‫ﺘﻤﻬﻴﺩ ‪:‬‬

‫ﺘﻌﺩ ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ ﻤﻥ ﺃﻫﻡ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﻲ ﺸﻐﻠﺕ ﺍﻫﺘﻤﺎﻡ ﻋﻠﻤﺎﺀ ﺍﻝـﻨﻔﺱ‪ ،‬ﻨﻅـﺭﺍ‬
‫ﻷﻫﻤﻴﺘﻬﺎ ﻓﻲ ﺒﻨﺎﺀ ﺍﻝﻔﺭﺩ ﻭﺍﻝﻤﺠﺘﻤﻊ‪.‬ﻤﻤﺎ ﺴﺎﻋﺩﺕ ﻋﻠﻰ ﻓﻬﻡ ﺴﻠﻭﻙ ﺍﻝﻔﺭﺩ ﻭﺍﻝﺘﻨﺒﺅ ﺒـﻪ ﻭﺍﻝـﺘﺤﻜﻡ‬
‫ﻓﻲ ﺒﻨﺎﺀ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﺘﺩﺨل ﻝﺘﻨﻤﻴﺔ ﻫﺫﺍ ﺍﻝﺩﺍﻓﻊ‪.‬‬
‫ﻭﻫﻲ ﺘﻌﺘﺒﺭ ﻤﺤﻭﺭ ﻤﻭﻀﻭﻋﻨﺎ ﻝﺫﺍ ﺴﻨﺤﺎﻭل ﺃﻥ ﺘﺘﻌﺭﺽ ﻝﻬﺎ ﺒﺎﻝﺘﻔﺼﻴل ﻓﻲ ﻫﺫﺍ ﺍﻝﻔﺼل‬
‫ﻤﻥ ﺤﻴﺙ ﺍﻝﻤﻔﻬﻭﻡ ﻭﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﻤﻔﺴﺭﺓ ﻝﻬﺎ ﺃﻀﻑ ﺇﻝﻰ ﺫﻝﻙ ﻨﺴﺒﺔ ﻗﻴﺎﺴﻬﺎ‪.‬‬

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 ‫‪ - 1‬ﻤﻔﻬﻭﻡ ﺍﻝﺩﺍﻓﻌﻴﺔ ‪: La motivation‬‬
‫ﺘﻌﺘﺒﺭ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻤﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻷﺴﺎﺴﻴﺔ ﻝﺘﻌﻠﻡ ﻜﺎﻓﺔ ﻤﺠﺎﻻﺕ ﺤﻴﺎﺓ ﺍﻝﻔﺭﺩ‪ ،‬ﻭﻫـﻲ ﺍﻝﺘـﻲ‬
‫ﺘﻜﺸﻑ ﻋﻥ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻲ ﻴﺴﻌﻰ ﺇﻝﻰ ﺘﺤﻘﻴﻘﻬﺎ ﻓﻘﺩ ﻗﺩﻡ ﺍﻝﻌﻠﻤﺎﺀ ﺘﻌﺭﻴﻔﺎﺕ ﻋﺩﻴﺩﺓ ﺘﺤﺩﺩ ﻤﻔﻬـﻭﻡ‬
‫ﺍﻝﺩﺍﻓﻌﻴﺔ ﻭﺍﻥ ﻜﻼﻫﻤﺎ ﻴﻌﺒﺭ ﻋﻥ ﺍﻝﻤﻼﻤﺢ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻠﺴﻠﻭﻙ ﺍﻝﻤﺩﻓﻭﻉ‪.‬‬
‫‪ -‬ﺘﻌﺭﻴﻑ ﺍﻝﺩﺍﻓﻌﻴﺔ ‪:‬‬
‫ﻝﻘﺩ ﺍﺨﺘﻠﻔﺕ ﻭﺘﻌﺩﺩﺕ ﺍﻝﺘﻌﺎﺭﻴﻑ ﺤﻭل ﻤﻔﻬﻭﻡ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻭﺍﻝﺩﺍﻓﻊ ﺤﻴﺙ ﺃﻨﻬﺎ ﻋﺒـﺎﺭﺓ ﻋـﻥ‬
‫ﺍﺴﺘﻌﺩﺍﺩ ﺍﻝﻔﺭﺩ ﻝﺒﺫل ﺠﻬﺩ ﻤﻌﻴﻥ ﺃﻭ ﺍﻝﺴﻌﻲ ﻓﻲ ﺴﺒﻴل ﺘﺤﻘﻴﻕ ﺃﻭ ﺇﺸﺒﺎﻉ ﻫﺩﻑ ﻤﻌﻴﻥ‪ .‬ﻭﻓﻲ ﺤﺎﻝﺔ‬
‫ﺩﺨﻭل ﻫﺫﺍ ﺍﻻﺴﺘﻌﺩﺍﺩ ﺃﻭ ﺍﻝﻤﻴل ﺇﻝﻰ ﺤﻴﺯ ﺍﻝﺘﺤﻘﻴﻕ ﺍﻝﻔﻌﻠﻲ ﺃﻭ ﺍﻻﻨﺠﺎﺯ ﺍﻝﺼﺭﻴﺢ ﻓﺈﻥ ﺫﻝﻙ ﻴﻌﻨـﻲ‬
‫ﺍﻝﺩﺍﻓﻌﻴﺔ ﺒﺎﻋﺘﺒﺎﺭﻫﺎ ﻋﻤﻠﻴﺔ ﻨﺸﻁﺔ ﻓﻲ ﺇﻁﺎﺭ ﺍﻝﺘﻨﻔﻴﺫ‪.‬‬
‫ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﻤﺤﺎﻭﻝﺔ ﺒﻌﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻤﻴﻴﺯ ﺒﻴﻥ ﺍﻝﻤﻔﻬﻭﻤﻴﻥ ﻝﺩﺍﻓﻊ ﻭﺍﻝﺩﺍﻓﻌﻴـﺔ ﻓﺈﻨـﻪ‬
‫ﻻ ﻴﻭﺠﺩ ﺍﻵﻥ ﻤﺎ ﻴﺒﺭﺭ ﻤﺴﺎﻝﺔ ﺍﻝﻔﺼل ﺒﻴﻨﻬﻤﺎ‪ ،‬ﻭﻴﺒﻘﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻔﻬﻭﻡ ﺍﻝﺩﺍﻓﻊ ﻜﻤﺭﺍﺩﻑ ﻝﻤﻔﻬـﻭﻡ‬
‫ﺍﻝﺩﺍﻓﻌﻴﺔ ‪،‬ﻭﺘﺸﻴﺭ ﺇﻝﻰ ﻜﻠﻤﺔ ''ﺩﺍﻓﻌﻴﺔ'' ‪ Motivation‬ﻝﻬﺎ ﺠﺫﻭﺭﻫﺎ ﻓﻲ ﺍﻝﻠﻐـﺔ ﺍﻝﻼﺘﻴﻨﻴـﺔ ﻓـﻲ‬
‫ﺍﻝﻤﺼﻁﻠﺢ " ‪ " move‬ﻭﺍﻝﺘﻲ ﺘﻌﻨﻲ ﻴﺩﻓﻊ ﺃﻭ ﻴﺤﺭﻙ " ‪ " to move‬ﻓﻲ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺤﻴﺙ ﺘﺸﻤل‬
‫ﺩﺭﺍﺴﺔ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻋﻠﻰ ﻤﺤﺎﻭﻝﺔ ﺘﺤﻀﻴﺭ ﺍﻷﺴﺒﺎﺏ ﺃﻭ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺤﺩﺩﺓ ﻝﻠﻔﻌل ﺃﻭ ﺍﻝﺴﻠﻭﻙ)‪.(1‬‬
‫ﺍﻝﺩﺍﻓﻌﻴﺔ ﻫﻲ ﺤﺎﻝﺔ ﻓﻴﺯﻴﻭﻝﻭﺠﻴﺔ ﺩﺍﺨل ﺍﻝﻔﺭﺩ ﺘﺠﻌﻠﻪ ﻴﺸﺭﻉ ﺇﻝﻰ ﺍﻝﻘﻴﺎﻡ ﺒﺄﻨﻭﺍﻉ ﻤﻌﻴﻨﺔ ﻤﻥ ﺍﻝﺴﻠﻭﻙ‬
‫ﻓﻲ ﺍﺘﺠﺎﻩ ﻤﻌﻴﻥ‪ ،‬ﻭﺘﻬﺩﻑ ﺍﻝﺩﻭﺍﻓﻊ ﺇﻝﻰ ﺨﻔﺽ ﺤﺎﻝﺔ ﺍﻝﺘﻭﺘﺭ ﻝﺩﻯ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﻭﺘﺨﻠﻴـﺼﻪ ﻤـﻥ‬
‫ﺤﺎﻝﺔ ﻋﺩﻡ ﺍﻝﺘﻭﺍﺯﻥ )‪ .(2‬ﻜﻤﺎ ﺘﻌﺭﻑ ﺒﺄﻨﻬﺎ ﺤﺎﻝﺔ ﺩﺍﺨﻠﻴﺔ ﺃﻭ ﺍﺴﺘﻌﺩﺍﺩ ﺩﺍﺨﻠﻲ ﻓﻁـﺭﻱ ﺃﻭ ﻜـﺴﺏ‬
‫ﺸﻌﻭﺭﻱ ﺃﻭ ﻻﺸﻌﻭﺭﻱ‪،‬ﻋﻀﻭﻱ ﺃﻭ ﺍﺠﺘﻤﺎﻋﻲ ﺃﻭ ﻨﻔﺴﻲ ﻴﺜﻴﺭ ﺍﻝﺴﻠﻭﻙ ﺫﻫﻨﻴﺎ ﺃﻭ ﺤﺭﻜﻴﺎ ﻭﻴـﺴﻬﻡ‬
‫ﻓﻲ ﺘﻭﺠﻴﻬﻪ ﺇﻝﻰ ﻏﺎﻴﺔ ﺸﻌﻭﺭﻴﺔ ﺃﻭ ﻻ ﺸﻌﻭﺭﻴﺔ)‪.(3‬ﺒﻤﻌﻨﻰ ﺃﻥ ﺍﻝﺩﺍﻓﻌﻴﺔ ﺤﺎﻝﺔ ﺠﺴﻤﻴﺔ ﺃﻭ ﻨﻔـﺴﻴﺔ‬
‫ﺘﻭﺠﻪ ﺴﻠﻭﻙ ﺍﻝﻜﺎﺌﻥ ﺍﻝﺤﻲ ﻨﺤﻭ ﻫﺩﻑ ﻤﻌﻴﻥ ﺤﻴﺙ ﺘﻨﺨﻔﺽ ﻤﻥ ﺨﻼﻝﻪ ﺤﺎﻝﺔ ﺍﻝﺘﻭﺘﺭ ﻭﺇﺭﺠـﺎﻉ‬
‫ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺇﻝﻰ ﺍﻝﺘﻭﺍﺯﻥ ﺍﻝﻤﺅﻗﺕ)‪.(4‬‬

‫)‪ (1‬ﻋﻭﻴﻀﺔ‪ ،‬ﺍﻝﺸﻴﺦ ﻜﺎﻤل ﻤﺤﻤﺩ ﻤﺤﻤﺩ‪،‬ﻤﺸﻜﻼﺕ ﺍﻝﻁﻔﻭﻝﺔ‪،‬ﺴﻠﺴﻠﺔ ﻋﻠﻡ ﺍﻝﻨﻔﺱ‪)،‬ﻁ‪،(1‬ﺩﺍﺭ ﺍﻝﻜﺘﺏ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﻝﺒﻨﺎﻥ‬
‫‪،1996‬ﺹ‪.163‬‬
‫)‪ (2‬ﺠﺎﺒﺭ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ﺠﺎﺒﺭ‪ ،‬ﺴﻴﻜﻠﻭﺠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﻭ ﻨﻅﺭﻴﺎﺕ ﺍﻝﺘﻌﻠﻴﻡ‪) ،‬ﺩﻁ(‪ ،‬ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ‪،‬ﺍﻝﻜﻭﻴﺕ‪ ،‬ﺹ‪.101‬‬
‫)‪ (3‬ﻤﺤﻤﺩ ﺠﺎﺴﻡ ﻤﺤﻤﺩ‪،‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺘﻁﺒﻴﻘﺎﺘﻪ‪)،‬ﻁ‪،(1‬ﻤﻜﺘﺒﺔ ﺩﺍﺭ ﺍﻝﺜﻘﺎﻓﺔ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪،‬ﻋﻤﺎﻥ‪،‬ﺍﻷﺭﺩﻥ‪2004،‬‬
‫ﺹ ‪.302‬‬
‫)‪ (4‬ﻋﺼﺎﻡ ﻋﻠﻲ ﺍﻝﻁﻴﺏ‪ ،‬ﺭﺒﻴﻊ ﻋﺒﺩﻩ ﺭﺸﻭﺍﻥ‪،‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﻤﻌﺭﻓﻲ"ﺍﻝﺫﺍﻜﺭﺓ ﻭ ﺘﺸﻔﻴﺭﺓ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ"‪)،‬ﻁ‪،(1‬ﺩﺍﺭ ﺍﻝﻜﺘﺏ ﻝﻠﻨﺸﺭ‬
‫ﻭﺍﻝﺘﻭﺯﻴﻊ ﻭﺍﻝﻁﺒﺎﻋﺔ‪،‬ﺍﻝﻘﺎﻫﺭﺓ‪،2006،‬ﺹ‪.196‬‬
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‫ﺇﺫﺍ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻼﻨﺠﺎﺯ ﻫﻲ ﺴﻌﻲ ﺍﻝﻔﺭﺩ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﻫﺩﻑ ﻤﻌﻴﻥ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ ﺍﺠل ﺘﺤﻘﻴـﻕ‬
‫ﺤﺎﺠﺎﺕ ﻤﻌﻴﻨﺔ ﻭﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﺸﺎﻜل ﻭﺍﻝﻌﻘﺒﺎﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻪ ﺠﻤﻴﻊ ﻤﻴﺎﺩﻴﻥ ﺤﻴﺎﺘﻪ‪.‬‬
‫‪ -2‬ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻼﻨﺠﺎﺯ‪:‬‬
‫‪ -1-2‬ﺍﻻﻨﺠﺎﺯ‪ :‬ﺃﻥ ﻴﺤﻘﻕ ﺸﻴﺌﺎ ﺼﻌﺒﺎ‪ ،‬ﺃﻥ ﻴﺘﻤﻜﻥ ﻤﻥ‪ ،‬ﺃﻭ ﻴﺴﻴﻁﺭ ﻋﻠﻰ‪،‬ﺃﻭ ﻴﻨﻅﻡ ﺃﺸﻴﺎﺀ ﻤﺎﺩﻴﺔ‬
‫ﺃﻭ ﺒﻌﺽ ﺍﻷﻓﺭﺍﺩ‪ ،‬ﺍﻹﻨﺴﺎﻥ‪ ،‬ﺃﻭ ﺍﻷﻓﻜﺎﺭ‪ ،‬ﺃﻥ ﻴﻘﻭﻡ ﺒﻬﺫﻩ ﺍﻷﺸﻴﺎﺀ ﺒﺄﻜﺒﺭ ﺴﺭﻋﺔ ﻤﻤﻜﻥ ﺃﻭ ﺒـﺄﻜﺒﺭ‬
‫ﺴﺭﻋﺔ ﻤﻤﻜﻨﺔ ﺃﻭ ﺒﺄﻜﺒﺭ ﻗﺩﺭ ﻤﻤﻜﻥ ﻤﻥ ﺍﻻﺴﺘﻘﻼل‪ ،‬ﺃﻥ ﺘﻐﻠﺏ ﻋﻠﻰ ﺍﻝﻌﻘﺒﺎﺕ ﻭﻴﺒﻠـﻎ ﻤـﺴﺘﻭﻯ‬
‫ﻤﺭﺘﻔﻌﺎ ﻭ ﺃﻥ ﻴﺘﻔﻭﻕ ﺍﻝﻤﺭﺀ ﻋﻠﻰ ﻨﻔﺴﻪ ﺃﻥ ﻴﺘﻨﺎﻓﺱ ﺍﻵﺨﺭﻴﻥ ﻭﻴﺩﻓﻌﻬﻡ‪ ،‬ﺃﻥ ﻴﺭﻓﻊ ﺍﻝﻤـﺭﺀ ﻤـﻥ‬
‫ﺍﻋﺘﺒﺎﺭﻩ ﻝﻨﻔﺴﻪ‪ ،‬ﺒﺄﻥ ﻴﻨﺠﺢ ﻓﻲ ﻤﻤﺎﺭﺴﺔ ﺒﻌﺽ ﺍﻝﻤﻭﺍﻫﺏ)‪.(1‬‬
‫‪ -2-2‬ﺍﻝﺩﺍﻓﻊ ﻝﻼﻨﺠﺎﺯ‪ :‬ﻴﺭﺠﻊ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺼﻁﻠﺢ ﺍﻝﺩﺍﻓﻊ ﻝﻼﻨﺠﺎﺯ ﻓﻲ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻤﻥ ﺍﻝﻨﺎﺤﻴـﺔ‬
‫ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﺇﻝﻰ ﺍﻝﻔﺭﺩ‪.‬ﺤﻴﺙ "ﺁﺩﻝﺭ" ﺍﻝﺫﻱ ﺃﺸﺎﺭ ﺃﻥ ﺍﻝﺤﺎﺠﺔ ﻝﻼﻨﺠﺎﺯ ﻫﻲ ﺩﺍﻓﻊ ﺘﻌﻭﻴﺽ ﻤـﺴﺘﻤﺭ‬
‫ﻤﻥ ﺨﺒﺭﺍﺕ ﺍﻝﻁﻔﻭﻝﺔ‪" -.‬ﻭﻜﻭﺭﺕ ﻝﻴﻔﻴﻥ" ﻫﻭ ﺍﻝﺫﻱ ﻋﺭﺽ ﻫﺫﺍ ﺍﻝﻤﺼﻁﻠﺢ ﻓﻲ ﻀـﻭﺀ ﺘﻨﺎﻭﻝـﻪ‬
‫ﻝﻤﻔﻬﻭﻡ ﺍﻝﻁﻤﻭﺡ ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺃﻥ ﻫﺫﻩ ﺍﻝﺒﺩﺍﻴﺎﺕ ﺍﻝﻤﺒﻜﺭﺓ ﻓﺈﻥ ﺍﻝﻔﻀل ﻴﺭﺠﻊ ﺇﻝـﻰ ﺍﻝﻌـﺎﻝﻡ‬
‫ﺍﻝﻨﻔﺴﺎﻨﻲ ﺍﻷﻤﺭﻴﻜﻲ "ﻤﻭﺭﺍﻱ" "‪ " H. Muray‬ﺒﺄﻨﻪ ﺃﻭل ﻤﻥ ﻗﺩﻡ ﻤﻔﻬﻭﻡ ﺍﻝﺤﺎﺠﺔ ﻝﻼﻨﺠﺎﺯ ﺒﺸﻜل‬
‫ﺩﻗﻴﻕ‪،‬ﺒﻭﺼﻔﻪ ﻤﻜﻭﻨﺎ ﻤﻬﻤﺎ ﻤﻥ ﻤﻜﻭﻨﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ‪.‬‬
‫ﻋﺭﻑ "ﻤﻭﺭﺍﻱ" ﺒﺄﻥ ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻻﻨﺠﺎﺯ ﺘﺸﻴﺭ ﺇﻝﻰ ﺭﻏﺒﺔ ﺃﻭ ﻤﻴل ﺍﻝﻔﺭﺩ ﻝﻠﺘﻐﻠﺏ ﻋﻠﻰ‬
‫ﺍﻝﻌﻘﺒﺎﺕ‪،‬ﻭﻤﻤﺎﺭﺴﺔ ﺍﻝﻘﻭﻯ ﻭﺍﻝﻜﻔﺎﺡ ﺃﻭ ﺍﻝﻤﺠﺎﻫﺩﺓ ﻷﺩﺍﺀ ﺍﻝﻤﻬﺎﻡ ﺍﻝﺼﻌﺒﺔ ﺒﺸﻜل ﺠﻴـﺩ ﻭﺒـﺴﺭﻋﺔ‬
‫ﻜﻠﻤﺎ ﺃﻤﻜﻥ ﺫﻝﻙ ﻭﺘﺤﺩﺩ ﻁﺭﻴﻕ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺔ ﻝﻼﻨﺠﺎﺯ ﻓﻲ ﻀﻭﺀ "ﻤـﻭﺭﺍﻱ" ﻁﺒﻘـﺎ ﻝﻨﻭﻋﻴـﺔ‬
‫ﺍﻻﻫﺘﻤﺎﻡ‪،‬ﻓﺎﻝﺤﺎﺠﺔ ﻝﻼﻨﺠﺎﺯ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﻌﻘﻠﻲ ﻴﻜﻭﻥ ﻋﻠﻰ ﻫﻴﺌﺔ ﺭﻏﺒﺔ ﻓـﻲ ﺍﻝﺘﻔـﻭﻕ ﺍﻝﻌﻘﻠـﻲ‬
‫ﺃﻭ ﺍﻝﻤﻌﺭﻓﻲ‪.‬‬
‫ﻭﻝﻘﺩ ﻭﺍﺼل "ﻤﺎﻜﻴﻼﻨﺩ" ﻭﺯﻤﻼﺌﻪ)‪ (1953‬ﺨﻁﻰ "ﻤﻭﺭﺍﻱ" ﻻﺴﺘﻜﻤﺎل ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﻴﺩﺍﻨﻴـﺔ‬
‫ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﻜﻠﻤﺎ ﺍﺨﺘﻠﻔﺕ ﻤﺎﻜﻴﻼﻨﺩ ﻤﻌﻪ ﺤﻭل ﻤﺼﻁﻠﺢ ﺍﻝﺩﺍﻓﻌﻲ ﺇﻝﻰ ﺍﻻﻨﺠـﺎﺯ ﻭﺍﻝﺤﺎﺠـﺔ‬
‫ﺇﻝﻰ ﺍﻻﻨﺠﺎﺯ ﺍﻝﺫﻱ ﺍﺴﺘﺨﺩﻤﻪ ﻤﻭﺭﺍﻱ ﻤﻊ ﺍﺘﻬﻤﺎ ﻻ ﻴﺨﺘﻠﻔﺎﻥ ﻋﻥ ﺒﻌﻀﻬﻤﺎ‪.‬‬
‫ﻭﻨﺠﺩ ﺃﻥ ﺍﺤﻤﺩ ﺍﻝﺨﺎﻝﻕ ﻭﺁﺨﺭﻭﻥ ﻤﻥ ﺨﻼل ﺍﺴﺘﻌﺭﺍﻀﻬﻡ ﻝﻌﺩﺩ ﻤـﻥ ﺍﻝﺘﻌـﺎﺭﻴﻑ ﺍﻝﺘـﻲ‬
‫ﺘﻨﺎﻭﻝﺕ ﺍﻝﺩﺍﻓﻊ ﻝﻼﻨﺠﺎﺯ ﺇﻝﻰ ﺃﻨﻪ ﻤﻥ ﻤﻅﺎﻫﺭ ﻫﺫﺍ ﺍﻝﺩﺍﻓﻊ ﺍﻝﺭﻏﺒﺔ ﻭﺍﻝﻤﻴل ﺇﻝﻰ ﺃﺩﺍﺀ ﺍﻝﻤﻬﺎﻡ ﺒﺴﺭﻋﺔ‬

‫)‪(1‬‬
‫ﻤﻭﻻﻱ ﺇﺩﻭﺍﺭﺩ‪،‬ﺍﻝﺩﺍﻓﻌﻴﺔ ﻭ ﺍﻻﻨﻔﻌﺎﻻﺕ ‪ ،‬ﺘﺭﺠﻤﺔ ﺃﺤﻤﺩ ﻋﺒﺩ ﺍﻝﻌﺯﻴﺯ ﺴﻼﻤﺔ‪) ،‬ﺩﻁ( ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﺸﺭ‪،‬ﺍﻝﻘﺎﻫﺭﺓ‪،1994،‬ﺹ‪.37:‬‬
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‫ﺒﺄﻓﻀل ﻁﺭﻴﻘﺔ ﻤﻤﻜﻨﺔ ﺍﺤﺩﻫﻤﺎ ﺃﻭ ﻜﻼﻫﻤﺎ ﻭﻴﺘﻀﻤﻥ ﺍﻝﺩﺍﻓﻊ ﻝﻼﻨﺠﺎﺯ ﺃﻨﻤﺎﻁﺎ ﻤﺘﺒﺎﻴﻨﺔ ﻤﻥ ﺍﻝﺴﻠﻭﻙ‬
‫ﻴﺘﺩﺨل ﻓﻴﻪ ﻋﻨﺩ ﺍﻝﺘﺤﺩﻱ ﻭﺍﻝﺩﺍﻓﻊ ﻝﻼﻨﺠﺎﺯ ﺸﻲﺀ ﺫﻱ ﺸﺄﻥ ﻓﻀﻼ ﻤﻥ ﻜﻭﻨﻪ ﺍﻝﺤﺎﻓﺯ ﺇﻝـﻰ ﺤـل‬
‫ﻤﺸﺎﻜل ﺼﻌﺒﺔ ﺘﺘﺤﺩﻯ ﺍﻝﻔﺭﺩ ﻭﺘﻌﺘﺭﺽ ﻁﺭﻴﻘﺔ‪.‬‬
‫ﻋﺭﻑ ﻤﺎ "ﻤﺎﻜﻴﻼﻨﺩ" ﻭ ﺯﻤﻼﺌﻪ)‪ (1953‬ﺍﻝﺩﺍﻓﻊ ﻝﻼﻨﺠﺎﺯ ﺒﺄﻨﻪ ﻴﺸﻴﺭ ﺇﻝﻰ ﺍﺴﺘﻌﺩﺍﺩ ﺜﺎﺒﺕ ﻨﺴﺒﻴﺎ‬
‫ﻓﻲ ﺸﺨﺼﻴﺔ ﺍﻝﻤﻨﺠﺯ ﻴﺤﺩﺩ ﻤﺩﻯ ﺴﻌﻲ ﺍﻝﻔﺭﺩ ﻭﻤﺜﺎﺒﺭﺘﻪ ﻓﻲ ﺴﺒﻴل ﺘﺤﻘﻴﻕ ﻭﺒﻠﻭﻍ ﺍﻝﻨﺠـﺎﺡ ﻜﻤـﺎ‬
‫ﻋﺭﻓﻭﺍ ﺍﻝﻨﺸﺎﻁ ﺍﻝﻤﻨﺠﺯ ﺒﺄﻨﻪ ﺍﻝﻨﺸﺎﻁ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﻪ ﺍﻝﻔﺭﺩ‪ ،‬ﻭﺍﻨﻪ ﻤﺤﺼﻠﺔ ﻝﺼﺭﺍﻉ ﺒـﻴﻥ ﻫـﺩﻓﻴﻥ‬
‫ﻤﺘﻌﺎﺭﻀﻴﻥ ﻋﻨﺩ ﺍﻝﻔﺭﺩ ﻫﻤﺎ ‪ :‬ﺍﻝﻤﻴل ﻨﺤﻭ ﺘﺤﻘﻴﻕ ﺍﻝﻨﺠﺎﺡ ﻭﺍﻝﻤﻴل ﺇﻝﻰ ﺘﺤﺎﺸﻲ ﺍﻝﻔﺸل)‪.(1‬‬
‫ﻭﻋﺭﻓﻬﺎ ﺁﺨﺭ ﺒﺄﻨﻬﺎ ﻤﺴﺘﻭﻯ ﺍﻗﺘﻨﺎﻉ ﺍﻝﻔﺭﺩ ﺒﺄﻫﻤﻴﺔ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺫﻱ ﻴﺩﺭﺴﻪ ﻭﻫﻭ ﻤـﺎ ﻴـﺅﺜﺭ‬
‫ﻓﻲ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻪ ﺃﺜﻨﺎﺀ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻴﺤﺘﺎﺠﻪ ﻓﻲ ﺍﻝﺘﻘﺩﻡ ﻨﺤﻭ ﺃﻫﺩﺍﻑ ﻤﺤﺩﺩﺓ ﻝﻠﺒﺭﻨﺎﻤﺞ)‪.(2‬‬
‫ﻭﻴﺫﻜﺭ "ﻤﻭﺭﺍﻱ" ﺴﺒل ﺇﺸﺒﺎﻉ ﺍﻝﺩﺍﻓﻊ ﺇﻝﻰ ﺍﻻﻨﺠﺎﺯ ﺘﺘﺤﺩﺩ ﺤﺴﺏ ﻨﻭﻋﻴﺔ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻝﻤﻭﺠﻪ ﻝﺠﺎﻨﺏ‬
‫ﻤﻌﻴﻥ‪ ،‬ﻓﺎﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻻﻨﺠﺎﺯ ﺍﻝﻌﻘﻠﻲ – ﻤﺜﻼ‪ -‬ﺘﻜﻭﻥ ﻋﻠﻰ ﻫﻴﺌﺔ ﺭﻏﺒﺔ ﻓـﻲ ﺍﻝﺘﻔـﻭﻕ ﺍﻝﻌﻘﻠـﻲ‬
‫ﻭﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻻﻨﺠﺎﺯ ﺍﻝﻁﺒﻘﻲ ﺘﻜﻭﻥ ﻋﻠﻰ ﻫﻴﺌﺔ ﺭﻏﺒﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﻤﻜﺎﻨﺔ ﺍﺠﺘﻤﺎﻋﻴـﺔ ﻤﺭﻤﻭﻗـﺔ‬
‫ﻭﻫﺫﺍ ﻴﻌﻨﻲ ﺘﻌﺩﺩ ﻤﺠﺎﻻﺕ ﺍﻝﺤﻴﺎﺓ ﺘﺠﻌل ﺍﻝﻔﺭﺩ ﻴﻤﺎﺭﺱ ﻨﺸﺎﻁﺎ ﻤﻘﺎﺒﻼ ﻴﺅﺩﻱ ﺇﻝﻰ ﺇﺸـﺒﺎﻉ ﻫـﺫﻩ‬
‫ﺍﻝﺤﺎﺠﺔ)‪.(3‬‬
‫‪ -3‬ﺃﻨﻭﺍﻉ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻼﻨﺠﺎﺯ‪:‬‬
‫ﻴﻔﺴﺭ ''ﻓﻴﺭﻭﻑ'' "‪ "veroff‬ﺒﻴﻥ ﻨﻭﻋﻴﻥ ﻤﻥ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻼﻨﺠﺎﺯ ﻫﻤﺎ ‪:‬‬
‫‪ -1-3‬ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻼﻨﺠﺎﺯ ﺍﻝﺫﺍﺘﻴﺔ ‪:‬‬
‫ﻴﻨﺒﻊ ﻤﻥ ﺩﺍﺨل ﺍﻝﻔﺭﺩ‪ ،‬ﻭﺫﻝﻙ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺨﺒﺭﺍﺘﻪ ﺍﻝﺴﺎﺒﻘﺔ ﺤﻴﺙ ﻴﺠﺩ ﻝﺩﻴﻪ ﻝـﺫﺓ ﻓـﻲ‬
‫ﺍﻻﻨﺠﺎﺯ ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻬﺩﻑ ﻓﻴﺭﺴﻡ ﻝﻨﻔﺴﻪ ﻤﻥ ﺨﻼل ﺫﻝﻙ ﺃﻫﺩﺍﻓﺎ ﺠﺩﻴﺩﺓ ﺒﺈﻤﻜﺎﻨﻪ ﺒﻠﻭﻏﻬﺎ ‪.‬‬
‫‪ -2-3‬ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻼﻨﺠﺎﺯ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪ :‬ﻴﺨﻀﻊ ﻝﻤﻌﺎﻴﻴﺭ ﻭﻤﻘﺎﻴﻴﺱ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﻴﺒﺩﺃ ﺒـﺎﻝﺘﻜﻭﻴﻥ‬
‫ﻓﻲ ﺴﻥ ﺍﻝﻤﺩﺭﺴﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﺤﻴﺙ ﻴﻨﺩﻤﺞ ﺍﻝﺩﺍﻓﻌﺎﻥ ﺍﻝﺫﺍﺘﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻝﻴﺘﺸﻜل ﺩﺍﻓﻊ ﺍﻻﻨﺠـﺎﺯ‬

‫)‪ (1‬ﻋﺒﺩ ﺍﻝﻠﻁﻴﻑ ﻤﺩﺤﺕ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ‪،‬ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﻔﻭﻕ ﺍﻝﺩﺭﺍﺴﻲ‪)،‬ﺩﻁ(‪،‬ﺩﺍﺭ ﺍﻝﻨﻬﻅﺔ ﺍﻝﻌﺭﺒﻴﺔ‪،‬ﺒﻴﺭﻭﺕ‪،199،‬ﺹ‪.87،88‬‬
‫)‪ (2‬ﺃﺤﻤﺩ ﺤﺴﻴﻥ ﺍﻝﺘﻔﺎﻨﻲ‪،‬ﻋﻠﻲ ﺃﺤﻤﺩ ﺍﻝﺠﻤل‪،‬ﻤﻌﺠﻡ ﺍﻝﻤﺼﻁﻠﺤﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻤﻌﺭﻓﺔ ﻓﻲ ﺍﻝﻤﻨﺎﻫﺞ ﻭ ﻁﺭﻕ ﺍﻝﺘﺩﺭﻴﺱ‪)،‬ﻁ‪،(3‬ﻋﺎﻝﻡ‬
‫ﺍﻝﻜﺘﺏ ﻝﻠﻨﺸﺭ‪،‬ﺍﻝﻘﺎﻫﺭﺓ‪،2003،‬ﺹ‪.173‬‬
‫)‪ (3‬ﺃﺩﻴﺏ ﺍﻝﺨﺎﻝﺩﻱ‪،‬ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ‪)،‬ﻁ‪،(2‬ﺍﻝﺩﺍﺭ ﺍﻝﻌﺭﺒﻴﺔ ﻝﻠﻨﺸﺭ ﻭ ﺍﻝﺘﻭﺯﻴﻊ‪،‬ﺍﻝﻤﻜﺘﺒﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ‪،‬ﻏﺭﻴﺎﻥ‪،2002،‬ﺹ ‪.57‬‬
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‫ﻤﺘﻜﺎﻤل ﻴﻨﻤﻭ ﻤﻊ ﺘﻘﺩﻡ ﺍﻝﺴﻥ ﻭﻜﺫﺍ ﺍﻹﺤﺴﺎﺱ ﺒﺎﻝﺜﻘﺔ ﺒﺎﻝﻨﻔﺱ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻝﺨﺒﺭﺍﺕ ﺍﻝﻨﺎﺠﺤـﺔ‬
‫ﻝﻸﻗﺭﺍﻥ)‪.(1‬‬
‫‪ -4‬ﻤﻜﻭﻨﺎﺕ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻼﻨﺠﺎﺯ‪:‬‬
‫ﻴﺭﻯ '' ﺍﻭﺯﻴل '' )‪ (1969‬ﺃﻥ ﻫﻨﺎﻙ ﺜﻼﺜﺔ ﻤﻜﻭﻨﺎﺕ ﻋﻠﻰ ﺍﻷﻗل ﻝﻠﺩﺍﻓﻌﻴﺔ ﻝﻼﻨﺠﺎﺯ ﻨﻠﺨﺼﻬﺎ‬
‫)‪(2‬‬
‫ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ -1-4‬ﺍﻝﺤﺎﻓﺯ ﺍﻝﻤﻌﺭﻓﻲ ‪:‬‬
‫ﻭﻫﻭ ﻤﺤﺎﻭﻝﺔ ﺍﻝﻔﺭﺩ ﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻪ ﺒﺎﻝﻤﻌﺭﻓﺔ ﻓﻲ ﺇﻥ ﻴﻌﺭﻑ ﻭﻴﻔﻬﻡ ﺫﻝﻙ ﺒـﺄﺩﺍﺀ ﻤﻬﺎﻤـﻪ‬
‫ﺒﻜﻔﺎﺀﺓ ﺃﻜﺒﺭ‪.‬‬
‫‪ -2-4‬ﺘﻭﺠﻴﻪ ﺍﻝﺫﺍﺕ ‪:‬‬
‫ﻭﻫﻭ ﺭﻏﺒﺔ ﺍﻝﻔﺭﺩ ﻭﺸﻌﻭﺭﻩ ﺒﺎﻝﻤﻜﺎﻨﺔ ﻭﺍﻻﺤﺘﺭﺍﻡ ﻋﻥ ﻁﺭﻴـﻕ ﺃﺩﺍﺌـﻪ ﺍﻝﻤﻤﻴـﺯ ﻭﺍﻝﻤﻠـﺯﻡ‬
‫ﻓﻲ ﺁﻥ ﻭﺍﺤﺩ‪.‬‬
‫‪ -3-4‬ﺩﺍﻓﻊ ﺍﻻﻨﺘﻤﺎﺀ ‪:‬‬
‫ﻭﻴﻌﻨﻲ ﺭﻏﺒﺔ ﺍﻝﻔﺭﺩ ﻓﻲ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺘﻘﺒل ﺍﻵﺨﺭﻴﻥ ﻝﻪ‪ ،‬ﻭﻴﻘﺩﻡ ﺍﻝﻭﺍﻝﺩﺍﻥ ﺒﺩﻭﺭ ﻓﻌـﺎل‬
‫ﻓﻲ ﺘﺤﻘﻴﻕ ﺇﺸﺒﺎﻉ ﻫﺫﻩ ﺍﻝﺤﺎﺠﺔ ﻝﺩﻯ ﺍﻷﻁﻔﺎل‪،‬ﻜﺫﻝﻙ ﺍﻝﻤﻌﻠﻡ ﺍﻝﺫﻱ ﻴﻜﻭﻥ ﻤـﺼﺩﺭﺍ ﻤﻬﻤـﺎ ﺒﻌـﺩ‬
‫ﺍﻝﻭﺍﻝﺩﻴﻥ ﻓﻲ ﺇﺸﺒﺎﻉ ﺩﺍﻓﻊ ﺍﻻﻨﺘﻤﺎﺀ ﻝﺩﻯ ﺍﻝﻔﺭﺩ‪.‬‬
‫‪ -5‬ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻼﻨﺠﺎﺯ‪:‬‬
‫‪ -1-5‬ﺍﻝﻀﻐﻁ ‪ :‬ﺍﻝﺘﻲ ﺠﻤﻌﻬﺎ ﺍﻝﻀﻐﻭﻁ ﻤﻥ ﺤﺎﻻﺕ ﺇﻨﺴﺎﻨﻴﺔ ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻡ ﻝﻠﺩﻻﻝﺔ ﻋﻠﻰ ﻨﻁﺎﻕ‬
‫ﻭﺍﺴﻊ ﻤﻥ ﺤﺎﻻﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﺍﻝﻨﺎﺸﺌﺔ‪ ،‬ﻜﺭﺩ ﻓﻌل ﻝﺘﺄﺜﻴﺭﺍﺕ ﻤﺨﺘﻠﻔﺔ ﺒﻠﻐﺔ ﺍﻝﻘﻭﺓ ‪،‬ﻭﺘﺤـﺩﺙ ﻨﺘﻴﺠـﺔ‬
‫ﺍﻝﻌﻭﺍﻤل ﺍﻝﺨﺎﺭﺠﻴﺔ ﻤﺜل ‪ :‬ﺍﻝﺘﻬﺩﻴﺩ ﻭﺍﻝﺨﻁﺭ ﻭﻴﺅﺩﻱ ﺍﻝﻀﻐﻭﻁ ﺇﻝﻰ ﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﻌﻘﻠﻴﺔ‬
‫ﺍﻝﺘﺤﻭﻻﺕ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻭﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﺘﺤﻭﻝﺔ ﻝﻠﻨﺸﺎﻁ ﻭﺍﻝﺴﻠﻭﻙ ﻝﻔﻅﻲ ﺤﺭﻜﻲ ﻗﺎﺼﺭ)‪.(3‬‬
‫ﻜﻤﺎ ﺃﻥ "ﻤﻭﺭﺍﻱ" ﻴﺸﻴﺭ ﺇﻝﻰ ﺃﻥ ﺍﻝﻀﻐﻁ ﻴﻤﺜل ﺍﻝﻤﺤﺩﺩﺍﺕ ﺍﻝﻤﺅﺜﺭﺓ ﻝﻠﺴﻠﻭﻙ ﻓﻲ ﺍﻝﺒﻴﺌـﺔ‬
‫ﻭﻝﻠﻀﻐﻁ ﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺍﻻﻨﺠﺎﺯ ﻭﺍﻷﺩﺍﺀ ﺍﻝﺒﺸﺭﻱ ﺒﺼﻔﺔ ﻋﺎﻤﺔ‪.‬‬

‫)‪ (1‬ﻨﻌﻴﻤﺔ ﺍﻝﺸﻤﺎﻉ‪،‬ﺍﻝﺸﺨﺼﻴﺔ"ﺍﻝﻨﻅﺭﻴﺔ ﺍﻝﺘﻘﻴﻴﻡ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ"‪)،‬ﺩﻁ(‪،‬ﺍﻝﻤﻨﻅﻤﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻝﻠﺘﺭﺒﻴﺔ ﻭﺍﻝﺜﻘﺎﻓﺔ ﻭ ﺍﻝﻌﻠﻭﻡ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‬
‫‪،1977‬ﺹ‪.163‬‬
‫)‪ (2‬ﻤﺠﺩﻱ ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﷲ‪،‬ﺍﻝﺴﻠﻭﻙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭ ﺩﻴﻨﺎﻤﻴﺘﻪ‪) ،‬ﺩ ﻁ (‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ‪،2003،‬ﺹ‪.176‬‬
‫)‪ (3‬ﻓﺎﺭﻭﻕ ﺍﻝﺴﻴﺩ ﻋﺜﻤﺎﻥ‪،‬ﺍﻝﻘﻠﻕ ﻭ ﺇﺩﺍﺭﺓ ﻀﻐﻭﻁ ﺍﻝﺤﻴﺎﺓ‪)،‬ﻁ‪ ،(1‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﺍﻝﻌﺭﺒﻲ‪ ،‬ﻤﺼﺭ‪ ،2001،‬ﺹ‪.18‬‬
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‫ﻭﻗﺩ ﺍﻗﺘﺭﺡ ''ﺠﺭﻭﺱ''ﻭ''ﻤﺎﺴﺘﻨﺒﻭﺭﻙ'' ﺃﻥ ﺘﻨﺎﻗﺹ ﺍﻝﻌﻤل ‪ -‬ﺍﻻﻨﺠﺎﺯ – ﻴﻅﻬـﺭ ﺒـﺴﺒﺏ‬
‫ﺍﻝﻀﻐﻁ ‪.‬ﻭﻗﺩ ﺃﺸﺎﺭ ''ﻤﻭﺭﺍﻱ'' ﺇﻝﻰ ﺃﻥ ﻫﻨﺎﻙ ﻀﻐﻭﻁ ﺘﺘﻜﻭﻥ ﺒﺴﺒﺏ ﻋﺩﻡ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺎﺕ ﺇﻝـﻰ‬
‫ﺍﻻﻨﺠﺎﺯ ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﺤﺎﻝﺔ ﺍﻝﻤﺯﺍﺠﻴﺔ ﺍﻝﻤﻀﻁﺭﺒﺔ ﻤﺜل‪:‬‬
‫‪ -‬ﻀﻐﻁ ﺍﻝﺨﺼﻭﻡ ﻭﺍﻷﻗﺭﺍﻥ ﺍﻝﻤﺘﻨﺎﻓﺴﺔ ‪ :‬ﺍﻝﺸﻌﻭﺭ ﺒﺎﻝﺘﻭﺘﺭ ﻭﺍﻝﻘﻠﻕ ﻭﺍﻹﺤﺒﺎﻁ ﺍﻝﺸﺩﻴﺩ ﻨﺎﺘﺞ ﻋـﻥ‬
‫ﻋﺩﻡ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻻﻨﺠﺎﺯ ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﺸﻌﻭﺭ ﺒﻌﺩﻡ ﺍﻝﺭﻀﺎ ﺍﻝﻀﻴﻕ)‪.(1‬‬
‫ﻜﻤﺎ ﻴﻤﻜﻥ ﺍﻹﺸﺎﺭﺓ ﺇﻝﻰ ﺃﻥ ﺍﻝﻀﻐﻭﻁ ﺘﻠﻌﺏ ﺩﻭﺭﺍ ﻜﺒﻴﺭﺍ ﻓﻲ ﺍﻝﺘﻔﻭﻕ ﻭﺍﻝﻨﺠـﺎﺡ ﻓـﺎﻝﻔﺭﺩ‬
‫ﺍﻝﻨﺎﺠﺢ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻝﻌﻤل ﺘﺤﺕ ﺃﻗﺼﻰ ﻁﺎﻗﺔ ﻤﻤﻜﻨﺔ ﻝﻼﻨﺠﺎﺯ)‪.(2‬‬
‫ﻤﻥ ﻫﻨﺎ ﻨﺨﻠﺹ ﺇﻝﻰ ﺃﻥ ﺍﻝﻀﻐﻭﻁ ﻝﻬﺎ ﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻼﻨﺠﺎﺯ ﻓﺈﺫﺍ ﻜﺎﻨـﺕ ﻜﺜﻴـﺭﺓ‬
‫ﺃﺩﺕ ﺇﻝﻰ ﻗﻠﺔ ﺍﻻﻨﺠﺎﺯ ﻭﺍﻝﻌﻜﺱ ﺼﺤﻴﺢ‪.‬‬
‫‪ -2-5‬ﺍﻝﻘﻠﻕ ‪ :‬ﻫﻭ ﺤﺎﻝﺔ ﻤﻥ ﺍﻝﺨﻭﻑ ﺍﻝﻐﺎﻤﺽ ﺍﻝﺸﺩﻴﺩ ﺍﻝﺫﻱ ﻴﻤﺘﻠﻙ ﺍﻹﻨﺴﺎﻥ ﻭﻴﺴﺒﺏ ﻝﻪ ﻜﺜﻴﺭﺍ‬
‫ﻤﻥ ﺍﻝﻜﺩﺭ ﻭﺍﻝﻀﻴﻕ ﻭﺍﻷﻝﻡ‪،‬ﻜﻤﺎ ﺃﻥ ﺍﻝﻘﻠﻕ ﻴﻌﻨﻲ ﺍﻻﻨﺯﻋﺎﺝ ﻭﺍﻝﺸﺨﺹ ﺍﻝﻘﻠﻕ ﻴﺘﻭﻗﻊ ﺍﻝﺸﺭ ﺩﺍﺌﻤـﺎ‬
‫ﻭﻴﻜﻭﻥ ﻤﺘﺸﺎﺌﻤﺎ ﻤﺘﻭﺘﺭ ﺍﻷﻋﺼﺎﺏ ﻭﻴﻔﻘﺩ ﺍﻝﺜﻘﺔ ﺒﻨﻔﺴﻪ ﻭﻴﺒﺩﻭ ﻤﺘﺭﺩﺩﺍ ﻭﻋﺎﺠﺯﺍ ﻋﻥ ﺍﻝﺒﺤﺙ ﻓـﻲ‬
‫ﺍﻷﻤﻭﺭ ﻭﺍﻝﻘﻠﻕ ﻋﺎﻤل ﺍﻨﻔﻌﺎﻝﻲ ﻴﻌﻤل ﻋﻠﻰ ﺘﻭﺠﻴﻪ ﺴﻠﻭﻙ ﺍﻝﻔﺭﺩ ‪ ،‬ﻭﻝﺫﺍ ﻓﺈﻨﻪ ﻴﺴﻠﻙ ﻭﻴﻨﺯﻉ ﺇﻝـﻰ‬
‫ﻋﻤل ﻤﻌﻴﻥ ﻭﺘﺘﻤﺜل ﻭﻅﻴﻔﺔ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻓﻲ ﺍﻵﺘﻲ‪:‬‬
‫‪ -1‬ﻴﻨﺸﻁ ﺍﻝﻘﻠﻕ ﺍﻝﺴﻠﻭﻙ ﻭﻴﺤﺭﺭﻩ ﻤﻥ ﻋﻘﺎﻝﻪ ﻭﻴﻨﻘﻠﻪ ﻤﻥ ﺤﺎﻝﺔ ﺴﻠﻭﻙ ﺇﻝﻰ ﺤﺎﻝﺔ ﺤﺭﻜﺔ ‪،‬ﺤﻴـﺙ‬
‫ﺃﻥ ﺍﻝﻘﻠﻕ ﻴﻨﺸﺄ ﻤﻥ ﻋﺩﻡ ﺍﻻﺘﺯﺍﻥ‬
‫‪ -2‬ﺍﻝﻘﻠﻕ ﻋﺎﻤل ﺘﻭﺠﻴﻬﻲ ﺃﻱ ﻴﻭﺠﻪ ﺍﻝﺴﻠﻭﻙ ﻨﺤﻭ ﻏﺭﺽ ﻤﻌﻴﻥ ﻤﺜل ﺍﻝﻁﺎﻝـﺏ ﺍﻝـﺫﻱ ﻝﺩﻴـﻪ‬
‫ﺍﻤﺘﺤﺎﻥ ﺘﻨﺸﺄ ﻝﺩﻴﻪ ﺤﺎﻝﺔ ﻤﻥ ﺍﻝﻘﻠﻕ ﺘﺴﺎﻋﺩﻩ ﻋﻠﻰ ﺍﻻﺴﺘﺫﻜﺎﺭ‪.‬‬
‫‪ -3‬ﺍﻝﻘﻠﻕ ﻴﻌﺘﺒﺭ ﺼﻔﺔ ﺘﻌﺯﻴﺯﻴﺔ ﻭﺫﻝﻙ ﺒﻌﺩ ﺍﻨﺠﺎﺯ ﺍﻝﻌﻤل ‪،‬ﻓﺈﻥ ﺍﻻﺘﺯﺍﻥ ﻴﻌﻭﺩ ﺇﻝﻰ ﻤﺎ ﻜﺎﻥ ﻋﻠﻴﻪ‬
‫ﻜﻤﺎ ﺃﻥ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻋﻠﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﻭﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ ﺃﻤﺎ ﻓـﻲ‬
‫ﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﻘﻠﻕ ﻤﻨﺨﻔﻀﺔ ‪،‬ﻭﺍﻝﻌﺎﻝﻴﺔ ﻴﺘﺩﻫﻭﺭ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﻭﻗﺩ ﺒﻴﻨﺕ ﻜﺫﻝﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺃﻥ ﻫﻨﺎﻙ ﻨﻭﻋﺎﻥ ﻤﻥ ﺍﻝﻘﻠﻕ ﻫﻤﺎ ‪:‬‬
‫ﺃ ‪ -‬ﺍﻝﻘﻠﻕ ﺍﻻﻴﺠﺎﺒﻲ ‪: Exogenousan Kiety‬‬
‫ﻭﻫﻭ ﺨﺎﺭﺠﻲ ﺍﻝﻤﻨﺸﺄ ﻭﻫﺫﺍ ﺍﻝﺫﻱ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻝﺒﻨﺎﺀ ﻭﺍﻻﻨﺠﺎﺯ ﻭﺍﻝﻨﺠﺎﺡ‪.‬‬
‫)‪(1‬‬
‫ﻫﺎﺭﻭﻥ ﺘﻭﻓﻴﻕ ﺍﻝﺭﺸﻴﺩﻱ ‪،‬ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﺴﻴﺔ ﻁﺒﻴﻌﺘﻬﺎ ﻨﻅﺭﻴﺎﺘﻬﺎ‪) ،‬ﺩ ﻁ(‪،‬ﻤﻜﺘﺒﺔ ﺃﻨﺠﻠﻭ ﺍﻝﻤﺼﺭﻴﺔ‪،‬ﺍﻝﻘﺎﻫﺭﺓ‪،1999،‬ﺹ‪.34‬‬
‫)‪(2‬‬
‫ﻓﺎﺭﻭﻕ ﺍﻝﺴﻴﺩ ﻋﺜﻤﺎﻥ‪،‬ﻨﻔﺱ ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪،‬ﺹ‪.189‬‬
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 ‫ﺏ ‪ -‬ﺍﻝﻘﻠﻕ ﺍﻝﺴﻠﺒﻲ‪: Endogenons Anxiety‬‬
‫ﻭﻫﻭ ﺩﺍﺨﻠﻲ ﺍﻝﻤﻨﺸﺄ ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﻝﺘﻭﺘﺭ ﻭﺍﻝﻔﺸل ﻭﺴﻭﺀ ﺍﻝﺘﻜﻴﻑ)‪.(1‬‬
‫ﺇﻥ ﺍﻝﻘﻠﻕ ﻤﻥ ﺍﻝﺩﻭﺍﻓﻊ ﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻻﻨﺠﺎﺯ ﻭﺍﻝﻨﺠﺎﺡ ﻭﺍﻝﺘﻔﻭﻕ‪،‬ﻭﻋﻠﻴﻪ ﻓﻬﻭ ﻋﺎﻤـل‬
‫ﺒﻨﺎﺀ ﻭﻫﺩﺍﻡ ﻝﻠﻔﺭﺩ ﻓﺈﻥ ﺯﺍﺩ ﻋﻥ ﺤﺩﻩ ﺍﻨﻘﻠﺏ ﻋﻠﻰ ﺍﻹﻨﺴﺎﻥ ﺒﺘﺜﺒﻴﻁ ﻋﺯﻴﻤﺘـﻪ ﻭ ﺇﺫﺍ ﻗـل ﺍﺴـﻜﻥ‬
‫ﺍﻹﻨﺴﺎﻥ ﻗﻔﺹ ﺍﻝﺨﻤﻭل ﻭ ﺍﻹﺘﻜﺎﻝﻴﺔ ﺃﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﻤﻌﺘﺩل ﺠﻌل ﺍﻹﻨﺴﺎﻥ ﻓـﻲ ﺃﺤـﺴﻥ ﺤﺎﻻﺘـﻪ‬
‫ﻭ ﻓﻲ ﺃﺭﻭﻉ ﺃﺩﺍﺌﻪ‪.‬‬
‫‪ - 6‬ﻨﻅﺭﻴﺎﺕ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻼﻨﺠﺎﺯ‪:‬‬
‫‪ -1-6‬ﻨﻅﺭﻴﺔ ﻫﻨﺭﻱ ﻤﻭﺍﺭﻱ ‪: H. Murray‬‬
‫ﺘﻌﺘﺒﺭ ﻨﻅﺭﻴﺔ ''ﻫﻨﺭﻱ ﻤﻭﺍﺭﻱ''‪ 1953‬ﻓﻲ ﺍﻝﺸﺨﺼﻴﺔ ﻨﻅﺭﻴﺔ ﺩﻴﻨﺎﻤﻴﺔ ﻜﻘﻭﺓ ﺘﻔﺎﻋﻠﻴـﺔ‪،‬ﻓﻬﻲ‬
‫ﺘﺭﻯ ﺍﻝﺴﻠﻭﻙ ﻨﺎﺘﺞ ﻋﻥ ﺤﺎﺠﺎﺕ ﺩﺍﺨﻠﻴﺔ ﻤﺘﻔﺎﻋﻠﺔ ﻤﻊ ﻀﻐﻭﻁ ﺨﺎﺭﺠﻴﺔ ﺃﻱ ﺃﻥ‪:‬‬
‫ﺍﻝﺴﻠﻭﻙ = ﺤﺎﺠﺎﺕ ﺩﺍﺨﻠﻴﺔ ‪ +‬ﻀﻐﻭﻁ ﺨﺎﺭﺠﻴﺔ‪.‬‬
‫ﻭﻗﺩ ﺼﻨﻑ ''ﻤﻭﺍﺭﻱ'' ﺍﻝﺤﺎﺠﺎﺕ ﺤﺸﻭﻴﺔ ﺍﻷﺼل ‪،‬ﻭﺤﺎﺠﺎﺕ ﻨﻔﺴﻴﺔ ﺍﻝﻤﻨﺸﺄ ﻭﺍﻝﺘﻲ ﺘـﺴﻤﻰ‬
‫ﻜﺫﻝﻙ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻅـﺎﻫﺭﺓ ﻭﻋـﺩﺩﻫﺎ‪ 20‬ﺤﺎﺠـﺔ‪،‬ﻤﻨﻬﺎ ﺍﻝﺤﺎﺠـﺔ ﻝﻼﻨﺠـﺎﺯ‪.‬ﻭﻴﻌﺭﻓﻬـﺎ ﺒﺄﻨﻬـﺎ‬
‫)ﺍﻝﺭﻏﺒﺔ ﺃﻭ ﺍﻝﻤﻴل ﺇﻝﻰ ﻋﻤل ﺍﻷﺸﻴﺎﺀ ﺒﺴﺭﻋﺔ ﺃﻭ ﻋﻠﻰ ﻨﺤﻭ ﺠﻴﺩ ﺒﻘﺩﺭ ﺍﻹﻤﻜﺎﻥ(‪ ،‬ﻭﻫﺫﺍ ﻴﻌﺘﺒـﺭ‬
‫ﺍﻝﻤﻔﻬﻭﻡ ﺍﻝﻌﺎﻡ ﻝﻬﺎ‪.‬‬
‫ﻭﻗﺩ ﺤﺩﺩ ''ﻤﻭﺍﺭﻱ'' ﻋﺩﺓ ﻋﺒﺎﺭﺍﺕ ﺩﺍﻝﺔ ﻋﻠﻰ ﺍﻻﻨﺠﺎﺯ ﺒﺤﻴﺙ ﻴﺭﻯ ﺇﻤﻜﺎﻨﻴﺔ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ‬
‫ﺒﻨﺎﺀ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻭﻀﻊ ﻝﻘﻴﺎﺱ ﻫﺫﺍ ﺍﻝﺠﺎﻨﺏ ﺍﻝﻨﻔﺴﻲ ﺍﻝﻤﻬﻡ ﻤﻨﻬﺎ‪:‬‬
‫‪ -‬ﺃﺸﻌﺭ ﺒﺭﻭﺡ ﺍﻝﻤﻨﺎﻓﺴﺔ ﻓﻲ ﻤﻌﻅﻡ ﻨﺸﺎﻁﺎﺘﻲ‪.‬‬
‫‪ -‬ﺇﻨﻲ ﺍﺴﺘﻤﺘﻊ ﺒﺎﻝﻌﻤل ﺒﻨﻔﺱ ﺍﻝﻘﺩﺭ ﺍﻝﺫﻱ ﺍﺴﺘﻤﺘﻊ ﻓﻴﻪ ﺍﻝﻠﻌﺏ ‪.‬‬
‫‪ -‬ﻝﻘﺩ ﻭﻀﻌﺕ ﻝﻨﻔﺴﻲ ﺃﻫﺩﺍﻓﺎ ﺼﻌﺒﺔ ﻭﺃﺤﺎﻭل ﺒﺎﺴﺘﻤﺭﺍﺭ ﺃﻥ ﺃﺼل ﺇﻝﻴﻬﺎ‪.‬‬
‫‪ -‬ﺃﺸﻌﺭ ﺃﻥ ﺍﻝﺤﻴﺎﺓ ﻻ ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﻘﺩﻡ ﺸﻴﺌﺎ ﺒﺩﻴﻼ ﻋﻥ ﻓﺭﺼﺘﻪ ﻝﻠﻘﻴﺎﻡ ﺒﺈﻨﺠﺎﺯ ﻋﻅﻴﻡ)‪.(2‬‬

‫)‪ (1‬ﻓﺎﺭﻭﻕ ﺍﻝﺴﻴﺩ ﻋﺜﻤﺎﻥ‪ ،‬ﻨﻔﺱ ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪،‬ﺹ‪.28‬‬

‫)‪ (2‬ﺇﺒﺭﺍﻫﻴﻡ ﻗﺸﻘﻭﺵ ﻭ ﻁﻠﻌﺕ ﻤﻨﺼﻭﺭ‪ ،‬ﺩﺭﺍﺴﺎﺕ ﻓﻲ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺩﺍﻓﻌﻲ"ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ ﻭﻗﻴﺎﺴﻬﺎ"‪) ،‬ﻁ‪ ،(1‬ﻤﻜﺘﺒﺔ ﺃﻨﺠﻠﻭ‬
‫ﺍﻝﻤﺼﺭﻴﺔ‪،‬ﺍﻝﻘﺎﻫﺭﺓ ‪،1979،‬ﺹ‪.30‬‬
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‫ﻭﻤﻥ ﻜل ﺫﻝﻙ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺒﺎﻥ ''ﻤﻭﺭﺍﻱ'' ﻓﻲ ﻨﻅﺭﻴﺘﻪ ﺍﻝﺘﻲ ﺼﻨﻔﺕ ﺍﻝﺩﻭﺍﻓﻊ ‪،‬ﻗﺩ ﺃﺒﺭﺯﺕ‬
‫ﻁﺒﻴﻌﺔ ﻫﺫﻩ ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻤﻥ ﺃﻜﺜﺭ ﻤﻥ ﻤﻨﻅﻭﺭ‪،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻴﺴﺎﻋﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺍﻝﺩﺍﻓﻌﻴﺔ‬
‫ﻤﻥ ﺒﻌﺩﻩ ﺴﻭﺍﺀ ﻤﻥ ﺤﻴﺙ ﺍﻝﺘﻨﻅﻴﺭ ﺃﻭ ﺍﻝﺘﺠﺭﻴﺏ ﺃﻭ ﻓﻨﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﻘﻴﺎﺱ)‪.(1‬‬
‫ﻭﻗﺩ ﺘﺒﻨﻰ ''ﻤﻭﺍﺭﻱ'' ﻁﺭﻴﻘﺔ ﻤﺘﻌﺩﺩﺓ ﺍﻷﺸﻜﺎل ﻓﻲ ﻗﻴﺎﺱ ﺍﻝﺸﺨﺼﻴﺔ ‪،‬ﺤﻴﺙ ﺍﺴﺘﺨﺩﻤﻬﺎ ﻓـﻲ‬
‫ﻋﻴﺎﺩﺓ " ﻫﺎﺭﻓﺎﺭﺩ" ﺍﻝﺘﻲ ﻜﺎﻥ ﻤﺩﻴﺭ ﻝﻬﺎ‪،‬ﻭﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﻫﻲ ﻁﺭﻴﻘﺔ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ﺇل'' ﺘـﺎﺕ ''‬
‫ﺤﻴﺙ ﻴﻘﻭﻡ ﻓﻴﻬﺎ ﺍﻝﻔﺭﺩ ﺒﻜﺘﺎﺒﺔ ﻗﺼﺹ ﻴﺴﺘﻭﺤﻴﻬﺎ ﻤـﻥ ﺼـﻭﺭ ﻏﺎﻤﻀﺔ‪،‬ﻭﻴـﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤـﺙ‬
‫ﻤﻀﻤﻭﻥ ﺍﻹﺴﻘﺎﻁﺎﺕ ﺍﻝﺘﻲ ﺘﺤﻭﻴﻬﺎ ﺍﻝﻘﺼﺔ ﻓﻲ ﺍﺴﺘﻨﺘﺎﺝ ﺍﻝﺸﺨﺼﻴﺔ ‪.‬‬
‫ﻭﻓﻲ ﺘﺤﺩﻴﺩ ﻤﺠﺎﻻﺕ ﺍﻝﺼﺭﺍﻉ ﻝﺩﻯ ﺍﻝﻤﻔﺤﻭﺹ ﺼﺎﺤﺏ ﺍﻝﻘﺼﺔ‪،‬ﻭﺍﻥ ﺍﻝﻐﺭﺽ ﻤﻥ ﻫـﺫﺍ‬
‫ﺍﻹﺠﺭﺍﺀ ﻫﻭ ﺍﺴﺘﺸﻌﺎﺭ ﺍﻹﺒﺩﺍﻉ ﺍﻷﺩﺒﻲ ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﺴﺘﺩﻋﺎﺀ ﺍﻝﺨﻴﺎﻻﺕ ﺍﻝﺘﻲ ﺘﻜﺸﻑ ﻋـﻥ ﺍﻝﻌﻘـﺩﺓ‬
‫ﺍﻝﻤﺴﺘﺘﺭﺓ ﺍﻝﻼﺸﻌﻭﺭﻴﺔ)‪.(2‬‬
‫‪ -2 – 6‬ﻨﻅﺭﻴﺔ ﺭﻴﻨﻭﺍﺭ "‪: "Ranwor‬‬
‫ﺘﻌﺩ ﻨﻅﺭﻴﺔ " ﺭﻴﻨﻭﺍﺭ" ﻓﻲ ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ ﺍﻝﻤﺴﺘﻘﺒﻠﻲ ﺍﻤﺘﺩﺍﺩ ﻝﻨﻅﺭﻴﺔ "ﺃﻨﻜﻨﺴﻭﻥ" ﺤﻴـﺙ‬
‫ﺘﺸﺘﺭﻙ ﻤﻌﻬﺎ ﻓﻲ ﺃﻥ ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ ﻫﻲ ﻤﺤﺼﻠﺔ ﻤﻴل ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺍﻝﻨﺠﺎﺡ ﻭ ﺍﻝﻤﻴل ﺇﻝﻰ ﺘﺠﻨﺏ‬
‫ﺍﻝﻔﺸل ‪،‬ﻭ ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ ﺇﻨﻤﺎ ﻫﻲ ﺍﺴﺘﻌﺩﺍﺩ ﺜﺎﺒﺕ ﻨﺴﺒﻴﺎ ﻝﺩﻯ ﺍﻝﻔﺭﺩ‪.‬‬
‫ﺘﻔﺘﺭﺽ ﺍﻝﻨﻅﺭﻴﺔ ﻓﻲ ﺃﻥ "ﺍﻝﻤﻴل ﺇﻝﻰ ﺇﺤﺭﺍﺯ ﺍﻝﻨﺠﺎﺡ ﻓﻲ ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺎﻝﻲ ﻴﺤﺩ ﺒﻭﺍﺴـﻁﺔ‬
‫ﻤﺠﻤﻭﻉ ﻤﻜﻭﻨﺎﺕ ﺍﻝﻤﻴﻭل ﻻﻨﺠﺎﺯﻩ ﻓﻲ ﻜل ﺨﻁﻭﺓ ﺒﻌﺩ ﺫﻝﻙ"‪،‬ﺤﻴﺙ ﻴﻘـﺼﺩ ﺒﺩﺍﻓﻌﻴـﺔ ﺍﻻﻨﺠـﺎﺯ‬
‫ﺍﻝﻤﺴﺘﻘﺒﻠﻲ ﺘﺴﻠﺴل ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ ﻭ ﺍﻝﺘﻲ ﺘﺸﺘﺭﻁ ﺍﻷﺩﺍﺀ ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝـﺴﺎﺒﻘﺔ ﻤـﻥ‬
‫ﺃﺠل ﺍﻷﺩﺍﺀ ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﻼﺤﻘﺔ‪،‬ﺤﺘﻰ ﻴﺼل ﺍﻝﻔﺭﺩ ﺇﻝﻰ ﻨﻬﺎﻴﺔ ﺨﻁﻭﺍﺘـﻪ ﺒﻤﻌﻨـﻰ ﺃﻥ ﺍﻝﻔـﺭﺩ‬
‫ﺇﺫﺍ ﻜﺎﻥ ﺃﺩﺍﺅﻩ ﻤﺭﺘﻔﻌﺎ ﻓﻲ ﺃﻋﻤﺎﻝﻪ ﺍﻝﻤﺴﺘﻘﺒﻠﻴﺔ)‪.(3‬‬
‫‪ – 3 – 6‬ﻨﻅﺭﻴﺔ ﺃﺘﻜﺴﻭﻥ ﻭ ﻤﺎﻜﻴﻼﻨﺩ ‪:‬‬
‫ﻭ ﺘﺴﻤﻰ ﺃﻴﻀﺎ ﺒﻨﻅﺭﻴﺔ ﺍﻝﺘﻭﻗﻊ – ﺍﻝﻘﻴﻤﺔ ﻓﻲ ﺍﻻﻨﺠﺎﺯ‪ -‬ﻭ ﻫﺫﺍ ﻋﻠﻰ ﺃﺴﺎﺱ ﺃﻥ ﺍﻝﻨﺠـﺎﺡ‬
‫ﻴﺘﺒﻌﻪ ﺍﻝﺸﻌﻭﺭ ﺒﺎﻝﻔﺨﺭ‪،‬ﻭ ﺍﻝﻔﺸل ﻴﺘﺒﻌﻪ ﺍﻝﺸﻌﻭﺭ ﺒﺎﻝﺨﺠل ﺃﻴﻀﺎ ﺘﺴﻤﻰ ﺒﻨﻅﺭﻴﺔ ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ‪.‬‬

‫)‪ (1‬ﺃﺴﻤﺎﺀ ﺨﻭﻴﻠﺩ‪،‬ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻺﻨﺠﺎﺯ ﻓﻲ ﻅل ﺍﻝﺘﻭﺠﻴﻪ ﺍﻝﻤﺩﺭﺴﻲ ﺒﺎﻝﺠﺯﺍﺌﺭ‪،‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ ﻤﻭﺩﻋﺔ ﺒﺠﺎﻤﻌﺔ‬
‫ﻭﺭﻗﻠﺔ‪،2005،‬ﺹ‪.20‬‬
‫)‪ (2‬ﺇﺒﺭﺍﻫﻴﻡ ﻗﺸﻘﻭﺵ ﻭ ﻁﻠﻌﺕ ﻤﻨﺼﻭﺭ‪،‬ﻨﻔﺱ ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪،‬ﺹ‪.31‬‬
‫)‪ (3‬ﻋﺼﺎﻡ ﻋﻠﻲ ﺍﻝﻁﻴﺏ‪،‬ﺭﺒﻴﻊ ﺭﺸﻭﺍﻥ‪،‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﻤﻌﺭﻓﻲ"ﺍﻝﺫﺍﻜﺭﺓ ﻭ ﺸﻴﻔﺭﺓ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ"‪)،‬ﻁ‪،(1‬ﻋﺎﻝﻡ ﺍﻝﻜﺘﺏ ﻝﻠﻨﺸﺭ ﻭ ﺍﻝﺘﻭﺯﻴﻊ‬
‫ﻭ ﺍﻝﻁﺒﺎﻋﺔ‪،‬ﺍﻝﻘﺎﻫﺭﺓ‪،2006،‬ﺹ‪.205‬‬
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‫ﺘﺭﻜﺯ ﻨﻅﺭﻴﺔ ﺃﺘﻜﺴﻭﻥ ﻋﻠﻰ ﻨﻤﻁ ﺍﻝﺩﺍﻓﻌﻴﺔ ﺍﻝﻤﺴﺘﺜﺎﺭﺓ ﻝﺩﻯ ﺍﻝﻔﺭﺩ ﺍﻷﻜﺜﺭ ﺩﻗﺔ ﻭ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌـﻪ‬
‫ﻭﻝﺫﻝﻙ ﻓﺈﻥ ﺩﺍﻓﻊ ﺍﻻﻨﺠﺎﺯ ﻋﻨﺩ "ﺃﺘﻜﻨﺴﻭﻥ" ﻴﺘﻜﻭﻥ ﻤﻥ ﺸﻘﻴﻥ ﺃﺴﺎﺴﻴﻴﻥ ﻫﻤﺎ‪:‬‬
‫‪ -1‬ﻤﺤﺩﺩﺍﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻝﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ‪ :‬ﻭﻫﻲ ﺍﺴﺘﻌﺩﺍﺩﺍﺕ ﺜﺎﺒﺘﺔ ﻨﺴﺒﻴﺎ ﻋﻨﺩ ﺍﻝﻔـﺭﺩ ﻻ ﺘﻜـﺎﺩ‬
‫ﺘﺘﻐﻴﺭ ﺒﺘﻐﻴﺭ ﺍﻝﻤﻭﺍﻗﻑ ﻭ ﺘﺘﻤﺜل ﻓﻲ ﺩﺍﻓﻊ ﺍﻻﻨﺠﺎﺯ‪،‬ﻭﺍﻝﺩﺍﻓﻊ ﻝﺘﺠﻨﺏ ﺍﻝﻔﺸل‪.‬‬
‫‪ -2‬ﺍﻝﻤﺤﺩﺩﺍﺕ ﺍﻝﺒﻴﺌﻴﺔ ﻝﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ‪ :‬ﻭﻴﻌﺒﺭ ﻋﻨﻬﺎ ﺒﺎﺤﺘﻤﺎﻻﺕ ﺍﻝﻨﺠﺎﺡ ﺃﻭ ﺍﻝﻔﺸل ‪،‬ﻭﺠﺎﺫﺒﻴـﺔ‬
‫ﻗﻴﻤﺔ ﺍﻝﺒﺎﺤﺙ ﺍﻝﺨﺎﺭﺠﻲ ﺍﻝﻤﻭﺠﺏ ﺃﻭ ﺍﻝﺴﺎﻝﺏ‪.‬‬
‫ﻭﻫﺫﺍ ﻴﻌﻨﻲ ﺃﻥ ﻨﺎﺘﺞ ﺍﻻﻨﺠﺎﺯ ﻴﻜﻭﻥ ﺒﺎﺨﺘﻼﻑ ﺍﻷﻓﺭﺍﺩ ﺍﻝـﺸﻕ ﺍﻷﻭل ‪،‬ﻭﻴﻜـﻭﻥ ﺍﻝﻔـﺭﺩ‬
‫ﺍﻝﻭﺍﺤﺩ ﺒﺎﺨﺘﻼﻑ ﺍﻝﻤﻭﺍﻗﻑ ﻴﺭﺠﻊ ﺇﻝﻰ ﺍﻝﺸﻕ ﺍﻝﺜﺎﻨﻲ ‪،‬ﻭﻤﻨﻪ ﻴﺼﺒﺢ ﺩﺍﻓﻊ ﺍﻝﻨﺠﺎﺡ ﻭﺩﺍﻓـﻊ ﺘﺠﻨـﺏ‬
‫ﺍﻝﻔﺸل ﻫﻤﺎ ﺍﻝﻤﺤﺩﺩﺍﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻝﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ)‪.(1‬‬
‫ﻭﻴﻤﻜﻥ ﺍﺴﺘﻨﺘﺎﺝ ﻤﻌﺎﺩﻝﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬

‫‪IS ×PS×MS = TS‬‬

‫ﺤﻴﺙ ﺃﻥ ‪:‬‬
‫‪ : TS‬ﺍﻝﻤﻴل ﻹﺤﺭﺍﺯ ﺍﻝﻨﺠﺎﺡ ‪.‬‬
‫‪ : MS‬ﺩﻭﺍﻓﻊ ﺍﻝﻨﺠﺎﺡ ‪.‬‬
‫‪ :PS‬ﺍﺤﺘﻤﺎﻻﺕ ﺍﻝﻨﺠﺎﺡ‪.‬‬
‫‪ : IS‬ﻗﻴﻤﺔ ﺍﻝﺒﺎﻋﺙ ﻝﻠﻨﺠﺎﺡ‪.‬‬
‫ﺤﻴﺙ ﺃﻥ ‪ Ts‬ﻫﻭ ﻭﻅﻴﻔﺔ ﺍﻻﺴﺘﻌﺩﺍﺩ ﺍﻝﺜﺎﺒﺕ ﺍﻝﻔﻁﺭﻱ‪،‬ﻜﻤﺎ ﺃﻨﻨﺎ ﻨﺴﺘﻨﺞ ﻤﻌﺎﺩﻝﺔ ﺍﻝﻤﻴل ﺇﻝـﻰ‬
‫ﺘﺠﻨﺏ ﺍﻝﻔﺸل ﻭﻤﺎ ﺘﺘﻀﻤﻨﻪ ﻤﻥ ﺘﻔﺎﻋﻼﺕ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ ‪:‬‬

‫‪MAF×PAF×IF=TAF‬‬
‫ﺤﻴﺙ ﺃﻥ ‪:‬‬
‫‪ : TAF‬ﺍﻝﻤﻴل ﺇﻝﻰ ﺘﺠﻨﺏ ﺍﻝﻔﺸل‪.‬‬
‫‪ :MAF‬ﺩﺍﻓﻊ ﺘﺠﻨﺏ ﺍﻝﻔﺸل‪.‬‬
‫‪ : PAF‬ﺍﺤﺘﻤﺎﻻﺕ ﺍﻝﻔﺸل‪.‬‬

‫)‪ (1‬ﻓﺘﺤﻲ ﻤﺼﻁﻔﻰ ﺍﻝﺯﻴﺎﺕ‪ ،‬ﺴﻴﻜﻭﻝﻭﺠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﺒﻴﻥ ﺍﻝﻤﻨﻅﻭﺭ ﺍﻻﺭﺘﺒﺎﻁﻲ ﻭﺍﻝﻤﻨﻅﻭﺭ ﺍﻝﻤﻌﺭﻓﻲ‪)،‬ﻁ‪،(2‬ﺩﺍﺭ ﺍﻝﻨﺸﺭ‬
‫ﻝﻠﺠﺎﻤﻌﺎﺕ‪،‬ﺍﻝﻘﺎﻫﺭﺓ ‪،2004‬ﺹ‪.472‬‬
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 ‫‪ : IF‬ﻗﻴﻤﺔ ﺒﻭﺍﻋﺙ ﺘﺠﻨﺏ ﺍﻝﻔﺸل‪.‬‬
‫ﺇﺫﺍ ﻓﺎﻝﻤﺤﺼﻠﺔ ﺍﻝﻨﻬﺎﺌﻴﺔ ﻝﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ ﻫﻲ‪:‬‬

‫)‪TA= ( MAF × PAF ×IF) - ( MS × PS × IS‬‬

‫ﻭﻗﺩ ﺃﻀﺎﻑ ''ﺃﺘﻜﻨﺴﻭﻥ'' ﺍﻝﺒﻭﺍﻋﺙ ﺍﻝﺨﺎﺭﺠﻴﺔ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﺴﺘﺜﻴﺭ ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ ﻝﺩﻯ‬
‫ﺍﻝﻔﺭﺩ ﻝﻬﺫﺍ ﺃﺼﺒﺤﺕ ﺍﻝﻤﻌﺎﺩﻝﺔ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ)‪:(1‬‬
‫‪TA= ( MAF × PAF ×IF) - ( MS × PS × IS) + Extrinsic Mmotives‬‬

‫ﻭﺒﺼﻭﺭﺓ ﻤﺸﺎﺒﻬﺔ ﻴﻤﻜﻥ ﺃﻥ ﺘﻨﻘﺹ ﺍﺤﺘﻤﺎﻝﻴﺔ ﺘﻘﺩﻴﺭ ﺍﻝﻨﺠﺎﺡ ﻜﻠﻤﺎ ﺯﺍﺩﺕ ﺼﻌﻭﺒﺔ ﺍﻝﻤﻬﻤﺔ‬
‫ﻭﻴﻤﻜﻥ ﻝﻬﺫﺍ ﺍﻝﺘﻘﺩﻴﺭ ﺃﻥ ﻴﻜﻭﻥ ﺜﺎﺒﺘﺎ ﻤﺜﻼ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻗﻴﻤﺔ ﺍﻝﺒﺎﻋﺙ ﻝﻠﻨﺠﺎﺡ)‪ (IS‬ﻭﻗـﻭﺓ ﺍﻝـﺩﺍﻓﻊ‬
‫ﺃﻱ ﺃﻥ‪:‬‬
‫‪1-PS=IS‬‬

‫ﻓﻔﻲ ﻨﻅﺭﻴﺔ ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ ﻴﺘﻀﺢ ﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺒﺎﺴﺘﻁﺎﻋﺔ ﺍﻝﻔﺭﺩ ﺍﻝﻭﺼﻭل ﺇﻝـﻰ ﻫﺩﻓـﻪ‬
‫)‪(2‬‬
‫ﻭﺫﻝﻙ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ -1‬ﺍﻝﺤﺎﺠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻠﻔﺭﺩ ﻻﻨﺠﺎﺯ ﺩﺭﺠﺔ ﻤﻥ ﺍﻻﻤﺘﻴﺎﺯ ﺃﻭ ﺃﻥ ﻴﺼﺒﺢ ﻤﻨـﺩﻤﺠﺎ ﻓـﻲ‬
‫ﻨﺸﺎﻁ ﻫﺩﻑ ﺠﺩﻴﺭ ﺒﺎﻻﻫﺘﻤﺎﻡ ‪.‬‬
‫‪ -2‬ﻜﻴﻑ ﺃﻥ ﺸﺨﺹ ﻤﻌﻴﻥ )ﺃﻭ ﻤﺤﺘﻤل( ﻫﻭ ﺍﻝﺫﻱ ﺴﻭﻑ ﻴﻜﻭﻥ ﻨﺎﺠﺤﺎ ‪.‬‬
‫‪ -3‬ﻜﻴﻑ ﺃﻥ ﺍﻝﺠﺎﺫﺒﻴﺔ ﺘﺤﻘﻕ ﺒﻠﻭﻍ ﺍﻝﻬﺩﻑ‪،‬ﺒﻤﻌﻨﻰ ﺃﻥ ﺩﺭﺠﺔ ﺍﻻﺭﺘﻴﺎﺡ )ﺇﺸﺒﺎﻉ(‪.‬ﺍﻝﻔـﺭﺩ‬
‫ﺴﻭﻑ ﻴﻜﻭﻥ ﺠﺩﻴﺭﺓ ﺒﺎﻨﺠﺎﺯ ﺍﻝﻬﺩﻑ‪.‬‬
‫‪ -4–6‬ﻨﻅﺭﻴﺔ ﺍﻝﺤﺎﺠﺎﺕ '' ﻤﺎﻜﻴﻼﻨﺩ''‪:(1971) Maclellan‬‬
‫ﻗﺴﻡ ''ﺩﺍﻓﻴﺩ ﻤﺎﻜﻴﻼﻨﺩ'' ﺍﻝﺩﻭﺍﻓﻊ ﺍﻹﻨﺴﺎﻨﻴﺔ ﺇﻝﻰ ﺜﻼﺙ ﺤﺎﺠﺎﺕ ﻤﻭﺠﻭﺩﺓ ﻝﺩﻯ ﻜـل ﺍﻷﻓـﺭﺍﺩ‬
‫ﻭﺒﺩﺭﺠﺎﺕ ﻤﺘﻔﺎﻭﺘﺔ ﻭﻝﻬﺎ ﺘﺄﺜﻴﺭ ﻜﺒﻴﺭ ﻓﻲ ﺘﺤﺭﻴﻙ ﺴﻠﻭﻙ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻭﻫﻲ‪:‬‬
‫‪-1-4-6‬ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻻﻨﺠﺎﺯ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﺩﺍﻓﻊ ﻝﻠﺘﻔﻭﻕ ﻭﺘﺤﻘﻴﻕ ﺍﻻﻨﺠﺎﺯ ﻭﻓﻕ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻌـﺎﻴﻴﺭ ﻭﻴـﺭﻯ''ﻤﺎﻜﻴﻼﻨـﺩ''‬
‫ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻝﺫﻴﻥ ﻝﺩﻴﻬﻡ ﺤﺎﺠﺔ ﺸﺩﻴﺩﺓ ﻝﻼﻨﺠﺎﺯ ﻴﻜﻭﻥ ﻝﺩﻴﻬﻡ ﺩﺍﻓﻊ ﻝﻠﺘﻔﻭﻕ ﻭﺍﻝﻜﻔـﺎﺡ ﻤـﻥ ﺃﺠـل‬
‫)‪(1‬‬
‫ﻓﺘﺤﻲ ﻤﺼﻁﻔﻰ ﺍﻝﺯﻴﺎﺕ‪ ،‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ ‪ ،‬ﺹ‪.475‬‬
‫)‪(2‬‬
‫ﻨﺒﻴل ﻤﺤﻤﺩ ﺯﺍﻴﺩ‪،‬ﺍﻝﺩﺍﻓﻌﻴﺔ ﻭ ﺍﻝﺘﻌﻠﻡ ‪) ،‬ﻁ‪ ، (1‬ﺘﻭﺯﻴﻊ ﻤﻜﺘﺒﺔ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻤﺼﺭﻴﺔ‪ ،‬ﻤﺼﺭ ‪ ، 2003 ،‬ﺹ ‪.139‬‬
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‫ﺍﻝﻨﺠﺎﺡ ﻭﺫﻝﻙ ﻝﻤﺠﺭﺩ ﺘﺤﻘﻴﻕ ﺍﻝﻨﺠﺎﺡ ﺩﻭﻥ ﺍﻋﺘﺒﺎﺭ ﺇﻝﻰ ﺍﻝﻤﺭﺩﻭﺩ ﺍﻝﻤﺎﺩﻱ ﻋﻠﻰ ﺃﻨﻪ ﻤﺅﺸﺭ ﻝﻠﻨﺠﺎﺡ‬
‫ﻫﺫﻩ ﺍﻝﻔﺌﺔ ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﻤﻬﺘﻤﺔ ﻨﻔﺴﻴﺎ ﺒﺈﻨﺠﺎﺯ ﺍﻷﻋﻤﺎل ﺒﺼﻭﺭﺓ ﺃﻓﻀل ﻭﺘﻁﻭﻴﺭ ﺍﻝﻌﻤل ﻭﺍﻝﺭﻏﺒـﺔ‬
‫ﻓﻲ ﺍﻝﺘﺤﺩﻱ ﻭﺍﻝﻘﻴﺎﻡ ﺒﺎﻝﻤﻬﺎﻡ ﺍﻝﺼﻌﺒﺔ ﻭﺘﺤﻤل ﺍﻝﻤﺴﺅﻭﻝﻴﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻤﻥ ﺍﺠل ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ‬
‫ﺍﻝﻤﻁﻠﻭﺒﺔ‪.‬‬
‫‪ -2-4-6‬ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻝﻘﻭﺓ ‪:‬‬
‫ﺍﻝﻘﻭﺓ ﻭﺍﻝﺴﻴﻁﺭﺓ ﻭﺍﻷﺸﺭﺍﻑ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ ﺤﺎﺠﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ ﺘﺠﻌل ﺍﻝﻔﺭﺩ ﻴﺴﻠﻙ ﺒﻁﺭﻴﻘـﺔ‬
‫ﺘﻭﻓﺭ ﻝﻪ ﺍﻝﻔﺭﺼﺔ ﻝﻜﺴﺏ ﺍﻝﻘﻭﺓ ﻭﺍﻝﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺴﻠﻭﻙ ﺍﻵﺨﺭﻴﻥ ﻭﺍﻷﻓﺭﺍﺩ ﺍﻝﺫﻴﻥ ﻝـﺩﻴﻬﻡ ﺤﺎﺠـﺔ‬
‫ﺸﺩﻴﺩﺓ ﺇﻝﻰ ﺍﻝﻘﻭﺓ ﻴﺭﻭﻥ ﻓﻲ ﺍﻝﻤﻨﻅﻤﺔ ﻓﺭﺼﺔ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻤﺭﻜﺯ ﻭﺍﻤﺘﻼﻙ ﺍﻝﺴﻠﻁﺔ ﻭﻤﻤﺎﺭﺴﺔ‬
‫ﺍﻝﺭﻗﺎﺒﺔ ﻭﺍﻝﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ‪.‬‬
‫‪ -3-4-6‬ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻻﻨﺘﻤﺎﺀ ‪:‬‬
‫ﻭﻫﺫﻩ ﺍﻝﺤﺎﺠﺔ ﻴﻌﺒﺭ ﻋﻨﻬﺎ ﺒﺎﻝﺴﻌﻲ ﻝﻠﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﻋﻼﻗﺎﺕ ﺍﻴﺠﺎﺒﻴﺔ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻭﺍﻝﺭﻏﺒﺔ‬
‫ﻓﻲ ﺒﻨﺎﺀ ﻋﻼﻗﺎﺕ ﺼﺩﺍﻗﺔ ﻭﺘﻔﺎﻋل ﻤﻊ ﺯﻤﻼﺀ ﺍﻝﻌﻤل‪.‬ﻭﻫﻲ ﺤﺎﺠﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻷﻓـﺭﺍﺩ ﺍﻝـﺫﻴﻥ‬
‫ﻴﻤﻠﻜﻭﻥ ﺤﺎﺠﺔ ﻋﺎﻝﻴﺔ ﻝﻼﻨﺘﻤﺎﺀ ﻴﺭﻏﺒﻭﻥ ﻓﻲ ﺍﻷﻋﻤﺎل ﺍﻝﺘﻲ ﺘﺘﻁﻠﺏ ﺘﻔﺎﻋﻼ ﺠﻴﺩﺍ ﻤﻊ ﺍﻵﺨﺭﻴﻥ)‪.(1‬‬
‫ﻭﻫﻜﺫﺍ ﺘﻌﺘﺒﺭ ﻨﻅﺭﻴﺔ "ﻤﺎﻜﻴﻼﻨﺩ" ﻝﻬﺎ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻓﻲ ﺘﺤﺭﻴﻙ ﺴﻠﻭﻙ ﺍﻝﻔﺭﺩ ﻭﺘﻭﺠﻴﻬﻪ ﻨﺤﻭ ﻫﺩﻑ‬
‫ﻤﻌﻴﻥ ﻗﺼﺩ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺘﻔﻭﻕ ‪،‬ﺇﻻ ﺃﻥ ﺍﻝﺫﻱ ﻴﻠﻔﺕ ﺍﻨﺘﺒﺎﻫﻨﺎ ﺃﻥ ''ﻤﺎﻜﻴﻼﻨﺩ'' ﺍﻋﺘﻤﺩ ﻋﻠﻰ ﺩﺍﻓﻊ‬
‫ﺍﻻﻨﺠﺎﺯ ﻓﻲ ﺘﻔﺴﻴﺭ ﺍﻝﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ ﻭﻝﻡ ﻴﻌﻁﻲ ﺃﻫﻤﻴﺔ ﻝﻠﺩﻭﺍﻓﻊ ﺍﻷﺨﺭﻯ‪،‬ﻓﻘﺩ ﻨﺠﺩ ﻤﺠﻤﻭﻋﺔ‬
‫ﻤﻥ ﺍﻝﺩﻭﺍﻓﻊ ﺍﻷﺨﺭﻯ ﺘﺤﺭﻙ ﺍﻝﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ ﻜﺎﻝﺩﻭﺍﻓﻊ ﺍﻝﻔﻴﺯﻴﻭﻝﻭﺠﻴﺔ )ﺍﻷﻜل‪،‬ﺍﻝﺸﺭﺏ‪(...‬‬
‫ﻓﻬﻲ ﺘﻌﺘﺒﺭ ﺃﺴﺎﺴﻴﺔ ﻝﻠﻔﺭﺩ‪.‬‬
‫‪ -5-6‬ﻨﻅﺭﻴﺔ ﻓﺭﻭﻡ ‪:‬‬
‫ﺭﻜﺯ " ﻓﺭﻭﻡ " ﺍﻫﺘﻤﺎﻤﻪ ﻋﻠﻰ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺨﺎﺭﺠﻴﺔ ﻭﺍﻝﺩﺍﺨﻠﻴﺔ ﻋﻨﺩ ﺘﻔﺴﻴﺭﻩ ﻝﺩﺍﻓﻌﻴﺔ ﺍﻹﻨﺠﺎﺯ ‪.‬‬
‫ﻭﻴﻘﺼﺩ ﺒﺎﻝﻌﻭﺍﻤل ﺍﻝﺨﺎﺭﺠﻴﺔ ﺘﻠﻙ ﺍﻝﺘﻲ ﺘﺘﻤﺜل ﻓﻲ ﺼﻌﻭﺒﺔ ﺍﻝﻤﻬﻤﺔ ﺍﻝﺨﻁ ﻭﺍﻝﺼﺩﻓﺔ)‪.(2‬‬
‫ﻭﻋﻠﻰ ﺃﺴﺎﺱ ﻫﺫﺍ ﺍﻝﺘﻘﺴﻴﻡ ﻓﺴﺭ " ﻓﺭﻭﻡ " ﺩﺍﻓﻌﻴﺔ ﺍﻹﻨﺠﺎﺯ ﺒﺎﻝﻌﻭﺍﻤل ﺍﻝﺩﺍﺨﻠﻴﺔ ﻭﺍﻝﺨﺎﺭﺠﻴﺔ ﻭﺍﻝﺘﻲ‬
‫ﻫﻲ ﻗﻭﻯ ﻤﻭﺠﻬﺔ ﻨﺤﻭ ﺍﻝﻔﻌل ﻭﺍﻝﺘﻲ ﺒﺩﻭﺭﻫﺎ ﺘﺤﺩﺩ ﻤﻥ ﺨﻼل ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﺭﺘﺒﺔ ﻤﻥ ﻫﺫﺍ ﺍﻝﻔﻌل ‪.‬‬

‫)‪ (1‬ﻋﻠﻲ ﺃﺤﻤﺩ ﺍﻝﺭﺤﻤﺎﻥ ﻋﻴﺎﺼﺭﺓ‪،‬ﺍﻝﻘﻴﺎﺩﺓ ﻭ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻓﻲ ﺍﻻﺩﺍﺭﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ‪) ،‬ﻁ‪ ،(1‬ﺩﺍﺭ ﻭ ﻤﻜﺘﺒﺔ ﺍﻝﺤﺎﻤﺩ ﻝﻠﻨﺸﺭ ﻭ ﺍﻝﺘﻭﺯﻴﻊ‬
‫ﻋﻤﺎﻥ ‪ ، 2006‬ﺹ ‪.105‬‬
‫)‪ (2‬ﻋﺼﺎﻡ ﻋﻠﻲ ﺍﻝﻁﻴﺏ‪،‬ﺭﺒﻴﻊ ﺭﺸﻭﺍﻥ‪،‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﻤﻌﺭﻓﻲ‪"،‬ﺍﻝﺫﺍﻜﺭﺓ ﻭﺸﻴﻔﺭﺓ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ"‪)،‬ﻁ‪،(1‬ﻋﺎﻝﻡ ﺍﻝﻜﺘﺏ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‬
‫ﺍﻝﻘﺎﻫﺭﺓ ‪ ،2006 ،‬ﺹ ‪. 206، 205‬‬
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 ‫‪ -6-6‬ﺍﻝﻨﻅﺭﻴﺔ ﺍﻝﺴﻠﻭﻜﻴﺔ ‪:‬‬
‫ﺍﻫﺘﻤﺕ ﻫﺫﻩ ﺍﻝﻨﻅﺭﻴﺔ ﺒﺩﺭﺍﺴﺔ ﺴﻤﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻝﻠﻔﺭﺩ ﻤﻤﺎ ﻝﻬﺎ ﻤﻥ ﻗﺩﺭﺓ ﺍﻝﺘﺄﺜﻴﺭ ﺇﻴﺠﺎﺒﺎ ﺃﻭ ﺴﻠﺒﺎ‬
‫ﻋﻠﻰ ﺴﻠﻭﻜﻪ ﻭﺃﺩﺍﺌﻪ ﻭﻤﻥ ﻋﻠﻤﺎﺌﻬﺎ ﺍﻝﺫﻴﻥ ﻓﺴﺭﻭﺍ ﺩﺍﻓﻌﻴﺔ ﺍﻹﻨﺠﺎﺯ ‪:‬‬
‫" ﺇﻴﺯﻨﻙ " ﺍﻝﺫﻱ ﻓﺴﺭ ﺍﻹﺸﺎﺭﺓ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﺴﻠﻭﻜﻴﺔ ﻭﺍﻝﻌﺼﺒﻴﺔ ﺒﺄﻨﻬﺎ ﺘﺴﻬﻴل ﺍﻻﺴﺘﺠﺎﺒﺎﺕ‬
‫ﺍﻹﺩﺭﺍﻜﻴﺔ ﺍﻝﺤﺭﻜﻴﺔ ﻭﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﺘﻔﻜﻴﺭ ﻓﻲ ﺍﻝﺠﻬﺎﺯ ﺍﻝﻌﺼﺒﻲ ﺍﻝﻤﺭﻜﺯﻱ‪ ،‬ﺒﻴﻨﻤﺎ ﻴﻌﻨﻲ‬
‫ﺍﻝﻜﻑ ﺍﻝﻌﻜﺱ ﺃﻱ ﺇﺨﻤﺎﺩ ﻜل ﻫﺫﻩ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ‪ ،‬ﻭﺃﻭﻀﺢ " ﺇﻴﺯﻨﻙ " ﺒﺄﻥ ﺍﻹﺸﺎﺭﺓ ﻫﻲ ﺃﺴﺎﺱ‬
‫)‪(1‬‬
‫‪.‬‬ ‫ﻝﻜل ﻨﺸﺎﻁ ﻓﻲ ﺤﻴﺎﺓ ﺍﻝﻔﺭﺩ‬
‫ﻭﺘﻌﺘﺒﺭ ﻨﻅﺭﻴﺔ ﺍﻹﺸﺎﺭﺓ ﺍﻝﺠﺎﻨﺏ ﺍﻹﻴﺠﺎﺒﻲ ﻝﻠﺴﻠﻭﻙ ﺒﻭﺠﻪ ﻋﺎﻡ ﻭﺍﻹﻨﺠﺎﺯ ﻓﻲ ﺃﻱ ﺸﻜل ﻤﻥ‬
‫ﺃﺸﻜﺎﻝﻪ‪ ،‬ﻓﺈﻥ ﺍﻝﻜﻑ ﻴﻌﺩ ﺍﻝﺠﺎﻨﺏ ﺍﻝﺴﻠﺒﻲ ‪.‬‬
‫ﻭﻗﺩ ﺍﻨﺘﻬﻰ " ﺇﻴﺯﻨﻙ " ﺇﻝﻰ ﺃﻥ ﻫﻨﺎﻙ ﺍﺨﺘﻼﻑ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻓﻲ ﺴﺭﻋﺔ ﺘﻜﻭﻴﻥ ﻭﺘﺒﺩﻴﺩ ﺍﻝﻜﻑ‬
‫ﻭﺃﻭﻀﺢ ﺫﻝﻙ ﻋﻨﺩ ﺍﻻﻨﺒﺴﺎﻁﻴﻴﻥ ﻭﺍﻻﻨﻁﻭﺍﺌﻴﻴﻥ‪ ،‬ﺤﻴﺙ ﺃﻥ ﺍﻻﻨﺒﺴﺎﻁﻲ ﻴﻭﻝﺩ ﺍﻝﻜﻑ ﺒﺸﻜل ﺃﺴﺭﻉ‬
‫ﻭﻴﺒﺩﺩﻩ ﺒﺸﻜل ﺃﺒﻁﺄ ﻤﻤﺎ ﻴﻔﻌﻠﻪ ﺍﻻﻨﻁﻭﺍﺌﻲ ‪.‬‬
‫ﻤﻥ ﺨﻼل ﻫﺫﻩ ﺍﻝﻨﻅﺭﻴﺔ ﺘﻔﺴﺭ ﺩﺍﻓﻌﻴﺔ ﺍﻹﻨﺠﺎﺯ ﻋﻠﻰ ﺃﻨﻬﺎ ﺴﻠﻭﻙ ﻤﺘﻌﻠﻡ ﻴﻤﻜﻥ ﺘﻌﻠﻤﻪ ﻤﻥ ﺨﻼل‬
‫ﺍﻹﺸﺎﺭﺓ ﻭﺍﻝﻜﻑ ﻤﻤﺎ ﻴﺠﻌل ﺃﺩﺍﺀ ﺍﻝﻔﺭﺩ ﺍﻹﻨﺠﺎﺯﻱ ﻴﺯﻴﺩ ﻭﻴﺭﺘﻘﻲ ‪.‬‬
‫‪ – 7‬ﻗﻴﺎﺱ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻼﻨﺠﺎﺯ ‪:‬‬
‫ﻝﻘﺩ ﻤﺭ ﻗﻴﺎﺱ ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ ﺒﻤﺭﺤﻠﺘﻴﻥ ﻫﺎﻤﺘﻴﻥ ﻫﻤﺎ ‪:‬‬
‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻷﻭﻝﻰ ‪:‬‬
‫ﻭ ﺘﺘﻀﻤﻥ ﻤﻘﻴﺎﺱ "ﻤﻭﺭﺍﻱ" ﻭ ﺯﻤﻼﺌﻪ ﻻﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ )‪،(T.A.T‬ﻭ ﻴﻌﺘﺒﺭ‬
‫"ﻤﻭﺭﺍﻱ" ﺃﻭل ﻭﺍﻀﻊ ﻝﻬﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻓﻲ ﺘﻤﻴﻴﺯ ﺒﻴﻥ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻝﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ‪.‬ﻭﻫﻭ‬
‫ﺍﺨﺘﺒﺎﺭ ﺇﺴﻘﺎﻁﻲ‪،‬ﺤﻴﺙ ﻴﻭﺍﺠﻪ ﺍﻝﻤﻔﺤﻭﺹ ﺼﻭﺭ ﻏﺎﻤﻀﺔ ﻏﻴﺭ ﻭﺍﻀﺤﺔ ﻭ ﻴﻁﻠﺏ ﻤﻨﻪ ﺃﻥ ﻴﺤﻜﻲ‬
‫ﻗﺼﺔ ﻋﻨﻬﺎ ‪ ،‬ﻜﻤﺎ ﺍﻓﺘﺭﺽ "ﻤﻭﺭﺍﻱ" ﺃﻥ ﻫﺫﻩ ﺍﻝﻘﺼﺹ ﺃﻭ ﺍﻷﻭﺼﺎﻑ ﺍﻝﺘﻲ ﻴﺸﻴﺭ ﺇﻝﻴﻬﺎ ﺍﻝﻔﺭﺩ‬
‫ﺘﻜﺸﻑ ﻋﻥ ﺍﻝﺤﺎﺠﺔ ﺒﺎﻻﻨﺠﺎﺯ ﻝﺩﻴﻪ)‪.(2‬‬
‫ﻭ ﻓﻲ ﻓﺘﺭﺓ ﻤﺎﺒﻴﻥ )‪ (1947‬ﻭ )‪ (1953‬ﻗﺎﻡ ﻋﻠﻤﺎﺀ ﺍﻝﻨﻔﺱ ﺁﺨﺭﻭﻥ ﻤﻨﻬﻡ ‪:‬‬

‫)‪(1‬‬
‫ﻤﺠﺩﻱ ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﷲ ‪ ،‬ﺍﻝﺴﻠﻭﻙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺩﻴﻨﺎﻤﻴﺎﺘﻪ ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ ‪ ،‬ﻤﺼﺭ ‪ ،2003،‬ﺹ ‪198‬‬
‫)‪(2‬‬
‫ﻤﺠﺩﻱ ﺃﺤﻤﺩ ﻋﺒﺩ ﺍﷲ‪،‬ﻨﻔﺱ ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪،‬ﺹ‪.186‬‬
‫‪51‬‬
‫"ﻤﺎﻜﻴﻼﻨﺩ" ﻭ "ﺃﺘﻜﻨﺴﻭﻥ" ﺒﺘﻌﺩﻴل ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ﺤﻴﺙ ﻜﺎﻨﺕ ﺍﻝﻤﺤﺎﻭﻝﺔ ﺍﻤﺘﺩﺍﺩ ﻻﺨﺘﺒﺎﺭ‬
‫"ﻤﻭﺭﺍﻱ"ﻝﺘﺤﺴﻴﻨﻪ ﻓﻲ ﻭﻀﻊ ﻤﺤﻜﺎﺕ ﺩﻗﻴﻘﺔ ﻝﺘﺼﺤﻴﺢ ﺍﻻﺨﺘﺒﺎﺭ"ﻭ ﺘﺘﻤﺜل ﻤﻨﻬﺠﻴﺔ ﺍﻝﻘﻴﺎﺱ ﻓﻲ ﻫﺫﺍ‬
‫ﺍﻻﺨﺘﺒﺎﺭ ﺒﺄﻥ ﻴﻌﺭﺽ ﻋﻠﻰ ﺍﻝﻤﻔﺤﻭﺹ ﻋﺩﺩﺍ ﻤﻥ ﺍﻝﺼﻭﺭ)ﺴﺘﺔ ﺃﻭ ﺃﺭﺒﻌﺔ ﻭﺃﺤﻴﺎﻨﺎ ﺠﻤل ﺃﺴﺎﺴﻴﺔ‬
‫ﻜﻤﻭﺠﻬﺎﺕ ﻝﻔﻅﻴﺔ ﻝﻤﻀﻤﻭﻥ ﺍﻝﻘﺼﺔ( ﺒﺸﻜل ﻨﻤﻁﻲ ﻝﻤﻭﻗﻑ ﺠﻤﺎﻋﻲ‪،‬ﻴﻘﻭﻡ ﺍﻝﻤﻔﺤﻭﺼﻴﻥ ﺒﺎﻹﺠﺎﺒﺔ‬
‫ﻋﻠﻰ ﺃﺭﺒﻌﺔ ﺃﺴﺌﻠﺔ ﻤﻭﺠﻬﺔ ﻝﻨﺴﻴﺞ ﺍﻝﻘﺼﺔ")‪،(1‬ﻭ ﻴﻜﻭﻥ ﺍﻻﺨﺘﺒﺎﺭ ﻤﺤﺩﺩ ﺒﻤﺩﺓ ﺃﺭﺒﻌﺔ ﺩﻗﺎﺌﻕ ﻭﺘﻌﺘﺒﺭ‬
‫ﻫﺫﻩ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻤﻘﺎﻴﻴﺱ ﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ﻝﻘﻴﺎﺱ ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ ‪.‬‬
‫ﺇﻥ ﻫﺫﻩ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻻﺴﻘﺎﻁﻴﺔ ﺘﺼﻑ ﺍﻝﺤﺎﻝﺔ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻝﻠﻤﻔﺤﻭﺼﻴﻥ ﺒﺼﺩﻕ ﻭ ﻝﻜﻨﻬﺎ ﻏﻴﺭ‬
‫ﺜﺎﺒﺘﺔ ﻓﻬﻨﺎﻙ ﺒﻌﺽ ﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﺃﻗﺭﻫﺎ ﻋﻠﻤﺎﺀ ﺍﻝﻨﻔﺱ ﻜﺼﻌﻭﺒﺔ ﺘﻔﺴﻴﺭ ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ‬
‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﻗﺼﺔ ﻭﺍﺤﺩﺓ‪،‬ﻭ ﺘﻔﺭﺽ ﺍﺤﺘﻤﺎل ﺍﻨﻌﻜﺎﺱ ﺍﻝﺨﺒﺭﺍﺕ ﺍﻝﺸﺨﺼﻴﺔ ﺍﻝﺴﺎﺒﻘﺔ ﺃﻭ ﺍﻝﺭﻏﺒﺎﺕ‬
‫ﺍﻝﻤﻜﺘﻭﺒﺔ ﻭﻻ ﺘﻌﻜﺱ ﺤﺎﻝﺔ ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ ﻝﻠﻔﺭﺩ‪،‬ﻜﻤﺎ ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﺘﺘﺄﺜﺭ ﺍﻝﻨﺘﺎﺌﺞ‬
‫ﺍﻝﻤﺘﺤﺼل ﻋﻠﻴﻬﺎ ﺒﺫﺍﺘﻴﺔ ﺍﻝﻔﺎﺤﺹ‪،‬ﻭ ﺒﺫﻝﻙ ﺘﺘﺩﻋﻡ ﻤﻭﻀﻭﻋﻴﺔ ﺍﻻﺨﺘﺒﺎﺭ‪.‬‬
‫ﻭ ﻫﺫﺍ ﻤﺎ ﺩﻓﻊ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺇﻝﻰ ﺍﻝﺘﻔﻜﻴﺭ ﻓﻲ ﺃﺩﻭﺍﺕ ﺃﺨﺭﻯ ﻭ ﻫﺫﺍ ﻤﺎ ﻴﻨﻁﺒﻕ ﻋﻠﻰ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻴﺔ‪.‬‬
‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻴﺔ ‪:‬‬
‫ﺤﺎﻭل "ﻫﺭﻤﺎﻨﺯ ‪ (1970) "Hernanns‬ﺒﻨﺎﺀ ﺇﺴﺘﺨﺒﺎﺭ ﺍﻝﺩﺍﻓﻊ ﻝﻼﻨﺠﺎﺯ ﺒﻌﻴﺩﺍ ﻋﻥ ﻨﻅﺭﻴﺔ "ﺍﺘﻜﻨﺴﻭﻥ"‬
‫ﻭ ﺫﻝﻙ ﺒﻌﺩ ﺃﻥ ﺤﺼﺭ ﺠﻤﻴﻊ ﺍﻝﻤﻅﺎﻫﺭ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻬﺫﺍ ﺍﻝﺘﻜﻭﻴﻥ)‪ .(2‬ﻭﻗﺩ ﺍﺤﺘﻭﻯ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻋﻠﻰ‬
‫‪ 29‬ﻋﺒﺎﺭﺓ ﻤﺘﻌﺩﺩﺓ ﺍﻻﺨﺘﻴﺎﺭ ‪ ،‬ﺃﻜﺩﺕ ﻗﻴﺎﺱ ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ ﺒﺼﺩﻕ ﻭ ﺜﺒﺎﺕ ﻋﺎﻝﻴﻴﻥ ‪.‬‬
‫ﺘﻡ ﺘﺭﺠﻤﺔ ﻫﺫﺍ ﺍﻝﻤﻘﻴﺎﺱ ﻭ ﺃﻋﻴﺩ ﺘﻜﻴﻔﻪ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻤﻥ ﻁﺭﻑ "ﺭﺸﺎﺩ ﻋﺒﺩ ﺍﻝﻌﺯﻴﺯ‬
‫ﻤﻭﺴﻰ" ﻭ"ﺼﻼﺡ ﺍﻝﺩﻴﻥ ﻤﺤﻤﺩ ﺃﺒﻭ ﻨﺎﻫﻴﺔ" )‪،(1987‬ﻭﺍﺘﻀﺢ ﻤﻥ ﺨﻼل ﺘﻁﺒﻴﻕ ﻫﺫﺍ ﺍﻝﻤﻘﻴﺎﺱ‬
‫ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﻤﺭﻀﻴﺔ ﺃﺜﺒﺘﺕ ﺼﺩﻗﻪ ﻭ ﺜﺒﺎﺘﻪ ﺒﺩﺭﺠﺎﺕ ﻋﺎﻝﻴﺔ‪.‬‬
‫ﻜﻤﺎ ﻗﺎﻤﺎ ﺒﺘﺭﺠﻤﺔ ﻤﻘﻴﺎﺱ ﺍﻝﺘﻭﺠﻪ ﻨﺤﻭ ﺍﻻﻨﺠﺎﺯ ﺍﻝﺫﻱ "ﺃﻋﺩﻩ"ﺃﻴﺯﻨﻙ"ﻭ" ﻭﻴﻠﺴﻭﻥ " )‪(1975‬‬
‫ﻀﻤﻥ ﺍﺴﺘﺨﺒﺎﺭ ﻴﺘﻀﻤﻥ ﺴﺒﻌﺔ ﻤﻘﺎﻴﻴﺱ ﻓﺭﻋﻴﺔ ﺘﻘﻴﺱ ﺍﻝﻤﺯﺍﺝ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺍﻝﻤﺜﺎﻝﻲ ﻭﻴﺘﻜﻭﻥ‬
‫ﺍﻝﻤﻘﻴﺎﺱ ﻤﻥ ‪ 30‬ﺒﻨﺩﺍ ﺃﺠﺎﺏ ﻋﻨﻬﺎ ﺒـ ) ﻨﻌﻡ‪،‬ﻏﻴﺭ ﻤﺘﺄﻜﺩ‪،‬ﻻ("‬
‫ﻭ ﺃﻋﻴﺩ ﺘﻜﻴﻴﻔﻪ ﻤﻥ ﻁﺭﻑ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺴﺎﺒﻘﻴﻥ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻭ ﺘﻡ ﺘﻁﺒﻴﻘﻪ‪.‬‬

‫)‪(1‬‬
‫ﻋﺼﺎﻡ ﻋﻠﻲ ﺍﻝﻁﻴﺏ‪،‬ﺭﺒﻴﻊ ﻋﺒﺩﻩ ﺭﺸﻭﺍﻥ‪،‬ﻤﺭﺠﻊ ﺴﺒﻕ ﺫﻜﺭﻩ‪،‬ﺹ‪.207‬‬
‫)‪(2‬‬
‫ﻤﺠﺩﻱ ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﷲ‪،‬ﻨﻔﺱ ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪،‬ﺹ‪.187،188‬‬
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‫ﻜﻤﺎ ﺃﻋﺎﺩ "ﺭﺸﺎﺩ ﻋﺒﺩ ﺍﻝﻌﺯﻴﺯ ﻤﻭﺴﻰ" ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﻭ ﺼﺩﻕ ﺍﻻﺨﺘﺒﺎﺭ ﺒﻁﺭﻴﻘﺔ ﺍﻝﻤﺤﻙ‬
‫ﻭ ﻜﺎﻨﺕ ﻨﺘﺎﺌﺠﻪ ﻤﺭﻀﻴﺔ‪.‬ﻭ ﻫﻜﺫﺍ ﻓﻘﺩ ﺘﻌﺩﺩﺕ ﺍﻷﺴﺎﻝﻴﺏ ﻭ ﺍﻝﻁﺭﻕ ﻝﻘﻴﺎﺱ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻺﻨﺠﺎﺯ‬
‫ﺒﺼﻭﺭﺓ ﻤﻭﻀﻭﻋﻴﺔ‪،‬ﻭ ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﻫﺫﻩ ﺍﻝﻤﺯﺍﻴﺎ ﺇﻻ ﺃﻥ ﻫﺫﻩ ﺍﻷﺴﺎﻝﻴﺏ ﻓﻲ ﺒﻌﺽ ﺍﻷﺤﻴﺎﻥ‬
‫ﺒﺎﻝﻀﺭﻭﺭﺓ ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻻﺴﻘﺎﻁﻴﺔ‪.‬‬
‫ﻝﻘﺩ ﺍﺴﺘﺨﺩﻡ "ﺃﺘﻜﻨﺴﻭﻥ" ﻜﻤﺎ ﺠﺎﺀ ﻓﻲ ﻜﺘﺎﺏ ﺩﺍﻓﻌﻴﺔ ﺍﻹﻨﺠﺎﺯ"ﻤﺎﻜﻴﻼﻨﺩ"‪ 8‬ﺼﻭﺭ‪،‬ﺃﺭﺒﻌﺔ ﻤﻨﻬﺎ‬
‫ﺃﺼﻠﻴﺔ ﻭﺃﺭﺒﻌﺔ ﺃﺨﺭﻯ ﻤﻀﺎﻓﺔ‪،‬ﻓﺤﺼل ﻋﻠﻰ ﺜﺒﺎﺕ ﺩﺍﺨﻠﻲ ﻗﺩﺭﻩ‪ 0.78‬ﺒﺈﻋﻁﺎﺀ ﻫﺫﻩ ﺍﻝﺼﻭﺭ‬
‫ﺒﺘﻨﺎﻭﺏ ﻤﺨﺘﻠﻑ‪،‬ﻭ ﺍﺴﺘﺒﻌﺩﺕ ﺃﻗل ﻫﺫﻩ ﺍﻝﺼﻭﺭ ﺜﺒﺎﺘﺎ ﺇﻻ ﺃﻥ ﺒﺤﻭﺜﺎ ﺃﺨﺭﻯ ﺘﺤﺼل ﻋﻠﻰ ﻫﺫﺍ‬
‫ﺍﻝﺜﺒﺎﺕ ﺍﻝﻌﺎﻝﻲ ﻜﻤﺎ ﺃﻥ ﺍﻝﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ ﻝﻡ ﻴﻜﻥ ﻋﺎﻝﻴﺎ‪،‬ﻭ ﻗﺩ ﺤﺼل"ﻫﺎﺒﺭ"‬
‫)‪(1958‬ﻋﻠﻰ ﺜﺒﺎﺕ ﺘﺭﺍﻭﺡ ﻤﻥ ﺤﻭﺍﻝﻲ‪ 0.20‬ﺒﺎﺴﺘﺨﺩﺍﻡ ﻝﻘﺱ ﺍﻝﺼﻭﺭ ﺇﻝﻰ‪ 0.55‬ﺒﺎﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻝﺼﻭﺭ ﺍﻝﻤﺘﻭﺍﺯﻴﺔ ﺫﺍﺕ ﺍﻝﺘﺤﻔﻴﺯ ﺍﻝﻌﺎﻝﻲ ﻝﺩﺍﻓﻌﻴﺔ ﺍﻹﻨﺠﺎﺯ‪،‬ﻜﻤﺎ ﺃﻥ ﺒﺤﻭﺜﺎ ﻋﺩﻴﺩﺓ ﺍﺴﺘﺨﺩﻤﺕ‬
‫ﺍﻝﺼﻭﺭ ﺍﻝﻤﺘﻭﺍﺯﻴﺔ ﺫﺍﺕ ﺍﻝﺘﺤﻔﻴﺯ ﺍﻝﻌﺎﻝﻲ ﻝﺩﺍﻓﻌﻴﺔ ﺍﻹﻨﺠﺎﺯ‪،‬ﻜﻤﺎ ﺃﻥ ﺒﺤﻭﺜﺎ ﻋﺩﻴﺩﺓ ﺍﺴﺘﺨﺩﻤﺕ‬
‫ﺍﻝﺼﻭﺭ ﺍﻷﺼﻠﻴﺔ ﺒﻁﺭﻴﻘﺔ ﺍﻹﻋﺎﺩﺓ ﺃﻭ ﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﺘﻭﺍﺯﻴﺔ ﻭ ﻝﻡ ﺘﺤﺼل ﻋﻠﻰ ﺜﺒﺎﺕ ﻭﺍﻁﺊ‬
‫ﺃﻴﻀﺎ‪.‬ﻓﻘﺩ ﺼﻤﻤﺕ"ﻓﺭﻨﺵ")‪ (1955‬ﺍﺨﺘﺒﺎﺭﺍ ﻝﻘﻴﺎﺱ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻼﻨﺠﺎﺯ ﻤﻜﻭﻨﺎ ﻤﻥ ﺠﻤل ﻨﺎﻗﺼﺔ‬
‫)‪(1‬‬
‫ﻴﻁﻠﺏ ﻤﻥ ﺍﻝﻤﻔﺤﻭﺹ ﺘﻜﻤﻠﺘﻬﺎ ‪.‬ﻓﻲ ﺍﻝﻤﻘﺎﺒل ﺃﻴﻀﺎ ﻨﺠﺩ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﻌﺭﺏ ﻗﺎﻤﻭﺍ‬
‫ﺒﺈﻋﺩﺍﺩ ﻤﻘﺎﻴﻴﺱ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻺﻨﺠﺎﺯ ﻤﻥ ﺨﻼل ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﺎﻝﻤﻘﺎﻴﻴﺱ ﺍﻝﺘﻲ ﺃﺸﺭﻨﺎ ﺇﻝﻴﻬﺎ ﺴﺎﺒﻘﺎ ﻜﻲ ﺘﺘﻤﺎﺸﻰ‬
‫ﻭ ﺍﻝﺒﻴﺌﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺃﻱ ﻗﺎﻡ ﺒﺘﻜﻴﻔﻬﺎ‪،‬ﻭﻤﻥ ﺒﻨﺎﺀ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭ ﺍﻝﺒﺤﻭﺙ ﺩﺭﺍﺴﺔ "ﻓﺎﺭﻭﻕ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ‬
‫ﻤﻭﺴﻰ"‪ 1981‬ﺩﺭﺍﺴﺔ ﺭﺸﺎﺩ ﻋﺒﺩ ﺍﻝﻌﺯﻴﺯ ﻤﻭﺴﻰ ﺼﻼﺡ ﺃﺒﻭ ﻨﺎﻫﻴﺔ )‪ (1988‬ﻓﻜﺎﻨﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻤﻘﺒﻭﻝﺔ‬
‫ﻭﺘﻤﺘﻊ ﺍﻻﺨﺘﺒﺎﺭ ﺒﺼﺩﻕ ﻤﻘﺒﻭل)‪.(2‬‬

‫)‪ (1‬ﺍﻝﺸﻤﺎﻉ ﻨﻌﻴﻤﺔ‪،‬ﺍﻝﺸﺨﺼﻴﺔ ﺍﻝﻨﻅﺭﻴﺔ ﻝﺘﻘﻴﻴﻡ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ‪)،‬ﺩﻁ(‪،‬ﻤﻁﺒﻌﺔ ﺒﻐﺩﺍﺩ‪،‬ﺒﻐﺩﺍﺩ‪،1977،‬ﺹ‪.157،158‬‬

‫)‪ (2‬ﻤﻭﺴﻰ ﺭﺸﺎﺩ‪،‬ﻋﺒﺩ ﺍﻝﻌﺯﻴﺯ ﺃﺒﻭ ﻨﺎﻫﻴﺔ‪،‬ﺼﻼﺡ ﺍﻝﺩﻴﻥ‪،1988،‬ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻝﺠﻨﺴﻴﻥ ﺍﻝﺩﺍﻓﻌﻴﺔ ﻝﻼﻨﺠﺎﺯ‪،‬ﺩﺭﺍﺴﺎﺕ ﻭﻤﻘﺎﻻﺕ ﻤﺠﻠﺔ‬
‫ﻋﻠﻡ ﺍﻝﻨﻔﺱ)ﻤﺠﻠﺔ ﻓﺼﻠﻴﺔ( ﺘﺼﺩﺭ ﻋﻥ ﺍﻝﻬﻴﺌﺔ ﺍﻝﻤﺼﺭﻴﺔ ﺍﻝﻌﺎﻤﺔ‪،‬ﺍﻝﻌﺩﺩ ‪،5‬ﺹ‪.84‬‬
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 ‫ﺨﻼﺼﺔ ﺍﻝﻔﺼل‪:‬‬

‫ﻝﻘﺩ ﺤﺎﻭﻝﻨﺎ ﻓﻲ ﻫﺫﺍ ﺍﻝﻔﺼل ﺇﻋﻁﺎﺀ ﺼﻭﺭﺓ ﻋﺎﻤﺔ ﻋﻥ ﻤﻔﻬﻭﻡ ﺍﻝﺩﺍﻓﻌﻴﺔ ﺜﻡ ﺘﻌﺭﻀﻨﺎ ﺒﺘﻔﺼﻴل‬
‫ﺇﻝﻰ ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ ﺤﻴﺙ ﺘﻡ ﺍﻝﺘﺤﺩﺙ ﻋﻥ ﻤﻔﻬﻭﻤﻬﺎ‪ ،‬ﺃﻨﻭﺍﻋﻬﺎ ‪ ،‬ﻤﻜﻭﻨﺎﺘﻬﺎ ‪ ،‬ﻭ ﺒﻌﺽ ﺍﻝﻌﻭﺍﻤـل‬
‫ﺍﻝﻤﺅﺜﺭﺓ ﻓﻴﻬﺎ ﻭﺠﻤﻠﺔ ﻤﻥ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﺘﻲ ﺘﻔﺴﺭﻫﺎ‪،‬ﻭ ﻗﻴﺎﺴﻬﺎ‪.‬‬

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