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‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﻭﺭﻗﺔ‪31-200‬‬
‫ﺗﺤﻠﻴﻞﻋﺎﻣﻞ ﺍﺳﺘﻜﺸﺎﻓﻲ ﺃﻡ ﺗﺄﻛﻴﺪﻱ؟‬
‫ﺩﻳﺎﻧﺎﺩ‪ .‬ﺟﺎﻣﻌﺔ ﺷﻤﺎﻝ ﻛﻮﻟﻮﺭﺍﺩﻭ‬

‫ﺍﻟﻤﻠﺨﺺ‬
‫ﻳﻤﻜﻦﻭﺻﻒ ﺗﺤﻠﻴﻞ ﻋﺎﻣﻞ ﺍﻻﺳﺘﻜﺸﺎﻑ )‪ (EFA‬ﺑﺄﻧﻪ ﺗﺒﺴﻴﻂ ﻣﻨﻈﻢ ﻟﻠﺘﺪﺍﺑﻴﺮ ﺍﻟﻤﺘﺮﺍﺑﻄﺔ‪ .‬ﺗﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻌﻠﻴﻢ ﻟﻠﺠﻤﻴﻊ ‪ ،‬ﺗﻘﻠﻴﺪﻳﺎً ‪ ،‬ﻻﺳﺘﻜﺸﺎﻑ ﺑﻨﻴﺔ‬
‫ﺍﻟﻌﻮﺍﻣﻞﺍﻟﻜﺎﻣﻨﺔ ﺍﻟﻜﺎﻣﻨﺔ ﻭﺭﺍء ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﻼﺣﻈﺔ ﺩﻭﻥ ﻓﺮﺽ ﺑﻨﻴﺔ ﻣﺴﺒﻘﺔ ﻋﻠﻰ ﺍﻟﻨﺘﻴﺠﺔ )ﺍﻟﻄﻔﻞ ‪ .(1990 ،‬ﻣﻦ ﺧﻼﻝ ﺃﺩﺍء ‪ ، EFA‬ﻳﺘﻢ‬
‫ﺗﺤﺪﻳﺪﻫﻴﻜﻞ ﺍﻟﻌﺎﻣﻞ ﺍﻷﺳﺎﺳﻲ‪.‬‬

‫ﺗﺤﻠﻴﻞﻋﺎﻣﻞ ﺍﻟﺘﺄﻛﻴﺪ )‪ (CFA‬ﻫﻮ ﺃﺳﻠﻮﺏ ﺇﺣﺼﺎﺉﻲ ﻳﺴﺘﺨﺪﻡ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺑﻨﻴﺔ ﺍﻟﻌﺎﻣﻞ ﻟﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﺮﺻﻮﺩﺓ‪ .‬ﻳﺴﻤﺢ ‪ CFA‬ﻟﻠﺒﺎﺣﺚ‬
‫ﺑﺎﺧﺘﺒﺎﺭﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻘﺎﺉﻠﺔ ﺑﻮﺟﻮﺩ ﻋﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﺮﺻﻮﺩﺓ ﻭﺍﻟﺘﺮﻛﻴﺒﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﺍﻟﻜﺎﻣﻨﺔ ﻭﺭﺍءﻫﺎ‪ .‬ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻣﻌﺮﻓﺔ ﺍﻟﻨﻈﺮﻳﺔ ﺃﻭ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻲﺃﻭ ﻛﻠﻴﻬﻤﺎ ‪ ،‬ﻭﻳﻔﺘﺮﺽ ﻧﻤﻂ ﺍﻟﻌﻼﻗﺔ ﻣﺴﺒﻘﺎً ﺛﻢ ﻳﺨﺘﺒﺮ ﺍﻟﻔﺮﺿﻴﺔ ﺇﺣﺼﺎﺉﻴﺎً‪.‬‬

‫ﺳﻴﺘﻢﺷﺮﺡ ﻋﻤﻠﻴﺔ ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻊ ‪ EFA‬ﻭ ‪ .CFA‬ﺃﻣﺜﻠﺔ ﻣﻊ ﺇﺟﺮﺍءﺍﺕ ‪ FACTOR‬ﻭ ‪ CALIS‬ﺳﺘﻮﺿﺢ ﺗﻘﻨﻴﺎﺕ ‪ EFA‬ﻭ ‪ CFA‬ﺍﻹﺣﺼﺎﺉﻴﺔ‪.‬‬

‫ﻣﻘﺪﻣﺔ‬
‫‪.‬ﻫﻲﺍﻟﺨﻄﻮﺓ ﺍﻟﺘﺎﻟﻴﺔ‪ .‬ﻳﺴﺎﻋﺪﻧﺎ ﺍﻟﺘﻌﻠﻴﻢ ﻟﻠﺠﻤﻴﻊ ﻓﻲ ﺗﺤﺪﻳﺪ ﺷﻜﻞ ﻫﻴﻜﻞ ﺍﻟﻌﺎﻣﻞ ﻭﻓﻘﺎً ﻟﻜﻴﻔﻴﺔ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ‪ .‬ﻳﻌﺪ ﺗﺤﻠﻴﻞ ﻋﺎﻣﻞ ﺍﻻﺳﺘﻜﺸﺎﻑ‬
‫ﺿﺮﻭﺭﻳﺎًﻟﺘﺤﺪﻳﺪ ﺍﻟﺘﺮﻛﻴﺒﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﻘﺎﺳﺔ ‪ EFA‬ﻳﺤﺪﺩ ﺍﻟﻤﺨﻄﻂ ﻫﻴﻜﻞ ﺍﻟﻌﺎﻣﻞ ﺃﻭ ﻣﺎ ﻧﻌﺘﻘﺪ ﺃﻧﻪ ﻫﻮ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ‪ ،‬ﻗﺪ ﻻ‬
‫ﺗﻘﻴﺲﺑﻌﺾ ﺍﻷﺳﺉﻠﺔ ﻣﺎ ﺍﻋﺘﻘﺪﻧﺎ ﺃﻧﻪ ﻳﻨﺒﻐﻲ ﻟﻬﺎ‪ .‬ﺇﺫﺍ ﻟﻢ ﻳﺘﻢ ﺗﺄﻛﻴﺪ ﻫﻴﻜﻞ ﺍﻟﻌﺎﻣﻞ ‪ ،‬ﻓﺈﻥ ‪ CFA.‬ﻣﻊ ﺗﻄﻮﻳﺮ ﺃﺩﻭﺍﺕ ﺍﻟﻘﻴﺎﺱ ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ﻣﻘﻴﺎﺱ‬
‫ﺍﻟﺮﺿﺎ ‪،‬ﻭﺍﻟﻤﻮﺍﻗﻒ ﺗﺠﺎﻩ ﺍﻟﺼﺤﺔ ‪ ،‬ﻭﺍﺳﺘﺒﻴﺎﻥ ﺧﺪﻣﺔ ﺍﻟﻌﻤﻼء‪ .‬ﺗﻢ ﺗﻄﻮﻳﺮ ﻣﺨﻄﻂ ‪ ،‬ﻭﻛﺘﺎﺑﺔ ﺍﻷﺳﺉﻠﺔ ‪ ،‬ﻭﺗﺤﺪﻳﺪ ﺍﻟﻤﻘﻴﺎﺱ ‪ ،‬ﻭﺍﺧﺘﺒﺎﺭ ﺍﻷﺩﺍﺓ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ‪ ،‬ﻭﺟﻤﻊ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ‪،‬ﻭﺇﻛﻤﺎﻝ ‪ EFA‬ﻭ ‪ CFA‬ﻫﻲ ﺗﻘﻨﻴﺎﺕ ﺇﺣﺼﺎﺉﻴﺔ ﻗﻮﻳﺔ‪ .‬ﻳﻤﻜﻦ ﺃﻥ ﻳﺤﺪﺙ ﻣﺜﺎﻝ ‪ EFA‬ﻭ ‪CFA‬‬

‫ﺍﻟﺘﺤﻠﻴﻞﺍﻟﻌﺎﻣﻠﻲ ﺍﻟﺘﻮﻛﻴﺪﻱ‬
‫ﻳﺴﻤﺢ‪ CFA‬ﻟﻠﺒﺎﺣﺚ ﺑﺎﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻘﺎﺉﻠﺔ ﺑﻮﺟﻮﺩ ﻋﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﺮﺻﻮﺩﺓ ﻭﺍﻟﺒﻨﻴﺔ ﺍﻟﻜﺎﻣﻨﺔ ﺍﻟﻜﺎﻣﻨﺔ ﻭﺭﺍءﻫﺎ‪ .‬ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻣﻌﺮﻓﺔ ﺍﻟﻨﻈﺮﻳﺔ‬
‫ﺃﻭﺍﻟﺒﺤﺚ ﺍﻟﺘﺠﺮﻳﺒﻲ ﺃﻭ ﻛﻠﻴﻬﻤﺎ ‪ ،‬ﻭﻳﻔﺘﺮﺽ ﻧﻤﻂ ﺍﻟﻌﻼﻗﺔ ﻣﺴﺒﻘﺎً ﺛﻢ ﻳﺨﺘﺒﺮ ﺍﻟﻔﺮﺿﻴﺔ ﺇﺣﺼﺎﺉﻴﺎً‪.‬‬

‫ﻳﻤﻜﻦﺃﻥ ﻳﺘﺄﺛﺮ ﺍﺳﺘﺨﺪﺍﻡ ‪CFA‬‬

‫ﻓﺮﺿﻴﺔﺍﻟﺒﺤﺚ ﻗﻴﺪ ﺍﻻﺧﺘﺒﺎﺭ‬
‫ﻣﺘﻄﻠﺒﺎﺕﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻜﺎﻓﻲ )ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ‪ 20-5 ،‬ﺣﺎﻟﺔ ﻟﻜﻞ ﺗﻘﺪﻳﺮ ﻣﻌﻠﻤﺔ( ﺃﺩﻭﺍﺕ ﺍﻟﻘﻴﺎﺱ‬

‫ﺍﻟﻮﺿﻊﺍﻟﻄﺒﻴﻌﻲ ﻣﺘﻌﺪﺩ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ‬

‫ﺍﻟﻘﻴﻢﺍﻟﻤﺘﻄﺮﻓﺔ ﻟﺘﺤﺪﻳﺪ‬
‫ﺍﻟﻤﻌﻠﻤﺔ‬
‫ﺑﻴﺎﻧﺎﺕﻣﻔﻘﻮﺩﺓ‬
‫ﺗﻔﺴﻴﺮﻣﺆﺷﺮﺍﺕ ﺗﻨﺎﺳﺐ ﺍﻟﻨﻤﻮﺫﺝ )‪.(Schumacker & Lomax ، 1996‬‬
‫ﻧﻬﺞﻣﻘﺘﺮﺡ ﻟﻠﺘﺤﻠﻴﻞ ﺍﻟﻤﺎﻟﻲ ﺍﻟﻤﻌﺘﻤﺪ ﻳﺴﺘﻤﺮ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻣﺮﺍﺟﻌﺔﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﻟﺪﻋﻢ ﻣﻮﺍﺻﻔﺎﺕ ﺍﻟﻨﻤﻮﺫﺝ ﺗﺤﺪﻳﺪ ﻧﻤﻮﺫﺝ )ﻋﻠﻰ ﺳﺒﻴﻞ‬
‫ﺍﻟﻤﺜﺎﻝ ‪،‬ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ‪ ،‬ﺍﻟﻤﻌﺎﺩﻻﺕ(‬
‫ﺗﺤﺪﻳﺪﺗﻌﺮﻳﻒ ﺍﻟﻨﻤﻮﺫﺝ )ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﻗﻴﻢ ﻓﺮﻳﺪﺓ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻤﻌﻠﻤﺎﺕ ؛ ﻳﻜﻮﻥ ﻋﺪﺩ ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﻳﺔ ‪،‬‬
‫‪ ، df‬ﻻﺧﺘﺒﺎﺭ ﺍﻟﻨﻤﻮﺫﺝ ﻣﻮﺟﺒﺎً(‬
‫ﺍﺟﻤﻊﺑﻴﺎﻧﺎﺕ‬
‫ﺇﺟﺮﺍءﺗﺤﻠﻴﻞ ﺇﺣﺼﺎﺉﻲ ﻭﺻﻔﻲ ﺃﻭﻟﻲ )ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ‪ ،‬ﺍﻟﻘﻴﺎﺱ ‪ ،‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﻔﻘﻮﺩﺓ ‪ ،‬ﻣﺸﺎﻛﻞ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺨﻄﻴﺔ ﺍﻟﻤﺘﺪﺍﺧﻠﺔ ‪ ،‬ﺍﻟﻜﺸﻒ‬
‫ﺍﻟﺨﺎﺭﺟﻰ(‬
‫ﺗﻘﺪﻳﺮﺍﻟﻤﻌﻠﻤﺎﺕ ﻓﻲ ﺍﻟﻨﻤﻮﺫﺝ ﺗﻘﻴﻴﻢ‬
‫ﺍﻟﻨﻤﻮﺫﺝﺍﻟﻤﻨﺎﺳﺐ‬
‫ﺗﻘﺪﻳﻢﻭﺗﻔﺴﻴﺮ ﺍﻟﻨﺘﺎﺉﺞ‪.‬‬

‫ﺇﺣﺼﺎﺉﻴﺎﺕ‬
‫ﺗﺴﺘﺨﺪﻡﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺉﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻋﺎﺩﺓ ًﺍﺧﺘﺒﺎﺭﺍً ﺇﺣﺼﺎﺉﻴﺎً ﻭﺍﺣﺪﺍً ﻟﺘﺤﺪﻳﺪ ﺃﻫﻤﻴﺔ ﺍﻟﺘﺤﻠﻴﻞ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ‪ ،‬ﻓﺈﻥ ﻧﻤﺬﺟﺔ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻬﻴﻜﻠﻴﺔ )‪، (SEM‬‬
‫‪ CFA‬ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺘﺤﺪﻳﺪ ‪ ،‬ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻹﺣﺼﺎﺉﻴﺔ ﻟﺘﺤﺪﻳﺪ ﻣﺪﻯ ﻣﻼءﻣﺔ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻠﺒﻴﺎﻧﺎﺕ‪ .‬ﻳﺸﻴﺮ ﺍﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱ ﺇﻟﻰ‬
‫ﻣﻘﺪﺍﺭﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﻣﺼﻔﻮﻓﺎﺕ ﺍﻟﺘﻐﺎﻳﺮ ﺍﻟﻤﺘﻮﻗﻌﺔ ﻭﺍﻟﻤﻼﺣﻈﺔ‪ .‬ﺗﺸﻴﺮ ﻗﻴﻤﺔ ﻣﺮﺑﻊ ﻛﺎﻱ ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ ﺍﻟﺼﻔﺮ ﺇﻟﻰ ﺍﺧﺘﻼﻑ ﺑﺴﻴﻂ ﺑﻴﻦ ﻣﺼﻔﻮﻓﺎﺕ ﺍﻟﺘﻐﺎﻳﺮ‬
‫ﺍﻟﻤﺘﻮﻗﻌﺔﻭﺍﻟﻤﻼﺣﻈﺔ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ ‪ ،‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻣﺴﺘﻮﻯ ﺍﻻﺣﺘﻤﺎﻝ ﺃﻛﺒﺮ ﻣﻦ ‪ 0.05‬ﻋﻨﺪﻣﺎ ﻳﻘﺘﺮﺏ ﻣﺮﺑﻊ ﻛﺎﻱ ﻣﻦ ﺍﻟﺼﻔﺮ‪.‬‬

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‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﻣﺆﺷﺮﺍﻟﻤﻼءﻣﺔ ﺍﻟﻤﻘﺎﺭﻥ )‪ (CFI‬ﻳﺴﺎﻭﻱ ﺩﺍﻟﺔ ﺍﻟﺘﻨﺎﻗﺾ ﺍﻟﻤﻌﺪﻟﺔ ﻟﺤﺠﻢ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻳﺘﺮﺍﻭﺡ ‪ CFI‬ﻣﻦ ‪ 0‬ﺇﻟﻰ ‪ 1‬ﺑﻘﻴﻤﺔ ﺃﻛﺒﺮ ﺗﺸﻴﺮ ﺇﻟﻰ ﻣﻼءﻣﺔ ﺃﻓﻀﻞ ﻟﻠﻨﻤﻮﺫﺝ‪ .‬ﺗﺘﻢ‬
‫ﺍﻹﺷﺎﺭﺓﺇﻟﻰ ﻣﻼءﻣﺔ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻤﻘﺒﻮﻝ ﺑﻘﻴﻤﺔ ‪ CFI‬ﺗﺒﻠﻎ ‪ 0.90‬ﺃﻭ ﺃﻛﺜﺮ )‪.(Hu & Bentler ، 1999‬‬

‫ﻳﺮﺗﺒﻂﺍﻟﺨﻄﺄ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻟﻤﺘﻮﺳﻂ ﺍﻟﺠﺬﺭ ﻟﻠﺘﻘﺮﻳﺐ )‪ (RMSEA‬ﺑﺎﻟﻤﺘﺒﻘﻲ ﻓﻲ ﺍﻟﻨﻤﻮﺫﺝ‪ .‬ﺗﺘﺮﺍﻭﺡ ﻗﻴﻢ ‪ RMSEA‬ﻣﻦ ‪ 0‬ﺇﻟﻰ ‪ 1‬ﻣﻊ ﻗﻴﻤﺔ ‪ RMSEA‬ﺃﺻﻐﺮ ﺗﺸﻴﺮ‬
‫ﺇﻟﻰﻣﻼءﻣﺔ ﺍﻟﻨﻤﻮﺫﺝ ﺑﺸﻜﻞ ﺃﻓﻀﻞ‪ .‬ﺗﺘﻢ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻰ ﻣﻼءﻣﺔ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻤﻘﺒﻮﻝ ﺑﻘﻴﻤﺔ ‪ RMSEA‬ﺗﺒﻠﻎ ‪ 0.06‬ﺃﻭ ﺃﻗﻞ )‪.(Hu & Bentler ، 1999‬‬

‫ﺇﺫﺍﻛﺎﻥ ﺍﻟﻨﻤﻮﺫﺝ ﻣﻨﺎﺳﺒﺎً ‪ ،‬ﻳﺘﻢ ﻓﺤﺺ ﺗﻘﺪﻳﺮﺍﺕ ﺍﻟﻤﻌﻠﻤﺎﺕ‪ .‬ﺗﻮﺯﻉ ﻧﺴﺒﺔ ﺗﻘﺪﻳﺮ ﻛﻞ ﻣﻌﻠﻤﺔ ﺇﻟﻰ ﺧﻄﺄﻫﺎ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻛﺈﺣﺼﺎء ﻣﻦ ﺍﻷﻟﻒ ﺇﻟﻰ ﺍﻟﻴﺎء ﻭﺗﻜﻮﻥ ﻣﻬﻤﺔ‬
‫ﻋﻨﺪﻣﺴﺘﻮﻯ ‪ 0.05‬ﺇﺫﺍ ﺗﺠﺎﻭﺯﺕ ﻗﻴﻤﺘﻬﺎ ‪ 1.96‬ﻭﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪ 0.01‬ﺗﺘﺠﺎﻭﺯ ﻗﻴﻤﺘﻬﺎ ‪) 2.56‬ﻫﻮﻳﻞ ‪ .(1995 ،‬ﺗﺤﺘﻔﻆ ﺗﻘﺪﻳﺮﺍﺕ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻏﻴﺮ ﺍﻟﻤﻮﺣﺪﺓ‬
‫ﺑﻤﻌﻠﻮﻣﺎﺕﻗﻴﺎﺱ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻭﻻ ﻳﻤﻜﻦ ﺗﻔﺴﻴﺮﻫﺎ ﺇﻻ ﺑﺎﻟﺮﺟﻮﻉ ﺇﻟﻰ ﻣﻘﺎﻳﻴﺲ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ‪ .‬ﺗﻘﺪﻳﺮﺍﺕ ﺍﻟﻤﻌﻠﻤﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ ﻫﻲ ﺗﺤﻮﻻﺕ ﻟﻠﺘﻘﺪﻳﺮﺍﺕ ﻏﻴﺮ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻳﺔﺍﻟﺘﻲ ﺗﺰﻳﻞ ﺍﻟﻘﻴﺎﺱ ﻭﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻠﻤﻘﺎﺭﻧﺎﺕ ﻏﻴﺮ ﺍﻟﺮﺳﻤﻴﺔ ﻟﻠﻤﻌﻠﻤﺎﺕ ﻓﻲ ﺟﻤﻴﻊ ﺃﻧﺤﺎء ﺍﻟﻨﻤﻮﺫﺝ‪ .‬ﺗﺘﻮﺍﻓﻖ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﻤﻮﺣﺪﺓ ﻣﻊ ﺗﻘﺪﻳﺮﺍﺕ‬
‫ﺣﺠﻢﺍﻟﺘﺄﺛﻴﺮ‪.‬‬

‫ﻓﻲ‪ ، CFA‬ﺇﺫﺍ ﺗﻢ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﻧﻤﻮﺫﺝ ﻣﻨﺎﺳﺐ ﻏﻴﺮ ﻣﻘﺒﻮﻝ ‪ ،‬ﻳﻤﻜﻦ ﺇﺟﺮﺍء ‪.EFA‬‬

‫‪PROC CALIS‬‬
‫ﻳﻘﺪﺭّﺇﺟﺮﺍء ‪) PROC CALIS‬ﺗﺤﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﻟﻠﻤﻌﺎﺩﻻﺕ ﺍﻟﻬﻴﻜﻠﻴﺔ ﺍﻟﺨﻄﻴﺔ( ﺍﻟﻤﻌﻠﻤﺎﺕ ﻭﻳﺨﺘﺒﺮ ﻣﺪﻯ ﻣﻼءﻣﺔ ﻧﻤﺎﺫﺝ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻬﻴﻜﻠﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺤﻠﻴﻞ‬
‫ﺍﻟﻬﻴﻜﻠﻲﻟﻠﺘﺒﺎﻳﻦ ﺍﻟﻤﺸﺘﺮﻙ‪ .‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺗﺼﻤﻴﻢ ‪ PROC CALIS‬ﻟﺘﺤﺪﻳﺪ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺨﻄﻴﺔ ‪ ،‬ﺇﻻ ﺃﻥ ﺗﻘﻨﻴﺎﺕ ﻧﻤﺬﺟﺔ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻬﻴﻜﻠﻴﺔ )‪ (SEM‬ﺗﺘﻤﺘﻊ‬
‫ﺑﺎﻟﻤﺮﻭﻧﺔﻻﺧﺘﺒﺎﺭ ﺍﻻﺗﺠﺎﻫﺎﺕ ﻏﻴﺮ ﺍﻟﺨﻄﻴﺔ‪ CFA .‬ﻫﻲ ﺣﺎﻟﺔ ﺧﺎﺻﺔ ﻣﻦ ‪.SEM‬‬

‫‪ CFA‬ﻭﺧﻴﺎﺭﺍﺕ ‪PROC CALIS‬‬

‫ﺗﺤﺪﺩﻣﺠﻤﻮﻋﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﺮﺍﺩ ﺗﺤﻠﻴﻠﻬﺎ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ=‬
‫ﻣﺼﻔﻮﻓﺔﺍﻟﺘﻐﺎﻳﺮ‬ ‫‪COV‬‬
‫ﻣﺼﻔﻮﻓﺔﺍﻻﺭﺗﺒﺎﻁ‬ ‫‪CORR‬‬

‫ﺍﻟﺘﺤﻠﻴﻞﺍﻟﻌﺎﻣﻠﻲ ﺍﻻﺳﺘﻜﺸﺎﻓﻲ‬
‫ﻳﺆﺩﻱﻋﻠﻤﺎء ﺍﻟﻨﻔﺲ ﺍﻟﺬﻳﻦ ﻳﺒﺤﺜﻮﻥ ﻋﻦ ﻭﺻﻒ ﺩﻗﻴﻖ ﻭﻣﺮﺗﺐ ﻟﻠﻘﺪﺭﺍﺕ ﺍﻟﻔﻜﺮﻳﺔ ﺍﻟﺒﺸﺮﻳﺔ ﺇﻟﻰ ﺗﻄﻮﻳﺮ ﻃﺮﻕ ﺗﺤﻠﻴﻞ ﺍﻟﻌﻮﺍﻣﻞ‪ .‬ﻏﺎﻟﺘﻮﻥ ‪ ،‬ﻋﺎﻟﻢ ﺧﻼﻝ ‪19‬ﺍﻟﻌﺎﺷﺮﻭ‬
‫‪20‬ﺍﻟﻌﺎﺷﺮﻗﺮﻭﻥ ‪ ،‬ﺃﺭﺳﺖ ﺃﺳﺲ ﻃﺮﻕ ﺗﺤﻠﻴﻞ ﺍﻟﻌﻮﺍﻣﻞ ﻣﻦ ﺧﻼﻝ ﺗﻄﻮﻳﺮ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﻜﻤﻴﺔ ﻟﺘﺤﺪﻳﺪ ﺍﻟﺘﺮﺍﺑﻂ ﺑﻴﻦ ﻣﺘﻐﻴﺮﻳﻦ‪ .‬ﻛﺎﻥ ﻛﺎﺭﻝ ﺑﻴﺮﺳﻮﻥ ﺃﻭﻝ ﻣﻦ ﺣﺪﺩ‬
‫ﺗﺤﻠﻴﻞﺍﻟﻌﻮﺍﻣﻞ ﺑﺸﻜﻞ ﺻﺮﻳﺢ‪ .‬ﻓﻲ ﻋﺎﻡ ‪ ، 1902‬ﻛﺎﻥ ﻣﺎﻛﺪﻭﻧﻴﻞ ﺃﻭﻝ ﻣﻦ ﻧﺸﺮ ﺗﻄﺒﻴﻖ ﺗﺤﻠﻴﻞ ﺍﻟﻌﻮﺍﻣﻞ ‪ ،‬ﻭﻫﻮ ﻣﻘﺎﺭﻧﺔ ﺍﻟﺨﺼﺎﺉﺺ ﺍﻟﻔﻴﺰﻳﺎﺉﻴﺔ ﺑﻴﻦ ‪3000‬‬
‫ﻣﺠﺮﻡﻭ ‪ 1000‬ﻃﺎﻟﺐ ﺟﺎﻣﻌﻲ ﻣﻦ ﻛﺎﻣﺒﺮﺩﺝ‪.‬‬

‫ﻳﻤﻜﻦﻭﺻﻒ ﺗﺤﻠﻴﻞ ﺍﻟﻌﺎﻣﻞ ﺑﺄﻧﻪ ﺗﺒﺴﻴﻂ ﻣﻨﻈﻢ ﻟﻠﺘﺪﺍﺑﻴﺮ ﺍﻟﻤﺘﺮﺍﺑﻄﺔ‪ .‬ﺗﻘﻠﻴﺪﻳﺎً ‪ ،‬ﺗﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺗﺤﻠﻴﻞ ﺍﻟﻌﻮﺍﻣﻞ ﻻﺳﺘﻜﺸﺎﻑ ﺍﻟﻬﻴﻜﻞ ﺍﻷﺳﺎﺳﻲ ﺍﻟﻤﺤﺘﻤﻞ‬
‫ﻟﻤﺠﻤﻮﻋﺔﻣﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﺘﺮﺍﺑﻄﺔ ﺩﻭﻥ ﻓﺮﺽ ﺃﻱ ﺑﻨﻴﺔ ﻣﺴﺒﻘﺔ ﻋﻠﻰ ﺍﻟﻨﺘﻴﺠﺔ )‪ .(Child ، 1990‬ﻣﻦ ﺧﻼﻝ ﺇﺟﺮﺍء ﺗﺤﻠﻴﻞ ﻋﺎﻣﻞ ﺍﻻﺳﺘﻜﺸﺎﻑ )‪ ، (EFA‬ﻳﺘﻢ‬
‫ﺗﺤﺪﻳﺪﻋﺪﺩ ﺍﻟﺘﺮﻛﻴﺒﺎﺕ ﻭﻫﻴﻜﻞ ﺍﻟﻌﺎﻣﻞ ﺍﻷﺳﺎﺳﻲ‪.‬‬

‫‪EFA‬‬
‫ﻫﻲﺗﻘﻨﻴﺔ ﺍﺧﺘﺰﺍﻝ ﻣﺘﻐﻴﺮﺓ ﺗﺤﺪﺩ ﻋﺪﺩ ﺍﻟﺘﺮﻛﻴﺒﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﻭﻫﻴﻜﻞ ﺍﻟﻌﺎﻣﻞ ﺍﻷﺳﺎﺳﻲ ﻟﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ‬

‫ﻳﻔﺘﺮﺽﺑﻨﺎءﺍً ﺃﺳﺎﺳﻴﺎً ‪ ،‬ﻣﺘﻐﻴﺮﺍً ﻻ ﻳﻘﺎﺱ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﺗﻘﺪﻳﺮﺍﺕ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﻋﻠﻰ‬
‫ﺍﻻﺳﺘﺠﺎﺑﺎﺕﻋﻠﻰ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﺮﺻﻮﺩﺓ ﻳﺴﻤﺢ ﻟﻚ ﺑﻮﺻﻒ ﻭﺗﺤﺪﻳﺪ ﻋﺪﺩ ﺍﻟﺘﺮﻛﻴﺒﺎﺕ )ﺍﻟﻌﻮﺍﻣﻞ(‬
‫ﺍﻟﻜﺎﻣﻨﺔﺗﺘﻀﻤﻦ ﻋﻮﺍﻣﻞ ﻓﺮﻳﺪﺓ ‪ ،‬ﺧﻄﺄ ﺑﺴﺒﺐ ﻋﺪﻡ ﺍﻟﻤﻮﺛﻮﻗﻴﺔ ﻓﻲ ﺍﻟﻘﻴﺎﺱ‬

‫ﺗﻢﺍﺳﺘﺨﺪﺍﻣﻪ ﺗﻘﻠﻴﺪﻳﺎً ﻻﺳﺘﻜﺸﺎﻑ ﺑﻨﻴﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻜﺎﻣﻨﺔ ﺍﻟﻤﺤﺘﻤﻠﺔ ﻟﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﻘﺎﺳﺔ ﺩﻭﻥ ﻓﺮﺽ ﺃﻱ ﺑﻨﻴﺔ ﻣﺴﺒﻘﺔ ﻋﻠﻰ‬
‫ﺍﻟﻨﺘﻴﺠﺔ)‪.(Child ، 1990‬‬

‫ﺍﻷﻫﺪﺍﻑﻣﻦ ﺗﺤﻠﻴﻞ ﺍﻟﻌﻮﺍﻣﻞ‬

‫‪ (1‬ﻟﻤﺴﺎﻋﺪﺓ ﺍﻟﻤﺤﻘﻖ ﻓﻲ ﺗﺤﺪﻳﺪ ﻋﺪﺩ ﺍﻟﺘﺮﻛﻴﺒﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﺍﻟﺘﻲ ﺗﻘﻮﻡ ﻋﻠﻴﻬﺎ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ )ﺍﻟﻤﺘﻐﻴﺮﺍﺕ(‬
‫‪ (2‬ﻟﺘﻮﻓﻴﺮ ﻭﺳﻴﻠﺔ ﻟﺸﺮﺡ ﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ )ﺍﻟﻌﻨﺎﺻﺮ( ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﻌﺾ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ )ﺍﻟﻌﻮﺍﻣﻞ( ﺍﻟﺘﻲ ﺗﻢ ﺇﻧﺸﺎﺅﻫﺎ ﺣﺪﻳﺜﺎً ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ‪،‬‬
‫ﺗﻜﺜﻴﻒﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫‪ (3‬ﻟﺘﺤﺪﻳﺪ ﻣﺤﺘﻮﻯ ﺃﻭ ﻣﻌﻨﻰ ﺍﻟﻌﻮﺍﻣﻞ ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ‪ ،‬ﺍﻟﺘﺮﻛﻴﺒﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ‬

‫ﺍﻻﻓﺘﺮﺍﺿﺎﺕﺍﻷﺳﺎﺳﻲ ﻫﻮ ﺍﻟﺘﻌﻠﻴﻢ ﻟﻠﺠﻤﻴﻊ‬

‫ﺍﻟﻔﺎﺻﻞﺍﻟﺰﻣﻨﻲ ﺃﻭ ﻣﺴﺘﻮﻯ ﻧﺴﺒﺔ ﺍﻟﻘﻴﺎﺱ‬ ‫•‬
‫ﺃﺧﺬﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﻌﺸﻮﺍﺉﻴﺔ‬ ‫•‬
‫ﺍﻟﻌﻼﻗﺔﺑﻴﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﻼﺣﻈﺔ ﺧﻄﻴﺔ‬ ‫•‬
‫ﺗﻮﺯﻳﻊﻃﺒﻴﻌﻲ )ﻛﻞ ﻣﺘﻐﻴﺮ ﻣﻠﺤﻮﻅ(‬ ‫•‬
‫ﺗﻮﺯﻳﻊﻃﺒﻴﻌﻲ ﺛﻨﺎﺉﻲ ﺍﻟﻤﺘﻐﻴﺮ )ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﻼﺣﻈﺔ(‬ ‫•‬
‫ﺍﻟﻮﺿﻊﺍﻟﻄﺒﻴﻌﻲ ﻣﺘﻌﺪﺩ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ‬ ‫•‬

‫‪2‬‬
‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﻣﺤﺪﺩﺍﺕﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﻟﻠﺠﻤﻴﻊ‬

‫ﺍﻻﺭﺗﺒﺎﻃﺎﺕ ‪،‬ﺃﺳﺎﺱ ﺗﺤﻠﻴﻞ ﺍﻟﻌﻮﺍﻣﻞ ‪ ،‬ﺗﺼﻒ ﺍﻟﻌﻼﻗﺎﺕ‪ .‬ﻻ ﻳﻤﻜﻦ ﻋﻤﻞ ﺍﺳﺘﺪﻻﻻﺕ ﺳﺒﺒﻴﺔ ﻣﻦ ﺍﻻﺭﺗﺒﺎﻃﺎﺕ ﻭﺣﺪﻫﺎ‪.‬‬ ‫•‬

‫ﻣﻮﺛﻮﻗﻴﺔﺃﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ )ﺗﺠﻨﺐ ﺃﺩﺍﺓ ﺫﺍﺕ ﻣﻮﺛﻮﻗﻴﺔ ﻣﻨﺨﻔﻀﺔ(‬ ‫•‬

‫ﺍﺭﺗﺒﺎﻁﺃﻛﺒﺮ(‬ ‫ﺣﺠﻢﺍﻟﻌﻴﻨﺔ )ﻋﻴﻨﺔ ﺃﻛﺒﺮ ◊‬ ‫•‬
‫ﺍﻟﺤﺪﺍﻷﺩﻧﻰ ﻟﻌﺪﺩ ﺍﻟﺤﺎﻻﺕ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧﺘﺎﺉﺞ ﻣﻮﺛﻮﻗﺔ ﻫﻮ ﺃﻛﺜﺮ ﻣﻦ ‪ 100‬ﻣﻼﺣﻈﺔ ﻭ ‪ 5‬ﺃﺿﻌﺎﻑ ﻋﺪﺩ ﺍﻟﻌﻨﺎﺻﺮ‬

‫◊ ﻧﻈﺮﺍًﻷﻥ ﺑﻌﺾ ﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﻗﺪ ﻻ ﺗﺠﻴﺐ ﻋﻠﻰ ﻛﻞ ﻋﻨﺼﺮ ‪ ،‬ﻓﻤﻦ ﺍﻟﻤﺴﺘﺤﺴﻦ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻋﻴﻨﺔ ﺃﻛﺒﺮ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ‪ ،‬ﺳﻴﺘﻄﻠﺐ‬
‫‪30‬ﻋﻨﺼﺮﺍً ‪ 150‬ﺣﺎﻟﺔ ﻋﻠﻰ ﺍﻷﻗﻞ )‪ ، (30 * 5‬ﻭﺳﺘﺴﻤﺢ ﻋﻴﻨﺔ ﻣﻦ ‪ 200‬ﻣﻮﺿﻮﻉ ﺑﺒﻴﺎﻧﺎﺕ ﻣﻔﻘﻮﺩﺓ‬
‫ﺍﺧﺘﻴﺎﺭﻋﻴﻨﺔ‬ ‫•‬
‫◊ ﻣﻤﺜﻞﺍﻟﺴﻜﺎﻥ ﻻ ﺗﺠﻤﻊ ﺍﻟﺴﻜﺎﻥ‬
‫◊‬
‫ﻳﻤﻜﻦﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺧﺎﺻﺔ ﺑﺎﻟﻌﻴﻨﺔ ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ‪ ،‬ﺍﻟﺠﻮﺩﺓ ﺍﻟﻔﺮﻳﺪﺓ ﺍﻟﺘﻲ ﺗﻤﺘﻠﻜﻬﺎ ﻣﺠﻤﻮﻋﺔ ﻻ ﺗﻌﻤﻢ ﻋﻠﻰ ﺍﻟﺴﻜﺎﻥ‬ ‫•‬

‫ﺗﻮﺯﻳﻊﻏﻴﺮ ﻃﺒﻴﻌﻲ ﻟﻠﺒﻴﺎﻧﺎﺕ‬ ‫•‬

‫ﻋﺎﻣﻞﺍﻻﺳﺘﺨﺮﺍﺝ‬
‫ﻳﺴﻌﻰﺗﺤﻠﻴﻞ ﺍﻟﻌﺎﻣﻞ ﺇﻟﻰ ﺍﻛﺘﺸﺎﻑ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻤﺸﺘﺮﻛﺔ‪ .‬ﺗﺤﺎﻭﻝ ﺗﻘﻨﻴﺔ ﺍﺳﺘﺨﻼﺹ ﺍﻟﻌﻮﺍﻣﻞ ﺇﺧﺮﺍﺝ ﺃﻛﺒﺮ ﻗﺪﺭ ﻣﻤﻜﻦ ﻣﻦ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻤﺸﺘﺮﻙ ﻓﻲ ﺍﻟﻌﺎﻣﻞ‬
‫ﺍﻷﻭﻝ‪.‬ﻭﺗﻬﺪﻑ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻼﺣﻘﺔ ‪ ،‬ﺑﺪﻭﺭﻫﺎ ‪ ،‬ﺇﻟﻰ ﺣﺴﺎﺏ ﺍﻟﺤﺪ ﺍﻷﻗﺼﻰ ﻟﻤﻘﺪﺍﺭ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻤﺸﺘﺮﻙ ﺍﻟﻤﺘﺒﻘﻲ ﺣﺘﻰ ‪ ،‬ﻛﻤﺎ ﻧﺄﻣﻞ ‪ ،‬ﻋﺪﻡ ﻭﺟﻮﺩ ﺗﺒﺎﻳﻦ ﻣﺸﺘﺮﻙ‪.‬‬

‫ﺗﺤﺼﻞﻃﺮﻕ ﺍﻻﺳﺘﺨﺮﺍﺝ ﺍﻟﻤﺒﺎﺷﺮﺓ ﻋﻠﻰ ﻣﺼﻔﻮﻓﺔ ﺍﻟﻌﺎﻣﻞ ﻣﺒﺎﺷﺮﺓ ﻣﻦ ﻣﺼﻔﻮﻓﺔ ﺍﻻﺭﺗﺒﺎﻁ ﻋﻦ ﻃﺮﻳﻖ ﺗﻄﺒﻴﻖ ﻧﻤﺎﺫﺝ ﺭﻳﺎﺿﻴﺔ ﻣﺤﺪﺩﺓ‪ .‬ﻳﺘﻔﻖ ﻣﻌﻈﻢ ﻣﺤﻠﻠﻲ‬
‫ﺍﻟﻌﻮﺍﻣﻞﻋﻠﻰ ﺃﻥ ﺍﻟﺤﻠﻮﻝ ﺍﻟﻤﺒﺎﺷﺮﺓ ﻟﻴﺴﺖ ﻛﺎﻓﻴﺔ‪ .‬ﻳﻌﻤﻞ ﺗﻌﺪﻳﻞ ﺍﻷﻃﺮ ﺍﻟﻤﺮﺟﻌﻴﺔ ﺑﻮﺍﺳﻄﺔ ﻃﺮﻕ ﺍﻟﺘﻨﺎﻭﺏ ﻋﻠﻰ ﺗﺤﺴﻴﻦ ﺗﻔﺴﻴﺮ ﻋﻮﺍﻣﻞ ﺍﻟﺘﺤﻤﻴﻞ ﻋﻦ ﻃﺮﻳﻖ‬
‫ﺗﻘﻠﻴﻞﺑﻌﺾ ﺍﻻﻟﺘﺒﺎﺳﺎﺕ ﺍﻟﺘﻲ ﺗﺼﺎﺣﺐ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻷﻭﻟﻲ )‪ .(Child ، 1990‬ﺗﻌُﺮﻑ ﻋﻤﻠﻴﺔ ﻣﻌﺎﻟﺠﺔ ﺍﻟﻤﺤﺎﻭﺭ ﺍﻟﻤﺮﺟﻌﻴﺔ ﺑﺎﻟﺪﻭﺭﺍﻥ‪.‬‬

‫ﺍﻟﺘﺪﻭﻳﺮﺍﻟﻤﻄﺒﻖ ﻋﻠﻰ ﺍﻟﻤﺤﺎﻭﺭ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﻤﺤﺎﻭﺭ ﺗﺪﻭﺭ ﺣﻮﻝ ﺍﻷﺻﻞ ﺣﺘﻰ ﻳﺘﻢ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﻣﻮﺿﻊ ﺑﺪﻳﻞ‪ .‬ﺃﺑﺴﻂ ﺣﺎﻟﺔ ﻫﻲ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﻤﺤﺎﻭﺭ‬
‫ﻣﺜﺒﺘﺔﻋﻨﺪ ‪90‬ﺍﻟﺒﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ‪ ،‬ﺩﻭﺭﺍﻥ ﻣﺘﻌﺎﻣﺪ‪ .‬ﻳﻌﻄﻲ ﺗﺪﻭﻳﺮ ﺍﻟﻤﺤﺎﻭﺭ ﻣﻦ ﺧﻼﻝ ﺯﻭﺍﻳﺎ ﻣﺨﺘﻠﻔﺔ ﺩﻭﺭﺍﻧﺎً ﻣﺎﺉﻼً )ﻟﻴﺲ ﻋﻨﺪ ‪90‬ﺍﻟﺒﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ(‪.‬‬

‫ﻣﻌﺎﻳﻴﺮﺍﺳﺘﺨﻼﺹ ﺍﻟﻌﻮﺍﻣﻞ‬
‫ﺇﻥﺗﺤﺪﻳﺪ ﻋﺪﺩ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻤﺮﺍﺩ ﺍﺳﺘﺨﻼﺻﻬﺎ ﻓﻲ ﺇﺟﺮﺍء ﺗﺤﻠﻴﻠﻲ ﻋﺎﻣﻠﻲ ﻳﻌﻨﻲ ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺃﻛﺒﺮ ﻗﺪﺭ ﻣﻦ ﺍﻟﺘﺒﺎﻳﻦ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻣﻌﺎﻳﻴﺮ‬
‫ﺗﺤﺪﻳﺪﻋﺪﺩ ﺍﻟﻌﻮﺍﻣﻞ ﻫﻲ‪:‬‬
‫‪ (1‬ﻣﻌﻴﺎﺭ ﻛﺎﻳﺰﺭ ‪ ،‬ﺍﻟﺬﻱ ﺍﻗﺘﺮﺣﻪ ﺟﻮﺗﻤﺎﻥ ﻭﺗﻌﺪﻳﻠﻪ ﻣﻦ ﻗﺒﻞ ﻛﺎﻳﺰﺭ ‪ ،‬ﻳﻌﺘﺒﺮ ﺍﻟﻌﻮﺍﻣﻞ ﺫﺍﺕ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺬﺍﺗﻴﺔ ﺍﻷﻛﺒﺮ ﻣﻦ ﻭﺍﺣﺪ ﻛﻌﻮﺍﻣﻞ ﻣﺸﺘﺮﻛﺔ )‪، 1978‬‬
‫‪(Nunnally‬‬
‫‪ (2‬ﺍﺧﺘﺒﺎﺭ ﺣﺼﻮﺓ ﻛﺎﺗﻴﻞ )‪ .(1966‬ﻳﻌﺘﻤﺪ ﺍﻻﺳﻢ ﻋﻠﻰ ﺗﺸﺒﻴﻪ ﺑﻴﻦ ﺍﻟﺤﻄﺎﻡ ‪ ،‬ﺍﻟﻤﺴﻤﻰ ‪ ، scree‬ﺍﻟﺬﻱ ﻳﺘﺠﻤﻊ ﻓﻲ ﻗﺎﻉ ﺗﻞ ﺑﻌﺪ ﺍﻻﻧﻬﻴﺎﺭ ﺍﻷﺭﺿﻲ ‪ ،‬ﻭﺍﻟﻌﻮﺍﻣﻞ‬
‫ﺍﻟﺘﻲﻻ ﻣﻌﻨﻰ ﻟﻬﺎ ﻧﺴﺒﻴﺎً ﺍﻟﺘﻲ ﺗﻨﺘﺞ ﻋﻦ ﺍﻻﺳﺘﺨﺮﺍﺝ ﺍﻟﻤﻔﺮﻁ‪ .‬ﻓﻲ ﻣﺨﻄﻂ ﺍﻟﻘﻄﻊ ‪ ،‬ﻧﻈﺮﺍً ﻷﻥ ﻛﻞ ﻋﺎﻣﻞ ﻳﺸﺮﺡ ﺗﺒﺎﻳﻨﺎً ﺃﻗﻞ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺴﺎﺑﻘﺔ ‪ ،‬ﻓﺈﻥ‬
‫ﺍﻟﺨﻂﺍﻟﺘﺨﻴﻠﻲ ﺍﻟﺬﻱ ﻳﺮﺑﻂ ﻋﻼﻣﺎﺕ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﻳﻤﺘﺪ ﻋﻤﻮﻣﺎً ﻣﻦ ﺃﻋﻠﻰ ﻳﺴﺎﺭ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﺇﻟﻰ ﺃﺳﻔﻞ ﺍﻟﻴﻤﻴﻦ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﻧﻘﻄﺔ ﺃﺳﻔﻠﻬﺎ‬
‫ﺗﻔﺴﺮﺍﻟﻌﻮﺍﻣﻞ ﺗﺒﺎﻳﻨﺎً ﺿﺉﻴﻼً ﻧﺴﺒﻴﺎً ﻭﻓﻮﻗﻬﺎ ﺗﺸﺮﺡ ﺃﻛﺜﺮ ﺑﺸﻜﻞ ﻛﺒﻴﺮ ‪ ،‬ﻓﻬﺬﺍ ﻋﺎﺩﺓ ﻣﺎ ﻳﻈﻬﺮ ﻋﻠﻰ ﺃﻧﻪ "ﻣﺮﻓﻖ" ﻓﻲ ﺍﻟﺤﺒﻜﺔ‪ .‬ﻫﺬﻩ ﺍﻟﻤﺆﺍﻣﺮﺓ ﺗﺤﻤﻞ ﺑﻌﺾ‬
‫ﺍﻟﺘﺸﺎﺑﻪﺍﻟﻤﺎﺩﻱ ﻟﻤﻈﻬﺮ ﻣﻨﺤﺪﺭ ﺍﻟﺘﻞ‪ .‬ﺍﻟﺠﺰء ﺍﻟﻤﻮﺟﻮﺩ ﺧﻠﻒ ﺍﻟﻜﻮﻉ ﻳﺘﻮﺍﻓﻖ ﻣﻊ ﺍﻷﻧﻘﺎﺽ ‪ ،‬ﺃﻭ ﺍﻟﺤﺼﺎﺓ ‪ ،‬ﺍﻟﺘﻲ ﺗﺘﺠﻤﻊ‪ .‬ﺗﺪﻋﻮ ﺇﺭﺷﺎﺩﺍﺕ ‪ Cattell‬ﺇﻟﻰ‬
‫ﺍﻻﺣﺘﻔﺎﻅﺑﺎﻟﻌﻮﺍﻣﻞ ﻓﻮﻕ ﺍﻟﻜﻮﻉ ﻭﺭﻓﺾ ﺗﻠﻚ ﺍﻟﻤﻮﺟﻮﺩﺓ ﺃﺳﻔﻠﻬﺎ‪.‬‬

‫‪ (3‬ﻧﺴﺒﺔ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﺘﻲ ﻳﺘﻢ ﺍﺣﺘﺴﺎﺑﻬﺎ ﺗﺤﺘﻔﻆ ﺑﻌﺎﻣﻞ ﺇﺫﺍ ﻛﺎﻥ ﻳﻤﺜﻞ ﻣﺒﻠﻐﺎً ﻣﺤﺪﺩﺍً ﻣﺴﺒﻘﺎً ﻣﻦ ﺍﻟﺘﺒﺎﻳﻦ )ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ‪.(٪10 ، ٪5 ،‬‬

‫‪ (4‬ﻣﻌﺎﻳﻴﺮ ﺍﻟﺘﻔﺴﻴﺮ‬
‫ﺃ‪.‬ﻫﻞ ﻫﻨﺎﻙ ﻣﺎ ﻻ ﻳﻘﻞ ﻋﻦ ‪ 3‬ﻋﻨﺎﺻﺮ ﺫﺍﺕ ﺣﻤﻮﻻﺕ ﻛﺒﻴﺮﺓ )< ‪(0.30‬؟‬
‫ﺏ‪.‬ﻫﻞ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﺘﻲ ﺗﺤﻤﻞ ﻋﻠﻰ ﻋﺎﻣﻞ ﻣﺎ ﺗﺸﺘﺮﻙ ﻓﻲ ﺑﻌﺾ ﺍﻟﻤﻌﻨﻰ ﺍﻟﻤﻔﺎﻫﻴﻤﻲ؟‬
‫ﺝ‪.‬ﻫﻞ ﻳﺒﺪﻭ ﺃﻥ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﺘﻲ ﺗﺤﻤﻞ ﻋﻮﺍﻣﻞ ﻣﺨﺘﻠﻔﺔ ﺗﻘﻴﺲ ﺑﻨﻴﺎﺕ ﻣﺨﺘﻠﻔﺔ؟‬
‫ﺩ‪.‬ﻫﻞ ﻳﻈُﻬﺮ ﻧﻤﻂ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻤﺴﺘﺪﻳﺮ ﺑﻨﻴﺔ ﺑﺴﻴﻄﺔ؟ ﻫﻞ ﻫﻨﺎﻙ ﻧﺴﺒﻴﺎً‬
‫ﺃﻧﺎ‪.‬ﺃﺣﻤﺎﻝ ﻋﺎﻟﻴﺔ ﻋﻠﻰ ﻋﺎﻣﻞ ﻭﺍﺣﺪ؟‬
‫ﺛﺎﻧﻴﺎ‪.‬ﺃﺣﻤﺎﻝ ﻣﻨﺨﻔﻀﺔ ﻋﻠﻰ ﻋﻮﺍﻣﻞ ﺃﺧﺮﻯ؟‬

‫ﻳﺤﻠﻞ‪ EFA‬ﻣﺼﻔﻮﻓﺔ ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﻤﻌﺪﻟﺔ‪ .‬ﻳﺘﻢ ﺗﻮﺣﻴﺪ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻓﻲ ‪ ، EFA‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ‪ ،‬ﺍﻟﻤﺘﻮﺳﻂ = ‪ ، 0‬ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ = ‪ ، 1‬ﻳﺘﻢ ﺗﻌﺪﻳﻞ‬
‫ﺍﻷﻗﻄﺎﺭﻟﻌﻮﺍﻣﻞ ﻓﺮﻳﺪﺓ ‪ .u-1 ،‬ﻣﻘﺪﺍﺭ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻤﻮﺿﺢ ﻳﺴﺎﻭﻱ ﺗﺘﺒﻊ ﺍﻟﻤﺼﻔﻮﻓﺔ ‪ ،‬ﻣﺠﻤﻮﻉ ﺍﻷﻗﻄﺎﺭ ﺃﻭ ﺍﻟﻘﻴﻢ ﺍﻟﻤﺸﺘﺮﻛﺔ ﺍﻟﻤﻌﺪﻟﺔ‪ .‬ﺗﺴُﺘﺨﺪﻡ ﺍﻻﺭﺗﺒﺎﻃﺎﺕ‬
‫ﺍﻟﻤﺘﻌﺪﺩﺓﺍﻟﻤﺮﺑﻌﺔ )‪ (SMC‬ﻛﺘﻘﺪﻳﺮﺍﺕ ﻣﺠﺘﻤﻌﻴﺔ ﻋﻠﻰ ﺍﻷﻗﻄﺎﺭ‪ .‬ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﺮﺻﻮﺩﺓ ﻫﻲ ﻣﺰﻳﺞ ﺧﻄﻲ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻟﻔﺮﻳﺪﺓ ﻣﻦ ﻧﻮﻋﻬﺎ‪ .‬ﻳﺘﻢ‬
‫ﺗﻘﺪﻳﺮﺍﻟﻌﻮﺍﻣﻞ ‪ X1 = b1F1 + b2F2 +.... e1) ،‬ﺣﻴﺚ ‪ e1‬ﻋﺎﻣﻞ ﻓﺮﻳﺪ(‪.‬‬

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‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﺍﻟﻌﻮﺍﻣﻞﻓﻲ ﺣﺴﺎﺏ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻤﺸﺘﺮﻙ ﻓﻲ ﻣﺠﻤﻮﻋﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻣﻘﺪﺍﺭ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻤﻮﺿﺢ ﻫﻮ ﺗﺘﺒﻊ )ﻣﺠﻤﻮﻉ ﺍﻷﻗﻄﺎﺭ( ﻟﻤﺼﻔﻮﻓﺔ ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﻤﻌﺪﻟﺔ ﺍﻟﻤﺘﺤﻠﻠﺔ‪.‬‬
‫ﺗﺸﻴﺮﺍﻟﻘﻴﻢ ﺍﻟﺬﺍﺗﻴﺔ ﺇﻟﻰ ﻣﻘﺪﺍﺭ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻤﻮﺿﺢ ﺑﻮﺍﺳﻄﺔ ﻛﻞ ﻋﺎﻣﻞ‪ .‬ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻟﺬﺍﺗﻴﺔ ﻫﻲ ﺍﻷﻭﺯﺍﻥ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﺤﺴﺎﺏ ﺩﺭﺟﺎﺕ ﺍﻟﻌﻮﺍﻣﻞ‪.‬‬
‫ﻓﻲﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﺸﺎﺉﻌﺔ ‪ ،‬ﻳﺘﻢ ﺣﺴﺎﺏ ﺩﺭﺟﺎﺕ ﺍﻟﻌﻮﺍﻣﻞ ﺑﻤﺘﻮﺳﻂ ﺃﻭ ﻣﺠﻤﻮﻉ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﻘﺎﺳﺔ ﺍﻟﺘﻲ "ﺗﺤﻤﻞ" ﻋﻠﻰ ﺃﺣﺪ ﺍﻟﻌﻮﺍﻣﻞ‪.‬‬

‫ﻧﻤﻮﺫﺝ‪ EFA‬ﻫﻮ ‪ Y = Xβ + E‬ﺣﻴﺚ‬

‫ﻋﺒﺎﺭﺓﻋﻦ ﻣﺼﻔﻮﻓﺔ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻤﺸﺘﺮﻛﺔ ‪ X‬ﻋﺒﺎﺭﺓ‬
‫ﻋﻦﻣﺼﻔﻮﻓﺔ ﻣﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﻘﺎﺳﺔ ‪Y‬‬
‫‪β‬ﻫﻲ ﻣﺼﻔﻮﻓﺔ ﻣﻦ ﺍﻷﻭﺯﺍﻥ )ﻋﻮﺍﻣﻞ ﺍﻟﺘﺤﻤﻴﻞ( ‪ E‬ﻋﺒﺎﺭﺓ‬
‫ﻋﻦﻣﺼﻔﻮﻓﺔ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻔﺮﻳﺪﺓ ‪ ،‬ﺍﺧﺘﻼﻑ ﺍﻟﺨﻄﺄ‬

‫ﺍﻟﻤﺠﺘﻤﻊﻫﻮ ﺍﻟﺘﺒﺎﻳﻦ ﻓﻲ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﻠﺤﻮﻇﺔ ﺍﻟﺘﻲ ﻳﺘﻢ ﺗﻔﺴﻴﺮﻫﺎ ﺑﻮﺍﺳﻄﺔ ﻋﺎﻣﻞ ﻣﺸﺘﺮﻙ‪ .‬ﺗﺸﻴﺮ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺠﻤﺎﻋﻴﺔ ﺍﻟﻜﺒﻴﺮﺓ ﺇﻟﻰ ﻭﺟﻮﺩ ﺗﺄﺛﻴﺮ ﻗﻮﻱ‬
‫ﻣﻦﺧﻼﻝ ﺍﻟﺒﻨﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ‪ .‬ﻳﺘﻢ ﺣﺴﺎﺏ ﺍﻟﻤﺠﺘﻤﻊ ﻋﻦ ﻃﺮﻳﻖ ﺟﻤﻊ ﻣﺮﺑﻌﺎﺕ ﺍﻟﻌﺎﻣﻞ‬
‫ﺍﻟﺸﺤﻨﺎﺕ‬
‫ﺩ‪ - 1 =12‬ﺍﻟﺠﻤﺎﻋﺔ =‪ ٪‬ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﺬﻱ ﻳﻔﺴﺮﻩ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻔﺮﻳﺪ‬
‫ﺩ‪ =1‬ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ )‪-1‬ﺍﻟﻤﺠﺘﻤﻊ( = ﻭﺯﻥ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻔﺮﻳﺪ )ﺗﻘﺪﻳﺮ ﺍﻟﻤﻌﻠﻤﺔ(‬

‫ﺧﻄﻮﺍﺕﺍﻟﺘﻌﻠﻴﻢ ﻟﻠﺠﻤﻴﻊ‬

‫‪ (1‬ﺍﻻﺳﺘﺨﺮﺍﺝ ﺍﻷﻭﻟﻲ‬
‫ﻳﻤﺜﻞﻛﻞ ﻋﺎﻣﻞ ﺍﻟﺤﺪ ﺍﻷﻗﺼﻰ ﻟﻤﻘﺪﺍﺭ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﺬﻱ ﻟﻢ ﻳﺘﻢ ﺣﺴﺎﺑﻪ ﻣﺴﺒﻘﺎً ﺑﻮﺍﺳﻄﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺧﺮﻯ‬ ‫•‬

‫ﺍﻟﻌﻮﺍﻣﻞﻏﻴﺮ ﻣﺘﺮﺍﺑﻄﺔ‬ ‫•‬

‫ﺗﻤﺜﻞﺍﻟﻘﻴﻢ ﺍﻟﺬﺍﺗﻴﺔ ﻣﻘﺪﺍﺭ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﺬﻱ ﻳﻤﺜﻠﻪ ﻛﻞ ﻋﺎﻣﻞ‬ ‫•‬
‫‪ (2‬ﺗﺤﺪﻳﺪ ﻋﺪﺩ ﺍﻟﻌﻮﺍﻣﻞ ﻟﻼﺣﺘﻔﺎﻅ ﺑﻬﺎ‬
‫ﺍﺧﺘﺒﺎﺭﺣﺼﺎﺓ ‪ ،‬ﺍﺑﺤﺚ ﻋﻦ ﺍﻟﻜﻮﻉ‬ ‫•‬
‫ﻧﺴﺒﺔﺍﻟﺘﺒﺎﻳﻦ‬ ‫•‬
‫ﺗﻘﺪﻳﺮﺍﺕﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺤﻠﻲ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻴﺴﺖ ﺩﻗﻴﻘﺔ ﺗﻤﺎﻣﺎً ‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﺴﺎﻭﻱ ﺍﻟﻨﺴﺒﺔ ﺍﻟﺘﺮﺍﻛﻤﻴﺔ ‪ ٪100‬ﻟﺬﻟﻚ ﺳﺘﻜﻮﻥ ﺑﻌﺾ ﺍﻟﻘﻴﻢ ﺍﻟﺬﺍﺗﻴﺔ‬ ‫•‬
‫ﺳﻠﺒﻴﺔﺑﻌﺪ ﺍﺳﺘﺨﺮﺍﺝ ﺍﻟﻌﻮﺍﻣﻞ ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ‪ ،‬ﺇﺫﺍ ﺗﻢ ﺍﺳﺘﺨﺮﺍﺝ ﻋﺎﻣﻠﻴﻦ ‪ ،‬ﻓﺈﻥ ﺍﻟﻨﺴﺒﺔ ﺍﻟﺘﺮﺍﻛﻤﻴﺔ ﺗﺴﺎﻭﻱ ‪ ٪100‬ﻣﻊ ‪ 6‬ﻋﻨﺎﺻﺮ ‪ ،‬ﺛﻢ ‪4‬‬
‫ﻋﻨﺎﺻﺮﻟﻬﺎ ﻗﻴﻢ ﺫﺍﺗﻴﺔ ﺳﻠﺒﻴﺔ‬
‫ﺍﻟﺘﻔﺴﻴﺮ‬ ‫•‬
‫ﻣﺎﻻ ﻳﻘﻞ ﻋﻦ ‪ 3‬ﻣﺘﻐﻴﺮﺍﺕ ﻣﻠﺤﻮﻇﺔ ﻟﻜﻞ ﻋﺎﻣﻞ ﻣﻊ ﻋﻮﺍﻣﻞ ﻣﻬﻤﺔ‬ ‫•‬
‫ﺍﻟﻤﻌﻨﻰﺍﻟﻤﻔﺎﻫﻴﻤﻲ ﺍﻟﻤﺸﺘﺮﻙ‬ ‫•‬
‫ﻗﻴﺎﺱﺑﻨﻴﺎﺕ ﻣﺨﺘﻠﻔﺔ‬ ‫•‬
‫ﻧﻤﻂﺍﻟﻌﺎﻣﻞ ﺍﻟﻤﺴﺘﺪﻳﺮ ﻟﻪ ﻫﻴﻜﻞ ﺑﺴﻴﻂ )ﺑﺪﻭﻥ ﺗﺤﻤﻴﻼﺕ ﻣﺘﻘﺎﻃﻌﺔ(‬ ‫•‬
‫‪ (3‬ﺍﻟﺘﻨﺎﻭﺏ ‪ -‬ﺗﺤﻮﻝ‬
‫‪ (4‬ﺗﻔﺴﻴﺮ ﺍﻟﺤﻞ‬
‫‪ (5‬ﺣﺴﺎﺏ ﺩﺭﺟﺎﺕ ﺍﻟﻌﻮﺍﻣﻞ‬
‫‪ (6‬ﺍﻟﻨﺘﺎﺉﺞ ﻓﻲ ﺟﺪﻭﻝ‬
‫‪ (7‬ﺇﻋﺪﺍﺩ ﺍﻟﻨﺘﺎﺉﺞ ﻭﺭﻗﺔ‬

‫ﻋﺎﻣﻞﺍﻟﻤﻌﺎﻟﺠﺔ ﻭﺧﻴﺎﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻟﻠﺠﻤﻴﻊ‬

‫ﻳﺤﺪﺩﻣﺠﻤﻮﻋﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﺮﺍﺩ ﺗﺤﻠﻴﻠﻬﺎ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ=‬
‫ﺗﺮﺑﻴﻊﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻤﺘﻌﺪﺩﺓ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻛﺄﻗﻄﺎﺭ ﻣﻌﺪﻟﺔ ﻟﻤﺼﻔﻮﻓﺔ ﺍﻻﺭﺗﺒﺎﻁ ﺗﺤﺪﺩ ﺍﻻﺣﺘﻤﺎﻝ ﺍﻷﻗﺼﻰ ﻭﻃﺮﻕ‬ ‫‪PRIORS = SMC‬‬
‫ﺍﻟﻤﺮﺑﻌﺎﺕﺍﻟﺼﻐﺮﻯ ﻏﻴﺮ ﺍﻟﻤﻮﺯﻭﻧﺔ‬ ‫ﺍﻟﻄﺮﻳﻘﺔ= ‪ML ، ULS‬‬
‫ﻳﻄﻠﺐ (‪، VARIMAX )OBLIQUE‬‬ ‫ﺗﺪﻭﻳﺮ=‬
‫(‪ PROMAX )ORTHOGONAL‬ﻗﻄﻌﺔ ﺃﺭﺽ ﻣﻦ ﺍﻟﻘﻴﻢ ﺍﻟﺬﺍﺗﻴﺔ‬ ‫ﺣﺼﺎﺓ‬
‫ﻳﺤﺪﺩﻋﺪﺩ ﺍﻟﻌﻮﺍﻣﻞ‬ ‫=‪N‬‬
‫ﻳﺤﺪﺩﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻤﺨﺘﺎﺭﺓ ﺑﻘﻴﻢ ﺫﺍﺗﻴﺔ ﺃﻛﺒﺮ ﻣﻦ ‪ 1‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺩﺭﺟﺎﺕ‬ ‫‪MINEIGEN =1‬‬
‫ﺍﻟﻌﻮﺍﻣﻞﺍﻟﻤﻘﺪﺭﺓ ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻷﻭﻟﻴﺔ ﻭ ‪ = N‬ﺗﻀﻤﻴﻦ ﻋﻼﻣﺔ )*(‬ ‫ﺧﺎﺭﺝ=‬
‫ﻟﻌﺎﻣﻞﺍﻟﺘﺤﻤﻴﻞ ﻓﻮﻕ ﻗﻴﻤﺔ ﻣﺤﺪﺩﺓ‬ ‫= ‪FLAG‬‬
‫ﺇﻋﺎﺩﺓﺗﺮﺗﻴﺐ =‬

‫ﻣﺜﺎﻝﻋﻠﻰ ﻛﻮﺩ ‪ SAS‬ﻟﺘﺸﻐﻴﻞ ‪ EFA. priors‬ﺗﺤﺪﻳﺪ ﺗﻘﺪﻳﺮ ﺍﻟﻤﺸﺎﻋﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ‬

‫ﺗﺤﻠﻴﻞﻋﺎﻣﻞ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ ﺍﻟﻘﺼﻮﻯ ﻏﻴﺮ ﺍﻟﻤﺮﺟﺢ ﺗﺤﻠﻴﻞ‬ ‫ﻃﺮﻳﻘﺔﻋﺎﻣﻞ ‪proc = ml priors = smc‬‬
‫ﻋﺎﻣﻞﺍﻟﻤﺮﺑﻌﺎﺕ ﺍﻟﺼﻐﺮﻯ ﺗﺤﻠﻴﻞ ﺍﻟﻌﺎﻣﻞ ﺍﻟﺮﺉﻴﺴﻲ‪.‬‬ ‫ﻃﺮﻳﻘﺔ= ‪uls priors = smc‬‬
‫ﺍﻟﻄﺮﻳﻘﺔ= ‪prin priors = smc‬‬

‫ﺃﻭﺟﻪﺍﻟﺘﺸﺎﺑﻪ ﺑﻴﻦ ‪ CFA‬ﻭ ‪EFA‬‬

‫ﻛﻼﺍﻷﺳﻠﻮﺑﻴﻦ ﻳﻌﺘﻤﺪﺍﻥ ﻋﻠﻰ ﻧﻤﺎﺫﺝ ﺇﺣﺼﺎﺉﻴﺔ ﺧﻄﻴﺔ‪.‬‬ ‫•‬
‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕﺍﻹﺣﺼﺎﺉﻴﺔ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﻜﻠﺘﺎ ﺍﻟﻄﺮﻳﻘﺘﻴﻦ ﺻﺎﻟﺤﺔ ﺇﺫﺍ ﺗﻢ ﺍﺳﺘﻴﻔﺎء ﺍﻓﺘﺮﺍﺿﺎﺕ ﻣﻌﻴﻨﺔ‪.‬‬ ‫•‬
‫ﻛﻼﺍﻷﺳﻠﻮﺑﻴﻦ ﻳﻔﺘﺮﺽ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ‪.‬‬ ‫•‬
‫ﻛﻼﻫﻤﺎﻳﺪﻣﺞ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﻘﺎﺳﺔ ﻭﺍﻟﺒﻨﻰ ﺍﻟﻜﺎﻣﻨﺔ‪.‬‬ ‫•‬

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‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﺍﻻﺧﺘﻼﻓﺎﺕﺑﻴﻦ ‪ CFA‬ﻭ ‪EFA‬‬

‫‪CFA‬ﻳﺘﻄﻠﺐ ﻣﻮﺍﺻﻔﺎﺕ‬
‫ﻧﻤﻮﺫﺟﺎﺑﺪﺍﻫﺔ‬ ‫•‬
‫ﻋﺪﺩﺍﻟﻌﻮﺍﻣﻞ‬ ‫•‬
‫ﺍﻟﻌﻨﺎﺻﺮﺍﻟﺘﻲ ﻳﺘﻢ ﺗﺤﻤﻴﻠﻬﺎ ﻋﻠﻰ ﻛﻞ ﻋﺎﻣﻞ‬ ‫•‬
‫ﻧﻤﻮﺫﺝﻣﺪﻋﻮﻡ ﺑﻨﻈﺮﻳﺔ ﺃﻭ ﺑﺤﺚ ﺳﺎﺑﻖ‬ ‫•‬
‫ﺧﻄﺄﺻﺮﻳﺢ‬ ‫•‬
‫‪EFA‬‬
‫ﻳﺤﺪﺩﻫﻴﻜﻞ ﺍﻟﻌﺎﻣﻞ )ﻧﻤﻮﺫﺝ(‬ ‫•‬
‫ﻳﺸﺮﺡﺍﻟﺤﺪ ﺍﻷﻗﺼﻰ ﻟﻤﻘﺪﺍﺭ ﺍﻟﺘﺒﺎﻳﻦ‬ ‫•‬

‫ﺗﺤﻠﻴﻞﺍﺣﺼﺎﺉﻲ‬
‫ﻣﻦﺧﻼﻝ ﺍﻟﻤﻌﺮﻓﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺘﺤﻠﻴﻞ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻮﻛﻴﺪﻳﺔ ﻭﺍﻻﺳﺘﻜﺸﺎﻓﻴﺔ ‪ ،‬ﻧﺤﻦ ﻣﺴﺘﻌﺪﻭﻥ ﻟﻠﺸﺮﻭﻉ ﻓﻲ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺉﻲ!‬

‫ﻣﺜﺎﻝ‪ - 1‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﻤﺸﺎﺭﻛﻴﻦ‬

‫ﻳﻔﺘﺮﺽﺍﻟﻤﺜﺎﻝ ‪ 1‬ﺑﻨﺎﺉﻴﻦ ﻛﺎﻣﻨﻴﻦ ﻣﺘﻌﻠﻘﻴﻦ ﺑﺎﻟﻌﺎﻓﻴﺔ ‪ ،‬ﻭﺍﻟﺒﺪﻧﻴﺔ )ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ‪ ،‬ﻭﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﺮﻳﺎﺿﻴﺔ ‪ ،‬ﻭﺍﻟﻤﺮﺽ( ﻭﺍﻟﻌﻘﻠﻴﺔ )ﺍﻹﺟﻬﺎﺩ ‪ ،‬ﻭﺍﻟﺼﻼﺑﺔ(‪ .‬ﻳﺤﻠﻞ‬
‫‪ CFA‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺩﺭﺍﺳﺔ ﺣﻴﺚ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺑﺎﻟﺘﺤﻘﻴﻖ ﻓﻲ ﺁﺛﺎﺭ ﺍﻟﺼﻼﺑﺔ ﻭﺍﻟﺘﻮﺗﺮ ﻭﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻋﻠﻰ ﺍﻟﻤﺸﺎﻛﻞ ﺍﻟﺼﺤﻴﺔ )‪، Roth‬‬
‫ﻭﺁﺧﺮﻭﻥ ‪ .(1989،‬ﺃﺑﻠﻎ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺔ )ﻥ = ‪ (373‬ﻋﻦ ﺃﻣﺮﺍﺽ ﺟﺴﺪﻳﺔ ﻭﺃﺣﺪﺍﺙ ﺣﻴﺎﺓ ﻣﺮﻫﻘﺔ ﻭﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﺘﻤﺮﻳﻦ ﻭﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻠﻴﺎﻗﺔ‬
‫ﺍﻟﺒﺪﻧﻴﺔﺍﻟﻤﺘﺼﻮﺭﺓ ﻭﻣﻜﻮﻧﺎﺕ ﺍﻟﺼﻼﺑﺔ‪ .‬ﻓﻲ ﺍﻟﺴﺎﺑﻖ ‪ ،‬ﻓﺤﺺ ﺍﻻﻧﺤﺪﺍﺭ ﺍﻟﻤﺘﻌﺪﺩ ﻭﺗﺤﻠﻴﻼﺕ ‪ SEM‬ﺍﻵﺛﺎﺭ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻤﺮﺽ‪.‬‬

‫ﺍﻟﻤﻮﺍﺿﻴﻊ‬
‫ﻛﺎﻥﺍﻟﻤﺸﺎﺭﻛﻮﻥ ‪ 163‬ﺭﺟﻼ ًﻭ ‪ 210‬ﺍﻣﺮﺃﺓ ﻣﺴﺠﻠﻴﻦ ﻓﻲ ﺩﻭﺭﺓ ﺗﻤﻬﻴﺪﻳﺔ ﻓﻲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻓﻲ ﺇﺣﺪﻯ ﺟﺎﻣﻌﺎﺕ ﺟﻨﻮﺏ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟﻤﺘﺤﺪﺓ‪ .‬ﻛﺎﻥ ﻣﺘﻮﺳﻂ ﻋﻤﺮ‬
‫ﺍﻟﻤﺸﺎﺭﻛﻴﻦ‪.(sd = 5.5) 21.7‬‬

‫ﺍﻟﺘﻘﻴﻴﻤﺎﺕ‬
‫ﺍﻟﻠﻴﺎﻗﻪﺍﻟﺒﺪﻧﻴﻪ‪ .‬ﺍﺳﺘﺒﻴﺎﻥ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ )‪ (Roth & Fillingim، 1988‬ﻫﻮ ﻣﻘﻴﺎﺱ ﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﺍﻟﻤﺪﺭﻛﺔ ﻟﻠﺬﺍﺕ‪ .‬ﻗﺎﻡ ﺍﻟﻤﺴﺘﻄﻠﻌﻮﻥ ﺑﺘﻘﻴﻴﻢ ﺃﻧﻔﺴﻬﻢ‬
‫ﻋﻠﻰ‪ 12‬ﻋﻨﺼﺮﺍً ﻣﺘﻌﻠﻘﺎً ﺑﺎﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻣﻤﺎﺭﺳﺔ ﺍﻟﺮﻳﺎﺿﺔ‪ .‬ﺍﻟﻌﻨﺎﺻﺮ ﻋﻠﻰ ﻣﻘﻴﺎﺱ ﻣﻜﻮﻥ ﻣﻦ ‪ 11‬ﻧﻘﻄﺔ ﻣﻦ ‪ = 0‬ﻟﻴﺎﻗﺔ ﺳﻴﺉﺔ ﻟﻠﻐﺎﻳﺔ ﺇﻟﻰ ‪= 5‬‬
‫ﻣﺘﻮﺳﻂﺍﻟﻠﻴﺎﻗﺔ ﺇﻟﻰ ‪ = 10‬ﻟﻴﺎﻗﺔ ﻣﻤﺘﺎﺯﺓ‪ .‬ﻳﺘﻢ ﺣﺴﺎﺏ ﻣﺠﻤﻮﻉ ﻧﻘﺎﻁ ﺍﻟﻠﻴﺎﻗﺔ ﻣﻦ ﺧﻼﻝ ﺟﻤﻊ ‪ 12‬ﺗﺼﻨﻴﻔﺎً‪ .‬ﺗﺘﻀﻤﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺃﺳﺉﻠﺔ ﺣﻮﻝ ﺍﻟﻘﻮﺓ ﻭﺍﻟﺘﺤﻤﻞ‬
‫ﻭﺍﻟﻠﻴﺎﻗﺔﺍﻟﻌﺎﻣﺔ ﺍﻟﻤﺘﺼﻮﺭﺓ‪.‬‬

‫ﻣﻤﺎﺭﺳﻪﺍﻟﺮﻳﺎﺿﻪ‪ .‬ﺍﺳﺘﺒﻴﺎﻥ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﺘﻤﺮﻳﻦ )‪ (Roth & Fillingim ، 1988‬ﻗﻴﻢ ﺃﻧﺸﻄﺔ ﺍﻟﺘﻤﺮﻳﻦ ﺍﻟﺤﺎﻟﻴﺔ ‪ ،‬ﻭﺗﻜﺮﺍﺭﻫﺎ ‪ ،‬ﻭﻣﺪﺗﻬﺎ ‪ ،‬ﻭﺷﺪﺗﻬﺎ‪ .‬ﺗﻢ‬
‫ﺣﺴﺎﺏﺩﺭﺟﺔ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﻬﻮﺍﺉﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺮﺩﻭﺩ ﻋﻠﻰ ‪ 15‬ﻧﺸﺎﻃﺎً ﺗﻤﺮﻳﻨﺎً ﺷﺎﺉﻌﺎً ﻭﺗﻮﻓﻴﺮ ﻣﺴﺎﺣﺎﺕ ﻓﺎﺭﻏﺔ ﻟﻠﻜﺘﺎﺑﺔ ﻓﻲ ﺃﻧﺸﻄﺔ ﺇﺿﺎﻓﻴﺔ‪.‬‬

‫ﻣﺮﺽ‪ .‬ﻣﻘﻴﺎﺱ ﺗﻘﻴﻴﻢ ﺧﻄﻮﺭﺓ ﺍﻟﻤﺮﺽ )‪ (Wyler، Masuda، & Holmes، 1968‬ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﺎﺉﻤﺔ ﻣﺮﺟﻌﻴﺔ ﺫﺍﺗﻴﺔ ﻟﻠﺘﻘﺮﻳﺮ ﻟﻸﻋﺮﺍﺽ ﺍﻟﺠﺴﺪﻳﺔ‬
‫ﻭﺍﻷﻣﺮﺍﺽﺍﻟﻤﻌﺘﺮﻑ ﺑﻬﺎ ﺑﺸﻜﻞ ﺷﺎﺉﻊ ﻭﻳﻮﻓﺮ ﻣﻘﻴﺎﺳﺎً ﻟﻤﺸﺎﻛﻞ ﺍﻟﺼﺤﺔ ﺍﻟﺒﺪﻧﻴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻭﺍﻟﺤﺪﻳﺜﺔ‪ .‬ﻳﺮﺗﺒﻂ ﻛﻞ ﻋﻨﺼﺮ ﺑﻤﺴﺘﻮﻯ ﺧﻄﻮﺭﺓ‪ .‬ﻳﺘﻢ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ‬
‫ﻣﺠﻤﻮﻉﺩﺭﺟﺎﺕ ﺍﻟﻤﺮﺽ‬
‫ﻣﻦﺧﻼﻝ ﺇﺿﺎﻓﺔ ﺗﺼﻨﻴﻔﺎﺕ ﺷﺪﺓ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻤﻌﺘﻤﺪﺓ )ﺍﻷﻋﺮﺍﺽ ﺍﻟﺘﻲ ﻇﻬﺮﺕ ﺧﻼﻝ ﺍﻟﺸﻬﺮ ﺍﻟﻤﺎﺿﻲ(‪.‬‬

‫ﺿﻐﻂﻋﺼﺒﻰ‪ .‬ﻣﺴﺢ ﺗﺠﺮﺑﺔ ﺍﻟﺤﻴﺎﺓ )‪ (Sarason، Johnson، & Segal، 1978‬ﻫﻮ ﻣﻘﻴﺎﺱ ﻳﺴﺘﺨﺪﻡ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﺣﺪﻭﺙ ﻭﺗﺄﺛﻴﺮ ﺗﺠﺎﺭﺏ ﺍﻟﺤﻴﺎﺓ‬
‫ﺍﻟﻤﺠﻬﺪﺓ‪.‬ﺗﺸﻴﺮ ﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺇﻟﻰ ﺍﻷﺣﺪﺍﺙ ﺍﻟﺘﻲ ﻭﻗﻌﺖ ﺧﻼﻝ ﺍﻟﺸﻬﺮ ﺍﻟﻤﺎﺿﻲ ﻭﻗﻴﻢ ﺩﺭﺟﺔ ﺍﻟﺘﺄﺛﻴﺮ ﻋﻠﻰ ﻣﻘﻴﺎﺱ ﻣﻜﻮﻥ ﻣﻦ ‪ 7‬ﻧﻘﺎﻁ )‪ = 3-‬ﺗﺄﺛﻴﺮ ﺳﻠﺒﻲ‬
‫ﻟﻠﻐﺎﻳﺔ ‪ = 0،‬ﻻ ﺗﺄﺛﻴﺮ ‪ = 3 ،‬ﺗﺄﺛﻴﺮ ﺇﻳﺠﺎﺑﻲ ﻟﻠﻐﺎﻳﺔ(‪ .‬ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﺗﻢ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺠﻤﻮﻉ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺴﻠﺒﻴﺔ ﻟﻠﺤﺪﺙ ﻛﻤﺆﺷﺮ ﻟﻀﻐﻮﻁ ﺍﻟﺤﻴﺎﺓ ﺍﻟﺴﻠﺒﻴﺔ )ﺍﻟﻘﻴﻤﺔ‬
‫ﺍﻟﻤﻄﻠﻘﺔﻟﻤﺠﻤﻮﻉ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺴﻠﺒﻴﺔ(‪.‬‬

‫ﺟﺮﺍءﺓ‪ .‬ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﺍﺷﺘﻤﻠﺖ ﺍﻟﺠﺮﺃﺓ ﻋﻠﻰ ﻣﻜﻮﻧﺎﺕ ﺍﻻﻟﺘﺰﺍﻡ ﻭﺍﻟﺘﺤﺪﻱ ﻭﺍﻟﺴﻴﻄﺮﺓ‪ .‬ﺗﻢ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺻﻼﺑﺔ ﻣﺮﻛﺒﺔ ﻣﻦ ﺧﻼﻝ ﺟﻤﻊ ﺩﺭﺟﺎﺕ ‪ Z‬ﻣﻦ‬
‫ﺍﻟﻤﻘﺎﻳﻴﺲﻋﻠﻰ ﻛﻞ ﻣﻜﻮﻥ‪ .‬ﺗﻀﻤﻦ ﻣﻜﻮﻥ ﺍﻟﺘﺤﺪﻱ ﻣﻘﻴﺎﺳﺎً ﻭﺍﺣﺪﺍً ﺑﻴﻨﻤﺎ ﺗﻀﻤﻨﺖ ﺍﻟﻤﻜﻮﻧﺎﺕ ﺍﻷﺧﺮﻯ ﻣﻘﻴﺎﺳﻴﻦ‪ .‬ﻟﺬﻟﻚ ‪ ،‬ﺗﻤﺖ ﻣﻀﺎﻋﻔﺔ ﺩﺭﺟﺔ ﺍﻟﺘﺤﺪﻱ ‪Z‬‬
‫ﻋﻨﺪﺣﺴﺎﺏ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻤﺮﻛﺒﺔ ﻟﻠﺼﻼﺑﺔ‪ .‬ﺗﻢ ﺗﻘﻴﻴﻢ ﺍﻻﻟﺘﺰﺍﻡ ﺑﻤﻘﺎﻳﻴﺲ ﺍﻻﻏﺘﺮﺍﺏ ﻋﻦ ﺍﻟﺬﺍﺕ ﻭﺍﻻﻏﺘﺮﺍﺏ ﻋﻦ ﺍﻟﻌﻤﻞ ﻓﻲ ﺍﺧﺘﺒﺎﺭ ﺍﻻﻏﺘﺮﺍﺏ )‪، & Hoover، 1979‬‬
‫‪ .(Maddi، Kobasa‬ﺗﻢ ﻗﻴﺎﺱ ﺍﻟﺘﺤﺪﻱ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻘﻴﺎﺱ ﺍﻷﻣﺎﻥ ﻟﺠﺪﻭﻝ ﺗﻘﻴﻴﻢ ﺃﻫﺪﺍﻑ ﺍﻟﺤﻴﺎﺓ ﻓﻲ ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ )ﻫﺎﻥ ‪ .(1966 ،‬ﺗﻢ ﺗﻘﻴﻴﻢ ﺍﻟﺘﺤﻜﻢ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡﻣﻘﻴﺎﺱ ﺍﻟﺘﺮﻛﻴﺰ ﺍﻟﺨﺎﺭﺟﻲ ﻟﻠﺘﺤﻜﻢ )‪ (Rotter، Seaman، & Liverant، 1962‬ﻭﻣﻘﻴﺎﺱ ﺍﻟﻘﻮﺓ ﻻﺧﺘﺒﺎﺭ ﺍﻻﻏﺘﺮﺍﺏ )‪، & Hoover، 1979‬‬
‫‪.(Maddi، Kobasa‬‬

‫‪5‬‬
‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﻣﺨﻄﻂ‪CFA‬‬

‫ﺍﻟﻠﻴﺎﻗﻪﺍﻟﺒﺪﻧﻴﻪ‬

‫ﺑﺪﻧﻲ‬
‫ﺻﺤﺔ‬ ‫ﻣﻤﺎﺭﺳﻪﺍﻟﺮﻳﺎﺿﻪ‬

‫ﻣﺮﺽ‬

‫ﻋﻘﻠﻲ‬ ‫ﻫﺎﺭﺩﻳﻨﻴﺲ‬
‫ﺻﺤﺔ‬

‫)ﺷﺮﻭﻁ ﺍﻟﺨﻄﺄ ﻻ‬
‫ﺿﻐﻂﻋﺼﺒﻰ‬
‫ﻳﻈﻬﺮﻓﻲ ﺍﻟﺮﺳﻢ ﺍﻟﺘﺨﻄﻴﻄﻲ(‬

‫ﻛﻮﺩ‪SAS - CFA‬‬
‫ﺑﻴﺎﻧﺎﺕ (‪ illfl )type = corr‬؛‬
‫ﺩﻭﻻﺭ‪_name_ 6-13‬‬ ‫ﺩﻭﻻﺭ‪_type_ 1-4‬‬ ‫ﺍﻹﺩﺧﺎﻝ‬
‫ﻫﺎﺭﺩﻱ‪27-22‬‬ ‫ﺗﻤﺮﻳﻦ‪20-15‬‬
‫ﺍﻹﺟﻬﺎﺩ‪41-36‬‬ ‫ﺍﻟﻠﻴﺎﻗﺔ‪34-29‬‬
‫ﺍﻟﻤﺮﺽ‪ 48-43‬؛‬
‫ﺍﻟﺒﻄﺎﻗﺎﺕ‪.‬‬
‫‪373‬‬ ‫‪373‬‬ ‫‪373‬‬ ‫‪373‬‬ ‫‪373‬‬ ‫ﻥ‬
‫‪716.74.80‬‬ ‫‪67.10.0000 0.0040.90‬‬ ‫ﻳﻌﻨﻲ‬
‫‪624.86.70‬‬ ‫‪18.40.0000 3.8066.50‬‬ ‫ﺍﻷﻣﺮﺍﺽﺍﻟﻤﻨﻘﻮﻟﺔ ﺟﻨﺴﻴﺎ‬

‫‪1.00‬‬ ‫ﻣﻤﺎﺭﺳﻪﺍﻟﺮﻳﺎﺿﻪ‬ ‫ﻛﻮﺭ‬

‫‪1.00‬‬ ‫‪0.03-‬‬ ‫ﻫﺎﺭﺩﻱ‬ ‫ﻛﻮﺭ‬
‫‪1.00‬‬ ‫‪0.07‬‬ ‫‪0.39‬‬ ‫ﺍﻟﻠﻴﺎﻗﻪﺍﻟﺒﺪﻧﻴﻪ‬ ‫ﻛﻮﺭ‬
‫‪1.00 0.13– 0.23– 0.05-‬‬ ‫‪stess‬‬ ‫ﻛﻮﺭ‬
‫ﺍﻟﻤﺮﺽ–‪1.00 0.34 0.29–0.16–0.08‬‬ ‫ﻛﻮﺭ‬
‫؛؛؛؛‬

‫؛‪proc calis data = illfl corr‬‬

‫ﻟﻴﻨﻜﺲ‬
‫‪= p1 F1 + e1،‬‬ ‫ﻫﺎﺭﺩﻱ‬
‫‪= p2 F1 + e2،‬‬ ‫ﺿﻐﻂﻋﺼﺒﻰ‬
‫ﺍﻟﻤﺮﺽ= ‪ ، p3 F1 + e3‬ﺍﻟﻠﻴﺎﻗﺔ‬
‫ﺍﻟﺒﺪﻧﻴﺔ= ‪ ، p4 F2 + e4‬ﺍﻟﺘﻤﺮﻳﻦ =‬
‫‪ p5 F2 + e5‬؛ ﺍﻷﻣﺮﺍﺽ ﺍﻟﻤﻨﻘﻮﻟﺔ‬
‫ﺟﻨﺴﻴﺎ‬
‫‪e1-e5 = vare1-vare5،‬‬
‫‪F1 = 1،‬‬
‫؛‪F2 = 1‬‬
‫ﻛﻮﻑ‬
‫؛‪F1 F2 = covf1f2‬‬
‫‪.‬ﻣﻤﺎﺭﺳﺔﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻣﺮﺽ ﺍﻹﺟﻬﺎﺩ ﻫﺎﺭﺩﻱ ‪VAR‬‬

‫ﻧﺘﺎﺉﺞ‬
‫ﻳﻮﻓﺮﺇﺟﺮﺍء ‪ PROC CALIS‬ﻋﺪﺩ ﺍﻟﻤﻼﺣﻈﺎﺕ ﻭﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﺍﻟﻤﻘﺪﺭﺓ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ )ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﻤﻮﺍﺻﻔﺎﺕ ﺍﻟﻨﻤﻮﺫﺝ(‪ .‬ﻣﺘﻐﻴﺮﺍﺕ ﻗﻴﺎﺱ‬
‫ﺍﻹﺷﻌﺎﺭﻟﻬﺎ ﻣﻘﺎﻳﻴﺲ ﻣﺨﺘﻠﻔﺔ‪.‬‬
‫ﺇﺟﺮﺍء‪CALIS‬‬
‫ﺗﺤﻠﻴﻞﻫﻴﻜﻞ ﺍﻟﺘﻐﺎﻳﺮ‪ :‬ﺗﻘﺪﻳﺮ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ ﺍﻟﻘﺼﻮﻯ‬

‫‪1‬‬ ‫ﺷﺮﻭﻁﺍﻟﻨﻤﻮﺫﺝ‬ ‫‪373‬‬ ‫ﻣﻼﺣﻈﺎﺕ‬

‫‪4‬‬ ‫ﻣﺼﻔﻮﻓﺎﺕﺍﻟﻨﻤﻮﺫﺝ‬ ‫‪5‬‬ ‫ﺍﻟﻤﺘﻐﻴﺮﺍﺕ‬
‫‪11‬‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫‪15‬‬ ‫ﻣﻌﻠﻮﻣﺎﺕ‬

‫‪6‬‬
‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﺍﻷﻣﺮﺍﺽﺍﻟﻤﻨﻘﻮﻟﺔ ﺟﻨﺴﻴﺎ ﺩﻳﻒ‬ ‫ﻳﻌﻨﻲ‬ ‫ﻋﺎﻣﻞ‬

‫‪66.50000‬‬ ‫‪40.90000‬‬ ‫ﻣﻤﺎﺭﺳﻪﺍﻟﺮﻳﺎﺿﻪ‬
‫‪18.40000‬‬ ‫‪67.10000‬‬ ‫ﺍﻟﻠﻴﺎﻗﻪﺍﻟﺒﺪﻧﻴﻪ‬
‫‪3.80000‬‬ ‫‪0‬‬ ‫ﻫﺎﺭﺩﻱ‬
‫‪6.70000‬‬ ‫‪4.80000‬‬ ‫ﺿﻐﻂﻋﺼﺒﻰ‬
‫‪624.80000‬‬ ‫‪716.70000‬‬ ‫ﻣﺮﺽ‬

‫ﺇﺣﺼﺎﺉﻴﺎﺕﻣﻨﺎﺳﺒﺔ‬
‫ﺣﺪﺩﺍﻟﻤﻌﺎﻳﻴﺮ ﻣﺴﺒﻘﺎً ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﻣﻼءﻣﺔ ﺍﻟﻨﻤﻮﺫﺝ ﻭﺗﺄﻛﻴﺪ ﻫﻴﻜﻞ ﺍﻟﻌﺎﻣﻞ‪ .‬ﺗﺸﻴﺮ ﺑﻌﺾ ﺍﻟﻤﻌﺎﻳﻴﺮ ﺇﻟﻰ ﺗﻮﺍﻓﻖ ﻧﻤﻮﺫﺝ ﻣﻘﺒﻮﻝ ﻓﻲ ﺣﻴﻦ ﺃﻥ‬
‫ﺍﻟﺒﻌﺾﺍﻵﺧﺮ ﻗﺮﻳﺐ ﻣﻦ ﺗﻠﺒﻴﺔ ﺍﻟﻘﻴﻢ ﺍﻟﻤﻼﺉﻤﺔ ﺍﻟﻤﻘﺒﻮﻟﺔ‪.‬‬
‫ﻳﺼﻒﻣﺮﺑﻊ ﻛﺎﻱ ﺗﺸﺎﺑﻪ ﺍﻟﻤﺼﻔﻮﻓﺎﺕ ﺍﻟﻤﺮﺻﻮﺩﺓ ﻭﺍﻟﻤﺘﻮﻗﻌﺔ‪ .‬ﺗﻨﺎﺳﺐ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻤﻘﺒﻮﻝ‪ .‬ﻳﺸﺎﺭ ﺇﻟﻴﻬﺎ ﺑﺎﺣﺘﻤﺎﻝ ﻛﺎﻱ ﻣﺮﺑﻊ ﺃﻛﺒﺮ ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ‬ ‫•‬
‫‪.0.05‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻨﻤﻮﺫﺝ ‪ CFA‬ﻫﺬﺍ ‪ ،‬ﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ chi-square‬ﻗﺮﻳﺒﺔ ﻣﻦ ﺍﻟﺼﻔﺮ ﻭ ‪ ، p = 0.0478‬ﻭﻫﻲ ﻗﻴﻤﺔ ‪ 0.05‬ﺗﻘﺮﻳﺒﺎً‪.‬‬

‫ﻳﺸﻴﺮ‪ RMSEA‬ﺇﻟﻰ ﻣﻘﺪﺍﺭ ﺍﻟﺘﺒﺎﻳﻦ ﻏﻴﺮ ﺍﻟﻤﺒﺮﺭ ﺃﻭ ﺍﻟﻤﺘﺒﻘﻲ‪ .‬ﻗﻴﻤﺔ ‪ RMSEA 0.0613‬ﺃﻛﺒﺮ ﻣﻦ ‪ 0.06‬ﺃﻭ ﺃﻗﻞ ﻣﻦ ﺍﻟﻤﻌﺎﻳﻴﺮ‪.‬‬ ‫•‬

‫ﺗﺘﻮﺍﻓﻖﻗﻴﻢ (‪ CFI )0.9640‬ﻭ (‪ NNI )0.9101‬ﻭ (‪ NFI )0.9420‬ﻣﻊ ﺍﻟﻤﻌﺎﻳﻴﺮ )‪ 0.90‬ﺃﻭ ﺃﻛﺒﺮ( ﻟﻤﻼءﻣﺔ ﻧﻤﻮﺫﺝ ﻣﻘﺒﻮﻝ‪.‬‬ ‫•‬
‫ﻷﻏﺮﺍﺽﻫﺬﺍ ﺍﻟﻤﺜﺎﻝ ‪ ،‬ﺗﺸﻴﺮ ‪ 3‬ﺇﺣﺼﺎﺉﻴﺎﺕ ﻣﻼﺉﻤﺔ ﺇﻟﻰ ﺗﻮﺍﻓﻖ ﻣﻘﺒﻮﻝ ﻭﺇﺣﺼﺎﺉﻴﺎﻥ ﻣﻨﺎﺳﺒﺎﻥ ﻗﺮﻳﺒﺎﻥ ﻣﻦ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻰ ﻣﻼءﻣﺔ ﻣﻘﺒﻮﻟﺔ‪ .‬ﺃﻛﺪ ﺗﺤﻠﻴﻞ ‪CFA‬‬
‫ﻫﻴﻜﻞﺍﻟﻌﺎﻣﻞ‪ .‬ﺇﺫﺍ ﺃﺷﺎﺭ ﺍﻟﺘﺤﻠﻴﻞ ﺇﻟﻰ ﻣﻼءﻣﺔ ﻧﻤﻮﺫﺝ ﻏﻴﺮ ﻣﻘﺒﻮﻝ ‪ ،‬ﻓﻼ ﻳﻤﻜﻦ ﺗﺄﻛﻴﺪ ﺑﻨﻴﺔ ﺍﻟﻌﺎﻣﻞ ‪ ،‬ﻓﺈﻥ ﺗﺤﻠﻴﻞ ﺍﻟﻌﺎﻣﻞ ﺍﻻﺳﺘﻜﺸﺎﻓﻲ ﻫﻮ ﺍﻟﺨﻄﻮﺓ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬

‫ﺇﺟﺮﺍء‪CALIS‬‬
‫ﺗﺤﻠﻴﻞﻫﻴﻜﻞ ﺍﻟﺘﻐﺎﻳﺮ‪ :‬ﺗﻘﺪﻳﺮ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ ﺍﻟﻘﺼﻮﻯ‬

‫ﻭﻇﻴﻔﺔﻣﻨﺎﺳﺒﺔ‪ . . .‬ﺗﺸﻲ ﺳﻜﻮﻳﺮ‬

‫‪9.5941‬‬
‫‪4‬‬ ‫ﺗﺸﻲﺳﻜﻮﻳﺮ ‪DF‬‬
‫‪0.0478‬‬ ‫ﺍﻟﻌﻼﻗﺎﺕﺍﻟﻌﺎﻣﺔ< ﺗﺸﻲ ﺳﻜﻮﻳﺮ‬
‫‪...‬‬
‫‪0.0613‬‬ ‫ﺗﻘﺪﻳﺮ‪RMSEA‬‬
‫‪...‬‬
‫‪0.9640‬‬ ‫ﻣﺆﺷﺮﺑﻨﺘﻠﺮ ﺍﻟﻤﻘﺎﺭﻥ‪. . .‬‬

‫‪0.9101‬‬ ‫‪ Index Bentler & Bonett's )1980( NFI‬ﻏﻴﺮ ﺍﻟﻤﻌﻴﺎﺭﻱ‬

‫‪0.9420‬‬ ‫(‪Bentler & Bonett's )1980‬‬
‫‪...‬‬

‫ﺗﻘﺪﻳﺮﺍﺕﺍﻟﻤﻌﻠﻤﺎﺕ‬
‫ﻋﻨﺪﻣﺎﻳﺘﻢ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﻧﻤﻮﺫﺝ ﻣﻨﺎﺳﺐ ﻣﻨﺎﺳﺐ ‪ ،‬ﻓﺈﻥ ﺍﻟﺨﻄﻮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﻫﻲ ﺗﺤﺪﻳﺪ ﺗﻘﺪﻳﺮﺍﺕ ﺍﻟﻤﻌﻠﻤﺎﺕ ﺍﻟﻬﺎﻣﺔ‪.‬‬
‫ﻳﺘﻢﺣﺴﺎﺏ ﻗﻴﻤﺔ ‪ t‬ﺑﻘﺴﻤﺔ ﺗﻘﺪﻳﺮ ﺍﻟﻤﻌﻠﻤﺔ ﻋﻠﻰ ﺍﻟﺨﻄﺄ ﺍﻟﻤﻌﻴﺎﺭﻱ ‪.2.8587 = 0.1123 / 0.3213 ،‬‬ ‫•‬
‫ﺗﻜﻮﻥﺗﻘﺪﻳﺮﺍﺕ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻣﻬﻤﺔ ﻋﻨﺪ ﺍﻟﻤﺴﺘﻮﻯ ‪ 0.05‬ﺇﺫﺍ ﺗﺠﺎﻭﺯﺕ ﻗﻴﻤﺔ ‪ t 1.96‬ﻭﻋﻨﺪ ﺍﻟﻤﺴﺘﻮﻯ ‪ 0.01‬ﺇﺫﺍ ﺗﺠﺎﻭﺯﺕ ﻗﻴﻤﺔ ‪.t 2.56‬‬ ‫•‬

‫ﺗﻌﺪﺗﻘﺪﻳﺮﺍﺕ ﺍﻟﻤﻌﻠﻤﺎﺕ ﻟﻨﻤﻮﺫﺝ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻤﺆﻛﺪ ﻣﻬﻤﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪.0.01‬‬ ‫•‬
‫ﺍﻟﻤﻌﺎﺩﻻﺕﺍﻟﻤﺘﻐﻴﺮﺓ ﺍﻟﻮﺍﺿﺤﺔ ﻣﻊ ﺗﻤﺮﻳﻦ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ =‬
‫‪+ 1.0000 e5‬‬ ‫‪0.3212 * F2.0‬‬
‫‪0.1123‬ﺹ ‪5‬‬ ‫‪Std Err‬‬
‫‪2.8587‬‬ ‫ﻗﻴﻤﺔ‪t‬‬
‫‪+ 1.0000 e4‬‬ ‫‪1.2143 * F2‬‬ ‫=‬ ‫ﺍﻟﻠﻴﺎﻗﻪﺍﻟﺒﺪﻧﻴﻪ‬
‫‪0.3804‬ﺹ ‪4‬‬ ‫‪Std Err‬‬
‫‪3.1923‬‬ ‫ﻗﻴﻤﺔ‪t‬‬
‫‪ 1.0000 +‬ﻫـ‪1‬‬ ‫‪0.2781 * F1‬‬ ‫=‬ ‫ﻫﺎﺭﺩﻱ‬
‫‪0.0673 p1‬‬ ‫‪Std Err‬‬
‫‪4.1293‬‬ ‫ﻗﻴﻤﺔ‪t‬‬
‫‪ 1.0000 +‬ﻫـ‪2‬‬ ‫‪- 0.4891 * F1‬‬ ‫=‬ ‫ﺿﻐﻂﻋﺼﺒﻰ‬
‫‪0.0748‬ﻑ ‪2‬‬ ‫‪Std Err‬‬
‫‪6.5379-‬‬ ‫ﻗﻴﻤﺔ‪t‬‬
‫‪+ 1.0000 e3‬‬ ‫‪- 0.7028 * F1‬‬ ‫=‬ ‫ﻣﺮﺽ‬
‫‪0.0911‬ﺹ ‪3‬‬ ‫‪Std Err‬‬
‫‪7.7157-‬‬ ‫ﻗﻴﻤﺔ‪t‬‬

‫‪7‬‬
‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﺗﻜﻮﻥﺍﻟﻔﺮﻭﻕ ﻣﻬﻤﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪ 0.01‬ﻟﻜﻞ ﺗﺒﺎﻳﻦ ﺧﻄﺄ ﺑﺎﺳﺘﺜﻨﺎء ‪) vare4‬ﺗﺒﺎﻳﻦ ﺍﻟﺨﻄﺄ ﻟﻠﻤﻼءﻣﺔ(‪.‬‬
‫ﻣﺘﻐﻴﺮﺍﺕﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﺨﺎﺭﺟﻴﺔ‬
‫ﺍﺳﺎﺳﻲ‬
‫ﻗﻴﻤﺔ‪t‬‬ ‫ﺧﻄﺄ‬ ‫ﺗﻘﺪﻳﺮ‬ ‫ﻣﻌﻠﻤﺔﻣﺘﻐﻴﺮﺓ‬
‫‪1.00000‬‬ ‫‪F1‬‬
‫‪1.00000‬‬ ‫‪F2‬‬
‫‪12.82‬‬ ‫‪0.07198‬‬ ‫‪0.92266‬‬ ‫‪vare1‬‬ ‫ﻩ‪1‬‬
‫‪9.66‬‬ ‫‪0.07876‬‬ ‫‪0.76074‬‬ ‫‪vare2‬‬ ‫ﻩ‪2‬‬
‫‪4.31‬‬ ‫‪0.11735‬‬ ‫‪0.50604‬‬ ‫‪vare3‬‬ ‫ﻩ‪3‬‬
‫‪0.51-‬‬ ‫‪0.92224‬‬ ‫‪0.47457-‬‬ ‫‪vare4‬‬ ‫ﻩ‪4‬‬
‫‪9.74‬‬ ‫‪0.09209‬‬ ‫‪0.89685‬‬ ‫‪vare5‬‬ ‫ﻩ‪5‬‬

‫ﺍﻟﺘﺒﺎﻳﻦﺑﻴﻦ ﺍﻟﺘﺮﻛﻴﺒﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﻣﻬﻢ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪.0.01‬‬

‫ﺍﻟﺘﺒﺎﻳﻦﺑﻴﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﺨﺎﺭﺟﻴﺔ‬
‫ﺍﺳﺎﺳﻲ‬
‫ﻗﻴﻤﺔ‪t‬‬ ‫ﺧﻄﺄ‬ ‫ﺗﻘﺪﻳﺮ‬ ‫ﻣﻌﺎﻣﻞ‬ ‫‪Var2‬‬ ‫‪Var1‬‬
‫‪2.63‬‬ ‫‪0.11565‬‬ ‫‪0.30404‬‬ ‫‪covf1f2‬‬ ‫‪F2‬‬ ‫‪F1‬‬

‫ﺍﻻﺭﺗﺒﺎﻁﺑﻴﻦ ﺍﻟﺘﺮﻛﻴﺒﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﻫﻮ ‪ .0.30‬ﺍﻟﺘﺮﻛﻴﺒﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﻏﻴﺮ ﻣﺮﺗﺒﻄﺔ‪.‬‬

‫ﺍﻻﺭﺗﺒﺎﻃﺎﺕﺑﻴﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﺨﺎﺭﺟﻴﺔ ‪Var1‬‬
‫ﺗﻘﺪﻳﺮ‬ ‫ﻣﻌﺎﻣﻞ‬ ‫‪Var2‬‬
‫‪0.30404‬‬ ‫‪covf1f2‬‬ ‫‪F2‬‬ ‫‪F1‬‬

‫ﺍﻟﺘﻘﺪﻳﺮﺍﺕﺍﻟﻤﻮﺣﺪﺓ‬
‫ﺗﻘﺮﻳﺮﺍﻟﻤﻌﺎﺩﻻﺕ ﺑﺘﻘﺪﻳﺮﺍﺕ ﻣﻌﻴﺎﺭﻳﺔ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻟﻠﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﻘﺎﺳﺔ ﻣﻘﺎﻳﻴﺲ ﻣﺨﺘﻠﻔﺔ‬
‫ﺍﻟﻤﻌﺎﺩﻻﺕﺍﻟﻤﺘﻐﻴﺮﺓ ﺍﻟﻮﺍﺿﺤﺔ ﻣﻊ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﻤﻮﺣﺪﺓ ﺗﻤﺮﻳﻦ =‬
‫‪+ 0.9470 e5‬‬ ‫‪0.3212 * F2.0‬‬
‫ﺹ‪5‬‬
‫‪+ 1.0000 e4‬‬ ‫‪1.2143 * F2‬‬ ‫=‬ ‫ﺍﻟﻠﻴﺎﻗﻪﺍﻟﺒﺪﻧﻴﻪ‬
‫ﺹ‪4‬‬
‫‪+ 0.9606 e1‬‬ ‫‪0.2781 * F1‬‬ ‫=‬ ‫ﻫﺎﺭﺩﻱ‬
‫ﺹ‪1‬‬
‫‪+ 0.8722 e2‬‬ ‫‪- 0.4891 * F1‬‬ ‫=‬ ‫ﺿﻐﻂﻋﺼﺒﻰ‬
‫ﺹ‪2‬‬
‫‪+ 0.7114 e3‬‬ ‫‪- 0.7028 * F1‬‬ ‫=‬ ‫ﻣﺮﺽ‬
‫ﺹ‪3‬‬

‫ﺍﻷﻣﺜﻠﺔ‪ 2‬ﻭ ‪ - 3‬ﺑﻴﺎﻧﺎﺕ ﺍﻹﻧﺠﺎﺯ ﻭﺍﻟﻤﺸﺎﺭﻛﻴﻦ‬

‫ﺍﻟﺒﻴﺎﻧﺎﺕﻣﺄﺧﻮﺫﺓ ﻣﻦ ﺍﻟﻤﺴﺢ ﺍﻟﻮﻃﻨﻲ ﺍﻟﻄﻮﻟﻲ ﻟﻠﺸﺒﺎﺏ ‪ ،‬ﻭﻫﻲ ﺩﺭﺍﺳﺔ ﻃﻮﻟﻴﺔ ﻟﻺﻧﺠﺎﺯ ﻭﺍﻟﺴﻠﻮﻙ ﻭﺍﻟﺒﻴﺉﺔ ﺍﻟﻤﻨﺰﻟﻴﺔ‪ .‬ﻣﻜﻦ ﺗﺼﻤﻴﻢ ﺍﻟﻌﻴﻨﺔ ﺍﻷﺻﻠﻲ‬
‫‪ NLSY79‬ﺍﻟﺒﺎﺣﺜﻴﻦ ﻣﻦ ﺩﺭﺍﺳﺔ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻄﻮﻟﻴﺔ ﻟﻤﺨﺘﻠﻒ ﺍﻟﻔﺉﺎﺕ ﺍﻟﻌﻤﺮﻳﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺗﺤﻠﻴﻞ ﺗﺠﺎﺭﺏ ﺍﻟﻨﺴﺎء ‪ ،‬ﻭﺫﻭﻱ ﺍﻷﺻﻮﻝ ﺍﻷﺳﺒﺎﻧﻴﺔ ‪،‬‬
‫ﻭﺍﻟﺴﻮﺩ ‪،‬ﻭﺍﻟﻤﺤﺮﻭﻣﻴﻦ ﺍﻗﺘﺼﺎﺩﻳﺎً‪ NLSY79 .‬ﻫﻲ ﻋﻴﻨﺔ ﺗﻤﺜﻴﻠﻴﺔ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ ﺍﻟﻮﻃﻨﻲ ﻣﻦ ‪ 12686‬ﺷﺎﺑﺎً ﻭﺷﺎﺑﺔ ﺗﺘﺮﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻢ ﺑﻴﻦ ‪ 14‬ﻭ ‪ 22‬ﻋﺎﻣﺎً ﻋﻨﺪ‬
‫ﺇﺟﺮﺍءﺍﻟﻤﺴﺢ ﻷﻭﻝ ﻣﺮﺓ ﻓﻲ ﻋﺎﻡ ‪.(Baker، Keck، Mott، & Quinlan، 1993) 1979‬‬

‫ﻛﺠﺰءﻣﻦ ‪ ، NLSY79‬ﺗﻢ ﻣﺴﺢ ﺍﻷﻣﻬﺎﺕ ﻭﺃﻃﻔﺎﻟﻬﻦ ﻛﻞ ﺳﻨﺘﻴﻦ ﻣﻨﺬ ﻋﺎﻡ ‪ .1986‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ‪ NLSY79‬ﺣﻠﻞ ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ ﺳﻠﻮﻙ ﻭﺧﺒﺮﺍﺕ ﺳﻮﻕ‬
‫ﺍﻟﻌﻤﻞ ‪،‬ﻓﻘﺪ ﺗﻢ ﺗﺼﻤﻴﻢ ﺗﻘﻴﻴﻤﺎﺕ ﺍﻷﻃﻔﺎﻝ ﻟﻘﻴﺎﺱ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻷﻛﺎﺩﻳﻤﻲ ﻭﻛﺬﻟﻚ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ‪ .‬ﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻷﻃﻔﺎﻝ ﻣﻦ ﺟﻤﻴﻊ ﺍﻷﻃﻔﺎﻝ‬
‫ﺍﻟﻤﻮﻟﻮﺩﻳﻦﻟـ ‪ NLSY79‬ﻣﻦ ﺍﻟﻨﺴﺎء ﺍﻟﻤﺸﺎﺭﻛﺎﺕ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﻛﻞ ﺳﻨﺘﻴﻦ ﻣﻨﺬ ﻋﺎﻡ ‪ .1986‬ﻭﺗﺮﺍﻭﺣﺖ ﻋﺪﺩ ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﺗﻤﺖ ﻣﻘﺎﺑﻠﺘﻬﻢ ﻟـ ‪ NLSY79‬ﻣﻦ‬
‫ﻋﺎﻡ‪ 1988‬ﺇﻟﻰ ‪ 1994‬ﻣﻦ ‪ 4971‬ﺇﻟﻰ ‪ .7089‬ﺍﻟﻌﺪﺩ ﺍﻹﺟﻤﺎﻟﻲ ﻟﻠﺤﺎﻻﺕ ﺍﻟﻤﺘﺎﺣﺔ ﻟﻠﺘﺤﻠﻴﻞ ﻫﻮ ‪.2212‬‬

‫ﺃﺩﺍﺓﻗﻴﺎﺱ‬
‫ﺗﻢﺗﻄﻮﻳﺮ ‪) PIAT‬ﺍﺧﺘﺒﺎﺭ ﺍﻹﻧﺠﺎﺯ ﺍﻟﻔﺮﺩﻱ ‪ (Peabody‬ﻭﻓﻘﺎً ﻟﻤﺒﺎﺩﺉ ﻧﻈﺮﻳﺔ ﺍﺳﺘﺠﺎﺑﺔ ﺍﻟﻌﻨﺼﺮ )‪ .(IRT‬ﺗﻌﺘﺒﺮ ﺩﺭﺟﺎﺕ ﺍﺧﺘﺒﺎﺭ ‪ PIAT‬ﻟﻠﻘﺮﺍءﺓ ﻭﻓﻬﻢ ﺍﻟﻘﺮﺍءﺓ‬
‫ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕﻣﺘﻐﻴﺮﺍﺕ ﻣﻘﺎﺳﺔ ﻓﻲ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﻲ ﺗﻢ ﺇﺟﺮﺍﺅﻫﺎ ﻓﻲ ‪ 1988‬ﻭ ‪ 1990‬ﻭ ‪ 1992‬ﻭ ‪.1994‬‬

‫‪8‬‬
‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﻣﺨﻄﻂ‪CFA‬‬ ‫ﻛﻮﺩ‪SAS - CFA‬‬

‫؛‪proc calis data = rawfl COV stderr‬‬
‫ﻟﻴﻨﻜﺲ‬
‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪88‬‬ ‫؛ﺍﻷﻣﺮﺍﺽ ﺍﻟﻤﻨﻘﻮﻟﺔ ﺟﻨﺴﻴﺎ ‪prc94f2 F3 + erc94‬‬
‫= ‪= prc92f2 F3 + erc92 ، readc94‬‬
‫‪readc90 = prc90f2 F3 + erc90 ، readc92‬‬
‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬
‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪90‬‬
‫‪+ err94 ، readc88 = prc88f2 F3 + erc88،‬‬
‫ﺇﻧﺠﺎﺯ‬ ‫‪err90، readr92 = prr9292f2 = prr94f2 F2‬‬
‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪92‬‬
‫‪F2 + err88، readr90 = prr90f2 F2 +‬‬
‫‪= pm94f1 F1 + em94، readr88 = prr88f2‬‬
‫‪، math92 = pm92f1 F1 + em92، math94‬‬
‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪94‬‬ ‫‪+ em88، math90 = pm90f1 F1 + em90‬‬
‫‪math88 = pm88f1 F1‬‬
‫‪readr88‬‬

‫ﻗﺮﺍءﺓ‬ ‫ﻗﺮﺍءﺓ‪90‬‬ ‫‪em88 = varem88،‬‬

‫ﺍﻟﺘﻌﺮﻑﻋﻠﻰ‬ ‫‪em90 = varem90،‬‬
‫ﺇﻧﺠﺎﺯ‬ ‫‪em92 = varem92،‬‬
‫ﻗﺮﺍءﺓ‪92‬‬ ‫‪em94 = varem94،‬‬
‫‪Err88 = varerr88،‬‬
‫‪Err90 = varerr90،‬‬
‫ﻗﺮﺍءﺓ‪94‬‬
‫‪Er92 = varerr92،‬‬
‫‪Err94 = varerr94،‬‬
‫ﻗﺮﺍءﺓ‪c88‬‬ ‫‪erc88 = varerc88،‬‬
‫‪erc90 = varerc90،‬‬
‫ﻗﺮﺍءﺓ‬
‫‪erc92 = varerc92،‬‬
‫ﺍﺳﺘﻴﻌﺎﺏ‬
‫ﺇﻧﺠﺎﺯ‬
‫‪readc90‬‬ ‫‪erc94 = varerc94،‬‬
‫؛‪F1 = 1 ، F2 = 1 ، F3 = 1‬‬
‫ﻛﻮﻑ‬
‫‪readc92‬‬
‫؛‪، F2 F3 = covf2f3‬‬
‫‪، F1 F3 = covf1f3‬‬
‫ﻗﺮﺍءﺓ‪c94‬‬ ‫‪F1 F2 = covf1f2‬‬
‫ﻓﺎﺭ‪math88 math90 math92 math94‬‬
‫؛‪readr94 readc88 readc90 readc92 readc94‬‬
‫)ﺷﺮﻭﻁ ﺍﻟﺨﻄﺄ ﻏﻴﺮ ﻣﻌﺮﻭﺿﺔ ﻓﻲ ﺍﻟﺮﺳﻢ ﺍﻟﺘﺨﻄﻴﻄﻲ(‬ ‫‪readr88 readr90 readr92‬‬

‫ﻧﺘﺎﺉﺞ‬
‫ﻳﻮﻓﺮﺇﺟﺮﺍء ‪ PROC CALIS‬ﻋﺪﺩ ﺍﻟﻤﻼﺣﻈﺎﺕ ﻭﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﺍﻟﻤﻘﺪﺭﺓ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ )ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﻤﻮﺍﺻﻔﺎﺕ ﺍﻟﻨﻤﻮﺫﺝ(‪.‬‬

‫ﺇﺟﺮﺍء‪CALIS‬‬
‫ﺗﺤﻠﻴﻞﻫﻴﻜﻞ ﺍﻟﺘﻐﺎﻳﺮ‪ :‬ﺗﻘﺪﻳﺮ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ ﺍﻟﻘﺼﻮﻯ‬

‫‪1‬‬ ‫ﺷﺮﻭﻁﺍﻟﻨﻤﻮﺫﺝ‬ ‫‪995‬‬ ‫ﻣﻼﺣﻈﺎﺕ‬

‫‪4‬‬ ‫ﻣﺼﻔﻮﻓﺎﺕﺍﻟﻨﻤﻮﺫﺝ‬ ‫‪12‬‬ ‫ﺍﻟﻤﺘﻐﻴﺮﺍﺕ‬
‫‪25‬‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫‪78‬‬ ‫ﻣﻌﻠﻮﻣﺎﺕ‬

‫ﺍﻷﻣﺮﺍﺽﺍﻟﻤﻨﻘﻮﻟﺔ ﺟﻨﺴﻴﺎ ﺩﻳﻒ‬ ‫ﻳﻌﻨﻲ‬ ‫ﻋﺎﻣﻞ‬

‫‪9.91231‬‬ ‫‪19.83920‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪88‬‬
‫‪11.22261‬‬ ‫‪33.93166‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪90‬‬
‫‪9.84064‬‬ ‫‪44.30050‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪92‬‬
‫‪10.12559‬‬ ‫‪50.70151‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪94‬‬
‫‪10.63057‬‬ ‫‪22.35176‬‬ ‫‪readr88‬‬
‫‪12.40289‬‬ ‫‪36.95276‬‬ ‫ﻗﺮﺍءﺓ‪90‬‬
‫‪13.09248‬‬ ‫‪48.04925‬‬ ‫ﻗﺮﺍءﺓ‪92‬‬
‫‪13.98530‬‬ ‫‪56.00101‬‬ ‫ﻗﺮﺍءﺓ‪94‬‬
‫‪9.61194‬‬ ‫‪21.24322‬‬ ‫ﻗﺮﺍءﺓ‪c88‬‬
‫‪12.08132‬‬ ‫‪34.78392‬‬ ‫‪readc90‬‬
‫‪11.19870‬‬ ‫‪44.42010‬‬ ‫‪readc92‬‬
‫‪10.96891‬‬ ‫‪48.54070‬‬ ‫ﻗﺮﺍءﺓ‪c94‬‬

‫‪9‬‬
‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﺇﺣﺼﺎﺉﻴﺎﺕﻣﻨﺎﺳﺒﺔ‬
Fit Statistics indicate unacceptable model fit.
Chi-square is large. The model does not produce a small difference between observed and expected matrices. •
Chi-square probability )> 0.0001( is unacceptable. Criteria for acceptable model is pr <0.05. •
Unexplained variance, residual, is un acceptable. Model RMSEA )0.2188( is greater than the 0.06 or less criteria. •
CFI ))0.8069(, NNI )0.7595(, and NFI )0.8038( are less than the acceptable criteria, 0.90. •
‫ ﺗﺸﻲ ﺳﻜﻮﻳﺮ‬. . .‫ﻭﻇﻴﻔﺔﻣﻨﺎﺳﺒﺔ‬
2576.1560
53 DF ‫ﺗﺸﻲﺳﻜﻮﻳﺮ‬
0001.> ‫ﺍﻟﻌﻼﻗﺎﺕﺍﻟﻌﺎﻣﺔ< ﺗﺸﻲ ﺳﻜﻮﻳﺮ‬
...
0.2188 RMSEA‫ﺗﻘﺪﻳﺮ‬
...
0.8069 . . .‫ﻣﺆﺷﺮﺑﻨﺘﻠﺮ ﺍﻟﻤﻘﺎﺭﻥ‬

0.7595 ‫ ﻏﻴﺮ ﺍﻟﻤﻌﻴﺎﺭﻱ‬Index Bentler & Bonett's )1980( NFI

0.8038 Bentler & Bonett's )1980(
...

model is necessary, parameter estimates, variances, covariances. Proceed with The factor structure is not confirmed.
.to determine the factor structureexploratory factor analysis No further investigation of the confirmatory

SAS Code – EFA

‫ﺗﺤﻠﻴﻞﻋﺎﻣﻞ ﺍﻻﺳﺘﻜﺸﺎﻑ ﻣﻊ‬
Rawfl ‫ﻗﺎﻋﺪﺓﺑﻴﺎﻧﺎﺕ‬ •
‫ﺍﻟﻄﺮﻳﻘﺔﻫﻲ ﺃﻗﺼﻰ ﺍﺣﺘﻤﺎﻝ‬ •
eigenvalues ‫ﻗﻄﻌﺔﻣﻦ ﻗﻴﻢ‬ •
‫ﺃﻗﻄﺎﺭﻣﺼﻔﻮﻓﺔ ﺍﻻﺭﺗﺒﺎﻁ ﺗﺴﺎﻭﻱ ﻣﺮﺑﻌﺎﺕ ﺍﻻﺭﺗﺒﺎﻃﺎﺕ ﺍﻟﻤﺘﻌﺪﺩﺓ‬ •
‫ ﻭﻓﻬﻢ ﺍﻟﻘﺮﺍءﺓ‬، ‫ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻘﺮﺍءﺓ‬، ‫ﺍﻟﻤﺘﻐﻴﺮﺍﺕﺍﻟﻤﻘﺎﺳﺔ ﻫﻲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬ •

‫ ؛‬rawfl = ml scree priors = smc ‫ = ﻃﺮﻳﻘﺔ‬proc ‫ﺑﻴﺎﻧﺎﺕﻋﺎﻣﻞ‬

math88 math90 math92 math94‫ﻓﺎﺭ‬
readr94 readc88 readc90 readc92 readc94‫؛‬
readr88 readr90 readr92

.1.0215 ‫ ﻭﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﺘﺮﺍﻛﻤﻲ ﻫﻮ‬، ‫ﻳﺘﻢﺍﻻﺣﺘﻔﺎﻅ ﺑﺜﻼﺛﺔ ﻋﻮﺍﻣﻞ‬

، 1.4603799 ، 4.9699785 ، 43.7192325 ‫ﺍﻟﻘﻴﻢﺍﻟﺬﺍﺗﻴﺔ ﺍﻷﻭﻟﻴﺔ ﻫﻲ‬ •
.‫ ﻣﻦ ﺍﻟﺘﺒﺎﻳﻦ‬٪3 ‫ ﻭ‬٪10 ‫ ﻭ‬٪89 ‫ﻳﻔﺴﺮﻛﻞ ﻋﺎﻣﻞ‬ •
‫ﺇﺟﺮﺍءﺍﻟﻌﺎﻣﻞ‬
= ‫ ﺍﻟﻤﺠﻤﻮﻉ‬:‫ ﺍﻟﻘﻴﻢ ﺍﻟﺬﺍﺗﻴﺔ ﺍﻷﻭﻟﻴﺔ ﻟﻼﺣﺘﻤﺎﻟﻴﺔ ﺍﻟﻘﺼﻮﻯ‬:‫ﻃﺮﻳﻘﺔﺍﻟﻌﺎﻣﻞ ﺍﻷﻭﻟﻲ‬
4.09127496 =‫ﺍﻟﻤﺘﻮﺳﻂ‬ 49.0952995
‫ﺗﺮﺍﻛﻤﻲ‬ 43.7192325 ‫ﻧﺴﺒﺔﻓﺮﻕ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺬﺍﺗﻴﺔ‬
0.8905 0.8905 38.7492540 1
0.9917 0.1012 3.5095987 4.9699785 2
1.0215 0.0297 0.8226791 1.4603799 3
1.0345 0.0130 0.5299327 0.6377007 4
1.0367 0.0022 0.0819166 0.1077680 5
1.0372 0.0005 0.0874121 0.0258514 6
1.0359 0.0013- 0.1892583 0.0615606- 7
1.0308 0.0051- 0.0309477 0.2508189- 8
1.0251 0.0057- 0.0602684 0.2817666- 9
1.0181 0.0070- 0.0922321 0.3420350- 10
1.0093 0.0088- 0.0208965 0.4342670- 11
1.0000 0.0093- 0.4551635- 12
.PROPORTION ‫ ﻋﻮﺍﻣﻞ ﺑﻮﺍﺳﻄﺔ ﻣﻌﻴﺎﺭ‬3 ‫ﺳﻴﺘﻢﺍﻻﺣﺘﻔﺎﻅ ﺑـ‬

10
‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﺍﺑﺤﺚﻋﻦ "ﻣﺮﻓﻖ" ﻓﻲ ﻣﺨﻄﻂ ﺍﻟﺤﺼﺎﺓ ﻟﺘﺤﺪﻳﺪ ﻋﺪﺩ ﺍﻟﻌﻮﺍﻣﻞ‪ .‬ﺗﺸﻴﺮ ﻣﺆﺍﻣﺮﺓ ﺍﻟﺤﺼﺎﺓ ﺇﻟﻰ ﻋﺎﻣﻠﻴﻦ ﺃﻭ ﺛﻼﺛﺔ ﻋﻮﺍﻣﻞ‪.‬‬
‫ﻣﺆﺍﻣﺮﺓ‪ Scree‬ﻣﻦ ﺍﻟﻘﻴﻢ ﺍﻟﺬﺍﺗﻴﺔ‬
‫|‬
‫‪+‬‬ ‫‪50‬‬
‫|‬
‫‪1‬‬ ‫|‬
‫|‬
‫|‬
‫‪+‬‬ ‫‪40‬‬
‫|‬
‫|‬
‫|‬ ‫ﻩ‬
‫|‬ ‫ﺃﻧﺎ‬
‫‪+‬‬ ‫ﺯ ‪30‬‬
‫|‬ ‫ﻩ‬
‫|‬ ‫ﻥ‬
‫|‬ ‫ﺍﻟﺨﺎﻣﺲ‬

‫|‬ ‫ﺃ‬
‫|‬ ‫ﻝ‬
‫‪+‬‬ ‫ﺵ‪20‬‬
‫|‬ ‫ﻩ‬
‫|‬ ‫ﺱ‬
‫|‬
‫|‬
‫‪+‬‬ ‫‪10‬‬
‫|‬
‫‪2‬‬ ‫|‬
‫|‬
‫‪3‬‬ ‫|‬
‫‪2‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪+‬‬ ‫‪0‬‬
‫|‬
‫|‬
‫|‬
‫‪- + - - - - - + - - - - + - - - - + - - - - - + - - - - - + - - - - - + - - - - + - - - - - + - - - - + - - - - + - - - - - + - - - - + - - - - - --‬‬
‫‪12 1112345678910‬‬ ‫‪0‬‬
‫ﺭﻗﻢ‬

‫ﺗﻢﺭﻓﺾ ﻛﻞ ﻣﻦ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻔﺮﺿﻴﺎﺕ ‪ ،‬ﻭﻻ ﺗﻮﺟﺪ ﻋﻮﺍﻣﻞ ﻣﺸﺘﺮﻛﺔ ﻭ ‪ 3‬ﻋﻮﺍﻣﻞ ﻛﺎﻓﻴﺔ‪ .‬ﻓﻲ ﺍﻟﻤﻤﺎﺭﺳﺔ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ‪،‬ﻧﺮﻳﺪ ﺭﻓﺾ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻷﻭﻟﻰ ﻭﻗﺒﻮﻝ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫ﻳﺸﻴﺮﻣﻌﺎﻣﻞ ﺍﻟﻤﻮﺛﻮﻗﻴﺔ ﺍﻟﺨﺎﺹ ﺑﺘﺎﻛﺮ ﻭﻟﻮﻳﺲ ﺇﻟﻰ ﻣﻮﺛﻮﻗﻴﺔ ﺟﻴﺪﺓ‪ .‬ﺍﻟﻤﻮﺛﻮﻗﻴﺔ ﻫﻲ ﻗﻴﻤﺔ ﺑﻴﻦ ‪ 0‬ﻭ ‪ 1‬ﺫﺍﺕ ﻗﻴﻤﺔ ﺃﻛﺒﺮ ﺗﺸﻴﺮ ﺇﻟﻰ ﻣﻮﺛﻮﻗﻴﺔ ﺃﻓﻀﻞ‪.‬‬

‫ﺍﺧﺘﺒﺎﺭﺍﺕﺍﻷﻫﻤﻴﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ‪ 995‬ﻣﻼﺣﻈﺔ‬

‫<‪Pr‬‬
‫‪ChiSq‬‬ ‫ﺗﺸﻲﺳﻜﻮﻳﺮ‬ ‫ﻣﺪﺍﻓﻊ‬ ‫ﺍﺧﺘﺒﺎﺭ‬
‫>‪0001.‬‬ ‫‪13065.6754‬‬ ‫‪66‬‬ ‫ﻻﺗﻮﺟﺪ ﻋﻮﺍﻣﻞ ﻣﺸﺘﺮﻛﺔ ‪H0:‬‬
‫ﻫﻨﺎﻙﺣﺎﺟﺔ ﺇﻟﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ‪ HA:‬ﻋﻮﺍﻣﻞ‬
‫>‪0001.‬‬ ‫‪406.9236‬‬ ‫‪33‬‬ ‫ﻛﺎﻓﻴﺔ‪ H0: 3‬ﻋﺎﻣﻞ ﻣﺸﺘﺮﻙ ﻭﺍﺣﺪ ﻋﻠﻰ ﺍﻷﻗﻞ ‪HA:‬‬

‫‪409.74040‬‬ ‫ﻟﺘﺼﺤﻴﺢﺑﺎﺭﺗﻠﻴﺖ ‪ Akaike‬ﺑﺪﻭﻥ ﻣﻌﻴﺎﺭ ﻣﻌﻠﻮﻣﺎﺕ ‪Chi-Square‬‬

‫‪343.74040‬‬
‫‪181.94989‬‬ ‫ﻣﻌﻴﺎﺭﺷﻮﺍﺭﺯ ﺑﺎﻳﺰﻱ‬
‫‪0.94247‬‬ ‫ﻣﻌﺎﻣﻞﻣﻮﺛﻮﻗﻴﺔ ﺗﺎﻛﺮ ﻭﻟﻮﻳﺲ‬

‫ﺗﺸﻴﺮﺍﻻﺭﺗﺒﺎﻃﺎﺕ ﺍﻟﻤﺘﻌﺪﺩﺓ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﺇﻟﻰ ﻣﻘﺪﺍﺭ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻤﻮﺿﺢ ﺑﻮﺍﺳﻄﺔ ﻛﻞ ﻋﺎﻣﻞ‪.‬‬

‫ﻋﺎﻣﻞﺍﻻﺭﺗﺒﺎﻃﺎﺕ ﺍﻟﻜﻨﺴﻲ ﺍﻟﺘﺮﺑﻴﻌﻲ ‪1‬‬
‫ﺍﻟﻌﺎﻣﻞ‪3‬‬ ‫ﺍﻟﻌﺎﻣﻞ‪2‬‬
‫‪0.65836583‬‬ ‫‪0.88276725‬‬ ‫‪0.98424906‬‬

‫ﺍﻟﻘﻴﻢﺍﻟﺬﺍﺗﻴﺔ ﻟﻤﺼﻔﻮﻓﺔ ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﻤﺨﺘﺰﻝ ﺍﻟﻤﻮﺯﻭﻧﺔ ﻫﻲ ‪ 62.4882752‬ﻭ ‪ 7.5300396‬ﻭ ‪ .1.9271076‬ﻧﺴﺒﺔ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻤﻮﺿﺤﺔ‬
‫ﻫﻲ‪ 0.8686‬ﻭ ‪ 0.1047‬ﻭ ‪.0.268‬‬
‫ﻳﺒﻠﻎﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﺘﺮﺍﻛﻤﻲ ﻟﺜﻼﺛﺔ ﻋﻮﺍﻣﻞ ‪.٪100‬‬

‫‪11‬‬
‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﺍﻟﻘﻴﻢﺍﻟﺬﺍﺗﻴﺔ ﻟﻤﺼﻔﻮﻓﺔ ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﻤﺨﻔﺾ ﺍﻟﻤﻮﺯﻭﻥ‪ :‬ﺍﻹﺟﻤﺎﻟﻲ = ‪ 71.9454163‬ﺍﻟﻤﺘﻮﺳﻂ =‬

‫‪5.99545136‬‬

‫ﺗﺮﺍﻛﻤﻲ‬ ‫ﻧﺴﺒﺔ‬ ‫ﻓﺮﻕ‬ ‫‪Eigenvalue‬‬

‫‪0.8686‬‬ ‫‪0.8686‬‬ ‫‪54.9582356‬‬ ‫‪62.4882752‬‬ ‫‪1‬‬
‫‪0.9732‬‬ ‫‪0.1047‬‬ ‫‪5.6029319‬‬ ‫‪7.5300396‬‬ ‫‪2‬‬
‫‪1.0000‬‬ ‫‪0.0268‬‬ ‫‪1.2700613‬‬ ‫‪1.9271076‬‬ ‫‪3‬‬
‫‪1.0091‬‬ ‫‪0.0091‬‬ ‫‪0.4697879‬‬ ‫‪0.6570464‬‬ ‫‪4‬‬
‫‪1.0117‬‬ ‫‪0.0026‬‬ ‫‪0.0202533‬‬ ‫‪0.1872584‬‬ ‫‪5‬‬
‫‪1.0141‬‬ ‫‪0.0023‬‬ ‫‪0.0724117‬‬ ‫‪0.1670051‬‬ ‫‪6‬‬
‫‪1.0154‬‬ ‫‪0.0013‬‬ ‫‪0.1415581‬‬ ‫‪0.0945935‬‬ ‫‪7‬‬
‫‪1.0147‬‬ ‫‪0.0007-‬‬ ‫‪0.1141100‬‬ ‫‪0.0469646-‬‬ ‫‪8‬‬
‫‪1.0125‬‬ ‫‪0.0022-‬‬ ‫‪0.0355226‬‬ ‫‪0.1610746-‬‬ ‫‪9‬‬
‫‪1.0097‬‬ ‫‪0.0027-‬‬ ‫‪0.0469645‬‬ ‫‪0.1965972-‬‬ ‫‪10‬‬
‫‪1.0064‬‬ ‫‪0.0034-‬‬ ‫‪0.2141498‬‬ ‫‪0.2435617-‬‬ ‫‪11‬‬
‫‪1.0000‬‬ ‫‪0.0064-‬‬ ‫‪0.4577115-‬‬ ‫‪12‬‬

‫ﻭﺍﻟﺘﻨﺎﻭﺏ‪ FACTOR‬ﻣﻊ ‪EFA‬‬

‫ﻛﻮﺩ‪ - SAS‬ﻧﻤﻮﺫﺝ ‪ 3‬ﻋﺎﻣﻞ‬
‫ﺑﻴﺎﻧﺎﺕﻋﺎﻣﻞ ‪ = proc‬ﻃﺮﻳﻘﺔ ‪ rawfl = ml rotate = vn = 3‬ﺇﻋﺎﺩﺓ ﺗﺮﺗﻴﺐ ﻟﻠﺨﺎﺭﺝ = ‪ facsub3 priors = smc‬؛‬
‫‪var math88 math90 math92 math94 readr88 readr90 readr92 readr94‬‬
‫؛‪readc88 readc90 readc92 readc94‬‬

‫ﺍﻟﺨﻴﺎﺭﺍﺕﺍﻟﻤﻀﺎﻓﺔ ﺇﻟﻰ ﺇﺟﺮﺍء ﺍﻟﻌﺎﻣﻞ ﻫﻲ‬

‫ﺩﻭﺭﺍﻥﻓﺎﺭﻳﻤﺎﻛﺲ )ﻣﺘﻌﺎﻣﺪ(‬
‫ﺇﻋﺎﺩﺓﺗﺮﺗﻴﺐ ﺗﺮﺗﻴﺐ ﻣﺼﻔﻮﻓﺔ ﺍﻟﻨﻤﻂ ﻣﻦ ﺍﻟﺘﺤﻤﻴﻞ ﺍﻷﻛﺒﺮ ﺇﻟﻰ ﺍﻷﺻﻐﺮ ﻟﻜﻞ ﻣﺨﻄﻂ ﻋﺎﻣﻞ ﻟﺮﺳﻢ ﺍﻟﻌﻮﺍﻣﻞ‬

‫ﻟﻼﺣﺘﻔﺎﻅﺑـ ‪ 3‬ﻋﻮﺍﻣﻞ ‪n = 3‬‬

‫ﻟﺤﻔﻆﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻷﺻﻠﻴﺔ ﻭﺩﺭﺟﺎﺕ ﺍﻟﻌﻮﺍﻣﻞ ‪out = facsub3‬‬

‫ﻧﺘﺎﺉﺞﻧﻤﻮﺫﺝ ‪ 3‬ﻋﻮﺍﻣﻞ ﻗﻴﻢ ‪ Eigenvalues‬ﺍﻷﻭﻟﻴﺔ ‪ -‬ﻣﺜﻞ‬

‫ﺍﺧﺘﺒﺎﺭﺍﺕﺍﻷﻫﻤﻴﺔ ﺍﻟﻤﺬﻛﻮﺭﺓ ﺃﻋﻼﻩ ‪ -‬ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﺃﻋﻼﻩ‪.‬‬

‫ﺍﻟﻘﻴﻢﺍﻟﺬﺍﺗﻴﺔ ﻟﻤﺼﻔﻮﻓﺔ ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﻤﻨﺨﻔﺾ ﺍﻟﻤﻮﺯﻭﻥ ‪ -‬ﻛﻤﺎ ﻫﻮ ﻣﺬﻛﻮﺭ ﺃﻋﻼﻩ‬

‫ﺗﻮﺿﺢﻋﻤﻠﻴﺎﺕ ﺗﺤﻤﻴﻞ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺭﺗﺒﺎﻃﺎﺕ ﺑﻴﻦ ﺍﻟﻌﻨﺎﺻﺮ ﻭﺍﻟﻌﻮﺍﻣﻞ‪ .‬ﻳﺮﺗﺐ ﺧﻴﺎﺭ ‪ REORDER‬ﻋﻤﻠﻴﺎﺕ ﺗﺤﻤﻴﻞ ﺍﻟﻌﻮﺍﻣﻞ ﺣﺴﺐ ﺍﻟﻌﻮﺍﻣﻞ ﻣﻦ ﺍﻷﻛﺒﺮ ﺇﻟﻰ‬
‫ﺍﻷﺻﻐﺮﻗﻴﻤﺔ‪.‬‬
‫ﺇﺟﺮﺍءﺍﻟﻌﺎﻣﻞ‬
‫ﻃﺮﻳﻘﺔﺍﻟﺪﻭﺭﺍﻥ‪Varimax :‬‬

‫ﻧﻤﻮﺫﺝﻋﺎﻣﻞ ﻣﺴﺘﺪﻳﺮ‬
‫ﺍﻟﻌﺎﻣﻞ‪3‬‬ ‫ﺍﻟﻌﺎﻣﻞ‪2‬‬ ‫ﺍﻟﻌﺎﻣﻞ‪1‬‬
‫‪0.31950‬‬ ‫‪0.37288‬‬ ‫‪0.79710‬‬ ‫ﻗﺮﺍءﺓ‪92‬‬
‫‪0.32138‬‬ ‫‪0.26741‬‬ ‫‪0.79624‬‬ ‫ﻗﺮﺍءﺓ‪94‬‬
‫‪0.31062‬‬ ‫‪0.54244‬‬ ‫‪0.67849‬‬ ‫ﻗﺮﺍءﺓ‪90‬‬
‫‪0.41293‬‬ ‫‪0.32076‬‬ ‫‪0.67528‬‬ ‫‪readc92‬‬
‫‪0.32608‬‬ ‫‪0.50233‬‬ ‫‪0.61446‬‬ ‫‪readc90‬‬
‫‪0.44571‬‬ ‫‪0.21823‬‬ ‫‪0.58909‬‬ ‫ﻗﺮﺍءﺓ‪c94‬‬
‫‪- - - - - - - - - - - - - readr88‬‬
‫‪0.22191‬‬ ‫‪0.88731‬‬ ‫‪0.35420‬‬
‫‪0.22813‬‬ ‫‪0.87255‬‬ ‫‪0.33219‬‬ ‫ﻗﺮﺍءﺓ‪c88‬‬
‫‪0.43051‬‬ ‫‪0.70172‬‬ ‫‪0.24037‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪88‬‬
‫‪0.31687 - - - - - - - - - - - - - --‬‬ ‫‪- - - - - --‬‬
‫‪0.69707‬‬ ‫‪0.39578‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪92‬‬
‫‪0.67765‬‬ ‫‪0.22527‬‬ ‫‪0.39013‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪94‬‬
‫‪0.59444‬‬ ‫‪0.51487‬‬ ‫‪0.35250‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪90‬‬

‫‪12‬‬
‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﻳﻤﻜﻦﺣﺴﺎﺏ ﺩﺭﺟﺎﺕ ﺍﻟﻌﻮﺍﻣﻞ ﻣﻦ ﺧﻼﻝ ﺗﺮﺟﻴﺢ ﻛﻞ ﻣﺘﻐﻴﺮ ﻣﻊ ﺍﻟﻘﻴﻢ ﻣﻦ ﻣﺼﻔﻮﻓﺔ ﻧﻤﻂ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻤﺴﺘﺪﻳﺮ ‪ ..‬ﻓﻲ ﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﺸﺎﺉﻌﺔ ‪ ،‬ﻳﺘﻢ ﺣﺴﺎﺏ‬
‫ﺩﺭﺟﺎﺕﺍﻟﻌﻮﺍﻣﻞ ﺑﺪﻭﻥ ﺃﻭﺯﺍﻥ‪ .‬ﻳﺘﻢ ﺣﺴﺎﺏ ﺍﻟﻌﺎﻣﻞ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﺘﻮﺳﻂ ﺃﻭ ﻣﺠﻤﻮﻉ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﺘﻲ ﻳﺘﻢ ﺗﺤﻤﻴﻠﻬﺎ ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﺮﺗﺒﻂ ﺍﺭﺗﺒﺎﻃﺎً ﻭﺛﻴﻘﺎً ﺑﺎﻟﻌﺎﻣﻞ‪.‬‬
‫ﻳﻤﻜﻦﺣﺴﺎﺏ ﺩﺭﺟﺎﺕ ﺍﻟﻌﺎﻣﻞ ﺑﻤﺘﻮﺳﻂ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﺃﺩﻧﺎﻩ‪.‬‬

‫؛ (‪ )readr88 ، readc88 ، math88‬؛ ﺍﻟﻌﺎﻣﻞ ‪ = 2‬ﻣﺘﻮﺳﻂ (‪، readc92 ، readc90 ، readc94‬‬

‫‪ )readr92 ، readr94 ، readr90‬ﻣﺘﻮﺳﻂ = ‪Factor1‬‬
‫ﺍﻟﻌﺎﻣﻞ‪ = 3‬ﻣﺘﻮﺳﻂ )‪ (math92، math94، math90‬؛‬

‫ﺍﻟﺘﻔﺴﻴﺮ‬
‫ﻫﻞﻫﻨﺎﻙ ﻣﻌﻨﻰ ﻣﻔﺎﻫﻴﻤﻲ ﻟﻜﻞ ﻋﺎﻣﻞ؟ ﻫﻞ ﻳﻤﻜﻦ ﺗﺴﻤﻴﺔ ﺍﻟﻌﻮﺍﻣﻞ؟ ﻳﻤﻜﻦ ﺗﺴﻤﻴﺔ ‪ Factor1‬ﺑﺈﻧﺠﺎﺯ ﺍﻟﻘﺮﺍءﺓ‪.‬‬

‫ﻳﻤﻜﻦﺗﺴﻤﻴﺔ ﺍﻟﻌﺎﻣﻞ ‪ 2‬ﺑﺈﻧﺠﺎﺯ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ )ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ‪ ،‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻘﺮﺍءﺓ ‪ ،‬ﻓﻬﻢ ﺍﻟﻘﺮﺍءﺓ(‪ .‬ﻳﻤﻜﻦ ﺍﺳﺘﺪﻋﺎء ‪Factor3‬‬
‫ﺍﻟﺘﺤﺼﻴﻞﺍﻟﺮﻳﺎﺿﻲ‪.‬‬

‫ﺣﺬﺭ‪-‬ﺗﺮﺗﺒﻂ ﺍﻷﺣﻤﺎﻝ ﺍﻟﺠﺮﻳﺉﺔ ‪ ،‬ﺍﻷﻛﺒﺮ ﻣﻦ ‪ ، 0.50‬ﺑﺄﻛﺜﺮ ﻣﻦ ﻋﺎﻣﻞ ﻭﺍﺣﺪ‬

‫ﺇﺟﺮﺍءﺍﻟﻌﺎﻣﻞ‬
‫ﻃﺮﻳﻘﺔﺍﻟﺪﻭﺭﺍﻥ‪Varimax :‬‬

‫ﻧﻤﻮﺫﺝﻋﺎﻣﻞ ﻣﺴﺘﺪﻳﺮ‬
‫ﺍﻟﻌﺎﻣﻞ‪3‬‬ ‫ﺍﻟﻌﺎﻣﻞ‪2‬‬ ‫ﺍﻟﻌﺎﻣﻞ‪1‬‬
‫‪0.31950‬‬ ‫‪0.37288‬‬ ‫‪0.79710‬‬ ‫ﻗﺮﺍءﺓ‪92‬‬
‫‪0.32138‬‬ ‫‪0.26741‬‬ ‫‪0.79624‬‬ ‫ﻗﺮﺍءﺓ‪94‬‬
‫‪0.31062‬‬ ‫‪0.54244‬‬ ‫‪0.67849‬‬ ‫ﻗﺮﺍءﺓ‪90‬‬
‫‪0.41293‬‬ ‫‪0.32076‬‬ ‫‪0.67528‬‬ ‫‪readc92‬‬
‫‪0.32608‬‬ ‫‪0.50233‬‬ ‫‪0.61446‬‬ ‫‪readc90‬‬
‫‪0.44571‬‬ ‫‪0.21823‬‬ ‫‪0.58909‬‬ ‫ﻗﺮﺍءﺓ‪c94‬‬
‫‪- - - - - - - - - - - - - - - - - - - - readr88‬‬
‫‪0.22191‬‬ ‫‪0.88731‬‬ ‫‪0.35420‬‬
‫‪0.22813‬‬ ‫‪0.87255‬‬ ‫‪0.33219‬‬ ‫ﻗﺮﺍءﺓ‪c88‬‬
‫‪0.43051‬‬ ‫‪0.70172‬‬ ‫‪0.24037‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪88‬‬
‫‪0.31687 - - - - - - - - - - - - - --‬‬ ‫‪- - - - - --‬‬
‫‪0.69707‬‬ ‫‪0.39578‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪92‬‬
‫‪0.67765‬‬ ‫‪0.22527‬‬ ‫‪0.39013‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪94‬‬
‫‪0.59444‬‬ ‫‪0.51487‬‬ ‫‪0.35250‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪90‬‬

‫ﻛﻮﺩ‪ - SAS‬ﻧﻤﻮﺫﺝ ‪ 2‬ﻋﺎﻣﻞ‬

‫ﺑﻴﺎﻧﺎﺕﻋﺎﻣﻞ ‪ = proc‬ﻃﺮﻳﻘﺔ ‪ rawfl = ml priors = smc n = 2‬ﺗﺪﻭﻳﺮ = ‪ v‬ﺇﻋﺎﺩﺓ ﺗﺮﺗﻴﺐ ؛‬
‫ﻓﺎﺭ‪math88 math90 math92 math94‬‬
‫؛‪readr94 readc88 readc90 readc92 readc94‬‬
‫‪readr88 readr90 readr92‬‬

‫)ﺍﻟﺨﻴﺎﺭ ﻥ = ‪ 2‬ﻣﻘﺘﻄﻔﺎﺕ ‪ 2‬ﻋﺎﻣﻠﻴﻦ(‬

‫ﻧﺘﺎﺉﺞﻧﻤﻮﺫﺝ ‪ 2‬ﻋﺎﻣﻞ‬
‫ﺗﻢﺭﻓﺾ ﻛﻞ ﻣﻦ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻔﺮﺿﻴﺎﺕ ‪ ،‬ﻭﻻ ﺗﻮﺟﺪ ﻋﻮﺍﻣﻞ ﻣﺸﺘﺮﻛﺔ ﻭ ‪ 3‬ﻋﻮﺍﻣﻞ ﻛﺎﻓﻴﺔ‪ .‬ﻓﻲ ﺍﻟﻤﻤﺎﺭﺳﺔ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ‪،‬ﻧﺮﻳﺪ ﺭﻓﺾ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻷﻭﻟﻰ ﻭﻗﺒﻮﻝ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫ﻳﺸﻴﺮﻣﻌﺎﻣﻞ ﺍﻟﻤﻮﺛﻮﻗﻴﺔ ﺍﻟﺨﺎﺹ ﺑﺘﺎﻛﺮ ﻭﻟﻮﻳﺲ ﺇﻟﻰ ﻣﻮﺛﻮﻗﻴﺔ ﺟﻴﺪﺓ‪ .‬ﺍﻟﻤﻮﺛﻮﻗﻴﺔ ﻫﻲ ﻗﻴﻤﺔ ﺑﻴﻦ ‪ 0‬ﻭ ‪ 1‬ﺫﺍﺕ ﻗﻴﻤﺔ ﺃﻛﺒﺮ ﺗﺸﻴﺮ ﺇﻟﻰ ﻣﻮﺛﻮﻗﻴﺔ ﺃﻓﻀﻞ‪.‬‬

‫ﺇﺟﺮﺍءﺍﻟﻌﺎﻣﻞ‬
‫ﻃﺮﻳﻘﺔﺍﻟﻌﺎﻣﻞ ﺍﻷﻭﻟﻲ‪ :‬ﺍﻟﻘﻴﻢ ﺍﻟﺬﺍﺗﻴﺔ ﺍﻷﻭﻟﻴﺔ ﻟﻼﺣﺘﻤﺎﻟﻴﺔ ﺍﻟﻘﺼﻮﻯ ‪ -‬ﻛﻤﺎ‬
‫ﻫﻮﻣﺬﻛﻮﺭ ﺃﻋﻼﻩ‬

‫ﺍﺧﺘﺒﺎﺭﺍﺕﺍﻷﻫﻤﻴﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ‪ 995‬ﻣﻼﺣﻈﺔ‬

‫<‪Pr‬‬
‫‪ChiSq‬‬ ‫ﺗﺸﻲﺳﻜﻮﻳﺮ‬ ‫ﻣﺪﺍﻓﻊ‬ ‫ﺍﺧﺘﺒﺎﺭ‬
‫>‪0001.‬‬ ‫‪13065.6754‬‬ ‫‪66‬‬ ‫ﻻﺗﻮﺟﺪ ﻋﻮﺍﻣﻞ ﻣﺸﺘﺮﻛﺔ ‪H0:‬‬
‫ﻫﻨﺎﻙﺣﺎﺟﺔ ﺇﻟﻰ ﺍﻟﻤﺰﻳﺪ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ‪ HA:‬ﺍﻟﻌﻮﺍﻣﻞ‬
‫>‪0001.‬‬ ‫‪947.6256‬‬ ‫‪43‬‬ ‫ﻛﺎﻓﻴﺔ‪ H0: 2‬ﻋﺎﻣﻞ ﻣﺸﺘﺮﻙ ﻭﺍﺣﺪ ﻋﻠﻰ ﺍﻷﻗﻞ ‪HA:‬‬

‫‪13‬‬
‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫‪953.54123‬‬ ‫ﻟﺘﺼﺤﻴﺢﺑﺎﺭﺗﻠﻴﺖ ‪ Akaike‬ﺑﺪﻭﻥ ﻣﻌﻴﺎﺭ ﻣﻌﻠﻮﻣﺎﺕ ‪Chi-Square‬‬

‫‪967.54123‬‬
‫‪656.72329‬‬ ‫ﻣﻌﻴﺎﺭﺷﻮﺍﺭﺯ ﺑﺎﻳﺰﻱ‬
‫‪0.89319‬‬ ‫ﻣﻌﺎﻣﻞﻣﻮﺛﻮﻗﻴﺔ ﺗﺎﻛﺮ ﻭﻟﻮﻳﺲ‬

‫ﺗﺸﻴﺮﺍﻻﺭﺗﺒﺎﻃﺎﺕ ﺍﻟﻤﺘﻌﺪﺩﺓ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﺇﻟﻰ ﻣﻘﺪﺍﺭ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻤﻮﺿﺢ ﺑﻮﺍﺳﻄﺔ ﻛﻞ ﻋﺎﻣﻞ‪.‬‬

‫ﺗﺮﺑﻴﻌﺎﺕﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﻜﻨﺴﻲ‬
‫ﺍﻟﻌﺎﻣﻞ‪2‬‬ ‫ﺍﻟﻌﺎﻣﻞ‪1‬‬
‫‪0.86924470‬‬ ‫‪0.98290118‬‬

‫ﺍﻟﻘﻴﻢﺍﻟﺬﺍﺗﻴﺔ ﻟﻤﺼﻔﻮﻓﺔ ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﻤﺨﺘﺰﻝ ﺍﻟﻤﻮﺯﻭﻧﺔ ﻫﻲ ‪ 57.4835709‬ﻭ ‪ .6.6478737‬ﻧﺴﺒﺔ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻤﻮﺿﺤﺔ‬

‫ﻫﻲ‪ 0.8963‬ﻭ ‪.0.1037‬‬
‫ﺍﻻﺧﺘﻼﻑﺍﻟﺘﺮﺍﻛﻤﻲ ﻝ ‪ 2‬ﻋﺎﻣﻠﻴﻦ ﻫﻮ ‪.٪100‬‬
‫ﺍﻟﻘﻴﻢﺍﻟﺬﺍﺗﻴﺔ ﻟﻤﺼﻔﻮﻓﺔ ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﻤﺨﻔﺾ ﺍﻟﻤﻮﺯﻭﻥ‪:‬‬
‫ﺍﻟﻤﺠﻤﻮﻉ= ‪ 64.1314404‬ﺍﻟﻤﺘﻮﺳﻂ = ‪5.3442867‬‬
‫ﺗﺮﺍﻛﻤﻲ‬ ‫ﻧﺴﺒﺔﻓﺮﻕ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺬﺍﺗﻴﺔ ‪57.4835709‬‬
‫‪0.8963‬‬ ‫‪0.8963‬‬ ‫‪50.8356972‬‬ ‫‪1‬‬
‫‪1.0000‬‬ ‫‪0.1037‬‬ ‫‪5.5346312‬‬ ‫‪6.6478737‬‬ ‫‪2‬‬
‫‪1.0174‬‬ ‫‪0.0174‬‬ ‫‪0.5742044‬‬ ‫‪1.1132425‬‬ ‫‪3‬‬
‫‪1.0258‬‬ ‫‪0.0084‬‬ ‫‪0.4252208‬‬ ‫‪0.5390381‬‬ ‫‪4‬‬
‫‪1.0275‬‬ ‫‪0.0018‬‬ ‫‪0.0915474‬‬ ‫‪0.1138173‬‬ ‫‪5‬‬
‫‪1.0279‬‬ ‫‪0.0003‬‬ ‫‪0.0738907‬‬ ‫‪0.0222699‬‬ ‫‪6‬‬
‫‪1.0271‬‬ ‫‪0.0008.0000-‬‬ ‫‪0.1021049‬‬ ‫‪0.0516208-‬‬ ‫‪7‬‬
‫‪1.0247‬‬ ‫‪0.0024-‬‬ ‫‪0.1222701‬‬ ‫‪0.1537257-‬‬ ‫‪8‬‬
‫‪1.0204‬‬ ‫‪0.0043-‬‬ ‫‪0.1000048‬‬ ‫‪0.2759958-‬‬ ‫‪9‬‬
‫‪1.0145‬‬ ‫‪0.0059-‬‬ ‫‪0.0716077‬‬ ‫‪0.3760006-‬‬ ‫‪10‬‬
‫‪1.0075‬‬ ‫‪0.0070-‬‬ ‫‪0.0358123‬‬ ‫‪0.4476083-‬‬ ‫‪11‬‬
‫‪1.0000‬‬ ‫‪0.0075-‬‬ ‫‪0.4834207-‬‬ ‫‪12‬‬

‫ﺗﻮﺿﺢﻋﻤﻠﻴﺎﺕ ﺗﺤﻤﻴﻞ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺭﺗﺒﺎﻃﺎﺕ ﺑﻴﻦ ﺍﻟﻌﻨﺎﺻﺮ ﻭﺍﻟﻌﻮﺍﻣﻞ‪ .‬ﻳﺮﺗﺐ ﺧﻴﺎﺭ ‪ REORDER‬ﻋﻤﻠﻴﺎﺕ ﺗﺤﻤﻴﻞ ﺍﻟﻌﻮﺍﻣﻞ ﺣﺴﺐ ﺍﻟﻌﻮﺍﻣﻞ ﻣﻦ ﺍﻷﻛﺒﺮ ﺇﻟﻰ‬
‫ﺍﻷﺻﻐﺮﻗﻴﻤﺔ‪.‬‬
‫ﻧﻤﻮﺫﺝﻋﺎﻣﻞ ﻣﺴﺘﺪﻳﺮ‬
‫ﺍﻟﻌﺎﻣﻞ‪2‬‬ ‫ﺍﻟﻌﺎﻣﻞ‪1‬‬
‫‪0.31507‬‬ ‫‪0.82872‬‬ ‫ﻗﺮﺍءﺓ‪94‬‬
‫‪0.42138‬‬ ‫‪0.81774‬‬ ‫ﻗﺮﺍءﺓ‪92‬‬
‫‪0.36634‬‬ ‫‪0.77562‬‬ ‫‪readc92‬‬
‫‪0.26511‬‬ ‫‪0.72145‬‬ ‫ﻗﺮﺍءﺓ‪c94‬‬
‫‪0.58111‬‬ ‫‪0.71064‬‬ ‫ﻗﺮﺍءﺓ‪90‬‬
‫‪0.53838‬‬ ‫‪0.67074‬‬ ‫‪readc90‬‬
‫‪0.38255‬‬ ‫‪0.65248‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪92‬‬
‫‪0.29031‬‬ ‫‪0.64504‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪94‬‬
‫‪0.56323‬‬ ‫‪0.56547‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪90‬‬
‫‪- - - - - - - - - - - - - - - - - - - - readr88‬‬
‫‪0.90935‬‬ ‫‪0.36410‬‬
‫‪0.89771‬‬ ‫‪0.34735‬‬ ‫ﻗﺮﺍءﺓ‪c88‬‬
‫‪0.73216‬‬ ‫‪0.38175‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪88‬‬

‫ﻳﻤﻜﻦﺣﺴﺎﺏ ﺩﺭﺟﺎﺕ ﺍﻟﻌﻮﺍﻣﻞ ﻣﻦ ﺧﻼﻝ ﺗﺮﺟﻴﺢ ﻛﻞ ﻣﺘﻐﻴﺮ ﻣﻊ ﺍﻟﻘﻴﻢ ﻣﻦ ﻣﺼﻔﻮﻓﺔ ﻧﻤﻂ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻤﺴﺘﺪﻳﺮ ‪ ..‬ﻓﻲ ﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﺸﺎﺉﻌﺔ ‪ ،‬ﻳﺘﻢ ﺣﺴﺎﺏ‬
‫ﺩﺭﺟﺎﺕﺍﻟﻌﻮﺍﻣﻞ ﺑﺪﻭﻥ ﺃﻭﺯﺍﻥ‪ .‬ﻳﺘﻢ ﺣﺴﺎﺏ ﺍﻟﻌﺎﻣﻞ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﺘﻮﺳﻂ ﺃﻭ ﻣﺠﻤﻮﻉ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﺘﻲ ﻳﺘﻢ ﺗﺤﻤﻴﻠﻬﺎ ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﺮﺗﺒﻂ ﺍﺭﺗﺒﺎﻃﺎً ﻭﺛﻴﻘﺎً ﺑﺎﻟﻌﺎﻣﻞ‪.‬‬
‫ﻳﻤﻜﻦﺣﺴﺎﺏ ﺩﺭﺟﺎﺕ ﺍﻟﻌﺎﻣﻞ ﺑﻤﺘﻮﺳﻂ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﺃﺩﻧﺎﻩ‪.‬‬

‫؛ (‪ )readr88، readc88، math88‬؛ ﺍﻟﻌﺎﻣﻞ ‪ = 2‬ﻣﺘﻮﺳﻂ (‪، readc92 ، readc90 ، readc94 math92 ، math94 ، math90‬‬
‫‪ )readr92 ، readr94 ، readr90‬ﻣﺘﻮﺳﻂ = ‪Factor1‬‬

‫ﺍﻟﺘﻔﺴﻴﺮ‬
‫ﻫﻞﻫﻨﺎﻙ ﻣﻌﻨﻰ ﻣﻔﺎﻫﻴﻤﻲ ﻟﻜﻞ ﻋﺎﻣﻞ؟ ﻫﻞ ﻳﻤﻜﻦ ﺗﺴﻤﻴﺔ ﺍﻟﻌﻮﺍﻣﻞ؟ ﻳﻤﻜﻦ ﺗﺴﻤﻴﺔ ‪ Factor1‬ﺑﺈﻧﺠﺎﺯ ﺍﻟﻘﺮﺍءﺓ‬
‫ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪.‬‬
‫ﻳﻤﻜﻦﺗﺴﻤﻴﺔ ﺍﻟﻌﺎﻣﻞ ‪ 2‬ﺑﺈﻧﺠﺎﺯ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ )ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ‪ ،‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻘﺮﺍءﺓ ‪ ،‬ﻓﻬﻢ ﺍﻟﻘﺮﺍءﺓ(‪.‬‬

‫‪14‬‬
‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﺣﺬﺭ‪-‬ﺗﺮﺗﺒﻂ ﺍﻷﺣﻤﺎﻝ ﺍﻟﺠﺮﻳﺉﺔ ‪ ،‬ﺍﻷﻛﺒﺮ ﻣﻦ ‪ ، 0.50‬ﺑﺄﻛﺜﺮ ﻣﻦ ﻋﺎﻣﻞ ﻭﺍﺣﺪ‬

‫ﻧﻤﻮﺫﺝﻋﺎﻣﻞ ﻣﺴﺘﺪﻳﺮ‬
‫ﺍﻟﻌﺎﻣﻞ‪2‬‬ ‫ﺍﻟﻌﺎﻣﻞ‪1‬‬
‫‪0.31507‬‬ ‫‪0.82872‬‬ ‫ﻗﺮﺍءﺓ‪94‬‬
‫‪0.42138‬‬ ‫‪0.81774‬‬ ‫ﻗﺮﺍءﺓ‪92‬‬
‫‪0.36634‬‬ ‫‪0.77562‬‬ ‫‪readc92‬‬
‫‪0.26511‬‬ ‫‪0.72145‬‬ ‫ﻗﺮﺍءﺓ‪c94‬‬
‫‪0.58111‬‬ ‫‪0.71064‬‬ ‫ﻗﺮﺍءﺓ‪90‬‬
‫‪0.53838‬‬ ‫‪0.67074‬‬ ‫‪readc90‬‬
‫‪0.38255‬‬ ‫‪0.65248‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪92‬‬
‫‪0.29031‬‬ ‫‪0.64504‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪94‬‬
‫‪0.56323‬‬ ‫‪0.56547‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪90‬‬
‫‪- - - - - - - - - - - - - - - - - - - - readr88‬‬
‫‪0.90935‬‬ ‫‪0.36410‬‬
‫‪0.89771‬‬ ‫‪0.34735‬‬ ‫ﻗﺮﺍءﺓ‪c88‬‬
‫‪0.73216‬‬ ‫‪0.38175‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪88‬‬

‫‪2‬ﺃﻭ ‪ 3‬ﻧﻤﻮﺫﺝ ﻋﺎﻣﻞ؟‬

‫ﺗﻠﻌﺐﺍﻟﻤﻮﺛﻮﻗﻴﺔ ﻭﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻠﺘﻔﺴﻴﺮ ﺩﻭﺭﺍً ﻓﻲ ﻗﺮﺍﺭﻙ ﺑﺸﺄﻥ ﺑﻨﻴﺔ ﺍﻟﻌﻮﺍﻣﻞ‪ .‬ﺗﻢ ﺗﺤﺪﻳﺪ ﺍﻟﻤﻮﺛﻮﻗﻴﺔ ﻟﻜﻞ ﻋﺎﻣﻞ ﺑﺎﺳﺘﺨﺪﺍﻡ ‪ PROC CORR‬ﻣﻊ ﺧﻴﺎﺭﺍﺕ‬
‫‪.ALPHA NOCORR‬‬
‫ﻣﺼﺪﺍﻗﻴﺔﻧﻤﻮﺫﺝ ‪ 3‬ﻋﺎﻣﻞ‬
‫ﻋﺎﻣﻞﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻫﻮ ‪0.943‬‬
‫ﻣﻌﺎﻣﻞﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻫﻮ ‪0.867‬‬
‫ﻋﺎﻣﻞﺍﻟﻘﺮﺍءﺓ ﻫﻮ ‪0.945‬‬
‫ﻣﻮﺛﻮﻗﻴﺔﻧﻤﻮﺫﺝ ﺍﻟﻌﺎﻣﻞ ‪2‬‬
‫ﻋﺎﻣﻞﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻫﻮ ‪0.943‬‬
‫ﻣﻌﺎﻣﻞﺍﻟﺮﻳﺎﺿﻴﺎﺕ ‪ /‬ﺍﻟﻘﺮﺍءﺓ ‪0.949‬‬

‫ﻛﻼﺍﻟﻨﻤﻮﺫﺟﻴﻦ ﻳﻈﻬﺮﺍﻥ ﻣﻮﺛﻮﻗﻴﺔ ﺟﻴﺪﺓ‪ .‬ﺍﻵﻥ ﻧﺤﻦ ﻧﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻠﺘﻔﺴﻴﺮ‪ .‬ﻣﺎ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺬﻱ ﺳﺘﺨﺘﺎﺭﻩ ﻟﺘﻤﺜﻴﻞ ﺑﻨﻴﺔ ﺍﻟﻌﺎﻣﻞ ‪ ،‬ﻧﻤﻮﺫﺝ ﻋﺎﻣﻞ ‪ 2‬ﺃﻭ‬
‫‪3‬؟‬

‫ﺍﺳﺘﻨﺘﺎﺝ‬
‫ﻳﻌﺪﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻌﺎﻣﻠﻲ ﺍﻟﺘﺄﻛﻴﺪﻱ ﻭﺍﻻﺳﺘﻜﺸﺎﻓﻲ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺉﻴﺔ ﺍﻟﻘﻮﻳﺔ‪ .‬ﺍﻟﺘﻘﻨﻴﺎﺕ ﻟﻬﺎ ﺃﻭﺟﻪ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ‪ .‬ﺣﺪﺩ ﻧﻮﻉ ﺍﻟﺘﺤﻠﻴﻞ ﻣﺴﺒﻘﺎً‬
‫ﻟﻺﺟﺎﺑﺔﻋﻠﻰ ﺃﺳﺉﻠﺔ ﺍﻟﺒﺤﺚ ﻭﺯﻳﺎﺩﺓ ﻣﻌﺮﻓﺘﻚ‪.‬‬

‫ﻭﺍﻡ)ﺭﺳﺎﻟﺔ ﺍﻻﺑﺘﻌﺎﺩ(‬
‫ﺣﺪﺩ‪ CFA‬ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺑﻨﻴﺔ ﺍﻟﻌﺎﻣﻞ ﻭ ‪ EFA‬ﻟﺘﺤﺪﻳﺪ ﻫﻴﻜﻞ ﺍﻟﻌﺎﻣﻞ‪.‬‬

‫ﻣﺮﺍﺟﻊ‬
‫‪Baker، PC، Keck، CK، Mott، FL & Quinlan، SV )1993(.‬ﻛﺘﻴﺐ ﺍﻟﻄﻔﻞ‪ .‬ﺩﻟﻴﻞ ﻟﻠﻤﺴﺢ ﺍﻟﻮﻃﻨﻲ ﺍﻟﻄﻮﻟﻲ ‪ 1990-1986‬ﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﺒﺎﺏ ﻭﺍﻷﻃﻔﺎﻝ‬
‫‪. NLSY79‬ﻛﻮﻟﻮﻣﺒﻮﺱ ‪ ،‬ﺃﻭﻫﺎﻳﻮ‪ :‬ﻣﺮﻛﺰ ﺃﺑﺤﺎﺙ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪ ،‬ﺟﺎﻣﻌﺔ ﻭﻻﻳﺔ ﺃﻭﻫﺎﻳﻮ (‪)rev. ed.‬‬

‫ﻛﺎﺗﻴﻞ ‪،‬ﺁﺭ ﺑﻲ )‪ .(1966‬ﺍﺧﺘﺒﺎﺭ ﺣﺼﺎﺓ ﻟﻌﺪﺩ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ‪.‬ﺍﻟﺒﺤﺚ ﺍﻟﺴﻠﻮﻛﻲ ﻣﺘﻌﺪﺩ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ‪.245-276 ، 1 ،‬‬

‫ﺗﺸﺎﻳﻠﺪ ‪،‬ﺩ‪.(1990) .‬ﺃﺳﺎﺳﻴﺎﺕ ﺗﺤﻠﻴﻞ ﺍﻟﻌﻮﺍﻣﻞ ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ .‬ﻟﻨﺪﻥ‪.Cassel Educational Limited :‬‬

‫ﺩﻳﻔﻴﻠﻴﺲ ‪ .(RF )1991،‬ﺗﻄﻮﻳﺮ ﺍﻟﻨﻄﺎﻕ‪ :‬ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ‪ .‬ﻧﻴﻮﺑﺮﻱ ﺑﺎﺭﻙ ‪ ،‬ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ‪ :‬ﻣﻨﺸﻮﺭﺍﺕ ﺳﻴﺞ‪.‬‬

‫ﺩﻥ ‪،‬ﺇﻝ ﺇﻡ ﻭﻣﺎﺭﻛﻮﺍﺭﺩﺕ ‪ ،‬ﺟﻲ ﺳﻲ )‪.(1970‬ﺩﻟﻴﻞ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﻔﺮﺩﻱ ‪ .Peabody‬ﺩﺍﺉﺮﺓ ﺑﺎﻳﻨﺰ ‪ ،‬ﻣﻴﻨﻴﺴﻮﺗﺎ‪ :‬ﺧﺪﻣﺔ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻷﻣﺮﻳﻜﻴﺔ‪.‬‬

‫ﻫﺎﻥ ‪،‬ﻣﻲ )‪.(1966‬ﺟﺪﻭﻝ ﺗﻘﻴﻴﻢ ﺃﻫﺪﺍﻑ ﺍﻟﺤﻴﺎﺓ ﻓﻲ ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ‪.‬ﺑﺎﻟﻮ ﺃﻟﺘﻮ ‪ ،‬ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ‪ :‬ﺍﻟﺨﺪﻣﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻐﺮﺑﻴﺔ‪.‬‬

‫ﻫﺎﺗﺸﺮ ‪،‬ﺇﻝ )‪ .(1994‬ﻧﻬﺞ ﺧﻄﻮﺓ ﺑﺨﻄﻮﺓ ﻻﺳﺘﺨﺪﺍﻡ ‪®SAS‬ﻧﻈﺎﻡ ﺗﺤﻠﻴﻞ ﺍﻟﻌﻮﺍﻣﻞ ﻭﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻬﻴﻜﻠﻴﺔ ﺍﻟﻨﻤﺬﺟﺔ‪ .‬ﻛﺎﺭﻱ ‪ ،‬ﻧﻮﺭﺙ ﻛﺎﺭﻭﻻﻳﻨﺎ‪Institute Inc :‬‬
‫‪.SAS‬‬

‫ﻫﻮﻳﻞ ‪،‬ﺁﺭ ﺇﺗﺶ )‪ .(1995‬ﻧﻬﺞ ﻧﻤﺬﺟﺔ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻬﻴﻜﻠﻴﺔ‪ :‬ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻟﻘﻀﺎﻳﺎ ﺍﻷﺳﺎﺳﻴﺔ‪ .‬ﻓﻲ ﻧﻤﺬﺟﺔ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻬﻴﻜﻠﻴﺔ‪ :‬ﺍﻟﻤﻔﺎﻫﻴﻢ ﻭﺍﻟﻘﻀﺎﻳﺎ‬
‫ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ ‪ RH،‬ﻫﻮﻳﻞ )ﻣﺤﺮﺭ(‪ .‬ﺛﺎﻭﺯﺍﻧﺪ ﺃﻭﻛﺲ ‪ ،‬ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ‪.Sage Publications، Inc.، pp.1-15 :‬‬

‫‪15‬‬
‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﻣﻌﺎﻳﻴﺮﺍﻟﻘﻄﻊ ﻟﻠﻤﺆﺷﺮﺍﺕ ﺍﻟﻤﻼﺉﻤﺔ ﻓﻲ ﺗﺤﻠﻴﻞ ﺑﻨﻴﺔ ﺍﻟﺘﻐﺎﻳﺮ‪ :‬ﺍﻟﻤﻌﺎﻳﻴﺮ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻣﻘﺎﺑﻞ ﺍﻟﺒﺪﺍﺉﻞ ﺍﻟﺠﺪﻳﺪﺓ ‪.Hu، L. & Bentler، PM )1999(.‬‬
‫ﻧﻤﻮﺫﺝﻣﻌﺎﺩﻟﺔ ﻫﻴﻜﻠﻴﺔ‪.1-55 ، (1) 6 ،‬‬

‫ﺟﻮﺭﻳﺴﻜﻮﺝ ‪،‬ﻛﻎ )‪ .(1969‬ﻧﻬﺞ ﻋﺎﻡ ﻟﺘﺄﻛﻴﺪ ﺗﺤﻠﻴﻞ ﻋﺎﻣﻞ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ ﺍﻟﻘﺼﻮﻯ ‪.183-202 ، 34Psychometrika ،،‬‬

‫ﻛﻼﻳﻦ ‪،‬ﺁﺭ ﺑﻲ )‪.(1998‬ﻣﺒﺎﺩﺉ ﻭﻣﻤﺎﺭﺳﺎﺕ ﻟﻨﻤﺬﺟﺔ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻬﻴﻜﻠﻴﺔ‪.‬ﻧﻴﻮﻳﻮﺭﻙ‪ :‬ﻣﻄﺒﻌﺔ ﺟﻴﻠﻔﻮﺭﺩ‪.‬‬

‫‪.‬ﺍﺧﺘﺒﺎﺭﺍﻻﻏﺘﺮﺍﺏ (‪Maddi، SR، Kobasa، SC، & Hoover، M. )1979‬ﻣﺠﻠﺔ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻹﻧﺴﺎﻧﻲ ‪.73-76 ، 19،‬‬

‫ﻧﻮﻧﺎﻟﻲ ‪،‬ﺟﻲ ﺳﻲ )‪ .(1978‬ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻴﻜﻮﻣﺘﺮﻳﺔ ‪2 ،‬ﺍﺧﺘﺼﺎﺭ ﺍﻟﺜﺎﻧﻲﺍﻹﺻﺪﺍﺭ‪ .‬ﻧﻴﻮﻳﻮﺭﻙ‪ :‬ﻣﺎﻛﺠﺮﻭ ﻫﻴﻞ‪.‬‬

‫‪Roth ، DL ، & Fillingim ، RB )1988(.‬ﺗﻘﻴﻴﻢ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﻤﺒﻠﻎ ﻋﻨﻬﺎ ﺫﺍﺗﻴﺎً ﻭﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﺍﻟﻤﺘﺼﻮﺭﺓ‪.‬ﻣﺨﻄﻮﻃﺔ ﻏﻴﺮ‬
‫ﻣﻨﺸﻮﺭﺓ‪.‬‬

‫‪".‬ﺃﺣﺪﺍﺙ ﺍﻟﺤﻴﺎﺓ ‪ ،‬ﻭﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ‪ ،‬ﻭﺍﻟﺼﻼﺑﺔ ‪ ،‬ﻭﺍﻟﺼﺤﺔ‪ :‬ﺗﺤﻠﻴﻞ ﻣﺘﺰﺍﻣﻦ ﻟﺘﺄﺛﻴﺮﺍﺕ ﻣﻘﺎﻭﻣﺔ ﺍﻹﺟﻬﺎﺩ ﺍﻟﻤﻘﺘﺮﺣﺔ" ‪Fillingim، RB، & Shay، KA )1989(.‬‬
‫‪Roth، DL، Wiebe، DJ،‬ﻣﺠﻠﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻻﺟﺘﻤﺎﻋﻲ ‪.136-142 ، (1) 57،‬‬

‫ﺭﻭﺗﺮ ‪،‬ﺟﻲ ﺑﻲ ‪ ،‬ﺳﻴﻤﺎﻥ ‪ ،‬ﺇﻡ ‪ ،‬ﺁﻧﺪ ﻟﻴﻔﺮﺍﻧﺖ ‪ ،‬ﺱ‪ .(1962) .‬ﻣﺮﻛﺰ ﺍﻟﺘﺤﻜﻢ ﺍﻟﺪﺍﺧﻠﻲ ﻣﻘﺎﺑﻞ ﺍﻟﺨﺎﺭﺟﻲ‪ :‬ﻣﺘﻐﻴﺮ ﺭﺉﻴﺴﻲ ﻓﻲ ﻧﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻙ‪ .‬ﻓﻲ‬
‫‪) NF Washburne‬ﻣﺤﺮﺭ( ‪،‬ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺍﻟﻘﻴﻢ ﻭﺍﻟﻤﺠﻤﻮﻋﺎﺕ)ﺹ ‪ .(516-473‬ﺃﻛﺴﻔﻮﺭﺩ ‪ ،‬ﺇﻧﺠﻠﺘﺮﺍ‪ :‬ﻣﻄﺒﻌﺔ ﺑﻴﺮﻏﺎﻣﻮﻥ‪.‬‬

‫ﺗﻘﻴﻴﻢﺗﺄﺛﻴﺮ ﺗﻐﻴﻴﺮﺍﺕ ﺍﻟﺤﻴﺎﺓ‪ :‬ﺗﻄﻮﻳﺮ ﺍﻟﺤﻴﺎﺓ (‪Sarason، IG، Johnson، JH، & Siegel، JM )1978‬‬
‫ﻣﺴﺢﺍﻟﺨﺒﺮﺍﺕ‪.‬ﻣﺠﻠﺔ ﺍﻻﺳﺘﺸﺎﺭﺍﺕ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﻌﻴﺎﺩﻱ ‪.932-946 ، 46،‬‬

‫ﺳﺎﺱ®ﺍﻟﻠﻐﺔ ﻭﺍﻹﺟﺮﺍءﺍﺕ ‪ ،‬ﺍﻹﺻﺪﺍﺭ ‪ ، 6‬ﺍﻹﺻﺪﺍﺭ ﺍﻷﻭﻝ‪ .‬ﻛﺎﺭﻱ ‪ ،‬ﻧﻮﺭﺙ ﻛﺎﺭﻭﻻﻳﻨﺎ‪ :‬ﻣﻌﻬﺪ ﺳﺎﺱ ‪.1989 ،‬‬

‫ﺳﺎﺱ®ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ‪ .Doc 9‬ﻛﺎﺭﻱ ‪ ،‬ﻧﻮﺭﺙ ﻛﺎﺭﻭﻻﻳﻨﺎ‪ :‬ﻣﻌﻬﺪ ﺳﺎﺱ‪.‬‬

‫ﺳﺎﺱ®ﺍﻹﺟﺮﺍءﺍﺕ ‪ ،‬ﺍﻹﺻﺪﺍﺭ ‪ ، 6‬ﺍﻹﺻﺪﺍﺭ ﺍﻟﺜﺎﻟﺚ‪ .‬ﻛﺎﺭﻱ ‪ ،‬ﻧﻮﺭﺙ ﻛﺎﺭﻭﻻﻳﻨﺎ‪ :‬ﻣﻌﻬﺪ ﺳﺎﺱ ‪.1990 ،‬‬

‫‪®SAS / STAT‬ﺩﻟﻴﻞ ﺍﻟﻤﺴﺘﺨﺪﻡ ‪ ،‬ﺍﻹﺻﺪﺍﺭ ‪ ، 6‬ﺍﻹﺻﺪﺍﺭ ﺍﻟﺮﺍﺑﻊ ‪،‬ﺍﻟﻤﺠﻠﺪ ‪ .1‬ﻛﺎﺭﻱ ‪ ،‬ﻧﻮﺭﺙ ﻛﺎﺭﻭﻻﻳﻨﺎ‪ :‬ﻣﻌﻬﺪ ﺳﺎﺱ ‪.1990 ،‬‬

‫‪®SAS / STAT‬ﺩﻟﻴﻞ ﺍﻟﻤﺴﺘﺨﺪﻡ ‪ ،‬ﺍﻹﺻﺪﺍﺭ ‪ ، 6‬ﺍﻹﺻﺪﺍﺭ ﺍﻟﺮﺍﺑﻊ ‪ ،‬ﺍﻟﻤﺠﻠﺪ ‪ .2‬ﻛﺎﺭﻱ ‪ ،‬ﻧﻮﺭﺙ ﻛﺎﺭﻭﻻﻳﻨﺎ‪ :‬ﻣﻌﻬﺪ ﺳﺎﺱ ‪.1990 ،‬‬

‫ﺷﻮﻣﺎﻛﺮ ‪،‬ﺭﻱ ﻭﻟﻮﻣﺎﻛﺲ ‪ ،‬ﺁﺭ ﺟﻲ )‪.(1996‬ﺩﻟﻴﻞ ﺍﻟﻤﺒﺘﺪﺉﻴﻦ ﻟﻨﻤﺬﺟﺔ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻬﻴﻜﻠﻴﺔ‪ .‬ﻣﺎﻫﻮﺍ ‪ ،‬ﻧﻴﻮ ﺟﻴﺮﺳﻲ‪ :‬ﻟﻮﺭﻧﺲ ﺇﻳﺮﻟﺒﻮﻡ ﺃﺳﻮﺷﻴﺘﺲ ‪ ،‬ﻧﺎﺷﺮﻭﻥ‪.‬‬

‫‪ Hagen EP )1991‬ﻭ ‪ RL‬ﻭ ‪ Thorndike‬ﻭ ‪ GK‬ﻭ ‪ Cunningham‬ﻭ ‪ RM‬ﻭ ‪ .(Thorndike‬ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﻘﻮﻳﻢ ﻓﻲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫ﻧﻴﻮﻳﻮﺭﻙ‪:‬ﺷﺮﻛﺔ ﻣﺎﻛﻤﻴﻼﻥ ﻟﻠﻨﺸﺮ‪.‬‬

‫ﺗﺮﻭﻛﺴﻴﻠﻮ ‪،‬ﻛﺎﺛﺮﻳﻦ‪ .(2003) .‬ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺉﻴﺔ ﻣﺘﻌﺪﺩﺓ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻤﻠﻲ ﻣﻼﺣﻈﺎﺕ ﺍﻟﻤﻘﺮﺭ‪ .‬ﻛﺎﺭﻱ ‪ ،‬ﻧﻮﺭﺙ ﻛﺎﺭﻭﻻﻳﻨﺎ‪:‬‬
‫ﻣﻌﻬﺪﺳﺎﺱ‪.‬‬

‫‪.‬ﻣﻘﻴﺎﺱﺗﻘﻴﻴﻢ ﺧﻄﻮﺭﺓ ﺍﻟﻤﺮﺽ ‪Wyler، AR، Masuda، M.، & Holmes، TH )1968(.‬ﻣﺠﻠﺔ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺠﺴﺪﻳﺔ‪.363-374 ، 11‬‬

‫ﻣﻌﻠﻮﻣﺎﺕﺍﻟﺘﻮﺍﺻﻞ‬
‫ﺩﻳﺎﻧﺎﺳﻮﻫﺮ ﻣﺤﻠﻠﺔ ﺇﺣﺼﺎﺉﻴﺔ ﻓﻲ ﺍﻟﺒﺤﺚ ﺍﻟﻤﺆﺳﺴﻲ ﺑﺠﺎﻣﻌﺔ ﺷﻤﺎﻝ ﻛﻮﻟﻮﺭﺍﺩﻭ‪ .‬ﻓﻲ ﻋﺎﻡ ‪ 1999‬ﺣﺼﻠﺖ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ‪ .‬ﻓﻲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺘﺮﺑﻮﻱ ﻓﻲ‬
‫‪ .UNC‬ﺗﻌﻤﻞ ﻛﻤﺒﺮﻣﺠﺔ ﻓﻲ ‪ SAS‬ﻣﻨﺬ ﻋﺎﻡ ‪.1984‬‬
‫ﺍﻟﺒﺮﻳﺪﺍﻹﻟﻜﺘﺮﻭﻧﻲ‪diana.suhr@unco.edu:‬‬

‫ﺗﻌُﺪ‪ SAS‬ﻭﺟﻤﻴﻊ ﺃﺳﻤﺎء ﻣﻨﺘﺠﺎﺕ ﺃﻭ ﺧﺪﻣﺎﺕ ‪ .SAS Institute Inc‬ﻋﻼﻣﺎﺕ ﺗﺠﺎﺭﻳﺔ ﻣﺴﺠﻠﺔ ﺃﻭ ﻋﻼﻣﺎﺕ ﺗﺠﺎﺭﻳﺔ ﻟﺸﺮﻛﺔ ‪ .SAS Institute Inc‬ﻓﻲ‬
‫ﺍﻟﻮﻻﻳﺎﺕﺍﻟﻤﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺑﻠﺪﺍﻥ ﺃﺧﺮﻯ‪ ® .‬ﺗﺸﻴﺮ ﺇﻟﻰ ﺍﻟﺘﺴﺠﻴﻞ ﻓﻲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟﻤﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪.‬‬

‫ﺃﺳﻤﺎءﺍﻟﻌﻼﻣﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﻟﻤﻨﺘﺠﺎﺕ ﺍﻷﺧﺮﻯ ﻫﻲ ﻋﻼﻣﺎﺕ ﺗﺠﺎﺭﻳﺔ ﻣﺴﺠﻠﺔ ﺃﻭ ﻋﻼﻣﺎﺕ ﺗﺠﺎﺭﻳﺔ ﻟﺸﺮﻛﺎﺗﻬﺎ ﺍﻟﻤﻌﻨﻴﺔ‪.‬‬

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‫ﺍﻹﺣﺼﺎءﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﺍﻟﻤﻠﺤﻖﺃ ‪ -‬ﺍﻟﺘﻌﺎﺭﻳﻒ‬

‫ﺍﻥﻣﺘﻐﻴﺮ ﻣﻠﺤﻮﻅﻳﻤﻜﻦ ﻗﻴﺎﺳﻪ ﻣﺒﺎﺷﺮﺓ ‪ ،‬ﻭﻳﺴﻤﻰ ﺃﺣﻴﺎﻧﺎً ﺃﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﻘﺎﺱﺃﻭ ﺃﻣﺆﺷﺮﺃﻭ ﺃ ﻣﺘﻐﻴﺮ ﻭﺍﺿﺢ‪.‬‬

‫ﺃﺑﻨﺎء ﻛﺎﻣﻦﻳﻤﻜﻦ ﻗﻴﺎﺳﻪ ﺑﺸﻜﻞ ﻏﻴﺮ ﻣﺒﺎﺷﺮ ﻋﻦ ﻃﺮﻳﻖ ﺗﺤﺪﻳﺪ ﺗﺄﺛﻴﺮﻩ ﻋﻠﻰ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﻋﻠﻰ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﻘﺎﺳﺔ‪ .‬ﻳﺸُﺎﺭ ﺃﻳﻀﺎً ﺇﻟﻰ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻜﺎﻣﻨﺔ ﺑﺎﺳﻢ‬
‫ﺃﻋﺎﻣﻞﻭﺍﻟﺒﻨﺎء ﺍﻷﺳﺎﺳﻲ‪ ،‬ﺃﻭﻣﺘﻐﻴﺮ ﻏﻴﺮ ﻣﻠﺤﻮﻅ‪.‬‬

‫ﻋﻮﺍﻣﻞﻓﺮﻳﺪﺓﺗﺸﻴﺮ ﺇﻟﻰ ﻋﺪﻡ ﺍﻟﻤﻮﺛﻮﻗﻴﺔ ﺑﺴﺒﺐ ﺧﻄﺄ ﺍﻟﻘﻴﺎﺱ ﻭﺍﻻﺧﺘﻼﻑ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻳﺤﺪﺩ ‪ CFA‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻔﺮﻳﺪﺓ ﺑﺸﻜﻞ ﺻﺮﻳﺢ‪.‬‬

‫ﻋﺸﺮﺍﺕﺍﻟﻌﻮﺍﻣﻞﻫﻲ ﺗﻘﺪﻳﺮﺍﺕ ﻟﻠﺒﻨﻰ ﺍﻟﻜﺎﻣﻨﺔ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬

‫ﺍﻟﻘﻴﻢﺍﻟﺬﺍﺗﻴﺔﺍﻹﺷﺎﺭﺓ ﺇﻟﻰ ﻣﻘﺪﺍﺭ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻤﻮﺿﺢ ﺑﻮﺍﺳﻄﺔ ﻛﻞ ﻣﻜﻮﻥ ﺭﺉﻴﺴﻲ ﺃﻭ ﻛﻞ ﻋﺎﻣﻞ‪.‬‬

‫ﻣﺘﻌﺎﻣﺪ‪،‬ﻣﺜﺒﺖ ﺑﺰﺍﻭﻳﺔ ‪ 90‬ﺩﺭﺟﺔ ‪ ،‬ﻋﻤﻮﺩﻱ‪.‬‬

‫ﺃﻭﺑﻴﻠﻚ ‪،‬ﻣﺤﻮﺭ ﺑﺨﻼﻑ ﺯﺍﻭﻳﺔ ‪ 90‬ﺩﺭﺟﺔ‪.‬‬

‫ﻣﺘﻐﻴﺮﻣﺮﺻﻮﺩ "ﺍﻷﺣﻤﺎﻝ"ﻋﻠﻰ ﻋﻮﺍﻣﻞ ﺇﺫﺍ ﻛﺎﻥ ﻣﺮﺗﺒﻄﺎً ﺑﺸﻜﻞ ﻛﺒﻴﺮ ﺑﺎﻟﻌﺎﻣﻞ ‪ ،‬ﻳﻜﻮﻥ ﻟﻪ ﻋﺎﻣﻞ ‪ eigenvector‬ﺫﻭ ﺣﺠﻢ ﺃﻛﺒﺮ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻌﺎﻣﻞ‪.‬‬

‫ﺍﻟﻤﺠﺘﻤﻊﻫﻮ ﺍﻟﺘﺒﺎﻳﻦ ﻓﻲ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﻠﺤﻮﻇﺔ ﺍﻟﺘﻲ ﺗﻢ ﺗﻔﺴﻴﺮﻫﺎ ﺑﻮﺍﺳﻄﺔ ﻋﻮﺍﻣﻞ ﻣﺸﺘﺮﻛﺔ‪ .‬ﺍﻟﻤﺠﺘﻤﻊ ﺃﻛﺜﺮ ﺻﻠﺔ ﺑﺎﻟﺘﻌﻠﻴﻢ ﻟﻠﺠﻤﻴﻊ )‪، 1994‬‬
‫‪.(Hatcher‬‬

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