
‫ﺍﻟﻔﺼل ﺍﻟﺤﺎﺩﻱ ﻋﺸﺭ ﻤﻥ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ ﺇﺴﺎﺀﺍﺕ ﺸﺩﻴﺩﺓ ﻤﻥ ﻗﺒل ﺍﻟﻭﺍﻟﺩﻴﻥ ﻭ)‪(43‬ﺘﻠﻤﻴﺫﹰﺍ ﻤﻥ ﻏﻴﺭ ﺍﻟﻤﺴﺎﺀ‬
‫ﺇﻟﻴﻬﻡ ﻻﺴﺘﻘﺼﺎﺀ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﻋﻠﻰ ﺍﺒﻌﺎﺩ ﻤﻘﻴﺎﺱ ﻨﻭﻋﻴﺔ ﺍﻟﺼﺩﺍﻗﺔ ﻭﻤﻘﻴﺎﺱ" ﺴﻭﺴﻴﻭﺘﺭﻱ"‬
‫ﻟﺘﻘﺩﻴﺭ ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ‪ ،‬ﻭﻟﻡ ﻴﺘﻭﺼﻼ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ‬
‫ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ ﻭﻏﻴﺭ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ ﻋﻠﻰ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻷﺒﻌﺎﺩ ﺍﻟﺘﻲ ﺘﻡ ﻗﻴﺎﺴﻬﺎ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﺘﻼﻤﻴﺫ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ‬
‫ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﺴﺘﺠﺎﺒﺘﻬﻡ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﻨﻭﻋﻴﺔ ﺍﻟﺼﺩﺍﻗﺔ ﺃﻥ ﺼﺩﺍﻗﺘﻬﻡ ﺘﻜﺜﺭ ﻓﻴﻬﺎ‬
‫ﺍﻟﺼﺭﺍﻋﺎﺕ ﻭﺍﻟﻤﺸﺎﺠﺭﺍﺕ ﻭﺇﻓﺸﺎﺀ ﺍﻷﺴﺭﺍﺭ ﺒﺩﺭﺠﺔ ﺃﻋﻠﻰ ﻤﻥ ﻏﻴﺭ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ ﻜﻤﺎ ﻴﺒﺩﻭﻥ ﺍﻫﺘﻤﺎﻤﹰﺎ‬
‫ﺃﻗل ﺒﺄﺼﺩﻗﺎﺌﻬﻡ ﻏﻴﺭ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ‪.‬‬
‫ﻗﺎﻡ ﻭﻴﻬﻲ)‪ Wiehe, (2003‬ﺒﺩﺭﺍﺴﺔ ﺘﺴﺘﻬﺩﻑ ﺘﺤﺩﻴﺩ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻹﻤﺒﺎﺜﻴﺔ ﻭﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺁﺒﺎﺀ ﺍﻷﻁﻔﺎل ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ‪ ،‬ﻭﺃﺨﺭﻯ ﻤﻥ ﺍﻵﺒﺎﺀ ﺍﻟﺫﻴﻥ ﻴﺼﻨﻔﻭﻥ ﺒﺄﻨﻬﻡ ﻏﻴﺭ‬
‫ﻤﺴﻴﺌﻴﻥ‪ ،‬ﺒﻠﻐﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ)‪ (52‬ﻤﻥ ﺍﻵﺒﺎﺀ ﺍﻟﻤﺴﻴﺌﻴﻥ‪ ،‬ﻭ)‪ (101‬ﻤﻥ ﺍﻵﺒﺎﺀ ﻏﻴﺭ ﺍﻟﻤﺴﻴﺌﻴﻥ‪ ،‬ﻭﻁﺒﻕ‬
‫ﻤﻘﻴﺎﺱ ﺍﻟﻘﺎﺒﻠﻴﺔ ﻟﻠﻨﺭﺠﺴﻴﺔ ﺍﻟﺯﺍﺌﺩﺓ ﻟﻠﻨﺭﺠﺴﻴﺔ‪،(HSNS)Hyper Sensitivity Narcissism Scale‬‬
‫ﻭﻤﻘﻴﺎﺱ ﺍﻟﻔﺭﻭﻕ ﺍﻟﻔﺭﺩﻴﺔ ﻓﻲ ﺍﻹﻤﺒﺎﺜﻴﺔ‪ ،‬ﻭﺘﻤﺕ ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﻤﺠﻤﻭﻋﺘﻲ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺤﻴﺙ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ‬
‫ﺍﻋﺘﺒﺎﺭ ﻭﺠﻬﺎﺕ ﻨﻅﺭ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﺍﻟﻤﻴل ﻟﻠﻤﺸﺎﺭﻜﺔ ﺍﻟﻭﺠﺩﺍﻨﻴﺔ ﻭﺍﻟﻀﻐﻭﻁ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ‬
‫ﻜﻭﻥ ﺍﻵﺒﺎﺀ ﺍﻟﻤﺴﻴﺌﻴﻥ ﺃﻗل ﺍﻋﺘﺒﺎﺭﹰﺍ ﻟﻭﺠﻬﺎﺕ ﻨﻅﺭ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺃﻗل ﻤﺸﺎﺭﻜﺔ ﻭﺃﻜﺜﺭ ﻤﻌﺎﻨﺎﺓ ﻤﻥ ﺍﻟﻀﻐﻭﻁ‬
‫ﻭﻤﻥ ﺼﻌﻭﺒﺔ ﺍﻟﺘﻭﺍﺼل ﻓﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻜﺎﻨﻭﺍ ﻜﺫﻟﻙ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺃﻗل ﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻭﺃﻗل ﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺩﻭﺍﻓﻌﻬﻡ‪ ،‬ﻭﺃﻜﺜﺭ ﺍﺴﺘﻌﺭﺍﻀﻴﺔ ﻭﺘﺤﻜﻤﹰﺎ ﻭﺘﻌﺎﻟﻴﺎﹰ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﺃﻜﺜﺭ‬

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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﺇﺴﺎﺀﺓ ﺇﻟﻰ ﺃﻁﻔﺎﻟﻬﻡ ﻤﻥ ﻤﻨﻁﻠﻕ ﺍﻋﺘﺒﺎﺭ ﺠﻤﻴﻊ ﺃﺸﻜﺎل ﺍﻟﺴﻠﻭﻙ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻥ ﺃﻁﻔﺎﻟﻬﻡ ﺇﺴﺎﺀﺓ ﺃﻭ ﺘﻌﺩﻴﹰﺎ‬
‫ﻋﻠﻰ ﺴﻠﻁﺎﺘﻬﻡ‪.‬‬
‫ﻗﺎﻡ ﺒﺎﺭﻱ ﻭﺁﺨﺭﻴﻥ)‪(Barry et al, 2003‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﻋﻥ ﻜﺸﻑ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻓﻲ ﺍﻟﺘﺄﻤل ﻤﻊ ﺍﻟﻤﺸﻜﻼﺕ ﺒﻠﻐﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ)‪ (98‬ﻤﻥ ﻁﻼﺏ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ‪،‬‬
‫ﻭﻁﺒﻕ ﻋﻠﻴﻬﻡ ﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺭﻴﺘﻭﻟﺩﺱ ﻭﻜﺎﻤﻔﻭﺵ)‪،Reynolds & Kampho, (1992‬‬
‫ﻭﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﺠﻭﺍﻨﺏ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺘﻲ ﺘﺘﻌﻠﻕ ﺒﺎﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻻﺤﺘﻔﺎﻅ ﺒﺎﻟﺘﻔﻭﻕ‬
‫ﻭﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﺘﻘﺩﻴﺭﺍﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻫﻲ ﺠﻭﺍﻨﺏ ﺘﻜﺸﻑ ﻋﻥ ﺘﻘﺩﻴﺭ ﻤﻨﺨﻔﺽ ﻟﻠﺫﺍﺕ ﻭﻋﺠﺯ ﻋﻥ‬
‫ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﺸﻜﻼﺕ‪ ،‬ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﺇﻟﻰ ﺃﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﻟﻴﺴﺎ ﻤﺘﺭﺍﺩﻓﻴﻥ‪ ،‬ﺭﻏﻡ‬
‫ﻤﺎ ﺃﺸﺎﺭﺕ ﺇﻟﻴﻪ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﻤﺜل ﺩﺭﺍﺴﺔ ﺭﺍﺴﻜﻥ‪ ،‬ﻨﻭﻓﺎﺴﻙ‪ ،‬ﻭﻫﻭﺠﺎﻥ‪Raskin, ،‬‬
‫‪Novask, & Hogan‬ﻤﻥ ﻜﻭﻥ ﺍﻷﺸﺨﺎﺹ ﺍﻷﻋﻠﻰ ﻨﺭﺠﺴﻴﺔ ﺃﻜﺜﺭ ﻋﺩﻭﺍﻨﻴﺔ ﻭﺘﻤﺭﻜﺯﺍ ﺤﻭل ﺍﻟﺫﺍﺕ‪،‬‬
‫ﻭﻻ ﻴﺤﺭﻜﻬﻡ ﺒﺎﺘﺠﺎﻩ ﺍﻟﻌﺩﻭﺍﻥ ﻭﺍﻟﺘﻌﺎﻟﻲ ﺇﻻ ﺭﻏﺒﺔ ﻓﻲ ﺤﻤﺎﻴﺔ ﺫﻭﺍﺘﻬﻡ‪ ،‬ﻭﻤﻊ ﺫﻟﻙ ﻴﻜﻭﻨﻭﻥ ﺫﻭﻱ ﺘﻘﺩﻴﺭ‬
‫ﻋﺎل ﻟﻠﺫﺍﺕ‪.‬‬
‫ﻭﻗﺎﻡ ﻟﻲ ﻭﺃﺸﺘﻭﻥ)‪ ،Lee & Ashton, (2005‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﻭﺨﺼﺎﺌﺹ ﺍﻟﺸﺨﺼﻴﺔ ﻜﻤﺎ ﻴﻘﻴﺴﻬﺎ ﻤﻘﻴﺎﺱ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﻤﺴﺔ ﺍﻟﻜﺒﺭﻯ ﻓﻲ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻁﺒﻘﺕ ﺍﻷﻭﻟﻰ‬
‫ﻋﻠﻰ ﻋﻴﻨﺔ ﺒﻠﻐﺕ)‪ (338‬ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﻭﺍﻟﺜﺎﻨﻴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﺒﻠﻐﺕ)‪ (164‬ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻭﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﺍﺴﺘﻌﺭﺍﺽ ﺍﻟﻘﻭﺓ ﻭﺍﻟﺘﻤﻴﺯ ﻋﺎﻤل ﺒﻨﺎﺌﻲ ﺃﺴﺎﺴﻲ ﻓﻲ ﻗﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ‪ ،‬ﻭﺃﻥ‬
‫ﻟﻠﻨﺭﺠﺴﻴﺔ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺩﺍﻟﺔ ﺒﺎﻻﻨﺒﺴﺎﻁﻴﺔ ﻭﺍﻻﻨﻔﺘﺎﺡ ﻋﻠﻰ ﺍﻟﺨﺒﺭﺓ‪ ،‬ﻭﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺴﺎﻟﺒﺔ‬
‫ﺒﺎﻟﻌﺼﺎﺒﻴﺔ ﻭﺒﺎﻟﺨﻀﻭﻉ ﻭﺍﻟﻤﺴﺎﻴﺭﺓ‪.‬‬
‫ﻗﺎﻡ ﺇﻜﺴﻼﻴﻥ ﻭﺁﺨﺭﻭﻥ)‪ Exline et al, (2004‬ﺒﺩﺭﺍﺴﺔ ﻋﺒﺭ ﺜﻘﺎﻓﻴﺔ ﺘﻨﺎﻭﻟﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻟﺩﻯ ﻁﻠﺒﺔ‬
‫ﺍﻟﺠﺎﻤﻌﺔ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﻭﻻﻴﺎﺕ ﺍﻟﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ ﻭﺇﻴﺭﺍﻥ‪ ،‬ﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﺍﻷﻤﺭﻴﻜﻴﺔ ﻤﻥ)‪ (241‬ﻁﺎﻟﺒﹰﺎ‬
‫ﻭﻁﺎﻟﺒﺔ‪ ،‬ﻭﺍﻟﻌﻴﻨﺔ ﺍﻹﻴﺭﺍﻨﻴﺔ ﻤﻥ)‪(232‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ‪ ،‬ﻭﻜﺸﻔﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺍﻹﻴﺭﺍﻨﻴﻴﻥ ﺃﻜﺜﺭ‬
‫ﻨﺭﺠﺴﻴﺔ ﻤﻥ ﺍﻷﻤﺭﻴﻜﻴﻴﻥ‪ ،‬ﻭﺃﻥ ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ ﻨﺭﺠﺴﻴﺔ ﻤﻥ ﺍﻹﻨﺎﺙ‪ ،‬ﻜﻤﺎ ﻜﺸﻔﺕ ﻋﻥ ﻭﺠﻭﺩ ﻋﻼﻗﺔ‬
‫ﺍﺭﺘﺒﺎﻁ ﺴﻠﺒﻲ ﻭﺩﺍل ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﻜل ﻤﻥ ﺘﺤﻘﻴﻕ ﺍﻟﺫﺍﺕ ﻭﺍﻟﻤﻴﻭل ﺍﻟﺩﻴﻨﻴﺔ‪ ،‬ﻭﺍﻟﻘﻴﻡ ﺍﻟﺠﻤﻌﻴﺔ‪.‬‬
‫ﻗﺎﻡ ﺃﻨﺜﻭﻨﻴﺴﻤﺎﻱ ﻭﺯﻴﻤﺭﺠﻴﻤﺒﻙ )‪ Anthnysmay, Zimmer- Gembeck, (2007‬ﻓﻲ‬
‫ﺩﺭﺍﺴﺘﻬﻤﺎ ﻋﻠﻰ)‪ (400‬ﻁﻔل ﻓﻲ ﺍﻟﺼﻑ ﺍﻟﺘﺎﺴﻊ ﻤﻥ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ ﻭﻏﻴﺭ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ‪ ،‬ﻗﺩ ﺘﻭﺼﻼ‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﺍﻟﺒﺎﺤﺜﺎﻥ ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺨﺒﺭﺓ ﺍﻷﺴﺭﻴﺔ ﻭﻤﺸﻜﻼﺕ ﺍﻟﻌﻼﻗﺎﺕ ﻤﻊ ﺍﻷﻗﺭﺍﻥ ﺨﺎﺼﺔ ﺍﻟﻤﻌﺎﻨﺎﺓ ﻤﻥ‬
‫ﺍﻟﻜﺭﺍﻫﻴﺔ ﻭﺍﻟﺭﻓﺽ ﻋﻥ ﻁﺭﻴﻕ ﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ ﻤﻊ ﺃﻗﺭﺍﻨﻬﻡ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﺩﺭﺍﺴﺘﻬﻤﺎ ﺃﻥ ﺍﻷﻁﻔﺎل‬
‫ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ ﻏﻴﺭ ﻤﺤﺒﻭﺒﻴﻥ ﻤﻘﺎﺭﻨﺔ ﺒﻐﻴﺭ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ‪ ،‬ﻭﻴﻤﺎﺭﺴﻭﻥ ﺍﻟﻌﻨﻑ ﺍﻟﺠﺴﺩﻱ ﻭﺍﻟﻠﻔﻅﻲ‬
‫ﻻ ﻟﻠﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﺄﻗﺭﺍﻨﻬﻡ ﻏﻴﺭ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ‪.‬‬
‫ﻭﺇﻨﺴﺤﺎﺒﻴﻴﻥ‪ ،‬ﻭﺃﻗل ﺍﻤﺘﺜﺎ ﹰ‬
‫ﻗﺎﻡ ﺴﺘﻭﺴل)‪ Stossel,(2007‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺨﺼﺎﺌﺹ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻨﺭﺠﺴﻴﻴﻥ‬
‫ﺫﻱ ﺍﻟﺤﺴﺎﺴﻴﺔ ﺍﻟﻘﺎﺒﻠﺔ ﻟﻼﻨﺠﺭﺍﺡ ﻭﻜﺫﻟﻙ ﺍﻷﻓﺭﺍﺩ ﺫﻱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺘﻌﻅﻤﺔ ﻓﻲ ﻀﻭﺀ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﺍﻟﻅﺎﻫﺭﻱ ﻭﺍﻟﻀﻤﻨﻲ‪ ،‬ﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ‪155‬ﻁﺎﻟﺏ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﺘﻡ ﺘﻘﺴﻴﻤﻬﻡ ﻋﻠﻰ ﺜﻼﺙ‬
‫ﻤﺠﻤﻭﻋﺎﺕ‪ ،‬ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻟﺭﻭﺒﻴﻨﺯ ﻭﺒﺎﺜﻭﻥ )‪(Robbins & Pathon, 2000‬‬
‫ﻭﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻀﻤﻨﻲ‪ ،‬ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺫﻭﻱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺘﻌﺎﻅﻤﺔ ﻟﺩﻴﻬﻡ‬
‫ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﻤﺭﺘﻔﻊ ﻭﻭﺍﻀﺢ ﻭﻟﻜﻨﻪ ﺩﻓﺎﻋﻲ ﻴﺴﻬﻡ ﻓﻲ ﺤﻤﺎﻴﺔ ﺍﻟﺫﺍﺕ ﻤﻥ ﺍﻹﻨﺠﺭﺍﺡ ﻭﻴﺴﺎﻫﻡ ﻓﻲ ﺯﻴﺎﺩﺓ‬
‫ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻋﻜﺱ ﺍﻟﻨﺭﺠﺴﻴﻴﻥ ﺫﻭﻱ ﺍﻟﺤﺴﺎﺴﻴﺔ ﺍﻟﻘﺎﺒﻠﺔ ﻟﻺﻨﺠﺭﺍﺡ ﻓﻠﺩﻴﻬﻡ ﺨﺯﻯ ﻭﻋﺩﻡ ﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻤﻤﺎ‬
‫ﻴﺠﻌﻠﻬﻡ ﺫﻭﻱ ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﻤﻨﺨﻔﺽ‪.‬‬
‫ﻗﺎﻡ ﺒﻨﻜﻭﺱ ﻭﺃﺴل)‪ Pincus & Ansell, (2009‬ﺒﺩﺭﺍﺴﺔ ﺘﻨﺎﻭﻟﺕ ﺒﻨﺎﺀ ﻤﻘﻴﺎﺱ ﻟﻠﻨﺭﺠﺴﻴﺔ ﻭﺍﻟﺘﺤﻘﻕ‬
‫ﻤﻥ ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﻟﻪ‪ ،‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ)‪(776‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ ﻴﺩﺭﺴﻭﻥ ﻓﻲ‬
‫ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﻭﺃﺴﻔﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ ﻭﺠﻭﺩ ﺴﺒﻌﺔ ﻋﻭﺍﻤل ﻟﻠﻤﻘﻴﺎﺱ ﻨﺘﻴﺠﺔ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ ﻫﻲ‪:‬‬
‫ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﻀﻴﺔ‪ ،‬ﺍﻻﺴﺘﻐﻼﻟﻴﺔ‪ ،‬ﻭﺍﻟﺼﺩﺍﺭﺓ‪ ،‬ﻭﺘﺨﻴﻼﺕ ﺍﻟﻌﻅﻤﺔ‪ ،‬ﻭﺍﻟﺘﻘﻠﻴل ﻤﻥ ﻗﻴﻤﺔ ﺍﻵﺨﺭﻴﻥ‪،‬‬
‫ﻭﺇﺨﻔﺎﺀ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﺘﻀﺤﻴﺔ ﺒﺎﻟﺫﺍﺕ ﻜﻤﺎ ﺃﺴﻔﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺘﻌﺯﻯ‬
‫ﻟﻤﺘﻐﻴﺭ ﺍﻟﻨﻭﻉ‪ ،‬ﻭﺍﻟﻔﺭﻕ ﻜﺎﻨﺕ ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ‪.‬‬
‫ﻗﺎﻡ ﻟﻭﻴﺴﻨﺱ)‪ Lootens, (2010‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺍﻟﺘﻌﺭﻴﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﺒﻌﺽ‬
‫ﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ)‪ (253‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ ﻴﺩﺭﺴﻭﻥ ﺒﺠﺎﻤﻌﺔ ﻨﻭﺭﺙ ﻜﺎﻟﻭﺭﻴﻨﺎ‪،‬‬
‫ﻜﺸﻔﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻜﺎﻥ ﺃﻗل ﻤﻥ ﺍﻟﻤﺘﻭﺴﻁ‪ ،‬ﻜﻤﺎ ﻜﺸﻔﺕ ﻋﻥ ﻭﺠﻭﺩ ﻋﻼﻗﺔ‬
‫ﺍﺭﺘﺒﺎﻁ ﺴﺎﻟﺒﺔ ﻭﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﺍﻟﻌﺼﺎﺒﻴﺔ‪ ،‬ﻭﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺒﺔ ﻤﻊ ﺍﻻﻨﺒﺴﺎﻁﻴﺔ ﻭﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ‬
‫ﻭﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﺍﻟﻌﻤﺭ‪ ،‬ﻭﻟﻡ ﺘﻜﺸﻑ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻟﻨﻭﻉ‪.‬‬

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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﻗﺎﻡ ﺠﻭﺭﺒﻨﻲ ﻭﺁﺨﺭﻭﻥ)‪ Ghorbani, et al, (2010‬ﺒﺩﺭﺍﺴﺔ ﺘﻬﺩﻑ ﻤﻌﺭﻓﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﻭﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﻁﻬﺭﺍﻥ‪ ،‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ)‪ (406‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ‪،‬‬
‫ﻭﻜﺸﻔﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺒﺔ ﻭﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﻭﺍﻟﻀﻐﻭﻁ‬
‫ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻭﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁ ﺴﺎﻟﺒﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﻭﻜل ﻤﻥ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﻤﻌﺭﻓﺔ ﺍﻟﺫﺍﺕ‪،‬‬
‫ﻭﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺃﻥ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻟﻡ ﺘﻜﺸﻑ ﻋﻥ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻨﻭﻉ‬
‫)ﺫﻜﻭﺭ‪-‬ﺇﻨﺎﺙ(‪ ،‬ﺇﻻ ﺃﻨﻪ ﺘﺒﻴﻥ ﺃﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺘﻤﻴل ﺇﻟﻰ ﺃﻥ ﺘﻜﻭﻥ ﺃﻜﺜﺭ ﺘﻭﺍﻓﻘﻴﺔ ﻟﺩﻯ ﺍﻟﺫﻜﻭﺭ ﻤﻘﺎﺭﻨﺔ‬
‫ﺒﺎﻹﻨﺎﺙ‪.‬‬
‫ﻗﺎﻡ ﺤﻤﻭﺩ)‪ (2010‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‬
‫ﺍﻷﺴﻭﻴﺎﺀ ﻭﺍﻟﺠﺎﻨﺤﻭﻥ‪ ،‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ)‪ (275‬ﻓﺭﺩﹰﺍ ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﺒﻭﺍﻗﻊ ‪ 180‬ﺴﻭﻴﹰﺎ‬
‫ﻭ)‪ (95‬ﺠﺎﻨﺤﺎﹰ‪ ،‬ﻤﻥ ﻁﻠﺒﺔ ﻤﺩﺍﺭﺱ ﻤﺤﺎﻓﻅﺔ ﺩﻤﺸﻕ ﺍﻟﺼﻑ ﺍﻟﺤﺎﺩﻱ ﻋﺸﺭ‪ ،‬ﻭﻤﻌﻬﺩ ﺍﻷﺤﺩﺍﺙ ﺍﻟﺠﺎﻨﺤﻴﻥ‪.‬‬
‫ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻘﻴﺎﺱ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‪ ،‬ﻴﺘﻜﻭﻥ ﻤﻥ ﺃﺭﺒﻌﺔ ﺃﺴﺎﻟﻴﺏ)ﺍﻟﺭﻓﺽ‪ ،‬ﺍﻟﻌﻘﺎﺏ‪،‬‬
‫ﺍﻟﺩﻑﺀ ﺍﻻﻨﻔﻌﺎﻟﻲ‪ ،‬ﺍﻟﺤﻤﺎﻴﺔ ﺍﻟﺯﺍﺌﺩﺓ(‪ .‬ﻭﻤﻥ ﺃﻫﻡ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‬
‫ﻓﻲ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻓﻲ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻴﻥ ﺍﻻﺴﻭﻴﺎﺀ ﻭﺍﻟﺠﺎﻨﺤﻴﻥ‪ ،‬ﻤﺎ ﻋﺩﺍ ﻓﻲ ﺃﺴﻠﻭﺏ ﺍﻟﻌﻘﺎﺏ‬
‫ﻟﺼﺎﻟﺢ ﺍﻟﺠﺎﻨﺤﻴﻥ‪ ،‬ﺃﻱ ﺃﻥ ﺍﻟﺠﺎﻨﺤﻴﻥ ﻴﺘﻌﺭﻀﻭﻥ ﻟﻠﻌﻘﺎﺏ ﻤﻥ ﻗﺒل ﺍﻟﻭﺍﻟﺩﻴﻥ ﻜﺄﺴﻠﻭﺏ ﻟﻠﺘﻨﺸﺌﺔ‪ ،‬ﻜﻤﺎ ﻻ‬
‫ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻋﻠﻰ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻟﺩﻯ ﺍﻟﺠﺎﻨﺤﻴﻥ ﻤﻥ‬
‫ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫ﻗﺎﻤﺕ ﺍﺒﺭﻴﻌﻡ)‪(2011‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﻭﺠﻭﺩﺓ ﺒﻴﻥ ﺇﺩﺭﺍﻙ‬
‫ﺍﻷﺒﻨﺎﺀ ﻷﺴﺎﻟﻴﺏ ﻤﻌﺎﻤﻠﺔ ﺍﻷﺏ ﻭﺸﻌﻭﺭﻫﻡ ﺒﺎﻷﻤﻥ‪ ،‬ﻭﺍﻟﻜﺸﻑ ﻋﻥ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﻓﻲ ﺇﺩﺭﺍﻙ‬
‫ﺍﻷﺒﻨﺎﺀ ﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺘﻌﺯﻯ ﻟﻠﺠﻨﺱ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻤﻜﻭﻨﺔ ﻤﻥ)‪(186‬ﻁﺎﻟﺒﹰﺎ‬
‫ﻭﻁﺎﻟﺒ ﹰﺔ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻨﻴﺔ ﺜﺎﻨﻭﻱ‪ ،‬ﺃﺴﻔﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻠﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺴﺎﻟﺒﺔ ﺒﻴﻥ ﺇﺩﺭﺍﻙ ﺍﻷﺒﻨﺎﺀ ﻷﺴﺎﻟﻴﺏ‬
‫ﻤﻌﺎﻤﻠﺔ ﺍﻷﺏ ﻭﺸﻌﻭﺭﻫﻡ ﺒﺎﻷﻤﻥ ﺍﻟﻨﻔﺴﻲ‪ .‬ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺇﺩﺭﺍﻙ ﺍﻷﺒﻨﺎﺀ ﻷﺴﻠﻭﺏ ﺍﻟﺤﻤﺎﻴﺔ‬
‫ﺍﻟﺯﺍﺌﺩﺓ ﻓﻲ ﺍﻟﻤﻌﺎﻤﻠﺔ ﻟﻸﺏ ﻭﺒﻴﻥ ﺸﻌﻭﺭﻫﻡ ﺒﺎﻷﻤﻥ ﺍﻟﻨﻔﺴﻲ‪ .‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ‬
‫ﺇﺩﺭﺍﻙ ﺍﻷﺒﻨﺎﺀ ﻷﺴﻠﻭﺏ ﻤﻌﺎﻤﻠﺔ ﺍﻷﺏ ﻓﻲ ﺍﻟﺤﻤﺎﻴﺔ ﺍﻟﺯﺍﺌﺩﺓ ﻭﺃﺴﻠﻭﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﺴﻭﻴﺔ ﻟﻸﺏ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ‬
‫ﻭﺍﻹﻨﺎﺙ ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻟﺤﻤﺎﻴﺔ ﺍﻟﺫﺍﺌﺩﺓ‪ ،‬ﻭﻟﺼﺎﻟﺢ ﺍﻟﺫﻜﻭﺭ ﻓﻲ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﺴﻭﻴﺔ‪.‬‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﻗﺎﻡ ﺯﻴﺠﺭ‪ -‬ﻫﻴل ﻭﺁﺨﺭﻭﻥ)‪ Zeigler-Hill et al,(2010‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﻤﻌﺭﻓﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﻨﺴﺒﺔ ﺍﻷﺤﺩﺍﺙ ﺍﻟﻴﻭﻤﻴﺔ ﻭﺨﺎﺼﺔ ﺍﻟﺴﻠﺒﻴﺔ ﻤﻨﻬﺎ‪ ،‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ‪ 193‬ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ ﺒﻭﺍﻗﻊ ‪ 54‬ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻭ‪ 139‬ﻤﻥ ﺍﻹﻨﺎﺙ‪ ،‬ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ‬
‫ﻤﻘﻴﺎﺱ "ﺭﺍﺴﻜﻴﻥ ﻭﻫﺎل" ‪ 1981‬ﻭﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ "ﻟﺭﻭﺯﻨﺒﺭﺝ" ‪ 1965‬ﻭﻤﻘﻴﺎﺱ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻴﻭﻤﻴﺔ‬
‫"ﻟﺒﺎﺘﻴﺭ ﻭﺃﺨﺭﻭﻥ" )‪ ،Buter et al,(1994‬ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﺍﻟﻨﺭﺠﺴﻴﻴﻥ ﺇﺫﺍ ﻤﺭﻭﺍ ﺒﺄﺤﺩﺍﺙ‬
‫ﻴﻭﻤﻴﺔ ﺴﻠﺒﻴﺔ ﻨﺠﺩ ﺃﻨﻪ ﻴﺘﻜﻭﻥ ﻟﺩﻴﻬﻡ ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﻤﻨﺨﻔﺽ ﻋﻠﻰ ﻋﻜﺱ ﺍﻷﻓﺭﺍﺩ ﺫﻭﻱ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺍﻟﻤﻨﺨﻔﻀﺔ ﻓﺘﻘﺩﻴﺭﻫﻡ ﻟﺫﺍﺘﻬﻡ ﻻ ﻴﺘﺄﺜﺭ ﺒﻤﺭﻭﺭﻫﻡ ﺒﺄﺤﺩﺍﺙ ﺴﻠﺒﻴﺔ ﻭﺃﻥ ﺍﻟﻨﺭﺠﺴﻴﻴﻥ ﻫﻡ ﺃﻜﺜﺭ ﺤﺴﺎﺴﻴﺔ ﺘﺠﺎﻩ‬
‫ﺍﻷﺤﺩﺍﺙ ﺍﻟﺴﺎﻟﺒﺔ‪.‬‬
‫ﻗﺎﻡ ﺴﻌﻔﺎﻥ)‪ (2011‬ﺒﺩﺭﺍﺴﺔ ﺘﻬﺩﻑ ﺘﺤﻠﻴل ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﻤﻌﺭﻓﻴﺔ‪،‬‬
‫ﻓﺭﺃﻯ ﺃﻥ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻟﺩﻴﻬﺎ ﺼﻭﺭﺓ ﻤﻔﺭﻁﺔ ﻭﻤﺸﻭﻫﺔ ﻟﺫﺍﺘﻬﺎ‪ ،‬ﻭﻫﻲ ﺘﺴﻌﻰ ﻟﻠﺘﻤﺭﻜﺯ ﺤﻭل‬
‫ﺫﺍﺘﻬﺎ ﻤﻥ ﺃﺠل ﺤﻤﺎﻴﺔ ﻨﻔﺴﻬﺎ ﻤﻥ ﺍﻟﻀﻌﻑ ﻭﺍﻟﻨﻘﺹ ﻭﺯﻴﺎﺩﺓ ﺇﺤﺴﺎﺴﻬﺎ ﺒﺎﻟﺘﻤﻴﺯ ﻭﺍﻟﻘﻭﺓ‪ ،‬ﻋﻨﺩﻤﺎ ﺘﻘﻴﻡ‬
‫ﺍﻟﻌﻼﻗﺔ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻴﻜﻭﻥ ﻫﺩﻓﻬﺎ ﺍﺴﺘﻐﻼﻟﻬﺎ ﻭﺍﺤﺘﻘﺎﺭﻫﺎ‪ :‬ﻟﺘﻀل ﻫﻲ ﺍﻷﻗﻭﻯ ﻭﺍﻷﺠﻤل ﻭﺍﻷﻓﻀل‪.‬‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻓﻲ ﻜل ﺍﻻﺤﻭﺍل ﻟﻬﺎ ﻗﻭﺍﻨﻴﻥ ﺨﺎﺼﺔ ﺒﻬﺎ ﻭﺍﺴﺘﺜﻨﺎﺀﺍﺕ ﺘﺨﺩﻡ ﺼﻭﺭﺘﻬﺎ ﻋﻥ ﺫﺍﺘﻬﺎ‪،‬‬
‫ﻭﻤﻥ ﻴﻌﺘﺭﺽ ﻋﻠﻰ ﺫﻟﻙ ﻴﺴﺒﺏ ﺍﻟﺠﺭﺡ ﺍﻟﻨﺭﺠﺴﻲ ﻟﻬﺎ ﻭﻴﺤﻭﻟﻬﺎ ﺇﻟﻰ ﺸﺨﺼﻴﺔ ﻋﺩﻭﺍﻨﻴﺔ ‪ ،‬ﻓﻲ ﻀﻭﺀ ﻤﺎ‬
‫ﺴﺒﻕ ﻓﺈﻥ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺘﻤﺜل ﻗﺼﺔ ﺤﻴﺎﺓ ﻤﻀﻁﺭﺒﺔ ﻤﻥ ﺍﻟﻤﻴﻼﺩ ﺤﺘﻰ ﺍﻟﻤﻤﺎﺕ‪.‬‬
‫ﻗﺎﻤﺕ ﺠﻭﺩﺓ )‪ (2012‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﻜﺸﻑ ﻋﻥ ﻤﺴﺘﻭﻯ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ‬
‫ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ ﺒﻐﺯﺓ‪ ،‬ﻭﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﺍﻟﻌﺼﺎﺒﻴﺔ‪ ،‬ﻭﻤﻌﺭﻓﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﻌﺯﻯ ﺍﻟﻨﻭﻉ )ﺫﻜﺭ‪ -‬ﺃﻨﺜﻰ( ﻭﻤﻜﺎﻥ‬
‫ﺍﻟﺴﻜﻥ)ﻤﺩﻴﻨﺔ‪-‬ﻤﺨﻴﻡ(‪ ،‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ)‪(364‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻤﻘﻴﺎﺴﻴﻥ‬
‫ﺃﺤﺩﻫﻤﺎ ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﺍﻷﺨﺭ ﻤﻘﻴﺎﺱ‪ -‬ﺍﻟﻌﺼﺎﺒﻴﺔ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﻤﺴﺘﻭﻯ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﻫﻭ ‪ ،%67‬ﻜﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﺍﻟﻌﺼﺎﺒﻴﺔ‪،‬‬
‫ﻜﺫﻟﻙ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺘﻌﺯﻯ‬
‫ﺇﻟﻰ ﻤﺘﻐﻴﺭﻱ ﺍﻟﻨﻭﻉ ﻭﻤﻜﺎﻥ ﺍﻟﺴﻜﻥ‪.‬‬
‫ﻤﻥ ﺨﻼل ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻴﺘﻀﺢ ﺠﻠﻴﹰﺎ ﻤﺩﻯ ﺃﻫﻤﻴﺔ ﺘﺄﺜﻴﺭ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻋل ﺘﺸﻜﻴل‬
‫ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻷﻥ ﻫﺫﺍ ﺍﻟﻤﻭﻀﻭﻉ ﺤﺴﺏ ﻋﻠﻡ ﺍﻟﺒﺎﺤﺙ ﻤﻥ ﺨﻼل ﺍﻁﻼﻋﻪ‪ ،‬ﻟﻡ ﻴﺘﻡ ﺘﻨﺎﻭﻟﻪ ﺒﻬﺫﺍ ﺍﻟﺸﻜل‬
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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﺍﻟﻤﺤﺩﺩ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻤﺤﻠﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﺅﻜﺩ ﻭﺠﻭﺩ ﺤﺎﺠﺔ ﻤﺎﺴﺔ ﺇﻟﻰ ﺇﻟﻘﺎﺀ ﺍﻟﻀﻭﺀ ﻋﻠﻰ ﺘﺄﺜﻴﺭ‬
‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﺍﻷﻤﺭ‬
‫ﺍﻟﺫﻱ ﺩﻓﻊ ﺍﻟﺒﺎﺤﺙ ﻹﺠﺭﺍﺀ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﺍﻟﻁﺭﻴﻘﺔ ﻭﺍﻹﺠﺭﺍﺀﺍﺕ‪:‬‬
‫ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﻤﺤﺎﻓﻅﺔ ﺸﻤﺎل ﻏﺯﺓ‪ ،‬ﻟﻠﻌﺎﻡ ﺍﻟﺩﺭﺍﺴﻲ‪،2013/2012‬‬
‫ﻭﻗﺩ ﺒﻠﻎ ﻋﺩﺩﻫﺎ ﺘﺴﻌﺔ ﻤﺩﺍﺭﺱ‪ ،‬ﻭﺯﻋﺕ ﺤﺴﺏ ﺍﻹﺤﺼﺎﺀﺍﺕ ﺍﻟﺭﺴﻤﻴﺔ)‪(5135‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺎﹰ‪ ،‬ﻤﻨﻬﻡ‬
‫)‪(2283‬ﻁﺎﻟﺒﺎﹰ‪ ،‬ﻭ)‪ (2852‬ﻁﺎﻟﺒﺔ‪ .‬ﻭﻗﺩ ﺘﻭﺯﻉ ﺍﻟﻁﻠﺒﺔ ﺤﺴﺏ ﻤﻜﺎﻥ ﺍﻟﻤﺩﺭﺴﺔ ﻓﻲ ﺃﺭﺒﻌﺔ ﻤﻨﺎﻁﻕ ﺍﻵﺘﻴﺔ‪:‬‬
‫‪ -1‬ﻤﺩﺍﺭﺱ ﺠﺒﺎﻟﻴﺎ ﺍﻟﻨﺯﻟﺔ‪ (1272):‬ﻁﺎﻟﺒﺎﹰ‪ ،‬ﻤﻨﻬﻡ)‪ (457‬ﺫﻜﻭﺭﺍﹰ‪(815)،‬ﺇﻨﺎﺜﺎﹰ‪.‬‬
‫‪ -2‬ﻤﺩﺍﺭﺱ ﻤﺨﻴﻡ ﺠﺒﺎﻟﻴﺎ‪ (1274):‬ﻁﺎﻟﺒﺎﹰ‪ ،‬ﻤﻨﻬﻡ)‪ (621‬ﺫﻜﻭﺭﺍﹰ‪(653)،‬ﺇﻨﺎﺜﹰﺎ ‪.‬‬
‫‪ -3‬ﻤﺩﺍﺭﺱ ﺒﻴﺕ ﻻﻫﻴﺎ‪ (1161):‬ﻁﺎﻟﺒﺎﹰ‪ ،‬ﻤﻨﻬﻡ)‪ (219‬ﺫﻜﻭﺭﺍﹰ‪(942)،‬ﺇﻨﺎﺜﺎﹰ‪.‬‬
‫‪ -4‬ﻤﺩﺍﺱ ﺒﻴﺕ ﺤﺎﻨﻭﻥ‪ (1428):‬ﻁﺎﻟﺒﺎﹰ‪ ،‬ﻤﻨﻬﻡ)‪ (986‬ﺫﻜﻭﺭﹰﺍ‪(442) ،‬ﺇﻨﺎﺜﺎﹰ‪.‬‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﻟﺩﺭﺍﺴﺔ ﻤﻥ)‪ (710‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﺸﻤﺎل ﻏﺯﺓ‪ ،‬ﻭﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ‬
‫ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ‪ ،‬ﺘﻡ ﺍﺨﺘﻴﺎﺭ)‪(178‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺸﻌﺏ ﺍﻟﻌﻠﻤﻴﺔ ﻜﻤﺎ ﺘﻡ ﺍﺨﺘﻴﺎﺭ)‪(532‬‬
‫ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒ ﹰﺔ ﻤﻥ ﺍﻟﺸﻌﺏ ﺍﻷﺩﺒﻴﺔ ﻤﻥ ﺠﻤﻴﻊ ﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺸﻤﺎل ﻏﺯﺓ ﻭﻋﺩﺩﻫﺎ‬
‫ﺘﺴﻌﺔ ﻤﺩﺍﺭﺱ‪ ،‬ﻭﻟﻘﺩ ﺘﻡ ﺘﻁﺒﻴﻕ ﺃﺩﻭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺴﻨﺔ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺘﺠﻨﺒﹰﺎ ﻟﻠﻘﻠﻕ ﻭﺍﻟﺨﻭﻑ‬
‫ﻭﺍﻟﻀﻐﻭﻁﺎﺕ ﺍﻟﺫﻱ ﻴﻨﺘﺞ ﻋﻥ ﺍﻻﺴﺘﻌﺩﺍﺩ ﻻﻤﺘﺤﺎﻥ ﻁﻠﺒﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ "ﺘﻭﺠﻴﻬﻲ"‪ ،‬ﻜﻤﺎ ﺭﻭﻋﻲ ﻓﻲ‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﻭﺍﻟﺩﺍﻥ ﻋﻠﻰ ﻗﻴﺩ ﺍﻟﺤﻴﺎﺓ‪.‬‬
‫ﺠﺩﻭل‪ (1):‬ﺨﺼﺎﺌﺹ ﺍﻟﻌﻴﻨﺔ ﺤﺴﺏ ﺍﻟﺠﻨﺱ ﻭﺍﻟﻤﻨﻁﻘﺔ‬
‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺠﺒﺎﻟﻴﺎ‬ ‫ﺍﻟﻤﻨﻁﻘﺔ‬
‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺒﻴﺕ ﺤﺎﻨﻭﻥ‬ ‫ﺒﻴﺕ ﻻﻫﻴﺎ‬ ‫ﻤﺨﻴﻡ ﺠﺒﺎﻟﻴﺎ‬
‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﻨﺯﻟﺔ‬ ‫ﺍﻟﺠﻨﺱ‬
‫‪44.79‬‬ ‫‪318‬‬ ‫‪137‬‬ ‫‪30‬‬ ‫‪88‬‬ ‫‪63‬‬ ‫ﺫﻜﻭﺭ‬
‫‪55.21‬‬ ‫‪392‬‬ ‫‪131‬‬ ‫‪61‬‬ ‫‪97‬‬ ‫‪103‬‬ ‫ﺇﻨﺎﺙ‬
‫‪%100‬‬ ‫‪710‬‬ ‫‪268‬‬ ‫‪91‬‬ ‫‪185‬‬ ‫‪166‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫•ﺨﺼﺎﺌﺹ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﺤﺴﺏ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‪ ،‬ﻭﻤﺘﻐﻴﺭ‬
‫ﺍﻟﺠﻨﺱ‪ ،‬ﻭﻤﺘﻐﻴﺭ ﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﻴﻭﻀﺢ ﺍﻟﺠﺩﻭل ﺭﻗﻡ)‪ (2‬ﺫﻟﻙ‪.‬‬
‫ﺠﺩﻭل‪ (2):‬ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺒﻴﺔ ﺤﺴﺏ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‬
‫ﻭﺍﻟﺠﻨﺱ ﻭﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‬
‫ﻤﺠﻤﻭﻉ‬ ‫ﺴﻠﺒﻲ‬ ‫ﺇﻴﺠﺎﺒﻲ‬ ‫ﺍﻟﺠﻨﺱ‬
‫‪ ‬ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫‪152‬‬ ‫‪71‬‬ ‫‪81‬‬ ‫ﻤﺭﺘﻔﻊ‬
‫ﺫﻜﻭﺭ‬
‫‪166‬‬ ‫‪86‬‬ ‫‪80‬‬ ‫ﻤﻨﺨﻔﺽ‬
‫‪202‬‬ ‫‪103‬‬ ‫‪99‬‬ ‫ﻤﺭﺘﻔﻊ‬
‫ﺇﻨﺎﺙ‬
‫‪190‬‬ ‫‪95‬‬ ‫‪95‬‬ ‫ﻤﻨﺨﻔﺽ‬
‫‪710‬‬ ‫‪355‬‬ ‫‪355‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫ﺃﺩﻭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺃﻭ ﹰﻻ ‪ :‬ﻤﻘﻴﺎﺱ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ‪:‬‬
‫ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﻤﻘﻴﺎﺱ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ ﻟﻔﺎﺭﻭﻕ ﺠﺒﺭﻴل)‪ (1989‬ﺒﻌﺩ‬
‫ﺍﺨﺘﺼﺎﺭ ﺍﻟﺒﺎﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ﺇﻟﻰ )‪ (30‬ﻋﺒﺎﺭﺓ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺜﻼﺜﺔ ﻤﻘﺎﻴﻴﺱ ﻓﺭﻋﻴﺔ ﻜل‬
‫ﻤﻘﻴﺎﺱ ﻓﺭﻋﻲ ﻴﺘﻜﻭﻥ ﻤﻥ )‪ (10‬ﻋﺒﺎﺭﺍﺕ‪ ،‬ﻭﻜل ﻤﻨﻬﺎ ﻴﻤﺜل ﺃﺴﻠﻭﺒﹰﺎ ﻤﻥ ﺃﻨﻤﺎﻁ ﺍﻟﺘﻔﺎﻋل ﺩﺍﺨل ﺍﻷﺴﺭﺓ‪،‬‬
‫ﻭﻫﻭ ﻋﺒﺎﺭﺓ ﻋﻥ ﺴﻤﺔ ﻓﻲ ﺸﻜل ﻤﺘﺼل‪ ،‬ﺘﺸﻴﺭ ﺇﻟﻰ ﺨﺎﺼﻴﺔ ﻟﺩﻯ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ ﻓﻲ‬
‫ﺃﺴﺎﻟﻴﺏ ﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﻥ ﻤﻌﻬﻡ ﻭﻫﻲ‪ :‬ﺃﺴﻠﻭﺏ )ﺍﻟﺘﺴﺎﻤﺢ ﻤﻘﺎﺒل ﺍﻟﺘﺸﺩﺩ(‪ ،‬ﻭ)ﺍﻻﺴﺘﻘﻼل ﻤﻘﺎﺒل ﺍﻟﺘﺤﻜﻡ(‪،‬‬
‫ﻭ)ﺤﻤﺎﻴﺔ ﻤﻘﺎﺒل ﺍﻫﻤﺎل(‪) .‬ﻭﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻗﻴﺎﺱ ﻟﻴﻜﺭﺩ ﻤﻥ ﺨﻤﺱ ﺩﺭﺠﺎﺕ ﻭﻫﻭ ﺩﺍﺌﻤﺎﹰ‪ ،‬ﻜﺜﻴﺭﺍﹰ‪ ،‬ﺃﺤﻴﺎﻨﺎﹰ‪،‬‬
‫ﻗﻠﻴﻼﹰ‪ ،‬ﻨﺎﺩﺭﹰﺍ ‪ .‬ﻭﺘﻌﻁﻰ ﻟﻜل ﻋﺒﺎﺭﺓ ﻤﻥ ﻋﺒﺎﺭﺍﺕ ﻜل ﺃﺴﻠﻭﺏ ﺩﺭﺠﺔ ﻤﻌﻴﻨﺔ ﻤﻥ )‪ (5-1‬ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻥ‬
‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻤﺭﺘﻔﻌﺔ ﻋﻠﻰ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻔﺭﻋﻴﺔ ﺘﺩل ﻋﻠﻰ ﺍﻻﺘﺠﺎﻩ ﺍﻹﻴﺠﺎﺒﻲ ﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻟﻸﺒﻨﺎﺀ‬
‫ﺍﻟﻤﺘﻤﺜل ﺒﺄﺴﻠﻭﺏ)ﺍﻟﺘﺴﺎﻤﺢ ﻭﺍﻻﺴﺘﻘﻼل ﻭﺍﻟﺤﻤﺎﻴﺔ(‪ ،‬ﺒﻴﻨﻤﺎ ﺘﺩل ﺍﻟﺩﺭﺠﺔ ﺍﻟﻤﻨﺨﻔﻀﺔ ﻋﻠﻰ ﻨﻔﺱ ﺍﻟﻤﻘﻴﺎﺱ‬
‫ﻋﻠﻰ ﺍﻻﺘﺠﺎﻩ ﺍﻟﺴﻠﺒﻲ ﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻟﻸﺒﻨﺎﺀ ﺍﻟﻤﺘﻤﺜل ﺒﺄﺴﻠﻭﺏ ﺍﻟﺘﺸﺩﺩ ﻭﺍﻟﺘﺤﻜﻡ ﻭﺍﻹﻫﻤﺎل(‪.‬‬
‫ﺘﻡ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﻤﺤﺘﻭﻯ ﺍﻟﻤﻘﻴﺎﺱ ﺒﻌﺭﺽ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﺤﻜﻤﻴﻥ ﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ ﺜﻼﺜﺔ‬
‫ﻟﻠﻨﻅﺭ ﻓﻲ ﻤﻨﺎﺴﺒﺔ ﺍﻷﺩﺍﺓ ﻤﻥ ﺤﻴﺙ ﻭﻀﻭﺡ ﺍﻟﻔﻘﺭﺍﺕ ﻭﺍﻟﺼﻴﺎﻏﺔ ﺍﻟﻠﻐﻭﻴﺔ‪ ،‬ﺍﻨﺘﻤﺎﺀ ﺍﻟﻔﻘﺭﺓ ﻟﻠﺒﻌﺩ‪ ،‬ﻓﻲ‬
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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﻀﻭﺀ ﻤﻠﺤﻭﻅﺎﺘﻬﻡ ﺃﺠﺭﻴﺕ ﺍﻟﺘﻌﺩﻴﻼﺕ ﺍﻟﻤﻨﺎﺴﺒﺔ‪ ،‬ﻭﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺜﺒﺎﺕ ﺍﻷﺩﺍﺓ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﺩﻟﺔ ﺠﺘﻤﺎﻥ‬
‫ﻟﻠﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ ﻭﻜﺎﻥ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﻟﻠﻤﻘﻴﺎﺱ ﺍﻟﻔﺭﻋﻲ ﺘﺴﺎﻤﺢ‪/‬ﺘﺸﺩﺩ)‪ ،(0.54‬ﺍﺴﺘﻘﻼل‪/‬ﺘﺤﻜﻡ‬
‫)‪(0.63‬ﺤﻤﺎﻴﺔ ‪ /‬ﺍﻫﻤﺎل)‪ ، (0.71‬ﻭﻫﻰ ﻤﻌﺎﻤﻼﺕ ﻤﻨﺎﺴﺒﺔ ﻷﻏﺭﺍﺽ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﺜﺎﻨﻴ ﹰﺎ‪ :‬ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‬
‫ﺤﻅﻲ ﻤﻔﻬﻭﻡ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ ﺒﺎﻫﺘﻤﺎﻡ ﺒﻌﺽ ﻨﻅﺭﻴﺎﺕ ﻋﻠﻡ ﺍﻟﻨﻔﺱ‪.‬‬
‫ﻭﺒﻌﺩ ﺇﻁﻼﻉ ﺍﻟﺒﺎﺤﺙ ﻋﻠﻰ ﺒﻌﺽ ﻤﻘﺎﻴﻴﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻤﻘﻴﺎﺱ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ )‪The Narcissistic Personality Inventory (NPI‬‬
‫)‪.(1993Watson, & et al,) Pincus & Ansell, 2009‬‬
‫‪ -‬ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ ‪ Overt Narcissism Scale‬ﺇﻋﺩﺍﺩ‪ :‬ﻭﻨﻙ ﻭﺠﻭﻑ & ‪Wink‬‬
‫‪.Gough.‬‬
‫‪ -‬ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ‪Covert Narcissism Scale‬ﻤﻥ ﺇﻋﺩﺍﺩ‪ :‬ﺃﺸﺒﻲ ﻭﻟﻲ ﻭ ﺩﻭﻙ ‪Ashby,‬‬
‫‪.Lee & Duke‬‬
‫‪ -‬ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻤﻥ ﺇﻋﺩﺍﺩ ﻤﻭﺭﺍﻯ ‪ (Hendin & Cheek, 1997)Murray‬ﻭﺍﺴﺘﺒﺎﻥ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺒﺤﻴﺭﻱ)‪. (1987‬‬
‫‪ -‬ﻤﻘﻴﺎﺱ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺠﻭﺩﺓ)‪. ( 2012‬‬
‫ﻭﺍﻻﻁﻼﻉ ﺃﻴﻀ ﹰﺎ ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻨﺭﺠﺴﻴﺔ‪ ،‬ﻻﺤﻅ ﺍﻟﺒﺎﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻋﺩﻡ‬
‫ﺍﻟﻭﻀﻭﺡ ﻓﻲ ﺘﺼﻤﻴﻡ ﻤﻘﺎﻴﻴﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪ ،‬ﻭﺭﺒﻤﺎ ﻴﺼل ﺇﻟﻰ ﺤﺩ ﺍﻟﺨﻠﻁ‬
‫ﺨﺎﺼﺔ ﺒﻴﻥ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺘﻜﺎﻤﻠﺔ ﺍﻟﻤﺘﻤﺎﺴﻜﺔ ﻭﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻻﻨﺩﻓﺎﻋﻴﺔ ﺍﻟﺘﻲ ﺘﺤﺭﻜﻬﺎ‬
‫ﺍﻟﻤﺨﺎﻭﻑ ﻭﺍﻻﻨﻔﻌﺎﻻﺕ‪ ،‬ﻭﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻭﻤﺎ ﺃﺴﺴﻪ ﻤﻥ ﺘﺼﻭﺭ ﻟﻤﻔﻬﻭﻡ ﻭﺘﺼﻨﻴﻑ‬
‫ﻭﺴﻤﺎﺕ ﻭﻤﻜﻭﻨﺎﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺤﺩﺩ ﺍﻟﺒﺎﺤﺙ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﺒﺒﻌﺩﻴﻬﺎ ﺍﻟﻅﺎﻫﺭﺓ‬
‫ﻭﺍﻟﺨﻔﻴﺔ‪.‬‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ‪ :‬ﺇﻋﺠﺎﺏ ﺒﺎﻟﺫﺍﺕ ﻭﺘﻤﺭﻜﺯ ﺤﻭﻟﻬﺎ‪ ،‬ﻭﺍﺴﺘﻐﺭﺍﻕ ﻓﻲ ﺍﻻﻫﺘﻤﺎﻡ ﺒﻬﺎ‪ ،‬ﺍﻟﺘﻐﻁﺭﺱ‪ ،‬ﻭﻤﻴل‬
‫ﻟﻠﺴﻴﻁﺭﺓ‪ ،‬ﺍﺴﺘﻌﺭﺍﻀﻴﺔ‪ ،‬ﻭﺍﺴﺘﻌﻼﺀ‪ ،‬ﻏﺭﻭﺭ‪ ،‬ﻭﺘﻔﺨﻴﻡ‪ ،‬ﺼﺨﺏ‪ ،‬ﻋﻨﺎﺩ ﻭﺘﺼﻠﺏ‪ ،‬ﻗﻠﺔ ﺼﺒﺭ‪ ،‬ﻭﻋﺩﻡ‬
‫ﺍﺭﺘﻴﺎﺡ‪ ،‬ﻭﻋﺩﻡ ﻗﺩﺭﺓ ﻋﻠﻰ ﺘﺤﻤل ﺍﻟﻘﻴﻭﺩ‪ ،‬ﻭﺍﻟﻀﻐﻭﻁ‪ ،‬ﻨﻘﺹ ﻓﻲ ﺍﻟﺘﻌﺎﻁﻑ‪ ،‬ﻭﺍﺴﺘﻐﻼل‪.‬‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ‪ :‬ﺘﻤﺭﻜﺯ ﺤﻭل ﺍﻟﺫﺍﺕ ﻴﺼﺎﺤﺒﻪ ﺍﻓﺘﻘﺎﺭ ﺇﻟﻰ ﺍﻟﻤﺜﻴﺭﺍﺕ ﺍﻟﺫﺍﺘﻴﺔ ﻭﺸﻌﻭﺭ ﺒﻌﺩﻡ ﺍﻟﻘﻴﻤﺔ‬
‫ﻭﺍﻟﻼﻤﻌﻨﻰ‪ ،‬ﺤﺴﺎﺴﻴﺔ ﺯﺍﺌﺩﺓ ﻭﻗﺎﺒﻠﻴﺔ ﻟﻺﻨﺠﺭﺍﺡ ﻭﺍﻹﻴﺫﺍﺀ‪ ،‬ﺍﻫﺘﻤﺎﻡ ﺒﺎﻟﺘﻭﻜﻴﺩﻴﺔ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻭﺤﺴﺎﺴﻴﺔ‬
‫ﻟﻠﺭﻓﺽ ﻭﺸﻌﻭﺭ ﺒﻌﺩﻡ ﺍﻷﻤﻥ ﻭﺍﻹﺤﺒﺎﻁ ‪ ،‬ﻨﻘﺹ ﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻭﺍﻨﺴﺤﺎﺏ ﻭﺍﻨﻁﻭﺍﺀ ﻭﻜﺒﺕ‪ ،‬ﻭﺩﻓﺎﻋﺎﺕ ﻀﺩ‬
‫ﺍﻟﻨﻘﺩ ﻭﺸﻌﻭﺭ ﺒﺎﻟﺨﺯﻯ ﻭﺍﻟﺨﻭﺍﺀ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﺴﺭﻋﺔ ﺍﻟﻤﻠل ﻭﺍﻟﻀﺠﺭ ﻭﺴﺭﻋﺔ ﺍﻹﻨﺯﻋﺎﺝ ﻭﺍﻟﺸﻌﻭﺭ ﺒﺒﻁﺀ‬
‫ﻤﺭﻭﺭ ﺍﻟﻭﻗﺕ‪ ،‬ﻭﻓﻲ ﺒﻌﺩﻱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻨﺠﺩ ﻤﺸﻜﻼﺕ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﻨﺎﺘﺠﺔ ﻋﻥ ﺍﻟﻌﺩﺍﺌﻴﺔ ﻭﺍﻻﻨﺩﻓﺎﻉ‬
‫ﻭﻋﺩﻡ ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺍﻟﺩﻭﺍﻓﻊ ﺍﻟﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ ﻜل ﻤﺎ ﺴﺒﻕ)ﺠﺎﺏ ﺍﷲ‪.(41 :2005 ،‬‬
‫ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ‪:‬‬
‫‪ -‬ﺍﻟﺼﺩﻕ ﺍﻟﻅﺎﻫﺭﻱ‪ :‬ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻋﺘﻤﺩ ﺍﻟﺒﺎﺤﺙ ﻋﻠﻰ ﺍﻟﺼﺩﻕ ﺍﻟﻅﺎﻫﺭﻱ ﻤﻥ ﺨﻼل‬
‫ﻋﺭﺽ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ﻋﻠﻰ ﺜﻼﺜﺔ ﻤﻥ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﻤﺠﺎل ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺠﺎﻤﻌﺔ‬
‫ﺍﻷﻗﺼﻰ ﻤﺸﻬﻭﺩ ﻟﻬﻡ ﺒﻤﺴﺘﻭﺍﻫﻡ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﺘﺭﺘﺏ ﻋﻠﻰ ﺼﺩﻕ ﺍﻟﻤﺤﻜﻤﻴﻥ ﺘﻌﺩﻴل ﺼﻴﺎﻏﺔ ﺃﺭﺒﻊ ﻋﺒﺎﺭﺍﺕ‬
‫ﻟﺯﻴﺎﺩﺓ ﺘﻭﻜﻴﺩﻫﻤﺎ ﻟﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺼﺩﻕ ﺍﻟﺩﺍﺨﻠﻲ‪ :‬ﺘﻡ ﺤﺴﺎﺏ ﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻻﺭﺘﺒﺎﻁ ﻜل ﻋﺒﺎﺭﺓ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﺒﻌﺩﻫﺎ‪.‬‬
‫ﺠﺩﻭل‪ (3):‬ﻴﺒﻴﻥ ﺤﺴﺎﺏ ﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻻﺭﺘﺒﺎﻁ ﻜل ﻋﺒﺎﺭﺓ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﺒﻌﺩﻫﺎ ﻭﻜﺫﻟﻙ ﺩﻻﻟﺘﻬﺎ ﺍﻹﺤﺼﺎﺌﻴﺔ‬

‫ﺒﻌﺩ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ‬

‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺭﻗﻡ‬
‫‪0.01‬‬ ‫‪.0243‬‬ ‫ﺃﻨﺎ ﺍﻷﻓﻀل ﻤﻥ ﺍﻵﺨﺭﻴﻥ ﺩﺍﺌﻤﺎ‬ ‫‪1‬‬
‫‪0.01‬‬ ‫‪0.369‬‬ ‫ﺃﺘﻁﻠﻊ ﺇﻟﻰ ﺃﻥ ﺃﻜﻭﻥ ﻓﻲ ﻗﻠﺏ ﺍﻷﻀﻭﺍﺀ‬ ‫‪3‬‬
‫‪0.01‬‬ ‫‪0.174‬‬ ‫ﺃﻨﺎ ﺒﺎﺭﻉ ﻓﻲ ﺤﻤل ﺍﻵﺨﺭﻴﻥ ﻋﻠﻰ ﻋﻤل ﻤﺎ ﺃﺭﻴﺩ‬ ‫‪5‬‬
‫‪0.01‬‬ ‫‪0.457‬‬ ‫ﺃﺤﺏ ﺃﻥ ﺃﺴﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻴﻤﺘﺩﺤﻭﻨﻨﻲ‬ ‫‪7‬‬
‫‪0.01‬‬ ‫‪0.289‬‬ ‫ﺃﺘﻤﻨﻰ ﺃﻥ ﻴﻜﺘﺏ ﺃﺤﺩ ﻗﺼﺔ ﺤﻴﺎﺘﻲ ﻴﻭﻤﺎ ﻤﺎ‬ ‫‪9‬‬
‫‪0.01‬‬ ‫‪0.480‬‬ ‫ﺃﺤﺏ ﺃﻥ ﻴﻌﺭﻑ ﺍﻟﻌﺎﻟﻡ ﺃﻨﻨﻲ ﺸﺨﺹ ﻤﺘﻤﻴﺯ‬ ‫‪11‬‬
‫‪0.01‬‬ ‫‪0.372‬‬ ‫ﺃﻜﺭﻩ ﺃﻥ ﻴﺸﺎﺭﻜﻨﻲ ﺍﻵﺨﺭﻭﻥ ﺍﺴﺘﺤﻘﺎﻗﻴﺔ ﺍﻟﻔﻭﺯ ﺒﻌﻤل ﻤﺎ‬ ‫‪13‬‬
‫‪0.01‬‬ ‫‪0.369‬‬ ‫ﺍﺘﻁﻠﻊ ﻟﺼﻭﺭﺘﻲ ﻓﻲ ﺍﻟﻤﺭﺃﺓ ﺩﺍﺌﻤﹰﺎ‬ ‫‪15‬‬
‫‪0.01‬‬ ‫‪0.548‬‬ ‫ﺃﺤﺏ ﺠﺫﺏ ﺍﻻﻨﺘﺒﺎﻩ ﻭﻨﻴل ﺍﻻﻋﺠﺎﺏ‬ ‫‪17‬‬
‫‪0.01‬‬ ‫‪0.375‬‬ ‫ﺃﺘﺎﺒﻊ ﺃﺤﺩﺍﺙ ﺍﻷﺯﻴﺎﺀ ﻭﺍﻟﻤﻭﻀﺔ ﺒﺎﺴﺘﻤﺭﺍﺭ‬ ‫‪19‬‬

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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫‪0.01‬‬ ‫‪0.221‬‬ ‫ﻴﺤﺏ ﺍﻟﺠﻤﻴﻊ ﺴﻤﺎﻉ ﻤﺎ ﺃﺤﻜﻴﻪ ﻤﻥ ﻗﺼﺹ‬ ‫‪21‬‬

‫‪0.01‬‬ ‫‪0.208‬‬ ‫ﺃﺤﺏ ﺃﻥ ﺃﻅﻬﺭ ﻓﻲ ﺃﻓﻀل ﺼﻭﺭﺓ‬ ‫‪23‬‬
‫‪0.01‬‬ ‫‪0.516‬‬ ‫ﺃﺤﺏ ﺃﻥ ﺃﺒﺩﻭ ﺃﻜﺜﺭ ﺃﻫﻤﻴﺔ ﻤﻥ ﺍﻵﺨﺭﻴﻥ‬ ‫‪25‬‬
‫‪0.01‬‬ ‫‪0.404‬‬ ‫ﻤﻥ ﻏﻴﺭ ﺍﻟﻤﻬﻡ ﺃﻥ ﺃﻋﺭﻑ ﻤﺎ ﻴﻘﻭﻟﻪ ﺍﻵﺨﺭﻭﻥ ﻋﻨﻲ‬ ‫‪27‬‬
‫‪0.01‬‬ ‫‪0.375‬‬ ‫ﺃﻨﺎ ﺸﺨﺹ ﻋﻅﻴﻡ‬ ‫‪29‬‬
‫‪0.01‬‬ ‫‪0.865‬‬ ‫ﺒﻌﺩ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ ﻤﻊ ﺍﻟﻤﻘﻴﺎﺱ ﻜﻜل‬

‫ﺒﻌﺩ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ‬

‫‪0.01‬‬ ‫ﺃﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻤﺘﺩﺍﺡ ﺍﻵﺨﺭﻴﻥ ﺃﻜﺜﺭ‬ ‫‪2‬‬
‫‪0.01‬‬ ‫‪0.347‬‬ ‫ﺃﺴﺘﻐﺭﻕ ﻜﻠﻴﹰﺎ ﻓﻲ ﺍﻟﺘﻔﻜﻴﺭ ﻓﻲ ﺸﺌﻭﻨﻲ ﺍﻟﺸﺨﺼﻴﺔ‬ ‫‪4‬‬
‫‪0.01‬‬ ‫‪0.366‬‬ ‫ﺃﻓﻀل ﺃﻻ ﺃﺸﺎﺭﻙ ﺍﻵﺨﺭﻴﻥ ﺇﻻ ﺇﺫﺍ ﻜﺎﻨﻭﺍ ﻴﻘﺩﺭﻭﻨﻲ ﺠﺩﹰﺍ‬ ‫‪6‬‬
‫‪0.01‬‬ ‫‪0.225‬‬ ‫ﺃﺼﺭ ﻋﻠﻰ ﺃﻥ ﺃﻨﺎل ﺍﻻﺤﺘﺭﺍﻡ ﺍﻟﺫﻱ ﺃﺴﺘﺤﻘﻪ‬ ‫‪8‬‬
‫‪0.01‬‬ ‫‪0.309‬‬ ‫ﺃﻨﺴﺤﺏ ﺇﺫﺍ ﻜﺎﻥ ﺍﻵﺨﺭﻭﻥ ﺴﻴﺯﻋﺠﻭﻨﻨﻲ ﺒﻤﺸﺎﻜﻠﻬﻡ‬ ‫‪10‬‬
‫‪0.01‬‬ ‫‪0.199‬‬ ‫ﺃﺘﻭﻗﻊ ﺃﻥ ﻴﻘﺩﻡ ﻟﻲ ﺍﻵﺨﺭﻭﻥ ﺍﻟﻜﺜﻴﺭ‬ ‫‪12‬‬
‫‪0.01‬‬ ‫‪0.315‬‬ ‫ﺃﺴﺘﻐﺭﻕ ﻓﻲ ﻋﻤﻠﻲ ﻭﺃﻨﺴﻰ ﻭﺠﻭﺩ ﺍﻵﺨﺭﻴﻥ‬ ‫‪14‬‬
‫‪0.01‬‬ ‫‪0.370‬‬ ‫ﺃﺸﻌﺭ ﺒﺎﻷﺴﻰ ﺇﺯﺍﺀ ﺍﻟﻨﻘﺩ ﺍﻟﺨﺎﺭﺠﻲ‬ ‫‪16‬‬
‫‪0.01‬‬ ‫‪0.285‬‬ ‫ﻨﻘﺩ ﺍﻵﺨﺭﻴﻥ ﻴﺠﺭﺡ ﻤﺸﺎﻋﺭﻱ‬ ‫‪18‬‬
‫‪0.01‬‬ ‫‪0.394‬‬ ‫ﺃﺸﻌﺭ ﺒﺄﻥ ﺍﻟﻌﺎﻟﻡ ﻤﻥ ﺤﻭﻟﻲ ﺨﻭﺍﺀ ﻭﻓﺭﺍﻍ‬ ‫‪20‬‬
‫‪0.01‬‬ ‫‪0.415‬‬ ‫ﺃﻜﻭﻥ ﺴﻌﻴﺩﹰﺍ ﻓﻘﻁ ﻋﻨﺩﻤﺎ ﺃﺤﺼل ﻋﻠﻰ ﻤﺎ ﺃﺭﻴﺩ‬ ‫‪22‬‬
‫‪0.01‬‬ ‫‪0.455‬‬ ‫ﺃﻓﺴﺭ ﺘﻌﻠﻴﻘﺎﺕ ﺍﻵﺨﺭﻴﻥ ﺒﺄﻨﻬﺎ ﻤﻭﺠﻬﺔ ﻀﺩﻱ‬ ‫‪24‬‬
‫‪0.01‬‬ ‫‪0.467‬‬ ‫ﺃﻏﻀﺏ ﺒﺴﺭﻋﺔ‬ ‫‪26‬‬
‫‪0.01‬‬ ‫‪0.444‬‬ ‫ﺃﻨﺎ ﺴﺭﻴﻊ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻀﺠﺭ ﻭﺍﻟﻤﻠل‬ ‫‪28‬‬
‫‪0.01‬‬ ‫‪0.376‬‬ ‫ﻴﺨﻴﺏ ﺃﻤﻠﻲ ﻋﻨﺩﻤﺎ ﻴﺘﺠﺎﻫﻠﻨﻲ ﺍﻵﺨﺭﻭﻥ‬ ‫‪30‬‬
‫‪0.01‬‬ ‫‪0.865‬‬ ‫ﺒﻌﺩ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻤﻊ ﺩﺭﺠﺔ ﺍﻟﻤﻘﻴﺱ ﻜﻜل‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺨﻼل ﺠﺩﻭل)‪ (3‬ﺃﻥ ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺒﺒﻌﺩﻴﻪ)ﺍﻟﻅﺎﻫﺭﻱ‬
‫ﻭﺍﻟﺨﻠﻔﻴﺔ( ﻤﻌﺎﻤﻼﺕ ﻤﻭﺠﺒﺔ ﺩﺍﻟﺔ ﺍﺤﺼﺎﺌﻴﹰﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ)‪(0.01‬ﻭﻫﻭ ﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺘﻤﺘﻊ ﺍﻟﻤﻘﻴﺎﺱ‬
‫ﺒﺩﺭﺠﺔ ﻤﺭﺘﻔﻌﺔ ﻤﻥ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ‪.‬‬
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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ‪:‬‬
‫ﻭﺘﺄﻜﻴﺩﹰﺍ ﻟﻤﺎ ﻗﺎﻤﺕ ﺒﻪ ﺠﺎﺩ ﺍﷲ)‪(2005‬ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺍﻟﺤﺎﻟﻲ ﺒﺎﻟﺘﺄﻜﺩ ﻤﻥ ﺜﺒﺎﺕ ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‬
‫ﺒﺎﺴﺘﻌﻤﺎل ﻁﺭﻴﻘﺔ ﺍﻻﺨﺘﺒﺎﺭ ﻭﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ)‪(Test-retest‬ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ)‪(15‬ﻁﺎﻟﺒﹰﺎ ﻓﻲ‬
‫ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻟﻠﺩﺭﺍﺴﺔ ﻭﺨﺎﺭﺝ ﺍﻟﻌﻴﻨﺔ ﺍﻷﺴﺎﺴﻴﺔ‪ ،‬ﻭﻜﺎﻥ ﺍﻟﻔﺭﻕ ﺍﻟﺯﻤﻨﻲ ﺒﻴﻥ ﺍﻟﺘﻁﺒﻴﻘﻴﻥ‬
‫ﺃﺴﺒﻭﻋﻴﻥ‪ ،‬ﻭﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﻟﻠﻤﻘﻴﺎﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﻜﺭﻭﻨﺒﺎﺥ – ﺃﻟﻔﺎ ﻭﻗﺩ ﺒﻠﻎ )‪ (0,89‬ﻤﻤﺎ‬
‫ﻴﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﻘﻴﺎﺱ ﻋﺎﻟﻲ ﺍﻟﺜﺒﺎﺕ ﻭﺼﺎﻟﺢ ﻟﻠﺘﻁﺒﻴﻕ ﺒﺼﻭﺭﺘﻪ ﺍﻟﻨﻬﺎﺌﻴﺔ‪.‬‬
‫ﻁﺭﻴﻘﺔ ﺘﺼﺤﻴﺢ ﺍﻟﻤﻘﻴﺎﺱ‪:‬‬
‫ﻴﺘﻡ ﺘﺼﺤﻴﺢ ﺍﻟﻤﻘﻴﺎﺱ ﻭﻓﻕ ﻤﺴﺘﻭﻴﺎﺕ ﻟﻴﻜﺎﺭﺕ ﺍﻟﺨﻤﺎﺴﻲ ﺃﻭﺍﻓﻕ ﺘﻤﺎﻤﺎﹰ)‪ (5‬ﺩﺭﺠﺎﺕ ‪ ،‬ﺃﻭﺍﻓﻕ ﺒﺩﺭﺠﺔ ﺃﻜﺒﺭ‬
‫ﻤﻥ ﺍﻟﻤﺘﻭﺴﻁ)‪(4‬ﺩﺭﺠﺎﺕ‪ ،‬ﺃﻭﺍﻓﻕ ﺒﺩﺭﺠﺔ ﻤﺘﻭﺴﻁﺔ )‪ (3‬ﺩﺭﺠﺎﺕ‪ ،‬ﺃﻭﺍﻓﻕ ﺒﺩﺭﺠﺔ ﺃﻗل ﻤﻥ ﺍﻟﻤﺘﻭﺴﻁﺔ)‪(2‬‬
‫ﺩﺭﺠﺔ‪ ،‬ﻻ ﺃﻭﺍﻓﻕ ﺘﻤﺎﻤﺎﹰ)‪ (1‬ﺩﺭﺠﺔ‪ ،‬ﻭﺘﺘﺭﺍﻭﺡ ﺍﻟﺩﺭﺠﺔ ﻟﻜل ﻋﺒﺎﺭﺓ ﻤﺎ ﺒﻴﻥ ﺩﺭﺠﺔ ﻭﺨﻤﺱ ﺩﺭﺠﺎﺕ‪ ،‬ﻭﻤﻥ‬
‫ﺜﻡ ﻓﺄﻥ ﺍﻟﺩﺭﺠﺔ ﻟﻠﺒﻌﺩ ﺘﺘﺭﺍﻭﺡ ﺒﻴﻥ‪75-15‬ﺩﺭﺠﺔ ﻭﻟﻠﻤﻘﻴﺱ ﺘﺘﺭﺍﻭﺡ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﺒﻴﻥ‪150-30‬‬
‫ﺩﺭﺠﺔ‪ ،‬ﻭﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ﺘﺘﺭﺍﻭﺡ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﺒﻴﻥ ‪ 150-30‬ﺩﺭﺠﺔ‪ ،‬ﻜﻤﺎ ﺃﻥ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ‬
‫ﺼﻴﻐﺕ ﺒﺸﻜل ﺍﻴﺠﺎﺒﻲ ﺘﺩل ﻋﻠﻰ ﻜﻡ ﺍﻟﺨﺎﺼﻴﺔ ﺍﻟﻤﻘﺎﺴﺔ‪.‬‬
‫ﺜﺎﻟﺜ ﹰﺎ‪ :‬ﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪:‬‬
‫ﻭﻤﻥ ﺃﺠل ﻗﻴﺎﺱ ﺩﺭﺠﺔ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻜﻠﻴﺔ ﻟﺩﻯ ﻁﻠﺒﺔ ﺨﺭﻴﺠﻲ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻘﻴﺎﺱ‬
‫ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺭﻭﺯﻨﺒﻭﺝ)‪ (Rosenberg, 1965‬ﻭﻴﺘﻜﻭﻥ ﻤﻥ)‪(10‬ﻋﺒﺎﺭﺍﺕ ﻴﺤﺩﺩ ﺍﻟﻤﺴﺘﺠﻴﺏ ﻤﺩﻯ‬
‫ﺍﻨﻁﺒﺎﻕ ﻜل ﻤﻨﻬﺎ ﻋﻠﻴﻪ‪ ،‬ﻋﺩل ﺍﻟﺒﺎﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻤﺴﺘﻭﻴﺎﺕ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻟﻁﺎﻟﺏ ﺇﻟﻰ ﺨﻤﺴﺔ ﻤﺴﺘﻭﻴﺎﺕ ﺘﻤﺜل‬
‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻋﻠﻰ ﺍﻟﺘﺭﺘﻴﺏ‪ :‬ﺃﻭﺍﻓﻕ ﺘﻤﺎﻤﺎﹰ‪ ،‬ﺃﻭﺍﻓﻕ ﺒﺩﺭﺠﺔ ﺃﻜﺒﺭ ﻤﻥ ﺍﻟﻤﺘﻭﺴﻁ‪ ،‬ﺃﻭﺍﻓﻕ ﺒﺩﺭﺠﺔ‬
‫ﻤﺘﻭﺴﻁﺔ‪ ،‬ﺃﻭﺍﻓﻕ ﺒﺩﺭﺠﺔ ﺃﻗل ﻤﻥ ﺍﻟﻤﺘﻭﺴﻁﺔ‪ ،‬ﻻ ﺃﻭﺍﻓﻕ ﺘﻤﺎﻤﺎﹰ‪ ،‬ﻭﺘﺘﺭﺍﻭﺡ ﺍﻟﺩﺭﺠﺔ ﻟﻜل ﻋﺒﺎﺭﺓ ﻤﺎ ﺒﻴﻥ‬
‫ﺩﺭﺠﺔ ﻭﺨﻤﺱ ﺩﺭﺠﺎﺕ‪ ،‬ﻭﻴﺘﺭﺍﻭﺡ ﺍﻟﻤﺠﻤﻭﻉ ﺍﻟﻜﻠﻲ ﻟﻠﻤﻘﻴﺎﺱ ﻤﺎ ﺒﻴﻥ)‪ (10‬ﺩﺭﺠﺎﺕ ﻭ)‪(50‬ﺩﺭﺠﺔ‪،‬‬
‫ﻭﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ﺼﻴﻐﺕ ﻤﻨﻬﺎ ﺨﻤﺱ ﻋﺒﺎﺭﺍﺕ ﺒﺸﻜل ﺇﻴﺠﺎﺒﻲ‪ ،‬ﻭﻗﺩ ﺼﻴﻐﺕ ﺍﻟﺨﻤﺱ ﻋﺒﺎﺭﺍﺕ‬
‫ﺍﻷﺨﺭﻯ ﺒﺼﻴﻐﺔ ﺴﻠﺒﻴﺔ‪ ،‬ﻭﺤﻴﺙ ﻴﺤﺼل ﺍﻟﻤﻔﺤﻭﺹ ﻓﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ‪ 7،6 ،4 ،2 ،1‬ﻋﻠﻰ ﺨﻤﺱ ﺩﺭﺠﺎﺕ‬
‫ﻓﻲ ﺃﻭﺍﻓﻕ ﺘﻤﺎﻤﺎﹰ‪ ،‬ﺃﺭﺒﻊ ﺩﺭﺠﺎﺕ ﺃﻭﺍﻓﻕ ﺒﺩﺭﺠﺔ ﺃﻜﺒﻴﺭ ﻤﻥ ﺍﻟﻤﺘﻭﺴﻁ‪ ،‬ﻭﺜﻼﺙ ﺩﺭﺠﺎﺕ ﻓﻲ ﺃﻭﺍﻓﻕ ﺒﺩﺭﺠﺔ‬
‫ﻤﺘﻭﺴﻁﺔ‪ ،‬ﻭﺩﺭﺠﺘﻴﻥ ﻓﻲ ﺃﻭﺍﻓﻕ ﺒﺩﺭﺠﺔ ﺃﻗل ﻤﻥ ﺍﻟﻤﺘﻭﺴﻁﺔ‪ ،‬ﻭﺩﺭﺠﺔ ﻭﺍﺤﺩﺓ ﻓﻲ ﻻ ﺃﻭﺍﻓﻕ ﺘﻤﺎﻤﹰﺎ ﺒﻴﻨﻤﺎ‬

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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﺘﺼﺤﺢ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺒﺼﻭﺭﺓ ﻋﻜﺴﻴﺔ ﻓﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪ 10 ،9 ،8 ،5 ،3‬ﻭﻴﺘﻡ ﺤﺴﺎﺏ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﻟﻠﻁﺎﻟﺏ ﺒﺠﻤﻊ ﺩﺭﺠﺎﺘﻪ ﻓﻲ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺨﻤﺴﺔ ﻟﻠﻤﻘﻴﺎﺱ‪.‬‬
‫ﺼﺩﻕ ﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪:‬‬
‫ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻋﺘﻤﺩ ﺍﻟﺒﺎﺤﺙ ﻋﻠﻰ ﺍﻟﺼﺩﻕ ﺍﻟﻅﺎﻫﺭﻱ ﻤﻥ ﺨﻼل ﻋﺭﺽ ﻋﺒﺎﺭﺍﺕ‬
‫ﺍﻟﻤﻘﻴﺎﺱ ﻋﻠﻰ ﺜﻼﺜﺔ ﻤﻥ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﻤﺠﺎل ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻤﺸﻬﻭﺩ ﻟﻬﻡ ﺒﻤﺴﺘﻭﺍﻫﻡ ﺍﻟﻌﻠﻤﻲ‪،‬‬
‫ﻭﺘﺭﺘﺏ ﻋﻠﻰ ﺼﺩﻕ ﺍﻟﻤﺤﻜﻤﻴﻥ ﺘﻡ ﺘﻌﺩﻴل ﺼﻴﺎﻏﺔ ﻋﺒﺎﺭﺘﻴﻥ ﻟﺯﻴﺎﺩﺓ ﻭﻀﻭﺤﻬﻤﺎ‪.‬‬
‫ﺜﺒﺎﺕ ﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪:‬‬
‫ﺘﻡ ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺜﺒﺎﺕ ﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺒﺎﺴﺘﻌﻤﺎل ﻁﺭﻴﻘﺔ ﺍﻻﺨﺘﺒﺎﺭ ﻭﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ )‪(Test-retest‬‬
‫ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﺴﺘﻁﻼﻋﻴﺔ ﻤﻜﻭﻨﺔ ﻤﻥ)‪(15‬ﻁﺎﻟﺒﹰﺎ ﻤﻥ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺨﺎﺭﺝ ﺍﻟﻌﻴﻨﺔ ﺍﻷﺴﺎﺴﻴﺔ‪،‬‬
‫ﻭﻜﺎﻥ ﺍﻟﻔﺭﻕ ﺍﻟﺯﻤﻨﻲ ﺒﻴﻥ ﺍﻟﺘﻁﺒﻴﻘﻴﻥ ﺃﺴﺒﻭﻋﻴﻥ‪ ،‬ﻭﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﻟﻠﻤﻘﻴﺎﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل‬
‫ﻜﺭﻭﻨﺒﺎﺥ – ﺃﻟﻔﺎ ﻭﻗﺩ ﺒﻠﻎ)‪(0,78‬ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﻘﻴﺎﺱ ﻋﺎﻟﻲ ﺍﻟﺜﺒﺎﺕ ﻭﺼﺎﻟﺢ ﻟﻠﺘﻁﺒﻴﻕ ﺒﺼﻭﺭﺘﻪ‬
‫ﺍﻟﻨﻬﺎﺌﻴﺔ‪.‬‬
‫ﺘﺼﻤﻴﻡ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺩﺭﺍﺴﺔ ﻭﺼﻔﻴﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺸﻤﻠﺕ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ ﺍﻷﺘﻴﺔ‪:‬‬
‫• ﺍﻟﺠﻨﺱ‪ :‬ﻭﻟﻪ ﻨﻭﻋﺎﻥ ﺫﻜﻭﺭ ﻭﺇﻨﺎﺙ‪.‬‬
‫• ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ :‬ﻭﻟﻪ ﻤﺴﺘﻭﻴﺎﻥ ﻓﺌﺔ ﺫﺍﺕ ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﻤﺭﺘﻔﻌﺔ‪ ،‬ﻭﻓﺌﺔ ﺫﺍﺕ ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﻤﻨﺨﻔﻀﺔ‪.‬‬
‫• ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‪ :‬ﻭﻟﻬﺎ ﻓﺌﺘﺎﻥ ﻓﺌﺔ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ )ﺍﻟﺘﺴﺎﻤﺢ‪ ،‬ﺍﻻﺴﺘﻘﻼل‪،‬‬
‫ﺍﻟﺤﻤﺎﻴﺔ(‪ ،‬ﻭﻓﺌﺔ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻟﺴﺎﻟﺒﺔ)ﺍﻟﺸﺩﺓ‪ ،‬ﺍﻟﺘﺒﻌﻴﺔ ﻭﺍﻟﺘﺤﻜﻡ‪ ،‬ﻭﺍﻹﻫﻤﺎل(‪.‬‬
‫• ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﺘﺎﺒﻊ ﻭﻫﻭ‪  :‬ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﺴﻴﻌﺒﺭ ﻋﻨﻬﺎ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻟﺘﻲ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﻁﻠﺒﺔ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ‪.‬‬
‫• ﻭﺒﻌﺩ ﺃﻥ ﺘﻡ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻋﻠﻰ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻓﺭﻏﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻟﻁﻠﺒﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ‬
‫ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺤﺴﺒﺕ ﺩﺭﺠﺎﺕ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻭﻤﻥ ﺜﻡ ﺭﺘﺒﺕ ﺩﺭﺠﺎﺕ ﺍﻟﻁﻠﺒﺔ ﺘﺼﺎﻋﺩﹰﺍ ﻓﺘﻤﺎﻴﺯﺕ ﻓﺌﺘﺎﻥ ﻤﻥ‬
‫ﺍﻟﻁﻠﺒﺔ‪:‬‬
‫• ﻓﺌﺔ ﺫﺍﺕ ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﻤﺭﺘﻔﻊ‪ ،‬ﺤﺼل ﺃﻓﺭﺍﺩﻫﺎ ﻋﻠﻰ ﺩﺭﺠﺔ)‪ (36‬ﻓﺄﻜﺜﺭ‪ ،‬ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻗﺩﺭﻩ ‪ ‬‬
‫)‪(39.73‬ﻟﻠﻁﻼﺏ ﻭ)‪ (41.4‬ﻟﻠﻁﺎﻟﺒﺎﺕ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩﻫﺎ)‪ (152‬ﻁﺎﻟﺒﹰﺎ ﻭ)‪ (252‬ﻁﺎﻟﺒﺔ‪.‬‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫• ﻓﺌﺔ ﺫﺍﺕ ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﺽ‪ ،‬ﺤﺼل ﺃﻓﺭﺍﺩﻫﺎ ﻋﻠﻰ ﺩﺭﺠﺔ)‪ (36‬ﻓﺄﻗل‪ ،‬ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻗﺩﺭﻩ ‪ ‬‬
‫)‪(30.11‬ﻟﻠﻁﻼﺏ ﻭ)‪ (31.47‬ﻟﻠﻁﺎﻟﺒﺎﺕ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩﻫﺎ)‪ (195‬ﻁﺎﻟﺒﹰﺎ ﻭ)‪ (166‬ﻁﺎﻟﺒﺔ‪.‬‬
‫• ﻭﺒﻌﺩ ﺃﻥ ﺘﻡ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻋﻠﻰ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﻓﺭﻏﺕ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻟﻁﻠﺒﺔ ﻋﻠﻰ‬
‫ﻤﻘﻴﺎﺱ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻭﺤﺴﺒﺕ ﺩﺭﺠﺎﺕ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻭﻤﻥ ﺜﻡ ﺭﺘﺒﺕ ﺩﺭﺠﺎﺕ ﺍﻟﻁﻠﺒﺔ ﺘﺼﺎﻋﺩﹰﺍ ﻓﺘﻤﺎﻴﺯﺕ‬
‫ﻓﺌﺘﺎﻥ ﻤﻥ ﺍﻟﻁﻠﺒﺔ‪.‬‬
‫• ﻓﺌﺔ ﺫﺍﺕ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻻﻴﺠﺎﺒﻴﺔ‪ ،‬ﺤﺼل ﺃﻓﺭﺍﺩﻫﺎ ﻋﻠﻰ ﺩﺭﺠﺔ)‪ (108‬ﻓﺄﻜﺜﺭ‪ ،‬ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ‬
‫ﻗﺩﺭﻩ)‪ (119.73‬ﻟﻠﻁﻼﺏ ﻭ)‪ (121.43‬ﻟﻠﻁﺎﻟﺒﺎﺕ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩﻫﺎ)‪ (161‬ﻁﺎﻟﺒﹰﺎ ﻭ)‪ (194‬ﻁﺎﻟﺒﺔ‪.‬‬
‫ﻭﻤﻥ ﺜﻡ ﺘﻡ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺴﻠﻭﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺍﻟﺴﺎﺌﺩ )ﺃﻜﺜﺭ ﺍﻟﺩﺭﺠﺎﺕ ﺍﺭﺘﻔﻌﺎﹰ( ﻟﺩﻯ‬
‫ﻜل ﻁﺎﻟﺏ ﻓﻜﺎﻥ ﻋﺩﺩ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﻜل ﺃﺴﻠﻭﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻱ)‪(162‬ﺍﻟﺘﺴﺎﻤﺢ‪(101) ،‬ﺍﻟﻤﺴﺘﻘل‪،‬‬
‫)‪(82‬ﺍﻟﺤﻤﺎﻴﺔ ﺍﻟﺯﺍﺌﺩﺓ‪.‬‬
‫• ﻓﺌﺔ ﺫﺍﺕ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻟﺴﻠﺒﻴﺔ‪ ،‬ﺤﺼل ﺃﻓﺭﺍﺩﻫﺎ ﻋﻠﻰ ﺩﺭﺠﺔ )‪ (108‬ﻓﺄﻗل‪ ،‬ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻗﺩﺭﻩ‬
‫)‪ (87.91‬ﻟﻠﻁﻼﺏ ﻭ)‪ (87.55‬ﻟﻠﻁﺎﻟﺒﺎﺕ‪ ،‬ﻭﺒﻠﻎ ﻋﺩﺩﻫﺎ)‪ (157‬ﻁﺎﻟﺒﹰﺎ ﻭ)‪ (198‬ﻁﺎﻟﺒﺔ‪ .‬ﻭﻤﻥ ﺜﻡ ﺘﻡ‬
‫ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺴﻠﻭﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻟﺴﺎﻟﺒﺔ ﻓﺎﻟﺴﺎﺌﺩ)ﺃﻗل ﺍﻟﺩﺭﺠﺎﺕ ﺍﻨﺨﻔﺎﻀﹰﺎ(ﻟﺩﻯ ﻜل ﻁﺎﻟﺏ‪،‬‬
‫ﻓﻜﺎﻥ ﻋﺩﺩ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﻜل ﺃﺴﻠﻭﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻱ)‪(138‬ﺍﻟﺘﺸﺩﺩ‪(202) ،‬ﺍﻟﺘﺤﻜﻡ‪(25) ،‬ﺍﻹﻫﻤﺎل‪.‬‬
‫• ﻭﻤﻥ ﺜﻡ ﺘﻡ ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻟﻁﻠﺒﺔ ﻓﺌﺘﻲ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ‬
‫ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺍﻟﺴﺎﻟﺒﺔ‪ ،‬ﻋﻠﻰ ﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪.‬‬
‫• ﻭﻀﻊ ﻭﻤﺴﺘﻭﻴﺎﺕ ﻟﻤﺠﺎﻻﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪.‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‪:‬‬
‫‪ -1‬ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺴﺅﺍل ﺍﻷﻭل ﻭﺍﻟﺫﻱ ﻨﺼﻪ‪ :‬ﻤﺎ ﻤﺴﺘﻭﻯ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻪ ﻁﻠﺒﺔ‬
‫ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺸﻤﺎل ﻏﺯﺓ ﺘﺒﻌﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺠﻨﺱ ﺍﻟﻁﺎﻟﺏ ﻭﻤﺴﺘﻭﻯ ﺍﻟﺘﻘﺩﻴﺭ ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ‬
‫ﺍﻟﻭﺍﻟﺩﻴﺔ؟‬
‫ﻤﻥ ﺃﺠل ﺘﻔﺴﻴﺭ ﺍﻟﺴﺅﺍل ﺍﻷﻭل ﻭﻨﻅﺭﹰﺍ ﻷﻥ ﺴﻠﻡ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺨﻤﺎﺴﻲ ﻟﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‬
‫)ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ ‪ /‬ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ( ﺤﺩﺩ ﺍﻟﺒﺎﺤﺙ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻥ ﺠﺩﹰﺍ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺒﻴﺔ‪.‬‬
‫‪ 59 -50‬ﻤﺴﺘﻭﻯ ﻤﺘﺩ ﹴ‬
‫ﻥ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺒﻴﺔ‪.‬‬
‫‪ 69 -60‬ﻤﺴﺘﻭﻯ ﻤﺘﺩ ﹴ‬
‫‪137‬‬
 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫‪ 79 -70‬ﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪.‬‬

‫ل ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪.‬‬
‫‪ 89 -80‬ﻤﺴﺘﻭﻯ ﻋﺎ ٍ‬
‫ل ﺠﺩﹰﺍ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪.‬‬
‫‪ 100 -90‬ﻤﺴﺘﻭﻯ ﻋﺎ ٍ‬
‫ﺠﺩﻭل)‪:(4‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﺘﺒﻌ ﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‬
‫ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ‬ ‫ﺍﻹﻨﺎﺙ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﺍﻟﺠﻨﺱ‬

‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻤﺠﺎﻻﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ‬

‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬
‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻌﺼﺎﺒﻴﺔ‬

‫ن‬
‫ﻣﺘﺪ ٍ‬ ‫‪66.24‬‬ ‫‪49.68‬‬ ‫ن‬
‫ﻣﺘﺪ ٍ‬ ‫‪66.79‬‬ ‫‪50.09‬‬ ‫ن‬
‫ﻣﺘﺪ ٍ‬ ‫‪65.69‬‬ ‫‪49.27‬‬ ‫ﻅﺎﻫﺭﻱ‬
‫ﻣﺘﻮﺳﻂ‬ ‫‪70.49‬‬ ‫‪52.87‬‬ ‫ﻣﺘﻮﺳﻂ‬ ‫‪70.64‬‬ ‫‪52.98‬‬ ‫ﻣﺘﻮﺳﻂ‬ ‫‪70.35‬‬ ‫‪52.76‬‬ ‫ﺨﻔﻴﺔ‬
‫ن‬
‫ﻣﺘﺪ ٍ‬ ‫‪68.37‬‬ ‫‪51.28‬‬ ‫ن‬
‫ﻣﺘﺪ ٍ‬ ‫‪68.72‬‬ ‫‪51.54‬‬ ‫ن‬
‫ﻣﺘﺪ ٍ‬ ‫‪68.03‬‬ ‫‪51.02‬‬ ‫ﺍﻟﻜﻠﻲ‬
‫• ﺃﻗﺼﻰ ﺩﺭﺠﺔ ﻟﻼﺴﺘﺠﺎﺒﺔ )‪ (75‬ﺩﺭﺠﺔ ﻟﻠﻤﺠﺎل‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (4‬ﺘﺩﻨﻲ ﻤﺴﺘﻭﻯ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﺇﺫ ﺸﻜل ﻤﺎ ﻨﺴﺒﺘﻪ )‪ (68.37‬ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﻥ ﺤﻴﺙ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ ﻤﺎ‬
‫ﺍﻟﻌﺼﺎﺒﻴﺔ ﺇﺫ ﺸﻜل ﺍﻟﺫﻜﻭﺭ ﻤﺎ ﻨﺴﺒﺘﻪ)‪ (68.03‬ﺒﻤﺴﺘﻭﻯ ﻤﺘﺩ ﹴ‬
‫ﻨﺴﺒﺘﻪ)‪ (65.27‬ﻓﻴﻤﺎ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻤﺎ ﻨﺴﺒﺘﻪ)‪ ،(70.35‬ﺒﻴﻨﻤﺎ ﺸﻜل ﺍﻹﻨﺎﺙ ﻤﺎ ﻨﺴﺒﺘﻪ‬
‫ﻥ ﺇﺫ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ ﻤﺎ ﻨﺴﺒﺘﻪ)‪(66.79‬ﻓﻴﻤﺎ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫)‪ (68.72‬ﺒﻤﺴﺘﻭﻯ ﻤﺘﺩ ﹴ‬
‫ﺍﻟﺨﻔﻴﺔ ﻤﺎ ﻨﺴﺒﺘﻪ)‪(70.64‬ﺒﻤﺴﺘﻭﻯ‪ ،‬ﻭﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ‬
‫ﻤﺎ ﻨﺴﺒﺘﻪ)‪(66.24‬ﺒﻤﺴﺘﻭﻯ ﻤﺘﺩﻥ‪ ،‬ﺒﻴﻨﻤﺎ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻤﺎ ﻨﺴﺒﺘﻪ)‪(70.49‬ﺒﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ‪.‬‬
‫ﻭﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﻤﻊ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﻭﺩﺭﺍﺴﺔ ﻟﻭﻴﺴﻨﺱ)‪ (Lootens, 2010‬ﻭﺍﻟﺘﻲ ﺘﺸﻴﺭ ﺇﻟﻰ‬
‫ﺘﺩﻨﻲ ﻤﺴﺘﻭﻯ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻟﺩﻯ ﻁﻼﺏ ﻭﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﻨﻭﺭﺙ ﻜﺎﻟﻭﺭﻨﻴﺎ‪ ،‬ﻭﻴﺘﻜﻭﺴﻜﻲ‬
‫)‪(Witkowski, 1997‬ﺍﻟﺘﻲ ﺘﺸﻴﺭ ﺇﻟﻰ ﺍﻷﻓﺭﺍﺩ ﺫﻭﻱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻴﻔﺘﻘﺭﻭﻥ ﺇﻟﻰ ﺍﻟﻤﺜﻴﺭﺍﺕ ﺍﻟﺫﺍﺘﻴﺔ‪،‬‬
‫ﻭﻴﺸﻌﺭﻭﻥ ﺒﻌﺩﻡ ﺍﻟﻘﻴﻤﺔ ﻭﺍﻟﻼﻤﻌﻨﻰ ﻭﺒﻁﺀ ﻤﺭﻭﺭ ﺍﻟﻭﻗﺕ‪ .‬ﻭﺘﺘﻔﻕ ﻤﻊ ﺩﺭﺍﺴﺔ ﻟﻭﻴﺴﻨﺱ) ‪Lootens,‬‬
‫‪(2010‬ﻭﺍﻟﺘﻲ ﺘﺸﻴﺭ ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ‪.‬‬
‫ﻜﻤﺎ ﺘﺨﺘﻠﻑ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤﻊ ﺩﺭﺍﺴﺔ ﺠﻭﺩﺓ)‪(2012‬ﻭﺍﻟﺘﻲ ﺘﺸﻴﺭ ﻨﺘﺎﺌﺠﻬﺎ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺍﻟﻌﺼﺎﺒﻴﺔ ﻓﻭﻕ ﺍﻟﻤﺘﻭﺴﻁ ﻟﺩﻯ ﻁﻠﺒﺔ ﺠﻤﻌﺔ ﺍﻷﻗﺼﻰ‪.‬‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﺠﺩﻭل)‪:(5‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﺘﺒﻌﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﻤﺭﺘﻔﻊ ‪ +‬ﻤﻨﺨﻔﺽ‬ ‫ﻤﻨﺨﻔﺽ‬ ‫ﻤﺭﺘﻔﻊ‬
‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﻥ‬
‫ﻤﺘﺩ ﹴ‬ ‫‪67.25‬‬ ‫‪50.44‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪70.02‬‬ ‫‪52.62‬‬ ‫ﻥ‬
‫ﻤﺘﺩ ﹴ‬ ‫‪64.43‬‬ ‫‪48.25‬‬ ‫ﻅﺎﻫﺭﻱ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪70.89‬‬ ‫‪53.17‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪71.12‬‬ ‫‪53.42‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪70.56‬‬ ‫‪52.92‬‬ ‫ﺨﻔﻴﺔ‬
‫ﻤﺘﺩﻥ‬ ‫‪69.08‬‬ ‫‪51.81‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪70.69‬‬ ‫‪53.02‬‬ ‫ﻥ‬
‫ﻤﺘﺩ ﹴ‬ ‫‪67.45‬‬ ‫‪50.59‬‬ ‫ﺍﻟﻜﻠﻲ‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﺭﻗﻡ)‪ (5‬ﺘﺩﻨﻲ ﻤﺴﺘﻭﻯ ﻤﺘﻐﻴﺭ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺇﺫ ﺸﻜل ﻤﺎ ﻨﺴﺒﺘﻪ)‪ (69.08‬ﻓﻲ‬
‫ﻥ ﺤﻴﺙ ﺸﻜﻠﺕ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﺇﺫ ﺸﻜل ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﻤﺎ ﻨﺴﺒﺘﻪ)‪ (67.45‬ﺒﻤﺴﺘﻭﻯ ﻤﺘﺩ ﹴ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ ﻤﺎ ﻨﺴﺒﺘﻪ)‪ (64.43‬ﻓﻴﻤﺎ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻤﺎ ﻨﺴﺒﺘﻪ)‪ ،(70.56‬ﺒﻴﻨﻤﺎ ﺸﻜل‬
‫ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﺽ ﻤﺎ ﻨﺴﺒﺘﻪ)‪ (70.69‬ﺒﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ ﺇﺫ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ ﻤﺎ ﻨﺴﺒﺘﻪ‬
‫)‪(70.02‬ﻓﻴﻤﺎ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻤﺎ ﻨﺴﺒﺘﻪ)‪ ،(71.12‬ﻭﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺍﻟﻅﺎﻫﺭﺓ ﻤﻥ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﻭﺍﻟﻤﻨﺨﻔﺽ ﻤﺎ ﻨﺴﺒﺘﻪ)‪(67.25‬ﺒﻤﺴﺘﻭﻯ ﻤﺘﺩﻥ‪ ،‬ﺒﻴﻨﻤﺎ ﺸﻜﻠﺕ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻤﺎ ﻨﺴﺒﺘﻪ)‪(70.89‬ﺒﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ‪.‬‬
‫ﺃﻫﻡ ﻤﺎ ﻴﻤﻴﺯ ﺠﺩﻭل ﺭﻗﻡ)‪(5‬ﺘﺩﻨﻲ ﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪،‬‬
‫ﻤﻊ ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﺽ ﻋﻥ ﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ‪ ،‬ﻭﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ‬
‫ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﻭﺍﻟﻤﻨﺨﻔﺽ ﻓﻲ ﻤﺠﺎل ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻋﻠﻰ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﺍﻟﻤﺭﺘﻔﻊ ﻭﺍﻟﻤﻨﺨﻔﺽ ﻓﻲ ﻤﺠﺎل ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ‪ ،‬ﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﻤﻊ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﻴﺘﻜﻭﺴﻜﻲ‬
‫)‪(Witkowski,1997‬ﺍﻟﺘﻲ ﺍﺸﺎﺭﺕ ﺇﻟﻰ ﻤﻴل ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺇﻟﻰ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﻔﺸل ﻋﻼﻤﺔ‬
‫ﺩﺍﻟﺔ ﻋﻠﻰ ﻗﻴﻤﺔ ﺍﻟﺫﺍﺕ‪.‬‬
‫ﻭﻜﻤﺎ ﺘﺨﺘﻠﻑ ﻤﻊ ﺩﺭﺍﺴﺔ ﺒﺎﺭﻱ ﻭﺁﺨﺭﻴﻥ)‪ (Barry et al, 2003‬ﺍﻟﺘﻲ ﺒﻴﻨﺕ ﺃﻥ ﺠﻭﺍﻨﺏ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺘﻲ ﺘﺘﻌﻠﻕ ﺒﺎﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻻﺤﺘﻔﺎﻅ ﺒﺎﻟﺘﻔﻭﻕ ﻭﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﺘﻘﺩﻴﺭﺍﺕ ﺍﻻﻴﺠﺎﺒﻴﺔ ﻫﻲ ﺠﻭﺍﻨﺏ‬
‫ﺘﻜﺸﻑ ﻋﻥ ﺘﻘﺩﻴﺭ ﻤﻨﺨﻔﺽ ﻟﻠﺫﺍﺕ ﻭﻋﺠﺯ ﻋﻥ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﺸﻜﻼﺕ ﻭﺃﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬

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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﺍﻟﻤﺭﺘﻔﻊ ﻟﻴﺴﺎ ﻤﺘﺭﺍﺩﻓﻴﻥ‪ .‬ﻭﺩﺭﺍﺴﺔ ﺠﻭﺭﺒﻨﻲ ﻭﺁﺨﺭﻭﻥ)‪ (Ghorbani, et al,2010‬ﻭﺠﻭﺩ ﻋﻼﻗﺔ‬

‫ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺒﺔ ﻭﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﻭﺍﻟﻀﻐﻭﻁ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‪.‬‬
‫ﺠﺩﻭل)‪ :(6‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﺘﺒﻌ ﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺃﺴﺎﻟﻴﺏ‬
‫ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﺴﻠﺒﻴﺔ‬
‫ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‬
‫ﺍﻻﻴﺠﺎﺒﻴﺔ ‪ +‬ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﺍﻻﻴﺠﺎﺒﻴﺔ‬

‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻨﺭﺠﺴﻴﺔ‬

‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬
‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻌﺼﺎﺒﻴﺔ‬
‫ﻥ‬
‫ﻤﺘﻨ ﹴ‬ ‫‪68.12‬‬ ‫‪51.09‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪70.20‬‬ ‫‪52.65‬‬ ‫ﻥ‬
‫ﻤﺘﺩ ﹴ‬ ‫‪66.04‬‬ ‫‪49.53‬‬ ‫ﻅﺎﻫﺭﻱ‬
‫ﻥ‬
‫ﻤﺘﺩ ﹴ‬ ‫‪68.65‬‬ ‫‪51.49‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪70.35‬‬ ‫‪52.76‬‬ ‫ﻥ‬
‫ﻤﺘﺩ ﹴ‬ ‫‪66.95‬‬ ‫‪50.21‬‬ ‫ﺨﻔﻴﺔ‬
‫ﻥ‬
‫ﻤﺘﺩ ﹴ‬ ‫‪68.39‬‬ ‫‪51.29‬‬ ‫ﻤﺘﻭﺴﻁ‬ ‫‪70.28‬‬ ‫‪52.71‬‬ ‫ﻥ‬
‫ﻤﺘﺩ ﹴ‬ ‫‪66.49‬‬ ‫‪49.87‬‬ ‫ﺍﻟﻜﻠﻲ‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﺭﻗﻡ)‪(6‬ﺘﺩﻨﻲ ﻤﺴﺘﻭﻯ ﻤﺘﻐﻴﺭ ﺍﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺇﺫ ﺸﻜل ﻤﺎ‬
‫ﻨﺴﺒﺘﻪ)‪(68.39‬ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﺇﺫ ﺸﻜل ﺃﺴﻠﻭﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻻﻴﺠﺎﺒﻴﺔ ﻤﺎ ﻨﺴﺒﺘﻪ)‪(66.49‬‬
‫ﻥ ﺤﻴﺙ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ ﻤﺎ ﻨﺴﺒﺘﻪ)‪(66.49‬ﻓﻴﻤﺎ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻤﺎ‬
‫ﺒﻤﺴﺘﻭﻯ ﻤﺘﺩ ﹴ‬
‫ﻨﺴﺒﺘﻪ)‪ ،(66.95‬ﺒﻴﻨﻤﺎ ﺸﻜل ﺃﺴﻠﻭﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﺴﻠﺒﻴﺔ ﻤﺎ ﻨﺴﺒﺘﻪ)‪(70.28‬ﺒﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ ﺇﺫ ﺸﻜﻠﺕ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ ﻤﺎ ﻨﺴﺒﺘﻪ)‪ (70.20‬ﻓﻴﻤﺎ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻤﺎ ﻨﺴﺒﺘﻪ)‪ ،(70.35‬ﻭﻤﻥ ﺠﻬﺔ‬
‫ﺃﺨﺭﻯ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ ﻤﻥ ﺍﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻟﻤﻭﺠﺒﺔ ﻭﺍﻟﺴﺎﻟﺒﺔ ﻤﺎ ﻨﺴﺒﺘﻪ )‪(68.12‬‬
‫ﺒﻤﺴﺘﻭﻯ ﻤﺘﺩﻥ ‪ ،‬ﺒﻴﻨﻤﺎ ﺸﻜﻠﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻤﺎ ﻨﺴﺒﺘﻪ)‪ (68.65‬ﺒﻤﺴﺘﻭﻯ ﻤﺘﺩﻥﹴ‪.‬‬
‫ﺃﻫﻡ ﻤﺎ ﻴﻤﻴﺯ ﺠﺩﻭل ﺭﻗﻡ)‪ (6‬ﺘﺩﻨﻲ ﻤﺴﺘﻭﻯ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻟﺩﻯ‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻤﻊ ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻟﺴﺎﻟﺒﺔ ﻋﻥ ﻤﺴﺘﻭﻯ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ‬
‫ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻻﻴﺠﺎﺒﻴﺔ‪ ،‬ﻭﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﺘﺩﻨﻲ ﻤﺴﺘﻭﻯ ﺍﻻﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻻﻴﺠﺎﺒﻲ ﻭﺍﻟﺴﻠﺒﻲ ﻓﻲ‬
‫ﻤﺠﺎل ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻭﻤﺠﺎل ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ‪ .‬ﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ‬
‫ﺩﺭﺍﺴﺔ ﻭﺍﺘﺴﻭﻥ ﻭﺁﺨﺭﻭﻥ‪ .Watson et al (1996)،‬ﻭﺍﻟﺘﻲ ﺍﺸﺎﺭﺕ ﺇﻟﻰ ﺃﻥ ﺍﻷﺸﺨﺎﺹ ﺍﻷﻋﻠﻰ‬
‫ﻨﺭﺠﺴﻴﺔ ﻫﻡ ﺍﻷﻜﺜﺭ ﺇﺩﺭﺍﻜﹰﺎ ﻟﻠﻘﺼﻭﺭ ﻓﻲ ﺭﻋﺎﻴﺔ ﺍﻟﻭﺍﻟﺩﻴﻥ ﻭﻫﻡ ﺃﻜﺜﺭ ﻤﻌﺎﻨﺎﺓ ﺇﻟﻰ ﺍﻟﺩﻋﻡ ﻭﺍﻟﺘﺄﻴﻴﺩ ﺍﻟﻭﺍﻟﺩﻱ‪.‬‬
‫ﻭﺩﺭﺍﺴﺔ ﺃﻨﺜﻭﻨﻴﺴﻤﺎﻱ ﻭﺯﻴﻤﺭﺠﻴﻤﺏ)‪ (Anthnysmay,Zimmer- Gembeck, 2007‬ﺃﻥ ﺍﻷﻁﻔﺎل‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ ﻏﻴﺭ ﻤﺤﺒﻭﺒﻴﻥ ﻤﻘﺎﺭﻨﺔ ﺒﻐﻴﺭ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ‪ ،‬ﻭﻴﻤﺎﺭﺴﻭﻥ ﺍﻟﻌﻨﻑ ﺍﻟﺠﺴﺩﻱ ﻭﺍﻟﻠﻔﻅﻲ‬
‫ﻻ ﻟﻠﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﺄﻗﺭﺍﻨﻬﻡ ﻏﻴﺭ ﺍﻟﻤﺴﺎﺀ ﺇﻟﻴﻬﻡ‪.‬‬
‫ﻭﺇﻨﺴﺤﺎﺒﻴﻴﻥ‪ ،‬ﻭﺃﻗل ﺍﻤﺘﺜﺎ ﹰ‬
‫ﻭﻗﺩ ﺍﺨﺘﻠﻔﺕ ﻤﻊ ﺩﺭﺍﺴﺔ ﺤﻤﻭﺩ)‪(2010‬ﺍﻟﺘﻲ ﺍﻅﻬﺭﺕ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ‬
‫ﺍﻟﺠﺎﻨﺤﻴﻥ ﻭﺍﻷﺴﻭﻴﺎﺀ ﻓﻲ ﺍﺴﺎﻟﻴﺏ ﺍﻟﺭﻋﺎﻴﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‪.‬‬
‫ﻥ‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل )‪ (6) ،(5) ،(4‬ﺃﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ )ﺍﻟﻤﺭﻀﻴﺔ( ﻤﺘﺩ ﹴ‬
‫ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﺒﻤﺤﺎﻓﻅﺎﺕ ﺸﻤﺎل ﻏﺯﺓ‪ ،‬ﻭﻫﺫﺍ ﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻟﻌﻜﺱ ﺃﻱ ﺃﻥ ﻟﺩﻱ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻤﺴﺘﻭﻱ ﺼﺤﻲ ﻤﻥ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺴﻠﻴﻤﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺫﺍﺕ ﻭﻤﺎ ﻫﻭ‬
‫ﺨﺎﺭﺝ ﺍﻟﺫﺍﺕ ﻭﺤﻭﻟﻬﺎ‪ .‬ﻭﻨﺘﻴﺠﺔ ﻟﻤﺎ ﻴﺘﻌﺭﺽ ﺇﻟﻴﺔ ﻤﻥ ﻤﺤﻥ ﻭﻨﻜﺒﺎﺕ ﻭﺤﺼﺎﺭ ﻅﺎﻟﻡ ﻭﺍﻟﺘﻲ ﺃﺜﺭ ﺴﻠﺒﻴﹰﺎ‬
‫ﻋﻠﻰ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺤﺭﻜﺔ ﻭﺍﻟﻌﻤل ﺒﺎﻟﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺘﻬﺩﻴﺩ ﺍﻷﻤﻨﻲ ﻭﺍﻟﺼﺤﻲ ﻭﺍﻟﻐﺫﺍﺌﻲ ﻓﻠﻡ ﻴﻘﻑ ﻋﺎﺠﺯﹰﺍ‬
‫ﻤﺴﺘﺴﻠﻤﹰﺎ ﺒل ﺘﺤﺩﻯ ﻫﺫﺍ ﺍﻟﻭﺍﻗﻊ ﻤﺴﺘﺨﺩﻤﹰﺎ ﺍﻟﺤﻴل ﺍﻟﺩﻓﺎﻋﻴﺔ ﺍﻟﺘﻲ ﻅﻬﺭ ﺒﻌﺽ ﻤﺅﺸﺭﺍﺘﻬﺎ ﺍﻟﺴﻠﺒﻴﺔ ﻓﻲ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻭﺩﺭﺠﺎﺕ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﻀﺔ ﻭﺍﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻟﺴﻠﺒﻴﺔ‪ ،‬ﻤﺘﺤﺩﻴ ﹰﺎ ﻫﺫﺍ‬
‫ﺍﻟﻭﺍﻗﻊ ﺍﻟﻤﺭﻴﺭ ﻟﻴﻨﻁﻠﻕ ﻨﺤﻭ ﺒﻨﺎﺀ ﺫﺍﺘﻪ ﻭﺤﻴﺎﺘﻪ ﻭﺘﻁﻭﻴﺭﻫﺎ ﻭﺘﺤﺭﻴﺭ ﻭﻁﻨﻪ ﻤﻥ ﺒﺭﺍﺜﻥ ﺍﻟﻌﺩﻭ ﺍﻟﺼﻬﻴﻭﻨﻲ‬
‫ﺍﻟﻅﺎﻟﻡ‪.‬‬
‫‪ -2‬ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺴﺅﺍل ﺍﻟﺜﺎﻨﻲ ﻭﺍﻟﺫﻱ ﻨﺼﻪ‪ :‬ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ‬
‫)‪ (0.05≥α‬ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻪ ﻁﻠﺒﺔ‬
‫ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﻤﺤﺎﻓﻅﺔ ﺸﻤﺎل ﻏﺯﺓ؟‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﻫﺫﺍ ﺍﻟﺴﺅﺍل ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﻟﺒﻴﺭﺴﻭﻥ‪ ،‬ﻓﻘﺩ ﺠﺎﺀﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺠﺩﻭل)‪ (7‬ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﻟﺩﻻﻟﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬

‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‬ ‫ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬

‫ﺴﻠﺒﻲ‬ ‫ﺇﻴﺠﺎﺒﻲ‬ ‫ﻤﻨﺨﻔﺽ‬ ‫ﻤﺭﺘﻔﻊ‬ ‫ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫‪**0.24‬‬ ‫‪**0.17‬‬ ‫‪**0.32‬‬ ‫‪**0.19‬‬ ‫ﺍﻟﻅﺎﻫﺭﺓ‬
‫‪**0.27‬‬ ‫‪**0.21‬‬ ‫‪**0.37‬‬ ‫‪**0.23‬‬ ‫ﺍﻟﻤﺨﻔﻴﺔ‬
‫‪**0.26‬‬ ‫‪**0.19‬‬ ‫‪**0.36‬‬ ‫‪**0.20‬‬ ‫ﺍﻟﻜﻠﻲ‬
‫** ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪0.01‬‬ ‫• ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪0.05‬‬

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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل)‪(7‬ﺃﻥ ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ =)‪(0.20‬ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﺍﻟﻤﺭﺘﻔﻊ‪ ،‬ﺤﻴﺙ ﻜﺎﻥ ﺍﻻﺭﺘﺒﺎﻁ)‪(0.19‬ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﺒﻴﻨﻤﺎ ﻜﺎﻥ ﻤﻌﺎﻤل‬
‫ﺍﻻﺭﺘﺒﺎﻁ)‪ (0.23‬ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻭﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻌﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺍﺭﺘﻔﻊ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‬
‫)‪ (0.36‬ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﻀﺔ ﺤﻴﺙ ﻜﺎﻥ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ )‪ (0.32‬ﺒﻴﻥ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﻀﺔ ﺒﻴﻨﻤﺎ ﻜﺎﻥ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ)‪ (0.37‬ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ‬
‫ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﺽ‪ ،‬ﻭﺠﻤﻴﻌﻬﺎ ﺩﺍﻟﺔ ﺍﺤﺼﺎﺌﻴﹰﺎ ﻋﻨﺩ)‪(0.01‬ﻭﻫﺫﺍ ﻨﺘﻴﺠﺔ ﻤﻨﻁﻘﻴﺔ ﻓﺎﻟﺸﺨﺼﻴﺔ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺘﺘﺴﻡ ﺒﺎﻟﻌﺼﺎﺒﻴﺔ‪.‬‬
‫ﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﺍﻟﺭﺃﻱ ﺃﻥ ﺍﻟﺸﺨﺹ ﺍﻟﻨﺭﺠﺴﻲ ﻟﺩﻴﻪ ﻗﺎﺒﻠﻴﺔ ﻟﻺﻨﺠﺭﺍﺡ ﻭﺍﻻﻨﻘﺴﺎﻡ ﻭﺍﻟﺘﻔﻜﻙ‪،‬‬
‫ﻭﺴﻴﻠﺘﻬﺎ ﻓﻲ ﺤﻤﺎﻴﺔ ﺫﺍﺘﻬﺎ ﺍﺴﺘﺨﺩﺍﻡ ﺩﻓﺎﻋﺎﺕ ﻭﺘﻌﻭﻴﻀﺎﺕ ﻤﺘﺼﻠﺒﺔ‪ ،‬ﻜﺎﻹﺴﻘﺎﻁ‪ ،‬ﻭﺍﻟﻌﺩﺍﺌﻴﺔ‪ ،‬ﻭﺍﻟﻐﻀﺏ‪ ،‬ﻤﻊ‬
‫ﺇﻟﻤﺎﺡ ﺇﻟﻰ ﺍﻟﺘﻌﺎﺴﺔ ﺍﻟﺘﻲ ﺘﺜﻴﺭ ﺍﻟﺸﻔﻘﺔ ﻭﺘﺠﻌل ﺍﻟﻔﺭﺩ ﺘﺤﺕ ﺭﺤﻤﺔ ﺍﻟﺤﺏ ﺍﻟﺼﺎﺩﺭ ﻋﻥ ﺍﻵﺨﺭﻴﻥ‬
‫)‪.(Battegay, 1983: 33‬ﺤﻴﺙ ﺘﺘﻔﻕ ﺘﻠﻙ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﻭﺯﻴﺠﻠﻴﺭ‪ -‬ﻫﻴل‬
‫ﻭﺁﺨﺭﻭﻥ)‪ ،(Zeigler-Hill,2013‬ﻭﻋﺒﺩ ﺍﻟﻘﺎﺩﺭ‪ ،‬ﺍﺸﺭﻑ)‪.(2012‬‬
‫ﺒﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ‪ :‬ﻴﻌﺯﻭ ﺍﻟﺒﺎﺤﺙ ﺃﻥ ﺃﻓﺭﺍﺩ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻅﺎﻫﺭﺓ ﻟﺩﻴﻬﻡ ﺘﻔﺎﺨﺭ‬
‫ﻭﺍﺴﺘﻌﺭﺍﻀﻴﺔ ﻓﻬﻡ ﻴﺤﺒﻭﻥ ﺃﻥ ﻴﻌﺭﻑ ﺍﻟﻜﺜﻴﺭﻴﻥ ﺃﻨﻬﻡ ﺃﺸﺨﺎﺹ ﻤﺘﻤﻴﺯﻭﻥ‪ ،‬ﻭﺃﻨﻬﻡ ﺃﺸﺨﺎﺹ ﻋﻅﻤﺎﺀ‪ ،‬ﻓﺈﻨﻪ‬
‫ﻤﻥ ﺍﻟﻁﺒﻴﻌﻲ ﺃﻥ ﻴﻜﻭﻥ ﺘﻘﺩﻴﺭﻫﻡ ﻟﺫﺍﺘﻬﻡ ﻤﺭﺘﻔﻊ‪ ،‬ﻓﻬﻡ ﻴﺴﺘﺨﺩﻤﻭﻥ ﻤﻴﻜﺎﻨﺯﻤﺎﺕ ﺍﻟﺩﻓﺎﻉ ﻟﻴﺤﻤﻭﺍ ﺫﻭﺍﺘﻬﻡ ﻤﻥ‬
‫ﺍﻟﻀﻌﻑ ﻭﺍﻻﻨﻜﺴﺎﺭ ﻓﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻫﻨﺎ ﻭﻫﻥ ﻭﻫﺵ ﻭﻟﻴﺱ ﺼﺤﻲ‪.‬‬
‫ﺃﻤﺎ ﺒﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ‪ :‬ﻓﺎﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻟﺩﻴﻬﻡ ﺘﻘﺩﻴﺭ ﻤﻨﺨﻔﺽ ﻟﺫﺍﺘﻬﻡ‬
‫ﻭﺍﻻﺤﺴﺎﺱ ﺒﺎﻹﻨﺠﺭﺍﺡ ﺃﻤﺎﻡ ﺃﺒﺴﻁ ﺍﻷﺸﻴﺎﺀ‪ ،‬ﺤﻴﺙ ﺃﻥ ﺘﻘﻴﻴﻤﻬﻡ ﻟﺫﺍﺘﻬﻡ ﻤﺭﺘﺒﻁﹰﺎ ﺒﺎﻟﻤﺨﺎﻭﻑ ﻭﺍﻟﻘﻠﻕ‬
‫ﻭﺍﻟﺘﺭﺩﺩ‪ ،‬ﻭﺘﻌﺒﻴﺭﻫﻡ ﻋﻥ ﺫﺍﺘﻬﻡ ﺒﻔﻅﺎﻅﻪ ﻭﻏﻁﺭﺴﺔ ﻤﻊ ﺍﻟﻌﺠﺯ ﻋﻥ ﺍﻟﺘﺤﻜﻡ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﺤﻴﺙ ﻴﺭﻱ‬
‫)‪(Morf & Rhodewalt, 2001: 243‬ﻭﺃﻥ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺘﻠﺠﺄ ﺇﻟﻰ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻟﺩﻋﻡ‬
‫ﺍﻟﺫﺍﺕ‪ ،‬ﻻ ﺒﻔﺭﺽ ﺘﺩﻋﻴﻡ ﻤﺸﺎﻋﺭ ﺍﻟﺘﻤﻴﺯ ﻓﻘﻁ ﻭﺇﻨﻤﺎ ﻫﻲ ﺃﻴﻀﺎ ﻤﺤﺎﻭﻻﺕ ﻟﻤﻭﺍﺠﻬﺔ ﺸﻌﻭﺭ ﺒﺎﻟﻨﻘﺹ‬
‫ﻭﺴﺭﻋﺔ ﺍﻹﻨﺠﺭﺍﺡ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﻴﺠﻌل ﺘﻘﻴﻴﻤﺎﺕ ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﺍﻟﺸﺨﺹ ﺍﻟﻨﺭﺠﺴﻲ ﺠﺩ ﻤﺘﻨﺎﻗﻀﺔ‬
‫ﻭﻤﺘﺼﺎﺭﻋﺔ‪ :‬ﻓﻬﻭ ﻴﺤﺏ ﺫﺍﺘﻪ ﻭﻴﺒﻐﻀﻬﺎ ﻓﻲ ﻨﻔﺱ‪.‬‬
‫ﻜﻤﺎ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺫﻭﻱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻟﺩﻴﻬﻡ ﻤﺴﺘﻭﻴﺎﺕ ﻤﺭﺘﻔﻌﺔ ﻤﻥ ﺍﻻﻜﺘﺌﺎﺏ ﻭﻟﺩﻴﻬﻡ ﻨﻅﺭﺓ ﺘﺸﺎﺅﻤﻴﺔ‬
‫ﻨﺤﻭ ﺍﻟﻤﺴﺘﻘﺒل ﻓﻬﻡ ﻏﻴﺭ ﻤﺸﺎﺭﻜﻴﻥ ﻤﻊ ﺍﻷﺨﺭﻴﻥ ﻭﻴﻤﻴﻠﻭﻥ ﺇﻟﻰ ﺍﻻﻨﺴﺤﺎﺏ ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﻭﻴﺭﻯ ﺍﻟﺒﺤﺙ ﺃﻥ ﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ ﻴﻨﺒﻊ ﻤﻥ ﺨﺒﺭﺍﺘﻬﻡ ﺍﻟﻤﻌﺎﺸﺔ‬
‫ﻭﺭﺅﻴﺘﻬﻡ ﻟﺫﺍﺘﻬﻡ ﻓﺤﻴﻨﻤﺎ ﻴﺭﻯ ﺍﻟﻁﺎﻟﺏ ﺫﺍﺘﻪ ﻀﻌﻴﻔﺔ ﻫﺸﺔ ﻏﻴﺭ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﻤﻭﺍﺠﻬﺔ ﻭﺘﻁﻭﺭ ﺍﻟﺤﻴﺎﺓ‬
‫ﻭﻏﻴﺭ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﻤﻨﺎﻓﺴﺔ ﻭﺘﺤﺩﻱ ﺍﻵﺨﺭﻴﻥ ﻓﻴﻨﺴﺤﺏ ﻤﻥ ﺍﻷﻀﻭﺍﺀ ﻭﻴﻌﻴﺵ ﻤﺘﻘﻭﻗﻌﹰﺎ ﺤﻭل ﻨﻔﺴﻪ ﻓﺈﻥ‬
‫ﺘﻘﺩﻴﺭﻩ ﻟﻨﻔﺴﺔ ﻴﻜﻭﻥ ﻤﻨﺨﻔﻀﹰﺎ ﻭﻫﺫﺍ ﻤﺎ ﻋﺒﺭ ﻋﻨﻪ ﻓﺭﻭﻴﺩ ﺃﻥ ﺍﻨﺴﺤﺎﺏ ﺍﻟﻠﻴﺒﻴﺩﻭ ﻭﺍﺴﺘﺜﻤﺎﺭﻩ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ‬
‫ﻻ ﻤﻥ ﺍﺴﺘﺜﻤﺎﺭﻩ ﻓﻲ ﺍﻟﻤﻭﻀﻭﻉ ﺍﻟﺨﺎﺭﺠﻲ ﻴﻌﺘﺒﺭ ﺸﻜل ﻤﻥ ﺃﺸﻜﺎل ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ‬
‫ﻓﻲ ﺍﻷﻨﺎ ﺒﺩ ﹰ‬
‫)‪.(Kernberg,2004a :10‬‬
‫‪ -3‬ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺴﺅﺍل ﺍﻟﺜﺎﻟﺙ ﻭﺍﻟﺫﻱ ﻨﺼﻪ‪ :‬ﻫل ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻪ ﻁﻠﺒﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺸﻤﺎل ﻏﺯﺓ ﺘﻌﺯﻯ ﻟﻨﻭﻉ ﺃﺴﺎﻟﻴﺏ‬
‫ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻭﺠﻨﺱ ﺍﻟﻁﺎﻟﺏ ﻭﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺘﻔﺎﻋل ﺒﻴﻨﻬﻤﺎ؟ ﻟﻺﺠﺎﺒﺔ ﻋﻥ ﺴﺅﺍل ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺘﻡ ﺇﻴﺠﺎﺩ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﺩﺭﺠﺎﺕ ﺍﻟﻁﻠﺒﺔ ﻋﻠﻰ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺍﻟﻌﺼﺎﺒﻴﺔ ‪ ،‬ﻓﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻴﻅﻬﺭ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (8‬ﺍﻟﺘﺎﻟﻲ‪.‬‬
‫ﺠﺩﻭل )‪ (8‬ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ‪ ،‬ﻭﺍﻻﻨﺤﺭﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‪ ،‬ﻟﺩﺭﺠﺔ ﺍﻟﻁﻠﺒﺔ ﻋﻠﻰ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ‬
‫ﺤﺴﺏ ﻨﻭﻉ ﺃﺴﻠﻭﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‪ ،‬ﻭﺠﻨﺱ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻭﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬

‫ﻤﺘﻭﺴﻁ ﻜﻠﻲ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻭﺍﻟﺩﻴﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺠﻨﺱ‬

‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻜﻠﻲ‬ ‫ﺍﻹﺤﺼﺎﺀ‬
‫ﻤﺭﺘﻔﻊ‪ /‬ﻤﻨﺨﻔﺽ‬ ‫ﺴﻠﺒﻲ‬ ‫ﺇﻴﺠﺎﺒﻲ‬ ‫ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬ ‫ﺍﻟﻁﺎﻟﺏ‬

‫‪95.268‬‬ ‫‪97.295‬‬ ‫‪93.122‬‬ ‫ﻤﺭﺘﻔﻊ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬

‫‪99.911‬‬
‫‪104.156‬‬ ‫‪105.670‬‬ ‫‪102.440‬‬ ‫ﻤﻨﺨﻔﺽ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﺫﻜﻭﺭ‬
‫‪11.703‬‬ ‫‪11.837‬‬ ‫‪11.363‬‬ ‫ﻤﺭﺘﻔﻊ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬
‫‪12.967‬‬
‫‪12.657‬‬ ‫‪13.219‬‬ ‫‪11.841‬‬ ‫ﻤﻨﺨﻔﺽ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫‪97.411‬‬ ‫‪98.796‬‬ ‫‪98.183‬‬ ‫ﻤﺭﺘﻔﻊ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫‪99.867‬‬
‫‪102.903‬‬ ‫‪102.885‬‬ ‫‪102.440‬‬ ‫ﻤﻨﺨﻔﺽ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﺇﻨﺎﺙ‬
‫‪11.532‬‬ ‫‪11.166‬‬ ‫‪11.365‬‬ ‫ﻤﺭﺘﻔﻊ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬
‫‪11.656‬‬
‫‪12.656‬‬ ‫‪11.326‬‬ ‫‪12.296‬‬ ‫ﻤﻨﺨﻔﺽ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫‪96.487‬‬ ‫‪98.183‬‬ ‫‪94.856‬‬ ‫ﻤﺭﺘﻔﻊ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫‪---------‬‬
‫‪103.248‬‬ ‫‪104.193‬‬ ‫‪102.131‬‬ ‫ﻤﻨﺨﻔﺽ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺫﻜﻭﺭ‬

‫‪143‬‬
 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫‪---------‬‬ ‫‪99.867‬‬ ‫‪101.247‬‬ ‫‪98.487‬‬ ‫ﻜﻠﻲ‬

‫‪----------‬‬ ‫‪11.638‬‬ ‫‪11.165‬‬ ‫‪11.6291‬‬ ‫ﻤﺭﺘﻔﻊ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﻭﺇﻨﺎﺙ‬
‫‪----‬‬ ‫‪11.910‬‬ ‫‪12.296‬‬ ‫‪11.447‬‬ ‫ﻤﻨﺨﻔﺽ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫‪---------‬‬ ‫‪12.243‬‬ ‫‪12.240‬‬ ‫‪12.106‬‬ ‫ﻜﻠﻲ‬
‫ﻴﻼﺤﻅ ﻤﻥ ﺍﻟﺠﺩﻭل)‪ (8‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻅﺎﻫﺭﺓ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﺘﻌﺯﻯ ﺇﻟﻰ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ‬
‫ﺍﻟﻭﺍﻟﺩﻴﺔ‪ ،‬ﻭﺍﻟﺠﻨﺱ‪ ،‬ﻭﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻓﻘﺩ ﻜﺎﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻜﻠﻲ ﻟﺩﺭﺠﺎﺕ ﻤﺠﻤﻭﻋﺔ‬
‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻟﺴﺎﻟﺒﺔ ﻤﻥ ﻜﻼ ﺍﻟﺠﻨﺴﻴﻥ)‪(98.487‬ﻭﻫﻭ ﻅﺎﻫﺭﻴﹰﺎ ﺃﻋﻠﻰ ﻤﻥ ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﻟﺩﺭﺠﺎﺕ ﻤﺠﻤﻭﻋﺔ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻟﻤﻭﺠﺒﺔ‪ ،‬ﺇﺫ ﻜﺎﻥ ﻤﺘﻭﺴﻁﻬﺎ)‪.(101.247‬‬
‫ﻭﻟﻠﻜﺸﻑ ﻋﻥ ﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻋﻨﺩ ﺍﻟﻁﻠﺒﺔ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺜﻼﺜﻲ‪.‬‬
‫ﻴﺒﻴﻥ ﺠﺩﻭل)‪:(9‬ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺜﻼﺜﻲ ﻋﻠﻰ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﺤﺴﺏ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‪،‬‬
‫ﺠﻨﺱ ﺍﻟﻁﺎﻟﺏ ‪ ،‬ﻤﺴﺘﻭﻯ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ ﻑ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻤﺠﻤﻭﻉ‬
‫ﻤﺼﺩﺭ ﺍﻟﺘﺒﺎﻴﻥ‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬
‫‪** 0.003‬‬ ‫‪8.939‬‬ ‫‪1224.005‬‬ ‫‪1‬‬ ‫‪1224005‬‬ ‫ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻭﺍﻟﺩﻴﺔ‬
‫‪0.807‬‬ ‫‪0.059‬‬ ‫‪8.140‬‬ ‫‪1‬‬ ‫‪8.140‬‬ ‫ﺍﻟﺠﻨﺱ‬
‫‪** 0.000‬‬ ‫‪60.457‬‬ ‫‪8278.682‬‬ ‫‪1‬‬ ‫‪8278.68‬‬ ‫ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻭﺍﻟﺩﻴﺔ ×‬
‫‪0.333‬‬ ‫‪0.939‬‬ ‫‪128.563‬‬ ‫‪1‬‬ ‫‪128.563‬‬
‫ﺍﻟﺠﻨﺱ‬
‫ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻭﺍﻟﺩﻴﺔ × ﺘﻘﺩﻴﺭ‬
‫‪0.459‬‬ ‫‪0.548‬‬ ‫‪75.157‬‬ ‫‪1‬‬ ‫‪75.157‬‬
‫ﺍﻟﺫﺍﺕ‬
‫‪*0.047‬‬ ‫‪3.960‬‬ ‫‪542.244‬‬ ‫‪1‬‬ ‫‪542.244‬‬ ‫ﺍﻟﺠﻨﺱ × ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻭﺍﻟﺩﻴﺔ× ﺍﻟﺠﻨﺱ‬
‫‪0.668‬‬ ‫‪0.184‬‬ ‫‪25.171‬‬ ‫‪1‬‬ ‫‪25.171‬‬
‫× ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫‪136.936‬‬ ‫‪702‬‬ ‫‪96129.19‬‬ ‫ﺍﻟﺨﻁﺄ‬
‫‪710‬‬ ‫‪7187486.0‬‬ ‫ﺍﻟﻜﻠﻲ‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﺭﻗﻡ)‪ (9‬ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﹰﺎ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﺘﻌﺯﻯ ﻷﺴﻠﻭﺏ‬
‫ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‪ ،‬ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻟﻠﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻟﺠﻨﺱ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ .‬ﻭﻟﻜﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺃﺸﺎﺭﺕ ﺇﻟﻰ ﻋﺩﻡ‬
‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﺘﻌﺯﻯ ﻟﻠﺠﻨﺱ‪ ،‬ﺃﻭ ﻟﻠﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻭﺍﻟﺠﻨﺱ‪ ،‬ﺃﻭ‬
‫ﻟﻠﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﺃﻭ ﻟﻠﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﻭﺍﻟﺠﻨﺱ‪.‬‬
‫ﺃﻅﻬﺭﺕ ﺒﻴﺎﻨﺎﺕ ﺍﻟﺠﺩﻭل ﺭﻗﻡ)‪ (9‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‬
‫ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻹﻴﺠﺎﺒﻲ)‪ ،(98.487‬ﻭﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻷﺴﺎﻟﻴﺏ‬
‫ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻟﺴﻠﺒﻲ)‪(101.247‬ﻜﻤﺎ ﻴﺩﺭﻜﻪ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻭﻜﺎﻥ ﻟﺼﺎﻟﺢ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‬
‫ﺍﻟﺴﺎﻟﺒﺔ‪.‬‬
‫ﻜﺫﻟﻙ ﻓﻘﺩ ﺃﻅﻬﺭﺕ ﺒﻴﺎﻨﺎﺕ ﺍﻟﺠﺩﻭل ﺭﻗﻡ)‪(9‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺍﻟﻤﺭﻀﻴﺔ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻁﻠﺒﺔ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻌﻴﻥ)‪(96.487‬ﻭﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﻟﻁﻠﺒﺔ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﻀﻴﻥ)‪ (103.248‬ﻭﻜﺎﻥ ﻟﺼﺎﻟﺢ ﻁﻠﺒﺔ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﻀﻴﻥ‪.‬‬
‫ﻭﻜﺫﻟﻙ ﻓﻘﺩ ﺃﻅﻬﺭﺕ ﺒﻴﺎﻨﺎﺕ ﺍﻟﺠﺩﻭل ﺭﻗﻡ)‪(9‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺍﻟﻤﺭﻀﻴﺔ ﺘﻌﺯﻯ ﺇﻟﻰ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﻤﺴﺘﻭﻴﺎﺕ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺠﻨﺱ‪ .‬ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﻨﻔﺴﻪ ﺃﻥ‬
‫ﺍﻟﺫﻜﻭﺭ ﻓﺌﺔ ﺍﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﻀﺔ ﻗﺩ ﺘﻔﻭﻗﺕ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﻋﻠﻰ ﺍﻹﻨﺎﺙ ﻓﺌﺔ ﺍﻟﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﻀﺔ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﺫﻭﻱ ﺍﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﺽ‬
‫)‪ ،(104.126‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ ﺫﻭﺍﺕ ﺍﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﻀﺔ‬
‫)‪.(95.268‬‬
‫ﻜﻤﺎ ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﻨﻔﺴﻪ ﺃﻥ ﺍﻹﻨﺎﺙ ﻓﺌﺔ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻌﺔ ﻗﺩ ﺘﻔﻭﻗﺕ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺍﻟﻌﺼﺎﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺫﻜﻭﺭ ﻓﺌﺔ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻌﺔ‪ ،‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ ﺫﻭﺍﺕ‬
‫ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻌﺔ)‪ ،(102.903‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﺫﻭﻱ ﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ)‪.(95.268‬‬
‫ﻭﻜﻤﺎ ﻴﺘﻀﺢ ﺃﻴﻀﹰﺎ ﻤﻥ ﺍﻟﺠﺩﻭل ﻨﻔﺴﻪ ﺃﻥ ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻓﺌﺔ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻌﺔ ﻓﻲ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﺃﻜﺒﺭ ﻤﻥ ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻹﻨﺎﺙ ﻓﺌﺔ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﻀﺔ ﻭﻓﺌﺔ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﺍﻟﻤﺭﺘﻔﻌﺔ‪ .‬ﻓﻘﺩ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﻠﻔﺌﺔ ﺍﻟﻤﻨﺨﻔﻀﺔ)‪ ،(104.156‬ﻭﺍﻟﻤﺘﻭﺴﻁ‬
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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﺍﻟﺤﺴﺎﺒﻲ ﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻓﺌﺔ ﺍﻟﻤﺭﺘﻔﻌﺔ)‪ ،(95.268‬ﺒﻔﺎﺭﻕ)‪(8.888‬ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ‪ .‬ﻓﻲ ﺤﻴﻥ ﻜﺎﻥ‬
‫ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ ﺫﻭﺍﺕ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﻀﺔ)‪ ،(102.903‬ﻭﺒﻠﻎ‬
‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﻠﻔﺌﺔ ﺍﻟﻤﺭﺘﻔﻌﺔ)‪ (97.411‬ﺒﻔﺎﺭﻕ)‪(5.42‬ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ‪.‬‬
‫ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺘﻔﻭﻕ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻏﻴﺭ ﺍﻟﺴﻭﻴﺔ ﻋﻠﻰ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻟﺴﻭﻴﺔ‬
‫ﺘﻌﻭﺩ ﺇﻟﻰ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪ ،‬ﺘﻌﺩ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻁﺒﻴﻌﻴﺔ ﻭﺃﻗﺭﺏ ﺇﻟﻰ ﺍﻟﺘﻔﺴﻴﺭﺍﺕ ﺍﻟﻨﻅﺭﻴﺔ ﻭﻫﺫﺍ ﻷﻥ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﺘﻌﻜﺱ ﻗﺩﺭﺓ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻟﻸﺒﻨﺎﺀ‪ ،‬ﻭﻷﻥ ﺃﻱ ﺨﺒﺭﺍﺕ ﻴﻤﺭ ﺒﻬﺎ ﺍﻟﻔﺭﺩ ﻟﻬﺎ‬
‫ﺼﻠﺔ ﺒﺘﺸﻜﻴل ﺍﻟﺸﺨﺼﻴﺔ ﻓﻴﻤﺎ ﺒﻌﺩ‪ ،‬ﺤﻴﺙ ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺤﺩ ﺍﻟﻭﺍﻟﺩﻴﻥ ﺃﻭ ﻜﻼﻫﻤﺎ ﺇﻟﻰ ﺴﻠﻭﻜﻴﺎﺕ ﺘﺘﺼﻑ‬
‫ﺒﻬﺎ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪ :‬ﻤﺜل ﺍﻟﺘﻜﺒﺭ ﻭﺍﻟﺘﻌﺎﻟﻲ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻋﺩﻡ ﺍﻟﺭﻀﺎ‬
‫ﺒﻘﻴﺎﺩﺓ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻅﻬﻭﺭ ﺍﻟﺸﻬﺭﺓ ﺤﺘﻰ ﻭﻟﻭ ﻜﺎﻨﺕ ﻋﻠﻰ ﺤﺴﺎﺏ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﺍﻟﺘﻤﺭﻜﺯ ﺤﻭل ﺍﻟﺫﺍﺕ‪،‬‬
‫ﺍﻟﺘﻔﺎﺨﺭ ﺍﻟﻤﺘﻜﺭﺭ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﺍﻻﻨﺘﻘﺎﺹ ﻤﻥ ﺍﻵﺨﺭﻴﻥ ﻭﺍﻟﺸﺭﻭﺩ ﻋﻨﺩ ﻤﺤﺎﺩﺜﺔ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺍﻟﺤﺭﺹ ﻋﻠﻰ‬
‫ﺍﻟﻨﻅﺎﻓﺔ‪ ،‬ﻭﺍﻟﻤﺒﺎﻟﻐﺔ ﺍﻟﺸﺩﻴﺩﺓ ﻭﺍﻟﻤﻔﺭﻁﺔ ﺒﺎﻟﻌﻁﻭﺭ ﺃﻭ ﺍﻟﻤﻜﻴﺎﺝ ﺃﻭ ﺍﻟﺤﻠﻰ‪ ،‬ﺍﻟﻤﻴل ﺇﻟﻰ ﺍﻟﺘﻤﻠﻙ‪ ،‬ﺍﻟﻐﻴﺭﺓ‬
‫ﻭﺤﺏ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻋﺩﻡ ﺍﻟﺘﺴﺎﻫل ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻤﺘﺤﻔﺯ ﺩﺍﺌﻤﹰﺎ ﺇﻟﻰ ﺍﻟﺸﻙ ﻭﺃﻥ ﻤﺎ ﻴﻌﻤﻠﻪ ﻫﻭ ﺍﻟﺼﻭﺍﺏ‪ ،‬ﺘﻌﻨﺩ‬
‫ﻓﻲ ﺍﻟﺭﺃﻱ ﻭﻜﺄﻨﻬﻡ ﻤﻠﺘﺯﻤﻭﻥ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻌﻨﺎﺩ‪ ،‬ﻻ ﻴﻘﺘﻨﻌﻭﺍ ﺒﺴﻬﻭﻟﺔ ﺒﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻵﺨﺭﻴﻥ ‪ ،‬ﻓﺎﺸﻠﻭﻥ ﻓﻲ‬
‫ﺍﻟﺤﻴﺎﺓ ﺍﻟﺯﻭﺠﻴﺔ‪ ،‬ﺭﺒﻤﺎ ﻫﺫﺍ ﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﺍﻟﺘﻬﺩﻴﺩ ﻟﺩﻯ ﺍﻷﺒﻨﺎﺀ ﻭﻤﻥ ﺜﻡ ﻴﺭﺘﻔﻊ ﻤﺴﺘﻭﻯ ﺍﻻﻀﻁﺭﺍﺏ‬
‫ﻭﻋﺩﻡ ﺍﻻﺘﺯﺍﻥ‪ .‬ﻭﻴﺒﻴﻥ ﻜﻠﻭﺠﺭ ﻭﺴﻭﻨﺞ)‪ (Kluger & Song,2003‬ﻟﻨﻤﻭﺫﺝ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻓﻲ ﺤﺎﻻﺕ‬
‫ﺍﻟﺘﻔﻜﻙ ﺍﻷﺴﺭﻱ ﻓﺄﻥ ﺍﻷﻓﺭﺍﺩ ﻓﻲ ﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ ﻻ ﻴﺭﻴﺩﻭﺍ ﺇﻻ ﺃﻥ ﺘﻤﻀﻲ ﺍﻷﻤﻭﺭ ﻭﻓﻕ ﻤﺎ ﻴﻘﺭﺭﻭﻥ‪،‬‬
‫ﻭﻴﺴﻠﻜﻭﻥ ﻋﻠﻰ ﻨﺤﻭ ﺠﺎﻑ ﻭﻗﺎﺱ ﻤﻊ ﻤﻥ ﻴﺘﻭﺩﺩ ﺇﻟﻴﻬﻡ‪ ،‬ﻭﺃﻗﺭﺏ ﺍﻷﺼﺩﻗﺎﺀ ﺍﻟﻴﻭﻡ ﻫﻡ ﺃﻋﺩﺍﺀ ﺍﻟﻐﺩ‪ ،‬ﻭﻫﻡ‬
‫ﺍﻷﻜﺜﺭ ﺘﻭﺭﻁﹰﺎ ﻓﻲ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻤﺸﻜﻼﺕ ﺍﻟﻌﻼﻗﺎﺕ ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﺍﻻﻨﺘﻬﺎﺀ ﺒﺤﺎﻻﺕ ﺍﻟﻁﻼﻕ‬
‫ﻭﺍﻹﺴﺎﺀﺓ ﺇﻟﻰ ﺍﻷﺒﻨﺎﺀ ﻭﺍﻟﻌﻨﻑ ﺍﻟﻤﺘﻌﻤﺩ‪ .‬ﻭﻟﻤﺎ ﻜﺎﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺫﻴﻥ ﻫﻡ ﻴﻤﺭﻭﻥ‬
‫ﺒﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ ﺍﻟﺘﻲ ﺘﻤﺘﺎﺯ ﺒﻌﺩﺓ ﺘﻐﻴﺭﺍﺕ ﺘﻌﻜﺱ ﺍﻟﺘﺄﺜﻴﺭﺍﺕ ﺍﻟﻌﺩﻴﺩﺓ ﻋﻠﻰ ﻤﺸﺎﻋﺭﻫﻡ ﻓﻬﻡ ﻴﺤﺘﺎﺠﻭﻥ‬
‫ﺇﻟﻰ ﻤﻌﺎﻤﻠﺔ ﻭﺍﻟﺩﻴﺔ ﻗﺎﺩﺭﺓ ﺒﺎﻟﺴﻤﺎﺡ ﻟﻬﻡ ﺒﺤﺭﻴﺔ ﺃﻜﺒﺭ ﻟﻠﺘﻌﺒﻴﺭ ﻋﻥ ﻤﺸﺎﻋﺭﻫﻡ ﻭﻤﺸﺎﻜﻠﻬﻡ ﺒﺩﻴﻤﻘﺭﺍﻁﻴﺔ‪،‬‬
‫ﻓﺎﻟﺘﻘﺎﺭﺏ ﺒﻴﻥ ﺍﻷﺒﺎﺀ ﻭﺍﻷﺒﻨﺎﺀ ﻴﺭﺘﺒﻁ ﺒﺎﻨﺨﻔﺎﺽ ﻤﺴﺘﻭﻯ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺨﺎﺼﺔ ﻋﻨﺩﻤﺎ ﻴﺩﺭﻙ ﺍﻷﺒﻨﺎﺀ ﺒﺄﻥ ﺍﻵﺒﺎﺀ ﻤﺴﺌﻭﻟﻭﻥ ﻋﻤﺎ ﺃﺘﺨﺫﻭﻩ ﻤﻥ ﻗﺭﺍﺭﺍﺕ‪،‬‬
‫ﻭﻴﺴﺘﻁﻴﻌﻭﻥ ﺘﺸﻜﻴل ﺤﻴﺎﺘﻬﻡ ﺒﻤﺎ ﻴﺭﻴﺩﻭﻥ‪ ،‬ﻭﻴﺴﻌﺩﻭﻥ ﺒﻤﺴﺎﻋﺩﺓ ﺍﻵﺨﺭﻴﻥ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻨﺠﺎﺯﺍﺘﻬﻡ‪،‬‬
‫ﻭﻴﺅﻤﻨﻭﻥ ﺒﺄﻓﻜﺎﺭﻫﻡ ﺒﻌﻤﻕ‪ ،‬ﻭﻴﻌﺭﻓﻭﻥ ﻜﻴﻑ ﻴﺨﻁﻁﻭﻥ ﻟﺤﻴﺎﺘﻬﻡ ‪ ،‬ﻭﻴﺴﺘﻁﻴﻌﻭﻥ ﺍﻟﺘﻌﺒﻴﺭ ﺠﻴﺩﹰﺍ ﻋﻥ ﺃﻨﻔﺴﻬﻡ‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﻭﺨﺒﺭﺍﺘﻬﻡ‪ ،‬ﻴﺴﺘﺤﻘﻭﻥ ﺃﻥ ﻴﻜﻭﻨﻭﺍ ﻓﻲ ﻤﻭﻗﻊ ﻗﻴﺎﺩﻱ‪ .‬ﻭﻴﺘﺴﻊ ﺼﺩﺭﻫﻡ ﻟﻸﺨﺫ ﺒﺭﺃﻱ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻴﻤﺘﺎﺯﻭﻥ‬
‫ﺒﺄﺴﻠﻭﺏ ﺼﺎﺩﻕ ﻓﻲ ﺍﻟﺘﻔﻜﻴﺭ‪ .‬ﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻊ ﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻪ ﻨﺘﺎﺌﺞ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ‪ ،‬ﻤﻨﻬﺎ‬
‫ﺩﺭﺍﺴﺔ‪Lee ،(Wiehe, 2003) ،(Wink & Donahue, 1997) ، Watson et al) (1996,‬‬
‫)‪ (Anthnysmay, Zimmer- Gembeck, 2007) ،(Ashton, (2005‬ﺇﻟﻰ ﺃﻥ ﺍﻷﺸﺨﺎﺹ‬
‫ﺍﻷﻋﻠﻰ ﻨﺭﺠﺴﻴﺔ ﻫﻡ ﺍﻷﺸﺨﺎﺹ ﺍﻷﻜﺜﺭ ﺇﺩﺭﺍﻜﹰﺎ ﻟﻠﻘﺼﻭﺭ ﻓﻲ ﺍﻟﺭﻋﺎﻴﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ‪ ،‬ﻭﻫﻡ ﺃﻜﺜﺭ ﻤﻌﺎﻨﺎﺓ ﻤﻥ‬
‫ﺍﻟﺩﻋﻡ ﻭﺍﻟﺘﺄﻴﻴﺩ ﺍﻟﻭﺍﻟﺩﻱ‪ ،‬ﻭﻴﺸﻌﺭﻭﻥ ﺒﻌﺩﻡ ﺍﻟﻘﻴﻤﺔ ﻭﺍﻟﻼﻤﻌﻨﻰ ﻭﺒﻁﺀ ﻤﺭﻭﺭ ﺍﻟﻭﻗﺕ‪ ،‬ﻭﻟﺩﻴﻬﻡ ﺼﻌﻭﺒﺔ‬
‫ﺍﻟﺘﻭﺍﺼل ﻓﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺃﻨﻬﻡ ﻏﻴﺭ ﻤﺤﺒﻭﺒﻴﻥ ﻭﻴﻤﺎﺭﺴﻭﺍ ﺍﻟﻌﻨﻑ ﺍﻟﺠﺴﺩﻱ‬
‫ﻭﺍﻟﻔﻅﻲ ﻭﺍﻨﺴﺤﺎﺒﻴﻴﻥ‪ ،‬ﻜل ﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﺘﺅﻜﺩ ﺃﻥ ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻟﺩﻯ ﺍﻷﺒﺎﺀ ﻴﻜﻭﻥ‬
‫ﻫﻭ ﺃﺤﺩ ﺍﻟﻌﻭﺍﻤل ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﻤﺅﺩﻱ ﺇﻟﻰ ﺒﻌﺩ ﺍﻵﺒﺎﺀ ﻋﻥ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺴﻭﻴﺔ ﻓﻲ ﻤﻌﺎﻤﻠﺘﻬﻡ ﻷﺒﻨﺎﺌﻬﻡ‪.‬‬
‫ﻜﻤﺎ ﺩﻟﺕ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﺘﻘﺩﻴﺭ ﺍﻟﻤﻨﺨﻔﺽ ﻜﺎﻥ ﺃﺩﺍﺅﻫﻡ ﺃﻓﻀل ﻋﻠﻰ‬
‫ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﺘﻘﺩﻴﺭ ﺍﻟﻤﺭﺘﻔﻊ‪ .‬ﻭﻴﻤﻜﻥ ﺃﻥ ﺘﻌﺯﻯ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺇﻟﻰ‬
‫ﺨﺼﺎﺌﺹ ﺍﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﺘﻘﺩﻴﺭ ﺍﻟﻤﻨﺨﻔﺽ‪ ،‬ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺘﺘﻔﻕ ﺇﻟﻰ ﺤﺩ ﻜﺒﻴﺭ ﻤﻥ ﺍﻟﺼﻔﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ‪ ،‬ﻓﺎﻟﻨﺭﺠﺴﻲ ﻋﺎﺸﻕ ﻟﻨﻔﺴﻪ‪ ،‬ﻭﻴﺭﻯ ﺃﻨﻪ ﺍﻷﻓﻀل ﻭﺍﻷﺠﻤل ﻭﺍﻷﺫﻜﻰ‪ ،‬ﻭﻴﺭﻯ ﺍﻟﻨﺎﺱ‬
‫ﺃﻗل ﻤﻨﻪ‪ ،‬ﻭﻟﺫﻟﻙ ﻓﻬﻭ ﻴﺴﺘﺒﻴﺢ ﻟﻨﻔﺴﻪ ﺍﺴﺘﻐﻼل ﺍﻟﻨﺎﺱ ﻭﺘﺴﺨﻴﺭﻫﻡ‪ .‬ﻭﺍﻟﻨﺭﺠﺴﻲ ﻴﻬﺘﻡ ﻜﺜﻴﺭﹰﺍ ﺒﻤﻅﻬﺭﻩ‬
‫ﻭﺃﻨﺎﻗﺘﻪ‪ ،‬ﻭﻴﺩﻗﻕ ﻜﺜﻴﺭﹰﺍ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﻤﻼﺒﺴﻪ ﻭﻴﻌﻨﻴﻪ ﻜﻴﻑ ﻴﺒﺩﻭ ﻓﻲ ﻋﻴﻭﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻜﻴﻑ ﻴﺜﻴﺭ‬
‫ﺇﻋﺠﺎﺒﻬﻡ ﻭﻴﺴﺘﻔﺯﻩ ﺍﻟﺘﺠﺎﻫل ﺠﺩﺍﹰ‪ ،‬ﻭﻴﺤﻨﻘﻪ ﺍﻟﻨﻘﺩ‪ ،‬ﻭﻻ ﻴﺭﻴﺩ ﺃﻥ ﻴﺴﻤﻊ ﺇﻻ ﺍﻟﻤﺩﻴﺢ ﻭﻜﻠﻤﺎﺕ ﺍﻹﻋﺠﺎﺏ‪،‬‬
‫ﻭﺍﻟﻌﻜﺱ ﺘﻤﺎﻤﹰﺎ ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻟﺩﻯ ﺍﻻﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﻟﺩﻴﻬﻡ ﺘﻘﺩﻴﺭ ﺇﻴﺠﺎﺒﻲ)ﻤﺭﺘﻔﻊ(‬
‫ﻟﺫﺍﺘﻬﻡ‪ ،‬ﺤﻴﺙ ﻴﺅﻜﺩ "ﺒﺎﺜﻭ" ﺃﻥ ﺍﻻﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﻟﺩﻴﻬﻡ ﺘﻘﺩﻴﺭ ﺇﻴﺠﺎﺒﻲ ﻟﺫﻭﺍﺘﻬﻡ ﻴﻜﻭﻨﻭﺍ ﻓﻲ ﺍﻟﻐﺎﻟﺏ ﺃﺴﻌﺩ‬
‫ﻻ ﻭﺃﻓﻀل ﺼﺤﺔ ﻭﺃﻜﺜﺭ ﺇﻨﺘﺎﺠ ﹰﺎ ﻤﻤﻥ ﻟﺩﻴﻬﻡ ﺘﻘﺩﻴﺭ ﻤﺘﺩﻨﻲ ﻟﺫﻭﺍﺘﻬﻡ )‪.(Patho, 2005: 10‬‬
‫ﺤﺎ ﹰ‬
‫ﻭﻗﺩ ﺃﻜﺩﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺃﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻟﺩﻴﻬﻡ ﺘﻘﺩﻴﺭ ﻤﻨﺨﻔﺽ ﻟﻠﺫﺍﺕ ﺍﻅﻬﺭﻭﺍ ﻓﻲ‬
‫ﻤﻘﻴﺎﺱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪ ،‬ﻋﻼﻤﺔ ﺩﺍﻟﺔ ﻋﻠﻰ ﺍﻟﻔﺸل‪ ،‬ﺘﻜﺜﺭ ﺒﺼﺩﺍﻗﺘﻬﻡ ﺍﻟﺼﺭﺍﻋﺎﺕ ﻭﺍﻟﻤﺸﺎﺠﺭﺍﺕ‪،‬‬
‫ﻭﺇﻓﺸﺎﺀ ﺍﻷﺴﺭﺍﺭ‪ ،‬ﺃﻜﺜﺭ ﻋﺩﻭﺍﻨﻴﺔ ﻭﺘﻤﺭﻜﺯ ﺤﻭل ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺃﻜﺜﺭ ﻋﺠﺯﹰﺍ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﺸﻜﻼﺕ ﻤﻥ‬
‫ﺫﻭﻱ ﺍﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﺩﺭﺍﺴﺔ)ﺠﻭﺭﺒﻨﻲ ﻭﺁﺨﺭﻭﻥ)‪ ،(Ghorbani, et al, 2010‬ﻤﻥ‬
‫ﻴﺘﻜﻭﺴﻜﻲ)‪.(Witkowski, 1997‬‬

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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫ﻭﺩﻟﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻴﻀﹰﺎ ﻋﻠﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺴﺘﻭﻴﺎﺕ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻓﻲ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﻨﻭﻉ ﺍﻟﺠﻨﺱ ﻭﻗﺩ ﺘﺒﻴﻥ ﻤﻥ ﻫﺫﺍ ﺍﻟﺘﻔﺎﻋل ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺫﻭﻭ ﺍﻟﺘﻘﺩﻴﺭ ﺍﻟﻤﺭﺘﻔﻊ ﻜﺎﻥ‬
‫ﺘﻘﺩﻴﺭﻫﻡ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﺃﻓﻀل ﻓﻲ ﻜﻼ ﺍﻟﻨﻭﻋﻴﻥ ﺴﻭﺍﺀ ﻜﺎﻨﻭﺍ ﺫﻜﻭﺭﹰﺍ ﺃﻡ ﺇﻨﺎﺜﺎﹰ‪ ،‬ﻭﻜﺎﻥ ﺃﺩﻨﻰ ﻤﺎ‬
‫ﺘﻜﻭﻥ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﺫﻜﻭﺭ ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﻓﻲ‬
‫ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻴﺠﻨﺏ ﺍﻷﺸﺨﺎﺹ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﻭﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﺍﻟﺠﻨﺴﻴﻥ‪ .‬ﻭﻗﺩ‬
‫ﻴﻌﺯﻯ ﺫﻟﻙ ﺇﻟﻰ ﻁﺒﻴﻌﺔ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ ﻭﺨﺼﺎﺌﺹ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻓﻘﺩ ﺃﻜﺩ "ﻓﺭﻭﻴﺩ" ﺃﻥ ﺍﻟﺴﻤﺎﺕ‬
‫ﺍﻷﺴﺎﺴﻴﺔ ﻟﻠﺸﺨﺼﻴﺔ ﺍﻟﻤﺘﻭﺍﻓﻘﺔ ﻭﺍﻟﻤﺘﻤﺘﻌﺔ ﺒﺎﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺘﺘﻤﺜل ﻓﻲ ﺜﻼﺙ ﺴﻤﺎﺕ ﻫﻲ‪ :‬ﻗﻭﺓ ﺍﻷﻨﺎ‪،‬‬
‫ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻤل‪ ،‬ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺤﺏ)ﻋﺴﻴﺭﻱ‪.(36 :2004 ،‬‬
‫ﻭﻤﻘﺎﺭﻨﺔ ﻤﻊ ﺍﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ‪ ،‬ﻓﺈﻥ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻨﺨﻔﺽ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻜﺎﻥ ﺃﺴﻭﺀ‪،‬‬
‫ﺤﻴﺙ ﺤﺼل ﺍﻟﻁﻠﺒﺔ ﻋﻠﻰ ﺩﺭﺠﺔ ﻋﺎﻟﻴﺔ ﺒﺎﻟﻤﺒﺎﻟﻐﺔ ﻓﻲ ﻤﻭﺍﻫﺒﻬﻡ ﻭﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺇﻨﺠﺎﺯﺍﺘﻬﻡ ﺍﻟﺸﺨﺼﻴﺔ‪،‬‬
‫ﻭﺍﻨﺸﻐﺎﻟﻬﻡ ﺒﺄﻭﻫﺎﻡ ﺍﻟﻨﺠﺎﺡ ﻏﻴﺭ ﺍﻟﻤﺤﺩﺩﺓ‪ ،‬ﻭﺍﻟﻼﻤﺒﺎﻻﺓ ﺍﻟﺒﺎﺭﺩﺓ ﻓﻲ ﺍﻷﻤﻭﺭ ﺍﻟﺤﻴﺎﺘﻴﺔ‪ ،‬ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ‬
‫ﺍﻵﺨﺭﻴﻥ ﻓﻲ ﺍﺸﺒﺎﻉ ﺭﻏﺒﺎﺘﻬﻡ‪ ،‬ﻭﺘﺫﺒﺫﺏ ﺍﻟﻌﻼﻗﺎﺕ ﻋﻠﻰ ﻨﺤﻭ ﻤﻤﻴﺯ ﺒﻴﻥ ﺍﻻﻓﺭﺍﻁ ﻓﻲ ﺍﻟﻤﺜﺎﻟﻴﺔ ﻭﺘﺒﺨﻴﺱ‬
‫ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻋﺩﻡ ﻗﺩﺭﺘﻬﻡ ﻋﻠﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺎ ﻴﺸﻌﺭ ﺒﻪ ﺍﻵﺨﺭﻭﻥ‪.‬‬
‫ﺃﻤﺎ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻓﻲ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻋﻨﺩ ﺍﻟﻁﻠﺒﺔ ﺘﻌﺯﻯ ﺇﻟﻰ ﺍﺨﺘﻼﻑ ﺠﻨﺱ ﺍﻟﻁﺎﻟﺏ‪ ،‬ﻓﻘﺩ‬
‫ﺍﺨﺘﻠﻔﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻊ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﻗﺎﻡ ﺒﻬﺎ ﻜل ﻤﻥ) ‪Lootens, )،(Exline et al, 2004‬‬
‫‪(Ghorbani,(2010)،(2010‬ﻭﻴﻤﻜﻥ ﺃﻥ ﻴﻌﺯﻯ ﺴﺒﺏ ﻋﺩﻡ ﺍﺨﺘﻼﻑ ﺍﻟﺠﻨﺱ ﻓﻲ ﻨﺘﻴﺠﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟﺤﺎﻟﻴﺔ ﺇﻟﻰ ﻁﺒﻴﻌﺔ ﺍﻟﺠﻨﺱ ﻓﺎﻟﺫﻜﺭ ﻴﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺃﻥ ﻴﻜﻭﻥ ﺸﺨﺼﻴﺔ ﺴﺎﺩﻴﺔ ﻭﺍﻫﺘﻤﺎﻡ ﺒﺎﻟﻘﻀﺎﻴﺎ ﺍﻟﻌﺎﻤﺔ‬
‫ﺍﻟﺨﺎﺭﺠﻴﺔ ﻤﻨﺫ ﺍﻟﻁﻔﻭﻟﺔ ﻤﻥ ﻗﺒل ﺍﻟﻭﺍﻟﺩﻴﻥ‪ ،‬ﻭﻴﺴﻤﺢ ﻟﻪ ﺒﻬﺎﻤﺵ ﻜﺒﻴﺭ ﻤﻥ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ‪،‬‬
‫ﻟﺫﻟﻙ ﻴﻀﺨﻡ ﺍﻷﺸﻴﺎﺀ ﺍﻟﻤﺅﻟﻤﺔ ﺍﻟﺘﻲ ﻴﻭﻗﻌﻬﺎ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻠﺫﺓ‪ ،‬ﻭﻜﺫﻟﻙ ﺘﻡ ﺘﺩﺭﻴﺏ‬
‫ﺍﻷﻨﺜﻰ ﻭﺘﻌﻠﻤﻬﺎ ﺃﻥ ﺘﻜﻭﻥ ﻤﺎﺴﻭﺨﻴﺔ‪ ،‬ﻭﺴﻤﺢ ﻟﻬﺎ ﺒﻬﺎﻤﺵ ﺼﻐﻴﺭ ﻭﻀﻴﻕ ﻤﻥ ﺍﻟﺴﻠﻭﻙ‪ ،‬ﻭﺇﺫﺍ ﺘﺠﺎﻭﺯﺘﻬﺎ‬
‫ﺘﻌﺭﻀﺕ ﻟﻼﻀﻁﻬﺎﺩ ﻭﺘﻜﻭﻥ ﻤﺤﻁ ﺍﻨﻅﺎﺭ ﺍﻟﺠﻤﻴﻊ‪ ،‬ﻭﺃﻥ ﺘﻜﻭﻥ ﻤﻀﺤﻴﺔ ﻤﻥ ﺃﺠل ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻟﺫﻟﻙ ﺘﻘﻭﻡ‬
‫ﺒﺘﻀﺨﻴﻡ ﺍﻷﺸﻴﺎﺀ ﺍﻟﻤﺅﻟﻤﺔ ﺍﻟﺫﻱ ﻴﻭﻗﻌﻬﺎ ﺍﻷﺨﺭ ﻋﻠﻰ ﺫﺍﺘﻬﺎ ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻠﺫﺓ‪ ،‬ﻭﻟﻬﺫﺍ ﺘﺘﻀﺢ ﻤﻌﺎﻟﻡ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺒﻜﻼ ﺍﻟﻁﺭﻓﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ‪ ،‬ﻓﺎﻟﻤﺠﺘﻤﻊ ﻗﺩ ﺭﺴﻡ ﺩﻭﺭ ﻜل ﻤﻨﻬﻤﺎ ﺍﺠﺘﻤﺎﻋﻴﺎ ﻓﻲ‬
‫ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬

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 ‫ﺩ‪ .‬ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل‪ ،‬ﻴﻨﺎﻴﺭ‪2015‬‬

‫ﺍﻟﺘﻭﺼﻴﺎﺕ‪:‬‬
‫‪ -‬ﺘﻭﺼﻲ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺄﻫﻤﻴﺔ ﺩﻭﺭ ﺍﻟﺭﻋﺎﻴﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻓﻲ ﺩﻋﻡ ﻭﺘﻘﺩﻴﺭ ﺴﻠﻭﻙ ﺃﺒﻨﺎﺌﻬﻡ ﺍﻟﺠﻴﺩ‪ ،‬ﻭﻫﻭ ﺃﻓﻀل‬
‫ﺴﺒﻴل ﻟﻨﻤﻭ ﺸﺨﺼﻴﺔ ﺃﺒﻨﺎﺌﻬﻡ ﻓﻲ ﺘﻭﺍﺯﻥ ﺒﻴﻥ ﺍﻟﺤﺭﻴﺔ ﻭﺍﻟﻀﺒﻁ ﺒﻌﻴﺩ ﻋﻥ ﺤﺭﻤﺎﻨﻬﻡ ﺍﻟﺯﺍﺌﺩ ﺃﻭ ﺤﺭﻤﺎﻨﻬﻡ‬
‫ﻤﻥ ﺍﻟﺩﻑﺀ ﺍﻷﺴﺭﻱ ﻟﻴﻨﺸﺄ ﺠﻴل ﺴﻭﻱ ﻭﻏﻴﺭ ﻋﺼﺎﺒﻲ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻟﺤﺏ ﻭﺍﻟﻌﻤل‪.‬‬
‫‪ -‬ﻀﺭﻭﺭﺓ ﺸﻌﻭﺭ ﺍﻷﺒﻨﺎﺀ ﺒﺘﻘﺩﻴﺭ ﺍﻟﻭﺍﻟﺩﻴﻥ ﻟﻬﻡ ﻭﻤﺸﺎﺭﻜﺘﻬﻡ ﻓﻲ ﻨﻭﺍﺤﻲ ﺍﻷﻨﺸﻁﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺘﻭﺠﻬﻬﻡ‬
‫ﺒﻤﺎ ﻴﺴﻬﻡ ﻓﻲ ﺘﻨﻤﻴﺔ ﺸﺨﺼﻴﺘﻬﻡ ﻭﺸﻌﺭﻫﻡ ﺒﺎﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ‪.‬‬
‫‪ -‬ﻋﻘﺩ ﻨﺩﻭﺍﺕ ﺘﺜﻘﻴﻔﻴﺔ ﻟﻺﺨﺼﺎﺌﻴﻴﻥ ﺍﻟﻨﻔﺴﻴﻴﻥ ﺒﺎﻟﻤﺩﺍﺱ ﻭﺍﻟﺠﺎﻤﻌﺎﺕ ﺘﻭﻀﺢ ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻟﻨﺭﺠﺴﻴﺔ‬
‫ﺍﻟﻅﺎﻫﺭﺓ ﻭﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺨﻔﻴﺔ‪.‬‬
‫‪ -‬ﺘﻭﺼﻲ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺈﻋﺩﺍﺩ ﺒﺭﺍﻤﺞ ﻟﻌﻼﺝ ﺍﻀﻁﺭﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺴﺌﻭﻟﻴﻥ ﺍﻟﻠﺫﻴﻥ ﻻ‬
‫ﻴﻌﺘﻘﺩﻭﻥ ﺒﺄﻥ ﻟﺩﻴﻬﻡ ﻤﺸﺎﻜل ﻟﺘﺨﻔﻴﻑ ﺍﻟﻤﺒﺎﻟﻐﺔ ﻓﻲ ﺤﻤﺎﻴﺔ ﺍﻟﺫﺍﺕ‪.‬‬
‫ﺒﺤﻭﺙ ﻤﻘﺘﺭﺤﺔ‪:‬‬
‫‪ -‬ﺒﺭﻭﻓﻴﻼﺕ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻟﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺴﻭﻴﺔ ﻭﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ "ﺩﺭﺍﺴﺔ‬
‫ﺘﺤﻠﻴﻠﻴﺔ ﻤﻘﺎﺭﻨﺔ"‪.‬‬
‫‪ -‬ﺃﺜﺭ ﺍﻨﻌﺩﺍﻡ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﻸﻤﻬﺎﺕ ﻋﻠﻰ ﺍﻀﻁﺭﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻟﻸﺒﻨﺎﺀ‪.‬‬
‫‪ -‬ﺃﺜﺭ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺍﻟﺴﻭﻴﺔ ﻟﻸﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‪.‬‬
‫ﻤﺭﺍﺠﻊ ﺍﻟﺒﺤﺙ‪:‬‬
‫‪ .1‬ﺍﺒﺭﻴﻌﻡ‪ ،‬ﺴﺎﻤﻴﺔ)‪ .(2011‬ﺃﺴﺎﻟﻴﺏ ﻤﻌﺎﻤﻠﺔ ﺍﻷﺏ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﺸﻌﻭﺭ ﺒﺎﻷﻤﻥ ﻟﺩﻯ‬
‫ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺜﺒﺴﺔ‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻟﻨﺠﺎﺡ‪.(7)25 ،‬‬
‫‪ .2‬ﺍﻟﺒﺤﻴﺭﻱ‪ ،‬ﻋﺒﺩ ﺍﻟﺭﻗﻴﺏ)‪.(1987‬ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻨﻔﺴﻲ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ‬
‫ﺍﻟﻤﻌﺎﺭﻑ‪.‬‬
‫‪ .3‬ﺠﺎﺩ ﺍﷲ‪ ،‬ﻤﻨﺎل)‪.(2005‬ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﻌﺩﺍﺌﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ)ﺩﺭﺍﺴﺔ‬
‫ﺴﻴﻜﻭﻤﺘﺭﻴﺔ(‪ .‬ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺯﻗﺎﺯﻴﻕ‪ ،‬ﻋﺩﺩ ‪.51‬‬
‫‪ .4‬ﺠﻭﺩﺓ‪ ،‬ﺁﻤﺎل)‪ .(2012‬ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﻋﻠﻘﺘﻬﺎ ﺒﺎﻟﻌﺼﺎﺒﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ" ‪ .‬ﻤﺠﻠﺔ‬
‫ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ‪.580-549 ،(2)20 ،‬‬

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 ‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ‪....‬‬

‫‪ .5‬ﺤﻠﻭﻩ‪ ،‬ﻤﻨﺎﺭ)‪ (1999‬ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻘﺒﻭل ﻭﺍﻟﺭﻓﺽ ﺍﻟﻭﺍﻟﺩﻱ ﻭﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﻟﺩﻯ ﺍﻷﺒﻨﺎﺀ‪ ،‬ﺭﺴﺎﻟﺔ‬
‫ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﻋﻴﻥ ﺸﻤﺱ‪ ،‬ﻤﻌﻬﺩ ﺍﻟﻁﻔﻭﻟﺔ‪.‬‬
‫‪ .6‬ﺤﻤﻭﺩ‪ ،‬ﻤﺤﻤﺩ)‪(2010‬ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻷﺒﻨﺎﺀ ﺍﻷﺴﻭﻴﺎﺀ ﻭﺍﻟﺠﺎﻨﺤﻭﻥ ﺩﺭﺍﺴﺔ‬
‫ﻤﻴﺩﺍﻨﻴﺔ ﻤﻘﺎﺭﻨﺔ‪ .‬ﻤﺤﺎﻓﻅﺔ ﺩﻤﺸﻕ‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ‪. (4)26 ،‬‬
‫‪ .7‬ﺍﻟﺨﻠﻴﻔﻲ‪ ،‬ﺇﺒﺭﺍﻫﻴﻡ‪ .(2000).‬ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﺴﻠﻭﻙ ﻤﺤﺒﺔ ﺍﻟﺫﺍﺕ ‪ ،‬ﻟﻠﻤﺅﺘﻤﺭ ﺍﻟﺩﻭﻟﻲ ﺍﻟﺴﺎﺒﻊ ‪،‬‬
‫ﻤﺭﻜﺯ ﺍﻹﺭﺸﺎﺩ‪ ،‬ﺠﺎﻤﻌﺔ ﻋﻴﻥ ﺸﻤﺱ ‪. 673 – 687 .(55) 6 ،‬‬
‫‪ .8‬ﺍﻟﺨﻭﻟﻲ‪ ،‬ﺤﺴﺎﻡ )‪ .(2006‬ﺍﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ‬
‫ﺍﻹﻋﺩﺍﺩﻴﺔ ‪ ،‬ﻤﺠﻠﺔ ﺒﺤﻭﺙ ﺍﻟﺸﺭﻕ ﺍﻷﻭﺴﻁ ‪ ،‬ﺍﻟﻌﺩﺩ ﺍﻟﺜﺎﻤﻥ ﻋﺸﺭ‪. 2006 ،‬‬
‫‪ .9‬ﺨﻭﺠﺔ‪ ،‬ﻋﺎﺩل)‪ .(2011‬ﺃﺜﺭ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺭﻴﺎﻀﻲ ﺍﻟﻤﻘﺘﺭﺡ ﻓﻲ ﺘﺤﺴﻴﻥ ﺼﻭﺭﺓ ﺍﻟﺠﺴﻡ ﻭﻤﻔﻬﻭﻡ ﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ ﻟﺩﻯ ﻓﺌﺔ ﺫﻭﻱ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺤﺭﻜﻴﺎﹰ‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻟﻨﺠﺎﺡ‪.(5)25 ،‬‬
‫‪.10‬ﺴﺭﻜﺯ‪ ،‬ﺍﻟﻌﺠﻠﻲ ﻭﺨﻠﻴل‪ ،‬ﻨﺎﺠﻲ)‪ .(1993‬ﻨﻅﺭﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻡ‪ .‬ﺒﻨﻐﺎﺯﻱ‪ :‬ﻤﻨﺸﻭﺭﺍﺕ ﺠﺎﻤﻌﺔ ﻗﺎﺯ ﻴﻭﻨﺱ‪.‬‬
‫‪.11‬ﺴﻌﻔﺎﻥ‪ ،‬ﻤﺤﻤﺩ)‪ .(2011‬ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺭﺅﻴﺔ ﺘﺤﻠﻴﻠﻴﺔ ﻓﻲ ﻀﻭﺀ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﻤﻌﺭﻓﻴﺔ‪ .‬ﻤﺠﻠﺔ‬
‫ﺠﺎﻤﻌﺔ ﺍﻟﺯﻗﺎﺯﻴﻕ ‪ ،‬ﺍﻟﺠﺯﺀ ﺍﻷﻭل ‪ ،‬ﻴﻨﺎﻴﺭ‪ ،‬ﻋﺩﺩ)‪.(70‬‬
‫‪.12‬ﻋﺒﺩ ﺍﻟﺤﺎﻓﻅ‪،‬ﻋﺯﺓ )‪.(2001‬ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﺴﻠﻭﻙ ﺍﻹﻨﺤﺭﺍﻓﻲ‪ ،‬ﺭﺴﺎﻟﺔ‬
‫ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ ‪ ،‬ﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻤﻨﻴﺎ‪.‬‬
‫‪.13‬ﻋﺒﺩ ﺍﻟﻘﺎﺩﺭ‪ ،‬ﺃﺸﺭﻑ ﻭﺍﻟﺨﻭﻟﻲ‪ ،‬ﻫﺸﺎﻡ ﻭ ﻤﻨﺎل‪ ،‬ﺠﺎﺏ ﺍﷲ )‪ .(2013‬ﺍﻟﻨﺭﺠﺴﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‬
‫ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ‪ .‬ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ‪ ،‬ﺠﺎﻤﻌﺔ ﺒﻨﻬﺎ‪ ،‬ﻤﺼﺭ‪.363-337 ،(92)23 ،‬‬
‫‪.14‬ﺍﻟﻌﻔﻴﻔﺔ‪ ،‬ﻋﺒﺩ ﺍﻟﻜﺭﻴﻡ)‪ ،(1997‬ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﻤﺠﺎل ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﻋﻴﻥ ﺸﻤﺱ‪.‬‬
‫‪.15‬ﻋﺩﺱ‪ ،‬ﻋﺒﺩ ﺍﻟﺭﺤﻤﻥ ﻭﺘﻭﻕ‪ ،‬ﻤﺤﻲ ﺍﻟﺩﻴﻥ)‪ .(1999‬ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﻌﺎﻡ‪ .‬ﻋﻤﺎﻥ‪ :‬ﺍﻟﻁﺒﻌﺔ ﺍﻟﺜﺎﻨﻴﺔ‪.‬‬
‫‪.16‬ﺍﻟﻌﺴﻴﻭﻱ‪ ،‬ﻋﺒﻴﺭ)‪1424‬ﻫـ(‪.‬ﻋﻼﻗﺔ ﺘﺸﻜﻴل ﺍﻷﻨﺎ ﺒﻜل ﻤﻥ ﻤﻔﻬﻭﻡ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﻨﻔﺴﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﻟﺩﻯ ﻋﻴﻨﺔ ﻁﺎﻟﺒﺎﺕ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺩﻴﻨﺔ ﺍﻟﻁﺎﺌﻑ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻟﻘﺭﻯ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪ ،‬ﺍﻟﺴﻌﻭﺩﻴﺔ‪.‬‬
‫‪ .17‬ﻏﺭﺍﻨﺒﺭﻏﺭ‪ ،‬ﺒﻴﻼ)‪ .(2000‬ﺍﻟﻨﺭﺠﺴﻴﺔ‪ :‬ﺩﺭﺍﺴﺔ ﻨﻔﺴﻴﺔ‪ ،‬ﺘﺭﺠﻤﺔ ﻭﺠﻴﻪ ﺃﺴﻌﺩ‪ ،‬ﺩﻤﺸﻕ‪ :‬ﻤﻨﺸﻭﺭﺍﺕ ﻭﺯﺍﺭﺓ‬
‫ﺍﻟﺜﻘﺎﻓﺔ‪.‬‬
‫‪ .18‬ﻤﺤﻤﺩ‪ ،‬ﻤﺤﻤﺩ ﺠﺎﺩ ﺍﷲ)‪ .(2004‬ﺍﻟﻤﻜﻭﻨﺎﺕ ﺍﻟﻌﺎﻤﻠﻴﺔ ﻟﻠﺫﻜﺎﺀ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻤﺘﻔﻭﻗﻴﻥ ﺃﻜﺎﺩﻴﻤﻴﹰﺎ‬
‫ﻭﻏﻴﺭ ﺍﻟﻤﺘﻔﻭﻗﻴﻥ ﻤﻥ ﻁﻼﺏ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺜﺎﻨﻭﻱ ‪ ،‬ﻤﺠﻠﺔ ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ‪.4 (3) ،‬‬

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 2015‫ ﻴﻨﺎﻴﺭ‬،‫ ﺍﻟﻌﺩﺩ ﺍﻷﻭل‬،‫ ﺍﻟﻤﺠﻠﺩ ﺍﻟﺘﺎﺴﻊ ﻋﺸﺭ‬،‫ ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻷﻗﺼﻰ‬،‫ ﺇﺴﻤﺎﻋﻴل ﺍﻟﻬﻠﻭل‬.‫ﺩ‬

‫ ﺍﻟﻁﺒﻌﺔ‬:‫ ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﺍﻷﺭﺩﻥ‬.‫ ﻗﻴﺎﺴﻬﺎ‬،‫ ﺃﻨﻤﺎﻁﻬﺎ‬:‫ ﻁﺭﺍﺒﺎﺕ ﻨﻔﺴﻴﺔ‬.(2008)‫ ﺴﻭﺴﻥ ﺸﺎﻜﺭ‬،‫ ﻤﺠﻴﺩ‬.19
.‫ﺍﻷﻭﻟﻰ‬
‫ ﻭﺍﻗﻊ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﻓﻲ ﺍﻷﺴﺭﺓ‬.(2005)‫ ﻤﻭﺴﻰ‬،‫ ﺒﺸﺎﺭ ﻭﺃﺒﻭ ﺩﻟﺒﻭﺡ‬،‫ﻤﺼﻠﺢ‬.20
.87-65 ،(13) 7 ،‫ ﻤﺠﻠﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‬.‫ﺍﻷﺭﺩﻨﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺍﻟﻤﻔﺭﻕ‬
‫ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺩﺭﺍﺴﺔ ﺘﺤﻠﻴﻠﻴﺔ ﻓﻲ ﻨﻅﺭﻴﺔ ﺍﻟﺘﻌﻠﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤﻌﺭﻓﻲ ﻭﺍﻟﻤﺩﺭﺴﺔ‬.(2009)‫ ﺤﻨﺎﻥ‬،‫ﻫﻠﺴﺔ‬.21
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