‫ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬

‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ‬

‫ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‬
‫ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ـ ﻗﺴﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬

‫اﻟﺘﻔﻀــﯿـــﻞ اﻟﻤﮭـــﻨـﻲ واﺗـــﺨـــﺎذ اﻟــﻘـــﺮار‬

‫ﻟﺪى ﻋﯿﻨﺔ ﻣﻦ ﻃﻼب اﻟﻜﻠﯿﺎت اﻟﻤﮭﻨﯿﺔ‬
‫ﺑﻤﺤﺎﻓﻈﺔ ﺟﺪة‬

‫ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ‬
‫ﺳﻠﻄﺎن ﺑﻦ ﻋﺎﺷﻮر ﺑﻦ ﻋﻠﻲ اﻟﺰھﺮاﻧﻲ‬

‫ﺇﺷــﺮﺍﻑ‬
‫أ‪.‬د‪ /‬ﻋﺒﺪ اﻟﻤﻨﺎن ﺑﻦ ﻣﻼ ﺑﻦ ﻣﻌﻤﻮر ﺑﺎر‬

‫ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﻗﺴﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‬

‫ﻣﺘﻄﻠﺐ ﺗﻜﻤﻴﻠﻲ ﻟﻨﻴﻞ ﺩﺭﺟﺔ ﺍﳌﺎﺟﺴﺘﲑ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ) ﺗﻮﺟﻴﻪ ﺗﺮﺑﻮﻱ ﻣﻬﲏ (‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺜﺎﱐ‬

‫‪١٤٣١/١٤٣٠‬ﻫـ‬
‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‬
 ‫ﻣﻠﺨﺺ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﻋﻨﻮﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ‪ :‬ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻱ ﻋﻴﻨﺔ ﻣﻦ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ‪.‬‬
‫ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪ :‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻟﺪﻱ ﻋﻴﻨﺔ ﻣﻦ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ‪،‬ﻭ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻱ ﻋﻴﻨﺔ ﻣﻦ‬
‫ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ‪ ،‬ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻲ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻲ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃـﻼﺏ ﺍﻟﻜﻠﻴـﺎﺕ‬
‫ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪،‬ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻲ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ‬
‫ﺍﳌﻬﲏ ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻱ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻟﺴﻦ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱄ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻲ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻱ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻟﺴﻦ‪.‬‬
‫ﻭﻗﺪ ﻗﺎﻣﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺍﻟﻔﺮﻭﺽ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ _١‬ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺑﲔ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ _٢‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻣﻲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ _٣‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺗﺒﻌﺎﹰ ﻟــ )ﺍﳌﺴـﺘﻮﻱ ﺍﻟﺪﺭﺍﺳـﻲ‪،‬‬
‫ﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﺍﻟﺴﻦ (‪.‬‬
‫‪ _٤‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘـﺮﺍﺭ ﺗﺒﻌـﺎﹰ ﻟــ )ﺍﳌﺴـﺘﻮﻱ ﺍﻟﺪﺭﺍﺳـﻲ‪،‬‬
‫ﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﺍﻟﺴﻦ (‪.‬‬
‫ﺗﺼﻤﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ‪ :‬ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﻣﻌﺘﻤﺪﺍﹰ ﻋﻠﻲ ﺑﻌﺾ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻻﺧﺘﺒﺎﺭ ﻓﺮﻭﺿﺔ ﻭﻫﻲ ﻭﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ ﺑﲑﺳﻮﻥ‬
‫ﻭﺍﺧﺘﺒﺎﺭ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺃﺣﺎﺩﻱ ﺍﻻﲡﺎﻩ) ‪ (One Way Anova‬ﻭﺍﺧﺘﺒﺎﺭ "ﺕ" ‪ .T. test‬ﻭﺗﻜﻮﻥ ﳎﺘﻤﻌﻬﺎ ﻣﻦ ﲨﻴﻊ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴـﺔ‬
‫ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ‪ ،‬ﻭﻗﺪ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻘﻴﺎﺱ ﻟﻠﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﻭﻣﻘﻴﺎﺱ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺇﻋﺪﺍﺩ ﻋﺒﺪﻭﻥ )ﺩ‪.‬ﺕ(‪.‬‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫‪ (١‬ﻻ ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺍﺭﺗﺒﺎﻃﻴﻪ ﺑﲔ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣـﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺼﻮﺭﺗﻴـﻪ )ﺃ( ﻭ)ﺏ( ‪.‬‬
‫‪ (٢‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻭﻃﻼﺏ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ‪ ،‬ﻭﺗﻮﺟﺪ ﻓـﺮﻭﻕ ﺩﺍﻟـﺔ‬
‫ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻭﻃﻼﺏ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺼﻮﺭﺗﻴﻪ )ﺃ( ﻭ)ﺏ( ﻟﺼﺎﱀ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ ‪.‬‬
‫‪ (٣‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ ‪ ،‬ﻭﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ‬
‫ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﰲ ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺃ( ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ ‪ ،‬ﻭﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ‬
‫ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﰲ ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺏ( ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ ‪.‬‬
‫‪ (٤‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺗﺒﻌﺎﹰ ﻟﻠﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ ‪ ،‬ﻭﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ‬
‫ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﲣﺼﺼﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺼﻮﺭﺗﻴﻪ )ﺃ( ﻭ)ﺏ( ﰲ ﺻﺎﱀ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ ﺗﺒﻌﺎﹰ ﻟﻠﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ‬
‫‪ (٥‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ ‪ ،‬ﻭ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ‬
‫ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﰲ ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺃ( ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ ‪ ،‬ﻭﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﰲ‬
‫ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺏ( ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ ‪.‬‬
‫ﺍﻟﺘﻮﺻﻴﺎﺕ‪:‬‬
‫‪ .١‬ﺗﻮﻓﲑ ﻣﺮﺷﺪﻳﻦ ﺃﻛﺎﺩﳝﻴﲔ ﻭﻣﻬﻨﻴﲔ ﰲ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﳌﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ‪ ،‬ﻭﺣﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻟـﱵ ﻗـﺪ‬
‫ﺗﻌﺘﺮﺽ ﺳﲑﻫﻢ ﺍﻟﺪﺭﺍﺳﻲ ‪.‬‬
‫‪ .٢‬ﺍﻟﺘﻮﺍﺻﻞ ﺍﳌﺴﺘﻤﺮ ﺑﲔ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﻭﻃﻼ‪‬ﺎ ﺑﻌﺪ ﲣﺮﺟﻬﻢ ‪ ،‬ﻭﺇﻣﺪﺍﺩﻫﻢ ﺑﻜﻞ ﺟﺪﻳﺪ ﰲ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﺘﻨﺴﻴﻖ ﺑﲔ ﺍﻟﻄﻼﺏ‬
‫ﻭﺳﻮﻕ ﺍﻟﻌﻤﻞ ‪.‬‬
‫‪ .٣‬ﺗﻘﺪﱘ ﺩﻭﺭﺍﺕ ﺗﺪﺭﻳﺒﻴﺔ ﳋﺮﳚﻲ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﺘﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﲟﺎ ﻳﺘﻔﻖ ﻣﻌﺎ ﻗﺪﺭﺍ‪‬ﻢ‬
‫ﻭﻣﻴﻮﳍﻢ ‪.‬‬
 Abstract
Title : Professional preference and decision making in a sample of vocational colleges'
students in Jeddah province .
Aims of study: To recognize the professional preference and decision making in a sample of
vocational colleges' students in Jeddah province, and to know the differences between those
students in the concepts of professional preference and decision making according to
academic level and specialty, age and this study is to verify the accuracy of the following
assumptions:
 There is a relation between professional preference and decision making .
 There are no statistically significant differences between students of vocational colleges in
Jeddah province in the concepts of professional preference and decision making.
 There are no statistically significant differences between students of vocational colleges in
Jeddah province in the concept of professional preference according to the academic level and
specialty, and age.
 There are no statistically significant differences between students of vocational colleges in
Jeddah province in the concepts of decision making according to academic level and specialty,
and age.
Methods :
The researcher used the descriptive approach depending on some statistical methods to test
his assumptions as the mean, Person coefficient, one way anova,and T-test. The population
of this study was all the students of the vocational colleges in Jeddah province. The researcher
used also the professional preference scale and decision making scale of Abdoun(D.T.)
Results :
1- There is no correlation between the level of professional preference and decision making type
A and B.
2- There are no statistically significant differences between the students of the technical college
and students of the health college in the concept of professional preference, and there are
statistically significant differences between students of the technical college and the health
college in decision making type A and B in favor of the health college .
3- There are no statistically significant differences between students of the vocational colleges in
the concept of the professional preference according to the academic level, and there are no
statistically significant differences between students of the vocational colleges in the concept
of decision making type A according to the academic level, and there are statistically
significant differences between students of the vocational colleges in the concept of decision
making type B according to academic level.
4- There are no statistically significant differences between students of the vocational colleges in
the concept of professional preference according to academic specialty, and there are
statistically significant differences between the specialties of the vocational colleges in
decision making type A and type B in favor of the health college according to the academic
specialty.
5- There are no statistically significant differences between students of the vocational colleges in
the concept of professional preference according to the age, and there are no statistically
significant differences between students of the vocational colleges in the concept of decision
making type A according to age. There are statistically significant differences between
students of the vocational colleges in the concept of decision making type B according to age .
Recommendations :
1- Providing the vocational colleges with academic and professional counselors to help students
in professional preference and solve problems they face during studying .
2- Permanent communication between the vocational colleges and their students after graduation
, providing them by all new matters in the field of professional knowledge and harmonize
between students and work market.
3- Provide the secondary school graduates by training courses to improve the skills of
professional preference and decision making according to their abilities and tendencies.
 ‫ﺍﻹﻫــــــﺪﺍﺀ‬
‫ﺇﱃ‬
‫ﻭﺍﻟﺪﻱ ﺍﻟﻜﺮﱘ ﻭ ﻭﺍﻟﺪﰐ ﺍﻟﻌﺰﻳﺰﺓ‬
‫ﺇﱃ‬
‫ﺟﺪﻱ ﻭﻋﻤﻲ‬
‫ﺇﱃ‬
‫ﺃﺧﻮﺍﱐ ﺍﻟﻌﺰﻳﺰﺍﻥ ﻋﻠﻲ ﻭﳏﻤﺪ‬
‫ﺇﱃ‬
‫ﺯﻭﺟﱵ ﻭﺃﺧﱵ‬
‫ﺇﱃ‬
‫ﺧﺎﱄ ﺍﻟﻌﺰﻳﺰ )ﺿﻴﻒ ﺍﷲ ﺍﳌﺼﻔﺢ ﻭﺃﺑﻨﺎﺋﻪ (‬
‫ﺇﱃ‬
‫ﺃﺑﻮ ﻋﻠﻲ )ﻋﺒﺪ ﺍﷲ ﺍﻟﺒﻴﺪﻱ (‬
‫ﺇﱃ‬
‫ﺃ‪/‬ﻓﺮﺣﺎﻥ ﺍﻟﻔﻴﻔﻲ‬
‫ﺇﱃ‬
‫ﺃ‪/‬ﻣﺴﺎﻋﺪ ﻋﺒﺪﺍﷲ ﻭﺃﺑﻨﺎﺋﻪ ﺃﲪﺪ ﻭﺇﺑﺮﺍﻫﻴﻢ‬
‫ﺇﱄ ﺭﻓﺎﻕ ﺩﺭﰊ‬
‫ﳏﻤﺪ ﺳﺎﱂ ﻭﻓﻬﺪ ﺷﻴﺤﺎﻥ ﻭ ﺭﻋﺪ ﺍﻟﻐﺎﻣﺪﻱ‬
‫ﺇﱄ ﺯﻣﻼﺋﻲ‬
‫ﺑﻘﺴﻢ ﺍﳋﺪﻣﺔ ﺍﻟﻨﻔﺴﻴﺔ‬
‫ﻭﺇﱄ‬
‫ﻛﻞ ﻣﻦ ﺳﺎﻧﺪﱐ ﻭﺩﻋﻤﲏ‬
‫ﺑﻜﻞ ﻛﻠﻤﺔ ﻃﻴﺒﺔ‬

‫ﺍﻟﺒﺎﺣﺚ‬
 ‫ﺷﻜﺮ وﺗﻘﺪﯾﺮ‬
‫ﺍﳊﻤﺪ ﷲ ﺭﺏ ﺍﻟﻌﺎﳌﲔ ‪ ،‬ﻭﺃﺻﻠﻲ ﻭﺃﺳﻠﻢ ﻋﻠﻰ ﺧﲑ ﺧﻠﻖ ﺍﷲ ﳏﻤﺪ ﻋﻠﻴﺔ ﺃﻓﻀـﻞ ﺍﻟﺼـﻼﺓ ﻭﺃﰎ ﺍﻟﺘﺴـﻠﻴﻢ ‪.‬‬
‫ﻭﺑﻌﺪ‪:‬‬
‫ﻓﺄﲪﺪ ﺍﷲ ﺍﻟﺬﻱ ﻳﺴﺮ ﱄ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ‪ ،‬ﻭﺃﻋﺎﻧﲏ ﲟﻨﺘﻪ ﻭﻛﺮﻣﺔ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻷﻣﻞ ‪،‬ﻓﻠﻪ ﺍﳊﻤﺪ ﻛﻤﺎ ﻳﻨﺒﻐـﻲ ﳉﻼﻟـﺔ‬
‫ﻭﻋﻈﻤﺘﻪ ‪ ،‬ﻭﻟﻪ ﺍﻟﺸﻜﺮ ﺍﻟﺬﻱ ﻧﺴﺘﺰﻳﺪ ﺑﻪ ﻣﻦ ﺍﻟﻔﻼﺡ ‪ ،‬ﻭﻧﺪﺭﻙ ﺑﻪ ﺍﻟﻨﺠﺎﺡ‪.‬‬
‫ﻓﺄﻥ ﻟﻜﻞ ﳒﺎﺡ ﻗﺼﺔ‪ ،‬ﻭﻗﺼﱵ ﺃﺑﻄﺎﳍﺎ ﺛﻠﺔ ﻣﻦ ﺍﻟﻔﻀﻼﺀ ‪ ،‬ﺍﻟﺬﻳﻦ ﺳﺎﳘﻮﺍ ﰲ ﺗﺸﻴﻴﺪ ﺍﻟﺒﻨـﺎﺀ ﻭﺭﻋﺎﻳـﺔ ﺍﻟﺜﻤـﺮﺓ ‪،‬‬
‫ﻓﺒﺼﻤﺎ‪‬ﻢ ﺷﺎﻫﺪﺓ ﳍﻢ ﺑﺎﻟﻔﻀﻞ ‪ ،‬ﻭﻋﻠﻰ ﻣﺮ ﺍﻷﻳﺎﻡ ﻳﺒﻘﻰ ﺍﻟﻘﻠﺐ ﳑﺘﻨﺎﹰ ﳍﻢ ‪،‬ﺣﺎﻓﻈﺎ ﲨﻴﻠﻬﻢ ﺍﻟﺬﻱ ﺃﺳﺪﻭﻩ ‪ ،‬ﻓﻠﻬﻢ ﺍﻟﻔﻀﻞ‬
‫ﺑﻌﺪ ﺍﷲ ﲞﺮﻭﺝ ﻫﺬﺍ ﺍﳉﻬﺪ ﺑﺎﻟﺼﻮﺭﺓ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﻓﻨﺼﺤﻬﻢ ﺩﺍﺋﻢ ﻭﺟﻬﺪﻫﻢ ﻣﺴﺘﻤﺮ ﻭﺃﺧﺺ ﺑﺎﻟﺬﻛﺮ ﻫﻨﺎ ﺍﳌﺸﺮﻑ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻟﻘﺪﻳﺮ ﺍﻷﺏ ﺍﻟﻔﺎﺿﻞ ﺳﻌﺎﺩﺓ ﺃ‪.‬ﺩ‪ /‬ﻋﺒﺪ ﺍﳌﻨﺎﻥ ﺑﻦ ﻣﻼ ﻣﻌﻤﻮﺭ ﺑﺎﺭ ﺃﺳﺘﺎﺫ ﺍﻹﺭﺷﺎﺩ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺘﺮﺑﻮﻱ ﺍﳌﻬـﲏ‬
‫ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﻭﺫﻟﻚ ﳌﺎ ﻗﺪﻣﻪ ﻣﻦ ﺟﻬﺪ ﻭﻓﻜﺮ ﻭﺗﻮﺟﻴﻬﺎﺕ ﳐﻠﺼﺔ ﻭﻣﺘﻮﺍﺻﻠﺔ ﻭﺍﻟﺬﻱ ﱂ ﻳﺪﺧﺮ ﺟﻬﺪﺍ ﰲ ﺗـﻮﺟﻴﻬﻲ‬
‫ﻭﱂ ﻳﺒﺨﻞ ﻋﻠﻲ ﺑﻨﺼﻴﺤﺔ ﺃﻭ ﺇﺭﺷﺎﺩ ﻓﻠﻪ ﺧﲑ ﺍﳉﺰﺍﺀ‪.‬‬
‫ﻭﺍﻟﺸﻜﺮ ﻣﻮﺻﻮﻝ ﳌﻨﺎﻗﺸﻲ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ﺳﻌﺎﺩﺓ ﺃ‪.‬ﺩ‪/‬ﺍﳍﺎﻣﻲ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﺇﻣﺎﻡ ‪ ،‬ﻭﺳﻌﺎﺩﺓ ﺩ‪/‬ﻫﺸﺎﻡ ﺑـﻦ ﳏﻤـﺪ‬
‫ﳐﻴﻤﺮ ﻓﺠﺰﺍﳘﺎ ﺍﷲ ﺧﲑ ﺍﳉﺰﺍﺀ‪.‬‬
‫ﻛﻤﺎ ﺃﻛﺮﺭ ﺷﻜﺮﻱ ﻟﺴﻌﺎﺩﺓ ﺩ‪/‬ﻫﺸﺎﻡ ﺑﻦ ﳏﻤﺪ ﳐﻴﻤﺮ ﻭﺳﻌﺎﺩﺓ ﺩ‪ /‬ﺇﻧﺸﺮﺍﺡ ﻋﻠﻰ ﻗﺒﻮﳍﻤﺎ ﻣﻨﺎﻗﺸﺔ ﺧﻄﺔ ﺍﻟﺒﺤـﺚ‬
‫ﳍﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ﻭﲢﻤﻠﻬﻤﺎ ﻋﻨﺎﺀ ﺫﻟﻚ ‪ ،‬ﻭﻻ ﺃﻧﺴﻰ ﻓﻀﻠﻬﻤﺎ ﺍﻟﻜﺒﲑ ﻋﻠﻰ ﻃﻮﺍﻝ ﻓﺘﺮﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺃﻳﻀﺎﹰ ﺃﺷﻜﺮ ﻣـﻦ ﻗـﺎﻡ‬
‫ﺑﺘﺤﻜﻴﻢ ﻣﻘﻴﺎﺱ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻫﻢ ﺳﻌﺎﺩﺓ ﺃ‪.‬ﺩ‪/‬ﻋﺒﺪ ﺍﳌﻨﺎﻥ ﻣﻼ ﻣﻌﻤﻮﺭ ﺑﺎﺭ ﻭﺳﻌﺎﺩﺓ ﺃ‪.‬ﺩ‪/‬ﳏﻤﺪ ﲪﺰﺓ ﺍﻟﺴـﻠﻴﻤﺎﱐ ﻭﺳـﻌﺎﺩﺓ‬
‫ﺃ‪.‬ﺩ‪/‬ﺳﻌﻴﺪ ﻋﺒﺪ ﺍﷲ ﺍﻟﺪﺑﻴﺲ ﻭﺳﻌﺎﺩﺓ ﺩ‪/‬ﻫﺸﺎﻡ ﳏﻤﺪ ﳐﻴﻤﺮ ‪.‬‬
‫ﻭﺃﻧﲏ ﰲ ﻫﺬﺍ ﺍﳌﻘﺎﻡ ﺃﺳﺠﻞ ﺷﻜﺮﻱ ﳉﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﳑﺜﻠﺔ ﰲ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ‪ ،‬ﻭﺃﺧﺺ ﻣﻨﻬﺎ ﻗﺴﻢ ﻋﻠﻢ ﺍﻟـﻨﻔﺲ‬
‫ﺍﻟﺬﻱ ﺭﻋﻰ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﺍﳌﺒﺎﺭﻙ ﺍﺑﺘﺪﺍﺀ ﻣﻦ ﺭﺋﻴﺲ ﺍﻟﻘﺴﻢ ﻭﺍﻧﺘﻬﺎﺀ ﺑﺎﻷﺳﺎﺗﺬﺓ ﺍﻟﻔﻀﻼﺀ ﻭﺍﺧﺺ ﻣﻨﻬﻢ ﺑﺎﻟﺬﻛﺮ ﺳـﻌﺎﺩﺓ‬
‫ﺃ‪.‬ﺩ‪/‬ﳏﻤﺪ ﲪﺰﺓ ﺍﻟﺴﻠﻴﻤﺎﱐ ﻋﻠﻰ ﻣﺎ ﻗﺪﻣﻪ ﻣﻦ ﺟﻬﺪ ﻭﺗﻮﺟﻴﻬﺎﺕ ﳐﻠﺼﺔ ﻭﻣﺘﻮﺍﺻﻠﺔ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﱵ ﻭﺃﻳﻀﺎﹰ ﺃﺗﻘﺪﻡ ﺑﺎﻟﺸﻜﺮ‬
‫ﻟﺴﻌﺎﺩﺓ ﺃ‪.‬ﺩ‪/‬ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺍﳌﺮﻱ ﻋﻠﻰ ﻣﺎ ﻗﺪﻣﻪ ﱄ ﻣﻦ ﻋﻠﻢ ﻭﻓﻜﺮ ﻭﻗﺪ ﺍﺳﺘﻔﺪﺕ ﻣﻨﻪ ﺍﻟﻜﺜﲑ ﺃﺛﻨﺎﺀ ﻓﺘـﺮﺓ ﺩﺭﺍﺳـﱵ‬
‫ﻓﺠﺰﺍﳘﺎ ﺍﷲ ﻛﻞ ﺧﲑ ‪.‬‬
‫ﻭﻻ ﺃﻧﺴﻰ ﰲ ﻫﺬﺍ ﺍﳌﻘﺎﻡ ﺃﻥ ﺃﺷﻜﺮ ﺍﻷﺏ ﺍﻟﻔﺎﺿﻞ ﺳﻌﺎﺩﺓ ﺩ‪/‬ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﻟﻔﺘﺔ ﻭﺍﻷﺳـﺘﺎﺫ ‪ /‬ﻣﻨﺼـﻮﺭ ﺍﻟﻨﻔﻴﻌـﻲ‬
‫ﺍﻟﻠﺬﺍﻥ ﻛﺎﻧﺎ ﻣﻌﻲ ﺑﺴﺆﺍﳍﻢ ﻭﺍﻫﺘﻤﺎﻣﻬﻢ ﻭﻧﺼﺤﻬﻢ ﻭ ﺇﺭﺷﺎﺩﻫﻢ ﻭﺍﻟﺸﻜﺮ ﻣﻮﺻﻮﻝ ﺇﱃ ﲨﻴﻊ ﺯﻣﻼﺋﻲ ﺑﻘﺴـﻢ ﺍﳋﺪﻣـﺔ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ‪ ،‬ﻭﻻ ﻳﻔﻮﺗﲏ ﺃﻥ ﺃﺷﻜﺮ ﺩ‪/‬ﻣﻌﺘﺰ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ﺍﺳﺘﺸﺎﺭﻱ ﺍﻟﻄﺐ ﺍﻟﻮﻗﺎﺋﻲ ﺍﻟﺬﻱ ﻭﺟﻬـﲏ ﰲ ﺑﻌـﺾ ﺍﻻﻣـﻮﺭ‬
‫ﺍﻻﺣﺼﺎﺋﻴﻪ ﻛﻤﺎ ﺍﺗﻘﺪﻡ ﺑﺎﻟﺸﻜﺮ ﻟﺴﻌﺎﺩﺓ ﺩ‪/‬ﺇﳝﺎﻥ ﺍﻟﺒﺪﺭﺍﻭﻱ ﺃﺳﺘﺸﺎﺭﻱ ﺍﻟﻄـﺐ ﺍﻟﻨــﻔﺴﻲ ﻭﺳﻌــﺎﺩﺓ ﺩ‪ /‬ﺭﺿـﺎ‬
‫ﺍﻟﻐﻤﺮﺍﻭﻱ ﺃﺧﺼﺎﺋﻲ ﺍﻟﻄﺐ ﺍﻟﻨﻔﺴﻲ ﻋﻠﻰ ﻣﺴﺎﻋﺪ‪‬ﻤﺎ ﱄ ﰲ ﺗﺮﲨﺔ ﺑﻌﺾ ﺍﳌﺮﺍﺟﻊ ﺍﻷﺟﻨﺒﻴﺔ ‪ .‬ﻛﻤﺎ ﺃﺗﻘـﺪﻡ ﺑﺸـﻜﺮﻱ‬
‫ﻭﺗﻘﺪﻳﺮﻱ ﻷﺧﻮﻱ ﳏﻤﺪ ﻋﺎﺷﻮﺭ ﺍﻟﺬﻱ ﺳﺎﻋﺪﱐ ﰲ ﲨﻊ ﺑﻌﺾ ﺍﳌﺮﺍﺟﻊ ﺍﻟﻌﺮﺑﻴﺔ ‪.‬‬
‫ﻭﰲ ﺍﳋﺘﺎﻡ ﺃﺷﻜﺮ ﻭﺍﻟﺪﻱ ﻭ ﻭﺍﻟﺪﰐ ﻭﺃﺧﻮﰐ ﻭﺯﻭﺟﱵ ﻋﻠﻰ ﲢﻤﻠﻬﻢ ﻭﺻﱪﻫﻢ ﻭﺩﻋﺎﺋﻬﻢ ﻭﺃﺳـﺄﻝ ﺍﷲ ﺃﻥ ﳛﻔـﻆ‬
‫ﻭﻳﻮﻓﻖ ﺍﳉﻤﻴﻊ ﻭ ﺃﻥ ﻧﻜﻮﻥ ﻋﻨﺪ ﺣﺴﻦ ﻇﻨﻬﻢ‪.‬‬
‫ﺍﻟﺒﺎﺣﺚ‬
 ‫اﻟﻔﮭـــﺮس‬

‫اﻟﺼﻔﺤﺔ‬ ‫اﻟﻤﻮﺿﻮع‬
‫أ‬ ‫_ﻣﻠﺨﺺ اﻟﺪراﺳﺔ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ‪........................................................................‬‬
‫ب‬ ‫‪-‬ﻣﻠﺨﺺ اﻟﺪراﺳﺔ ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‪....................................................................‬‬
‫ج‬ ‫_اﻹھﺪاء‪....................................................................................................‬‬
‫د‬ ‫_اﻟﺸﻜﺮ واﻟﺘﻘﺪﯾﺮ‪..........................................................................................‬‬
‫ھـ‬ ‫_اﻟﻔﮭﺮس‪..................................................................................................‬‬
‫ز‬ ‫_ﻗﺎﺋﻤﺔ اﻟﺠﺪاول‪............................................................................................‬‬
‫ط‬ ‫_ﻗﺎﺋﻤﺔ اﻟﻤﻼﺣﻖ‪............................................................................................‬‬
‫اﻟﻔﺼﻞ اﻷول‬
‫ﻣﺪﺧﻞ إﻟﻰ اﻟﺪراﺳﺔ‬
‫‪٢‬‬ ‫_ﻣﻘﺪﻣﺔ‪.....................................................................................................‬‬
‫‪٦‬‬ ‫_ﻣﺸﻜﻠﺔ اﻟﺪراﺳﺔ وﺗﺴﺎؤﻻﺗﮭﺎ‪...........................................................................‬‬
‫‪٧‬‬ ‫_أھﺪاف اﻟﺪراﺳﺔ‪..........................................................................................‬‬
‫‪٨‬‬ ‫_أھﻤﯿﺔ اﻟﺪراﺳﺔ‪..........................................................................................‬‬
‫‪٩‬‬ ‫_ﻣﺼﻄﻠﺤﺎت اﻟﺪراﺳﺔ‪....................................................................................‬‬
‫‪١٠‬‬ ‫_ﺣﺪود اﻟﺪراﺳﺔ‪..........................................................................................‬‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬
‫اﻹﻃﺎر اﻟﻨﻈﺮي واﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬
‫‪١٢‬‬ ‫أوﻻً ‪ :‬اﻹﻃﺎر اﻟﻨﻈﺮي‬
‫‪١٢‬‬ ‫أ(اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ‪........................................................................................‬‬
‫‪١٢‬‬ ‫_ﻣﻔﮭﻮم اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ‪..............................................................................‬‬
‫‪١٢‬‬ ‫_ﻣﻔﮭﻮم اﻻﺧﺘﯿﺎر اﻟﻤﮭﻨﻲ‪................................................................................‬‬
‫‪١٣‬‬ ‫_اﻟﻌﻼﻗﺔ ﺑﯿﻦ ﻣﺼﻄﻠﺤﻲ اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ واﻻﺧﺘﯿﺎر اﻟﻤﮭﻨﻲ‪......................................‬‬
‫‪١٣‬‬ ‫_ﻣﻔﮭﻮم اﻟﻤﯿﻞ اﻟﻤﮭﻨﻲ‪..................................................................................‬‬
‫‪١٤‬‬ ‫_أھﻤﯿﺔ اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ‪................................................................................‬‬
‫‪١٥‬‬ ‫_أﺳﺲ اﺧﺘﯿﺎر اﻟﻔﺮد ﻟﻤﮭﻨﺘﮫ‪...........................................................................‬‬
‫‪١٥‬‬ ‫_ﻓﻮاﺋﺪ اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ‪...............................................................................‬‬
‫‪١٧‬‬ ‫_اﻟﻌﻮاﻣﻞ اﻟﻤﺆﺛﺮة ﻋﻠﻲ اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ‪..............................................................‬‬
‫‪١٩‬‬ ‫_ﻧﻈﺮﯾﺎت اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ‪.............................................................................‬‬
‫‪٢٨‬‬ ‫ب(اﺗﺨﺎذ اﻟﻘﺮار‪............................................................................................‬‬
‫‪٢٨‬‬ ‫_ﻣﻔﮭﻮم ﻋﻤﻠﯿﺔ اﺗﺨﺎذ اﻟﻘﺮار‪...........................................................................‬‬
‫‪٢٩‬‬ ‫_اﻟﻤﺪارس اﻟﻌﻠﻤﯿﺔ ﻻﺗﺨﺎذ اﻟﻘﺮار‪.......................................................................‬‬
‫‪٣٠‬‬ ‫_أﻧﻮاع اﻟﻘﺮارات‪.........................................................................................‬‬
‫‪٣٠‬‬ ‫_ﺧﻄﻮات اﺗﺨﺎذ اﻟﻘﺮار‪..................................................................................‬‬
‫اﻟﺼﻔﺤﺔ‬ ‫اﻟﻤﻮﺿﻮع‬
‫‪٣٣‬‬ ‫_ﻣﻘﻮﻣﺎت اﻟﻘﺮار‪.........................................................................................‬‬
‫‪٣٣‬‬ ‫_اﻟﻤﻈﺎھﺮ اﻟﺘﻲ ﺗﻤﺮ ﺑﮭﺎ ﻋﻤﻠﯿﺔ اﺗﺨﺎذ اﻟﻘﺮار‪..........................................................‬‬
‫‪٣٤‬‬ ‫_اﻟﻌﻮاﻣﻞ اﻟﻤﺆﺛﺮة ﻋﻠﻰ اﺗﺨﺎذ اﻟﻘﺮار‪....................................................................‬‬
‫‪٣٧‬‬ ‫ﺛﺎﻧﯿﺎً‪ :‬اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‪..................................................................................‬‬
‫‪٣٨‬‬ ‫أ‪ -‬دراﺳﺎت ﺗﻨﺎوﻟﺖ اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ‪............................................................‬‬
‫‪٤٢‬‬ ‫ب‪ -‬دراﺳﺎت ﺗﻨﺎوﻟﺖ اﺗﺨﺎذ اﻟﻘﺮار‪..............................................................‬‬
‫‪٥٠‬‬ ‫_ ﻓﺮوض اﻟﺪراﺳﺔ‪.........................................................................................‬‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‬
‫ﻣﻨﮭﺞ وإﺟﺮاءات اﻟﺪراﺳﺔ‬
‫‪٥٣‬‬ ‫_ﻣﻨﮭﺞ اﻟﺪراﺳﺔ‪............................................................................................‬‬
‫‪٥٣‬‬ ‫_ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ‪..........................................................................................‬‬
‫‪٥٥‬‬ ‫_ﻋﯿﻨﺔ اﻟﺪراﺳﺔ‪............................................................................................‬‬
‫‪٥٦‬‬ ‫_أدوات اﻟﺪراﺳﺔ ‪:‬‬
‫‪٥٦‬‬ ‫أوﻻً‪ :‬ﻣﻘﯿﺎس اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ‪................................................................‬‬
‫‪٦١‬‬ ‫ﺛﺎﻧﯿﺎً‪:‬ﻣﻘﯿﺎس اﺗﺨﺎذ اﻟﻘﺮار‪.....................................................................‬‬
‫‪٦٥‬‬ ‫_اﻷﺳﻠﻮب اﻹﺣﺼﺎﺋﻲ ‪..............................................................................‬‬
‫اﻟﻔﺼﻞ اﻟﺮاﺑﻊ‬
‫ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ وﻣﻨﺎﻗﺸﺘﮭﺎ‬
‫‪٦٧‬‬ ‫_ﻋﺮض ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ وﻣﻨﺎﻗﺸﺘﮭﺎ‪.....................................................................‬‬
‫اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ‬
‫ﻣﻠﺨﺺ ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ واﻟﺘﻮﺻﯿﺎت‬
‫‪٧٩‬‬ ‫_ﻣﻠﺨﺺ ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ‪..................................................................................‬‬
‫‪٨٠‬‬ ‫_اﻟﺘﻮﺻﯿـــــﺎت ‪.................................................................................................‬‬
‫‪٨١‬‬ ‫_اﻟﺒﺤﻮث اﻟﻤﻘﺘﺮﺣــﺔ‪.....................................................................................‬‬
‫‪٨٣‬‬ ‫_اﻟﻤﺮاﺟﻊ‪.........................................................................................................‬‬
‫‪٩٠‬‬ ‫_اﻟﻤﻼﺣﻖ‪..................................................................................................‬‬
 ‫ﻗﺎﺋﻤﺔ ﺍﳉـــﺪﺍﻭﻝ‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﺳﻢ ﺍﳉــــــــــــــــــــــــــــﺪﻭﻝ‬ ‫ﺭﻗﻢ ﺍﳉﺪﻭﻝ‬
‫‪٥٤‬‬ ‫ﺑﯿﺎن ﺑﺄﻋﺪاد ﻃﻼب ﻛﻠﯿﺔ اﻟﻌﻠﻮم اﻟﺼﺤﯿﺔ ﻟﻠﺒﻨﯿﻦ ﻟﻠﻌﺎم اﻟﺪراﺳﻲ ‪١٤٣٠/١٤٢٩‬ھـ‪..............‬‬ ‫‪١‬‬
‫‪٥٥‬‬ ‫ﺑﯿﺎن ﺑﺄﻋﺪاد ﻃﻼب اﻟﻜﻠﯿﺔ اﻟﺘﻘﻨﯿﺔ ﻟﻠﻌﺎم اﻟﺪراﺳﻲ ‪١٤٣٠/١٤٢٩‬ھـ‪..............................‬‬ ‫‪٢‬‬
‫‪٥٥‬‬ ‫ﺗﻮزﯾﻊ أﻓﺮاد اﻟﻌﯿﻨﺔ وﻓﻘﺎً ﻟﻤﺘﻐﯿﺮات اﻟﺪراﺳﺔ‪........................................................‬‬ ‫‪٣‬‬
‫‪٥٦‬‬ ‫ﻋﯿﻨﺔ اﻟﻜﻠﯿﺔ اﻟﺘﻘﻨﯿﺔ ﺣﺴﺐ اﻟﺘﺨﺼﺺ اﻟﺪراﺳﻲ‪.................................................‬‬ ‫‪٤‬‬

‫‪٥٦‬‬ ‫ﻋﯿﻨﺔ اﻟﻜﻠﯿﺔ اﻟﺼﺤﯿﺔ ﺣﺴﺐ اﻟﺘﺨﺼﺺ اﻟﺪراﺳﻲ‪..............................................‬‬ ‫‪٥‬‬

‫‪٥٩‬‬ ‫ﻋﺒﺎرات اﻟﻤﻘﯿﺎس اﻟﻤﺴﺘﺨﺪم ﻓﻲ اﻟﺪراﺳﺔ اﻟﺤﺎﻟﯿﺔ ‪....................................................‬‬ ‫‪٦‬‬

‫‪٦١‬‬ ‫ﻣﻌﺎﻣﻼت اﻻرﺗﺒﺎط ﻟﻌﺒﺎرات ﻣﻘﯿﺎس اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ ﻓﻲ اﻟﺒﯿﺌﺔ اﻟﺴﻌﻮدﯾﺔ‪....................‬‬ ‫‪٧‬‬

‫‪٦٢‬‬ ‫ﻣﻌﺎﻣﻼت ارﺗﺒﺎط ﻓﻘﺮات اﻟﺼﻮرة )أ( ﻟﻤﻘﯿﺎس اﺗﺨﺎذ اﻟﻘﺮار ﻓﻲ اﻟﺒﯿﺌﺔ اﻟﺴﻌﻮدﯾﺔ‪...............‬‬ ‫‪٨‬‬

‫‪٦٣‬‬ ‫ﻣﻌﺎﻣﻼت ارﺗﺒﺎط ﻓﻘﺮات اﻟﺼﻮرة )ب( ﻟﻤﻘﯿﺎس اﺗﺨﺎذ اﻟﻘﺮار ﻓﻲ اﻟﺒﯿﺌﺔ اﻟﺴﻌﻮدﯾﺔ‪............‬‬ ‫‪٩‬‬

‫‪٦٤‬‬ ‫ﻣﻌﺎﻣﻞ اﻟﺼﺪق اﻟﺬاﺗﻲ ﻟﻤﻘﯿﺎس اﺗﺨﺎذ اﻟﻘﺮار‪....................................................‬‬ ‫‪١٠‬‬

‫‪٦٧‬‬ ‫ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ ﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪...........................‬‬ ‫‪١١‬‬

‫‪٦٨‬‬ ‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻣﻲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪........‬‬ ‫‪١٢‬‬
‫‪٧٠‬‬ ‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟـﺪﺓ ﰲ ﻣﻔﻬـﻮﻡ ﺍﻟﺘﻔﻀـﻴﻞ ﺍﳌﻬـﲏ ﺗﺒﻌـﺎﹰ ﻟﻠﻤﺴـﺘﻮﻱ‬ ‫‪١٣‬‬
‫ﺍﻟﺪﺭﺍﺳﻲ‪.........................................................................................‬‬
‫‪٧١‬‬ ‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺃ( ﺗﺒﻌـﺎﹰ ﻟﻠﻤﺴـﺘﻮﻱ‬ ‫‪١٤‬‬
‫ﺍﻟﺪﺭﺍﺳﻲ ‪................................ .......................................................‬‬
‫‪٧١‬‬ ‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺏ( ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴـﺘﻮﻱ‬ ‫‪١٥‬‬
‫ﺍﻟﺪﺭﺍﺳﻲ ‪........................................................................................‬‬
‫‪٧٢‬‬ ‫ﺍﺧﺘﺒﺎﺭ ﺷﻴﻔﻴﻪ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻔﺮﻭﻕ ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻱ ﺍﻟﺪﺭﺍﺳﻲ‪..............................................‬‬ ‫‪١٦‬‬
‫‪٧٣‬‬ ‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻣﻲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬـﲏ ﻭﺍﲣـﺎﺫ ﺍﻟﻘـﺮﺍﺭ ﺗﺒﻌـﺎﹰ‬ ‫‪١٧‬‬
‫ﻟﻠﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ‪.............................................................................‬‬
‫‪٧٥‬‬ ‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ‪.................‬‬ ‫‪١٨‬‬

‫‪٧٦‬‬ ‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺃ( ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ‪.........‬‬ ‫‪١٩‬‬
 ‫ﺗﺎﺑﻊ ﻗﺎﺋﻤﺔ ﺍﳉﺪﺍﻭﻝ‬
‫‪٧٦‬‬ ‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟـﺪﺓ ﰲ ﻣﻔﻬـﻮﻡ ﺍﲣـﺎﺫ ﺍﻟﻘـﺮﺍﺭ ﺍﻟﺼـﻮﺭﺓ )ﺏ( ﺗﺒﻌـﺎﹰ‬ ‫‪٢٠‬‬
‫ﻟﻠﺴﻦ‪............................................................................................‬‬
‫‪٧٧‬‬ ‫ﺍﺧﺘﺒﺎﺭ ﺷﻴﻔﻴﻪ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻔﺮﻭﻕ ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ‪..........................................................‬‬ ‫‪٢١‬‬
 ‫ﻗﺎﺋﻤﺔ ﺍﳌﻼﺣﻖ‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﺳﻢ ﺍﳌﻠﺤــــــــﻖ‬ ‫ﺭﻗﻢ ﺍﳌﻠﺤﻖ‬
‫‪٩٢‬‬ ‫ﻋﺒﺎﺭﺍﺕ ﻣﻘﻴﺎﺱ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪..........................‬‬ ‫‪١‬‬
‫‪٩٥‬‬ ‫ﻋﺒﺎﺭﺍﺕ ﻣﻘﻴﺎﺱ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪............................‬‬ ‫‪٢‬‬
‫‪١٠٤‬‬ ‫ﻣﻔﺘﺎﺡ ﺍﻟﺘﺼﺤﻴﺢ ﳌﻘﻴﺎﺱ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.....................‬‬ ‫‪٣‬‬
‫‪١٠٦‬‬ ‫ﺃﲰﺎﺀ ﺍﶈﻜﻤﲔ ﻟﻠﻤﻘﻴﺎﺱ‪................................‬‬ ‫‪٤‬‬
 ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‬
‫ﻣﺪﺧـــﻞ ﺇﱃ ﺍﻟﺪﺭﺍﺳﺔ‬

‫‪ -‬ﻣﻘﺪﻣﺔ ‪.‬‬
‫‪ -‬ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺗﺴﺎﺅﻻ‪‬ﺎ‪.‬‬
‫‪ -‬ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ -‬ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ -‬ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ -‬ﺣﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
 ‫ﻣﻘﺪﻣــﺔ ‪:‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻐﺎﻳﺔ ﺍﻟﻜﱪﻯ ﻣﻦ ﺍﻟﺘﻮﺟﻴﻪ ﺍﳌﻬﲏ ﻫﻲ ﺭﻓﻊ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻟﻠﻔـﺮﺩ‪ ،‬ﻓـﺈﻥ‬
‫ﺍﻟﺘﺮﺍﺙ ﺍﻹﺳﻼﻣﻲ ﻣﻠﻲﺀ ﲟﺎ ﳛﺚ ﺍﻹﻧﺴﺎﻥ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻭﺍﳉﺪ ﻭﺍﻻﺟﺘﻬﺎﺩ ﻭﺍﻻﻋﺘﻤـﺎﺩ ﻋﻠـﻰ‬
‫ﺍﻟﻨﻔﺲ‪ ،‬ﻳﻘﻮﻝ ﺍﷲ ﻋﺰ ﻭﺟﻞ‪  :‬ﻓﺈﺫﺍ ﻗﻀﻴﺖ ﺍﻟﺼﻼﺓ ﻓﺎﻧﺘﺸﺮﻭﺍ ﰲ ﺍﻷﺭﺽ ﻭﺍﺑﺘﻐﻮﺍ ﻣﻦ ﻓﻀـﻞ‬
‫ﺍﷲ ﻭﺍﺫﻛﺮﻭﺍ ﺍﷲ ﻛﺜﲑﺍ ﻟﻌﻠﻜﻢ ﺗﻔﻠﺤﻮﻥ﴾ )ﺳﻮﺭﺓ ﺍﳉﻤﻌﺔ‪.(١٠ :‬‬
‫ﻭﻳﻌﺪ ﻣﻴﺪﺍﻥ ﺍﳌﻬﻨﺔ ﺫﻭ ﺃﳘﻴﺔ ﻛﺒﲑﺓ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻔﺮﺩ ﻭﺍ‪‬ﺘﻤﻊ‪ ،‬ﻓﻘﺪﳝﺎﹰ ﻗﺎﻝ ﺍﳋﻠﻴﻔﺔ ﻋﻤﺮ ﺑـﻦ‬
‫ﺍﳋﻄﺎﺏ ﺭﺿﻲ ﺍﷲ ﻋﻨﻪ " ﺃﺭﻯ ﺍﻟﺮﺟـﻞ ﻓﻴﻌﺠﺒﲏ ﻓﺈﺫﺍ ﻗﻴـﻞ ﻻ ﻣﻬﻨـﺔ ﻟـﻪ ﺳـﻘﻂ ﻣـﻦ‬
‫ﻋﻴﲏ")ﻣﺒﺎﺭﻙ‪٢٠٠٢ ،‬ﻡ‪.(٢:‬‬
‫ﻭﻗﺪ ﺃﻛﺪ ﺑﻜﺮ )‪٢٠٠٤‬ﻡ‪ (٢٦٨ ،‬ﻋﻠﻰ ﺩﻭﺭ ﺍﳌﻬﻨﺔ ﰲ ﺣﻴﺎﺓ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻓﻬﻲ ﺗﻌـﱪ ﻋـﻦ‬
‫ﺃﺳﻠﻮﺏ ﺣﻴﺎﺓ ﺍﻟﻔﺮﺩ‪ ،‬ﻛﻤﺎ ﺗﺆﺛﺮ ﻣﻮﺍﻗﻒ ﺍﻟﻌﻤﻞ ﰲ ﺗﺸﻜﻴﻞ ﺃﳕﺎﻁ ﺍﻷﺑﻨﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺪﻯ ﺃﻋﻀﺎﺀ‬
‫ﺍ‪‬ﺘﻤﻊ ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ ﻓﺈﻥ ﺍﳌﻬﻨﺔ ﲢﻘﻖ ﺃﻏﺮﺍﺿﺎﹰ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻭﻧﻔﺴﻴﺔ ﻭﺍﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻓﻤﻦ ﺍﻟﻨﺎﺣﻴﺔ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺇﺫﺍ ﻣﺎ ﻭﺿﻊ ﺍﻟﻔﺮﺩ ﰲ ﻭﻇﻴﻔﺔ ﻣﻨﺎﺳﺒﺔ ﻓﺈﻥ ﺫﻟﻚ ﻳﺆﺩﻱ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﻣـﻦ‬
‫ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻳﺆﺩﻱ ﻓﺸﻞ ﺍﻟﻔﺮﺩ ﰲ ﻣﻬﻨﺔ ﻣﺎ ﺇﱃ ﺷﻌﻮﺭﻩ ﺑﺎﻟﻨﻘﺺ ﻭﺍﻟﻔﺸـﻞ ﻭﺍﻹﺣﺒـﺎﻁ‪،‬‬
‫ﻭﺍﻻﺿﻄﺮﺍﺏ ﻭﺍﻟﺘﻮﺗﺮ‪ ،‬ﺃﻣﺎ ﺍﺟﺘﻤﺎﻋﻴﺎﹰ ﻓﺈﻥ ﺍﻟﺒﻄﺎﻟﺔ ﻋﻨﺪ ﺍﻟﻔﺮﺩ ﺗﺆﺩﻱ ﺇﱃ ﺍﻟﺘﻌﺮﺽ ﻟﻠﻜـﺜﲑ ﻣـﻦ‬
‫ﻣﻈﺎﻫﺮ ﻋﺪﻡ ﺍﻟﺘﻮﺍﻓﻖ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻀﻐﻮﻁ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﱵ ﻳﺘﻌﺮﺽ ﳍـﺎ‬
‫ﺍﻟﻌﺎﻃﻠﻮﻥ ﻋﻦ ﺍﻟﻌﻤﻞ ﺃﻛﺜﺮ ﻣﻦ ﻏﲑﻫﻢ‪.‬‬
‫ﻭﻫﺬﺍ ﻳﺘﻔـﻖ ﻣﻊ ﻧﺘـﺎﺋﺞ ﺍﻟﺪﺭﺍﺳـﺔ ﺍﻟـﱵ ﻗـﺎﻡ ﺑـﻬﺎ ﻛﻞ ﻣـﻦ ﻭﻳﺘـﺮﺯ ﻭﻣــﻮﺭ‬
‫)‪ ( Waterc & Moore,2002:18‬ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﱃ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺑـﲔ ﺍﻟﺒﻄﺎﻟـﺔ‬
‫ﻭﺣﺎﻟﺔ ﺍﻟﺘﻮﺗﺮ ﺍﻟﻨﻔﺴﻲ ﻋﻨﺪ ﺍﻟﻔﺮﺩ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻣﻘﺎﺭﻧﺔ ﺍﳊﺎﻟﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻃﻠﲔ ﻋـﻦ‬
‫ﺍﻟﻌﻤﻞ ﻭﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﺇﺫ ﺩﻟﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺃﻥ ﺣﺎﻟﺔ ﺍﻟﺘﻮﺗﺮ ﺍﻟﻨﻔﺴﻲ ﺗﺮﺗﻔﻊ ﺑﺸﻜﻞ ﻣﻠﺤﻮﻅ‬
‫ﻟﺪﻯ ﺍﻟﻌﺎﻃﻠﲔ ﻋﻦ ﺍﻟﻌﻤﻞ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﻌﺎﻣﻠﲔ‪.‬‬
‫ﻭﻗﺪ ﺃﺻﺒﺢ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻬﻨﺔ ﺍﳌﻨﺎﺳﺒﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ ﺃﻣﺮﺍﹰ ﻫﺎﻣﺎﹰ ﻧﻈﺮﺍﹰ ﻟﻠﺘﻄﻮﺭ ﺍﻟﺴﺮﻳﻊ ﺍﻟﺬﻱ‬
‫ﻳﺸﻬﺪﻩ ﺍﻟﻌﺎﱂ ﻭﻣﺎ ﺗﺮﺗﺐ ﻋﻠﻰ ﺫﻟﻚ ﻣﻦ ﺗﻌﺪﺩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﳌﻬﻨﻴﺔ ﻭﺗﻄﻮﺭﻫﺎ ﻭﳌﺎ ﲢﻤﻠﻪ ﺍﳌﻬﻨﺔ‬
‫ﻣﻦ ﺗﺄﺛﲑ ﺇﳚﺎﰊ ﺃﻭ ﺳﻠﱯ ﻋﻠﻰ ﺣﻴﺎﺓ ﺍﻟﻔﺮﺩ‪.‬‬
‫ﻭﻳﺘﻮﻗﻒ ﳒﺎﺡ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻌﻠﻤﻲ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻣﺪﻯ ﺍﺧﺘﻴﺎﺭ ﲣﺼﺼﻪ ﺍﻟﺪﺭﺍﺳﻲ ﻭﻓﻖ‬
‫ﺃﺳﺲ ﺳﻠﻴﻤﺔ ﺗﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻗﺪﺭﺍﺗﻪ‪ ،‬ﻭﻣﻴﻮﻟﻪ‪ ،‬ﻭﺍﺳﺘﻌﺪﺍﺩﺍﺗﻪ‪ ،‬ﻓﺎﻻﺧﺘﻴﺎﺭ ﺍﻟﻨﺎﺟﺢ ﻫﻮ ﺫﻟﻚ‬
‫ﺍﻻﺧﺘﻴﺎﺭ ﺍﻟﺬﻱ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺍﳌﻴﻮﻝ‪ ،‬ﻭﺍﻟﻘﺪﺭﺍﺕ‪ ،‬ﻭﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﻟﺬﺍﺗﻴﺔ ﺍﻟﱵ ﻳﺘﻤﺘﻊ ‪‬ﺎ ﺍﻟﻔﺮﺩ‪.‬‬
‫ﻭﺗﻌﺪ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻣﻦ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳍﺎﻣﺔ ﰲ ﺣﻴﺎﺓ ﺍﻟﻄﻠﺒﺔ‪ ،‬ﺣﻴﺚ ﻳﻄﻠﺐ ﻣﻨـﻬﻢ‬
‫ﺑﻌﺪ ﺍﺟﺘﻴﺎﺯ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﺍﻟﺜﺎﻧﻮﻱ ﲢﺪﻳﺪ ﻧﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﻳﺮﻏﺒﻮﻥ ﺍﻻﻟﺘﺤﺎﻕ ‪‬ﺎ ﻭﺍﻟﱵ ﺗﻜﻮﻥ‬
‫ﲟﺜﺎﺑﺔ ﺣﺠﺮ ﺍﻷﺳﺎﺱ ﳓﻮ ﺍﺧﺘﻴﺎﺭ ﻣﻬﻨﺔ ﺍﳌﺴﺘﻘﺒﻞ‪.‬‬
‫ﻭﻳﺸﲑ ﳏﻤﻮﺩ ) ‪١٩٩٩‬ﻡ‪ (٢،‬ﺇﱃ ﺃﻥ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺬﻱ ﻃﺮﺃ ﻋﻠﻰ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﺟﻌﻞ ﺍﻟﻄﻠﺒـﺔ‬
‫ﻳﻮﺍﺟﻬﻮﻥ ﺻﻌﻮﺑﺎﺕ ﻧﺎﲡﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﺘﻐﲑ ﺍﳌﺴﺘﻤﺮ‪ ،‬ﻭ‪‬ﺎ‪‬ﺔ ﻫﺬﻩ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻻﺑﺪ ﻣﻦ ﻭﺟـﻮﺩ‬
‫ﺗﻮﺟﻴﻪ ﻣﻬﲏ ﻣﺪﺭﻭﺱ ﻭﻣﻨﻈﻢ ﻳﺴﺎﻋﺪ ﰲ ﺇﻳﺼﺎﻝ ﺍﳋﱪﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻬﻦ‪.‬‬
‫ﻭﻫﺬﺍ ﻳﺘﻔﻖ ﻣﻊ ﻣﺎ ﺃﺷﺎﺭ ﺇﻟﻴﻪ ﺃﺑﻮ ﻏﺰﺍﻟﺔ ﻭ ﺯﻛﺮﻳﺎ )‪ (٢٠٠٢،٤٢‬ﰲ ﺃﻥ ﻋﺪﺩﺍﹰ ﻛﺒﲑﺍﹰ ﻣـﻦ‬
‫ﻃﻼﺑﻨﺎ ﻳﺘﺎﺑﻌﻮﻥ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺩﻭﻥ ﺗﻮﺟﻴﻪ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻋﺪﺩﺍﹰ ﻛﺒﲑﺍﹰ ﻣﻨـﻬﻢ ﻳﻨـﻬﻲ‬
‫ﲢﺼﻴﻠﻪ ﺍﻟﺜﺎﻧﻮﻱ ﻭﻳﺪﺧﻞ ﻋﺎﱂ ﺍﳌﻬﻨﺔ ﺩﻭﻥ ﺃﻥ ﻳﺘﻬﻴﺄ ﻟﺬﻟﻚ‪.‬‬
‫ﺇﻻ ﺃﻧﻪ ﻭﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻻ ﳜﺘﺎﺭ ﺍﻟﻄﺎﻟﺐ ﲣﺼﺼﻪ ﻭﻓﻖ ﻣﻌﺎﻳﲑ ﺳﻠﻴﻤﺔ ﺇﳕـﺎ ﻭﻓـﻖ‬
‫ﺍﻋﺘﺒﺎﺭﺍﺕ ﺃﺧﺮﻯ ﻗﺪ ﻻ ﺗﻜﻮﻥ ﺳﻠﻴﻤﺔ‪ ،‬ﻳﺬﻛﺮ ﺍﻟﻌﻴﺴﻮﻱ )‪١٤٠٤‬ﻫـ‪ " (١١٣ ،‬ﺇﻥ ﺍﻟﻄﻼﺏ‬
‫ﻭﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻻ ﳜﺘﺎﺭﻭﻥ ﲣﺼﺼﺎ‪‬ﻢ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻓﻖ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻮﺿﻮﻋﻴﺔ‪ ،‬ﺃﻭ‬
‫ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﻣﺴﺒﻘﺔ ﺑﻄﺒﻴﻌﺔ ﻫﺬﻩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﻭﻣﺪﻯ ﻣﻼﺋﻤﺘﻬﺎ ﻟﻘـﺪﺭﺍ‪‬ﻢ‪ ،‬ﻭﺍﺳـﺘﻌﺪﺍﺩﺍ‪‬ﻢ‪،‬‬
‫ﻭﻣﻴﻮﳍﻢ ﻓﻴﺨﺘﺎﺭ ﺍﻟﻄﺎﻟﺐ ﺍﻟﻜﻠﻴﺔ ﺃﻭ ﺍﻟﻘﺴﻢ ﳌﺎ ﻳﺘﻤﺘﻊ ﺑﻪ ﻣﻦ ﺷﻬﺮﻩ‪ ،‬ﺃﻭ ﲟﺎ ﲡﻠﺒﻪ ﻣﻦ ﻋﺎﺋﺪ ﻣﺎﺩﻱ‬
‫ﺑﻌﺪ ﺍﻟﺘﺨﺮﺝ ﺃﻭ ﺑﻨﺎﺀ ﻋﻠﻰ ﺗﻮﺟﻴﻬﺎﺕ ﺍﻵﺑﺎﺀ‪ ،‬ﻭﻗﺪ ﻳﺪﺧﻞ ﺍﻟﻄﺎﻟﺐ ﰲ ﻫﺬﺍ ﺍﻟﺘﺨﺼـﺺ ﺃﻭ ﺫﺍﻙ‬
‫‪‬ﺮﺩ ﺃﻧﻪ ﺭﺃﻯ ﺯﻣﻼﺀﻩ ﻳﺪﺧﻠﻮﻥ ﰲ ﻫﺬﺍ ﺍﻟﺘﺨﺼﺺ"‪.‬‬
‫ﻭﻗﺪ ﻳﻠﺘﺤﻖ ﺍﻟﻄﺎﻟﺐ ﲟﺠﺎﻝ ﺩﺭﺍﺳﻲ ﻣﻌﲔ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﻴﻮﻟﻪ ﻭﺭﻏﺒﺎﺗﻪ ﺩﻭﻥ ﺍﻟﻨﻈﺮ ﺇﱃ ﻣﺪﻯ‬
‫ﻗﺪﺭﺍﺗﻪ ﻭﺍﺳﺘﻌﺪﺍﺩﺍﺗﻪ ﻭﻫﺬﺍ ﲝﺪ ﺫﺍﺗـﻪ ﻟﻴﺲ ﻛﺎﻓﻴﺎﹰ ﻻﲣﺎﺫ ﻗﺮﺍﺭ ﻣﺼﲑﻱ ‪‬ـﺬﻩ ﺍﻷﳘﻴـــﺔ‪،‬‬
‫ﻓﺎﳌﻴﻮﻝ ﺍﳌﻬﻨﻴﺔ ﻭﺟﺎﺫﺑﻴﺔ ﺍﳌﻬﻨﺔ ﻻ ﺗﻜﻔﻲ ﻻﲣﺎﺫ ﻗﺮﺍﺭ ﻣﻬﲏ ﻭﻻﺑﺪ ﻣﻦ ﺗﻮﻓﺮ ﺍﻟﻌﺎﻣﻞ ﺍﻷﻫﻢ ﻭﻫـﻮ‬
‫ﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ ﺗﺬﻛﺮ ﻃﺎﻫﺮ ) ‪١٩٩٨‬ﻡ‪ (١١٦ ،‬ﺃﻧــﻪ " ﺭﻏـﻢ‬
‫ﺃﳘﻴﺔ ﺍﳌﻴﻞ ﰲ ﳎﺎﻝ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ ﺃﻭ ﺍﳌﻬﲏ ﺇﻻ ﺃﻧﻪ ﻟﻴﺲ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻮﺣﻴﺪ ﺍﶈـﺪﺩ‬
‫ﳌﺪﻯ ﳒﺎﺡ ﺍﻟﻔﺮﺩ ﺃﻭ ﺍﺳﺘﻤﺮﺍﺭﻩ ﰲ ﻋﻤﻠﻪ ﺃﻭ ﺩﺭﺍﺳﺘﻪ‪ ،‬ﻟﺬﻟﻚ ﺇﻥ ﻗﺪﺭﺍﺕ ﺍﻟﻔﺮﺩ ﻭﻛﻔﺎﺀﺗﻪ ﺗﻌﺘـﱪ‬
‫ﺃﻛﺜﺮ ﺃﳘﻴﺔ ﰲ ﲢﺪﻳﺪ ﻣﺪﻯ ﳒﺎﺣﻪ ﺃﻭ ﺗﻔﻮﻗﻪ"‪.‬‬
‫ﻭﺗﺸﲑ ﻧﺘﺎﺋﺞ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻛﺪﺭﺍﺳﺔ ﺍﻟﻨﻮﺑﺎﱐ ) ‪١٩٩٥‬ﻡ( ﻭﺩﺭﺍﺳﺔ ﺍﻟﻨﺠﺎﺭ )‪٢٠٠٤‬ﻡ(‬
‫ﺇﱃ ﺃﻥ ﺍﺧﺘﻴﺎﺭ ﻛﺜﲑ ﻣﻦ ﺍﻟﻨﺎﺱ ﳌﻬﻨﺘﻬﻢ ﳛﺪﺙ ﻧﺘﻴﺠﺔ ﻟﺮﻏﺒﺎﺕ ﻃﺎﺭﺋﺔ ﺃﻭ ﻧﺼﺎﺋﺢ ﺍﻷﻗـﺎﺭﺏ ﺃﻭ‬
‫ﺍﻷﺻﺪﻗﺎﺀ‪ ،‬ﺃﻭ ﺍﻻﺗﺼﺎﻝ ﺑﺸﺨﺼﻴﺔ ﺑﺎﺭﺯﺓ ﰲ ﻣﻬﻨﺔ ﻣﺎ ﺃﻭ ﲢﺖ ﺿﻐﻂ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻭﺗﻘﺎﻟﻴﺪ ﺍﻷﺳﺮﺓ‪،‬‬
‫ﺃﻭ ﻷﻥ ﺍﳌﻬﻨﺔ ﺗﺘﻮﺍﻓﻖ ﻣﻊ ﻣﺴﺘﻮﻯ ﺍﻟﻄﻤﻮﺡ ﺍﻟﺬﻱ ﺭﲰﻪ ﺍﻟﻔﺮﺩ ﻟﻨﻔﺴﻪ ﰲ ﺍﳊﻴﺎﺓ‪ ،‬ﻛﻞ ﺫﻟﻚ ﺩﻭﻥ‬
‫ﺃﻥ ﻳﻨﻈﺮ ﺍﻟﻔﺮﺩ ﺇﱃ ﻣﺎ ﻟﺪﻳﻪ ﻣﻦ ﻗﺪﺭﺍﺕ ﻭﺍﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﺻﻔﺎﺕ ﳐﺘﻠﻔﺔ ﻻﺑﺪ ﻣﻨﻬﺎ ﻟﻨﺠﺎﺣـﻪ ﰲ‬
‫ﻣﻬﻨﺘﻪ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪.‬‬
‫ﻭﻗﺪ ﺗﺴﺒﺐ ﺻﻌﻮﺑﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﲣـﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﻌﺾ ﺍﳌﺸﺎﻛـﻞ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺣﻴﺚ ﻳـﺮﻯ‬
‫ﻟﻄﻔﻲ )‪١٩٩٣‬ﻡ‪ (٩٠،‬ﺃﻥ " ﺃﺻﻌﺐ ﻣﺎ ﻳﻮﺍﺟﻪ ﺍﻟﻔﺮﺩ ﻫﻮ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺣﻴـﺎﻝ ﺍﺧﺘﻴـﺎﺭ ﻣﻬﻨـﺔ‬
‫ﺍﳌﺴﺘﻘﺒﻞ ﻓﻨﺠﺪﻩ ﻳﻌﺎﱐ ﻣﻦ ﺍﳌﺸﺎﻛﻞ ﺍﻟﻨﻔﺴﻴﺔ ﻛﺎﻟﻘﻠﻖ‪ ،‬ﻭﺍﻟﻔﺮﺍﻍ‪ ،‬ﻭﺍﳊﲑﺓ‪ ،‬ﻭﺍﻟﻐﻤﻮﺽ‪ ،‬ﻭﻋـﺪﻡ‬
‫ﻭﺿﺢ ﺍﻟﺮﺅﻳﺔ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺍﻟﻘﺮﺍﺭ ﻏﲑ ﺳﻠﻴﻢ ﳑﺎ ﻳﻨﻌﻜﺲ ﻋﻠﻰ ﻣﺴﺘﻘﺒﻠﻪ ﺍﻟﻌﻠﻤﻲ ﻛﻜﻞ"‪.‬‬
‫ﻫﺬﺍ ﻳﻘﻮﺩﻧﺎ ﻟﻠﺤﺪﻳﺚ ﻋﻦ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳـﺔ ﻭﺗﻮﺿﻴﺤﻪ ﺑﺼﻮﺭﺓ ﺃﻛﺜــﺮ‪،‬‬
‫ﻓﻴﻘﻮﻝ ﺍﷲ ﻋﺰ ﻭﺟﻞ‪ :‬ﺇﻥ ﺍﷲ ﻻ ﻳﻐﲑ ﻣﺎ ﺑﻘﻮﻡ ﺣﱴ ﻳﻐﲑﻭﺍ ﻣﺎ ﺑﺄﻧﻔﺴﻬﻢ ‪ ).‬ﺍﻟﺮﻋﺪ‪ ،(١١،‬ﺇﻥ‬
‫ﻫﺬﻩ ﺍﻵﻳﺔ ﺍﻟﻌﻈﻴﻤﺔ ﻟﺘﻀﻊ ﺑﻴﺪ ﺍﻹﻧﺴﺎﻥ ﺳﻼﺣﺎﹰ ﺧﺎﻟﺪﺍﹰ ﺃﻭ ﻗﻮﺓ ﺟﺒﺎﺭﺓ ﺗﻄﻠﻖ ﰲ ﻧﻔﺴﻪ ﻗﻮﺓ ﻫﺎﺋﻠﺔ‬
‫ﻭﺗﻨﻔﺚ ﰲ ﺫﺍﺗﻪ ﻃﺎﻗﺔ ﺧﺎﺭﻗﺔ ﻭﻟﻜﻦ ﻻ ﻟﻴﺘﺠﱪ‪ ،‬ﺑﻞ ﻟﺘﻤﺘﻠﺊ ﻧﻔﺴﻪ ﺑﺎﻹﳚﺎﺑﻴﺔ ﺍﻟﻔﻌﺎﻟـﺔ ﻟﺼـﻨﻊ‬
‫ﺍﻟﻜﻮﻥ ﻭﺑﻨﺎﺀ ﺍﳊﻴﺎﺓ‪.‬‬
‫ﻭﻟﻘﺪ ﻛﻔﻞ ﺍﷲ ﻟﻺﻧﺴﺎﻥ ﺍﳌﻠﺘﺰﻡ ﺑﺸﺮﻉ ﺍﷲ ﻭﺍﳌﺘﺼﻞ ﺑﺮﺏ ﺍﻟﺴﻤﺎﺀ ﺇﻥ ﻫﻮ ﺑﺪﺃ ﺑﺘﻐﻴﲑ ﻧﻔﺴﻪ‬
‫ﺃﻥ ﻳﻐﲑ ﻟﻪ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻟﻘﺪ ﻭﺿﻊ ﺟﻞ ﺟﻼﻟﻪ ﺑﻴﺪ ﻫﺬﺍ ﺍﻹﻧﺴﺎﻥ ﺑﺮﺃﻳﻪ ﻛﻞ ﺗﻐﻴﲑ ﻓﻬﻮ ﻟﻴﺲ ﳐﻠﻮﻗﺎﹰ‬
‫ﺳﻠﺒﻴﺎﹰ‪ ،‬ﺇﻥ ﺍﳌﻔﺘﺎﺡ ﺑﻴﺪ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﺍﻧﻔﺘﺎﺡ ﺑﻘﻴـﺔ ﺍﻷﺑﻮﺍﺏ ﻋﻠﻰ ﺍﷲ ﻣﻜــﻮﻥ ﺍﻷﻛــﻮﺍﻥ‪،‬‬
‫ﻭﻣﺎﻟﻚ ﺍﻟﺴﻤﻮﺍﺕ ﻭﺍﻷﺭﺽ‪ ،‬ﺑﻴﺪﻩ ﺍﳋﲑ ﺇﻧﻪ ﻋﻠﻰ ﻛﻞ ﺷﻲﺀ ﻗﺪﻳﺮ‪.‬‬
‫ﻭﺇﻥ ﺑﺪﺍﻳﺔ ﺍﻟﺘﻐﻴﲑ ﻫﻮ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻗﺮﺍﺭ ﻳﺘﺨﺬﻩ ﺍﻹﻧﺴﺎﻥ ﺑﺄﻥ ﻳﻐﲑ ﺣﻴﺎﺗﻪ‪ ،‬ﻭﳜﺘﺎﺭ ﻃﺮﻳﻘـﺎﹰ‬
‫ﻣﺎ‪ .‬ﻭﺍﳊﻘﻴﻘﺔ ﺇﻥ ﻣﺸﻜﻠﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻳﻌﺎﻳﺸﻬﺎ ﺍﻟﻄﺎﻟﺐ ﰲ ﻣﺮﺣﻠﺔ ﻣﺒﻜﺮﺓ ﻧﺴﺒﻴﺎﹰ‪ ،‬ﻓﺘﺒﺪﺃ ﻫـﺬﻩ‬
‫ﺍﳌﺸﻜﻠﺔ ﻣﻊ ﺍﻟﻄﺎﻟﺐ ﺑﺒﺪﺍﻳﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻓﻴﺨﺘﺎﺭ ﺍﻟﺘﺨﺼﺺ ﺍﻷﺩﰊ ﺃﻭ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ‬
‫ﰲ ﺍ‪‬ﺎﻝ ﺍﻵﺧﺮ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﺃﻣﺎﻡ ﺍﻟﻄﺎﻟﺐ ﺛﻼﺛﺔ ﳎﺎﻻﺕ ﲝﺎﺟﺔ ﺇﱃ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺣﻴـﺎﻝ‬
‫ﺍ‪‬ﺎﻝ ﺍﻟﺬﻱ ﺳﻴﻠﺘﺤﻖ ﺑﻪ‪ ،‬ﻭﳍـﺬﺍ ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﺗﻪ ﻓﻴﻤﺎ ﺑﻌﺪ‪ ،‬ﻓﻴﺨﺘﺎﺭ ﲣﺼﺼﻪ ﺍﳉﺎﻣﻌﻲ ﺑﻨﺎﺀ ﻋﻠﻰ‬
‫ﻗﺮﺍﺭﻩ ﺍﻟﺬﻱ ﺍﲣﺬﻩ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺃﻭ ﻳﺒﺪﺃ ﻣﺮﺣﻠﺔ ﺟﺪﻳﺪﺓ ﻳﻌﺎﱐ ‪‬ﺎ ﻣﻦ ﻣﺸﻜﻠﺔ ﺃﺧﺮﻯ ﻣﻦ‬
‫ﻣﺸﺎﻛﻞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﻭﳑﺎ ﻳﺰﻳﺪ ﻣﻦ ﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﺍﻟﻄﺎﻟﺐ ﰲ ﺍﺧﺘﻴﺎﺭ ﲣﺼﺼﻪ ﺍﳉـﺎﻣﻌﻲ ﻋـﺪﻡ ﻭﺟـﻮﺩ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﻛﺎﻓﻴﺔ ﺣﻮﻝ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻄﺎﻟﺐ‪ ،‬ﻭﻗﺪ ﻳﻌﻮﺩ ﺫﻟـﻚ ﻟﻠﻔﺠـﻮﺓ‬
‫ﺍﳊﺎﺻﻠﺔ ﺑﲔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ ﻭﻣﺎ ﺑﻌﺪﻩ‪ ،‬ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﻣﻌﻠﻮﻣﺎﺕ ﻛﺎﻓﻴﺔ ﺣﻮﻝ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳉﺎﻣﻌﻲ‬
‫ﻭﻣﺘﻄﻠﺒﺎﺗﻪ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻧﻌﺪﺍﻡ ﺩﻭﺭ ﺍﻟﺘﻮﺟﻴﻪ ﻭﺍﻹﺭﺷﺎﺩ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﺗﻮﺟﻴﻪ ﺍﻟﻄـﻼﺏ‬
‫ﻭﺇﺭﺷﺎﺩﻫﻢ ﺣﻮﻝ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﻮﺿﻮﻋﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﻧﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﳌﻬﻨﺔ ﻭﺑﺎﻟﺘﺎﱄ ﺗﻘﻠـﻞ‬
‫ﻧﻮﻉ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﻻ ‪‬ﺘﻢ ﲟﺎ ﻟﺪﻯ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺇﻣﻜﺎﻧـﺎﺕ ﻭﻗـﺪﺭﺍﺕ ﰲ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻻﺧﺘﻴﺎﺭ‪.‬‬
‫ﻭﻫﺬﺍ ﻳﺘﻔﻖ ﻣﻊ ﻧﺘﺎﺋﺞ ﺩﺭﺍﺳﺔ ﺍﳌﻌﺸﲏ )‪٢٠٠١‬ﻡ( ﺍﻟﱵ ﺃﺟﺮﺍﻫﺎ ﰲ ﺳﻠﻄﻨﺔ ﻋﻤﺎﻥ ﻭﺃﻇﻬﺮﺕ‬
‫ﻗﺼﻮﺭ ﰲ ﻣﻬﺎﺭﺍﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺑﲔ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﻣﺮﺍﺣﻞ ﺩﺭﺍﺳﺘﻬﻢ‬
‫ﻭﺟﻨﺴﻬﻢ ﻭﻏﻴﺎﺏ ﺧﺪﻣﺎﺕ ﺍﻟﺘﻮﺟﻴﻪ ﻭﺍﻹﺭﺷﺎﺩ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﻨﻔﺴﻲ ﺍﳌﻬﲏ ﺑﲔ ﻃﻠﺒﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻡ‬
‫ﻭﺍﻷﺳﺎﺳﻲ ﰲ ﺳﻠﻄﻨﺔ ﻋﻤﺎﻥ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﻓﻘﺪ ﺷﻌﺮ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻟﻮﻋﻲ ﺣﻮﻝ ﺍﻟﻘﺮﺍﺭ ﻭﺃﻥ ﻟﻜﻞ ﻓﺮﺩ ﺣﺮﻳﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻣـﻦ ﺑـﲔ‬
‫ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﻬﻨﻴﺔ ﺍﳌﻄﺮﻭﺣﺔ ﻭﺍﻟﱵ ﺗﺘﻔﻖ ﻣﻊ ﻣﻴﻮﻟﻪ ﻭﺭﻏﺒﺎﺗﻪ ﻭﻳﺘﺤﻘﻖ ﻟﻪ ﺍﻟﺮﺿﺎ ﻭﺍﻟﺴـﻌﺎﺩﺓ ﺍﻟـﱵ‬
‫ﻳﺮﻳﺪﻫﺎ‪.‬‬
‫ﻭﻋﻠﻰ ﺿﻮﺀ ﻣﺎ ﺳﺒﻖ ﻭﳌﺎ ﻟﻠﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﺍﻷﳘﻴﺔ ﰲ ﺣﻴﺎﺓ ﺍﻟﻄﺎﻟﺐ ﺳﻮﺍﺀً‬
‫ﺃﺛﻨﺎﺀ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭ ﻣﺎ ﺑﻌﺪﻫﺎ‪ ،‬ﻭﺧﻼﻝ ﳑﺎﺭﺳﺔ ﺍﳌﻬﻨﺔ‪ ،‬ﻭﻣﺎ ﻗﺪ ﻳﺘﺒﻊ ﻫﺬﺍ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﺍﺣﺘﻤﺎﻻﺕ‬
‫ﺍﻟﻨﺠﺎﺡ ﺃﻭ ﺍﻟﻔﺸﻞ ﻭﻣﺎ ﻳﺼﺎﺣﺒﻪ ﻣﻦ ﺍﻧﻌﻜﺎﺳﺎﺕ ﻧﻔﺴﻴﺔ ﻭﺍﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻗﺘﺼﺎﺩﻳﺔ ﻋﻠـﻰ ﺍﻟﻔـﺮﺩ‬
‫ﻭﺍ‪‬ﺘﻤﻊ‪.‬‬
‫ﺭﺃﻯ ﺍﻟﺒﺎﺣﺚ ﺃﳘﻴﺔ ﺗﻨﺎﻭﻝ ﲨﻴﻊ ﺟﻮﺍﻧﺒﻪ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﻳﺮﻯ ﺃﻥ ﳍﺎ ﺩﻭﺭ ﰲ ﻗـﺮﺍﺭ‬
‫ﺍﻟﻄﺎﻟﺐ ﻻﺧﺘﻴﺎﺭ ﳎﺎﻝ ﲣﺼﺼﻪ‪.‬‬
 ‫ﻣﺸﻜﻠﺔ اﻟﺪراﺳﺔ وﺗﺴﺎؤﻻﺗﮭﺎ‪:‬‬
‫ﺗﺮﻯ ﺃﺑﻮ ﻋﻄﻴﺔ )‪١٩٨٩‬ﻡ‪ (١٣٥،‬ﺑﺄﻥ ﺩﺭﺍﺳﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬـﲏ ﺫﺍﺕ‬
‫ﺃﳘﻴﺔ ﺧﺎﺻﺔ ﰲ ﻭﻗﺘﻨﺎ ﺍﳊﺎﺿﺮ ﻭﺫﻟﻚ ﻟﺘﻌﺮﺽ ﳎﺘﻤﻌﺎﺗﻨﺎ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﺗﻐﲑﺍﺕ ﺟﻮﻫﺮﻳﺔ ﰲ ﻃﺒﻴﻌﺔ‬
‫ﺍﳌﻬﻦ ﺍﻟﱵ ﳛﺘﺎﺟﻬﺎ ﺑﻨﺎﺀ ﻭﺗﻨﻤﻴﺔ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﻻ ﺃﺣﺪ ﻣﻨﺎ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻨﻜﺮ ﻣﺎ ﻳﻌﺎﱐ ﻣﻨﻪ ﺍﻷﺑﻨـﺎﺀ‬
‫ﻭﻣﻦ ﲣﺒﻂ ﻭﻋﺪﻡ ﺗﺒﺼﺮ ﰲ ﺍﺧﺘﻴﺎﺭ ﻣﻬﻨﺔ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﺃﻭ ﻣﺎ ﻳﻌﺎﻧﻴﻪ ﺃﺑﻨﺎﺅﻧـﺎ ﻋﻨـﺪ ﺗﻌﻴﻴﻨـﻬﻢ ﰲ‬
‫ﻭﻇﺎﺋﻒ ﻻ ﲤﺖ ﺑﺼﻠﺔ ﻻﻫﺘﻤﺎﻣﺎ‪‬ﻢ‪ ،‬ﻭﺃﺣﻴﺎﻧﺎﹰ ﻻﺧﺘﺼﺎﺻﺎ‪‬ﻢ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﻗﺪ ﻳﺮﺟﻊ ﻛﻞ ﺫﻟﻚ‬
‫ﺇﱃ ﻏﻴﺎﺏ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻌﻠﻤﻲ ﰲ ﺗﻮﺟﻴﻪ ﻭﺇﺭﺷﺎﺩ ﺍﻷﺑﻨﺎﺀ ﳓﻮ ﺍﳌﻬﻨﺔ ﺍﻟﱵ ﳛﺘﺎﺟﻬﺎ ﺍ‪‬ﺘﻤﻊ ﻭﻓﻘـﺎﹰ‬
‫ﳊﺎﺟﺎ‪‬ﻢ ﻭﺭﻏﺒﺎ‪‬ﻢ‪.‬‬
‫ﻭﻛﺬﻟﻚ ﳜﺘﺎﺭ ﻛﺜﲑ ﻣﻦ ﺍﻟﻨﺎﺱ ﻣﻬﻨﻬﻢ ﻧﺘﻴﺠﺔ ﻟﺮﻏﺒﺎﺕ ﻃﺎﺭﺋﺔ ﺃﻭ ﻧﺼﺎﺋﺢ ﻋﺎﺭﺿـﺔ ﻣـﻦ‬
‫ﺻﺪﻳﻖ ﺃﻭ ﻗﺮﻳﺐ‪ ،‬ﺃﻭ ﻋﻠﻰ ﺇﺛﺮ ﻗﺮﺍﺀﺓ ﻗﺼﺔ ﰲ ﻛﺘﺎﺏ ﺃﻭ ﻣﺸﺎﻫﺪﺓ ﻓﻴﻠﻢ ﺳـﻴﻨﻤﺎﺋﻲ ﺃﻭ ﲰـﺎﻉ‬
‫ﳏﺎﺿﺮﺓ ﲪﺎﺳﻴﺔ ﺃﻭ ﺍﻻﺗﺼﺎﻝ ﺑﺸﺨﺼﻴﺔ ﺑﺎﺭﺯﺓ ﰲ ﻣﻬﻨﺔ ﺃﻭ ﲢﺖ ﺿـﻐﻂ ﺍﻟﻮﺍﻟـﺪﻳﻦ ﻭﺗﻘﺎﻟﻴـﺪ‬
‫ﺍﻷﺳﺮﺓ ﺃﻭ ﻷﻥ ﺍﳌﻬﻨﺔ ﺗﺘﻤﺎﺷﻰ ﻣﻊ ﻣﺴﺘﻮﻯ ﺍﻟﻄﻤﻮﺡ ﺍﻟﺬﻱ ﺭﲰﻪ ﺍﻟﻔﺮﺩ ﻟﻨﻔﺴﻪ ﰲ ﺍﳊﻴﺎﺓ‪ ،‬ﻭﻛﻞ‬
‫ﺫﻟﻚ ﺩﻭﻥ ﺍﻟﻨﻈﺮ ﺇﱃ ﻣﺎ ﻟﺪﻳﻪ ﻣﻦ ﻗﺪﺭﺍﺕ ﻭﺍﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﺻﻔﺎﺕ ﳐﺘﻠﻔﺔ ﻻﺑﺪ ﻣﻨﻬﺎ ﻟﻨﺠﺎﺣﻪ ﰲ‬
‫ﻣﻬﻨﺔ )ﺍﻟﺪﺍﻫﺮﻱ‪٢٠٠٥ ،‬ﻡ‪.(٥٥:‬‬
‫ﻭﺍﻟﻮﺍﻗﻊ ﺃﻥ ﺍﻹﻧﺴﺎﻥ ﳜﺘﺎﺭ ﻣﻬﻨﺘﻪ ـ ﻛﻤﺎ ﳜﺘﺎﺭ ﺯﻭﺟﺘﻪ ـ ﻭﻧﻔﺴﻪ ﺫﺍﺧﺮﺓ ﺑﻜـﺜﲑ ﻣـﻦ‬
‫ﺍﻟﺪﻭﺍﻓﻊ ﻭﺍﻟﻌﻮﺍﻃﻒ ﻭﺍﳌﻌﺘﻘﺪﺍﺕ ﺇﱃ ﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍﻟﺪﻭﺍﻓﻊ ﺍﻟﱵ ﺍﻛﺘﺴﺒﻬﺎ ﺗﺪﺭﳚﻴﺎﹰ ﻣـﻦ ﺟـﻮ‬
‫ﺍﻷﺳﺮﺓ ﺍﻟﱵ ﻧﺸﺄ ﻓﻴﻬﺎ ﻃﻔﻼﹰ ﺻﻐﲑﺍﹰ‪ ،‬ﻭﻟﻜﻞ ﺃﺳﺮﺓ ﺛﻘﺎﻓﺘﻬﺎ ﺍﳋﺎﺻـﺔ‪ ،‬ﻭﻭﺿـﻌﻬﺎ ﺍﻻﻗﺘﺼـﺎﺩﻱ‬
‫ﺍﳋﺎﺹ‪ ،‬ﻭﻃﻤﻮﺣﺎ‪‬ﺎ‪ ،‬ﻭﺗﻘﺎﻟﻴﺪﻫﺎ‪ ،‬ﻭﺷﻌﺎﺋﺮﻫﺎ ﻭﻧﻈﺮﺍ‪‬ﺎ ﺍﳋﺎﺻﺔ ﺇﱃ ﳐﺘﻠﻒ ﺍﳌﻬﻦ‪ :‬ﻧﻈﺮﺓ ﺍﺣﺘﺮﺍﻡ‬
‫ﻭﺇﻛﺒﺎﺭ ﻟﺒﻌﺾ ﺍﳌﻬﻦ ﻭﻧﻈﺮﺓ ﺍﺯﺩﺭﺍﺀ ﻭﺍﺣﺘﻘﺎﺭ ﳌﻬﻦ ﺃﺧﺮﻯ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻧﺘﻴﺠﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻧﺎﺟﺤﺎﹰ‬
‫ﻭﺗﻮﻓﻴﻘﺎﹰ‪ ،‬ﺃﻭ ﺗﻜﻮﻥ ﻓﺸﻼﹰ ﺃﻭ ﺇﺧﻔﺎﻗﺎﹰ ﻋﻠﻰ ﻣﺎ ﳚﺮﻩ ﺍﻟﻔﺸﻞ ﻣﻦ ﺃﺿﺮﺍﺭ ﺑﺎﻟﻐﺔ ﲢﻴﻖ ﺑﺎﻟﻔﺮﺩ ﻭﻣﻦ ﰒ‬
‫ﺑﺎ‪‬ﺘﻤﻊ )ﺷﺮﻳﺖ‪٢٠٠٠ ،‬ﻡ‪.(٨٤:‬‬
‫ﻭﺍﳊﻘﻴﻘﺔ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻭﻃﺮﺡ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺘﺎﺣﺔ ﻻﺑﺪ ﻣﻦ ﻣﺮﻭﺭﻫﺎ ﲟﺮﺍﺣﻞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﺍﳌﻌﺮﻭﻓﺔ ﻭﺍﻟﱵ ﺗﺒﺪﺃ ﻋﺎﺩﺓ ﺑﺈﺩﺭﺍﻙ ﺍﳌﺸﻜﻠﺔ ‪ ،‬ﻭﲢﺪﻳﺪ ﺑﺪﺍﺋﻠﻬﺎ ﻭﺗﻘﻴﻴﻤﻬﺎ ﻭﺗﻨﺘﻬﻲ ﺑﺎﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﻳﺮﻯ ﺣﺒﻴﺐ )‪١٩٩٧‬ﻡ‪ (٧٠،‬ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻫﻲ ﺍﺧﺘﻴﺎﺭ ﻣﻌﲔ ﺑﻌﺪ ﺗﻔﻜﲑ ﻭﺩﺭﺍﺳﺔ‬
‫ﻭﺍﻟﺘﻔﻜﲑ ﻫﻮ ﻋﻤﻠﻴﺔ ﻋﻘﻠﻴﺔ ﺗﺘﻌﻠﻖ ﲝﻘﺎﺋﻖ ﻭﺍﻟﺘﺪﻟﻴﻞ ﻋﻠﻰ ﺍﻟﺘﺮﺍﺑﻂ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﺈﻥ ﺃﺳﺎﺱ ﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﻫﻮ ﻭﺟﻮﺩ ﻣﺎ ﻳﻌﺮﻑ ﺑـ " ﺍﻟﺒﺪﺍﺋﻞ" ﻓﺈﻥ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﺑﺪﺍﺋﻞ ﺍﻧﻌﺪﻡ ﻭﺟﻮﺩ ﳎـﺎﻝ‬
‫ﻟﻼﺧﺘﻴﺎﺭ‪ ،‬ﻭﻣﻦ ﰒ ﻻ ﺗﻜﻦ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻻﲣﺎﺫ ﻗﺮﺍﺭ ﺑﺴﺒﺐ ﻭﺟﻮﺩ ﺣﻞ ﻭﺍﺣﺪ ﻓﻘﻂ ﻟﻠﻤﺸﻜﻠﺔ‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﺘﻔﻜﲑ‪.‬‬
‫ﻭﺭﻏﻢ ﺃﳘﻴﺔ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻋﻠﻤﻴﺎﹰ ﻭﻋﻤﻠﻴﺎﹰ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻳﺘﻀﺢ ﻟﻠﺒﺎﺣﺚ ﻣﻦ ﺧﻼﻝ ﺍﻃﻼﻋـﻪ‬
‫ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﺃﻧﻪ ﱂ ﲡﺮﻯ ﺩﺭﺍﺳﺔ ﻋﺮﺑﻴﺔ ﺃﻭ ﳏﻠﻴﻪ ﺗﻨﺎﻭﻟـﺖ ﻫـﺬﻳﻦ ﺍﳌﻔﻬـﻮﻣﲔ‬
‫)ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ(‪.‬‬
‫ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺎ ﺫﻛﺮ ﲢﺎﻭﻝ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ .١‬ﻫﻞ ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺑﲔ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ؟‬
‫‪ .٢‬ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺑـﲔ ﻃـﻼﺏ ﺍﻟﻜﻠﻴـﺎﺕ ﺍﳌﻬﻨﻴـﺔ ﲟﺤﺎﻓﻈـﺔ ﺟـﺪﺓ ﰲ‬
‫ﻣﻔﻬﻮﻣﻲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ؟‬
‫‪ .٣‬ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟـﺪﺓ ﰲ ﻣﻔﻬـﻮﻣﻲ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ؟‬
‫‪ .٤‬ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟـﺪﺓ ﰲ ﻣﻔﻬـﻮﻣﻲ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﹰ ﻟﻠﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ؟‬
‫‪ .٥‬ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟـﺪﺓ ﰲ ﻣﻔﻬـﻮﻣﻲ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ؟‬

‫أھﺪاف اﻟﺪراﺳﺔ‪:‬‬
‫‪‬ﺪﻑ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ‪:‬‬
‫‪ .١‬ﺩﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ .٢‬ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ .٣‬ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
‫‪ .٤‬ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﹰ ﻟﻠﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
‫‪ .٥‬ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ‪.‬‬

‫أھﻤﯿﺔ اﻟﺪراﺳﺔ‪:‬‬
‫ﺗﻜﻤﻦ ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﰲ ﺗﻨﺎﻭﳍﺎ ﻷﺣﺪ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﺫﺍﺕ ﺍﻷﳘﻴـﺔ‬
‫ﰲ ﺣﻴﺎﺗﻨﺎ ﻭﻫﻮ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﻳﺘﺨﺬﻩ ﺍﻟﻔﺮﺩ ﰲ‬
‫ﺍﺧﺘﻴﺎﺭ ﻣﻬﻨﺘﻪ ﻣﻦ ﺃﻫﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﻳﺘﺨﺬﻫﺎ ﺍﻟﻔﺮﺩ ﰲ ﺣﻴﺎﺗﻪ ﺣﻴﺚ ﻳﺘﻮﻗﻒ ﻋﻠﻰ ﻫﺬﺍ‬
‫ﺍﻟﻘﺮﺍﺭ ﻣﺴﺘﻘﺒﻞ ﺍﻟﻔﺮﺩ ﻭﻣﺪﻯ ﳒﺎﺣﻪ ﰲ ﺍﳊﻴﺎﺓ ﺍﳌﻬﻨﻴﺔ ﻛﻤﺎ ﻳﺘﺄﺛﺮ ﺍﻟﻔﺮﺩ ﰲ ﺍﲣﺎﺫﻩ ﳍـﺬﺍ‬
‫ﺍﻟﻘﺮﺍﺭ ﲟﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻟﺬﺍﺗﻴﺔ ﻭﺍﻟﺒﻴﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﻭﻳﺘﻮﻗﻒ ﳒﺎﺡ ﺍﻟﻔﺮﺩ ﰲ ﻋﻤﻠﻪ ﻋﻠﻰ ﻣﺪﻯ ﺍﺧﺘﻴﺎﺭ ﻣﻬﻨﺘﻪ ﻋﻠﻰ ﺃﺳﺎﺱ ﺳﻠﻴﻢ‪ ،‬ﻛﻤﺎ‬
‫ﻳﻌﺘﻘﺪ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺄﰐ ﰲ ﺗﻨﺎﻭﳍﺎ ﻋﻴﻨﺔ ﻣﻬﻤﺔ ﻣـﻦ ﻣﺮﺍﺣـﻞ ﺍﻟﺘﻌﻠـﻴﻢ‬
‫ﻓﺎﻟﻄﺎﻟﺐ ﻋﻨﺪﻣﺎ ﻳﺘﺨﺮﺝ ﻳﻘﺎﺑﻠﻪ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻭﻣﻦ ﰒ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﻫـﺬﺍ ﲢﺪﻳـﺪ‬
‫ﻣﺼﲑ‪.‬‬
‫ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﰲ ﺭﺃﻱ ﺍﻟﺒﺎﺣﺚ ﺃ‪‬ﺎ ﺗﻼﻣﺲ ﻭﺍﻗﻊ ﺷﺒﺎﺏ ﳎﺘﻤﻌﺎﺗﻨﺎ ﻋﺎﻣﺔ ﻭﻧﻈﺮﺍﹰ‬
‫ﻷﳘﻴﺔ ﻣﻔﻬﻮﻣﻲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﰲ ﺣﻴﺎﺓ ﺍﻟﻄﻼﺏ‪ ،‬ﻓﻴﻤﻜﻦ ﲢﺪﻳﺪ ﺃﳘﻴﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﰲ ﺍﻵﰐ‪:‬‬

‫ﺃ ـ ﺍﻷﳘﻴﺔ ﺍﻟﻨﻈﺮﻳﺔ‪:‬‬
‫‪ (١‬ﺗﻨﺎﻭﻝ ﻣﻔﻬﻮﻣﻲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺩﺍﺧﻞ ﺍ‪‬ﺘﻤﻊ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠـﻰ‬
‫ﺩﻭﺭﳘﺎ‪.‬‬
‫‪ (٢‬ﻛﻮﻧﻪ ﻣﻮﺿﻮﻉ ﺣﺪﻳﺚ ) ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ( ﱂ ﻳـﺘﻢ ﺗﻨﺎﻭﻟـﻪ ﺃﻭ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺑﻪ ـ ﺣﺴﺐ ﻋﻠﻢ ﺍﻟﺒﺎﺣﺚ ـ ‪.‬‬
‫‪ (٣‬ﻛﻮﻧﻪ ﻳﺘﻨﺎﻭﻝ ﻣﺘﻐﲑﻳﻦ ﻣﻬﻤﲔ‪ ،‬ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻯ ﻋﻴﻨﺔ ﻣـﻦ‬
‫ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ‪‬ﺪﻑ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺍﻷﺭﺗﺒﺎﻃﻴﺔ‬
‫ﺑﲔ ﻫﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ‪.‬‬
‫‪ (٤‬ﺗﺰﻭﻳﺪ ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺒﺎﺣﺜﲔ ﺍﳌﺘﺨﺼﺼﲔ ﺑﻨﺘﺎﺋﺞ ﺩﺭﺍﺳـﺔ ﻋﻠﻤﻴـﺔ ﻋـﻦ‬
‫ﻣﻔﻬﻮﻣﻲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻃـﻼﺏ ﺍﻟﻜﻠﻴـﺎﺕ‬
‫ﺍﳌﻬﻨﻴﺔ‪.‬‬

‫ﺏ ـ ﺍﻷﳘﻴﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪:‬‬
‫‪ (١‬ﺃﻥ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺳﻮﻑ ﺗﺴﺎﻋﺪ ﰲ ﺗﺼﻤﻴﻢ ﺑﻌـﺾ ﺍﻟـﱪﺍﻣﺞ‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳌﻮﺟﻬﺔ ﻟﻠﻄﻼﺏ ﺑﻐﺮﺽ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ (٢‬ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﻭﺿﻊ ﺗﺼﻮﺭ ﻋﻠﻤﻲ ﻭﻋﻤﻠﻲ ﻟﺘﻮﺟﻴـﻪ‬
‫ﺍﻟﻄﻼﺏ ﻭﺇﺭﺷﺎﺩﻫﻢ ﳓﻮ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﱵ ﻳﻠﺘﺤﻘﻮﻥ ‪‬ﺎ ﻭﻓﻖ ﺍﻟﻘـﺮﺍﺭ‬
‫ﺍﳌﻬﲏ ﺍﻟﺴﻠﻴﻢ‪.‬‬
‫‪ (٣‬ﻗﺪ ﺗﺴﻬﻢ ﻧﺘﺎﺋﺞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﲢﺴﲔ ﻭﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺧﺘﻴـﺎﺭ‬
‫ﻭﻓﻖ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ ﺍﻟﺴﻠﻴﻢ‪.‬‬

‫ﻣﺼﻄﻠﺤﺎت اﻟﺪراﺳﺔ‪:‬‬
‫ﺗﺘﺤﺪﺩ ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻓﻖ ﻣﺘﻐﲑﺍ‪‬ﺎ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ _١‬ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ‪:‬‬
‫ﻋﺮﻑ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ) ‪ (٨٩ ،١٩٨٧‬ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺑﺄﻧﻪ " ﻫﻮ ﺗﻌﺒﲑ ﺍﻟﻔﺮﺩ ﻋﻦ ﻣﻴﻠﻪ ﳌﻬﻨﺔ‬
‫ﻣﺎ‪ ،‬ﻭﻫﻮ ﻣﻦ ﺃﻗﻮﻱ ﺩﻭﺍﻓﻊ ﺍﻟﺴﻠﻮﻙ‪ ،‬ﻭﻳﻠﻌﺐ ﺩﻭﺭﺍﹰ ﻫﺎﻣﺎﹰ ﰲ ﳒﺎﺡ ﺍﻷﻓﺮﺍﺩ ﰲ ﻣﻬﻨﻬﻢ ﻭﺷﻌﻮﺭﻫﻢ‬
‫ﺑﺎﻟﺮﺧﺎﺀ ﻭﺍﻻﺭﺗﻴﺎﺡ ﰲ ﺍﳌﻬﻦ ﺍﻟﱵ ﻳﻌﻤﻠﻮﻥ ‪‬ﺎ ﻭﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﺗﺆﻫﻠﻬﻢ ﳍﺬﻩ ﺍﳌﻬﻦ"‪.‬‬
‫ﻭﺍﻟﺘﻌﺮﻳﻒ ﺍﻹﺟﺮﺍﺋﻲ ﻟﻠﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪ " :‬ﻫﻮ ﻣﺎ ﻳﻘﻴﺴﻪ ﻣﻘﻴﺎﺱ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻣﻦ ﺇﻋﺪﺍﺩ‬
‫ﺍﻟﺒﺎﺣﺚ ﻭﻫﻮ ﳎﻤﻮﻉ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﱵ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﺍﻟﻄﺎﻟﺐ ﰲ ﺍﳌﻘﻴﺎﺱ"‪.‬‬
 ‫‪ _٢‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪:‬‬
‫ﻋﺮﻑ ﻋﺒﺪﻭﻥ )‪١٩٧٨‬ﻡ‪ (٩ ،‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺄﻧﺔ " ﺍﻟﻘﺪﺭﺓ ﺍﻟﱵ ﺗﺼﻞ ﺑـﺎﻟﻔﺮﺩ ﺇﱃ ﺣـﻞ‬
‫ﻣﺸﻜﻠﺔ ﺍﻋﺘﺮﺍﺿﻴﺔ ﺃﻭ ﻣﻮﻗﻒ ﳏﲑ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺧﺘﻴﺎﺭ ﺣﻞ ﻣﻦ ﺑﲔ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﻮﺟﻮﺩﺓ ﺃﻭ ﺍﳌﺒﺘﻜﺮﺓ‪،‬‬
‫ﻭﻫﺬﺍ ﺍﻻﺧﺘﻴﺎﺭ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﲨﻌﻬﺎ ﺍﻟﻔﺮﺩ ﺣﻮﻝ ﺍﳌﺸـﻜﻠﺔ‪ ،‬ﻭﻋﻠـﻰ ﺍﻟﻘـﻴﻢ‪،‬‬
‫ﻭﺍﻟﻌﺎﺩﺍﺕ‪ ،‬ﻭﺍﳋﱪﺓ‪ ،‬ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﺮﺩﻳﺔ"‪.‬‬
‫ﻭﺍﻟﺘﻌﺮﻳﻒ ﺍﻹﺟﺮﺍﺀ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ " :‬ﻫﻮ ﻣﺎ ﻳﻘﻴﺴﻪ ﻣﻘﻴﺎﺱ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﺇﻋﺪﺍﺩ ﻋﺒﺪﻭﻥ‬
‫)ﺩ‪.‬ﺕ( ﻭﻫﻮ ﳎﻤﻮﻉ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﱵ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﺍﻟﻄﺎﻟﺐ ﰲ ﺍﳌﻘﻴﺎﺱ"‪.‬‬

‫ﺣﺪود اﻟﺪراﺳﺔ ‪:‬‬

‫‪ _١‬ﺍ‪‬ﺎﻝ ﺍﻟﺒﺸﺮﻱ‪:‬‬
‫ﰎ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻋﻴﻨﻪ ﻣﻦ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ‪.‬‬
‫‪ -٢‬ﺍ‪‬ﺎﻝ ﺍﳌﻜﺎﱐ ‪:‬‬
‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ‪.‬‬
‫‪ -٣‬ﺍ‪‬ﺎﻝ ﺍﻟﺰﻣﲏ‪:‬‬
‫ﰎ ﺗﻄﺒﻴﻖ ﺍﳉﺎﻧﺐ ﺍﳌﻴﺪﺍﱐ ﻣﻦ ﻫـﺬﻩ ﺍﻟﺪﺭﺍﺳـﺔ ﺧـﻼﻝ ﺍﻟﻔﺼـﻞ ﺍﻟﺪﺭﺍﺳـﻲ ﺍﻟﺜـﺎﱐ‬
‫‪١٤٣٠/١٤٢٩‬ﻫـ‬
‫‪-٤‬ﺍ‪‬ﺎﻝ ﺍﻟﻘﻴﺎﺳﻲ ‪:‬‬
‫ﺃ _ ﻣﻘﻴﺎﺱ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪ ،‬ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ‪.‬‬
‫ﺏ _ ﻣﻘﻴﺎﺱ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺇﻋﺪﺍﺩ ﻋﺒﺪﻭﻥ )ﺩ‪.‬ﺕ( ﻭﻗﺎﻡ ﺍﻟﺴﺒﻴﻌﻲ )‪١٤٢٢‬ﻫـ(ﺑﺘﻄﺒﻴﻘـﻪ‬
‫ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‪.‬‬
 ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬

‫ﺃﻭﻻﹰ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‪:‬‬

‫ﺃ ـ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ‪:‬‬
‫‪ -‬ﻣﻌﲎ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ‪.‬‬ ‫‪ -‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪.‬‬
‫‪ -‬ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺼﻄﻠﺤﻲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ‪.‬‬
‫‪ -‬ﺃﳘﻴﺔ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪.‬‬ ‫‪ -‬ﻣﻔﻬﻮﻡ ﺍﳌﻴﻞ ﺍﳌﻬﲏ‪.‬‬
‫‪ -‬ﻓﻮﺍﺋﺪ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪.‬‬ ‫‪ -‬ﺃﺳﺲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻔﺮﺩ ﳌﻬﻨﺘﻪ‪.‬‬
‫– ﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‬ ‫‪ -‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‬
‫ﺏ – ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬
‫‪ -‬ﺍﳌﺪﺍﺭﺱ ﺍﻟﻌﻠﻤﻴﺔ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬ ‫‪ -‬ﻣﻔﻬﻮﻡ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -‬ﺧﻄــﻮﺍﺕ ﺍﲣــﺎﺫ ﺍﻟﻘــﺮﺍﺭ‬ ‫‪ -‬ﺃﻧــﻮﺍﻉ ﺍﻟﻘــﺮﺍﺭﺍﺕ‬
‫‪ -‬ﺍﳌﻈﺎﻫﺮ ﺍﻟﱵ ﲤﺮ ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﻗﺮﺍﺭ‬ ‫‪ -‬ﻣﻘﻮﻣﺎﺕ ﺍﻟﻘﺮﺍﺭ‬
‫– ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﺛﺎﻧﻴﺎﹰ‪ :‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪:‬‬
‫ﺃ ـ ﺩﺭﺍﺳﺎﺕ ﺗﻨﺎﻭﻟﺖ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪.‬‬
‫ﺏ ـ ﺩﺭﺍﺳﺎﺕ ﺗﻨﺎﻭﻟﺖ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﺛﺎﻟﺜﺎﹰ‪ :‬ﻓﺮﻭﺽ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
 ‫أوﻻً‪ :‬اﻹﻃﺎر اﻟﻨﻈﺮي ‪:‬‬
‫‪ -١‬اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ‪:‬‬
‫ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪:‬‬
‫ﻳﻌﺮﻑ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ )‪١٩٨٧‬ﻡ‪ (٨٩،‬ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺑﺄﻧﻪ " ﺗﻌﺒﲑ ﺍﻟﻔﺮﺩ ﻋﻦ ﻣﻴﻠـﻪ ﳌﻬﻨـﺔ‬
‫ﻣﺎ‪ ،‬ﻭﻫﻮ ﻣﻦ ﺃﻗﻮﻯ ﺩﻭﺍﻓﻊ ﺍﻟﺴﻠﻮﻙ‪ ،‬ﻭﻳﻠﻌﺐ ﺩﻭﺭﺍﹰ ﻫﺎﻣﺎﹰ ﰲ ﳒﺎﺡ ﺍﻷﻓﺮﺍﺩ ﰲ ﻣﻬﻨﻬﻢ ﻭﺷﻌﻮﺭﻫﻢ‬
‫ﺑﺎﻟﺮﺧﺎﺀ ﻭﺍﻻﺭﺗﻴﺎﺡ ﰲ ﺍﳌﻬﻦ ﺍﻟﱵ ﻳﻌﻤﻠﻮﻥ ‪‬ﺎ ﻭﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﺗﺆﻫﻠﻬﻢ ﳍﺬﻩ ﺍﳌﻬﻦ"‪.‬‬
‫ﻭﻳﺸﲑ ﻣﺮﺳﻲ ) ‪١٩٦٥‬ﻡ‪ (٥٣٠،‬ﺇﱃ ﺃﻥ ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴﺔ ﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﺪﻭﺭ ﺍﻟﺬﻱ ﻳﺮﻯ‬
‫ﺍﻟﻔﺮﺩ ﺑﺄﻧﻪ ﻗﺎﺩﺭ ﻋﻠﻰ ﺃﺩﺍﺋﻪ ﻭﺍﻟﻘﻴﺎﻡ ﺑﻪ ﰲ ﺃﺣﺪﻯ ﺍﳌﻬﻦ‪.‬‬

‫ﻣﻔﻬﻮﻡ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ‪:‬‬

‫ﻳﻌﺮﻑ ﻟﻄﻔﻲ )‪١٩٩٣‬ﻡ‪ (٧٢،‬ﺃﻥ ﻣﻔﻬﻮﻡ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻳﺸﲑ ﺇﱃ " ﺗﻔﻀﻴﻞ ﺍﻟﻔﺮﺩ ﻟﻨﻤﻂ‬
‫ﻣﻌﲔ ﻣﻦ ﺍﻷﻋﻤﺎﻝ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺮﺿﺎ ﻋﻦ ﺍﻟﻌﻤﻞ"‪.‬‬
‫ﻭﻳﺘﻔﻖ ﻛﻞ ﻣﻦ ) ﺍﻟﺪﺍﻫﺮﻱ‪٢٠٠٥ :‬ﻡ ؛ ﺩﻭﻳﺪﺍﺭ‪٢٠٠٠:‬ﻡ ؛ ﺭﺍﺟﺢ‪١٩٥٦ :‬ﻡ ( ﻋﻠﻰ ﺃﻥ‬
‫ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻳﻘﺼﺪ ﺑﻪ " ﺍﻧﺘﻘﺎﺀ ﺃﻭ ﺍﺧﺘﻴﺎﺭ ﺃﺻﻠـﺢ ﺃﻭ ﺃﻓﻀﻞ ﺍﻷﻓـﺮﺍﺩ‪ ،‬ﻭﺃﻛﻔـﺄﻫﻢ ﻣـﻦ‬
‫ﺍﳌﺘﻘﺪﻣﲔ ﻟﻠﻤﻬﻨﺔ"‪.‬‬
‫ﻳﺮﻯ ﺩﻭﻳﺪﺍﺭ )‪٢٠٠٠‬ﻡ‪ (١٣١،‬ﺑﺄﻥ ﺍﻟﺘﻮﺟﻴﻪ ﻳﺒﺪﺃ ﻣﻦ ﺍﻟﻔﺮﺩ ﻭﻳﺮﻛﺰ ﺍﻫﺘﻤﺎﻣﻪ ﻓﻴﻪ ﰲ ﺣﲔ‬
‫ﺃﻥ ﺍﻻﺧﺘﻴﺎﺭ ﻳﺒﺪﺃ ﻣﻦ ﻣﻬﻨﺔ ﻣﻌﻴﻨﺔ ﻭﻳﻬﺘﻢ ‪‬ﺎ ﰲ ﺍﳌﻘﺎﻡ ﺍﻷﻭﻝ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺘﻮﺟﻴﻪ ﻳﻌﻤـﻞ ﻋﻠـﻰ‬
‫ﺍﳌﻌﻮﻧﺔ ﻭﺍﻹﺭﺷﺎﺩ ﻟﺼﺎﱀ ﺍﻟﻔﺮﺩ‪ ،‬ﻭﻳﻘﺪﻡ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃﻥ ﻛﻞ ﺇﻧﺴﺎﻥ ﳚﺐ ﺃﻥ ﳚﺪ ﻋﻤﻞ ﺑـﲔ‬
‫ﳐﺘﻠﻒ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺣﱴ ﺇﻥ ﻛﺎﻥ ﻋﺎﺟﺰﺍﹰ ﺃﻭ ﻣﺮﻳﻀﺎﹰ ﺃﻭ ﺫﺍ ﻋﺎﻫﺔ ﰲ ﺣﲔ ﺃﻥ ﺍﻻﺧﺘﻴﺎﺭ‬
‫ﻳﻌﻤﻞ ﻋﻠﻰ ﺍﻟﺘﺼﻔﻴﺔ ﻭﺍﻟﻐﺮﺑﻠﺔ ﻭﺍﻻﺳﺘﺒﻌﺎﺩ ﻭﻻ ﻳﻬﺘﻢ ﲟﺼﲑ ﻣﻦ ﻳﺴﺘﺒﻌﺪﻫﻢ ﻣﻦ ﺍﻷﻓﺮﺍﺩ‪ .‬ﺃﻭ ﲟﻌﲎ‬
‫ﺁﺧﺮ‪ ،‬ﻓﺈﻥ ﳎﺎﻝ ﺍﻻﺧﺘﻴﺎﺭ ﺃﺿﻴﻖ ﺑﻜﺜﲑ ﻣﻦ ﳎـﺎﻝ ﺍﻟﺘﻮﺟﻴﻪ‪ ،‬ﻓﺎﻻﺧﺘﻴﺎﺭ ﻻ ﻳﺘﻄﻠﺐ ﺇﻻ ﻣﻌﺮﻓـﺔ‬
‫ﺍﳌﻬﻨﺔ ﺃﻭ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺳﻴﺨﺘﺎﺭ ﻟﻪ ﰲ ﺣﲔ ﺃﻥ ﺍﻟﺘﻮﺟﻴﻪ ﻳﺘﻄﻠﺐ ﺍﳌﻌﺮﻓﺔ ﺑﺂﻻﻑ ﺍﳌﻬﻦ ﻭﺍﻷﻋﻤﺎﻝ‪،‬‬
‫ﻟﺬﺍ ﻗﻄﻊ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﺇﱃ ﺍﻟﻴﻮﻡ ﺷﻮﻃﺎﹰ ﺃﺑﻌﺪ ﺑﻜﺜﲑ ﻣﻦ ﺍﻟﺘﻮﺟﻴﻪ‪.‬‬
‫ﻭﻛﻤﺎ ﻳﺘﻔﻖ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﻮﺟﻴﻪ ﻣﻦ ﺣﻴﺚ ﺍﳍﺪﻑ ﺍﻟﺒﻌﻴﺪ ﻭﻫﻮ ﺍﳌﻮﺍﺀﻣﺔ ﺑـﲔ ﺍﻟﻌﺎﻣــﻞ‬
‫ﻭﻋﻤﻠﻪ‪ ،‬ﻛﺬﻟﻚ ﻳﺘﻔﻘﺎﻥ ﻣﻦ ﺣﻴﺚ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺬﻱ ﻳﺘﺒﻌﺎﻧﻪ ﳍﺬﻩ ﺍﳌﻮﺍﺀﻣﺔ ﺃﻻ ﻭﻫﻮ ﺩﺭﺍﺳﺔ ﺍﻟﻔـﺮﺩ‬
‫ﺩﺭﺍﺳﺔ ﺷﺎﻣـﻠﺔ ﻣـﻦ ﻧﺎﺣﻴﺔ‪ ،‬ﻭﲢﻠﻴﻞ ﺍﳌﻬﻨﺔ ﺃﻭ ﺍﻟﻌﻤﻞ ﺍﳌﻌﲔ ﲢﻠﻴﻼﹰ ﻣﻔﺼﻼﹰ ﳌﻌﺮﻓﺔ ﻣﺘﻄﻠﺒﺎﺗـﻪ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ‪ :‬ﺍﻟﻔﻨﻴﺔ ﻭﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ ﻭﻏﲑﻫﺎ‪.‬‬

‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺼﻄﻠﺢ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ‪:‬‬

‫ﺑﺎﺳﺘﻌﺮﺍﺽ ﺁﺭﺍﺀ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﺗﻌﺮﻳﻔﻬﻢ ﻟﻼﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﳒﺪ ﺃ‪‬ﻢ ﺃﺧﺬﻭﺍ ﰲ ﺫﻟﻚ ﺍﲡﺎﻫﲔ‪:‬‬
‫ﺍﻷﻭﻝ ‪ :‬ﻳﻌﺮﻑ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﺑﺄﻧﻪ " ﺍﺧﺘﻴﺎﺭ ﺃﻧﺴﺐ ﺍﻷﺷﺨﺎﺹ ﻟﻠﻤﻬﻨﺔ ﺃﻭ ﺍﻟﻮﻇﻴﻔـﺔ ﻭﻫـﻢ‬
‫)ﺍﻟﺪﺍﻫﺮﻱ‪٢٠٠٥:‬ﻡ‪ ،‬ﺩﻭﻳﺪﺍﺭ‪٢٠٠٠ :‬ﻡ‪ ،‬ﺭﺍﺟﺢ‪١٩٥٦ :‬ﻡ( ‪.‬‬
‫ﻭﺗﺸﲑ ﻫﺬﻩ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﻋﻠﻰ ﺍﳍﺪﻑ ﺍﻟﺒﻌﻴﺪ ﻟﻠﺘﻮﺟﻴﻪ ﺍﳌﻬﲏ ﻭﻫﻮ ﻭﺿﻊ ﺍﻟﻔﺮﺩ ﺍﳌﻨﺎﺳﺐ ﰲ ﺍﳌﻜﺎﻥ‬
‫ﺍﳌﻨﺎﺳﺐ‪.‬‬
‫ﺍﻟﺜﺎﱐ‪ :‬ﻭﻫﻮ ﻣﺎ ﺟـﺎﺀ ﰲ ﺗﻌﺮﻳﻒ ﻟﻄﻔﻲ )‪ (٧٢ ،١٩٩٣‬ﺑﺄﻥ ﺍﻻﺧﺘﻴـﺎﺭ ﺍﳌﻬـﲏ ﻳﺸﲑ ﺇﱃ "‬
‫ﺗﻔﻀﻴﻞ ﺍﻟﻔﺮﺩ ﻟﻨﻤﻂ ﻣﻌﲔ ﻣﻦ ﺍﻷﻋﻤﺎﻝ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺮﺿﺎ ﻋﻦ ﺍﻟﻌﻤﻞ"‪.‬‬
‫ﻭﻛﻤﺎ ﺃﺷﺎﺭ ﺇﱃ ﺫﻟﻚ ﺳﻮﺑﺮ )‪١٩٨٢‬ﻡ( ﰲ ﻧﻈﺮﻳﺘﻪ ﰲ ﺍﻻﺧﺘﻴـﺎﺭ ﺍﳌﻬـﲏ ﺃﻭ ﻣﺼـﻄﻠﺢ‬
‫ﺍﻟﻨﻤﻮ ﺍﳌﻬﲏ ﻭﺍﻟـﺬﻱ ﺍﺳﺘﺨﺪﻣـﻪ ﰲ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻟﻴﺸﺘﻤﻞ ﻋﻠـﻰ ﻣﺼـﻄﻠﺤﻲ ﺍﻟﺘﻔﻀـﻴﻞ‬
‫ﻭﺍﻻﺧﺘﻴـﺎﺭ ﺍﳌﻬـﲏ )ﺍﳌﺸﻌﺎﻥ‪.(٥٣:١٩٩٣ ،‬‬
‫ﻭﻫﻨﺎ ﻳﻜﻮﻥ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻳﻌﲏ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪ ،‬ﻭﻳﺮﻯ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺫﻟﻚ ﺃﻥ ﻣﺼﻄﻠﺤﻲ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﻭﺍﻻﺧﺘﻴﺎﺭ ﳍﻤﺎ ﻧﻔﺲ ﺍﳌﻌﲎ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫ﻣﻔﻬﻮﻡ ﺍﳌﻴﻞ ﺍﳌﻬﲏ‪:‬‬

‫ﻋﺮ‪‬ﻑ ﻃﻪ ﻭﺁﺧﺮﻭﻥ ) ﺩ‪.‬ﺕ‪ (٤٥٠،‬ﺍﳌﻴﻮﻝ ﺍﳌﻬﻨﻴﺔ ﻋﻠﻰ ﺃ‪‬ﺎ " ﻣﻴﻞ ﺍﻟﻔـﺮﺩ ﺇﱃ ﻣﻬﻨـﺔ ﺃﻭ‬
‫ﻋﻤﻞ ﻣﻌﲔ ﲝﻴﺚ ﻳﻔﻀﻞ ﺍﻟﻌﻤﻞ ﻓﻴﻪ ﻋﻦ ﻏﲑﻩ ﺣﱴ ﻟﻮ ﻛﺎﻥ ﻣﺮﺩﻭﺩﺓ ﺃﻗﻞ ﻷﻧﻪ ﳚﺪ ﻓﻴﻪ ﻣﺘﻌـﺔ‬
‫ﻧﻔﺴﻴﺔ ﻧﺘﻴﺠﺔ ﺣﺒﻪ ﻟﻪ"‪ .‬ﻭﻳﻌﲏ ﻫﺬﺍ ﺍﻟﺘﻌﺮﻳﻒ ﺃﻥ ﺍﳌﻴﻮﻝ ﺗﺸﲑ ﺇﱃ ﻧﻄـﺎﻕ ﻣـﻦ ﺍﻟﺘﻔﻀـﻴﻼﺕ‬
‫ﺍﳌﻬﻨﻴﺔ‪ ،‬ﻭﲣﺘﻠﻒ ﻋﻦ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﲤﻜﻦ ﺍﻟﻔﺮﺩ ﻣـﻦ ﺃﺩﺍﺀ ﻣﺴـﺘﻮﻯ ﻣﻌـﲔ ﻣـﻦ‬
‫ﻣﺴﺘﻮﻳﺎﺕ ﺍﳌﻬﺎﺭﺓ ﺃﻭ ﺍﻹﳒﺎﺯ‪ ،‬ﻭﻫﻲ ﻟﻴﺴﺖ ﺛﺎﺑﺘﺔ ﻭﺗﺘﺄﺛﺮ ﺑﺎﻟﺘﻌﻠﻢ ﻭﺍﳋﱪﺓ‪ ،‬ﺑﻴﻨﻤﺎ ﺍﳌﻴﻮﻝ ﺗﺼﻞ ﺇﱃ‬
‫ﺩﺭﺟﺔ ﻣﻦ ﺍﻟﺜﺒﺎﺕ ﻭﺗﺘﺄﺛﺮ ﺑﺎﻟﺘﻌﻠﻢ ﻭﺍﳋﱪﺓ‪ ،‬ﻭﺧﺎﺻﺔ ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﺸﺒﺎﺏ ﻓﻘﺪ ﺃﻭﺿﺤﺖ ﺩﺭﺍﺳـﺔ‬
‫ﻟﺴﺘﺮﻭﻧﻎ ﻭﻛﺎﻣﺒﻞ ﺃﻧﻪ ﰲ ﺇﻃﺎﺭﺍﺕ ﺍﻷﻗﺴﺎﻡ ﺍﻟﻌﺮﻳﻘﺔ ﻟﻠﻤﻬﻦ ﻣﺜﻞ ﺍﻟﻄﺐ ﻭﺍﳍﻨﺪﺳﺔ ﻭﺍﻷﻋﻤـﺎﻝ‬
‫ﺍﻟﺘﺠﺎﺭﻳﺔ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺍﺳﺘﻘﺮﺍﺭ ﻧﺴﱯ ﻟﻠﻤﻴﻮﻝ ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﻭﻻ ﻳﱰﻉ ﻣﻌﻈﻢ ﺍﻷﻓﺮﺍﺩ ﺇﱃ‬
‫ﺗﻐﻴﲑ ﻣﻬﻨﻬﻢ ﺑﻘﻴﺔ ﺣﻴﺎ‪‬ﻢ) ﻋﻼﻡ‪٢٠٠٠،‬ﻡ‪ .(٤٧٢:‬ﻭﻳﺘﻔﻖ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﺴﺎﺑﻖ ﻣـﻊ ﺗﻌــﺮﻳﻒ‬
‫ﺇﻟﻴﺎﺱ )‪١٤١٤‬ﻫـ‪ (٩٨ ،‬ﻟﻠﻤﻴﻮﻝ ﺍﳌﻬﻨﻴﺔ ﺑﺄ‪‬ﺎ" ﳎﻤﻮﻉ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻘﺒﻮﻝ ﻟﻌﻴﻨﺔ ﻣﻦ ﺃﺳﺎﻟﻴﺐ‬
‫ﺍﻟﻨﺸﺎﻁ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﲟﻬﻨﺔ ﺃﻭ ﻋﻤﻞ ﻣﺎ"‪.‬‬
‫ﻭﻛﺬﻟﻚ ﻳﺘﻔﻖ ﻣﻊ ﺗﻌﺮﻳﻒ ﺻﺎﱀ )‪ (٢٤٩ ،١٩٧٢‬ﺍﻟـﺬﻱ ﻋﺮﻑ ﺍﳌﻴــﻮﻝ ﺍﳌﻬﻨﻴـﺔ‬
‫ﺑﺄﻧـﻬﺎ " ﺍﺳﺘﺠﺎﺑﺔ ﻗﺒﻮﻝ ﺃﻭ ﳎﻤﻮﻉ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻘﺒﻮﻝ ﺇﺯﺍﺀ ﳎﻤﻮﻋﺔ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻨﺸﺎﻁ ﺍﻟﱵ‬
‫ﺗﺘﻌﻠﻖ ﺃﺳﺎﺳﺎﹰ ﲟﻬﻨﺔ ﺃﻭ ﻋﻤﻞ ﺗﻜﻮﻥ ﻣﺼﺪﺭ ﺭﺯﻕ ﺍﻟﻔﺮﺩ ﰲ ﺍﳊﻴﺎﺓ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﺗﻌﺘﱪ ﺟﺰﺀﺍﹰ ﺃﺳﺎﺳﻴﺎﹰ‬
‫ﻣﻦ ﺣﻴﺎﺗﻪ"‪.‬‬

‫ﺃﳘﻴﺔ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪:‬‬

‫ﻳﺮﻯ ﺍﳌﺸﻌﺎﻥ )‪٢٠٠٨‬ﻡ‪ (٧٩ ،‬ﺃﻧﺔ ﻻ ﻳﺰﺍﻝ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﻏﲑﻫﺎ ﰲ‬
‫ﺍﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ ﺻﻨﺎﻋﻴﺎﹰ ﻋﺎﻣﺔ ﻭﺍﻟﻨﺎﻣﻴﺔ ﺧﺎﺻﺔ ﻳﻬﻤﻞ ﰲ ﺑﺮﳎﺘﻪ ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻓﻼ ﻳﺘﺒـﻊ‬
‫ﰲ ﺫﻟﻚ ﻃﺮﻗﺎﹰ ﻋﻠﻤﻴﺔ ﻗﺪ ﺃﺛﺒﺘﺖ ﺍﳋﱪﺓ ﻭﺍﻟﺘﺠﺮﺑﺔ ﺻﺤﺘﻬﺎ ﻭﻓﺎﻋﻠﻴﺘﻬﺎ ﰲ ﻛﺜﲑ ﻣـﻦ ﺍ‪‬ـﺎﻻﺕ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﻭﻋﻠﻰ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭﻻ ﺗﺰﺍﻝ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ ﻣﻌﻈﻢ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ ‪‬ﺘﻢ‬
‫ﺑﺘﺤﺴﻦ ﺍﻟﻌﺎﻣﻞ ﺍﻹﻧﺴﺎﱐ ﺍﻟﺬﻱ ﺗﺴﻨﺪ ﺇﻟﻴﻪ ﻣﺴﺆﻭﻟﻴﺔ ﺇﺩﺍﺭﺓ‪ .‬ﻓﺎﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻳﻈﻞ ﻫﺎﻣﹰﺎ ﺟﺪﺍﹰ ﰲ‬
‫ﲨﻴﻊ ﺍﳌﻨﻈﻤﺎﺕ‪ ،‬ﻭﻻ ﺗﻘﺘﺼﺮ ﺃﳘﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻓﻘﻂ ﻋﻠﻰ ﺳﻌﺎﺩﺓ ﻭﺭﺿﺎ ﺍﻟﻌﻤﺎﻝ‪ ،‬ﺑﻞ ﻋﻠﻰ‬
‫ﻣﺎ ﺗﻜﺘﺴﺒﻪ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺫﺍ‪‬ﺎ ﻣﻦ ﻓﻮﺍﺋﺪ ﻛﺰﻳﺎﺩﺓ ﰲ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﻭﲢﺴـﲔ ﺑﺎﻟﻌﻼﻗـﺎﺕ‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ‪.‬‬
‫ﻭﻳﺮﻯ ﺍﳌﺸﻌﺎﻥ )‪١٩٩٣‬ﻡ‪ (٣٥،‬ﺃﻥ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻔﺮﺩ ﻟﻠﻌﻤﻞ ﺍﳌﻨﺎﺳﺐ ﳚﻌـﻠﻪ ﻗﺎﺩﺭﹰﺍ ﻋﻠـﻰ‬
‫ﺍﻟﺘﻔﻮﻕ‪ ،‬ﻭﺍﻟﺘﺮﻗﻲ ﻓﻴﻪ‪ ،‬ﻭﳚﻌﻠﻪ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺍﻟﻮﻗﻮﻑ ﰲ ﻭﺟﻪ ﺍﳌﻨﺎﻓﺲ ﳌﻬﻨﺘﻪ‪،‬ﻛﻤﺎ ﻳﺴﺎﻋﺪﻩ ﻋﻠﻰ‬
‫ﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ ﰲ ﳎﺎﻝ ﻋﻤﻠﻪ ﻭﻋﺪﻡ ﺍﻻﻧﻘﻄﺎﻉ ﻋﻨﻪ ﻭﺍﻻﻟﺘﺤﺎﻕ ﰲ ﻣﻬﻨﻪ ﺃﺧﺮﻯ‪ ،‬ﻭﺍﻟﺒﺪﺀ ﰲ ﺃﻭﻝ‬
‫ﺍﻟﺴﻠﻢ ﻣﻦ ﺟﺪﻳﺪ‪ ،‬ﻭﻛﺬﻟﻚ ﻣﻼﺋﻤﺔ ﺍﻟﻌﻤﻞ ﻟﻠﻔﺮﺩ ﳚﺰﻳﻪ ﻛﺴﺒﺎﹰ ﺃﻭﻓﺮ ﻭﺃﺟﺮﺍﹰ ﺃﻋﻠﻰ ﻭﻓﻀﻼﹰ ﻋـﻦ‬
‫ﺫﻟﻚ ﻓﺈﻥ ﻫﻨﺎﻙ ﺧﲑ ﺃﺟﺪﻯ ﻭﻫﻮ ﺍﻟﺮﺍﺣﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﱵ ﻳﻠﻘﺎﻫﺎ ﺍﻟﻔﺮﺩ ﰲ ﺃﺩﺍﺋﻪ ﻋﻤـﻼﹰ ﻳﺴﺘﻤﺘﻊ‬
‫ﺑﻪ‪ ،‬ﻭﻛﺬﻟﻚ ﻋﻨﺪ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻔﺮﺩ ﻟﻠﻤﻬﻨﺔ ﺍﻟﱵ ﺗﺘﻴﺢ ﻟﻪ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻌﻴﺶ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﻟـﺬﻱ ﻳﺮﻳـﺪ‬
‫ﻭﻣﻊ ﻃﺒﻘﺔ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﻳﺮﺗﺎﺡ ﺇﻟﻴﻬﻢ‪.‬‬
 ‫ﺃﺳﺲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻔﺮﺩ ﳌﻬﻨﺘﻪ‪:‬‬
‫ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﳌﺒﺎﺩﺉ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﻣﻬﻨﺔ‪ ،‬ﻛﻤـﺎ ﺗﺴـﺎﻋﺪ ﺍﻷﺧﺼـﺎﺋﻲ‬
‫ﺍﻟﻨﻔﺴﻲ ﻋﻠﻰ ﺇﺭﺷﺎﺩ ﺍﻟﻨﺎﺱ ﺇﱃ ﲣﲑ ﺍﳌﻬﻦ ﺍﻟﱵ ﳛﺘﻤﻞ ﺃﻥ ﳛﺮﺯﻭﺍ ﻓﻴﻬـﺎ ﺃﻛـﱪ ﻗـﺪﺭ ﻣـﻦ‬
‫ﺍﻟﻨﺠـﺎﺡ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺉ ﺃﻧﻪ ﻣﻦ ﺍﳋﻄﺄ ﺍﻻﻋﺘﻘﺎﺩ ﺃﻥ ﺍﻟﻔﺮﺩ ﺍﳌﻌﲔ ﻻ ﻳﺼـﻠﺢ ﺇﻻ ﳌﻬﻨـﺔ‬
‫ﻣﻌﻴﻨﺔ‪ ،‬ﺃﻧﻪ ﻏﲑ ﻗﺎﺑﻞ ﻟﻠﺘﻐﻴﲑ‪.‬ﻛﺬﻟﻚ ﻣﻦ ﺍﳋﻄﺄ ﺍﻻﻋﺘﻘﺎﺩ ﺑﺄﻥ ﻟﻜـﻞ ﻣﻬﻨـﺔ ﻣﻄﺎﻟـﺐ ﺛﺎﺑﺘـﺔ‬
‫ﻭﺟﺎﻣـﺪﺓ‪ ،‬ﻓﺎﻹﻧﺴﺎﻥ ﻟﺪﻳﻪ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻜﻴﻒ ﻭﺍﻟﺘﻮﺍﻓﻖ ﻋﻨﺪﻣﺎ ﻳﺪﺧﻞ ﺍﻟﻔﺮﺩ ﻣﻬﻨﺔ ﻣﻌﻴﻨﺔ ﻓﺈﻥ‬
‫ﻋﻠﻴﻪ ﺃﻥ ﻳﻜﻴﻒ ﻧﻔﺴﻪ ﳍﺎ‪ ،‬ﻭﻟﻜﻨﻪ ﰲ ﻧﻔﺲ ﺍ ﻟﻮﻗﺖ ﳛﺪﺙ ﺑﻌﺾ ﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﻟﺒﺴﻴﻄﺔ ﰲ ﻫﺬﻩ‬
‫ﺍﳌﻬﻨﺔ ﻓﻨﺤﻦ ﻟﺴﻨﺎ ﻣﻬﻴﺌﲔ ﺑﺎﻟﻄﺒﻴﻌﺔ ﳌﻬﻨﺔ ﻭﺍﺣﺪﺓ ﺑﻌﻴﻨﻬﺎ ﺩﻭﻥ ﻏﲑﻫﺎ‪ ،‬ﻓﺎﻟﻔﺮﺩ ﻳﺼﻠﺢ ﻷﻛﺜﺮ ﻣﻦ‬
‫ﻣﻬﻨﺔ‪ ،‬ﻭﻟﻜﻨﻪ ﳜﺘﺎﺭ ﺃﻛﺜﺮ ﺍﳌﻬﻦ ﺟﻠﺒﺎﹰ ﻟﻠﺸﻌﻮﺭ ﺑﺎﻟﺮﺿﺎ ﻭﺍﻟﺴﻌﺎﺩﺓ‪ ،‬ﻭﺃﻗﻠﻬﺎ ﰲ ﻃﻠﺐ ﺗﻜﻴﻔﻪ ﳍـﺎ‪.‬‬
‫ﺃﻱ ﺍﻟﱵ ﺗﻨﺎﺳﺒﻪ ﻭﻻ ﺗﺘﻄﻠﺐ ﻛﺜﲑﺍﹰ ﻣﻦ ﺍﻟﺘﻌﺪﻳﻼﺕ ﺃﻭ ﺇﻋﺎﺩﺓ ﺗﻜﻴﻔﻪ ﺣﱴ ﻳﻘﻮﻡ ‪‬ـﺎ ﺑﻄﺮﻳﻘـﺔ‬
‫ﻃﺒﻴﻌﻴﺔ‪ ،‬ﻭﺩﻭﻥ ﺑﺬﻝ ﻛﺜﲑ ﻣﻦ ﺍﳉﻬﺪ ﻭﺍﻟﺘﻌﺐ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻋﻤﻠﻴﺔ‬
‫ﻣﺴﺘﻤﺮﺓ ﻭﻣﺘﺼﻠﺔ‪ ،‬ﲟﻌﲎ ﺃﻥ ﺗﺘﺎﺡ ﻟﻠﻔﺮﺩ ﺣﺮﻳﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﻘﺮﻳﺮ ﰲ ﻣﺼﲑﻩ ﰲ ﻛﻞ ﻣﺮﺣﻠﺔ ﻣﻦ‬
‫ﻣﺮﺍﺣﻞ ﻋﻤﺮﻩ‪ ،‬ﻭﻋﻠﻰ ﺫﻟﻚ ﻓﻴﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺗﻮﺟﻴﻪ ﻣﻬﲏ ﰲ ﺍﳌﺪﺭﺳﺔ ﰒ ﺍﳉﺎﻣﻌﺔ ﰒ ﺑﻌﺪ‬
‫ﺍﻟﺘﺨﺮﺝ ﻣﻦ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻷﻥ ﺍﻟﻔﺮﺩ ﻳﺘﻐﲑ ﻭﺍ‪‬ﺘﻤﻊ ﻣﻦ ﺣﻮﻟﻪ ﻳﺘﻐﲑ ﻭﺍﳌﻬﻦ ﻭﺍﻷﻋﻤﺎﻝ ﺗﺘﻐﲑ‪ ،‬ﻧﺮﻯ‬
‫ﻣﻬﻨﺎﹰ ﺗﺴﻮﺩ ﻓﺘﺮﺓ ﰒ ﺗﺼﺒﺢ ﺑﻌﺪ ﺫﻟﻚ ﻋﺪﳝﺔ ﺍﻷﳘﻴﺔ ﰲ ﻓﺘﺮﺓ ﺃﺧﺮﻯ ﻭﺃﻳﻀﺎﹰ ﺗﺴـﺘﺤﺪﺙ ﻣﻬـﻦ‬
‫ﻭﺗﺘﻄﻠﺐ ﻣﻬﺎﺭﺍﺕ ﺟﺪﻳﺪﺓ ﱂ ﻳﻜﻦ ﻳﺘﻘﻨﻬﺎ ﺍﻟﻔﺮﺩ ﻣﻦ ﻗﺒﻞ )ﺍﳌﺸﻌﺎﻥ‪١٩٩٣ ،‬ﻡ ‪.(٥٠:‬‬

‫ﻓﻮﺍﺋﺪ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪:‬‬

‫ﺇﻥ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻫﻮ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻌﺰﻡ ﻋﻠﻰ ﺍﻻﻟﺘﺤﺎﻕ ﲟﻬﻨﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﺮﺍﺭ‬
‫ﻳﺘﺨﺬﻩ ﺍﻟﻔﺮﺩ ﻣﺮﺓ ﺃﺧﺮﻯ ﻭﺭﲟﺎ ﻋﺪﺓ ﻣﺮﺍﺕ ﺧﻼﻝ ﺣﻴﺎﺗﻪ ﺍﳌﻬﻨﻴﺔ ﻭﻛﻤﺎ ﻳـﺮﻯ ﺟـﻴﱰ ﺑـﺮﺝ‬
‫‪ Ginzbirg‬ﻫﻮ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﻻ ﳝﻜﻦ ﲡﻨﺒﻬﺎ ﻭﺗﻨﺘﻬﻲ ﰲ ﻛﻞ ﻣﺮﺓ ﻭﲝﻞ ﻭﺳـﻂ‪ .‬ﺇﻥ‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﻔﺮﺩ ﻟﻠﻤﻬﻨﺔ ﻭﻓﻖ ﻗﺪﺭﺍﺗﻪ ﻭﻣﻴﻮﻟﻪ ﻭﺭﻏﺒﺎﺗﻪ ﻭﻭﻓﻖ ﺍﺧﺘﻴﺎﺭﺍﺕ ﺃﻋﺪﺕ ﺗﻜﺸﻒ ﻋﻦ ﻫﺬﻩ‬
‫ﺍﻟﻘﺪﺭﺍﺕ ﺳﻴﺆﺩﻱ ﺇﱃ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﳌﻬﻦ ﺍﻟﱵ ﳚﺘﺎﺯﻫﺎ ﳑﺎ ﻳﺆﺩﻱ ﺇﱃ ﲢﻘﻴﻖ ﺍﻟﺴﻌﺎﺩﺓ ﻟﻪ‪ ،‬ﻭﻗﺒـﻞ‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﳌﻬﻨﺔ ﻫﻨﺎﻙ ﻋﺪﺓ ﻋﻮﺍﻣﻞ ﳚﺐ ﻣﻼﺣﻈﺘﻬﺎ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﻟﻮﻇﻴﻔﺔ ﻭﻫﻲ‪:‬‬
 ‫ﺃ ـ ﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ‪:‬‬
‫ﺣﻴﺚ ﳜﺘﻠﻒ ﺍﻷﻓﺮﺍﺩ ﰲ ﲢﺪﻳﺪ ﺃﻫﺪﺍﻑ ﺣﻴﺎ‪‬ﻢ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﺗﺮﺗﺒﻂ ﻫﺬﻩ ﺍﻷﻫـﺪﺍﻑ ﰲ‬
‫ﺍﺧﺘﻴﺎﺭ ﻣﻬﻨﺔ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻓﻤﻨﻬﻢ ﻣﻦ ﻳﺮﻏﺐ ﰲ ﺃﻥ ﻳﺘﺒﻮﺃ ﻣﺮﻛﺰﺍﹰ ﺍﺟﺘﻤﺎﻋﻴﺎﹰ ﻣﺮﻣﻮﻗـﺎﹰ‪ ،‬ﻭﺁﺧـﺮﻭﻥ‬
‫ﻳﺮﻏﺒﻮﻥ ﰲ ﺩﺧﻞ ﻣﺎﺩﻱ ﻓﺎﻟﻜﻞ ﻳﺴﻌﻰ ﺇﱃ ﺍﺧﺘﻴﺎﺭ ﻣﻬﻨﺔ ﲢﻘﻖ ﻟﻪ ﻣﺎ ﻳﺮﻳﺪ‪.‬‬
‫ﺏ ـ ﻣﻌﺮﻓﺔ ﺍﻟﺬﺍﺕ‪:‬‬
‫ﺣﻴﺚ ﺗﻌﻤﻞ ﻣﻌﺮﻓﺔ ﺍﻟﺬﺍﺕ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﺍﻟﺪﻗﺔ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻔﺮﺩ ﳌﻬﻨﺘﻪ‪ ،‬ﻭﺗﻌـﺮﻑ ﻣﻌﺮﻓـﺔ‬
‫ﺍﻟﺬﺍﺕ ﺑﺄ‪‬ﺎ ﻗﺪﺭﺓ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﲤﺎﻳﺰﺍﺕ ﺑﲔ ﺍﻟﺒﻴﺌﺎﺕ ﺍﳌﻬﻨﻴﺔ ﺍﶈﺘﻤﻠﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺧﺼﺎﺋﺼـﻪ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻭﻣﻘﺪﺍﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺪﺭﻛﻬﺎ ﻋﻦ ﻧﻔﺴﻪ‪ ،‬ﻭﺗﺆﺩﻱ ﻣﺒﺎﻟﻐﺔ ﺍﻟﻔﺮﺩ ﺇﱃ ﺗﻘﻴﻴﻢ ﻧﻔﺴـﻪ‬
‫ﺇﱃ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﻴﺌﺔ ﺍﳌﻬﻨﻴﺔ ﺍﻟﱵ ﻫﻲ ﻓﻮﻕ ﻗﺪﺭﺍﺗﻪ‪ ،‬ﻛﻤﺎ ﻳﺆﺩﻱ ﺍﻟﺘﻘﻴﻴﻢ ﺍﳌﺘﺪﱐ ﻟﻠﻘﺪﺭﺍﺕ ﺍﻟﺬﺍﺗﻴﺔ ﺇﱃ‬
‫ﺍﻻﺧﺘﻴﺎﺭ ﺍﳋﺎﻃﺊ ﻭﻳﻜﻮﻥ ﺩﻭﻥ ﻗﺪﺭﺍﺕ ﺍﻟﻔﺮﺩ‪.‬‬
‫ﺝ ـ ﺍﳌﻴـﻮﻝ‪:‬‬
‫ﻳﺘﻄﻠﺐ ﺍﻟﺘﻮﺟﻴﻪ ﺍﳌﻬﲏ ﺍﻟﺘﻌﺮﻑ ﺍﻟﺪﻗﻴﻖ ﻋﻠﻰ ﻣﻴﻮﻝ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﻗﺪﺭﺍﺗﻪ ﻭﻣﺴﺘﻮﻯ ﺫﻛـﺎﺋﻪ‪،‬‬
‫ﻓﻔﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﱵ ﺗﺆﻫﻠﻪ ﻟﻠﻨﺠﺎﺡ ﰲ ﻣﻬﻨﺔ ﻣﻌﻴﻨﺔ‪،‬‬
‫ﻏﲑ ﺃﻧﻪ ﻻ ﳝﺘﻠﻚ ﺍﳌﻴﻮﻝ ﺍﻟﱵ ﺗﺸﺪﻩ ﺇﻟﻴﻬﺎ‪.‬‬
‫ﺩ ـ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﻌﺎﻣﺔ‪:‬‬
‫ﺣﻴﺚ ﻳﻜﻮﻥ ﳌﺴﺘﻮﻯ ﺍﻟﺬﻛﺎﺀ ﺍﻟﻌﺎﻡ ﻟﻠﻔﺮﺩ ﻭﺍﻟﻘﺪﺭﺓ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟـﺪﻭﺭ ﺍﻟﻜـﺒﲑ ﰲ ﺍﻻﺧﺘﻴــﺎﺭ‬
‫ﺍﳌﻬـﲏ‪ ،‬ﻭﻻ ﳝﻜﻦ ﺃﻥ ﺗﺘﺴﺎﻭﻯ ﺃﻱ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﰲ ﻫﺬﻩ ﺍﻟﻘﺪﺭﺍﺕ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﲣﺘﻠـﻒ‬
‫ﻓﺮﺹ ﺍﻟﻨﺠﺎﺡ ﺃﻣﺎﻣﻬﻢ‪.‬‬
‫ﻫـ ـ ﺍﻟﻘﺪﺭﺍﺕ ﺍﳋﺎﺻﺔ‪:‬‬
‫ﲣﺘﻠﻒ ﺍﳌﻬﻨﺔ ﻣﻦ ﺣﻴﺚ ﻣﺎ ﺗﺘﻄﻠﺐ ﻣﻦ ﻗﺪﺭﺍﺕ ﺧﺎﺻﺔ‪ ،‬ﻓﻬﻨﺎﻙ ﻣﻬﻨﺔ ﲢﺘﺎﺝ ﺇﱃ ﻗـﺪﺭﺍﺕ‬
‫ﻓﻨﻴﺔ ﺫﺍﺕ ﻣﺴﺘﻮﻯ ﻋﺎﻝ‪ ،‬ﻭﺃﺧﺮﻯ ﲢﺘﺎﺝ ﺇﱃ ﻣﻬﺎﺭﺓ ﻭﺩﻗﺔ ﻳﺪﻭﻳﺔ‪ ،‬ﻭﻳﺘﻤﺘـﻊ ﺑﻌـﺾ ﺍﻷﻓـﺮﺍﺩ‬
‫ﺑﻘﺪﺭﺍﺕ ﻭﺇﻣﻜﺎﻧﺎﺕ ﲤﻜﻨﻬﻢ ﻣﻦ ﺍﻟﻨﺠﺎﺡ ﰲ ﻋﻤﻞ ﻣﻌﲔ ﻭﻻ ﺗﻜﻮﻥ ﻋـﺎﻣﻼﹰ ﰲ ﳒـﺎﺣﻬﻢ ﰲ‬
‫ﻏﲑﻩ‪.‬‬
 ‫ﻭ ـ ﺍﻟﺸﺨﺼﻴﺔ ‪:‬‬
‫ﺗﻌﺮﻑ ﺍﻟﺸﺨﺼﻴﺔ ﺑﺄ‪‬ﺎ " ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﻔﺮﻳﺪ ﻻﺳﺘﻌﺪﺍﺩ ﺍﻟﺸـﺨﺺ ﻟﻠﺴـﻠﻮﻙ ﰲ ﺍﳌﻮﺍﻗـﻒ‬
‫ﺍﳌﺨﺘﻠﻔﺔ"‪ ،‬ﻭﺍﻟﺸﺨﺼﻴﺔ ‪‬ﺬﺍ ﺍﳌﻌﲎ ﻟﻴﺴﺖ ﺷﻴﺌﺎﹰ ﳝﻠﻜﻪ ﺍﻟﺒﻌﺾ ﻭﻻ ﳝﻠﻜﻪ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ"‪.‬‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻮﺟﻴﻪ ﺍﳌﻬﲏ ﺗﺘﻀﻤﻦ ﻋﺪﺓ ﻋﻤﻠﻴﺎﺕ ﻣﻨﻬﺎ ﺇﻋﺪﺍﺩ ﺍﻟﻔﺮﺩ ﻟﻠﻤﻬﻨـﺔ ﺍﻟـﱵ ﳚﺘﺎﺯﻫـﺎ‬
‫ﻭﺗﺄﻫﻴﻠﻪ ﳍﺎ ﻭﺍﻟﺘﺤﺎﻗﻪ ‪‬ﺎ ﻭﻣﺴﺎﻋﺪﺗﻪ ﻋﻠﻰ ﺍﻟﺘﺮﻗﻲ ‪‬ﺎ‪ ،‬ﻭﻣﻦ ﺃﻫﻢ ﺧﺪﻣﺎﺕ ﺍﻹﺭﺷﺎﺩ ﺍﳌﻬﲏ ﺑﻌـﺪ‬
‫ﻣﺴﺎﻋﺪﺓ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﻧﻔﺴﻪ ﻫﻲ ﺍﳌﻮﺍﺀﻣﺔ ﻣﺎ ﺑﲔ ﺍﻟﻌﻤﻞ ﻭﺍﻟﻌﺎﻣﻞ ﺃﻱ ﻣﺎ ﺑﲔ ﺍﻟﺸـﺨﺺ‬
‫ﻭﺍﳌﻬﻨﺔ‪ ،‬ﻭﻣﻦ ﺃﻫﻢ ﺧﺪﻣﺎﺕ ﺍﻟﺘﻮﺟﻴﻪ ﺍﳌﻬﲏ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ .١‬ﺍﻟﺘﺮﺑﻴﺔ ﺍﳌﻬﻨﻴﺔ‪.‬‬
‫‪ .٢‬ﲢﻠﻴﻞ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ .٣‬ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ‪.‬‬
‫‪ .٤‬ﺍﻛﺘﺸﺎﻑ ﻋﺎﻣﻞ ﺍﻟﻌﻤﻞ )ﺍﻟﺰﻫﺮﺍﱐ‪٢٠٠٥ ،‬ﻡ‪.(٦٢_٦١:‬‬

‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪:‬‬

‫ﺇﻥ ﻗﺮﺍﺭ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻬﻨﺔ ﻫﻮ ﻣﻦ ﺃﻫﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﻳﺘﺨﺬﻫﺎ ﺍﻹﻧﺴﺎﻥ ﰲ ﺣﻴﺎﺗﻪ‪ ،‬ﻭﻫﻲ ﻗﻀﻴﺔ‬
‫ﻓﺮﺩﻳﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺗﻌﺘﱪ ﻓﺮﺩﻳﺔ ﻷﻥ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻔﺮﺩ ﳌﻬﻨﺔ ﻣﺎ ﳛﺪﺩ ﺃﻣﻮﺭﺍﹰ ﺃﺳﺎﺳﻴﺔ ﰲ ﺣﻴﺎﺗﻪ ﻣﻨﻬﺎ‬
‫ﺳﻬﻮﻟﺔ ﺃﻭ ﺻﻌﻮﺑﺔ ﺣﺼﻮﻟﻪ ﻋﻠﻰ ﻋﻤﻞ ﻣﻌﲔ‪ ،‬ﻭ ﺃﺳﺘﻤﺮﺍﺭﻳﺘﻪ ﰲ ﻫـﺬﺍ ﺍﻟﻌﻤﻞ ﺃﻭ ﺍﻟﺘﻮﻗﻒ ﻋﻨﻪ‪،‬‬
‫ﳒﺎﺣﻪ ﺃﻭ ﻓﺸﻠﻪ ﻓﻴﻪ‪ ،‬ﺍﳌﺮﺩﻭﺩ ﺍﳌﺎﺩﻱ ﻭﺍﳌﻨﺎﺳﺐ‪ ،‬ﺍﻟﺒﻴﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﺃﻣﺎ ﻛﻮﻧﻪ ﻗﻀﻴﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻓﻸﻧﻪ ﻳﺆﺛﺮ ﰲ ﺗﻮﺯﻳﻊ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﺍ‪‬ﺘﻤﻊ ﻭﳛﺪﺩ ﺣﺎﺟﺎﺗﻪ‬
‫ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﳐﺘﻠﻒ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﻭﻋﻨﺪ ﺍﺧﺘﻴﺎﺭ ﻣﻬﻨﺔ ﻣﻌﻴﻨﺔ ﳚﺐ ﺍﻷﺧﺬ ﺑﻌﺪﻩ ﻋﻨﺎﺻـﺮ ﻣﻨـﻬﺎ‬
‫ﺍﳌﻴﻮﻝ ﻭﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ )ﺍﻟﺪﺍﻫﺮﻱ‪٢٠٠٥ ،‬ﻡ‪.(٥٧:‬‬
‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺳﻮﻑ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﻌﺮﺽ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪:‬‬
‫‪ -١‬ﺗﺄﺛﲑ ﺍﻷﻗﺮﺍﻥ ) ﺍﻷﺻﺪﻗﺎﺀ(‪:‬‬
‫ﺇﻥ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﰲ ﻫﺬﺍ ﺍﳌﻘﺎﻡ ﺗﺜﲑ ﻗﺪﺭﺍﹰ ﻣﻦ ﺍﳉﺪﻝ‪ ،‬ﺑﻌﺾ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻳﺆﻛـﺪ ﺃﻥ‬
‫ﻟﻸﻗﺮﺍﻥ ﻭﺍﻷﺻﺪﻗﺎﺀ ﺩﻭﺭﺍﹰ ﻭﺍﺿﺤﺎﹰ ﰲ ﺗﻮﺟﻴﻪ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﻻﺧﺘﻴﺎﺭ ﻣﻬﻨﺔ ﻭﺍﺣﺪﺓ ﻭﺫﻟﻚ ﻣﻦ‬
‫ﺑﺎﺏ ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻌﻠﻘﻲ ‪ behavior attachment‬ﻭﺑﻌﺾ ﺍﻟﺪﺭﺍﺳـﺎﺕ ﱂ‬
‫ﺗﺜﺒﺖ ﺻﺤﺔ ﻫﺬﺍ ﺍﻟﻔﺮﺽ ﻭﺃﺷﺎﺭﺕ ﺃﻥ ﺃﺛﺮ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻳﻔﻮﻕ ﺃﺛﺮ ﺍﻷﻗﺮﺍﻥ ﰲ ﺗﻮﺟﻴـﻪ ﻭﺍﺧﺘﻴـﺎﺭ‬
‫ﺍﻷﺑﻨﺎﺀ ﳌﻬﻦ ﳏﺪﺩﺓ )ﻳﺎﺳﲔ ﻭﺁﺧﺮﻭﻥ‪١٩٩٩ ،‬ﻡ‪.(٥٦ :‬‬
‫‪ -٢‬ﺗﺄﺛﲑ ﺍﻟﻮﺍﻟﺪﻳﻦ‪ :‬ﻳﺆﺛﺮ ﺍﻵﺑﺎﺀ ﻋﻠﻰ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻷﺑﻨﺎﺋﻬﻢ ﺑﻌﺪﺓ ﻃﺮﻕ‪:‬‬
‫ﺃ‪ -‬ﻣﻦ ﺧﻼﻝ ﻭﺭﺍﺛﺔ ﺍﳌﻬﻨﺔ ﺇﺫ ﻳﺮﻯ ﺍﻷﺑﻮﺍﻥ ﺑﺄﻧﻪ ﻣﻦ ﺍﻟﺴﻬﻞ ﺃﻥ ﺗﺴﺘﻤﺮ ﺍﻟﻌﺎﺋﻠﺔ ﰲ ﻣﻬﻨﺘـﻬﺎ‬
‫ﻟﺬﻟﻚ ﻳﺼﺮ ﺍﻵﺑﺎﺀ ﻋﻠﻰ ﺃﻥ ﻳﻮﺍﺻﻞ ﻛﻼﹰ ﻣﻦ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﺍﻟﻌﻤﻞ ﺍﻟﱵ ﺩﺃﺑﺖ ﻋﻠﻴﻪ‬
‫ﺍﻟﻌﺎﺋﻠﺔ‪ ،‬ﺣﻴﺚ ﺗﺸﲑ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺇﱃ ﺃﻥ ‪ %٩٥‬ﻣﻦ ﺃﺑﻨﺎﺀ ﺍﳌﺰﺍﺭﻋﲔ ﻳﻮﺍﺻﻠﻮﻥ ﻋﻤﻠـﻬﻢ‬
‫ﺍﻟﺰﺭﺍﻋﻲ‪.‬‬
‫ﺏ‪ -‬ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﺘﻌﻮﻳﺾ‪ :‬ﺍﻷﺏ ﺍﻟﺬﻱ ﻛﺎﻥ ﻳﻌﻤﻞ ﲟﻬﻨﺔ ﻣﻌﻴﻨﺔ ﻳﺮﻳﺪ ﺃﻥ ﳛﻘﻖ ﻫﺬﺍ ﺍﳊﻠﻢ ﻣﻦ‬
‫ﺧﻼﻝ ﺍﺑﻨﻪ ﻓﻤﻦ ﻛﺎﻥ ﳛﻠﻢ ﺑﺄﻥ ﻳﻜﻮﻥ ﻃﺒﻴﺒﺎﹰ ﻓﺈﻧﻪ ﳛﻘﻖ ﺫﻟﻚ ﺍﳊﻠﻢ ﻣﻦ ﺧﻼﻝ ﺃﺑﻨﺎﺋﻪ‪.‬‬
‫ﺕ‪ -‬ﻗﺪ ﻳﻜﻮﻥ ﺍﻵﺑﺎﺀ ﻗﺪﻭﺓ ﻷﺑﻨﺎﺋﻬﻢ‪ ،‬ﻭﻗﺪ ﻳﺘﺤﺪ ﺍﻷﺑﻨﺎﺀ ﻣﻊ ﺁﺑﺎﺋﻬﻢ ﺑﺎﺧﺘﻴﺎﺭﻫﻢ ﻭﻣﻦ ﻏـﲑ‬
‫ﻗﺼﺪ ﻧﻔﺲ ﺍﳌﻬﻨـﺔ‪ ،‬ﻭﺃﺣﻴﺎﻧﺎﹰ ﻳﻜﻮﻥ ﺍﻟﻌﻜﺲ ﺑﻨﺒﺬ ﺍﻷﺑﻨـﺎﺀ ﻣﻬﻨﺔ ﺃﺑﺎﺋﻬﻢ ﺃﻭ ﻣﻬﻨــﺔ‬
‫ﳜﺘﺎﺭﻫـﺎ ﺍﻵﺑـﺎﺀ ﻷﺑﻨﺎﺋﻬﻢ )ﺍﻟﺪﺍﻫﺮﻱ‪٢٠٠٥ ،‬ﻡ‪.(٥٨ :‬‬
‫‪ -٣‬ﺍﳍﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ‪:‬‬
‫ﺗﺆﺛﺮ ﺁﺭﺍﺀ ﺍﳍﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻋﻠﻰ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻭﻋﻠـﻰ‬
‫ﺍﲡﺎﻫﺎ‪‬ﻢ ﳓﻮ ﺍﳌﻬﻦ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍ‪‬ﺘﻤﻊ ﻭﰲ ﺍﺧﺘﻴﺎﺭﻫﻢ ﻟﺘﺨﺼﺺ ﻣﻌـﲔ ﺩﻭﻥ ﺁﺧـﺮ‪.‬ﻟﻘـﺪ‬
‫ﺃﻭﺿﺤﺖ ﺇﺣﺪﻯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﲤﺖ ﻋﻠﻰ ﻃﻠﺒﺔ ﺇﺣﺪﻯ ﺍﳉﺎﻣﻌﺎﺕ ﺃﻥ‪ %٣٩‬ﻣـﻦ ﺍﺧﺘﻴـﺎﺭ‬
‫ﺍﻟﻄﻠﺒﺔ ﻟﻠﻔﺮﻭﻉ ﺍﳌﺨﺘﻠﻔﺔ ﻗﺪ ﲤﺖ ﺑﺈﺭﺷﺎﺩ ﻣﻦ ﺍﳍﻴﺌﺔ‪ ،‬ﻭﻫﺬﻩ ﺃﻋﻠﻰ ﻧﺴﺒﺔ ﻟﻠﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﺍﲣـﺬﻫﺎ‬
‫ﺍﻟﻄﻼﺏ ﻣﻦ ﺍﺧﺘﻴﺎﺭﺍﺕ ﺃﺧﺮﻯ ﺃﺩﱐ ﻣﻨﻬﺎ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﺄﺛﲑﺍﺕ ﻛﻤﺎ ﺃﺷﺎﺭﺕ ﺩﺭﺍﺳﺎﺕ ﺃﺧﺮﻯ‬
‫ﺇﱃ ﺩﻭﺭ ﺍﳌﺪﺭﺳﲔ ﰲ ﺍﺧﺘﻴﺎﺭﺍﺕ ﺗﻼﻣﻴﺬﻫﻢ ﺧﻼﻝ ﺍﳌﺮﺣﻠﺔ ﺍﻷﺳﺎﺳﻴﺔ )ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪.(٥٩ :‬‬
‫‪ -٤‬ﺍﳊﲑﺓ ﻭﺍﻟﺘﺮﺩﺩ‪:‬‬
‫ﻻ ﻳﺪﻫﺸﻨﺎ ﻋﻨﺪﺋﺬ ﺃﻥ ﳒﺪ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﻣﺘﺮﺩﺩﻳﻦ ﻭﻏﲑ ﻭﺍﻗﻌﻴﲔ ﰲ ﺗﻔﻜﲑﻫـﻢ ﺍﳌﻬـﲏ‬
‫ﻭﻟﻘﺪ ﺑﻴﻨﺖ ﺍﻟﺒﺤﻮﺙ ﺃﻥ ﺍﻟﻔﺘﻴﺎﺕ ﺃﻗﻞ ﺣﲑﺓ ﰲ ﺍﻟﻐﺎﻟﺐ ﻋﻦ ﺍﻟﻔﺘﻴﺎﻥ‪ ،‬ﻭﺭﲟﺎ ﻛـﺎﻥ ﺫﻟـﻚ ﻷﻥ‬
‫ﺍﻟﻔﺮﺹ ﺍﳌﻬﻨﻴﺔ ﺍﻟﱵ ﺃﻣﺎﻣﻬﻢ ﳏﺪﻭﺩﺓ‪ ،‬ﻭﺍﳊﲑﺓ ﰲ ﺍﺧﺘﻴﺎﺭ ﻣﻬﻨﺔ ﺧﺎﺻﺔ ﻟﻴﺴﺖ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺿﺎﺭﺓ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻔﺮﺩ ﻭﻗﺪ ﺗﻜﻮﻥ ﻣﺮﺣﻠﺔ ﺿﺮﻭﺭﻳﺔ ﺗﺆﺩﻱ ﺑﻪ ﺇﱃ ﲢﺪﻳﺪ ﻫﺪﻑ ﻣﻬﲏ‪ ،‬ﻓﻮﺟﻮﺩ ﺧﻄـﺔ‬
‫ﻋﺎﻣﺔ ﺷﺎﻣﻠﺔ ﳝﻜﻦ ﲢﺪﻳﺪﻫﺎ ﻭﺗﻄﺒﻴﻘﻬﺎ ﺧﻼﻝ ﻣﺮﺣﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺗﻌﺪ ﻣﻔﻴﺪﺓ ﺇﺫ ﺃ‪‬ﺎ ﺗﺼﻠﺢ‬
‫ﻛﺪﻟﻴﻞ ﳚﻨﺐ ﺍﻟﺘﻠﻤﻴﺬ ﺍﳉﻤﻮﺩ ﻭﺍﻟﺘﺮﺩﺩ ﰲ ﺍﺧﺘﻴﺎﺭ ﻣﻬﲏ ﻣﻌﲔ‪ ،‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻓﺈﻥ ﻋـﺪﻡ‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣـﺎﺫ ﻗﺮﺍﺭﺍﺕ ﻣﻨﺎﺳﺒﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ ﰲ ﺍﳌﺮﺣﻠـﺔ ﺍﻟﺜﺎﻧﻮﻳـﺔ ﻗـﺪ ﻳﻀـﺮ‬
‫ﺑﺎﻹﻋﺪﺍﺩ )ﺩﻭﻳﺪﺍﺭ‪٢٠٠٠ ،‬ﻡ‪.(١٣٤ :‬‬
‫‪ -٥‬ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﻜﺎﻧﺔ ﻭﺍﻟﻨﺠﺎﺡ‪:‬‬
‫ﻗﺪ ﻳﻜﻮﻥ ﺗﻔﻀﻴﻞ ﻣﻬﻨﺔ ﺩﻭﻥ ﺃﺧﺮﻯ ﻧﺘﻴﺠﺔ ﳌﻜﺎﻧﺔ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻬﻨﺔ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺍﻟﺴـﺒﺐ‬
‫ﰲ ﺍﻟﻨﻘﻴﺾ ﺍﻟﻨﺠﺎﺡ ﺍﳌﺎﺩﻱ ﺍﻟﺬﻱ ﻳﻨﺎﻟﻪ ﺍﻟﺸﺨﺺ ﺇﺫﺍ ﻣﺎﺭﺳﻬﺎ ﻓﻴﺴـﺘﻄﻴﻊ ﺃﻥ ﳛﺴـﻦ ﻭﺿـﻌﻪ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻻﻗﺘﺼﺎﺩﻱ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ )ﺍﻟﺪﺍﻫﺮﻱ‪٢٠٠٥ ،‬ﻡ‪.(٦٠ :‬‬

‫ﻧﻈﺮﯾﺎت اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ‪:‬‬

‫ﺃﲨﻊ ﺍﻻﲡﺎﻩ ﺍﳊﺪﻳﺚ ﻟﻠﺘﺮﺑﻮﻳﲔ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﻋﻦ ﻧﻈﺮﻳﺔ ﺃﻭ ﲨﻠﺔ ﻧﻈﺮﻳﺎﺕ ﺗﻌﻤﻞ ﻋﻠـﻰ‬
‫ﺗﻠﺨﻴﺺ ﻣﺎﺩﺓ ﻣﻌﺮﻓﻴﺔ ﻭﺗﺼﻤﻴﻤﻬﺎ ﻟﺘﺴﺎﻋﺪ ﻋﻠﻰ ﺗﺴﻬﻴﻞ ﻓﻬﻢ ﻇﺎﻫﺮﺓ ﻏﺎﻣﻀﺔ ﺃﻭ ﺗﻔﺴـﲑﻫﺎ‪ ،‬ﺃﻭ‬
‫ﲣﺪﻡ ﺗﻮﻗﻌﺎﺕ ﻟﺘﻘﻮﱘ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﳛﺪﺙ ﲢﺖ ﻇﺮﻭﻑ ﺃﻭ ﻣﻮﺍﻗﻒ ﻣﻌﻴﻨـﺔ‪ ،‬ﻭﻗـﺪ ﻇﻬـﺮﺕ‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﱵ ﺗﻨﺎﻭﻟﺖ ﺗﻔﺴﲑ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﳉﺴﻤﻴﺔ ﻭﺍﻟﺒﻴﺌﻴـﺔ ﻭﺍﳌﻌﺮﻓﻴـﺔ‬
‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻏﲑ ﺫﻟﻚ ﳌﻌﺮﻓﺔ ﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻟﻔﺮﺩ ﰲ ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍﺗﻪ ﺍﳌﻬﻨﻴـﺔ‪ ،‬ﻭﺇﺫﺍ‬
‫ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺗﻌﻜﺲ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺃﺻﺤﺎ‪‬ﺎ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ ﻋﻨﺪ ﺍﻟﻔﺮﺩ ﻓﺈ‪‬ـﺎ‬
‫ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﺗﺴﺎﻫﻢ ﰲ ﺗﻘﺪﱘ ﻣﻔﺎﻫﻴﻢ ﻳﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ ﺍﳌﺮﺷـﺪﻭﻥ ﺍﻟﺘﺮﺑﻮﻳـﻮﻥ ﰲ ﻓﻬـﻢ‬
‫ﻧﻔﺴﻴﺎﺕ ﺍﻟﻄﻼﺏ ﻭﻣﺴﺎﻋﺪ‪‬ﻢ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻬﻦ ﺍﳌﻨﺎﺳﺒﺔ ﳍﻢ ) ﺍﻟﺜﺒﻴﱵ‪١٤٢٣ ،‬ﻫـ‪.(٢١:‬‬
‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺳﻮﻑ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﻌﺮﺽ ﺃﻫﻢ ﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪:‬‬

‫أوﻻً‪ :‬ﻧﻈﺮﯾﺔ ﺳﻮﺑﺮ ‪١٩٨٦‬م ‪: Super Therory‬‬

‫ﺍﺧﺘﻠﻔﺖ ﻧﻈﺮﻳﺔ ﺳﻮﺑﺮ ﻟﻼﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻋﻦ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻷﺧﺮﻯ ﺣﻴﺚ ﻳﺮﻯ ‪:‬‬
‫‪ _١‬ﺃﻥ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻋﻤﻠﻴﺔ ﲤﺘﺪ ﻋﱪ ﺍﻟﺰﻣﻦ ﻣﻦ ﺍﻟﻮﻻﺩﺓ ﺇﱃ ﺍﻟﻮﻓﺎﺓ‪.‬‬
‫‪ _٢‬ﺃﻥ ﺍﻻﺧﺘﻴﺎﺭ ﰲ ﻋﻼﻗﺘﻪ ﲟﻔﻬﻮﻡ )ﺍﻟﺬﺍﺕ( ﻳﻌﺘﱪ ﺣـﺪﺛﺎﹰ ﻋﻨـﺪﻣﺎ ﲨـﻊ ﺍﳌﻔﻬـﻮﻣﲔ‬
‫ﺍﻟﺴـﺎﺑﻘـﲔ ﰲ ﻧﻈﺮﻳﺔ ﺃﻃﻠﻖ ﻋﻠﻴﻬﺎ ﻧﻈﺮﻳﺔ ﺍﻟﻨﻤﻮ ﺍﳌﻬﲏ ) ﺍﻟﺪﺍﻫﺮﻱ‪٢٠٠٥ ،‬ﻡ‪.(١٣٢ :‬‬
‫ﻭﺑﺪﺃ ﺳﻮﺑﺮ ﻧﻈﺮﻳﺘﻪ ﲟﺤﺎﻭﻟﺔ ﻓﻬﻢ ﻋﻤﻠﻴﺔ ﺍﳌﻴﻮﻝ ﺍﳌﻬﻨﻴﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻟﺴﻠﻮﻙ ﻭﺍﺧﺘﻴﺎﺭﻩ‬
‫ﳌﻬﻨﺘﻪ ﻭﻗﺪ ﻗﺴـﻢ ﺍﳌﻴﻮﻝ ﺇﱃ ﻣﻴﻮﻝ ﻋﻠﻤـﻴﺔ ) ﻳﻬﺘﻢ ‪‬ـﺎ ﻃﺎﻟـﺐ ﺍﻟﻄـﺐ ﻭﺍﳍﻨﺪﺳـﺔ‬
‫ﻭﺍﻟﻜﻴﻤﻴﺎﺀ(‪ ،‬ﻭﻣﻴﻮﻝ ﺻﻨﺎﻋﻴﺔ)ﻳﻬﺘﻢ ‪‬ﺎ ﺻﺎﺣﺐ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻴﺪﻭﻳﺔ ( ﻭﻳﺮﻯ ﺳﻮﺑﺮ ﺃﻥ ﺍﳌﻴﻮﻝ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻫﻲ ﻣﻴﻮﻝ ﺫﻫﻨﻴﺔ ﻋﻘﻠﻴﺔ ﺧﺎﻟﺼﺔ‪ ،‬ﺃﻣﺎ ﺍﻟﺼﻨﺎﻋﺔ ﻓﻬﻲ ﻣﻴﻮﻝ ﻳﺪﻭﻳﺔ ﺣﺮﻓﻴﺔ‪ ،‬ﻭﻳﺴﺘﺨﺪﻡ‬
‫ﺳﻮﺑﺮ ﻣﺼﻄﻠﺢ ﺍﻟﻨﻤﻮ ﺍﳌﻬﲏ ﺃﻛﺜﺮ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ ﳌﺼﻄﻠﺢ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻭﺫﻟﻚ ﻧﻈــﺮﺍﹰ‬
‫ﻷﻧـﻪ ﻳﺮﻯ ﺃﻥ ﻣﺼﻄﻠﺢ ﺍﻟﻨﻤـﻮ ﻳﺸﺘﻤـﻞ ﻋﻠﻰ ﺍﻟﺘﻔﻀﻴـﻞ ﻭﺍﻻﺧﺘﻴــﺎﺭ)ﺍﳌﺸـﻌﺎﻥ‪،‬‬
‫‪١٩٩٣‬ﻡ ‪.(٥٣ :‬‬
‫ﻭﺍﻋﺘﻤﺪ ﺳﻮﺑﺮ ﰲ ﺗﻄﻮﻳﺮ ﻧﻈﺮﻳﺘﻪ ﻋﻠﻰ ﺛﻼﺛﺔ ﺃﺳﺲ ﺗﺸﻜﻞ ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﻠﻨﻈﺮﻳﺔ ﻭﻫﻲ‪:‬‬
‫‪_١‬ﻧﻈﺮﻳﺔ ﻣﻔﻬﻮﻡ ﺍﻟﺬﺍﺕ‪.‬‬
‫‪_٢‬ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﻔﺎﺭﻗﻲ‪.‬‬
‫‪_٣‬ﻋﻠﻢ ﻧﻔﺲ ﺍﻟﻨﻤﻮ‪.‬‬

‫‪ -١‬ﻧﻈﺮﻳﺔ ﻣﻔﻬﻮﻡ ﺍﻟﺬﺍﺕ ‪:‬‬

‫ﺇﻥ ﺗﺸﻜﻴﻞ ﻣﻔﻬﻮﻡ ﺍﻟﺬﺍﺕ ﻳﺘﻄﻠﺐ ﻣﻦ ﺍﻟﻔﺮﺩ ﺃﻥ ﻳﺘﺼﺮﻑ ﻋﻠﻰ ﻧﻔﺴﻪ ﻭﰲ ﻧﻔﺲ ﺍﻟﻮﻗـﺖ‬
‫ﻋﻠﻴﻪ ﺃﻥ ﻳﺪﺭﻙ ﺍﻟﺘﺸﺎﺑﻪ ﺑﻴﻨﻪ ﻭﺑﲔ ﺍﻵﺧﺮﻳﻦ ﻭﻣﻔﻬﻮﻡ ﺍﻟﺬﺍﺕ ﻏﲑ ﺛﺎﺑﺖ ﻓﻬﻮ ﻳﺘﻐﲑ ﻧﺘﻴﺠـﺔ ﳕـﻮ‬
‫ﻭﺗﻄﻮﺭ ﺍﻟﻔﺮﺩ ﺍﻟﻌﻘﻠﻲ ﻭﺍﳉﺴﻤﻲ ﻭﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻵﺧـﺮﻳﻦ ﻭﺍﻻﻗﺘـﺪﺍﺀ ﺑﺎﻟﻨـﺎﺟﺤﲔ‬
‫ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻛﺬﻟﻚ ﻓﺈﻥ ﻣﻔﻬﻮﻡ ﺍﻟﺬﺍﺕ ﺍﳌﻬﻨﻴﺔ ﺗﺘﻄﻮﺭ ﺑﻨﻔﺲ ﺍﻟﻄﺮﻳﻘﺔ‪.‬‬
‫‪ -٢‬ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﻔﺎﺭﻗﻲ‪:‬‬
‫ﻳﺒﲔ ﺳﻮﺑﺮ ﺃﻥ ﺃﻱ ﻓﺮﺩ ﻋﻨﺪﻩ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﺮﺿﺎ ﰲ ﻋﺪﺓ ﻭﻇﺎﺋﻒ ﻭﺫﻛﺮ ﺑـﺄﻥ‬
‫ﺍﻷﻓﺮﺍﺩ ﻳﺘﻔﺎﻭﺗﻮﻥ ﰲ ﻣﺴﺘﻮﻯ ﻛﻔﺎﺀ‪‬ﻢ ﻟﻠﻮﻇﺎﺋﻒ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﻴﻮﳍﻢ ﻭﻗﺪﺭﺍ‪‬ﻢ ﻓـﺎﻟﻔﺮﺩ ﻳﻜـﻮﻥ‬
‫ﺃﻛﺜﺮ ﻛﻔﺎﺀﺓ ﰲ ﺍﻟﻮﻇﻴﻔﺔ ﺍﻟﱵ ﺗﻄﺎﺑﻖ ﻣﻴﻮﻟﻪ ﻭﻗﺪﺭﺍﺗﻪ‪.‬‬
‫‪ -٣‬ﻋﻠﻢ ﻧﻔﺲ ﺍﻟﻨﻤﻮ‪:‬‬
‫ﺗﺄﺛﺮ ﺳﻮﺑﺮ ﺑﻜﺘﺎﺑﺎﺕ ﺑﻮﻫﻠﺮ ﰲ ﻋﻠﻢ ﻧﻔﺲ ﺍﻟﻨﻤﻮ ﺍﻟﱵ ﺫﻛﺮﺕ ﺃﻥ ﺍﳊﻴﺎﺓ ﳝﻜﻦ ﺃﻥ ﻳﻨﻈـﺮ‬
‫ﺇﻟﻴﻬﺎ ﻛﺘﺘﺎﺑﻊ ﻋﻮﺍﻣﻞ ﻣﺘﺘﺎﻟﻴﺔ‪ ،‬ﻭﻫﺬﺍ ﻗﺎﺩﻩ ﻷﻥ ﻳﻘﻮﻝ ﺑـﺄﻥ ﻃﺮﻳﻘـﺔ ﺍﻟﻔـﺮﺩ ﰲ ﺍﻟﺘﻜﻴـﻒ ﰲ‬
‫ﻣﺮﺣﻠــﺔ ﻣـﻦ ﻣﺮﺍﺣﻞ ﺍﳊﻴﺎﺓ ﳝﻜـﻦ ﺃﻥ ﺗﺴـﺎﻋﺪﻩ ﰲ ﺍﻟﺘﻨﺒﺆ ﰲ ﻣﺮﺍﺣــﻞ ﻻﺣــﻘﺔ‬
‫)ﺍﻟﺪﺍﻫﺮﻱ‪.(١٣٤-١٣٣ :٢٠٠٥ ،‬‬
 ‫ﻭﻣﻦ ﺃﻫﻢ ﻓﺮﺿﻴﺎﺕ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ‪:‬‬
‫‪ _١‬ﺍﻟﻨﺎﺱ ﳜﺘﻠﻔﻮﻥ ﰲ ﻗﺪﺭﺍ‪‬ﻢ ﻭﺍﺳﺘﻌﺪﺍﺩﺍ‪‬ﻢ ﻭﻣﻴﻮﳍﻢ‪.‬‬
‫‪ _٢‬ﺍﻟﻨﺎﺱ ﻣﺆﻫﻠﻮﻥ ﻷﺩﺍﺀ ﻋﺪﺩﺍﹰ ﻣﻦ ﺍﳌﻬﻦ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫‪ _٣‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﺬﺍﰐ ﻟﻠﻔﺮﺩ ﻳﺆﺛﺮ ﻋﻠﻰ ﺧﻴﺎﺭﺍﺗﻪ ﺍﳌﻬﻨﻴﺔ‪.‬‬
‫‪ _٤‬ﳕﻂ ﺍﳌﻬﻦ ﻭﻃﺒﻴﻌﺘﻬﺎ ﲢﺪﺩﻫﺎ ﻋﺪﺓ ﻋﻮﺍﻣﻞ ﻣﺜﻞ ﺍﳌﺴﺘﻮﻯ ﺍﻻﺟﺘﻤـﺎﻋﻲ ﻭﺍﻻﻗﺘﺼـﺎﺩﻱ‬
‫ﻟﻸﺳﺮﺓ ﻋﻼﻭﺓ ﻋﻠﻰ ﺍﳋﺼﺎﺋﺺ ﻭﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫‪ _٥‬ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﳌﻨﺎﻓﺴﺔ ﺗﺪﻓﻊ ﺍﻟﻨﺎﺱ ﺇﱃ ﺍﻟﺘﻐﻴﲑ ﺍﻟﻮﻇﻴﻔﻲ )ﺑﺎﺭ‪.(٣ :١٤٢١ ،‬‬

‫ﺛﺎﻧﯿﺎً‪ :‬ﻧﻈﺮﯾﺔ ﺟﻨﺰ ﺑﺮج ‪: Ginzbirg Therory‬‬

‫ﻳﺮﻯ ﺟﱰ ﺑﺮﺝ ﺃﻥ ﻫﻨﺎﻙ ﺃﺭﺑﻌﺔ ﻣﺘﻐﲑﺍﺕ ﺃﺳﺎﺳﻴﺔ ﺗﺘﺤﻜﻢ ﰲ ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﻴـﺎﺭ ﺍﳌﻬـﲏ‬
‫ﻭﻫﻲ‪ :‬ﻋﺎﻣﻞ ﺍﻟﻮﺍﻗﻌﻴﺔ )ﺇﻻ ﺃﻥ ﻣﺎ ﻳﺘﺨﺬﻩ ﺍﻟﻔﺮﺩ ﻣﻦ ﻗﺮﺍﺭﺍﺕ ﺗﺘﻌﻠﻖ ﺑﺎﳌﻬﻨﺔ ﺗﺄﰐ ﻟﺘﻠﺒﻴﺔ ﻭﺍﻗﻊ ﻣﻌﲔ‬
‫ﰲ ﺣﻴﺎﺗﻪ(‪ ،‬ﻧﻮﻉ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﲡﺎﻫﺎﺕ ﺍﻟﻔﺮﺩ ﺍﻟﻌﺎﻃﻔﻴﺔ ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴـﺔ ﻛﻠـﻬﺎ‬
‫ﻳﻠﻌﺐ ﺩﻭﺭﺍﹰ ﻻ ﻳﻘﻞ ﺃﳘﻴﺔ ﻋﻦ ﺍﻵﺧﺮ ﰲ ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ‪.‬‬
‫ﻭﺗﺘﻀﻤﻦ ﺍﻟﻨﻈﺮﻳﺔ ﺃﺭﺑﻌﺔ ﻋﻨﺎﺻﺮ ﺧﺎﺻﺔ ﺑﺎﺧﺘﻴﺎﺭ ﺍﳌﻬﻨﺔ‪:‬‬
‫‪ _١‬ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻋﻤﻠﻴﺔ ﺗﻨﻤﻮ ﺧﻼﻝ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ ﻣﺪﺍﻫﺎ ﻋﺸﺮ ﺳﻨﻮﺍﺕ‪.‬‬
‫‪ _٢‬ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﺗﻨﺘﻬﻲ ﺑﺎﻟﺘﻮﻓﻴﻖ ﺑﲔ ﻣﻴﻮﻝ ﺍﻟﻔﺮﺩ ﻭﻗﺪﺭﺍﺗﻪ ﻣـﻦ ﺟﻬـﺔ ﻭﺑـﲔ‬
‫ﺍﻟﻔﺮﺹ ﺍﳌﺘﺎﺣﺔ ﻟﻪ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪.‬‬
‫‪ _٣‬ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﳋﱪﺓ ﻭﺍﻟﺘﺠﺮﺑﺔ‪.‬‬
‫‪ _٤‬ﻫﻨﺎﻟﻚ ﺛﻼﺛﺔ ﻓﺘﺮﺍﺕ ﻟﻼﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ‪:‬‬
‫ﺃ_ ﻓﺘﺮﺓ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳋﻴﺎﱄ‪.‬‬
‫ﺏ_ﻓﺘﺮﺓ ﺍﻻﺧﺘﻴﺎﺭﺍﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻭﻫﻲ‪:‬‬
‫‪ (١‬ﻣﺮﺣﻠﺔ ﺍﳌﻴﻞ ‪Interest Stage :‬‬
‫‪ (٢‬ﻣﺮﺣﻠﺔ ﺍﻟﻘﺪﺭﺓ‪Capacity Stage :‬‬
‫‪ (٣‬ﻣﺮﺣﻠﺔ ﺍﻟﻘﻴﻤﺔ‪Vallue Stage :‬‬
‫‪ (٤‬ﻣﺮﺣﻠﺔ ﺍﻻﻧﺘﻘﺎﻝ‪Transition Stage :‬‬
‫ﺝ‪ -‬ﻓﺘﺮﺓ ﺍﻻﺧﺘﻴﺎﺭﺍﺕ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻭﻫﻲ‪:‬‬
 ‫‪ (١‬ﻣﺮﺣﻠﺔ ﺍﻻﺳﺘﻜﺸﺎﻑ‪Exploration :‬‬
‫‪ (٢‬ﻣﺮﺣﻠﺔ ﺍﻟﺘﺒﻠﻮﺭ‪Crystal Stage :‬‬
‫‪ (٣‬ﻣﺮﺣﻠﺔ ﺍﻟﺘﺨﺼﺺ‪Specializeation :‬‬
‫ﻭﺳﻴﺘﻨﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ ﰲ ﻛﻞ ﻓﺘﺮﺓ ﻣﻦ ﻓﺘﺮﺍﺕ ﺍﳋﻴﺎﺭ ﻋﻦ ﺟﱰ ﺑﺮﺝ ﺑﺸﻲ ﻣﻦ ﺍﻟﺘﻔﺼـﻴﻞ‬
‫ﻭﻫﻲ‪:‬‬
‫ﺃ‪ -‬ﻣﺮﺣﻠﺔ ﺍﳋﻴﺎﻝ‪Fantacy :‬‬
‫ﲤﺘﺪ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﻣﻦ )‪ (١١-٣‬ﺳﻨﺔ ﺣﻴﺚ ﻳﺘﺨﻴﻞ ﺍﻟﻄﻔﻞ ﻧﻔﺴﻪ ﰲ ﻣﻬﻨﺔ ﻣﺎ ﻣﻦ ﺧـﻼﻝ‬
‫ﳑﺎﺭﺳﺘﻪ ﻟﺪﻭﺭﺓ ﰲ ﺍﻷﻟﻌﺎﺏ ﺍﻟﱵ ﻳﻠﻌﺐ ‪‬ﺎ ﻣﺜﻞ ﺍﻟﺸﺮﻃﻲ ﻭﺍﻟﻄﺒﻴﺐ‪ ،‬ﻭﻧﺮﻯ ﺃﻥ ﺍﻷﻃﻔﺎﻝ ﳝﻴﻠﻮﻥ‬
‫ﺇﱃ ﺗﻔﻀﻴﻞ ﻣﻬﻨﺔ ﻋﻠﻰ ﺃﺧﺮﻯ ﻣﻦ ﺧﻼﻝ ﺩﻭﺭﺓ ﰲ ﻫﺬﻩ ﺍﻷﻟﻌﺎﺏ‪ ،‬ﻭﺃﻫﻢ ﻣﺎ ﳝﻴﺰ ﻫﺬﻩ ﺍﳌﺮﺣﻠـﺔ‬
‫ﺍﻟﻮﺍﻗﻌﻴﺔ ﻭﻓﻘﺪﺍﻥ ﲢﺪﻳﺪ ﺍﻟﺰﻣﻦ ﻭﺷﻌﻮﺭﻫﻢ ﺑﻌﺪﻡ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﺎﻓﻴﺔ ﻷﻥ ﻳﺼﺒﺤﻮﺍ ﻣﺎ ﻳﺮﻳﺪﻭﻥ‪.‬‬
‫ﺏ‪ -‬ﻣﺮﺣﻠﺔ ﺍﻟﺘﺠﺮﻳﺐ‪Tentative Stage :‬‬
‫ﲤﺘﺪ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﻣﻦ )‪ (١٨-١١‬ﺳﻨﺔ‪ ،‬ﻭﺗﻘﺴﻢ ﺇﱃ ﺃﺭﺑﻊ ﻣﺮﺍﺣﻞ ﻫﻲ‪:‬‬
‫‪ -١‬ﻣﺮﺣﻠﺔ ﺍﳌﻴﻞ‪Interest Stage :‬‬
‫ﻭﲤﺘﺪ ﻣﻦ )‪ (١٣-١١‬ﺳﻨﺔ‪ ،‬ﻭﻓﻴﻬﺎ ﳛﺪﺩ ﺍﻟﻄﻔﻞ ﻣﺎ ﳛﺒﻪ ﻭﻣﺎﻻ ﳛﺒﻪ ﻣﻦ ﺍﳌﻬﻦ‪ ،‬ﻭﺃﻫـﻢ‬
‫ﻣﺎ ﳝﻴﺰ ﺧﻴﺎﺭﺍﺕ ﺍﻟﻄﻔﻞ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣـﻠﺔ ﺃ‪‬ﺎ ﻏﲑ ﺛﺎﺑﺘـﺔ ﻭﺗــﺄﰐ ﻧﺘﻴﺠـﺔ ﺍﻟﺘــﺄﺛﺮ‬
‫ﺑﺎﻟﻮﺍﻟـﺪﻳﻦ‪ ،‬ﻓﺎﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ ﻏﲑ ﺛﺎﺑﺖ ﻷﻥ ﺣﻴﺎﺓ ﺍﻟﻄﻔﻞ ﺍﻻﻧﻔﻌﺎﻟﻴﺔ ﻭﺍﳉﺴﺪﻳﺔ ﻏﲑ ﺛﺎﺑﺘﺔ‪.‬‬
‫‪ -٢‬ﻣﺮﺣﻠﺔ ﺍﻟﻘﺪﺭﺓ‪Capacity Stage :‬‬
‫ﲤﺘﺪ ﻣﻦ )‪ (١٤-١٢‬ﺳﻨﺔ‪ ،‬ﻭﻳﺮﺍﻋﻰ ﺍﻟﻄﻔﻞ ﻫﻨﺎ ﻣﺴﺘﻮﻯ ﻗﺪﺭﺍﺗﻪ ﻭﻳﺪﺭﻙ ﺑـﺄﻥ ﻛـﻞ‬
‫ﻧﺸﺎﻁ ﳛﺘﺎﺝ ﻟﻘﺪﺭﺍﺕ ﳐﺘﻠﻔﺔ‪.‬‬
‫‪ -٣‬ﻣﺮﺣﻠﺔ ﺍﻟﻘﻴﻤﺔ‪Vallue Stage :‬‬
‫ﲤﺘﺪ ﻣﻦ )‪ (١٧-١٤‬ﺳﻨﺔ‪ ،‬ﻭﻳﺪﺭﻙ ﺍﻟﻄﻔﻞ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺃﻥ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ‬
‫ﻻ ﺗﺸﺒﻊ ﺍﻫﺘﻤﺎﻣﺎﺗﻪ ﻭﻗﺪﺭﺍﺗﻪ ﻓﻘﻂ ﺑﻞ ﺗﻘﺪﻡ ﺧﺪﻣﺔ ﻟﻶﺧﺮﻳﻦ ﺍﶈﻴﻄﲔ ﺑﻪ‪ ،‬ﻭﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ‬
‫ﳛﺎﻭﻝ ﺍﻟﻔﺮﺩ ﺃﻥ ﻳﻮﺍﺋﻢ ﺑﲔ ﻗﺪﺭﺍﺗﻪ ﻭﺍﳌﻬﻦ ﺍﻟﱵ ﻳﺘﻨﺎﺳﺐ ﻣﻌﻬﺎ‪.‬‬
‫‪ -٤‬ﻣﺮﺣﻠﺔ ﺍﻻﻧﺘﻘﺎﻝ‪Transition Stage :‬‬
‫ﲤﺘﺪ ﻣﻦ )‪ (١٨-١٧‬ﺳﻨﺔ‪ ،‬ﻭﺃﻫﻢ ﻣﺎ ﻳﺘﺼﻒ ﺑﻪ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠـﺔ ﺍﻟﻮﺍﻗﻌﻴـﺔ‬
‫ﻭﺍﻟﺜﺒﺎﺕ ﺍﻟﻨﺴﱯ‪ ،‬ﻭﻳﺘﺤﻤﻞ ﺍﻟﻔﺮﺩ ﻣﺴﺌﻮﻟﻴﺔ ﻗﺮﺍﺭﻩ ﺍﳌﻬﲏ ﻭﻧﺘﺎﺋﺠﻪ ﻭﻳﻜﻮﻥ ﺃﻛﺜﺮ ﻗـﺪﺭﺓ ﻋﻠـﻰ‬
‫ﳑﺎﺭﺳﺔ ﻣﻬﺎﺭﺍﺗﻪ ﲝﺮﻳﺔ ﺗﺎﻣﺔ‪.‬‬
‫ﺝ ـ ﺍﳌﺮﺣﻠﺔ ﺍﻟﻮﺍﻗﻌﻴﺔ‪Realistic Stage :‬‬
‫ﻭﲤﺘﺪ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ ﻣﻦ ﺳﻦ ) ‪ (٢٢-١٨‬ﺳﻨﺔ ﻭﺗﺸﻤﻞ ﺛﻼﺙ ﻣﺮﺍﺣﻞ ﻫﻲ‪:‬‬
‫‪ -١‬ﻣﺮﺣﻠﺔ ﺍﻻﺳﺘﻜﺸﺎﻑ‪Exploration Stage :‬‬
‫ﻳﻜﻮﻥ ﺍﻟﻔﺮﺩ ﺃﻛﺜﺮ ﻗﺪﺭﺓ ﻋﻠﻰ ﲢﺪﻳﺪ ﺃﻫﺪﺍﻓﻪ ﺍﳌﻬﻨﻴﺔ ﻭﻳﺴﺘﻄﻴﻊ ﺃﻥ ﳜﺘﺎﺭ ﻣﻬﻨﺔ ﻣﻦ ﺑﲔ ﺍﳌﻬﻦ‬
‫ﺍﻷﺧﺮﻯ ﻟﻴﻌﻤﻞ ‪‬ﺎ‪.‬‬
‫‪ -٢‬ﻣﺮﺣﻠﺔ ﺍﻟﺘﺒﻠﻮﺭ‪Crystal Stage :‬‬
‫ﻳﻜﻮﻥ ﺍﻟﻔﺮﺩ ﺃﻛﺜﺮ ﻗﺪﺭﺓ ﻋﻠﻰ ﲢﺪﻳﺪ ﺍﻟﺘﺨﺼﺺ ﺃﻭ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﻨﺎﺳﺒﻪ ﲤﺎﻣﺎﹰ ﻭﻳﺴﺘﻄﻴﻊ ﺃﻥ‬
‫ﻳﻌﺮﻑ ﺍﳌﻬﻦ ﺍﻟﱵ ﻻ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻣﻴﻮﻟﻪ ﻭﻗﺪﺭﺍﺗﻪ‪ ،‬ﻫﻨﺎ ﻳﻜﻮﻥ ﻗﺪ ﻋﺮﻑ ﻗﺪﺭﺍﺗﻪ ﻭﻣﻴﻮﻟﻪ ﲤﺎﻣـﺎﹰ‬
‫ﻭﻓﻬﻢ ﺫﺍﺗﻪ ﺃﻳﻀﺎﹰ‪.‬‬
‫‪ -٣‬ﻣﺮﺣﻠﺔ ﺍﻟﺘﺨﺼﺺ‪Specializeation :‬‬
‫ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﻳﻜﻮﻥ ﺍﻟﻔﺮﺩ ﻗﺪ ﺍﺧﺘﺎﺭ ﲤﺎﻣﺎﹰ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﺮﻳﺪﻩ ﺑﻌﺪ ﺃﻥ ﻛﺎﻥ ﻗﺪ ﺍﻛﺘﺸﻒ‬
‫ﻗﺪﺭﺍﺗﻪ ﻭﻣﻴﻮﻟﻪ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﻤﻞ ﻭﺑﻠﻮﺭﺓ ﻓﻜﺮﺓ ﻋﻦ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﻫﻨﺎﻙ ﺍﺧﺘﻼﻑ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﺟﺘﻴﺎﺯﻫﻢ ﳌﺮﺍﺣﻞ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻓﺄﺑﻨﺎﺀ ﺍﻟﻄﺒﻘﺎﺕ ﺍﻟﻔﻘـﲑﺓ‬
‫ﺍﻗﺘﺼﺎﺩﻳﺎﹰ ﲡﱪﻫﻢ ﻇﺮﻭﻓﻬﻢ ﻋﻠﻰ ﺍﻻﳔﺮﺍﻁ ﰲ ﺍﻟﻌﻤﻞ ﺩﻭﻥ ﺃﻥ ﻳﻜﻮﻥ ﻣﻨﺎﺳـﺒﺎﹰ ﻣـﻊ ﻣﻴـﻮﳍﻢ‬
‫ﻭﻗﺪﺭﺍ‪‬ﻢ‪ ،‬ﺫﻟﻚ ﺃﻥ ﺍﳊﺎﺟﺔ ﲡﱪﻫﻢ ﻋﻠﻰ ﺫﻟﻚ )ﺍﻟﺪﺍﻫﺮﻱ‪.(١٣١-١٢٩ :٢٠٠٥ ،‬‬

‫ﺛﺎﻟﺜﺎً‪ :‬ﻧﻈﺮﯾﺔ آن رو‪Ann Roe Theory :‬‬

‫ﻭﻗﺪ ﻧﺸﺮﺕ " ﺁﻥ ﺭﻭ " ﺃﺭﺍﺀ ﺍﻟﻨﻈﺮﻳﺔ ﰲ ﺍﻟﻔﺘﺮﺓ ﻣﻦ ‪١٩٥٧‬ﻡ ﺇﱃ‪١٩٦٤‬ﻡ‪ .‬ﻭﺗﺮﻯ "ﺭﻭ"‬
‫ﰲ ﻧﻈﺮﻳﺘﻬﺎ ﻟﻠﻨﻤﻮ ﻭﺍﻻﺧﺘﻴﺎﺭ ﺃﻥ ﻛﻞ ﻓﺮﺩ ﻟﺪﻳﻪ ﻣﻴﻞ ﻣﻮﺭﻭﺙ ﻟﺒﺬﻝ ﻃﺎﻗﺘﻪ ﺍﻟﻨﻔﺴﻴﺔ ﺑﻄﺮﻳﻘﺔ ﻣـﺎ‬
‫ﻭﻫﺬﺍ ﺍﳌﻴﻞ ﺑﺎﻻﺷﺘﺮﺍﻙ ﻣﻊ ﺧﱪﺍﺕ ﺍﻟﻄﻔﻮﻟﺔ ﻳﺸﻜﻼﻥ ﺍﻟﻨﻤﻂ ﺍﻟﺬﻱ ﻳﻨﻤﻴﻪ ﺍﻟﻔﺮﺩ ﻹﺷﺒﺎﻉ ﺣﺎﺟﺎﺗﻪ‬
‫ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺣﻴﺎﺗﻪ ﻛﻠﻬﺎ‪ ،‬ﻭﻳﺆﺛﺮ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﺗﺄﺛﲑﺍﹰ ﻛﺒﲑﺍﹰ ﻋﻠﻰ ﺍﻟﺴﻠﻮﻙ ﺍﳌﻬﲏ ﻭﻗﺪ ﺃﺩﺧﻠﺖ "‬
‫ﺁﻥ ﺭﻭ " ﰲ ﺑﻨﺎﺀ ﻧﻈﺮﻳﺘﻬﺎ ﺛﻼﺛﺔ ﻋﻮﺍﻣﻞ ﺍﺳﺘﻘﺘﻬﺎ ﻣﻦ ﻧﻈﺮﻳﺎﺕ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻫﻲ‪:‬‬
‫‪ (١‬ﻣﺒﺪﺃ ﺗﺼﺮﻳﻒ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﻛﺬﻟﻚ ﺧﱪﺍﺕ ﺍﻟﻄﻔﻮﻟﺔ‪.‬‬
 ‫‪ (٢‬ﺍﳊﺎﺟﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﻗﺪ ﺍﻋﺘﻤﺪﺕ ﰲ ﻫﺬﺍ ﺍﳉﺎﻧﺐ ﻋﻠﻰ ﻧﻈﺮﻳﺔ ﻣﺎﺳﻠﻮ ﻟﻠﺤﺎﺟﺎﺕ‪.‬‬
‫‪ (٣‬ﺗﺄﺛﲑ ﺍﳉﻮﺍﻧﺐ ﺍﳌﻮﺭﻭﺛﺔ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺃﻫﻢ ﻣﺎ ﺗﻘﺮﺭﻩ " ﺭﻭ " ﰲ ﻧﻈﺮﻳﺘﻬﺎ‪:‬‬
‫ﺃ‪ -‬ﻟﻜﻞ ﻓﺮﺩ ﺟﻮﺍﻧﺐ ﻣﻮﺭﻭﺛﺔ ﲢﺪﺩ ﻗﺪﺭﺍﺗﻪ ﻭﺇﻣﻜﺎﻧﺎﺗﻪ ﻭﻣﻴﻮﻟﻪ‪ ،‬ﻭﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ ﺗﺆﺛﺮ ﻋﻠﻰ‬
‫ﺍﺧﺘﻴﺎﺭﻩ ﺍﳌﻬﲏ‪.‬‬
‫ﺏ‪ -‬ﻳﻘﻮﻡ ﻛﻞ ﻓﺮﺩ ﺑﺘﺼﺮﻳﻒ ﻃﺎﻗﺎﺗﻪ ﺍﻟﻨﻔﺴﻴﺔ ﺑﻄﺮﻳﻘﺔ ﻻ ﲣﻀﻊ ﻟﺴﻴﻄﺮﺗﻪ ﺍﻟﺘﺎﻣﺔ‪ ،‬ﻭﺗﺮﺟﻊ ﺇﱃ‬
‫ﻋﻮﺍﻣﻞ ﻣﻮﺭﻭﺛﺔ‪ ،‬ﻭﻫﺬﻩ ﺗﺆﺛﺮ ﻋﻠﻰ ﻗﺪﺭﺍﺕ ﺍﻟﻔﺮﺩ‪.‬‬
‫ﺕ‪ -‬ﻳﺮﺗﺒﻂ ﺑﻌﻤﻠﻴﺔ ﺗﺼﺮﻳﻒ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻋﻤﻠﻴﺔ ﳕﻮ ﺃﻭ ﺃﻭﻟﻮﻳﺎﺕ ﺍﳊﺎﺟﺎﺕ ﻭﺍﻟﱵ ﺗﺘـﺄﺛﺮ‬
‫ﲟﺎ ﳛﺼﻞ ﻋﻠﻴﻪ ﺍﻟﻔﺮﺩ ﻣﻦ ﺇﺷﺎﻋﺎﺕ ﻭﻣﺎ ﻳﻨﺘﺎﺑﻪ ﻣﻦ ﺇﺣﺒﺎﻃﺎﺕ ﻣﻦ ﺟﺎﻧﺐ ﻭﺑﺎﻟﻌﻮﺍﻣـﻞ‬
‫ﺍﻟﻮﺭﺍﺛﻴﺔ ﻣﻦ ﺟﺎﻧﺐ ﺁﺧﺮ‪.‬‬
‫ﺙ‪ -‬ﺃﻥ ﺃﺳﺎﻟﻴﺐ ﺗﺮﺑﻴﺔ ﺍﻟﻄﻔﻞ ﺗﺮﺗﺒﻂ ﻣﺒﺎﺷﺮﺓ ﺑﺄﻧﻮﺍﻉ ﺍﳊﺎﺟﺎﺕ ﺍﻟﱵ ﺗﺸﺒﻊ ﻟﺪﻳﻪ ﻭﻣﺎ ﳛﺪﺙ‬
‫ﻣﻦ ﺗﺄﺧﲑ ﰲ ﺇﺷﺒﺎﻋﻬﺎ‪.‬‬
‫ﺝ‪ -‬ﺃﻥ ﺍﻵﺑﺎﺀ ﳝﺎﺭﺳﻮﻥ ﺍﻷﳕﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺗﺮﺑﻴﺔ ﻭﺗﻨﺸﺌﻪ ﺃﻃﻔﺎﳍﻢ ‪ :‬ـ‬

‫ﺍﻟﻨﻤﻂ ﺍﻷﻭﻝ ‪ :‬ﺍﻟﺘﺮﻛﻴﺰ ﺍﻟﻌﺎﻃﻔﻲ ﻋﻠﻰ ﺍﻟﻄﻔﻞ‪.‬‬

‫ﺍﻟﻨﻤﻂ ﺍﻟﺜﺎﱐ ‪ :‬ﳕﻂ ﺍﻟﺘﻘﺒ‪‬ﻞ‪.‬‬
‫ﺍﻟﻨﻤﻂ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﳕﻂ ﺍﻟﺘﺠﻨ‪‬ﺐ‬
‫ﻭﺃﺧﲑﺍﹰ ﺗﺮﻯ " ﺭﻭ " ﺃﻧﻪ ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﺮﺷﺪ ﺑﺄﻥ ﺍﻷﺷﺨﺎﺹ ﻳﺘﺠﻬﻮﻥ ﰲ ﺍﺧﺘﻴـﺎﺭﺍ‪‬ﻢ‬
‫ﺍﳌﻬﻨﻴﺔ ﺇﻣﺎ ﺇﱃ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﻟﻨﺎﺱ ﺃﻭ ﺇﱃ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﺗﻜﻮﻥ ﺑﻌﻴﺪﺓ‬
‫ﻋﻦ ﺍﻟﻨﺎﺱ‪ ،‬ﻭﻳﺘﻮﻗﻒ ﻫﺬﺍ ﺍﻟﺘﻮﺟﻴﻪ ﺑﻨﻤﻂ ﻣﻌﺎﻣﻠﺔ ﺍﻟﻮﺍﻟﺪﻳﻦ ﰲ ﺗﻨﺸﺌﺘﻬﻢ ﻭﻣﻦ ﻫﻨﺎ ﺗـﺮﻯ "‬
‫ﺭﻭ" ﺃﻥ ﳕﻂ ﺍﻟﺘﻨﺸﺌﺔ ﻳﺆﺛﺮ ﻋﻠﻰ ﻧﻮﻉ ﺍﳌﻬﻨﺔ ﺍﻟﱵ ﳜﺘﺎﺭﻫﺎ ﺍﻟﻔﺮﺩ) ﺍﻟﺸﻨﺎﻭﻱ‪١٩٨٩ ،‬ﻡ‪.(٢:‬‬

‫راﺑﻌﺎً ‪ :‬ﻧﻈﺮﯾﺔ ھﻮﻻﻧﺪ‪Holland Theory :‬‬

‫ﺻﻮﺭ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ "ﺟﻮﻥ ﻫﻮﻻﻧﺪ" ﻭﺗﻌﺘﻤﺪ ﺍﻟﻨﻈﺮﻳﺔ ﻋﻠﻰ ﺛﻼﺛﺔ ﳏﺎﻭﺭ ﺃﺳﺎﺳﻴﺔ ﻫﻲ‪:‬‬
‫ﺍﻟﺒﻴﺌﺔ ـ ﺍﻟﻔﺮﺩ ـ ﺗﻔﺎﻋﻞ ﺍﻟﻔﺮﺩ ﻣﻊ ﺍﻟﺒﻴﺌﺔ‪ ،‬ﻭﺗﻘﻮﻡ ﺍﻟﻨﻈﺮﻳﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﺗﻘﻴﻴﻢ ﺍﻟﺸﺨﺼﻴﺔ ﺇﱃ‬
‫ﺳﺘﺔ ﺃﳕﺎﻁ ﻫﻲ‪:‬‬
 ‫‪Realistic Type‬‬ ‫‪ (١‬ﺍﻟﻨﻤﻂ ﺍﻟﻮﺍﻗﻌﻲ‬
‫‪Investigative Type‬‬ ‫‪ (٢‬ﺍﻟﻨﻤﻂ ﺍﳌﻌﺮﰲ " ﺍﳌﻔﻜﺮ"‬
‫‪Social Type‬‬ ‫‪ (٣‬ﺍﻟﻨﻤﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫‪Conventional Type‬‬ ‫‪ (٤‬ﺍﻟﻨﻤﻂ ﺍﻟﺘﻘﻠﻴﺪﻱ‬
‫‪Enterprising Type‬‬ ‫‪ (٥‬ﺍﻟﻨﻤﻂ ﺍﳌﻐﺎﻣﺮ‬
‫‪Artist Type‬‬ ‫‪ (٦‬ﺍﻟﻨﻤﻂ ﺍﻟﻔﲏ‬
‫ﻭﻗﺴﻢ "ﻫﻮﻻﻧﺪ" ﺍﻟﺒﻴﺌﺎﺕ ﺇﱃ ﺳﺖ ﳕﺎﺫﺝ ﻭﻫﻲ‪:‬‬
‫‪ (١‬ﺍﻟﺒﻴﺌﺔ ﺍﻟﻌﻘﻠﻴﺔ‬
‫‪ (٢‬ﺍﻟﺒﻴﺌﺔ ﺍﻟﻮﺍﻗﻌﻴﺔ‬
‫‪ (٣‬ﺍﻟﺒﻴﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫‪ (٤‬ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‬
‫‪ (٥‬ﺑﻴﺌﺔ ﺍﳌﺸﺮﻭﻋﺎﺕ‬
‫‪ (٦‬ﺍﻟﺒﻴﺌﺔ ﺍﻟﻔﻨﻴﺔ‬
‫ﻭﻳﺮﻯ "ﻫﻮﻻﻧﺪ" ﰲ ﻧﻈﺮﻳﺘﻪ ﺃﻥ ﻫﻨﺎﻙ ﺟﻮﺍﻧﺐ ﺟﺬﺏ ﺑﲔ ﻫـﺬﻩ ﺍﻟﺒﻴﺌـﺎﺕ ﺍﻟﺴـﺖ‬
‫ﻟﻸﻋﻤﺎﻝ ﻭﻣﺎ ﻳﻘﺎﺑﻠﻬﺎ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﺒﻴﺌﺔ ﲡﺬﺏ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻟـﺪﻳﻬﻢ‬
‫ﺧﺼﺎﺋﺺ ﲤﺎﺛﻞ ﻣﺘﻄﻠﺒﺎ‪‬ﺎ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﻷﺷﺨﺎﺹ ﳚﺘﺬﺑﻮﻥ ﺇﱃ ﺍﻟﺒﻴﺌﺎﺕ ﺍﻟﱵ ﲤﺎﺛﻞ ﺧﺼﺎﺋﺼﻬﻢ‬
‫ﺍﻟﺸﺨﺼﻴﺔ‪ .‬ﻭﳍﺬﺍ ﻓﺈﻥ ﺍﳌﻀﺎﻫﺎﺓ ﻭﺍﳌﻮﺍﺋﻤﺔ ﺑﲔ ﺍﻷﺷﺨﺎﺹ ﻭﺍﻟﺒﻴﺌﺎﺕ ﺗـﺆﺩﻱ ﺇﱃ ﻧﺘـﺎﺋﺞ‬
‫ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﺘﻮﻗﻌﻬﺎ ﻭﺃﻥ ﻧﻔﻬﻤﻬﺎ ﻣﻦ ﻣﻌﺮﻓﺘـﻬﺎ ﻷﻧــﻮﺍﻉ ﺍﻟﺸﺨﺼـﻴﺔ ﻭﺍﻟﻨﻤــﺎﺫﺝ‬
‫ﺍﻟﺒﻴﺌﻴـﺔ )ﺍﳌﺸﻌﺎﻥ‪١٩٩٣ ،‬ﻡ‪.(٣٢٣ :‬‬

‫ﺧﺎﻣﺴﺎً‪ :‬ﻧﻈﺮﯾﺔ ﻛﻮﺗﺠﺮوف وﺑﻮﻛﺲ ) ‪Cotgrove & Box (١٩٧٠‬‬

‫ﻗﺪﻡ ﻛﻮﲡﺮﻭﻑ ﻭﺑﻮﻛﺲ ﻧﻈﺮﻳﺔ ﺳﻮﺳﻴﻮﻟﻮﺟﻴﻪ ﰲ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ‪ ،‬ﻭﻣﻠﺨﺺ ﻫـﺬﻩ‬
‫ﺍﻟﻨﻈﺮﻳﺔ ﺃﻥ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺸﺨﺺ ﳌﺴﺘﻘﺒﻠﻪ ﺍﳌﻬﲏ ﻻ ﳛﺪﺙ ﻓﺠﺄﺓ ﺧـﻼﻝ ﳊﻈـﺔ ﺃﻭ ﻓﺘـﺮﺓ‬
‫ﳏﺪﻭﺩﺓ‪ ،‬ﺑﻞ ﺇﻥ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻋﻤﻠﻴﺔ ﻣﺴﺘﻤﺮﺓ ﺗﺮﺟﻊ ﺇﱃ ﺍﻟﻄﻔﻮﻟﺔ‪ ،‬ﻭﻳﺘﺄﺛﺮ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ‬
‫ﺑﻌﺪﺓ ﻋﻮﺍﻣﻞ ﺷﺨﺼﻴﺔ ﻭﺍﺟﺘﻤﺎﻋﻴﺔ ﻭﺑﻴﺌﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺑﻌﺾ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻮﺭﺍﺛﻴﺔ ﺍﻟﱵ ﲣﺮﺝ ﻋﻦ‬
‫ﺇﺭﺍﺩﺓ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﳜﺘﺎﺭ ﺍﻟﻔﺮﺩ ﻣﻬﻨﺘﻪ ﻓﺈﻧﻪ ﻳﺒﺤﺚ ﻋﻦ ﺍﳌﻬﻨﺔ ﺍﻟﱵ ﻳﻔﻀﻠﻬﺎ ﻭﺍﻟﱵ ﲢﻘﻖ‬
‫ﻟﻪ ﺍﻟﻔﺎﺋﺪﺓ‪ ،‬ﻭﻳﺘﺨﺬ ﻗﺮﺍﺭ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻬﻨﺔ ﻋﻠﻰ ﺃﺳـﺎﺱ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟﺪﻗﻴﻘﺔ ﺃﻭ ﻏﲑ ﺍﻟﺪﻗﻴﻘﺔ‬
‫ﺍﳌﺘﺎﺣــﺔ ﺃﻣـــﺎﻣﻪ ﺑﻴﻨﻤــﺎ ﻳﺘﻌـــﻠﻖ ﲞﺼــﺎﺋﺺ ﺷﺨﺼــﻴﺘﻪ ﻭﻣﻴﻮﻟـــﻪ‬
‫ﻭﻗﺪﺭﺍﺗﻪ)ﻟﻄﻔﻲ‪١٩٩٣،‬ﻡ‪.(٨١-٨٠:‬‬

‫ﺳﺎدﺳﺎً‪ :‬ﻧﻈﺮﯾﺔ ﺗﯿﺪ ﻣﺎن‪Tideman Theory :‬‬

‫ﻳﻌﺪ " ﺗﻴﺪ ﻣﺎﻥ" ﻣﻦ ﺃﺻﺤﺎﺏ ﻧﻈﺮﻳﺔ ﺍﻟﻨﻤﻮ ﺍﳌﻬﲏ ﻷﻧﻪ ﺍﻫﺘﻢ ﲟﺮﺍﺣﻞ ﳕﻮ ﺍﻟﻔﺮﺩ ﰲ ﻋﻤﻠﻴـﺔ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺣﺪﺩ ﺩﻭﺭﻫﺎ ﰲ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻔﺮﺩ ﰲ ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺿﺒﻂ ﺍﻟﺬﺍﺕ ﻭﺗﺴـﻴﲑﻫﺎ‬
‫ﻭﻗﺪﺭﺓ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﻓﻖ ﺳﺒﻊ ﺧﻄﻮﺍﺕ ﺗﺘﻀﻤﻦ ﻣﺮﺣﻠﺘﲔ‪:‬‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ ‪ :‬ﺗﺘﻀﻤﻦ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺴﺖ ﺍﻷﻭﱃ ‪.‬‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ‪ :‬ﺗﺒﺪﺃ ﺑﺎﳋﻄﻮﺓ ﺍﻟﺴﺎﺑﻌﺔ ﻭﺗﺴﺘﻤﺮ ﻣﺪﻯ ﺍﳊﻴﺎﺓ‪.‬‬
‫ﻭﻫﺬﻩ ﺍﳋﻄﻮﺍﺕ ﻫﻲ‪:‬‬
‫‪ (٢‬ﺍﻟﺘﺒﻠﻮﺭ‬ ‫‪ (١‬ﺍﻻﺳﺘﻜﺸﺎﻑ‬
‫‪ (٤‬ﺍﻟﺘﻮﺿﻴﺢ ﻭﺍﻟﺘﻔﺴﲑ‬ ‫‪ (٣‬ﺍﻻﺧﺘﻴﺎﺭ ﺍﻟﺘﺠﺮﻳﱯ‬
‫‪ (٦‬ﺗﻌﺪﻳﻞ ﻭﺗﺼﺤﻴﺢ ﺍﻻﺧﺘﻴﺎﺭ‬ ‫‪ (٥‬ﺍﻟﺒﺪﺀ ﺑﺎﻟﻌﻤﻞ‬
‫‪ (٧‬ﺍﻻﻧﺪﻣﺎﺝ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﳌﻬﲏ‪.‬‬

‫ﺃﻭﻻﹰ‪ :‬ﻣﺮﺣﻠﺔ ﺑﻨﺎﺀ ﺍﻟﺘﻮﻗﻊ ‪:‬‬

‫‪‬ﺪﻑ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺇﱃ ﺗﻮﻋﻴﺔ ﺍﻟﻔﺮﺩ ﲝﺎﺟﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺍﻟﺒﻴﺌـﺎﺕ ﺍﳌﻬﻨﻴـﺔ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ‪‬ﺪﻑ ﺍﳌﻌﺮﻓﺔ ﻭﲢﺪﻳﺪ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﻬﻨﻴﺔ ﺍﳌﺘﻮﻗﻌﺔ‪ ،‬ﻭﻳﺘﻢ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻠﻴـﻞ‬
‫ﻭﺍﻟﺘﻮﺍﺻـﻞ ﺇﱃ ﺃﻗﻞ ﻋﺪﺩ ﳑﻜﻦ ﻣﻦ ﺍﻟﺒﺪﺍﺋﻞ ﻭﲢﻘﻴﻖ ﺍﳌﻔﺎﺿﻠﺔ ﺑـﲔ ﺍﳌﻬــﻦ ﺍﳌﺘﺸﺎ‪‬ــﺔ‬
‫ﺍﳌﺘﻘﺎﺭﺑـﺔ‪ ،‬ﺣﻴﺚ ﳛﺼﻞ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﻣﺆﻗﺖ ﲡﺮﻳﱯ ﻋﻠﻰ ﺃﻥ ﻳﺮﺍﺟﻊ ﻫـﺬﺍ ﺍﻻﺧﺘﻴـﺎﺭ‬
‫ﻭﻳﺘﺤﻘﻖ ﻣﻦ ﻧﺘﺎﺋﺠﻪ ﺑﺎﻟﺘﺠﺮﻳﺐ‪.‬‬
‫ﺛﺎﻧﻴﺎﹰ‪ :‬ﻣﺮﺣﻠﺔ ﺍﻟﺒﺪﺀ ﺑﺎﻟﻌﻤﻞ ﻭﺗﻨﻔﻴﺬﻩ‪:‬‬
‫ﺗﺒﺪﺃ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﲟﺮﺣﻠﺔ ﺍﳉﺎﻣﻌﺔ ﻭﺍﻟﺪﺧﻮﻝ ﰲ ﺍﻟﻌﻤﻞ ﻷﻥ ﺍﻟﺴـﻠﻮﻙ ﺍﳌﻬـﲏ ﺳـﻮﻑ‬
‫ﻳﻜﺘﺴﺐ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﻳﺘﻢ ﺍﻟﺘﻌﺪﻳﻞ ﻟﻠﺴﻠﻮﻙ ﻫﻨﺎ‪ ،‬ﻭﺑﻌﺪﻫﺎ ﺳﻮﻑ ﻳﺼـﻞ ﺇﱃ‬
‫ﻣﺮﺣﻠﺔ ﺍﻻﻧﺪﻣﺎﺝ ﺍﻟﱵ ﺳﻮﻑ ﺗﻮﺻﻠﻪ ﺇﱃ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﻨﻬﺎﺋﻲ‪.‬‬
‫ﻭﻋﱪ ﺗﻴﺪﻣﺎﻥ ﻋﻠﻰ ﺃﻥ ﺍﻟﻔﺮﺩ ﺟﻮﻫﺮﻩ ﻗﻮﺗﻪ ﺍﻟﺬﺍﺗﻴﺔ ﺍﻟﱵ ﺗﻘﻮﺩﻩ ﺇﱃ ﺃﻥ ﻳﻨﻤـﻲ ﻗﺪﺭﺗـﻪ‬
‫ﻭﻳﻜﺘﺸﻒ ﺍﻟـﻮﺍﻗﻊ ﻭﳛﻘﻖ ﺫﻟﻚ ﺑﺄﺳﺎﻟﻴﺐ ﳐﺘﻠﻔﺔ ﲡﻌـﻞ ﺍﻟﻘـﺮﺍﺭ ﻣﻌـﱪﺍﹰ ﻋـﻦ ﻗﻮﺗــﻪ‬
‫ﺍﻟﺬﺍﺗﻴـﺔ )ﺍﻟﺪﺍﻫﺮﻱ‪٢٠٠٥،‬ﻡ‪.(١٥١-١٥٠ :‬‬

‫ﺳﺎﺑﻌﺎً‪ :‬ﻧﻈﺮﯾﺔ ﺟﯿﻼت‪Gelatt :‬‬

‫ﻳﺮﻯ "ﺟﻴﻼﺕ" ﺑﺄﻥ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ ﻫﻲ ﻋﻤﻠﻴﺔ ﻣﺴﺘﻤﺮﺓ ﻭﻳﺮﻯ "ﺟﻴﻼﺕ" ﺑﺄﻥ‬
‫ﻫﻨﺎﻙ ﻣﺮﺍﺣﻞ ﳝﺮ ‪‬ﺎ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﻭﺻﺎﻧﻊ ﺍﻟﻘﺮﺍﺭ ﻭﻫﻲ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ .١‬ﺗﺒﺪﺃ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻋﻨﺪﻣﺎ ﻳﺪﺭﻙ ﺍﻟﻔﺮﺩ ﻭﺟﻮﺩ ﺣﺎﺟﺔ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﳛﺪﺩ‬
‫ﺍﳍﺪﻑ ﺍﳌﺮﺍﺩ ﲢﻘﻴﻘﻪ ﻛﺄﻥ ﻳﻘﺮﺭ ﺍﻟﻄﺎﻟﺐ ﰲ ﺃﻱ ﻛﻠﻴﺔ ﺳﻴﻠﺘﺤﻖ ﺑﻌﺪ ﲣﺮﺟﻪ ﻣﻦ‬
‫ﺍﳌﺪﺭﺳﺔ ﻭﻳﻀﻊ ﺃﻛﺜﺮ ﻣﻦ ﻛﻠﻴﺔ ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﻳﻠﺘﺤﻖ ‪‬ﺎ‪.‬‬
‫‪ .٢‬ﳚﻤﻊ ﺍﻟﻔﺮﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻋﻦ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺬﻱ ﻳﺮﻳﺪ ﺃﻥ ﻳﻠﺘﺤﻖ ﺑـﻪ ﻣﺜـﻞ‬
‫ﺗﻜﺎﻟﻴﻒ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﻟﻜﻠﻴﺔ ﻭﺑﺮﺍﳎﻬﺎ ﻭﻏﲑﻫﺎ ﻣﻦ ﺃﻣﻮﺭ ﻛﻤﻮﻗﻌﻬـﺎ ﻭﻣﻮﺍﻋﻴـﺪ‬
‫ﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﻭﻧﻈﺎﻣﻬﺎ ﺑﺸﻜﻞ ﻋﺎﻡ‪ ،‬ﻭﺗﻌﺘﱪ ﻋﻤﻠﻴﺔ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣـﻦ ﺃﻫـﻢ‬
‫ﺍﳋﻄﻮﺍﺕ ﻷﻥ ﻣﻌﺮﻓﺔ ﺍﳋﻴﺎﺭﺍﺕ ﻣﺮﺗﺒﻄﺔ ﺑﻌﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ .٣‬ﻳﻮﻇﻒ ﺍﻟﻔﺮﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻛﺎﻥ ﻗﺪ ﲨﻌﻬﺎ ﰲ ﲢﺪﻳﺪ ﺍﳉﻮﺍﻧـﺐ ﺍﶈﺘﻤﻠـﺔ‬
‫ﻟﻠﻨﺸﺎﻁ ﻭﲢﺪﻳﺪ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺍﺣﺘﻤﺎﻟﻴﺔ ﲢﻘﻴﻘﻬﺎ ﻭﲢﺪﻳﺪ ﻗﺪﺭﺍﺕ ﺍﻟﻔﺮﺩ ﺍﲡﺎﻫﻬﺎ‪.‬‬
‫‪ .٤‬ﳛﺎﻭﻝ ﺍﻟﻔﺮﺩ ﺗﻘﺪﻳﺮ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺮﻏﻮﺑﺔ ﻟﺪﻳﻪ ﻣﺮﻛﺰﺍﹰ ﺍﻫﺘﻤﺎﻣﻪ ﻋﻠﻰ ﻧﻈﺎﻣﻪ ﺍﻟﻘﻴﻤﻲ‪.‬‬
‫‪ .٥‬ﻳﻘﻴﻢ ﺍﻟﻔﺮﺩ ﲨﻴﻊ ﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﳌﺘﻮﻓﺮﺓ ﻭﻳﺘﺨﺬ ﻗﺮﺍﺭﺍﹰ ﻗﺪ ﻳﻜﻮﻥ ﻣﺆﻗﺘﺎﹰ ﲡﺮﻳﺒﻴـﺎﹰ‬
‫ﻭﻗﻄﻌﻴﺎﹰ‪.‬‬
‫ﻭﺗﺘﻀﻤﻦ ﻧﻈﺮﻳﺔ " ﺟﻴﻼﺕ " ﻋﺪﺩﺍﹰ ﻣﻦ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﳍﺎﻣﺔ ﻭﻫﻲ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ (١‬ﻣﺪﻯ ﺍﺳﺘﻌﺪﺍﺩ ﺍﻟﻔﺮﺩ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ‪ ،‬ﻭﻫﻞ ﳝﺘﻠﻚ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﻟﻼﺯﻣﺔ ﻻﺳﺘﻐﻼﻝ ﺍﳌﺼﺎﺩﺭ ﺍﳌﺘﺎﺣﺔ ﻟﻌﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ (٢‬ﲢﺪﻳﺪ ﺻﺎﺣﺐ ﺍﻟﻘﺮﺍﺭ ﺃﻭ ﻣﺘﺨﺬﻩ ﻭﻫﻞ ﻳﻌﺮﻑ ﺇﻣﻜﺎﻧﺎﺗﻪ ﻭﺍﻫﺘﻤﺎﻣﺎﺗﻪ ﻭﻗﺪﺭﺍﺗـﻪ‬
‫ﻭﺗﻔﻀﻴﻼﺗﻪ ﻭﻗﻴﻤﻪ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﻋﻤﻠﻴﺔ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ (٣‬ﻫﻞ ﻳﻌﺮﻑ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﻓﺮﺹ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺒﻴﺌﺔ ﺍﳌﻬﻨﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻞ ﻣـﻦ‬
‫ﺣﻴﺚ ﻣﺘﻄﻠﺒﺎ‪‬ﺎ ﻭﺍﺣﺘﻴﺎﺟﺎ‪‬ﺎ ﻓﺈﺫﺍ ﻛﺎﻥ ﻣﺰﻭﺩﺍﹰ ﲟﻌﻠﻮﻣﺎﺕ ﻣﻨﺎﺳﺒﺔ ﺳﻴﻜﻮﻥ ﺃﻛﺜﺮ‬
‫ﻗﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ‪) .‬ﻋﺒﺪ ﺍﳍﺎﺩﻱ ﻭﺍﻟﻌﺰﺓ‪.(٧٦-٧٥: ١٩٩٩ ،‬‬

‫ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﺍﻟﻨﻈﺮﻳﺎﺕ‪:‬‬

‫ﻻﺣﻆ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻛﻞ ﻧﻈﺮﻳﺔ ﺍﻧﻄﻠﻘﺖ ﻣﻦ ﺭﺅﻯ ﻭﺍﻫﺘﻤﺎﻣﺎﺕ ﻭﻭﺟﻬﺎﺕ ﻧﻈﺮ ﻣﻨﻈﺮﻳﻬﺎ‪،‬‬
‫ﻓﻨﺠﺪ ﺃﻥ ﺑﻌﺾ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺗﻨﻈﺮ ﺇﱃ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻋﻠﻰ ﺃﻧﻪ ﻋﻤﻠﻴﺔ ﻋﺸـﻮﺍﺋﻴﺔ ﻗـﺪ ﲢـﺪﺙ‬
‫ﺻﺪﻓﺔ‪ ،‬ﻭﺃﺧﺮﻯ ﺗﺮﻯ ﺃﻥ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻋﻤﻠﻴﺔ ﻋﻘﻼﻧﻴﺔ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ﺍﻟﻔﺮﺩ‬
‫ﻟﻠﺒﺪﺍﺋﻞ ﺍﳌﻬﻨﻴﺔ ﺍﶈﺘﻤﻠﺔ‪.‬‬
‫ﻛﻤﺎ ﺗﺮﻯ ﺑﻌﺾ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻗﺪ ﲢﺪﺙ ﻓﺠﺄﺓ ﺧـﻼﻝ ﻓﺘـﺮﺍﺕ‬
‫ﳏﺪﻭﺩﺓ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﺮﻯ ﻧﻈﺮﻳﺎﺕ ﺃﺧﺮﻯ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻋﻤﻠﻴﺔ ﻣﺴـﺘﻤﺮﺓ ﺗﺮﺟـﻊ ﺇﱃ‬
‫ﺍﻟﻄﻔﻮﻟﺔ‪.‬‬
‫ﻭﻟﻜﻦ ﻋﻨﺪﻣﺎ ﳕﻌﻦ ﺍﻟﻨﻈﺮ ﰲ ﺗﻠﻚ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻓﺈ‪‬ﺎ ﺗﻌﻄﻴﻨﺎ ﺗﺼﻮﺭ ﻭﺍﺿﺤﺎﹰ ﻋـﻦ ﻛﻴﻔﻴـﺔ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻨﺎﺳﺐ‪.‬‬

‫‪ -٢‬اﺗﺨﺎذ اﻟﻘﺮار ‪:Decision Making‬‬

‫ﻣﻔﻬﻮﻡ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬
‫ﻟﻘﺪ ﻧﺎﻟﺖ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪ Decision Making‬ﻋﻨﺎﻳﺔ ﺑﺎﻟﻐﺔ ﻣﻦ ﻛﻞ ﻣﻦ ﻋﻠﻤﺎﺀ‬
‫ﺍﻟﻨﻔﺲ ﻭﺍﻻﺟﺘﻤﺎﻉ ﻭﺍﻹﺩﺍﺭﺓ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻭﻳﺘﻔﻖ ﻫﺆﻻﺀ ﺍﻟﻌﻠﻤﺎﺀ ﻋﻠﻰ ﺃﻥ ﻫﻨﺎﻙ ﻣﻌﲎ ﻭﺍﺿﺤﺎﹰ ﻻﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ ﰲ ﻭﺟﻮﺩ ﺑﺪﺍﺋﻞ ﲢﺘﺎﺝ ﺇﱃ ﺍﳌﻔﺎﺿﻠﺔ ﻭﺍﺧﺘﻴﺎﺭ ﺃﻧﺴﺒﻬﺎ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﻋﻤﻠﻴﺔ ﺍﳌﻔﺎﺿﻠــﺔ‬
‫ﻫﺬﻩ ﻫﻲ ﺻﻠﺐ ﻣﻌﲎ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ )ﺍﻟﺰﻫﺮﺍﱐ‪١٤٢٥ ،‬ﻫـ ‪.(١٥:‬‬
‫ﻭﻳﺬﻛﺮ ﻃﻌﻤﺔ )‪٢٠٠٦‬ﻡ‪ (١٦ ،‬ﺃﻥ ﻛﻠﻤﺔ ﻗﺮﺍﺭ ‪ decision‬ﻛﻠﻤـﺔ ﻻﺗﻴﻨﻴـﺔ ﻣﻌﻨﺎﻫـﺎ‬
‫ﺍﻟﻘـﻄﻊ ﺃﻭ ﺍﻟﻔﺼﻞ ) ‪ (Cut off‬ﲟﻌﲎ ﺗﻐﻠﻴﺐ ﺃﺣﺪ ﺍﳉﺎﻧﺒﲔ ﻋﻠﻰ ﺍﻵﺧﺮ‪ ،‬ﻓﺎﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻧﻮﻉ‬
‫ﻣﻦ ﺍﻟﺴﻠﻮﻙ‪ ،‬ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭﻩ ﺑﻄﺮﻳﻘﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﺗﻘﻄﻊ ﺃﻭ ﺗﻮﻗﻒ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻔﻜﲑ‪ ،‬ﻭﺗﻨﻬﻲ ﺍﻟﻨﻈـﺮ ﰲ‬
‫ﺍﻻﺣﺘﻤﺎﻻﺕ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻳﻌﺮﻑ ﻣﺎﻛﻠﻮﺭﻱ ‪١٩٨٠) Mcclure‬ﻡ‪ (١٠ ،‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺄﻧﺔ " ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﺗﺘﻌﻠﻖ‬
‫ﺑﺎﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻴﻬﺎ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﺘﺤﻘﻴﻖ ﺑﻌﺾ ﺍﻷﻫﺪﺍﻑ"‪.‬‬
‫ﻳﻌﺮﻑ ﻣﻮﺭﺍﻯ ‪١٩٨٦) Murray‬ﻡ‪ (٢٣٧،‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺄﻧﺔ " ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﻳﺘﻢ ﻣﻦ ﺧﻼﳍﺎ‬
‫ﺍﻻﺧﺘﻴﺎﺭ ﺑﲔ ﺍﻟﺒﺪﺍﺋﻞ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﻣﻨﻈﻤﺔ "‪.‬‬
‫ﺃﻣﺎ ﺳﺎﳝﻮﻥ ‪ Simon‬ﻓﻘﺪ ﻋﺮﻑ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺄﻧﻪ " ﺍﺧﺘﻴﺎﺭ ﺑﺪﻳﻞ ﻣﻦ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺘﺎﺣـﺔ‬
‫ﻹﳚﺎﺩ ﺍﳊﻞ ﺍﳌﻨﺎﺳﺐ ﳌﺸﻜﻠﺔ ﺟﺪﻳﺪﺓ ﻧﺎﲡﺔ ﻋﻦ ﻋﺎﱂ ﻣﺘﻐﲑ" )ﺍﻟﻔﻀﻞ‪٢٠٠٤ ،‬ﻡ‪.(١٥:‬ﺑﻴﻨﻤـﺎ‬
‫ﻋﺮﻑ ﻳﻮﻧﻎ ‪ Young‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺄﻧﻪ " ﻋﻤﻠﻴﺔ ﺇﺩﺭﺍﻙ ﺗﺸﻤﻞ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻭﻳﺴﺘﻨﺪ ﺇﱃ ﺣﻘﺎﺋﻖ ﻭﻗﻴﻢ‪ ،‬ﺗﺆﺩﻱ ﺇﱃ ﺍﺧﺘﻴﺎﺭ ﺑﺪﻳﻞ ﻭﺍﺣﺪ‪ ،‬ﻣﻦ ﺑﲔ ﺑﺪﺍﺋﻞ ﻛﺜﲑﺓ ﺗـﺆﺩﻱ ﺇﱃ‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺣﻞ" ) ﻃﻌﻤﺔ‪٢٠٠٦ ،‬ﻡ‪.(١٥:‬‬
‫ﻭﻳﺮﻯ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻫﻲ ﻋﻠﻢ ﻟﻪ ﺃﺻﻮﻟﻪ ﻭﻗﻮﺍﻋﺪﻩ ﻭﻓـﻖ ﻣﻬﺎﺭﺗـﻪ ﰲ‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﺪﻳﻞ ﺍﻷﻓﻀﻞ ﰲ ﻇﻞ ﺍﻟﻈﺮﻭﻑ ﺍﳌﻤﻜﻨﺔ‪.‬‬

‫ﺍﳌﺪﺍﺭﺱ ﺍﻟﻌﻠﻤﻴﺔ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬

‫ﺃﺷﺎﺭ ﺣﺒﻴﺐ )‪١٩٩٧‬ﻡ‪ (٨٦ ،‬ﺑﺄﻥ ﺍﻟﺴﻠﻤﻲ ﻗﺴﻢ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻔﻜﺮﻳﺔ ﰲ ﻋﻤﻠﻴـﺔ ﺍﲣـﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ ‪:‬‬
‫‪ -١‬ﺍﳌﺪﺭﺳﺔ ﺍﻟﻮﺍﻗﻌﻴﺔ ‪:‬‬
‫ﺗﻨﻈﺮ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﺇﱃ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﻄﺮﻳﻘﻪ ﻋﻠﻤﻴﻪ ﻭﻋﻤﻠﻴﻪ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴـﻪ‬
‫ﻭﺗﻌﻤﺪ ﺇﱃ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﰲ ﺿﻮﺀ ﺩﺭﺍﺳﺔ ﺍﳌﺸﻜﻠﺔ ﺍﳊﺎﻟﻴﺔ ﻭﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺘﺎﺣﺔ ﺃﻣﺎﻡ ﺣﻞ ﻫـﺬﻩ‬
‫ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﺗﻜﻠﻔﺔ ﻛﻞ ﺑﺪﻳﻞ ﰲ ﺿﻮﺀ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻭﺍﻟﻈﺮﻭﻑ ﺍﻟﺒﻴﺌﻴﺔ ﺍﶈﻴﻄﺔ‪.‬‬
‫‪ -٢‬ﺍﳌﺪﺭﺳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪:‬‬
‫ﻭﻫﻲ ﻧﻈﺮﺓ ﴰﻮﻟﻴﺔ ﺇﱃ ﻛﺎﻓﺔ ﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ ﲤﺮ ‪‬ﺎ ﺍﳌﻨﻈﻤﺔ ﻭﺗﻌﺘﱪ ﺃﻧﻪ ﳚﺐ ﺍﻟﻨﻈﺮ ﺇﱃ ﻛـﻞ‬
‫ﻣﻮﻗﻒ ﺃﻭ ﻣﺸﻜﻠﺔ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ ﰲ ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﳌﻔﺎﺿﻠﺔ ﺑﲔ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺘﺎﺣﺔ ﻻﲣﺎﺫ ﺍﻟﻘـﺮﺍﺭ‬
‫ﻋﻠﻰ ﺿﻮﺀ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﻌﺎﻣﺔ ﺍﻟﱵ ﺗﻨﺘﻬﺠﻬﺎ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ ﳝﻜـﻦ ﺃﻥ ﺗﺘﺼـﻒ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﺗﺼﻞ ﺇﻟﻴﻬﺎ ﺍﳌﻨﻈﻤﺔ ﺃﺣﻴﺎﻧﺎﹰ ﺑﻌﺪﻡ ﺍﻟﺮﺷﺪ‪ ،‬ﻧﻈﺮﺍﹰ ﻟﻮﺟﻮﺩ ﻣـﺘﻐﲑﺍﺕ ﺇﺳـﺘﺮﺍﺗﻴﺠﻴﺔ‬
‫ﺗﻠﻌﺐ ﺩﻭﺭﺍﹰ ﰲ ﺗﺮﺟﻴﺢ ﺍﻟﺒﺪﻳﻞ ﺍﻷﻣﺜﻞ ﺍﻟﺬﻱ ﻳﺘﺨﺬ ﺑﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻟﻘﺮﺍﺭ‪.‬‬
 ‫‪ -٣‬ﺍﳌﺪﺭﺳﺔ ﺍﳌﺨﺘﻠﻄﺔ ‪:‬‬
‫ﻭﲤﺜﻞ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﺍﲡﺎﻫﺎﹰ ﺗﻮﻓﻴﻘﻴﺎﹰ ﻳﺴﺎﻳﺮ ﻣﻌﻄﻴﺎﺕ ﺍﻟﻮﺍﻗﻊ ﻟﻜﻞ ﻣﻮﻗﻒ ﺃﻭ ﻣﺸﻜﻠﺔ ﺗﺴﺘﻠﺰﻡ‬
‫ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﻣﺎ‪ .‬ﻭﺫﻟﻚ ﺃﻳﻀﺎﹰ ﰲ ﺿﻮﺀ ﺍﻹﻃﺎﺭ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﺍﻟﻌﺎﻡ ﺍﻟﺬﻱ ﺗﻨﺘﻬﺠﻪ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﻭﻳﺸﲑ ﺍﳌﻨﻴﻒ )‪١٩٧٧‬ﻡ‪ (٧ ،‬ﺇﱃ ﻭﺟﻮﺩ ﺛﻼﺛﺔ ﻣﺪﺍﺧﻞ ﻧﻈﺮﻳﺔ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺣﺴﺐ ﺁﺭﺍﺀ‬
‫ﻛﻞ ﻣﻦ ﺗﺸﺴﺘﺮ ﺑﺮﻧﺎﺭﺩ ﻭﺳﺎﳝﻮﻥ ﻭﻛﺒﻨﺮ ‪ -‬ﺗﺮﳚﻮ‪ ،‬ﻳﺘﻌﻠﻖ ﻛﻞ ﻣﻨﻬﺎ ﺑﻮﺟﻬﺎﺕ ﺍﻟﻨﻈـﺮ‪ ،‬ﺇﻣـﺎ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻨﻄﻖ ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻌﻠﻤﻲ ﻋﻨﺪ ﻛﻞ ﻣﻦ ﺳﺎﳝﻮﻥ ﻭﻛﺒﻨﺮ‪ -‬ﺗﺮﳚﻮ‪ ،‬ﺃﻭ ﺑﺎﻟﺘﺮﻛﻴﺰ ﻋﻠـﻰ‬
‫ﺍﳊﺪﺱ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﻜﻤﺔ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺸﺨﺼﻴﺔ ﻋﻨﺪ ﺗﺸﺴﺘﺮ ﺑﺮﻧﺎﺭﺩ‪.‬‬
‫ﻭﻳﺸﲑ ﻋﺒﺪ ﺍﳊﻔﻴﻆ )‪١٩٨١‬ﻡ‪ (٧٤ ،‬ﺇﱃ ﻭﺟﻮﺩ ﺃﺳﻠﻮﺑﲔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﰲ ﻛﺜﲑ ﻣﻦ‬
‫ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ :‬ﺍﻟﻘﺮﺍﺭ ﺍﻟﻔﺮﺩﻱ‪ ،‬ﻭﺍﻟﻘﺮﺍﺭ ﺍﳉﻤﺎﻋﻲ‪ ،‬ﻭﻳﺮﻯ ﺃﻥ ﺍﻟﻘﺮﺍﺭ ﺍﻟﻔﺮﺩﻱ ﻫـﻮ ﺍﻟﻐﺎﻟـﺐ‬
‫ﻭﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎﹰ ﰲ ﻫﺬﻩ ﺍﻟﺪﻭﻝ‪.‬‬

‫ﺃﻧﻮﺍﻉ ﺍﻟﻘﺮﺍﺭﺍﺕ‪:‬‬
‫ﻳﻔﺮﻕ ﺳﺎﳝﻮﻥ ‪) Simon‬ﺍﻟﻨﻤﺮ ﻭﺁﺧﺮﻭﻥ‪١٩٩١ ،‬ﻡ‪ (٧٥:‬ﺑﲔ ﻋﺪﺓ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﻭﻳﻮﺿﺤﻬﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪_١‬ﺍﻟﻘﺮﺍﺭ ﺍﳍﺎﺩﻑ‪ :‬ﻫﻮ ﺍﻟﺬﻱ ﻳﺮﺗﺒﻂ ﺑﺎﳍﺪﻑ ﺍﻟﻨﻬﺎﺋﻲ‪ ،‬ﻭﺍﻟﻘﺮﺍﺭ ﻏﲑ ﺍﳍﺎﺩﻑ‪ :‬ﻫﻮ ﺍﻟﺬﻱ ﻻ‬
‫ﻳﺆﺩﻱ ﺇﱃ ﲢﻘﻴﻖ ﺍﳍﺪﻑ ﺍﻟﻨﻬﺎﺋﻲ‪.‬‬
‫‪_٢‬ﺍﻟﻘﺮﺍﺭ ﺍﻟﺮﺷﻴﺪ‪ :‬ﻫﻮ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﻳﻌﻮﺩ ﺇﱃ ﺍﺧﺘﻴﺎﺭ ﺑﺪﺍﺋﻞ ﺗﺆﺩﻱ ﺇﱃ ﲢﻘﻴﻖ ﺍﳍـﺪﻑ‬
‫ﺍﻟﻨﻬﺎﺋﻲ‪.‬‬
‫‪_٣‬ﺍﻟﻘﺮﺍﺭ ﺍﳌﱪﻣﺞ ‪ :‬ﻫﻮ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﳜﻀﻊ ﳊﺴﺎﺑﺎﺕ ﻭﺧﻄﻂ ﺩﻗﻴﻘﺔ‪ ،‬ﻭﻳﺘﺒﻊ ﺟـﺪﺍﻭﻝ‬
‫ﺯﻣﻨﻴﺔ ﳏﺪﺩﺓ ﻭﻣﻘﻨﻨﻪ ﻭﺍﻟﻘﺮﺍﺭ ﻏﲑ ﺍﳌﱪﻣﺞ ﻳﺘﻄﻠﺐ ﻗﺪﺭﺍﹰ ﻛﺒﲑﺍﹰ ﻣﻦ ﺍﻻﺑﺘﻜـﺎﺭ‪ ،‬ﻭﲣﺘﻠـﻒ‬
‫ﺃﺳﺎﻟﻴﺐ ﻣﻌﺎﳉﺔ ﺍﻟﻘﺮﺍﺭ ﻏﲑ ﺍﳌﱪﻣﺞ ﻋﻦ ﺍﻟﻘﺮﺍﺭ ﺍﳌﱪﻣﺞ‪.‬‬

‫ﺧﻄﻮﺍﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬

‫ﻳﺸﲑ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ )‪١٩٨٢‬ﻡ‪ (٤٢ ،‬ﺇﱃ ﺃﻥ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻫﻮ ﺍﺧﺘﻴﺎﺭ ﺑﲔ ﳎﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﻟﺒﺪﺍﺋﻞ ‪ ،‬ﻭﻫﻮ ﻋﻤﻠﻴﺔ ﻋﻘﻠﻴﺔ ﲤﺎﺭﺱ ﻓﻴﻬﺎ ﺧﻄﻮﺍﺕ ﺍﻟﺘﻔﻜﲑ ﺍﳌﻨﻄﻘﻲ ﺍﻟﺬﻱ ﻳﺘﺨﻠﺺ ﰲ ﺃﻥ ﻫﻨﺎﻙ‬
‫ﻫﺪﻓﺎﹰ ﻳﺮﺍﺩ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ ﺃﻭ ﻣﺸﻜﻠﺔ ﻳﺮﺍﺩ ﺣﻠﻬﺎ‪ ،‬ﻭﺗﻮﺟﺪ ﻣﻌﻠﻮﻣﺎﺕ ﺑﺸﺄﻥ ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﻳﻘﻮﻡ‬
‫ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﺑﺘﺤﻠﻴﻠﻬﺎ ﻟﻠﺘﻮﺻﻞ ﺇﱃ ﺑﺪﺍﺋﻞ ﻣﻌﻴﻨﺔ‪ ،‬ﰒ ﳜﺘﺎﺭ ﺃﺣﺪ ﻫﺬﻩ ﺍﻟﺒﺪﺍﺋﻞ ﺃﻭ ﳎﻤﻮﻋﺔ ﻣﻨﻬﺎ‪،‬‬
‫ﻭﻫﺬﺍ ﻫﻮ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻌﻠﻤﻲ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﺍﻟﺬﻱ ﳜﺘﻠﻒ ﻋﻦ ﻏﲑﻩ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ‪ ،‬ﻣﺜﻞ‬
‫ﺍﻟﺘﺠﺮﺑﺔ ﻭﺍﳋﻄﺄ ﻭﺍﻟﺘﻘﻠﻴﺪ‪ ،‬ﰲ ﺃﻧﺔ ﻣﻮﺿﻮﻋﻲ ﻳﻘﻮﻡ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳊﻘـﺎﺋﻖ ﻭﲢﻠﻴﻠـﻬﺎ‬
‫ﻭﺇﺑﻌﺎﺩ ﺍﻟﺘﺤﻴﺰ ﺍﻟﺸﺨﺼﻲ ﻭﺍﻟﻨﻈﺮﺓ ﺍﻟﺬﺍﺗﻴﺔ ﺑﻘﺪﺭ ﺍﻹﻣﻜﺎﻥ‪ ،‬ﻭﻳﻌﻤﻞ ﻋﻠﻰ ﺍﺳﺘﻐﻼﻝ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺘﺎﺣﺔ‬
‫ﺃﺣﺴﻦ ﺍﺳﺘﻐﻼﻝ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻄﻠﻮﺑﺔ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻟﻮﺍﺟﺒﺔ ﻣﻦ ﺍﻟﻔﻌﺎﻟﻴﺔ‪.‬‬
‫ﻭﻳﻔﺮﻕ ﺳﺎﻋﺎﰐ )‪١٩٨٤‬ﻡ‪ (١٦٣ ،‬ﺑﲔ ﻣﻔﻬﻮﻡ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺣﻴﺚ ﻳـﺮﻯ‬
‫ﺃﻥ ﻋﻤﻠﻴﺔ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﺗﺘﻀﻤﻦ ﲨﻴﻊ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺸﺘﺮﻛﺔ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺍﺟﺘﻤﺎﻋﻴـﺔ‬
‫ﺃﻭ ﺳﻴﺎﺳﻴﺔ ﺃﻭ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺃﻭ ﺛﻘﺎﻓﻴﺔ‪ ،‬ﺃﻱ ﺃ‪‬ﺎ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﺗﺘﻀﻤﻦ ﺍﻹﻋﺪﺍﺩ ﻭﺍﻟﺘﺤﻀﲑ ﻭﺍﻟﺘﻜﻮﻳﻦ‬
‫ﻟﻠﻘﺮﺍﺭ ﲟﺨﺘﻠﻒ ﺍﳊﻴﺜﻴﺎﺕ ﻭﺍﻷﺳﺒﺎﺏ‪ ،‬ﺃﻣﺎ ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻓﻬﻮ ﺍﳌﺮﺣﻠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﰲ ﻋﻤﻠﻴـﺔ‬
‫ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﻭﻳﺬﻛﺮ ﻋﺒﺎﺱ )‪٢٠٠٤‬ﻡ( ﻭ ﻋﻼﻗﻲ )‪١٩٨٥‬ﻡ( ﻭ ﺍﻟﻨﻤﺮ ﻭﺁﺧﺮﻭﻥ )‪١٩٩١‬ﻡ( ﻭ ﺩﺭﺍﻛﺮ‬
‫)‪١٩٩٨‬ﻡ( ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﲤﺮ ﲟﺮﺍﺣﻞ ﻭﺧﻄﻮﺍﺕ ﻣﻨﻈﻤﺔ ﻭﻣﺘﻌﺪﺩﺓ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ‬
‫ﳌﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﺃﻥ ﻳﺘﺎﺑﻌﻬﺎ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻗﺮﺍﺭ ﺭﺷﻴﺪ‪ .‬ﻭﺗﺒﺪﺃ ﻋﻤﻠﻴﺔ ﺍﲣـﺎﺫ ﺍﻟﻘـﺮﺍﺭ ﺑﺘﺸـﺨﻴﺺ‬
‫ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﰒ ﲢﺪﻳﺪ ﺍﻟﺒـﺪﺍﺋﻞ‪ ،‬ﻭﺇﺧﺘﻴـﺎﺭ ﺃﺣـﺪﻫﺎ‪،‬‬
‫ﻭﻣﺘﺎﺑﻌﺔ ﺗﻨﻔﻴﺬﻩ‪.‬‬
‫ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻠﺔ ﳏﻞ ﺍﻟﻘﺮﺍﺭ ﻭﲢﺪﻳﺪﻫﺎ ﻭﲢﻠﻴﻠﻬﺎ‬

‫ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻭﺳﺎﺋﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‬

‫ﲢﺪﻳﺪ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺘﺎﺣﺔ‬

‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﺪﻳﻞ ﺍﳌﻨﺎﺳﺐ ﻭﺍﻷﻓﻀﻞ‬

‫ﻣﺘﺎﺑﻌﺔ ﺍﻟﻘﺮﺍﺭ ﻭﺗﻨﻔﻴﺬﻩ‬

 ‫ﻭﻳﺮﻯ ﻋﺒﺎﺱ )‪٢٠٠٤‬ﻡ‪ (١٠٦ -١٠٣ ،‬ﺇﱃ ﺃﻥ ﺍﻟﻘﺮﺍﺭ ﻟﻪ ﻋﺪﺓ ﺧﻄﻮﺍﺕ ﻫﻲ‪:‬‬
‫‪ -١‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻠﺔ ‪ :‬ﻫﻨﺎﻙ ﺛﻼﺙ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﳌﺸﺎﻛﻞ‪:‬‬
‫ﺃ‪ -‬ﺍﳌﺸﺎﻛﻞ ﺍﳌﺘﻜﺮﺭﺓ‪:‬‬
‫ﻭﻫﻲ ﺍﻟﱵ ﻳﺘﻜﺮﺭ ﺣﺪﻭﺛﻬﺎ ﺩﺍﺋﻤﺎﹰ‪ ،‬ﻭﳍﺎ ﻋﻼﻗﺔ ﺑﺎﻷﻋﻤﺎﻝ ﻭﺍﻷﻣﻮﺭ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻛﺎﻟﺘﺄﺧﺮ ﻋـﻦ‬
‫ﺍﻟﺪﻭﺍﻡ ﺍﻟﺮﲰﻲ ﻟﻠﻤﺤﺎﺿﺮﺓ ﺃﻭ ﺧﺮﻭﺝ ﺍﳌﻮﻇﻔﲔ ﻗﺒﻴﻞ ﺍﻧﺘﻬﺎﺀ ﺍﻟﺪﻭﺍﻡ‪.‬‬
‫ﺏ‪ -‬ﺍﳌﺸﺎﻛﻞ ﺍﳉﻮﻫﺮﻳﺔ‪:‬‬
‫ﻭﻫﻲ ﺗﻠﻚ ﺍﳌﺘﻌﻠﻘﺔ ﲟﺸﺎﻛﻞ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻨﺒﺆ ﻭﺍﻟﺴﻴﺎﺳﺎﺕ‪ ،‬ﻭﺍﲣﺎﺫ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﺮﻗﺎﺑﺔ‬
‫ﻭﺍﻟﺘﻮﺟﻴﻪ‪.‬‬
‫ﺕ‪ -‬ﺍﳌﺸﺎﻛﻞ ﺍﻟﻌﺮﺿﻴﺔ ﻭﺍﻟﻄﺎﺭﺋﺔ‪:‬‬
‫ﻭﻳﻘﺼﺪ ﺑﺬﻟﻚ ﺍﻷﺣﺪﺍﺙ ﻏﲑ ﺍﳌﺘﻮﻗﻌﺔ ﻭﺍﳌﻔﺎﺟﺂﺕ ﻭﺍﻟﱵ ﲢﺼـﻞ ﻷﺳـﺒﺎﺏ ﺩﺍﺧــﻞ‬
‫ﺍﳌﻨﻈﻤﺔ ﺃﻭ ﺧﺎﺭﺟﺔ ﻋﻦ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ‪ ،‬ﻣﺜﻼﹰ ﺣﺪﻭﺙ ﺃﺯﻣﺔ ﺳﻴﺎﺳـﺔ ﺣﺎﻟـﺖ ﺩﻭﻥ ﻭﺻـﻮﻝ‬
‫ﺍﻟﺒﻀﺎﻋﺔ‪ ،‬ﺍﺭﺗﻔﺎﻉ ﻣﻔﺎﺟﺊ ﰲ ﺍﻟﺮﺳﻮﻡ‪.‬‬
‫‪ -٢‬ﻭﺿﻊ ﺍﻟﺒﺪﺍﺋﻞ‪:‬‬
‫ﻭﻳﻘﺼﺪ ﺑﺬﻟﻚ ﺑﺪﺍﺋﻞ ﺍﳊﻠﻮﻝ ﺍﳌﻤﻜﻨﺔ ﺃﻣﺎﻡ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﳊﻞ ﺍﳌﺸـﻜﻠﺔ ﺍﻟـﱵ ﺗﻮﺍﺟﻬـﻪ‬
‫ﻭﺍﻟﺒﺪﻳﻞ ﺍﻷﻣﺜﻞ ـ ﻛﻤﺎ ﺫﻛﺮﻧﺎ ـ ﻫﻮ ﺍﳊـﻞ‪ ،‬ﻭﻫﻮ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﻳﺘﻢ ﺍﺧﺘﻴـﺎﺭﻩ ‪ ،‬ﻭﺍﳌـﺪﻳﺮ‬
‫ﺍﻟﻨﺎﺟﺢ ﻫﻮ ﺍﻟﺬﻱ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻀﻊ ﺃﻛﺜﺮ ﻣﻦ ﺑﺪﻳﻞ ﻭﺍﺣﺪ‪.‬‬
‫‪ -٣‬ﻣﺮﺣﻠﺔ ﺗﻘﻴﻴﻢ ﺍﻟﺒﺪﺍﺋﻞ‪:‬‬
‫ﻭﻫﻲ ﻋﻤﻠﻴﺔ ﺷﺎﻗﺔ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﻹﺩﺍﺭﻳﻮﻥ ﺫﻭﻭﺍ ﺍﳋﱪﺓ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻭﻏﺮﺿﻬﻢ ﻣﻦ ﺫﻟﻚ ﻫﻮ‬
‫ﺗﺪﺭﻳﺞ ﺑﺪﺍﺋﻞ ﺍﳊﻠﻮﻝ ﻟﻠﻤﺸﻜﻠﺔ ﺣﺴﺐ ﺃﳘﻴﺘﻬﺎ‪ ،‬ﻓﺎﻟﺒﺪﻳﻞ ﺍﻟﺬﻱ ﻳﻨﻄﺒﻖ ﻋﻠﻰ ﺍﳌﻌﺎﻳﲑ ﺍﻟﱵ ﳛﺪﺩﻫﺎ‬
‫ﺍﳌﺨﻄﻂ ﻳﻜﻮﻥ ﻫﻮ ﺑﺪﻳﻞ ﺍﳊﻞ ﺍﻷﻭﻝ‪.‬‬
‫‪ -٤‬ﺗﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭ‪:‬‬
‫ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﻳﻘﻮﻡ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﺑﺸﺮﺡ ﻗﺮﺍﺭﻩ ﻟﻠﻘﺎﺋﻤﲔ ﻋﻠـﻰ ﻋﻤﻠﻴـﺔ ﺍﻟﺘﻨﻔﻴـﺬ‪،‬‬
‫ﻭﻳﻨﺎﻗﺸﻬﻢ ﻓﻴﻪ ﻭﻳﺴﺘﻤﻊ ﺇﱃ ﻭﺟﻬﺎﺕ ﻧﻈﺮﻫﻢ ﺑﻐﺮﺽ ﻛﺴﺐ ﻣﻮﺍﻓﻘﺘﻬﻢ ﻋﻠﻴﻪ ﻹﺛـﺎﺭﺓ ﺍﻟﺮﻏﺒـﺔ‬
‫ﻟﺪﻳﻬﻢ ﺑﺘﻨﻔﻴﺬﻩ ﻭﻭﺿﻊ ﺍﳊﺎﻓﺰ ﳍﻢ ﻟﻠﻌﻤﻞ ﻋﻠﻰ ﺗﻨﻔﻴﺬﻩ ﺑﺪﻗﺔ‪.‬‬
 ‫‪ -٥‬ﻣﺘﺎﺑﻌﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭ ﻭﺗﻘﻴﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ‪:‬‬
‫ﺑﻌﺪ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﺪﻳﻞ ﺍﳌﻼﺋﻢ ﻓﺈﻥ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﱂ ﺗﺘﻨﻔﺬ ﺑﻌﺪ‪ ،‬ﺑﻞ ﻳﺄﰐ ﺩﻭﺭ ﺍﳌﺘﺎﺑﻌﺔ‪،‬‬
‫ﻭﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﻔﻴﺬ ﻣﻬﻤﺔ ﻟﻠﻐﺎﻳﺔ ﻷﻧﻪ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﳒﺎﺡ ﺍﻟﻘﺮﺍﺭ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻪ‪ ،‬ﻭﻋﻨﺪ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﻨﻬﺎﺋﻲ ﺃﻱ ﺑﻌﺪ ﺗﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭ ﻳﻘﻮﻡ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﲟﻘﺎﺭﻧﺔ ﺍﻹﳒﺎﺯ ﺍﻟﻔﻌﻠﻲ ﻣﻊ ﻣﺎ ﻫﻮ ﳏﺪﺩ‬
‫ﰲ ﺍﻟﻘﺮﺍﺭ ﻭﺑﺬﻟﻚ ﻳﺘﺄﻛﺪ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺬﻱ ﺣﻘﻘﻪ ﻗﺮﺍﺭﻩ‪.‬‬

‫ﻣﻘﻮﻣﺎﺕ ﺍﻟﻘﺮﺍﺭ‪:‬‬
‫ﻳﺸﲑ ﺍﳌﻨﻴﻒ ) ‪١٩٧٧‬ﻡ‪ (١٨٨ ،‬ﺇﱃ ﺃﻥ ﺍﻟﻘﺮﺍﺭ ﻟﻪ ﻋﺪﺓ ﻣﺮﺗﻜﺰﺍﺕ ﻭﻫﻲ‪:‬‬
‫‪ _١‬ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﻔﻜﺮﻳﺔ‪ :‬ﺃﻱ ﺍﻟﺒﺤﺚ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﳊﺎﻻﺕ ﺗﺪﻋــﻮ ﻻﲣــﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺗﻌﲏ ﺑﺸﻜﻞ ﺑﺴﻴﻂ ﺗﻌﺮﻳﻒ ﺍﳌﺸﻜﻠﺔ‪.‬‬
‫‪ _٢‬ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﺘﺼﻤﻴﻤﻴﺔ‪ :‬ﺃﻱ ﺍﻹﺑﺪﺍﻉ ﰲ ﺗﻘﺪﱘ ﺍﻟﺒﺪﺍﺋﻞ ﳊﻞ ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﺗﻌﲏ ﺍﻟﺒﺤﺚ‬
‫ﻋﻦ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺘﺎﺣﺔ ﻣﻦ ﳎﻤﻮﻋﺔ ﺑﺪﺍﺋﻞ‪.‬‬
‫‪ _٣‬ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﳋﺎﺭﺟﻴﺔ‪ :‬ﺃﻱ ﺍﻧﺘﻘﺎﺀ ﺃﺣﺪ ﺍﻟﺒﺪﺍﺋﻞ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻟﻘﻴﺎﻡ ﺑﺘﻨﻔﻴﺬﻩ‪.‬‬

‫ﺍﳌﻈﺎﻫﺮ ﺍﻟﱵ ﲤﺮ ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬

‫ﺇﻥ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺘﻤﻴﺰ ﺑﺜﻼﺙ ﻣﻈﺎﻫﺮ ﺭﺋﻴﺴﻴﺔ ﺗﺘﻀﺢ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -١‬ﺍﻟﺬﻛﺎﺀ‪Intelligence :‬‬
‫ﻭﻳﺘﻤﺜﻞ ﰲ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳉﻮﺍﻧﺐ ﺍﻟﱵ ﲢﺘﺎﺝ ﻋﻠﻰ ﻗﺮﺍﺭﺍﺕ ﰲ ﺍﻟﻌﻤﻞ ﰒ ﲡﻤﻴﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻋﻨﻬﺎ ﰒ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﺸﻜﻠﺔ ﻭﺃﺑﻌﺎﺩﻫﺎ ﻭﺣﻘﻴﻘﺔ ﻣﻌﻨﺎﻫﺎ‪.‬‬
‫‪ -٢‬ﺍﻟﺘﺼﻤﻴﻢ‪Design :‬‬
‫ﻭﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺇﳚﺎﺩ ﺍﻟﻄﺮﻕ ﺍﶈﺘﻤﻠﺔ ﻟﻠﺤﻠﻮﻝ ﻭﲢﻠﻴﻠﻬﺎ ﻭﺗﻘﻴﻴﻤﻬﺎ‪.‬‬
‫‪ -٣‬ﺍﻻﺧﺘﻴﺎﺭ‪Choice :‬‬
‫ﻭﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﺪﻳﻞ ﺍﻷﻓﻀﻞ ﻣﻦ ﺑﲔ ﺍﳊﻠﻮﻝ ﺍﳌﺘﺎﺣﺔ ﰒ ﻭﺿﻊ ﻫـﺬﺍ ﺍﻟﺒـﺪﻳﻞ‬
‫ﻣﻮﺿﻊ ﺍﻟﺘﻨﻔﻴﺬ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺃﻛﺜﺮ ﺍﳊﻠﻮﻝ ﺍﺣﺘﻤﺎﻻﹰ ﻟﻠﻨﺠﺎﺡ‪.‬‬
‫ﻭﻳﻼﺣﻆ ﺃﻥ ﻫﺬﻩ ﺍﳌﻈﺎﻫﺮ ﺍﻟﺜﻼﺙ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ ﲤﺮ ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘـﺮﺍﺭ ﻋﻤﻠﻴـﺎﺕ‬
‫ﻣﺘﺪﺍﺧﻠﺔ ﻭﻻ ﳝﻜﻦ ﺍﻟﻔﺼﻞ ﺑﻴﻨﻬﺎ ﻷ‪‬ﺎ ﻋﻨﺎﺻﺮ ﻟﻌﻤﻠﻴﺔ ﻣﺴﺘﻤﺮﺓ )ﺣﺒﻴﺐ‪.(٦٩ :١٩٩٧ ،‬‬

‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬

‫ﻳﺸﲑ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ )‪١٩٩٥‬ﻡ‪ (٥١ ،‬ﺇﱃ ﺃﻥ ﺍﳌﺪﻳﺮ ﻳﻮﺍﺟﻪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺘﻨﻮﻋـﺔ‬
‫ﻭﺍﻟﱵ ﻳﺘﻄﻠﺐ ﻛﻞ ﻣﻨﻬﺎ ﻣﻬﺎﺭﺍﺕ ﻣﻌﻴﻨﺔ ﲤﻜﻨﻪ ﻣﻦ ﻣﻮﺍﺟﻬﺔ ﻫﺬﺍ ﺍﻟﻨـﻮﻉ ﻣـﻦ ﺍﳌﺸـﻜﻼﺕ‪،‬‬
‫ﻓﺎﳌﺸﻜﻼﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﲢﺘﺎﺝ ﺇﱃ ﻗـﺪﺭﺍﺕ ﻭﻣﻬـﺎﺭﺍﺕ ﻓﻜﺮﻳـﺔ‬
‫ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ‪ ،‬ﻭﻳﺪﺧﻞ ﻓﻴﻬﺎ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﲢﻠﻴﻞ ﺍﳌﺸﻜﻼﺕ ﻭﻣﻌﺮﻓـﺔ ﺃﺳـﺒﺎ‪‬ﺎ‬
‫ﺍﳊﻘﻴﻘﻴﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻹﳌﺎﻡ ﺍﻟﻜﺎﻣﻞ ﺑﺎﳌﻌﻮﻗﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﱵ ﲢﻴﻂ ﺑﺎﻟﻌﻤـﻞ ﰲ‬
‫ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﳛﺘﺎﺝ ﺍﳌﺪﻳﺮ ﺇﱃ ﺃﻥ ﻳﻜﻮﻥ ﻋﻠﻰ ﺇﳌﺎﻡ ﻛﺎﻣﻞ ﺑﺎﳌﺸﻜﻼﺕ ﺍﳌﺘﻌﻠﻘﺔ ﲟﻤﺎﺭﺳﺔ ﺍﳌﻨﺎﺷـﻂ‬
‫ﺍﻟﻔﻨﻴﺔ‪ ،‬ﺧﺎﺻﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻦ ﺑﲔ ﺷﺎﻏﻠﻲ ﻣﺴﺘﻮﻯ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻮﺳﻄﻰ‪ ،‬ﺣﻴﺚ ﻳﻜـﻮﻥ ﺃﻗـﺮﺏ‬
‫ﳑﺎﺭﺳﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻔﲏ ﲟﺸﺎﻛﻠﻪ ﺍﳌﺘﻨﻮﻋﺔ‪ ،‬ﻭﺃﺧﲑﺍﹰ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺒﻴﺌﻴﺔ ﺍﻟﱵ ﺗﻌﺘﱪ ﺣﺼﻴﻠﺔ ﺍﻟﻈـﺮﻭﻑ‬
‫ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻨﻈﻤﺔ ﺳﻮﺍﺀ ﻣﻦ ﺩﺍﺧﻠﻬﺎ ﺃﻭ ﻣﻦ ﺧﺎﺭﺟﻬﺎ‪ .‬ﻭﻳﺮﻯ ﻋﺒـﺪ ﺍﻟﻔﺘـﺎﺡ‬
‫ﺍﺭﺗﺒﺎﻁ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺪﺍﻋﻲ ﺑﺸﺨﺼﻴﺔ ﺍﳌﺪﻳﺮ ﻧﻔﺴﻪ‪ ،‬ﻭﻣﺎ ﳝﻠﻜﻪ ﻣﻦ ﺻﻔﺎﺕ ﻭﻗـﺪﺭﺍﺕ‬
‫ﺗﺘﻜﻮﻥ ﻣﻨﻬﺎ ﺷﺨﺼﻴﺘﻪ ﺑﺸﻜﻞ ﻣﻨﻔﺮﺩ ﳝﻴﺰﻩ ﻋﻦ ﺃﻗﺮﺍﻧﻪ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘـﺬﻛﲑ‬
‫ﺍﻹﺑﺪﺍﻋﻲ ﺗﺮﺗﺒﻂ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﲟﺠﻤﻮﻋﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﻜﺮﻳﺔ ﺍﻟﱵ ﳝﻠﻜﻬﺎ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺍﻟﱵ‬
‫ﺗﻜﻮﻥ ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻷﺳﻠﻮﺑﻪ ﻭﻣﻨﻬﺠﻪ ﰲ ﺍﻟﺘﻔﻜﲑ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪.‬‬
‫ﻭﻳﺸﲑ ﺍﻟﺼﺒﺎﻍ )‪١٩٨٠‬ﻡ‪ (٥ ،‬ﺇﱃ ﺃﻥ ﺑﻌﺾ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺗﺘﺄﺛﺮ ﺑـﺎﻟﻈﺮﻭﻑ ﺍﻟﺸﺨﺼـﻴﺔ‬
‫ﳌﺘﺨﺬﻱ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻷﻧﺴﺐ ﻭﳍﺬﺍ ﻓﺈﻥ ﻣﺘﺨﺬﻱ ﺍﻟﻘﺮﺍﺭﺍﺕ ﳜﺘﻠﻔـﻮﻥ ﰲ ﺩﺭﺟـﺔ ﺇﺩﺭﺍﻛﻬـﻢ‬
‫ﻭﺍﲡﺎﻫﺎ‪‬ﻢ ﻭﻗﻴﻤﻬﻢ ﻟﻔﻬﻢ ﻣﺸﺎﻛﻞ ﺍﳌﻨﻈﻤﺔ ﳑﺎ ﻳﻨﻌﻜﺲ ﻋﻠﻰ ﻧﻮﻋﻴﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﺨﺬﺓ‪.‬‬
‫ﻭﻳﺸﲑ ﺣﺒﻴﺐ ) ‪١٩٩٧‬ﻡ‪ (٧٦ ،‬ﺑﺄﻥ ﺍﻟﺴﻠﻤﻲ ﻳﻀﻴﻒ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﱵ ﺗﺘﻔﺎﻋﻞ ﻣﻊ ﻋﻤﻠﻴـﺔ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﳛﺪﺩﻫﺎ ﰲ ﺛﻼﺛﺔ ﳎﻤﻮﻋﺎﺕ ﻫﻲ‪:‬‬
‫‪ (١‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺸﺨﺼﻴﺔ ﺃﻭ ﺍﻟﺘﻜﻮﻳﻦ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ ﻟﻠﺸﺨﺺ ﻋﻦ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ (٢‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﱵ ﺗﺼﻒ ﺍﻟﺒﻴﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﱵ ﻳﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﰲ ﺇﻃﺎﺭﻫﺎ‪.‬‬
‫‪ (٣‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳊﻀﺎﺭﻳﺔ ﺃﻭ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﱵ ﺗﺼﻒ ﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ ﺍﻟﱵ ﲢﻜـﻢ‬
‫ﺍﻷﻓﺮﺍﺩ ﻭﺍﳉﻤﺎﻋﺎﺕ ﰲ ﺗﺼﺮﻓﺎ‪‬ﻢ ﰲ ﳎﺘﻤﻊ ﻣﻌﲔ‪.‬‬
‫ﻭﻳﺸﲑ ﺍﳍﻮﺍﺭﻱ )‪١٩٩٧‬ﻡ‪ (٨٩،‬ﺇﱃ ﺍﻟﻀﻐﻮﻁ ﺍﻟﱵ ﻳﺘﺄﺛﺮ ‪‬ﺎ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﻫﻲ‪:‬‬
‫‪ (١‬ﺿﻐﻮﻁ ﺍﻟﻈﺮﻭﻑ ﺍﻟﺒﻴﺌﻴﺔ‪ ،‬ﻭﺑﺼﻔﺔ ﺧﺎﺻﺔ ﺍﻟﻘﻴﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻷﻋـﺮﺍﻑ ﻭﺍﻟﺘﻘﺎﻟﻴـﺪ‪،‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺪﻭﻟﺔ ﻭﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﺍﳌﻨﺎﻓﺴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﻭﺍﳌﺘﻌﺎﻣﻠﲔ‪.‬‬
‫‪ (٢‬ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ :‬ﻣﺜﻞ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻟﻘﻴﻢ ﻭﺍﻻﻗﺘﻨﺎﻉ ﺍﻟﺴﺎﺋﺪ ﰲ ﺍﳌﻨﻈﻤـﺔ ﻭﺍﳌﻨـﺎﺥ‬
‫ﺍﻟﺴﺎﺋﺪ ﺍﻟﻌﺎﻡ ﻓﻴﻬﺎ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺗﻮﺍﻓﺮ ﺍﻟﻜﻮﺍﺩﺭ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻹﻧﺘﺎﺟﻴـﺔ ﻭﻣﺘﻄﻠﺒـﺎﺕ‬
‫ﺍﻟﻌﻤﻞ‪ ):‬ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﳌﻬﺎﺭﺓ‪ ،‬ﻭﺍﻟﺮﻏﺒﺔ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ (‪.‬‬
‫‪ (٣‬ﺍﺣﺘﻴﺎﺟﺎﺕ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ‪ :‬ﻣﺜﻞ ﺣﺎﺟﺘﻪ ﺇﱃ ﺍﻷﻣﻦ ﻭﺍﻟﺪﻋﻢ ﻭﺍﻟﻔﺮﺻﺔ ﻭﺍﻟﺴﻠﻄﺔ ﺍﳌﺘﺎﺣـﺔ‬
‫ﻭﺍﻻﻋﺘﺮﺍﻑ ﺑﺎﻟﺪﻭﺭ ﻭﺍﳌﻜﺎﻓﺄﺓ ﻭﺍﻹﺣﺴﺎﺱ ﺑﺎﻹﳒﺎﺯ‪.‬‬
‫‪ (٤‬ﺍﻟﻘﻴﻢ ﻭﺍﻻﻗﺘﻨﺎﻉ ﺍﻟﺬﺍﰐ ﳌﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﻳﺸﲑ ﻏﺮﺍﺏ )‪١٩٨٧‬ﻡ‪ (٩،‬ﺇﱃ ﳕﻮﺫﺝ ﺍﻟﺒﻴﻨﺞ ‪ Elbing‬ﺍﻟﺬﻱ ﻳﻠﺨﺺ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﺆﺛﺮ‬
‫ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﻫﻲ‪:‬‬
‫‪ (١‬ﺍﳌﻌﺮﻓﺔ ﺍﳌﺘﺠﻤﻌﺔ ﺍﻷﺳﺎﺳﻴﺔ )ﺍﻟﱵ ﲣﻠﻖ ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﳕﻮﺫﺟﺎﹰ ﻋﻦ ﺍﻟﻌﺎﱂ ﺍﶈﻴﻂ ﺑﻪ(‪.‬‬
‫‪ (٢‬ﺍﻓﺘﺮﺍﺿﺎﺕ ﻋﻼﻗﺎﺕ ﺍﻟﺴﺒﺐ ﻭﺍﻟﻨﺘﻴﺠﺔ) ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﲟﺪﻯ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﺮﺩ ﻟﻠﻄﺮﻕ ﺍﻟﻔﻨﻴﺔ‬
‫ﻟﻠﺘﺤﻠﻴﻞ ﰲ ﻣﻮﺍﺟﻬﺔ ﺍﳌﺸﺎﻛﻞ ﺍﻹﻧﺴﺎﻧﻴﺔ(‬
‫‪ (٣‬ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ) ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺑﺈﺷﺒﺎﻉ ﺍﻟﻔﺮﺩ ﻻﺣﺘﻴﺎﺟﺎﺗﻪ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻭﲢﻘﻴﻖ ﺫﺍﺗﻪ(‪.‬‬
‫‪ (٤‬ﺍﳋﱪﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ) ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻔﺮﺩ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﱵ ﺣﺼﻠﻬﺎ(‪.‬‬
‫‪ (٥‬ﺍﻟﺘﻮﻗﻌﺎﺕ ) ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﲟﺎ ﻳﻨﺘﻈﺮﻩ ﺍﻟﻔﺮﺩ ﻃﺒﻘﺎﹰ ﳋﱪﺍﺗﻪ ﺍﻟﺴﺎﺑﻘﺔ ﻣﻦ ﺇﺷﺒﺎﻋﺎﺕ ﳐﺘﻠﻔـﺔ‬
‫ﻟﻼﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ(‪.‬‬
‫‪ (٦‬ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﻘﻴﻢ ) ﻭﺗﺘﻀﻤﻦ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﻠﻔﺮﺩ‪ ،‬ﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠـﻰ ﻗﻴﻤـﺔ ﺍﻟﺸﺨﺼـﻴﺔ‬
‫ﻭﺍﺧﺘﻴﺎﺭﺍﺗﻪ(‪.‬‬
‫ﻭﻳﺮﻯ ﺩﺭﻭﻳﺶ ) ‪١٩٧٤‬ﻡ‪ (٤٣٨ ،‬ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﻴﺴﺖ ﺑﺎﳌﻬﻤﺔ ﺍﻟﺴﻬــﻠﺔ‪،‬‬
‫ﻷ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ‪ Choice‬ﺑﲔ ﺃﻓﻀﻞ ﺍﻟﺒﺪﺍﺋﻞ ‪ Alternative‬ﻭﺃﻓﻀﻞ ﺍﻟﺴﺒﻞ ﻟﺘﺤﻘﻴـﻖ‬
‫ﺍﳍﺪﻑ ﻫﻮ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﺧﺘﻴﺎﺭ ﳌﺪﻯ ﻛﻔﺎﺀﺓ ﺍﻟﺮﺅﺳﺎﺀ ﻭﺍﻟﻘﺎﺩﺓ‪ ،‬ﻭﻗﺪﺭﺍ‪‬ﻢ ﻋﻠﻰ ﲢﻤـﻞ‬
‫ﺍﳌﺴﺆﻭﻟﻴﺔ ﻭﺍﻟﺒﺖ ﰲ ﺍﻷﻣﻮﺭ‪ ،‬ﻭﺗﺰﺩﺍﺩ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺃﳘﻴﺔ ﻭﺗﻌﻘﻴﺪﺍﹰ ﻭﺗﻜـﻮﻥ ﺁﺛﺎﺭﻫـﺎ‬
‫ﺃﻋﻈﻢ ﻭﻗﻌﺎﹰ ﺑﺰﻳﺎﺩﺓ ﻭﺣﺠﻢ ﺍﳌﻨﻈﻤﺔ ﻭﻣﻬﺎﻣﻬﺎ ﻭﺿﺨﺎﻣﺔ ﺃﻫﺪﺍﻓﻬﺎ ﻭﻣﺪﻯ ﺍﺗﺼﺎﳍﺎ ﺑﺎﳉﻤﻬﻮﺭ‪.‬‬
‫ﻭﻳﺸﲑ ﺍﻟﻨﻤﺮ ﻭﺁﺧﺮﻭﻥ )‪١٩٩١‬ﻡ‪ (٧٥،‬ﺇﱃ ﺃﻥ ﺳﺎﳝﻮﻥ ‪ Simon‬ﻳﺮﻯ ﺃﻧـﻪ ﻻ ﻳﻮﺟـﺪ‬
‫ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﻣﻘﻮﻣﺎﺕ ﺍﻟﺮﺷﺪ ﺍﻟﱵ ﻳﺬﻛﺮﻫﺎ ﻫﻲ‪ :‬ﺍﳌﻌﺮﻓﺔ ﺑﻜﻞ ﺍﳊﻠﻮﻝ ﺍﳌﻤﻜﻨﺔ‪ ،‬ﻭﻧﺘﺎﺋﺞ ﻛﻞ‬
‫ﺣﻞ‪ ،‬ﻭﺍﻟﺘﻘﻮﱘ ﺍﻟﺴﻠﻴﻢ ﻟﻜﻞ ﺍﻟﺒﺪﺍﺋﻞ ﻭﺍﳊﻠﻮﻝ‪.‬‬
‫ﻭﻳﺮﻯ ﺩﺭﻭﻳﺶ ) ‪١٩٧٣‬ﻡ ‪ (٨٣،‬ﺃﻥ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺮﺷﻴﺪ ﻫﻮ ﺃﺣﺴﻦ ﻗﺮﺍﺭ ﺃﻣﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ‬
‫ﰲ ﻇﻞ ﺍﻟﻈﺮﻭﻑ ﺍﳌﻌﻘﺪﺓ‪ ،‬ﺍﳌﺘﻐﲑﺓ ﻭﺍﻟﺒﺎﻟﻐﺔ ﺍﻟﺪﻗﺔ‪ ،‬ﻭﻭﻓﻖ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺍﻟﻔﺮﻳﻖ ﺃﻭ ﺍﻟﻔﺮﺩ ﺍﻟﺬﻱ‬
‫ﺻﻨﻌﻪ ﺃﻭ ﺍﲣﺬﻩ ﰲ ﺇﻃﺎﺭ ﺍﳌﻮﻗﻊ ﺍﳌﻌﲔ‪ ،‬ﺃﻭ ﺍﳌﻮﻗﻒ ﺍﶈﺪﺩ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺍﲣﺬ ﻓﻴﻪ ﺍﻟﻘـﺮﺍﺭ ‪،‬‬
‫ﻓﻜﺄﻥ ﺍﻟﻈﺮﻭﻑ ﺍﳌﻜﻮﻧﺔ ﶈﻴﻂ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﳌﺘﻌﺪﺩﺓ ﺍﻟﱵ ﺗﻀﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﳋﱪﺍﺕ ﻭ ﺍﻻﺳﺘﺸﺎﺭﺍﺕ ﻭﺃﻧﻮﺍﻉ ﺍﻟﺴﻠﻮﻙ ﻭﳐﺘﻠﻒ ﺍﻟﻘﻴﻢ ﺍﻟﱵ ﲢﻜــﻢ ﺍﻟﺘﻨﻈـﻴﻢ ﺑﺼـﻮﺭﺓ‬
‫ﻋـﺎﻣﺔ‪ ،‬ﻭﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﺼﻮﺭﺓ ﺧﺎﺻﺔ‪ ،‬ﻭﺍﻟﺒﻮﺍﻋﺚ ﺍﻟﻨﻔﺴﻴﺔ ﺍﳋﺎﺻـﺔ ‪‬ـﻢ‬
‫ﻭﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﳌﻮﻗﻒ ﺍﳌﻌﲔ ﺍﻟﺬﻱ ﳛﻜﻢ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻛﻞ ﺫﻟﻚ ﻭﻏـﲑﻩ ﻣـﻦ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﻻ ﳝﻜﻦ ﺣﺼﺮﻫﺎ ﺃﻭ ﺍﻟﺘﻨﺒﺆ ‪‬ﺎ ﺃﻭ ﺗﺴﻬﻢ ﺑﺼﻮﺭﺓ ﺃﻭ ﺑﺄﺧﺮﻯ ﰲ ﻣﺴـﺄﻟﺔ ﻧﺴـﺒﻴﺔ‬
‫ﺭﺷﺪ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﺍﺣﺘﻤﺎﻝ ﺣﺪﻭﺙ ﺧﻄﺄ ﻣﻨﻪ‪ ،‬ﺃﻭ ﳐﺎﻃﺮﺓ ﰲ ﺍﲣﺎﺫﻩ ﺃﻭﰲ ﺗﻨﻔﻴﺬﻩ‪.‬‬
‫ﻛﻤﺎ ﻳﺸﲑ ﺍﻟﻨﻤﺮ ﻭﺁﺧﺮﻭﻥ )‪١٩٩١‬ﻡ‪ (٧٥ ،‬ﺇﱃ ﺃﻥ ﺳﺎﳝﻮﻥ ‪ Simon‬ﻳﺬﻛﺮ ﺃﻥ ﻋﻠـﻰ‬
‫ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﺃﻥ ﻳﻜﺘﻔﻲ ﺑﺎﳊﻠﻮﻝ ﺍﳌﻘﺒﻮﻟﺔ ﺑﺪﻻﹰ ﻣﻦ ﺍﳊﻠﻮﻝ ﺍﳌﺜﺎﻟﻴﺔ‪ ،‬ﻷﻥ ﻗﺪﺭﺓ ﺍﻹﻧﺴﺎﻥ ﻗـﺪﺭﺓ‬
‫ﳏﺪﻭﺩﺓ ﻭﻟﻴﺴﺖ ‪‬ﺎﺋﻴﺔ‪ ،‬ﻓﻬﻮ ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﺩﺍﺀ ﺃﺷﻴﺎﺀ ﻛﺜﲑﺓ ﰲ ﻭﻗﺖ ﻏﲑ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﺟﺰﺀ ﻗﻠﻴﻞ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺨﺘﺰﻧﺔ ﰲ ﺫﺍﻛﺮﺗﻪ ﺃﻭ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺑﻴﺌﺘﻪ‪.‬‬
‫ﻭﳛﺪﺩ ﻋﻄﻴﺔ )‪١٩٩٩‬ﻡ‪ (١٢٥ -١٢١،‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﻋﺪﻡ ﺭﺷﺪ ﺍﻟﻘـﺮﺍﺭ ﻭﻳـﺬﻛﺮﻫﺎ‬
‫ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫‪ (١‬ﻗﺼﻮﺭ ﺍﻹﺩﺭﺍﻙ‪ :‬ﺣﻴﺚ ﻳﺘﺄﺛﺮ ﺇﺩﺭﺍﻙ ﺍﻟﻔﺮﺩ ﺑﺎﻟﻘﻴﻢ ﻭﺍﻻﲡﺎﻫﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﱵ ﻳﺘﻤﺴﻚ‬
‫‪‬ﺎ‪.‬‬
‫‪ (٢‬ﻧﻘﺺ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻮﺍﻓﺮﺓ ﺣﻮﻝ ﺍﳌﺸﻜﻠﺔ ﺃﻭ ﻋﺪﻡ ﺩﻗﺘﻬﺎ ﻧﺘﻴﺠـﺔ ﻟﻌـﺪﻡ ﺗﻮﺍﻓﺮﻫـﺎ ﰲ‬
‫ﺍﳌﻨﻈﻤﺔ ﺃﻭ ﻟﺼﻌﻮﺑﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ ،‬ﺃﻭ ﺃ‪‬ﺎ ﺗﺴﺘﻐﺮﻕ ﻭﻗﺘﺎﹰ ﻃﻮﻳﻼﹰ ﻟﺘﻮﺍﻓﺮﻫﺎ‪ ،‬ﻛﻤـﺎ ﺃﻥ‬
‫ﺗﻮﻓﲑ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻ ﻳﻀﻤﻦ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺩﻗﺘﻬﺎ‪ ،‬ﻭﺻﺤﺘﻬﺎ ﺑﺸﻜﻞ ﺗﺎﻡ ﳑﺎ ﻳـﻨﻌﻜﺲ‬
‫ﻋﻠﻰ ﺩﺭﺟﺔ ﺭﺷﺪ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﰲ ﺣﺎﻟﺔ ﻧﻘﺺ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻦ ﺗﺰﻳﺪ ﻗﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﺓ‬
‫ﻋﻦ ﺍﻟﺘﺨﻤﲔ ﻭﺍﳊﺪﺱ‪ ،‬ﻭﻣﻬﻤﺎ ﺗﻜﻦ ﺧﱪﺓ ﺍﳌﺪﻳﺮ ﺃﻭ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﳊـﺪﺱ ﻓﺈﻧـﻪ ﻻ‬
‫ﻳﺴﺘﻄﻴﻊ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ (٣‬ﻛﻔﺎﺀﺓ ﻧﻈﺎﻡ ﺍﻻﺗﺼﺎﻝ ﲝﻴﺚ ﺗﺼﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ ﻻﺳﺘﻌﻤﺎﳍﺎ ﰲ ﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﺑﻴﻨﻤﺎ ﳛﺪﺩ ﺩﺭﻭﻳﺶ ) ‪١٩٧٤‬ﻡ‪ (٤٣٣،‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﻣﺪﻯ ﺭﺷﺪ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﰲ ﳎﺘﻤﻊ ﻣﺘﻐﲑ ‪ ،‬ﲟﺎ ﻳﻠﻲ‪:‬‬
‫‪ (١‬ﺻﻌﻮﺑﺔ ﺍﻟﺘﻨﺒﺆ ﺑﺎﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﲟﺎ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻋﻠﻴﻪ ﺍﳌﻮﻗﻒ ﲤﺎﻣﺎﹰ ﰲ ‪‬ﺎﻳﺔ ﻛﻞ ﻣﺮﺣﻠﺔ‬
‫ﻣﻦ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻐﻴﲑ‪.‬‬
‫‪ (٢‬ﺻﻌﻮﺑﺔ ﺍﻟﺘﺤﻜﻢ ﰲ ﻋﻮﺍﻣﻞ ﺍﻟﺘﻐﻴﲑ‪ ،‬ﻭﰲ ﻣﻘﺪﻣﺘﻬﺎ ﺍﻟﺘﻐﻴﲑ ﺍﻟﻌﻤﻠﻲ ﻭﺍﻻﻧﻔﺠﺎﺭ ﺍﻟﺴـﻜﺎﱐ‬
‫ﻭﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﻟﻴﺔ ﻭﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﳌﺪﻧﻴﺔ‪.‬‬
‫‪ (٣‬ﺳﺮﻋﺔ ﺍﻟﺘﻐﻴﲑ ﺍﻟﻘﺎﻫﺮﺓ ﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺒﺸﺮ ﻭﻃﺎﻗﺎ‪‬ﻢ‪ ،‬ﻭﻣﺎ ﻳﻨﺠﻢ ﻋﻦ ﺫﻟﻚ ﻣﻦ ﻣﺸﻜﻼﺕ‬
‫ﺍﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻗﺘﺼﺎﺩﻳﺔ‪.‬‬
‫‪ (٤‬ﻋﺪﻡ ﻭﺿﻮﺡ ﻓﻠﺴﻔﺔ ﻣﻌﻴﻨﺔ ﺗﻘﺪﺭ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺍﻟﺴﻤﺎﺡ ﲟﻤﺎﺭﺳﺔ ﺍﻟﺘﺠﺮﺑـﺔ‬
‫ﻭﺍﳋﻄﺄ ﰲ ﺍﻟﺘﻐﻴﲑ‪.‬‬

‫ﺛﺎﻧﯿﺎً‪ :‬اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ ‪:‬‬

‫ﺗﻮﻓﺮ ﻟﻠﺒﺎﺣﺚ ﺑﻌﺾ اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ واﻟﺘﻲ ﺗﺼﻨﻒ إﻟﻰ ‪:‬‬
‫ﺃ ـ ﺩﺭﺍﺳﺎﺕ ﺗﻨﺎﻭﻟﺖ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ‪.‬‬
‫ﺏ – ﺩﺭﺍﺳﺎﺕ ﺗﻨﺎﻭﻟﺖ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
 ‫) أ ( دراﺳﺎت ﺗﻨﺎوﻟﺖ اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ ‪:‬‬
‫‪ (١‬ﺩﺭﺍﺳﺔ ﻋﺒﺪ ﺍﳍﺎﺩﻱ )‪١٩٨٦‬ﻡ(‪ :‬ﻋﻦ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﺍﻻﺧﺘﻴـﺎﺭ ﺍﳌﻬـﲏ ﺩﺭﺍﺳـﺔ‬
‫ﻣﻴﺪﺍﻧﻴﺔ ﻟﻠﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﲢﺪﻳﺪ ﻣﻮﻗﻒ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺴﻌﻮﺩﻱ ﻣـﻦ ﺍﻟﻌﻤـﻞ‬
‫ﺍﻟﺼﻨﺎﻋﻲ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﳏﺪﺩﺍﺕ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻭﻋﻮﺍﻣﻠﻪ ﺑﲔ ﺍﻟﺸـﺒﺎﺏ ﰲ‬
‫ﺍ‪‬ﺘﻤﻊ ﺍﻟﺴﻌﻮﺩﻱ‪ .‬ﻭﻃﺒﻖ ﺍﻟﺒﺎﺣﺚ ﺍﺳﺘﺒﺎﻳﻨﲔ ﺃﺣﺪﳘﺎ ﺑﺎﻷﺑﺎﺀ ﻭﺍﻵﺧﺮ ﺧﺎﺹ ﺑﺎﻷﺑﻨﺎﺀ ﻋﻠﻰ ﻋﻴﻨﺔ‬
‫ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (٢٩٠‬ﻃﺎﻟﺒﺎﹰ ﻣﻦ ﻃﻼﺏ ﺍﳌﺮﺣﻠﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺑﺎﻟﺮﻳﺎﺽ ﻭ)‪ (٢٥٢‬ﻣﻦ ﺍﻵﺑﺎﺀ ﻭﻛﺎﻧﺖ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ .١‬ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻋﻤﻠﻴﺔ ﻣﺴﺘﻤﺮﺓ ﻭﺃ‪‬ﺎ ﻣﻦ ﺃﻫﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﻳﺘﺨﺬﻫﺎ ﺍﻟﻔﺮﺩ‬
‫ﻛﻤﺎ ﺃ‪‬ﺎ ﺗﺘﺄﺛﺮ ﺑﻌﻮﺍﻣﻞ ﺫﺍﺗﻴﺔ‪ ،‬ﻭﺑﻴﺌﻴﺔ‪ ،‬ﻭﺍﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺛﻘﺎﻓﻴﺔ‪ ،‬ﻭﺍﻗﺘﺼﺎﺩﻳﺔ‪.‬‬
‫‪ .٢‬ﺑﻴﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺩﻭﺭ ﺍﳌﻜﺎﻧﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻟﻘﺒﻮﻝ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓـﺔ ﰲ‬
‫ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ‪.‬‬
‫‪ .٣‬ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻭﻇﻴﻔﺔ ﻣﻨﺎﺳﺒﺔ ﻟﻴﺴﺖ ﻫﺪﻓﺎﹰ ﺃﺳﺎﺳﻴﺎﹰ ﻋﻦ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺳﻮﺍﺀ ﻣﻦ ﻭﺟﻬـﺔ‬
‫ﻧﻈﺮ ﺍﻵﺑﺎﺀ ﺃﻭ ﺍﻷﺑﻨﺎﺀ‪.‬‬
‫‪ .٤‬ﺗﻄﺎﺑﻖ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺍﻵﺑﺎﺀ ﻭﺍﻷﺑﻨﺎﺀ ﺣﻮﻝ ﺍﳌﻬﻦ ﺍﻟﱵ ﻳﻔﻀﻠﻮ‪‬ﺎ‪.‬‬
‫‪ .٥‬ﺑﻴﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﻟﻶﺑﺎﺀ ﺩﻭﺭﺍﹰ ﰲ ﺍﺧﺘﻴﺎﺭ ﻣﻬﻨﺔ ﺍﳌﺴﺘﻘﺒﻞ ﻟﻸﺑﻨﺎﺀ‪.‬‬
‫‪ (٢‬ﺩﺭﺍﺳﺔ ﺍﳊﻮﺛﻲ )‪١٩٨٦‬ﻡ(‪ :‬ﻋﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﺧﺘﻴﺎﺭ ﻃﻼﺏ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳـﺔ‬
‫ﳌﻬﻨﻬﻢ‪ ،‬ﻭﰲ ﺍﲡﺎﻫﺎ‪‬ﻢ ﳓﻮ ﻣﻬﻨﺔ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳـﺔ ﺇﱃ ﻣﻌﺮﻓـﺔ ﺩﻭﺍﻓـﻊ ﻃﻼﺏ ﺍﳌﺮﺣـﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﺍﺧﺘﻴـﺎﺭ ﻣﻬﻨﻬﻢ‪،‬‬
‫ﻭﺍﲡﺎﻫﺎ‪‬ﻢ ﳓﻮ ﻣﻬﻨﺔ ﺍﻟﺘﻌﻠﻴﻢ‪.‬ﺃﻋﺪ ﺍﻟﺒﺎﺣﺚ ﺍﺳﺘﺒﻴﺎﻧﺎﹰ ﻣﻜﻮﻧﺎﹰ ﻣﻦ ﲬﺴﺔ ﺃﺟﺰﺍﺀ ﻟﻐﺮﺽ ﺍﻟﺪﺭﺍﺳـﺔ‪،‬‬
‫ﻭﻃﺒﻘﻪ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (٥١٥‬ﻃﺎﻟﺒﺎﹰ ﻣﻦ ﻃﻼﺏ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻣﻦ ﺍﳌـﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳـﺔ‬
‫ﲟﺪﻳﻨﺔ ﺻﻨﻌﺎﺀ‪.‬ﻭﻗﺪ ﺑﻴﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﺎﻟﺐ ﳌﻬﻨﺘﻪ ﻳﺘﺄﺛﺮ ﲟﺪﻯ ﺍﺣﺘﺮﺍﻡ ﺍﻷﺏ ﳍــﺬﻩ‬
‫ﺍﳌﻬﻨـﺔ‪ ،‬ﻛﻤﺎ ﻳﺘﺄﺛﺮ ﺑﺎﻟﻌﺎﻣﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﳌﻬﲏ‪ ،‬ﻭﺍﺣﺘﺮﺍﻡ ﺍ‪‬ﺘﻤﻊ ﻟﻠﻤﻬﻨﺔ‪.‬‬
‫‪ (٣‬ﺩﺭﺍﺳﺔ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ) ‪١٩٨٧‬ﻡ(‪ :‬ﻋﻦ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ ﺑـﲔ ﺍ‪‬ـﺘﻤﻌﲔ‬
‫ﺍﻟﺴﻌﻮﺩﻱ ﻭﺍﳌﺼﺮﻱ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺃﳘﻴﺔ ﺍﻟﻌﻤﺮ ﻭﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﳉﻨﺲ ﰲ ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴـﺔ‪.‬‬
‫ﺃﺟﺮﻳﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (٩٨١‬ﻣﻦ ﺍ‪‬ﺘﻤﻌﲔ ﺍﻟﺴﻌﻮﺩﻱ ﻭﺍﳌﺼﺮﻱ ﻣﻦ ﺛﻼﺙ‬
‫ﻓﺌﺎﺕ ﻫﻲ‪ :‬ﻃﻼﺏ ﻭﻃﺎﻟﺒﺎﺕ ﺛﺎﻧﻮﻳﺔ ﻃﻼﺏ ﻭﻃﺎﻟﺒﺎﺕ ﺟﺎﻣﻌﺔ‪ ،‬ﻭﻋﺎﻣﻠﲔ ﻭﻋﺎﻣﻼﺕ‪.‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻗﺎﺋﻤﺔ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﳍﻮﻻﻧﺪ ‪ .Holand‬ﺑﻴﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﺧـﺘﻼﻑ‬
‫ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴﺔ ﺑﺎﺧﺘﻼﻑ ﻗﺪﺭﺍ‪‬ﻢ‪ ،‬ﻭﲰﺎﺕ ﺷﺨﺼﻴﺎ‪‬ﻢ‪ ،‬ﻭﻧﻈﺮﺓ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﻳﻌﻴﺸﻮﻥ ﻓﻴﻪ‬
‫‪ (٤‬ﺩﺭﺍﺳﺔ ﺍﻟﻌﻴﺴﻮﻱ )‪١٩٨٩‬ﻡ(‪ :‬ﻋﻦ ﺍﳌﻴﻮﻝ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﺪﻯ ﻃﻠﺒﺔ ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﻜﺸﻒ ﻋﻦ ﻣﺪﻯ ﻣﻌﺮﻓﺔ ﺍﻟﻄﺎﻟﺐ ﺑﺎﻟﻘﺴﻢ ﺍﻟﺬﻱ ﺍﺧﺘﺎﺭﻩ ﻭﻣﺴﺘﻘﺒﻠﻪ‬
‫ﺍﻟﻮﻇﻴﻔﻲ ﻭﺃﺳﺎﻟﻴﺐ ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﻘﺴﻢ‪ .‬ﻭﺃﻋﺪ ﺍﻟﺒﺎﺣﺚ ﺍﺳﺘﺒﻴﺎﻧﺎﹰ ﺑﻐﺮﺽ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺪﺭﺍﺳـﺘﻪ‬
‫ﻋﻠﻰ ﺟﺎﻧﺐ ﺑﺮﻭﻓﻴﻞ ﺷﺨﺼﻲ ﻟﻠﻄﺎﻟﺐ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (١٧١‬ﻃﺎﻟﺐ ﻣﻦ ﺃﻗﺴﺎﻡ ﳐﺘﻠﻔﺔ‬
‫ﲜﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ ﳏﻤﺪ ﺑﻦ ﺳﻌﻮﺩ ﺍﻹﺳﻼﻣﻴﺔ ﺑﺎﻟﻘﺼﻴﻢ‪.‬‬
‫ﻭﻗﺪ ﺑﻴﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺍﻟﻄﻼﺏ ﻟﺪﻳﻬﻢ ﺇﳌﺎﻡ ﻛﺎﻣﻞ ﺑﺘﺨﺼﺼـﺎ‪‬ﻢ ﺍﻟﺪﺭﺍﺳـﻴﺔ ‪،‬‬
‫ﻭﺍﳌﺴﺘﻘﺒﻞ ﺍﻟﻮﻇﻴﻔﻲ ﻟﺘﻠﻚ ﺍﻟﺘﺨﺼﺼﺎﺕ‪ ،‬ﻛﻤﺎ ﺑﻴﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﻣﻦ ﺃﻫﻢ ﺃﺳـﺒﺎﺏ ﺍﺧﺘﻴـﺎﺭ‬
‫ﲣﺼﺼﺎ‪‬ﻢ ﺍﳉﺎﻣﻌﻴﺔ ﻫﻲ ﻧﺼﺎﺋﺢ ﺍﻷﻫﻞ ‪ ،‬ﻭﺍﻷﺻﺪﻗﺎﺀ ‪ .‬ﻛﻤﺎ ﻛﺸﻔﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋـﻦ ﺃﳘﻴـﺔ‬
‫ﺍﳌﻴﻮﻝ ‪ ،‬ﻭﺍﻟﺮﻏﺒﺎﺕ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﻧﻮﻉ ﺍﻟﺘﺨﺼﺺ ﺍﳉﺎﻣﻌﻲ‪.‬‬
‫‪ (٥‬ﺩﺭﺍﺳﺔ ﺣﺎﻓﻆ )‪١٩٨٩‬ﻡ(‪ :‬ﻋﻦ ﺍﶈﺪﺩﺍﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﻼﺧﺘﻴﺎﺭ ﺍﳌﻬـﲏ‬
‫ﺩﺭﺍﺳﺔ ﺍﺳﺘﻄﻼﻋﻴﺔ ﻟﻌﻴﻨﺔ ﻣﻦ ﻃﻼﺏ ﺟﺎﻣﻌﺔ ﻗﻄﺮ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺇﻟﻘﺎﺀ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﺗﻮﺟﻴﻬﺎﺕ ﺍﻟﻄﻼﺏ ﳓﻮ ﺍﳌﺴﺘﻘﺒﻞ ﺍﳌﻬﲏ‪،‬ﻭﺇﺩﺭﺍﻛﻬﻢ‬
‫ﺍﳌﻮﺿﻮﻋﻲ‪ ،‬ﻭﺍﻟﺬﺍﰐ ﻷﻫﻢ ﺍﳌﻌﺎﻳﲑ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻭﻇﻴﻔﺔ ﻣﻨﺎﺳﺒﺔ ﺑﻌﺪ ﺍﻟﺘﺨـﺮﺝ‪.‬‬
‫ﺃﺟﺮﻳﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (١٧٧‬ﻃﺎﻟﺒﺎﹰ ﻣﻦ ﻃﻼﺏ ﺟﺎﻣﻌﺔ ﻗﻄﺮ‪ .‬ﻭﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﻟﺒﺎﺣﺚ ﺍﺳﺘﺒﻴﺎﻧﺎﹰ ﺃﻋﺪﻩ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪.‬‬
‫ﻭﻗﺪ ﺑﻴﻨﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺃﻥ ﻣﻦ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻗﺮﺍﺭ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﺎﻟﺐ ﻫﻮ‬
‫ﺍﳌﺴﺘﻘﺒﻞ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻠﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻳﻠﻴﻪ ﻣﺪﻯ ﻣﺎ ﺗﻘﺪﻣﻪ ﺍﻟﻮﻇﻴﻔﺔ ﻣﻦ ﺧﺪﻣﺔ ﻟﻠﻤﺠﺘﻤـﻊ‬
‫ﻳﻠﻲ ﺫﻟﻚ ﺍﻟﻌﺎﻣﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﻠﻮﻇﻴﻔﺔ ﻭﻣﺮﻛﺰﻫﺎ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬
‫‪ (٦‬ﺩﺭﺍﺳﺔ ﻟﻄﻔﻲ )‪١٩٩٣‬ﻡ(‪ :‬ﻋﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﻧﻮﻉ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﳌﻬﻨـﺔ ﰲ‬
‫ﻣﺼﺮ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻣﻌﺮﻓﺔ ﺍﻷﺻﻮﻝ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﻏﲑ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ‬
‫ﺍﺧﺘﻴﺎﺭ ﻧﻮﻉ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﳌﻬﻨﺔ‪ ،‬ﻭﺍﲡﺎﻫﺎﺕ ﺍﻟﻄﻼﺏ ﳓـﻮ ﺍﻟﻌﻤﻞ ﺍﳌﻬـﲏ ﺍﻟﻴﺪﻭﻱ ﻭﺍﳉﺴـﻤﻲ‪،‬‬
‫ﻭﻣﻌﺮﻓﺔ ﺍﻟﻄﻤﻮﺣﺎﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻠﻄﺎﻟﺒﺎﺕ ﻭﺗﻮﻗﻌﺎ‪‬ﻦ ﳓﻮ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺎﺣﺚ ﺍﻻﺳـﺘﺒﻴﺎﻥ‬
‫ﻭﺍﻟﺴﺠﻼﺕ ﻭﺍﻟﻮﺛﺎﺋﻖ ﻛﺄﺩﻭﺍﺕ ﳉﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺃﺟﺮﻳﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (٢٦٩‬ﻃﺎﻟﺒﺔ ﻭ)‪ (١٣٠‬ﻃﺎﻟﺒﺔ ﳝﺜﻠـﻪ ﻃﺎﻟﺒـﺎﺕ‬
‫ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻔﻨﻴﺔ‪ (١٣٩) ،‬ﻃﺎﻟﺒﺔ ﳝﺜﻠﻦ ﻃﺎﻟﺒﺎﺕ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﰲ ﳏﺎﻓﻈﺔ ﺑﲏ ﺳـﻮﻳﻒ ﲟﺼـﺮ‪،‬‬
‫ﻭﺑﻴﻨﺖ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻵﰐ‪:‬‬
‫‪ .١‬ﺍﳔﻔﺎﺽ ﻣﺴﺘﻮﻯ ﺗﻌﻠﻴﻢ ﺁﺑﺎﺀ ﻃﺎﻟﺒﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺼﻨﺎﻋﻲ ﺑﺎﳌﻘﺎﺭﻧﺔ ﲟﺴﺘﻮﻯ ﺗﻌﻠﻴﻢ ﺁﺑـﺎﺀ‬
‫ﻃﺎﻟﺒﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻡ‪.‬‬
‫‪ .٢‬ﺇﻥ ﺍﳌﺴﺘﻮﻯ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻻﻗﺘﺼﺎﺩﻱ ﻣﻦ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ‪.‬‬
‫‪ .٣‬ﺇﻧﻪ ﻛﻠﻤﺎ ﺍﺭﺗﻔﻊ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻄﺒﻘﻲ ﻟﻸﺳﺮﺓ ﻛﻠﻤﺎ ﺯﺍﺩﺕ ﺍﻟﺘﻄﻠﻌﺎﺕ ﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﻨﺔ ﺫﺍﺕ‬
‫ﺍﳌﻜﺎﻧﺔ ﺍﻟﻌﺎﻟﻴﺔ‪.‬‬
‫‪ ( ٧‬ﺩﺭﺍﺳﺔ ﺍﻟﻐﺎﻣﺪﻱ )‪١٤١٤‬ﻫـ(‪ :‬ﻋﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌـﺆﺛﺮﺓ ﻋﻠـﻰ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪.‬‬
‫ﺍﻗﺘﺼﺮﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻦ ﻃﻼﺏ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ) ﺍﻟﻌﻠﻤﻲ ﻭﺍﻷﺩﰊ( ﰲ ﻣﺪﻳﻨـﺔ‬
‫ﺍﻟﺮﻳﺎﺽ ‪ ،‬ﻭﺑﻠﻎ ﻋﺪﺩﻫﻢ )‪ (١٩٢‬ﻃﺎﻟﺒﺎﹰ‪ .‬ﻭﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻣﻘﻴﺎﺱ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻟﻠﺸﻨﺎﻭﻱ‬
‫)‪١٤٠٥‬ﻫـ( ﻭﻗﺎﺋﻤﺔ ﺃﻳﺰﻧﻚ ﻟﻠﺸﺨﺼﻴﺔ ﻟﻠﺸﻨﺎﻭﻱ ﻭﺧﻀﺮ )‪١٤٠٥‬ﻫـ(‪ ،‬ﻭﻗﺎﺋﻤـﺔ ﺗﻘـﺪﻳﺮ‬
‫ﺍﻟﺬﺍﺕ ﻟﻠﺸﻨﺎﻭﻱ ﻭﺍﻟﺪﻣﻴﺎﻃﻲ )‪١٩٨٩‬ﻫـ( ﻭﺟﺎﺀﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫‪ _١‬ﻻ ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺃﺑﻌﺎﺩ ﻣﻘﻴﺎﺱ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬـﲏ ﻭﺗﻘـﺪﻳﺮ‬
‫ﺍﻟﺬﺍﺕ‪.‬‬
‫‪ _٢‬ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺳﺎﻟﺒﺔ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﺍﻻﻧﺒﺴﺎﻁ ﻭﺍﻟﺒﻌﺪ ﺍﻟﻮﺍﻗﻌﻲ ﻭﺍﻟﺒﻌـﺪ ﺍﻟﺘﻘﻠﻴـﺪﻱ‬
‫ﻭﺍﻟﺒﻌﺪ ﺍﻟﺒﺤﺜﻲ ﻣﻦ ﻣﻘﻴﺎﺱ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪.‬‬
‫‪ _٣‬ﻻ ﳜﺘﻠﻒ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻷﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺑﺎﺧﺘﻼﻑ ﻣﺴﺘﻮﻯ ﺗﻌﻠﻴﻢ ﺍﻟﻮﺍﻟﺪﻳﻦ‪.‬‬
‫‪ (٨‬ﺩﺭﺍﺳﺔ ﺍﻟﻌﺼﻴﻤﻲ )‪١٤١٥‬ﻫـ(‪ :‬ﻋﻦ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻭﻋﻼﻗﺘـﻪ ﺑـﺒﻌﺾ ﺍﻟﻌﻮﺍﻣـﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﺪﻯ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﺍﻟﺜﺎﻧﻮﻱ ﲟﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻬﻦ ﺍﻷﻛﺜﺮ ﺍﺧﺘﻴﺎﺭﺍﹰ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﻭﻋﻼﻗﺘﻪ ﺑﺎﻟﻌﻮﺍﻣﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﻣﺪﻯ ﺍﺧﺘﻼﻓﻬﺎ ﺑﺎﺧﺘﻼﻑ ﺍﻟﺸﻌﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ .‬ﻭﻃﺒـﻖ ﺍﻟﺒﺎﺣـﺚ‬
‫ﺍﺳﺘﺒﺎﻧﻪ ﺧﺎﺻﺔ ﳉﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (٤٦٠‬ﻃﺎﻟﺒﺎﹰ ﻣﻦ ﻃـﻼﺏ ﺍﻟﺼـﻒ‬
‫ﺍﻟﺜﺎﻟﺚ ﺛﺎﻧﻮﻱ ﲟﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ _١‬ﺃﺑﺮﺯ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﺧﺘﻴﺎﺭ ﺍﻟﻄـﻼﺏ ﻟﻠﻤﻬـﻦ ﻫـﻲ ﺍﻷﺳـﺮﺓ ﰒ‬
‫ﺍﻷﺻﺪﻗﺎﺀ‪.‬‬
‫‪ _٢‬ﺃﺑﺮﺯ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﺧﺘﻴﺎﺭ ﺍﻟﻄﻼﺏ ﻟﻠﻤﻬﻦ ﻫـﻲ ﺩﺧـﻞ ﺍﳌﻬﻨـﺔ‬
‫ﻭﺣﻮﺍﻓﺰﻫﺎ‪.‬‬
‫‪ _٣‬ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﺸﻌﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﺇﺯﺍﺀ ﺍﻟﻌﻮﺍﻣـﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ‪ ،‬ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ‪.‬‬
‫‪ (٩‬ﺩﺭﺍﺳﺔ ﺁﻝ ﻧﺎﺟﻲ )‪١٩٩٥‬ﻡ(‪ :‬ﻋﻦ ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﺼﻔﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻄﻼﺏ‬
‫ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﻓﻴﺼﻞ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﺘﺤﺼﻴﻞ ﺍﻷﻛﺎﺩﳝﻲ‪.‬‬
‫ﺍﻗﺘﺼﺮﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻦ ﻃﻠﺒﺔ ﻛﻠﻴﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﻭﺍﺳـﺘﺨﺪﻡ ﺍﻟﺒﺎﺣـﺚ ﻗﺎﺋﻤـﺔ‬
‫ﻫﻮﻻﻧﺪ ﻟﻠﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻣﻦ ﺇﻋﺪﺍﺩ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﲞﻴﺖ ﻭﺟﺎﺀﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫‪ _١‬ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴـﺔ ﰲ ﲨﻴـﻊ‬
‫ﺍﻟﻜﻠﻴﺎﺕ‪.‬‬
‫‪ _٢‬ﻻ ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺍﺭﺗﺒﺎﻃﻴﻪ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﺘﺤﺼﻴﻞ ﺍﻷﻛﺎﺩﳝﻲ‬
‫ﻟﺪﻯ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ (١٠‬ﺩﺭﺍﺳﺔ ﺍﳌﻠﺤﻢ )‪١٤١٩‬ﻫـ (‪ :‬ﻋﻦ ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻄﻼﺏ ﺍﻟﺼـﻒ ﺍﻟﺜﺎﻟـﺚ‬
‫ﺍﻟﺜﺎﻧﻮﻱ ﺍﻟﻌﺎﻡ ﰲ ﺿﻮﺀ ﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﳌﺴﺘﻮﻯ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺜﻘﺎﰲ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻔﺮﻭﻕ ﰲ ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴﺔ ﺑﲔ ﻃﻠﺒﺔ ﻗﺴﻢ ﺍﻟﻌﻠـﻮﻡ‬
‫ﺍﻟﻄﺒﻴﻌﻴﺔ ﻭﻗﺴﻢ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺸﺮﻋﻴﺔ ﺑﺎﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﺍﻟﺜﺎﻧﻮﻱ ﰲ ﺿـﻮﺀ ﺍﻟﺘﺨﺼـﺺ ﺍﻟﺪﺭﺍﺳـﻲ‬
‫ﻭﺍﳌﺴﺘﻮﻯ ﺍﻻﺟﺘﻤﺎﻋﻲ ‪ -‬ﺍﻟﺜﻘﺎﰲ‪ .‬ﻭﻗﺪ ﺃﺟﺮﻳﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (٢١٤‬ﻃﺎﻟﺒﺎﹰ‬
‫ﲣﺼﺺ ﻋﻠﻮﻡ ﻃﺒﻴﻌﻴﺔ ﻭ)‪ (١٥١‬ﻃﺎﻟﺒﺎﹰ ﲣﺼﺺ ﻋﻠﻮﻡ ﺷﺮﻋﻴﺔ ﺑﺎﻹﺣﺴﺎﺀ ﻟﻠﻌﺎﻡ ‪١٤١٧‬ﻫـ ‪.‬‬
‫ﻭﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻗﺎﺋﻤﺔ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬـﲏ ﳍﻮﻻﻧـﺪ ) ‪ (VPI‬ﻣـﻦ ﺇﻋـﺪﺍﺩ ﻋﺒـﺪ‬
‫ﺍﻟﻔﺘﺎﺡ)‪١٩٨٧‬ﻡ( ﻭﻗﺎﺋﻤﺔ ﺍﳌﺴﺘﻮﻯ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺜﻘﺎﰲ ﶈﻤﻮﺩ ﻭﻟﻴﻠﻰ ﻋﺒﺪ ﺍﳉـﻮﺍﺩ ‪ ،‬ﻭﻗـﺪ‬
‫ﻛﺸﻔﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻦ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﰲ ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴﺔ ﺗﻌﺰﻱ ﺇﱃ ﺍﻟﺘﺨﺼﺺ‬
‫ﺍﻟﺪﺭﺍﺳﻲ ﻟﺼﺎﱀ ﻃﻠﺒﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﻌﻴﺔ‪،‬ﻭﻋﻦ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓـﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟـﺔ ﺇﺣﺼـﺎﺋﻴﺔ ﰲ‬
‫ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴﺔ ﺗﻌﺰﻱ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻻﺟﺘﻤﺎﻋﻲ ـ ﺍﻟﺜﻘﺎﰲ‪ ،‬ﻛﺬﻟﻚ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟـﺔ‬
‫ﺇﺣﺼﺎﺋﻴﺎﹰ ﰲ ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴﺔ ﺗﻌﺰﻱ ﳌﺘﻐﲑﻱ ﺍﻟﺘﺨﺼﺺ ﻭﺍﳌﺴﺘﻮﻯ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬
‫‪ (١١‬ﺩﺭﺍﺳﺔ ﺑﺮﻏﻮﺙ )‪٢٠٠٢‬ﻡ(‪ :‬ﺍﺳﺘﻬﺪﻓﺖ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﻣﻌﺮﻓﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻻﺧﺘﻴـﺎﺭ‬
‫ﺍﳌﻬﲏ ﻭﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻹﳚﺎﺑﻴﺔ ﻟﻄﻠﺒﺔ ﺍﻟﻜﻠﻴﺔ ﺍﳊﺮﺑﻴﺔ‪.‬‬
‫ﻭﺗﻜﻮﻧﺖ ﺍﻟﻌﻴﻨﺔ ﻣﻦ )‪ (١٠٠‬ﻃﺎﻟﺐ ﻣﻦ ﺍﻟﻜﻠﻴﺔ ﺗﺮﺍﻭﺣﺖ ﺃﻋﻤﺎﺭﻫﻢ ﺑﲔ )‪ (٢١-١٧‬ﺳﻨﺔ‬
‫ﻭﻛﺎﻧﺖ ﺃﻫﻢ ﺍﻟﻨﺘﺎﺋﺞ‪ :‬ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺑﲔ ﻛﻞ ﻣﻦ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬـﲏ ﻭﺍﻟﺴـﻤﺎﺕ ﺍﻟﺸﺨﺼـﻴﺔ‬
‫ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺑﲔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻹﳚﺎﺑﻴﺔ‪.‬‬

‫) ب ( دراﺳﺎت ﺗﻨﺎوﻟﺖ اﺗﺨﺎذ اﻟﻘﺮار‪:‬‬

‫‪ (١‬ﺩﺭﺍﺳﺔ ﻓﺎﺋﻘﺔ ﺳﻨﺒﻞ )‪١٩٨٥‬ﻡ(‪ :‬ﻋﻦ ﻣﺸﺎﺭﻛﺔ ﻋﻀﻮ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﻋﻤﻠﻴﺔ ﺻﻨﻊ‬
‫ﺍﻟﻘﺮﺍﺭ ﺍﳉﺎﻣﻌﻲ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱄ ﲢﺪﻳﺪ ﻣﺪﻯ ﻣﺸﺎﺭﻛﺔ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘـﺮﻯ ﰲ‬
‫ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ ﺍﳉﺎﻣﻌﻲ‪ ،‬ﺑﺎﺧﺘﻼﻑ ﻣﺘﻐﲑﺍﺕ ﺍﻟﺪﺭﺍﺳـﺔ )ﺍﳉﻨﺲ‪ ،‬ﺍﳉﻨﺴﻴﺔ‪ ،‬ﺍﻟﺪﺭﺟﺔ ﺍﻟﻌﻠﻤﻴـﺔ‪،‬‬
‫ﺍﳋﱪﺓ( ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﺸﺨﻴﺺ ﺍﻟﻌﻮﺍﺋﻖ ﺍﻟﱵ ﻗﺪ ﺗﺆﺩﻱ ﺇﱄ ﺇﺣﺠﺎﻡ ﻋﻀﻮ ﻫﻴﺌـﺔ ﺍﻟﺘـﺪﺭﻳﺲ ﺇﱄ‬
‫ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳉﺎﻣﻌﻴﺔ‪ .‬ﻭﺍﺳﺘﺨﺪﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ ﳌﻌﺮﻓـﺔ‬
‫ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺃﻓﺮﺍﺩ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﺍﳉـﺎﻣﻌﻲ‪ ،‬ﻭﻗﺎﻣـﺖ ﺍﻟﺒﺎﺣﺜـﺔ‬
‫ﺑﺘﺼﻤﻴﻢ ﺍﺳﺘﺒﺎﻧﻪ ﺧﺎﺻﺔ ﺑﺎﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻗﺪ ﴰﻠﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ)‪ (٦١٥‬ﻋﻀﻮﺍﹰ ﻭﺍﻧﺘﻬﺖ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺇﱄ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻣﻦ ﺃﳘﻬﺎ‪:‬ﺗﺄﻛﻴﺪ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻋﻠﻲ ﺃ‪‬ﻢ ﻳﺸﺎﺭﻛﻮﻥ ﰲ ﺻﻨﻊ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟـﺔ ﺇﺣﺼـﺎﺋﻴﺔ ﰲ‬
‫ﺗﺮﺗﻴﺐ ﺩﺭﺟﺔ ﺍﻷﳘﻴﺔ ﺑﲔ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻋﻠﻰ ﺃ‪‬ﻢ ﻳﺸﺎﺭﻛﻮﻥ ﰲ ﺻـﻨﻊ ﺍﻟﻘـﺮﺍﺭﺍﺕ‬
‫ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﰲ ﺗﺮﺗﻴﺐ ﺩﺭﺟﺔ‬
‫ﺍﻷﳘﻴﺔ ﺑﲔ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘـﺪﺭﻳﺲ )ﺫﻛﻮﺭ ﻭ ﺇﻧﺎﺙ ( ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﰲ ﻛﻞ ﻣﻦ ﺍﻟﺒﻌـﺪ‬
‫ﺍﻹﺩﺍﺭﻱ ﻭﺍﻟﺒﻌﺪ ﺍﳌﺎﱄ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎ ﰲ ﺍﻟﺒﻌﺪ ﺍﻷﻛﺎﺩﳝﻲ ﻭﺍ‪‬ﻤﻮﻉ ﺍﻟﻜﻠﻲ‬
‫ﻟﺪﻯ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ‪ .‬ﻭﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﳎﻤﻮﻋﺔ ﺃﻋﻀﺎﺀ ﻫﻴﺌـﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﱵ ﻻ ﲤﺎﺭﺱ ﺍﻟﻌﻤﻞ ﺍﻹﺩﺍﺭﻱ ﻟﺼﺎﱀ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﱵ ﲤـﺎﺭﺱ ﺍﻟﻌﻤـﻞ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﻭﻻ‬
‫ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﳎﻤﻮﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺫﺍﺕ ﺍﻷﻋﻤﺎﺭ ﺍﻟﺰﻣﻨﻴﺔ ﻭﺍﳋـﱪﺍﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫‪ (٢‬ﺩﺭﺍﺳﺔ ﺍﻟﺒﺪﺍﺡ )‪١٤٠٦‬ﻫـ(‪ :‬ﻋﻦ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺴﻌﻮﺩﻱ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺼـﻨﺎﻋﻲ ﺩﺭﺍﺳـﺔ‬
‫ﺍﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻌﻮﺍﻣﻞ ﺍﳌﺆﺩﻳﺔ ﺇﱃ ﺍﻟﺘﺤﺎﻕ ﺍﻟﺸﺒﺎﺏ ﺑﺎﳌﺪﺍﺭﺱ‪ ،‬ﻭﺍﳌﻌﺎﻫﺪ ﺍﻟﺼﻨﺎﻋﻴﺔ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻣﻌﺮﻓﺔ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺩﻳﺔ ﺇﱃ ﺍﻟﺘﺤﺎﻕ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺴﻌﻮﺩﻱ ﺑﺎﳌﺪﺍﺭﺱ‬
‫ﻭﺍﻟﻌﺎﻫﺪ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ .‬ﻭﻃﺒﻖ ﺍﻟﺒﺎﺣﺚ ﺍﺳﺘﺒﻴﺎﻧﺎﹰ ﺻﻤﻤﻪ ﻟﻐﺮﺽ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻜﻮﻧـﺔ ﻣـﻦ‬
‫)‪ (٣٠٠‬ﻃﺎﻟﺒﺎﹰ ﻣﻦ ﻃﻼﺏ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ .‬ﻭﺑﻴﻨﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺟﻮﺩ ﺗﺄﺛﲑ ﻟﻸﻫـﻞ ‪،‬‬
‫ﻭﺍﻷﺻﺪﻗﺎﺀ ‪ ،‬ﻭﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ‪ ،‬ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻗﺮﺍﺭ ﺍﻟﺘﺤـﺎﻕ ﺍﻟﻄﺎﻟـﺐ ﺑﺎﳌﻌﺎﻫـﺪ‬
‫ﺍﻟﺼﻨﺎﻋﻴﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﳌﺪﺭﺳﺔ ﲢﺘﻞ ﺍﳌﺮﻛﺰ ﺍﻷﺧﲑ ﻣﻦ ﺣﻴﺚ ﻗﻮﺓ ﺍﻟﺘﺄﺛﲑ ﰲ ﻗﺮﺍﺭ ﺍﻟﻄﺎﻟﺐ‪ ،‬ﻛﻤﺎ‬
‫ﺑﻴﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺟﻮﺩ ﺍﲡﺎﻩ ﺳﻠﱯ ﻟﺪﻯ ﺍ‪‬ﺘﻤﻊ ﳓﻮ ﺍﻟﻌﻤﻞ ﺍﳌﻬﲏ‪.‬‬
‫‪ (٣‬ﺩﺭﺍﺳﺔ ﺟﺮﻭﺍﻥ )‪١٩٨٦‬ﻡ(‪ :‬ﻋﻦ ﺍﺧﺘﺒﺎﺭ ﻓﺎﻋﻠﻴﺔ ﺑﺮﻧﺎﻣﺞ ﺇﺭﺷﺎﺩ ﻣﻬﲏ ﲨﻌﻲ ﰲ ﻣﺘﻐﲑﻱ‬
‫ﺍﻟﻨﻀﺞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ‪.‬‬
‫ﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ )‪ (١٤٧‬ﻃﺎﻟﺒﺎﹰ ﻣﻦ ﻃﻠﺒﺔ ﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ ﺍﻟﺜﺎﻧﻮﻱ ﺑﻔﺮﻋﻴﺔ ﺍﻟﻌﻠﻤﻲ‬
‫ﻭﺍﻷﺩﰊ‪ .‬ﻭﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻛﻞ ﻣﻦ ﻣﻘﻴﺎﺱ ﺍﻟﻨﻀﺞ ﺍﳌﻬﲏ ﻟـ ﻛﺮﺍﻳﺘﺲ ‪ ،Crites‬ﻭﻣﻘﻴﺎﺱ‬
‫ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﻟـ ﻫﺒﻨﺮ ﻭﺑﻴﺘﺮﺳﻦ ‪ Heppner and petterson‬ﻟﻘﻴﺎﺱ ﻣﺘﻐﲑ ﺍﲣـﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ‪ .‬ﻭﺑﻌﺪ ﺭﺻﺪ ﻧﺘﺎﺝ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺪﻱ ﻗﺎﻡ ﺑﺘﻌﺮﻳﺾ ﺍ‪‬ﻤﻮﻋـﺔ‬
‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻟﱪﻧﺎﻣﺞ ﺇﺭﺷﺎﺩ ﲨﻌﻲ ﻣﻬﲏ‪ ،‬ﻭﻗﺪ ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ _١‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻠﻰ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺒﻌﺪﻱ ﺑﺎﻟﻨﺴﺒﺔ ﳌﺘﻐﲑ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬـﲏ‬
‫ﺗﻌﻮﺩ ﻟﻠﱪﻧﺎﻣﺞ ﺍﻹﺭﺷﺎﺩﻱ ﰲ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪.‬‬
‫‪ _٢‬ﱂ ﻳﻈﻬﺮ ﺃﺛﺮ ﺫﻭ ﺩﻻﻟﺔ ﻟﻠﺘﻔﺎﻋﻞ ﺑﲔ ﺍﳌﻌﺎﳉﺔ ﻭﻓﺮﻭﻉ ﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
 ‫‪ (٤‬ﺩﺭﺍﺳﺔ ﻣﻠﺔ )‪١٤١٥‬ﻫـ (‪ :‬ﻋﻦ ﺗﺴﺮﺏ ﺍﻟﻄﻼﺏ ﻣﻦ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﺑﺎﻟﺴﻌﻮﺩﻳﺔ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻣﻌﺮﻓﺔ ﺃﺳﺒﺎﺏ ﺗﺴﺮﺏ ﺍﻟﻄﻼﺏ ﻣﻦ ﻛﻠﻴﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﲡﺎﻫﺎﺕ ﻫﺆﻻﺀ‬
‫ﺍﻟﻄﻼﺏ ﺍﳌﺘﺴﺮﺑﲔ‪ ،‬ﻭﻣﺪﻯ ﻣﻌﺮﻓﺔ ﺍﻟﻄﻼﺏ ﺍﳌﺘﺴﺮﺑﲔ ﺑﺄﳘﻴﺔ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺘﻘﲏ‪ .‬ﻭﺍﺧﺘﺎﺭ ﺍﻟﺒﺎﺣـﺚ‬
‫ﻋﻴﻨﺔ ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (١٢٨‬ﻃﺎﻟﺒﺎﹰ ﻣﻦ ﺍﻟﻄﺎﻟﺐ ﺍﳌﺘﺴﺮﺑﲔ ﻭﺍﻟﺬﻳﻦ ﺗﻄﻮﻋﻮﺍ ﳍﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻗـﺪ‬
‫ﺻﻤﻢ ﺍﻟﺒﺎﺣﺚ ﺍﺳﺘﺒﻴﺎﻧﺎﹰ ﻟﻐﺮﺽ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﺑﻴﻨﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺄﺛﲑ ﺍﳌﻜﺎﻧﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻋﻠﻰ‬
‫ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﺎﻟﺐ ﻟﺘﺨﺼﺼﻪ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﺗﺄﺛﲑ ﻣﻘﺮﺭ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﻋﻤﻠﻴﺔ ﺗﺴﺮﺏ ﺍﻟﻄﻼﺏ‪،‬‬
‫ﻭﺍﳌﺴﺘﻮﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﻣﺴﺘﻮﻯ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳـﻲ‪ ،‬ﻭﻫـﺬﺍ ﻳﺸـﲑ ﺇﱃ ﺩﻭﺭ ﺍﻟﻌﻮﺍﻣـﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺩﻭﺭ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺳﺮﻳﺔ ﻋﻠﻰ ﻗﺮﺍﺭ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﺎﻟﺐ ﻟﺘﺨﺼﺼﻪ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
‫‪ (٥‬ﺩﺭﺍﺳـﺔ ﲰﻴﺤﺔ ﺗﻮﻓﻴﻖ ﻭﺳﻠﻴﻤﺎﻥ )‪١٩٩٥‬ﻡ(‪ :‬ﻋﻦ ﺍﻟﺘﻌـﺮﻑ ﻋﻠـﻰ ﻣﺼــﺪﺭ‬
‫ﺍﻟﻀﺒـﻂ ) ﺩﺍﺧﻠﻲ ـ ﺧﺎﺭﺟﻲ( ﻭﻋﻼﻗﺘﻪ ﺑﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳـﺔ ﺇﱃ ﺍﻟﺘـﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻔﺮﻭﻕ ﰲ ﻛـﻞ ﻣـﻦ ﻣﺼـﺪﺭ ﺍﻟﻀﺒــﻂ )‬
‫ﺩﺍﺧﻠﻲ ـ ﺧﺎﺭﺟﻲ(‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣـﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻯ ﻋﻴﻨﺔ ﻣـﻦ ﻃـﻼﺏ ﺍﳉﺎﻣــﻌﺔ )‬
‫ﺫﻛﻮﺭ ـ ﺇﻧﺎﺙ( ﻣﻦ ﺛﻼﺙ ﺛﻘﺎﻓﺎﺕ ﳐﺘﻠﻔﺔ ﻗﻄﺮ‪ ،‬ﻭﻣﺼﺮ‪ ،‬ﻭﺃﺳﺘﺮﺍﻟﻴﺎ‪ .‬ﻭﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﻣﻦ )‪ (٣٠٠‬ﻃﺎﻟﺒﺎﹰ ﻭﻃﺎﻟﺒﺔ ﺑﺎﳌﺮﺣﻠﺔ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﻭﻗﺪ ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺜﺎﻥ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ ﻟﻄﻠﺒﺔ ﺍﳌﺮﺣﻠﺘﲔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻭﺍﳉﺎﻣﻌﻴﺔ)ﻣﻮﺍﻗﻒ ﻣﻦ ﺍﳊﻴﺎﺓ( ﺇﻋﺪﺍﺩ ﻓﺎﻃﻤﺔ ﳏﻤـﺪ ﺣﺴـﲔ‪،‬‬
‫ﻭﻣﻘﻴﺎﺱ ﻣﺼﺪﺭ ﺍﻟﻀﺒﻂ ﺍﻟﺪﺍﺧﻠﻲ ـ ﺍﳋﺎﺭﺟﻲ ﻟﺮﻭﺗﺮ ‪ Rotter‬ﺗﺮﲨﺔ ﻋﻼﺀ ﻛﻔﺎﰲ‪ .‬ﻭﺑﻴـﺖ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ﺑﲔ ﻣﺼﺪﺭ ﺍﻟﻀﺒﻂ ) ﺩﺍﺧﻠﻲ ـ ﺧﺎﺭﺟﻲ( ﻟﺪﻯ ﻋﻴﻨﺔ ﻣﺼـﺮ‪،‬‬
‫ﻭﻫﺬﺍ ﻳﺸﲑ ﺇﱃ ﺃﻥ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﻗﺪﺭﺓ ﻋﺎﻟﻴﺔ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻳﻬﻢ ﺛﻘﺔ ﻛﺒﲑﺓ ﰲ ﻗـﺪﺭﺍ‪‬ﻢ‬
‫ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﰲ ﻣﻬﺎﺭﺍ‪‬ﻢ ﺍﻟﱵ ﻳﻌﺘﱪﻭﻥ ﺃ‪‬ﺎ ﻫﻲ ﺍﻟﱵ ﲢﺪﺩ ﻭﺟﻮﺩﻫﻢ‪ ،‬ﻛﺬﻟﻚ ﻓﺈﻥ ﻣﻨﺨﻔﻀﻲ‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻳﻌﺘﻘﺪﻭﻥ ﺃﻥ ﺳﻠﻮﻛﻬﻢ ﻫﻮ ﺍﻟﺬﻱ ﳚﺐ ﺃﻥ ﳛﺪﺩ ﻧﻮﻉ ﺍﻟﺘـﺪﻋﻴﻤﺎﺕ‬
‫ﺍﻟﱵ ﻳﻨﺎﻟﻮ‪‬ﺎ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﺃﻛﺪﺗﻪ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳋﺎﺻﺔ ﲟﺼﺪﺭ ﺍﻟﻀﺒﻂ )ﺩﺍﺧﻠﻲ_ ﺧـﺎﺭﺟﻲ(‪،‬‬
‫ﻭﻛﺎﻥ ﳌﺘﻐﲑ ﺍﳉﻨﺲ ﻭﺍﳉﻨﺴﻴﺔ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ‪ ،‬ﺑﻴﻨﻤﺎ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺑﺎﻟﻨﺴـﺒﺔ‬
‫ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
 ‫‪ (٦‬ﺩﺭﺍﺳﺔ ﻧﺎﺩﻳﺔ ﻭﺳﺎﺭ )‪(Nadya & Sarah, 1996‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱄ ﺗﺮﲨﺔ ﻭﺍﺳﺘﺨﺪﺍﻡ ﻣﻘﻴﺎﺱ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ‪ .‬ﻭﻗـﺪ‬
‫ﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ )‪ (٧٥٠‬ﻃﺎﻟﺐ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻹﻋﺪﺍﺩﻳﺔ‪.‬‬
‫ﺍﺳﺘﺨﺪﻣﺖ ﺍﻟﺒﺎﺣﺜﺘﺎﻥ ﻣﻘﻴﺎﺱ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺬﺍﺕ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﻣﻘﻴﺎﺱ ﺍﻻﺗﺼﺎﻝ ﺍﳌﻬﲏ‪ .‬ﻭﺃﻭﺿﺤﺖ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ‪ :‬ﻓﻌﺎﻟﻴﺔ ﺍﻟﺬﺍﺕ ﺍﻟﻌﺎﻣﺔ ﻏﺎﻟﺒﺎﹰ ﻣﺎ ﺗﻜﻮﻥ ﻣﺮﺗﺒﻄﺔ ﺑﺪﺭﺟﺔ ﻣﺮﺗﻔﻌـﺔ ﺑﺄﻫـﺪﺍﻑ‬
‫ﻭﺃﻏﺮﺍﺽ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ ﺃﻛﺜﺮ ﻣﻦ ﺍﺭﺗﺒﺎﻃﻬﺎ ﺑﺘﻮﻗﻌﺎﺕ ﻧﺘﺎﺋﺞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ‪.‬‬
‫‪ (٧‬ﺩﺭﺍﺳﺔ ﻭﻳﺴﺘﻮﻥ )‪( Whiston ,1996‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱄ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺃﳕﺎﻁ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻷﺳـﺮﻱ‪ ،‬ﻭﲢﺪﻳـﺪ ﺃﻱ‬
‫ﺍﻷﳕﺎﻁ ﻣﺮﺗﺒﻄﺔ ﺑﺎﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻔﻌﺎﻟﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﺍﳌﻬﻨﻴﺔ‪.‬‬
‫ﻭﻗﺪ ﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ )‪ (٢١٤‬ﻓﺮﺩﺍﹰ ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﺘﺨﺮﺝ ﻣﻦ ﺍﳉﺎﻣﻌﺔ ﻣﻨـﻬﻢ )‪(١٠٧‬‬
‫ﺫﻛﻮﺭ‪ (١٠٧) ،‬ﺇﻧﺎﺙ‪.‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻣﻘﻴﺎﺱ ﺑﻴﺌﺔ ﺍﻷﺳﺮﺓ‪ ،‬ﻭﻣﻘﻴﺎﺱ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ‪ ،‬ﻭﻣﻘﻴﺎﺱ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻟﺬﺍﺗﻴـﺔ‬
‫ﻋﻨﺪ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻬﻨﻴﺔ‪.‬‬
‫ﺃﻭﺿﺤﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ‪ :‬ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺍﺭﺗﺒﺎﻃﻴﻪ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑـﲔ ﺃﳕـﺎﻁ‬
‫ﺍﻟﺘﻔﺎﻋﻞ ﺍﻷﺳﺮﻱ ﺍﳌﺘﻤﺜﻞ ﰲ ﺍﻟﺘﻬﻴﺌﺔ ﺍﻹﺩﺭﺍﻛﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺇﺩﺭﺍﻙ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻟﻠﻔﻌﺎﻟﻴﺔ ﺍﻟﺬﺍﺗﻴـﺔ‬
‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻘﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻬﻨﻴﺔ‪ ،‬ﻛﻤﺎ ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺍﺭﺗﺒﺎﻃﻴﻪ ﺳﺎﻟﺒﺔ ﺫﺍﺕ‬
‫ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻣﺘﻐﲑﺍﺕ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﰲ ﺍﻷﺳﺮﺓ ﻟﺘﺤﻘﻴﻖ ﺍﻹﳒﺎﺯ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ ﻓﻴﻤـﺎ‬
‫ﻳﺘﻌﻠﻖ ﺑﺎﻟﻘﺮﺍﺭﺕ ﺍﳌﻬﻨﻴﺔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺘﺤﻜﻢ ﻭﺷﺪﺓ ﺍﻟﺘﻨﻈﻴﻢ ﺩﺍﺧﻞ ﺍﻷﺳﺮﺓ ﻳﺆﺛﺮ ﺑﺸـﺪﺓ ﻋﻠـﻰ‬
‫ﺍﻹﻧﺎﺙ ﺣﲔ ﻳﻜﻮﻥ ﺍﳌﻄﻠﻮﺏ ﻣﻨﻬﻦ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﻣﻬﲏ ﻣﻌﲔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻟﺪﻳﻬﻦ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺪﻋﻢ‬
‫ﻭﺍﳌﺴﺎﻧﺪﺓ ﻋﻨﺪ ﺍﲣﺎﺫﻫﻦ ﳍﺬﺍ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ‪.‬‬
‫‪ (٨‬ﺩﺭﺍﺳﺔ ﺍﶈﺒﻮﺏ )‪١٩٩٧‬ﻡ(‪ :‬ﻋﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻗـﺮﺍﺭ ﺍﻟﻄﺎﻟـﺐ ﺍﻻﻟﺘﺤـﺎﻕ‬
‫ﺑﺎﳉﺎﻣﻌﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻴﻨﺔ ﻣﻦ ﻃﻼﺏ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ ﰲ ﻛﻠﻴﺎﺕ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﻓﻴﺼـﻞ‬
‫ﺑﺎﻹﺣﺴﺎﺀ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻗﺮﺍﺭ ﺍﻟﻄﻼﺏ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳉﺎﻣﻌﺔ‪.‬‬
‫ﻭﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳـﺔ ﻣﻦ )‪ (٢٠٠‬ﻃﺎﻟﺒﺎﹰ ﻣـﻦ ﻃﻼﺏ ﺍﳌﺴـﺘﻮﻯ ﺍﻷﻭﻝ ﺑﺎﳉﺎﻣﻌــﺔ‪،‬‬
‫ﻭﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻗﺎﺋﻤﺔ ﺍﻷﺳﺒﺎﺏ ﻟﻠﺬﻫﺎﺏ ﺇﱃ ﺍﻟﻜﻠﻴﺔ ﻣﻦ ﺇﻋﺪﺍﺩ ﺩﻭﻝ ﻭﺩﺍﳚﻤﺎﻥ ﻭﺗﻐﻄـﻲ‬
‫)‪ (١٢‬ﻋﺎﻣﻼﹰ ﻷﺳﺒﺎﺏ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳉﺎﻣﻌﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﺳﺘﺨﺪﻡ ﻗﺎﺋﻤﺔ ﺧﺼﺎﺋﺺ ﺍﳉﺎﻣﻌﺔ ﻣـﻦ‬
‫ﺇﻋﺪﺍﺩ ﺗﺮﺍﺳﺘﻬﺎﱘ ﻭﺗﻐﻄﻲ )‪ (١٨‬ﻣﺘﻐﲑﺍﹰ‪ .‬ﻭﻛﺸﻔﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﻗﺮﺍﺭ‬
‫ﺍﻟﻄﺎﻟﺐ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳉﺎﻣﻌﺔ ﻫﻲ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺬﺍﺗﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ‪ ،‬ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻷﺳﺮﻳﺔ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ‪،‬‬
‫ﻭﺍﳌﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻭﻛﺎﻧﺖ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﻫﻲ ﺍﻟﺬﺍﺗﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬ﻛﻤﺎ ﺑﻴﻨﺖ ﻧﺘﺎﺋﺞ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﰲ ﺗﺼﻮﺭﺍﺕ ﺍﻷﻗﺴﺎﻡ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻨﻈﺮﻳﺔ ﳓﻮ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌـﺆﺛﺮﺓ ﰲ‬
‫ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳉﺎﻣﻌﺔ‪ ،‬ﻭﻓﺮﻭﻕ ﺩﺍﻟﺔ ﻟﺼﺎﱀ ﺍﻷﺏ ﺍﳌﺘﻌﻠﻢ‪ ،‬ﻭﻋـﺪﻡ ﻭﺟـﻮﺩ ﺗـﺄﺛﲑ ﻟﻠﻌﻮﺍﻣـﻞ‬
‫ﺍﻟﺪﳝﻮﺟﺮﺍﻓﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪ :‬ﺍﻟﻌﻤﺮ‪ ،‬ﺍﳊﺎﻟﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻣﻜﺎﻥ ﺍﻟﺴﻜﻦ‪.‬‬
‫‪ (٩‬ﺩﺭﺍﺳﺔ ﺍﻟﻌﺰﺍﻡ ) ‪١٤١٨‬ﻫـ(‪ :‬ﻋﻦ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺩﻭﺭ ﻛﻞ ﻣﻦ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻭﺍﻷﺻﺪﻗﺎﺀ ﰲ‬
‫ﻗﺮﺍﺭﺍﺕ ﺍﳌﺮﺍﻫﻖ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﳌﺮﺍﻫﻖ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺩﻭﺭ ﻛﻞ ﻣﻦ ﺍﻟﻮﺍﻟـﺪﻳﻦ ﻭﺍﻷﺻـﺪﻗﺎﺀ ﰲ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﻳﺘﺨﺬﻫﺎ ﺍﳌﺮﺍﻫﻖ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﳌﺮﺍﻫﻖ ﺑﺎﺧﺘﻼﻑ ﳎﺎﻻﺕ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺍﺧﺘﻼﻑ‬
‫ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺮﻳﺔ‪ .‬ﻭﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ )‪ (٤٩٨‬ﻃﺎﻟﺒﹰﺎ ﻣﻦ ﺍﳌﺮﺣﻠﺘﲔ ﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﺜﺎﻧﻮﻳـﺔ‪،‬‬
‫ﻭﻗﺪ ﺻﻤﻢ ﺍﻟﺒﺎﺣﺚ ﺍﺳﺘﺒﺎﻧﻪ ‪‬ﺪﻑ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺪﺭﺍﺳـﺘﻪ‪ .‬ﻭﺑﻴﻨـﺖ ﺍﻟﺪﺭﺍﺳـﺔ ﺃﻥ ﺩﻭﺭ‬
‫ﺍﻟﻮﺍﻟﺪﻳﻦ ﺃﻗﻮﻯ ﻣﻦ ﺩﻭﺭ ﺍﻷﺻﺪﻗﺎﺀ ﰲ ﻗﺮﺍﺭﺍﺕ ﺍﳌﺮﺍﻫﻖ ﺑﺸﻜﻞ ﻋﺎﻡ‪ ،‬ﻭﺃﻥ ﺩﻭﺭ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻛـﺎﻥ‬
‫ﺃﻛﺜﺮ ﺗﺄﺛﲑﺍﹰ ﻋﻠﻰ ﻗﺮﺍﺭ ﺍﳌﺮﺍﻫﻖ ﻣﻦ ﺍﻷﺻﺪﻗﺎﺀ ﰲ ﳎﺎﻝ ﺍﻻﺧﺘﻴﺎﺭ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﳌﻬﲏ‪.‬‬
‫‪ (١٠‬ﺩﺭﺍﺳﺔ ﻟﻮﺯﻭ ﻭﺁﺧﺮﻳﻦ )‪( Luzzo et al ,1999‬‬
‫ﺣﻮﻝ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ ﻟﺪﻯ ﻃﻼﺏ ﺍﳉﺎﻣﻌﺔ‪ .‬ﻫـﺪﻓﺖ ﺍﻟﺪﺭﺍﺳـﺔ ﺇﱃ‬
‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ‪.‬‬
‫ﻭﻗﺪ ﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ )‪ (٢٣٤‬ﻃﺎﻟﺒﺎﹰ ﻭﻃﺎﻟﺒﺔ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﳉﺎﻣﻌﻴـﺔ‪ .‬ﺍﺳـﺘﺨﺪﻡ‬
‫ﺍﻟﺒﺎﺣﺜﻮﻥ ﻣﻘﻴﺎﺱ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﻣﻘﻴﺎﺱ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ ﻋﻨﺪ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ‪.‬‬
‫ﺃﻭﺿﺤﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ‪ :‬ﻃﻼﺏ ﺍﳉﺎﻣﻌﺔ ﺍﻟﺬﻳﻦ ﺍﳔﻔﻀﺖ ﺩﺭﺟﺎ‪‬ﻢ ﻋﻠﻰ ﺍﻟﻔﻌﺎﻟﻴـﺔ‬
‫ﺍﻟﺬﺍﺗﻴﺔ ﻛﺎﻧﻮﺍ ﻣﺘﺮﺩﺩﻳﻦ ﻋﻨﺪ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻗﺎﹰ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬
‫ﺑﲔ ﺍﳉﻨﺴﲔ ﰲ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ‪.‬‬
‫‪ (١١‬ﺩﺭﺍﺳﺔ ﻛﻮﻧﺮ ﻭﺁﺧﺮﻳﻦ )‪(Connor et al ,2001‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﺍﻟﻌﺎﻣﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﻴﺲ ﻋﺎﻣﻼﹰ ﻣﻬﻤﺎﹰ ﻭﻟﻴﺲ ﺍﻟﺴﺒﺐ‬
‫ﺍﻷﺳﺎﺳﻲ ﻭﺍﻟﻮﺣﻴﺪ ﰲ ﺗﻮﺟﻴﻪ ﺍﻟﻄﻼﺏ ﻻﺧﺘﻴﺎﺭ ﻧﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﳌﻬﻨﺔ‪ .‬ﻭﺃﻋﺪ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﺳﺘﺒﺎﻧﻪ‬
‫ﻟﻐﺮﺽ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻃﺒﻖ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻜﻮﻧﺔ ﻣﻦ )‪(١٩٢٥‬ﻃﺎﻟﺒﺎﹰ ﻣﻦ ﻃﻼﺏ ﺍﳌﻘﺎﻃﻌﺎﺕ ﺍﻟﱪﻳﻄﺎﻧﻴﺔ‬
‫ﻭﻭﻳﻠﺰ‪ ،‬ﻣﻨﻬﻢ )‪ (٢٢٣‬ﻃﺎﻟﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺍﳌﻬﻴﺌﲔ ﻟﻼﻟﺘﺤﺎﻕ ﻭﺍﻟﺮﺍﻏﺒﲔ ﰲ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻟﻌﺎﱄ ) ﻣﺎ ﺑﻌﺪ ﺍﻟﺜﺎﻧﻮﻱ(‪ ،‬ﻭ)‪ (١٦٠٠‬ﻃﺎﻟﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺫﻭﻱ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﻌﻠﻴﺎ‬
‫ﻭﺍﻟﺪﻧﻴﺎ ﺍﳌﻠﺘﺤﻘﲔ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ‪ ،‬ﻭﻗﺪ ﰎ ﺃﺧﺬ ﻋﻴﻨﺔ ﻣﻦ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻟﻌﻠﻴﺎ ‪‬ـﺪﻑ ﺍﳌﻘﺎﺭﻧـﺔ‪،‬‬
‫ﻭ)‪ (١١٢‬ﻃﺎﻟﺒﺎﹰ ﻣﻦ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﱂ ﻳﻠﺘﺤﻘﻮﺍ ﻭﻟﻴﺲ ﳍﻢ ﺭﻏﺒﺔ ﰲ ﺍﻻﻟﺘﺤﺎﻕ ‪.‬ﻭﻛﺎﻧﺖ ﻧﺘﺎﺋﺞ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﻓﻴﻤﺎ ﳜﺺ ﺍﻟﺒﺤﺚ ﺍﳊﺎﱄ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ _١‬ﺃﺛﺒﺘﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺪﺍﻋﻴﺔ ﺇﱃ ﻋﺪﻡ ﺍﻻﻟﺘﺤـﺎﻕ ﺑﺎﻟﺪﺭﺍﺳـﺎﺕ‬
‫ﺍﳉﺎﻣﻌﻴﺔ ﻋﻮﺍﻣﻞ ﺫﺍﺗﻴﺔ ﺷﺨﺼﻴﺔ‪.‬‬
‫‪ _٢‬ﺃﻥ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻟﻼﻟﺘﺤﺎﻕ ﺑﺎﻟﺪﺭﺍﺳﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﻫﻢ ﺍﻷﺳﺮﺓ‪ ،‬ﻭﺍﻷﺻﺪﻗﺎﺀ ﻛﻤﺎ‬
‫ﺃﻥ ﻟﻸﺻﺪﻗﺎﺀ‪ ،‬ﻭﺍﻷﺳﺮﺓ ﺗﺄﺛﲑﺍﹰ ﻋﻠﻰ ﲢﺪﻳﺪ ﺃﻭ ﺗﻮﺟﻴﻪ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﻳﺘﺨﺬﻫﺎ ﺍﻟﻄﺎﻟﺐ‪.‬‬
‫‪ -١٢‬ﺩﺭﺍﺳﺔ ﺭﻧﺪﺍ ﺳﻬﻴﻞ‪٢٠٠٢) ،‬ﻡ(‪ :‬ﻋﻦ ﻓﺎﻋﻠﻴﺔ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﱯ ﻟﺘﻨﻤﻴﺔ ﻣﻬﺎﺭﺓ ﺍﲣـﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ ﻟﺪﻯ ﻋﻴﻨﺔ ﻣﻦ ﻃﻠﺒﺔ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﺍﻟﺜﺎﻧﻮﻱ ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﺷﺒﺔ ﲡﺮﻳﺒﻴﺔ ﰲ ﻣﺪﺍﺭﺱ‬
‫ﻣﺪﻳﻨﺔ ﺩﻣﺸﻖ‪.‬‬
‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻣﻌﺮﻓﺔ ﺃﺛﺮ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﱯ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺓ ﺍﲣﺎﺫ ﺍﻟﻘـﺮﺍﺭ ﺍﳌﻬـﲏ‬
‫ﻭﻛﺬﺍﻟﻚ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺩﻭﺭ ﻋﺎﻣﻞ ﺍﳉﻨﺲ ‪.‬‬
‫ﻭﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﰲ ﻣﺴﺘﻮﻱ ﻣﻬﺎﺭﺓ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﺑﲔ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺬﻳﻦ ﺗﺪﺭﺑﻮﺍ ﻋﻠﻰ ﺍﻟﱪﻧﺎﻣﺞ ﰲ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻭﺑﲔ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺬﻳﻦ ﱂ ﻳﺘـﺪﺭﺑﻮﺍ‬
‫ﻋﻠﻰ ﺍﻟﱪﻧﺎﻣﺞ ﰲ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ‪ .‬ﻫﺬﻩ ﺍﻟﻔﺮﻭﻕ ﻛﺎﻧﺖ ﻟﺼﺎﱀ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪.‬‬
‫‪ (١٣‬ﺩﺍﺭﺳﺔ ﺍﻟﺴﺒﻴﻌﻲ )‪٢٠٠٢‬ﻡ(‪ :‬ﻋﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻔﻜﲑ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﲣﺎﺫ ﺍﻟﻘـﺮﺍﺭ ﻟـﺪﻯ‬
‫ﻋﻴﻨﺔ ﻣﻦ ﻣﺪﻳﺮﻱ ﺍﻹﺩﺍﺭﺓ ﺍﳊﻜﻮﻣﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ‪.‬‬
‫ﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ )‪ (١٠٩‬ﻣﻦ ﻣﺪﻳﺮﻱ ﺍﻹﺩﺍﺭﺍﺕ ﺍﳊﻜﻮﻣﻴﺔ ﲟﺤﺎﻓﻈـﺔ ﺟـﺪﺓ‬
‫ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻔﻜﲑ ﻭﻣﻘﻴﺎﺱ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻧﺘﻬﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﻌﺪﻳـﺪ ﻣـﻦ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﻣﻦ ﺃﳘﻬﺎ‪ :‬ﺃﻥ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻔﻜﲑ ﺍﳌﻔﻀﻠﺔ ﻟﺪﻯ ﺍﻟﻌﻴﻨﺔ ﻫﻲ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻔﻜﲑ ﺍﻟﺘﺤﻠﻴﻠـﻲ ﰒ‬
‫ﺃﺳﻠﻮﺏ ﺍﻟﺘﻔﻜﲑ ﺍﳌﺜﺎﱄ‪ ،‬ﻭﻛﺸﻔﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻦ ﺑﺮﻭﻓﻴﻞ ﺍﻟﺘﻔﻜﲑ ﺍﳌﻔﻀﻞ ﻭﻫﻮ ﺍﻟﱪﻭﻓﻴﻞ ﺃﺣﺎﺩﻱ‬
‫ﺍﻟﺒﻌﺪ ) ﺍﳌﺜﺎﱄ‪ ،‬ﺍﻟﺘﺤﻠﻴﻞ (‪ ،‬ﻭﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺍﺭﺗﺒﺎﻃﻴﻪ ﺳﺎﻟﺒﺔ ﺩﺍﻟﺔ ﺑﲔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﻛـﻞ ﻣـﻦ‬
‫ﺍﻟﺘﻔﻜﲑ ﺍﻟﻮﺍﻗﻌﻲ ﻭﺍﻟﺘﺤﻠﻴﻠﻲ‪ ،‬ﻭﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺍﺭﺗﺒﺎﻃﻴﻪ ﻣﻮﺟﺒﺔ ﻏﲑ ﺩﺍﻟﺔ ﻣﻊ ﺍﻟـﺘﻔﻜﲑ ﺍﳌﺜـﺎﱄ‪،‬‬
‫ﻭﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺍﺭﺗﺒﺎﻃﻴﻪ ﺳﺎﻟﺒﺔ ﻏﲑ ﺩﺍﻟﺔ ﺑﲔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻟﺘﻔﻜﲑ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﻻ ﺗﻮﺟﺪ ﻓـﺮﻭﻕ‬
‫ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻔﻜﲑ ﻭﺍﲣـﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌـﺎ ﳌـﺘﻐﲑﺍﺕ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ) ﺍﻟﻌﻤﺮ‪ ،‬ﺍﻟﺘﺨﺼﺺ‪ ،‬ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﺍﳋﱪﺓ (‪ ،‬ﻭﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺑـﲔ ﻋﻴﻨـﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎ ﻻﺧﺘﻼﻑ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻔﻜﲑ‪.‬‬

‫ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪:‬‬

‫ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﻌﺮﺍﺽ ﺍﻟﺒﺎﺣﺚ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺟﺪ ﻫﻨﺎﻙ ﺗﻨﻮﻉ ﰲ ﺃﻫـﺪﺍﻓﻬﺎ ‪،‬‬
‫ﻭﺃﳘﻴﺘﻬﺎ ‪ ،‬ﻭﻣﻨﻬﺠﻴﺘﻬﺎ ‪ ،‬ﻭﺃﺩﻭﺍ‪‬ﺎ ‪ ،‬ﻭﻧﺘﺎﺋﺠﻬﺎ ‪ ،‬ﻭﻣﺪﻯ ﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ‪ ،‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ‬
‫ﻋﺮﺿﺎﹰ ﻟﺬﻟﻚ ‪:‬‬
‫‪ .١‬ﺍﺧﺘﻠﻔﺖ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﰲ ﺃﻫﺪﺍﻓﻬﺎ ﺗﺒﻌﺎﹰ ﻷﻫﺪﺍﻑ ﺍﻟﺒﺎﺣﺜﲔ‪ ،‬ﻓﺎﺧﺘﻠﻔﺖ ﺃﻏﻠـﺐ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﰲ ﺃﻫﺪﺍﻓﻬﺎ ﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺣﻴﺚ ﺗﻨﺎﻭﻟﺖ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﻋﻼﻗﺘﻪ ﺑﺒﻌﺾ ﺍﳌﺘﻐﲑﺍﺕ ﻛﺪﺭﺍﺳﺔ ﻋﺒﺪ ﺍﳍﺎﺩﻱ )‪١٩٨٦‬ﻡ(‪،‬‬
‫ﻭﺍﳊﻮﺛﻲ )‪١٩٨٦‬ﻡ(‪ ،‬ﻭﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ )‪١٩٨٧‬ﻡ(‪ ،‬ﻭﺣـﺎﻓﻆ )‪١٩٨٩‬ﻡ(‪ ،‬ﻭﻟﻄﻔـﻲ‬
‫)‪١٩٩٣‬ﻡ(‪ ،‬ﻭﺍﻟﻐﺎﻣﺪﻱ )‪١٤١٤‬ﻡ(‪ ،‬ﻭﺍﻟﻌﺼﻴﻤﻲ )‪١٤١٥‬ﻡ(‪ ،‬ﻭﺁﻝ ﻧﺎﺟﻲ )‪١٩٩٥‬ﻡ(‬
‫‪ ،‬ﻭﺍﳌﻠﺤﻢ )‪١٤١٩‬ﻡ(‪ ،‬ﻭﺑﺮﻏﻮﺕ )‪٢٠٠٢‬ﻡ( ‪ .‬ﻛﻤﺎ ﺗﻨﺎﻭﻟﺖ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴـﺎﺑﻘﺔ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﻋﻼﻗﺘﻪ ﺑﺒﻌﺾ ﺍﳌﺘﻐﲑﺍﺕ ﻛﺪﺭﺍﺳﺔ ﻓﺎﺋﻘﺔ ﺳﻨﺒﻞ )‪١٩٨٥‬ﻡ( ‪ ،‬ﺟـﺮﻭﺍﻥ‬
‫)‪١٩٨٦‬ﻡ( ‪ ،‬ﻭﲰﻴﺤﺔ ﺗﻮﻓﻴﻖ ﻭﺳﻠﻴﻤﺎﻥ )‪١٩٩٥‬ﻡ(‪ ،‬ﻭﻧﺎﺩﻳﺔ ﻭﺳﺎﺭﺓ )‪١٩٩٦‬ﻡ( ‪ ،‬ﻭ‬
‫ﻭﻳﺴﺘﻮﻥ )‪١٩٩٦‬ﻡ( ‪ ،‬ﻭﺍﶈﺒﻮﺏ )‪١٩٩٧‬ﻡ( ‪ ،‬ﻭﺍﻟﻌﺰﺍﻡ )‪١٤١٨‬ﻡ( ﻭﻟﻮﺯﻭ ﻭﺁﺧﺮﻳﻦ‬
‫)‪١٩٩٩‬ﻡ( ‪ ،‬ﻭﻛﻮﻧﺮ ﻭﺁﺧﺮﻭﻥ )‪٢٠٠١‬ﻡ( ‪ ،‬ﻭﺭﻧﺪﺍ ﺳﻬﻴﻞ )‪٢٠٠٢‬ﻡ( ‪ ،‬ﻭﺍﻟﺴﺒﻴﻌﻲ‬
‫)‪٢٠٠٢‬ﻡ( ‪.‬‬
‫‪ .٢‬ﻟﻘﺪ ﺗﺒﺎﻳﻨﺖ ﻋﻴﻨﺎﺕ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻣﻦ ﺑﺎﺣﺚ ﻵﺧﺮ ﺗﺒﻌﺎﹰ ﻟﻨﻮﻉ ﺍﳌﺴـﺘﺠﻴﺐ ‪،‬‬
‫ﻛﻤﺎ ﺗﻨﻮﻋﺖ ﻋﻴﻨﺎﺕ ﺩﺭﺍﺳﺘﻬﺎ ﻣﻦ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘـﺪﺭﻳﺲ ﻭﺍﳌـﺪﺭﺍﺀ ﻭﺍﳌـﻮﻇﻔﲔ‬
‫ﻭﺍﻟﻄﻼﺏ ﺳﻮﺍﺀ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﺃﻭ ﺍﳌﺪﺍﺭﺱ ‪ ،‬ﻭﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﻨﺎﻭﻟﺖ ﺍﻟﻄـﻼﺏ‬
‫ﺍﳉﺎﻣﻌﻴﲔ ﻛﻌﻴﻨﺔ ﻟﺪﺭﺍﺳﺘﻬﺎ ﺩﺭﺍﺳﺔ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ )‪١٩٨٧‬ﻡ( ‪ ،‬ﻭﺍﻟﻌﻴﺴﻮﻱ )‪١٩٨٩‬ﻡ(‬
‫‪ ،‬ﻭﺣﺎﻓﻆ )‪١٩٨٩‬ﻡ( ‪ ،‬ﻭﺁﻝ ﻧﺎﺟﻲ )‪١٩٩٥‬ﻡ( ﻭﲰﻴﺤﺔ ﺗﻮﻓﻴﻖ ﻭﺳﻠﻴﻤﺎﻥ )‪١٩٩٥‬ﻡ(‬
‫‪ ،‬ﻭﻳﺴﺘﻮﻥ )‪١٩٩٦‬ﻡ( ‪ ،‬ﻭﺍﶈﺒﻮﺏ )‪١٩٩٧‬ﻡ( ‪ ،‬ﻭﻟﻮﺯﻭ ﻭﺁﺧﺮﻳﻦ )‪١٩٩٩‬ﻡ( ‪.‬‬
‫‪ .٣‬ﺗﻨﻮﻋﺖ ﺍﻷﺩﻭﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻓﻤﻨﻬﺎ ﻣﺎ ﺍﺳﺘﺨﺪﻡ ﺍﻻﺳـﺘﺒﺎﻧﺎﺕ‬
‫ﺍﳌﻌﺪﺓ ﻣﻦ ﻗﺒﻞ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻟﻐﺮﺽ ﺩﺭﺍﺳﺎ‪‬ﻢ ﺑﺎﺳﺘﺜﻨﺎﺀ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﺖ‬
‫ﻣﻘﺎﻳﻴﺲ ﻣﻌﺪﺓ ﻣﺴﺒﻘﺎﹰ ﻛﺪﺭﺍﺳﺔ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ )‪١٩٨٧‬ﻡ( ‪ ،‬ﻭﺍﻟﻐﺎﻣﺪﻱ )‪١٤١٤‬ﻫـ( ﻭ‬
‫ﺁﻝ ﻧﺎﺟﻲ )‪١٩٩٥‬ﻡ( ‪ ،‬ﻭﺍﳌﻠﺤﻢ )‪١٤١٩‬ﻫـ( ‪ ،‬ﻭﺟـﺮﻭﺍﻥ )‪١٩٨٦‬ﻡ( ﻭﲰﻴﺤـﺔ‬
‫ﺗﻮﻓﻴﻖ ﻭﺳﻠﻴﻤﺎﻥ )‪١٩٩٥‬ﻡ( ‪ ،‬ﻭﻧﺎﺩﻳﺔ ﻭﺳﺎﺭﺓ )‪١٩٩٦‬ﻡ( ‪ ،‬ﻭ ﻭﻳﺴﺘﻮﻥ )‪١٩٩٦‬ﻡ( ‪،‬‬
‫ﻭﺍﶈﺒﻮﺏ )‪١٩٩٧‬ﻡ( ‪ ،‬ﻭﻟﻮﺯﻭ ﻭﺁﺧﺮﻳﻦ )‪١٩٩٩‬ﻡ( ‪.‬‬
‫‪ .٤‬ﺗﻨﻮﻋﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻣﻦ ﺩﺭﺍﺳﺔ ﻷﺧﺮﻯ ‪.‬‬
‫‪ .٥‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻫﻨﺎﻙ ﻋﺪﺩﺍﹰ ﻻ ﺑﺄﺱ ﺑﻪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﻨﺎﻭﻟﺖ ﺍﻟﺘﻔﻀـﻴﻞ‬
‫ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻛﻼﹰ ﻋﻠﻰ ﺣﺪﺓ ﺃﻭ ﻣﻊ ﻣـﺘﻐﲑﺍﺕ ﺃﺧـﺮﻯ ﺇﻻ ﺃﻥ ﺍﻟﺪﺭﺍﺳـﺎﺕ‬
‫ﺍﻟﺴﻌﻮﺩﻳﺔ ﺗﻌﺪ ﻗﻠﻴﻠﺔ ﺣﻮﻝ ﺩﺭﺍﺳﺔ ﺑﻌﺾ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻛـﻼﹰ‬
‫ﻋﻠﻰ ﺣﺪﺓ ﺃﻳﻀﺎﹰ‪.‬‬
‫‪ .٦‬ﺍﻫﺘﻤﺖ ﻣﻌﻈﻢ ﺩﺭﺍﺳﺎﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺑﺎﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻣـﻦ‬
‫ﻭﺟﻬﺔ ﺇﺩﺍﺭﻳﺔ ﻣﺜﻞ ﺩﺭﺍﺳﺔ ﻓﺎﺋﻘﺔ ﺳﻨﺒﻞ )‪١٤١٥‬ﻫـ( ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﻟﺴﺒﻴﻌﻲ )‪٢٠٠٢‬ﻡ(‬
‫‪ .٧‬ﻻ ﺗﻮﺟﺪ ﺩﺭﺍﺳﺎﺕ ﺗﻨﺎﻭﻟﺖ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻯ ﻋﻴﻨﺔ ﻣـﻦ ﻃـﻼﺏ‬
‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﻭﻣﻦ ﻫﻨﺎ ﺗﻜﺘﺴﺐ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺃﳘﻴﺔ ﺧﺎﺻﺔ ﰲ ﺍﳌﻴﺪﺍﻥ ﺍﻟﺘﺮﺑﻮﻱ‪.‬‬
‫‪ .٨‬ﺍﺳﺘﻔﺎﺩ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﰲ‪:‬‬
‫ﺃ‪ -‬ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻴﺚ ﲤﺖ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﻃﺒﻘﺖ ﰲ ﺍﻟﺪﺭﺍﺳـﺎﺕ‬
‫ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫ﺏ‪ -‬ﻣﻦ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﰲ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻠﻤﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺍﳌﻨﻬﺞ‬
‫ﺍﳌﻼﺋﻢ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪.‬‬
‫ﺕ‪ -‬ﰲ ﺍﳌﻌﺎﳉﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻭﺍﻟﱵ ﲤﺜﻠﺖ ﰲ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴـﺎﺑﻴﺔ‪،‬‬
‫ﻭﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ‪ ،‬ﻭﺍﺧﺘﺒﺎﺭ )ﺕ(‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﺍﻻﺭﺗﺒﺎﻃﻴﺔ‪ .‬ﻭﻋﻠﻴﻪ ﳝﻜـﻦ‬
‫ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﳍﺎ ﺩﻭﺭ ﻣﻬﻢ ﰲ ﺗﻌﺰﻳﺰ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻭﺇﻧﻀﺎﺝ‬
‫ﻣﺴﺎﺭﺍ‪‬ﺎ‪ ،‬ﺭﻏﻢ ﻭﺟـﻮﺩ ﺑﻌـﺾ ﺍﻻﺧﺘﻼﻓـﺎﺕ ﰲ ﺍﻷﻫـﺪﺍﻑ ﻭﺍﻷﺩﻭﺍﺕ‬
‫ﻭﺍﻷﺳﺎﻟﻴﺐ‪ ،‬ﻭﺇﻥ ﻟﺘﻨﻮﻉ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺗﻨﺎﻭﳍﺎ ﺟﻮﺍﻧﺐ ﻛـﺜﲑﺓ ﻗـﺪ‬
‫ﺃﻛﺴﺐ ﺍﻟﺒﺎﺣﺚ ﺳﻌﺔ ﰲ ﺍﻻﻃﻼﻉ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻣﻦ ﺟﻬـﺔ‪،‬‬
‫ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪.‬‬

‫ﻓﺮﻭﺽ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﻋﻠﻰ ﺿﻮﺀ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺻﺎﻍ ﺍﻟﺒﺎﺣﺚ ﺍﻟﻔﺮﻭﺽ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ _١‬ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺑﲔ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ _٢‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﺍﻟﺘﻔﻀﻴﻞ‬
‫ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ _٣‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﻪ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ ‪.‬‬
‫‪ _٤‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﻪ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﹰ ﻟﻠﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬
‫‪٥‬ـ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﻪ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ‪.‬‬
 ‫ﺍﻟﻔﺼـــﻞ ﺍﻟﺜـﺎﻟﺚ‬
‫ﻣﻨﻬﺞ ﻭﺇﺟــــﺮﺍﺀﺍﺕ ﺍﻟﺪﺭﺍﺳـــــﺔ‬

‫‪ -‬ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ -‬ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ -‬ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ -‬ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ -‬ﺍﻷﺳﻠﻮﺏ ﺍﻹﺣﺼﺎﺋﻲ‪.‬‬
 ‫ﻣﻨﮭﺞ وإﺟﺮاءات اﻟﺪراﺳﺔ‪:‬‬
‫ﺃﻭﻻﹰ ‪ :‬ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ‪ ،Descriptive Method‬ﻭﻫـﻮ ﻳﻬـﺘﻢ‬
‫ﺑﺪﺭﺍﺳﺔ ﺍﻟﻈﺎﻫﺮﺓ ﻛﻤﺎ ﻫﻲ ﰲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻭﻳﻬﺘﻢ ﺑﻮﺻﻔﻬﺎ ﻭﺻﻔﺎﹰ ﺩﻗﻴﻘﺎﹰ ﻭﻳﻌﱪ ﻋﻨﻬﺎ ﺗﻌﺒﲑﺍﹰ ﻛﻤﻴﺎﹰ ﺃﻭ‬
‫ﻛﻴﻔﻴﺎﹰ‪ ،‬ﻓﺎﻟﺘﻌﺒﲑ ﺍﻟﻜﻴﻔﻲ ﻳﺼﻒ ﻟﻨﺎ ﺍﻟﻈﺎﻫﺮﺓ ﻭﻳﺼﻒ ﻟﻨﺎ ﺧﺼﺎﺋﺼﻬﺎ‪ ،‬ﺃﻣﺎ ﺍﻟﺘﻌﺒﲑ ﺍﻟﻜﻤﻲ ﻭﺻﻔﹰﺎ‬
‫ﺭﻗﻤﻴﺎﹰ ﻳﻮﺿﺢ ﻣﻘﺪﺍﺭ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﺃﻭ ﺣﺠﻤﻬﺎ ﻭﺩﺭﺟﺎﺕ ﺍﺭﺗﺒﺎﻃﻬﺎ ﻣـﻊ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻷﺧـﺮﻯ‬
‫)ﻋﺒﻴﺪﺍﺕ ﻭﺁﺧﺮﻭﻥ‪.(٢٤٧ :٢٠٠٥،‬‬
‫ﺛﺎﻧﻴﺎﹰ‪ :‬ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﰎ ﺍﺧﺘﻴﺎﺭ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺍﻟﻄﻼﺏ ﺍﳌﻠﺘﺤﻘﲔ ﺑﺎﻟﻜﻠﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ ﲟﺤﺎﻓﻈﺔ‬
‫ﺟﺪﺓ ﻟﻌﺎﻡ ‪١٤٣٠‬ﻫـ‪١٤٣١/‬ﻫـ‪ .‬ﻭﺟﺪﻭﻝ ﺭﻗﻢ )‪ (٢ ،١‬ﻳﻮﺿﺢ ﺗﻮﺻﻴﻒ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳـﺔ‬
‫ﻟﻜﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ‪.‬‬
 ‫ﺟﺪﻭﻝ )‪(١‬‬
‫ﺑﻴﺎﻥ ﺑﺄﻋﺪﺍﺩ ﻃﻼﺏ ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺼﺤﻴﺔ ﻟﻠﺒﻨﲔ ﻟﻠﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ‪١٤٣٠/١٤٢٩‬ﻫـ‬
‫ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻤﻭﺍﺯﻱ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺼﺒﺎﺤﻲ‬
‫ﻋﺩﺩ ﺍﻟﻁﻼﺏ‬ ‫ﻋﺩﺩ ﺍﻟﻁﻼﺏ‬

‫ﺍﻟﻤﺴﺘﻭﻯ‬

‫ﺍﻟﻤﺴﺘﻭﻯ‬
‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﺍﻟﺴﻨﺔ‬
‫ﻤﺤﻭﻟﻴﻥ ﻤﻥ‬

‫ﻤﺤﻭﻟﻴﻥ ﻤﻥ‬
‫ﻤﺴﺘﻤﺭﻴﻥ‬

‫ﻤﺴﺘﻤﺭﻴﻥ‬
‫ﺍﻟﺼﺒﺎﺤﻲ‬
‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫ﺍﻟﻤﻭﺍﺯﻱ‬
‫ﻤﻌﻴﺩﻴﻥ‬

‫ﻤﻌﻴﺩﻴﻥ‬
‫‪٤٧‬‬ ‫‪٤‬‬ ‫ﺍﻷﻭل‬ ‫‪٠‬‬ ‫ﺍﻷﻭل‬
‫ﺘﻤﻬﻴﺩﻱ‬ ‫ﺍﻷﻭﻟﻰ‬
‫‪٢٧‬‬ ‫‪٧‬‬
‫‪٢٧‬‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫‪١٣٧‬‬ ‫‪٢‬‬ ‫‪١٣٥‬‬ ‫ﺍﻟﺜﺎﻨﻲ‬
‫‪٤٧‬‬ ‫‪٤‬‬ ‫‪١٣٧‬‬ ‫‪٢‬‬ ‫‪١٣‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫‪٢٨‬‬ ‫‪١‬‬ ‫‪٢٦‬‬ ‫‪٧‬‬
‫‪١‬‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫‪٢٨‬‬ ‫‪٥‬‬
‫‪٢٨‬‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﻁﺏ ﻁﻭﺍﺭﺉ‬
‫‪٢٥‬‬ ‫‪١٩‬‬ ‫‪٦‬‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫‪٣٦‬‬ ‫‪٣٥‬‬ ‫‪١‬‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺼﻴﺩﻟﺔ‬
‫ﺍﻟﺜﺎﻨﻴﺔ‬
‫‪٢١‬‬ ‫‪٦‬‬ ‫‪١٨‬‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫‪٢٢‬‬ ‫‪٢٢‬‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﻋﻤﻠﻴﺎﺕ‬
‫‪٣٥‬‬ ‫‪٣٠‬‬ ‫‪٥‬‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫‪٣٦‬‬ ‫‪٣٦‬‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﻤﺨﺘﺒﺭ‬
‫‪٠‬‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫‪٠‬‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺼﺤﺔ ﻋﺎﻤﺔ‬
‫‪١٠٩‬‬ ‫‪٤‬‬ ‫‪٩٣‬‬ ‫‪١‬‬ ‫‪١٢٢‬‬ ‫‪١٢‬‬ ‫‪١‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫‪٢١‬‬ ‫‪٢١‬‬ ‫‪٢‬‬ ‫ﺍﻟﺨﺎﻤﺱ‬ ‫‪٢٠‬‬ ‫‪١‬‬
‫‪١٩‬‬ ‫‪١‬‬ ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﻁﺏ ﻁﻭﺍﺭﺉ‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬
‫‪١٩‬‬ ‫‪١٩‬‬ ‫ﺍﻟﺨﺎﻤﺱ‬ ‫‪١٩‬‬ ‫‪١٩‬‬ ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺼﻴﺩﻟﺔ‬
‫‪٢‬‬ ‫‪٢‬‬ ‫ﺍﻟﺨﺎﻤﺱ‬ ‫‪١٣‬‬ ‫‪١٣‬‬ ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﻋﻤﻠﻴﺎﺕ‬
‫‪٢٢‬‬ ‫‪٢٢‬‬ ‫ﺍﻟﺨﺎﻤﺱ‬ ‫‪١٦‬‬ ‫‪١٦‬‬ ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﻤﺨﺘﺒﺭ‬
‫‪٠‬‬ ‫ﺍﻟﺨﺎﻤﺱ‬ ‫‪١٣‬‬ ‫‪١٣‬‬ ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺼﺤﺔ ﻋﺎﻤﺔ‬
‫‪٦٤‬‬ ‫‪٦٢‬‬ ‫‪٢‬‬ ‫‪٨١‬‬ ‫‪٨٠‬‬ ‫‪١‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫‪٠‬‬ ‫ﺍﻟﺴﺎﺒﻊ‬ ‫‪٠‬‬ ‫ﺍﻟﺴﺎﺒﻊ‬ ‫ﻁﺏ ﻁﻭﺍﺭﺉ‬

‫‪٢٦‬‬ ‫‪٢٦‬‬ ‫ﺍﻟﺴﺎﺒﻊ‬ ‫‪٠‬‬ ‫ﺍﻟﺴﺎﺒﻊ‬ ‫ﺼﻴﺩﻟﺔ‬

‫‪٢٢‬‬ ‫‪٢٢‬‬ ‫ﺍﻟﺴﺎﺒﻊ‬ ‫‪٠‬‬ ‫ﺍﻟﺴﺎﺒﻊ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﺍﻻﻤﺘﻴﺎﺯ‬

‫‪٣٣‬‬ ‫‪٣٣‬‬ ‫ﺍﻟﺴﺎﺒﻊ‬ ‫‪٠‬‬ ‫ﺍﻟﺴﺎﺒﻊ‬ ‫ﻤﺨﺘﺒﺭ‬

‫ﺍﻟﺴﺎﺒﻊ‬ ‫‪٠‬‬ ‫ﺍﻟﺴﺎﺒﻊ‬ ‫ﺼﺤﺔ ﻋﺎﻤﺔ‬
‫‪٨١‬‬ ‫‪٨١‬‬ ‫‪٠‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫‪٣٢٨‬‬ ‫‪٤‬‬ ‫‪٢٣٦‬‬ ‫‪٨‬‬ ‫‪٣٤٠‬‬ ‫‪٢‬‬ ‫‪٣٣ ٢‬‬ ‫ﺍﻹﺠﻤﺎﻟﻲ‬
‫ﺇﺠﻤﺎﻟﻲ ﻋﺩﺩ ﺍﻟﺩﺍﺭﺴﻴﻥ ﺒﺎﻟﻜﻠﻴﺔ ) ‪(٦٦٨‬‬
‫‪٦٦٨‬‬
 ‫ﺟﺪﻭﻝ )‪(٢‬‬
‫ﺑﻴﺎﻥ ﺑﺄﻋﺪﺍﺩ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ‪١٤٣٠/١٤٢٩‬ﻫـ‬
‫ﺇﺩﺍﺭﺓ‬ ‫ﺗﻘﻨﻴﺔ‬ ‫ﺗﻘﻨﻴﺔ‬ ‫ﺗﻘﻨﻴﺔ‬ ‫ﺗﻘﻨﻴﺔ‬ ‫ﺗﻘﻨﻴﺔ‬ ‫ﺗﻘﻨﻴﺔ‬ ‫ﺍﻟﻌﺎﻡ‬
‫ﺍ‪‬ﻤﻮﻉ‬ ‫ﺳﻴﺎﺣﺔ‬ ‫ﻓﻨﺪﻗﻪ‬ ‫ﺗﺴﻮﻳﻖ‬ ‫ﳏﺎﺳﺒﺔ‬ ‫ﺍﻟﻘﺴﻢ‬
‫ﻣﻜﺘﺒﻴﺔ‬ ‫ﻣﻌﻤﺎﺭﻳﺔ‬ ‫ﻣﺪﻧﻴﺔ‬ ‫ﺗﱪﻳﺪ‬ ‫ﺇﻧﺘﺎﺝ‬ ‫ﻛﻬﺮﺑﺎﺋﻴﺔ ﻣﺮﻛﺒﺎﺕ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﺍﻟﻔﺼﻞ‬
‫‪١١١٨‬‬ ‫‪١٠٤‬‬ ‫‪٧١‬‬ ‫‪١٠٦‬‬ ‫‪١٧٩‬‬ ‫‪١٠٥‬‬ ‫‪٣٧‬‬ ‫‪٧٣‬‬ ‫‪١٠٨‬‬ ‫‪١١١‬‬ ‫‪١١١‬‬ ‫‪١١٣‬‬ ‫‪١٤٢٩‬‬
‫ﺍﻷﻭﻝ‬
‫ﺍﻟﻔﺼﻞ‬
‫‪١٠٦٥‬‬ ‫‪٣٤‬‬ ‫‪٣٨‬‬ ‫‪٨٤‬‬ ‫‪١٤٣‬‬ ‫‪١٤٦‬‬ ‫‪٥٦‬‬ ‫‪٥١‬‬ ‫‪١١٣‬‬ ‫‪١٥١‬‬ ‫‪١٢٧‬‬ ‫‪١١٧‬‬ ‫‪١٤٣٠‬‬
‫ﺍﻟﺜﺎﱐ‬

‫ﺛﺎﻟﺜﺎﹰ‪ :‬ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪:‬‬

‫ﰎ ﺍﺧﺘﻴﺎﺭ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﻣﻦ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ )‪ (١٨٠‬ﻃﺎﻟﺒﺎﹰ‬
‫ﻭﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ )‪ (١٨١‬ﻃﺎﻟﺒﺎﹰ‪ ،‬ﺍﻟﱵ ﴰﻠﺖ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪ ،‬ﻭﺍﺧﺘﺒﺎﺭ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﺑﺼﻮﺭﺗﻴﻪ ﺃ‪،‬ﺏ‪ .‬ﻭﻳﻮﺿﺢ ﺟﺪﻭﻝ ﺭﻗﻢ )‪ (٥,٤,٣‬ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺗﺒﻌﺎﹰ ﳌﺘﻐﲑﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﺟﺪﻭﻝ )‪(٣‬‬
‫ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﻓﻘﺎﹰ ﳌﺘﻐﲑﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﻥ=‪٣٦١‬‬
‫اﻟﻤﺠﻤﻮع‬ ‫اﻟﻜﻠﯿﺔ اﻟﺼﺤﯿﺔ‬ ‫اﻟﻜﻠﯿﺔ اﻟﺘﻘﻨﯿﺔ‬
‫اﻟﻤﺘﻐﯿﺮات‬
‫‪%‬‬ ‫ك‬ ‫‪%‬‬ ‫ك‬ ‫‪%‬‬ ‫ك‬
‫‪١٢.٢‬‬ ‫‪٤٤‬‬ ‫‪١٥.٥‬‬ ‫‪٢٨‬‬ ‫‪٨.٩‬‬ ‫‪١٦‬‬ ‫‪١٩-١٨‬‬
‫‪٣٩.٢‬‬ ‫‪١٤٢‬‬ ‫‪٤٨.٦‬‬ ‫‪٨٨‬‬ ‫‪٣٠.٠‬‬ ‫‪٥٤‬‬ ‫‪٢٠‬‬
‫‪٣٤.١‬‬ ‫‪١٢٣‬‬ ‫‪٣٠.٤‬‬ ‫‪٥٥‬‬ ‫‪٣٧.٧‬‬ ‫‪٦٨‬‬ ‫اﻟﺴﻦ‬
‫‪٢٢-٢١‬‬
‫‪١٤.٥‬‬ ‫‪٥٢‬‬ ‫‪٥.٥‬‬ ‫‪١٠‬‬ ‫‪٢٣.٣‬‬ ‫‪٤٢‬‬ ‫‪٢٩-٢٣‬‬
‫‪%١٠٠‬‬ ‫‪٣٦١‬‬ ‫‪%١٠٠‬‬ ‫‪١٨١‬‬ ‫‪%١٠٠‬‬ ‫‪١٨٠‬‬ ‫اﻟﻤﺠﻤﻮع‬
‫‪٤٢.٤‬‬ ‫‪١٥٣‬‬ ‫‪٤٧.٠‬‬ ‫‪٨٥‬‬ ‫‪٣٧.٨‬‬ ‫‪٦٨‬‬ ‫‪١‬‬
‫‪٢٥.٢‬‬ ‫‪٩١‬‬ ‫‪٢٢.١‬‬ ‫‪٤٠‬‬ ‫‪٢٨.٣‬‬ ‫‪٥١‬‬ ‫‪٢‬‬
‫اﻟﻤﺴﺘﻮى‬
‫‪١٩.١‬‬ ‫‪٦٩‬‬ ‫‪١٧.١‬‬ ‫‪٣١‬‬ ‫‪٢١.١‬‬ ‫‪٣٨‬‬ ‫‪٣‬‬
‫اﻟﺪراﺳﻲ‬
‫‪٧.٨‬‬ ‫‪٢٨‬‬ ‫‪٦.٦‬‬ ‫‪١٢‬‬ ‫‪٨.٩‬‬ ‫‪١٦‬‬ ‫‪٤‬‬
‫‪٥.٥‬‬ ‫‪٢٠‬‬ ‫‪٧.٢‬‬ ‫‪١٣‬‬ ‫‪٣.٩‬‬ ‫‪٧‬‬ ‫‪٥‬‬
‫‪%١٠٠‬‬ ‫‪٣٦١‬‬ ‫‪%١٠٠‬‬ ‫‪١٨١‬‬ ‫‪%١٠٠‬‬ ‫‪١٨٠‬‬ ‫اﻟﻤﺠﻤﻮع‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻋﻴﻨﺔ ﺍﻟﺪﺍﺭﺳﲔ ﰲ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﲤﺜﻞ ﻧﺴﺒﺔ ‪ %٤٩.٩‬ﰲ‬
‫ﺣﲔ ﺃﻥ ﻋﻴﻨﺔ ﺍﻟﺪﺍﺭﺳﲔ ﰲ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ ﲤﺜﻞ ﻧﺴﺒﺔ‪.% ٥١.١‬‬
 ‫ﺟﺪﻭﻝ )‪(٤‬‬
‫ﻋﻴﻨﺔ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﺣﺴﺐ ﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ‬
‫‪%‬‬ ‫ك‬ ‫اﻟﺘﺨﺼﺺ‬
‫‪٩.٤‬‬ ‫‪١٧‬‬ ‫ﻛﮭﺮﺑﺎء‬
‫‪٢.٨‬‬ ‫‪٥‬‬ ‫ﻣﯿﻜﺎﻧﯿﻜﺎ‬
‫‪٧.٢‬‬ ‫‪١٣‬‬ ‫ﺗﺒﺮﯾﺪ وﺗﻜﯿﯿﻒ‬
‫‪١٩.٤‬‬ ‫‪٣٥‬‬ ‫ﻣﺤﺎﺳﺒﺔ‬
‫‪٢.٢‬‬ ‫‪٤‬‬ ‫إدارة ﻣﻜﺘﺒﯿﺔ‬
‫‪٤٣.٣‬‬ ‫‪٧٨‬‬ ‫ﺗﺴﻮﯾﻖ‬
‫‪٠.٦‬‬ ‫‪١‬‬ ‫ھﻨﺪﺳﺔ ﻣﺪﻧﯿﺔ‬
‫‪٥.٠‬‬ ‫‪٩‬‬ ‫إﻧﺘﺎج‬
‫‪٢.٢‬‬ ‫‪٤‬‬ ‫ﺗﻘﻨﯿﺔ ﻣﺪﻧﯿﺔ‬
‫‪٧.٨‬‬ ‫‪١٤‬‬ ‫إدارة ﻓﻨﺎدق‬
‫‪%١٠٠‬‬ ‫‪١٨٠‬‬ ‫اﻟﻤﺠﻤﻮع‬

‫ﺟﺪﻭﻝ )‪(٥‬‬
‫ﻋﻴﻨﺔ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ ﺣﺴﺐ ﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ‬

‫‪%‬‬ ‫ك‬ ‫اﻟﺘﺨﺼﺺ اﻟﺪراﺳﻲ‬

‫‪١٣.٨‬‬ ‫‪٢٥‬‬ ‫ﻃﻮارئ‬
‫‪٢٨.٢‬‬ ‫‪٥١‬‬ ‫ﺗﻤﺮﯾﺾ‬
‫‪١٨.٢‬‬ ‫‪٣٣‬‬ ‫ﻋﻤﻠﯿﺎت ﺟﺮاﺣﯿﺔ‬
‫‪٢٢.٧‬‬ ‫‪٤١‬‬ ‫ﺻﯿﺪﻟﺔ‬
‫‪٩.٩‬‬ ‫‪١٨‬‬ ‫ﻣﺨﺘﺒﺮات‬
‫‪٧.٢‬‬ ‫‪١٣‬‬ ‫ﺻﺤﺔ ﻋﺎﻣﺔ‬
‫‪%١٠٠‬‬ ‫‪١٨١‬‬ ‫اﻟﻤﺠﻤﻮع‬

‫ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻘﻴﺎﺳﲔ‪ ،‬ﳘﺎ‪:‬‬
‫ﺃﻭﻻﹰ ‪ :‬ﻣﻘﻴﺎﺱ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪:‬‬
‫ﻣﻘﻴﺎﺱ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻫﻮ ﺃﺣﺪ ﻗﻮﺍﺋﻢ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﱵ ﺗﺘﻀﻤﻦ ﻣﻮﺿﻮﻋﺎﺕ ﻣﻬﻨﻴﺔ ‪ ،‬ﻭﻋﻨﺪ‬
‫ﺗﻄﺒﻴﻖ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ ﻋﻠﻰ ﻓﺮﺩ ﻣﺎ ﻓﺈﻧﻪ ﻳﻘﻮﻡ ﺑﺘﺤﺪﻳﺪ ﺍﳌﻬﻦ ﺍﻟﱵ ﳛﺒﻬﺎ ﻭﺍﳌﻬﻦ ﺍﻟـﱵ ﻻ ﳛﺒـﻬﺎ ‪،‬‬
‫ﻭﻳﺘﻀﻤﻦ ﺍﳌﻘﻴﺎﺱ ﺍﻟﺼﻔﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻜﺜﲑﺓ ﺍﻟﱵ ﻳﻘﻴﺴﻬﺎ ﺍﳌﻘﻴﺎﺱ ﻭﻣـﺪﻯ ﻭﺍﺳـﻌﺎﹰ ﻣـﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﺮﺗﺒﻂ ﺑﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺺ ﻭﻣﻴﻮﻟﻪ ﻭﻗﺪﺭﺍﺗﻪ ‪ ،‬ﻭﻳﻔﻀﻞ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﺍ ﺍﳌﻘﻴـﺎﺱ‬
‫ﻣﻊ ﻃﻼﺏ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻭﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﻭﺍﳉﺎﻣﻌﺎﺕ ﻭﺍﻟﺮﺍﺷﺪﻳﻦ ﺍﻟﻌﺎﻣﻠﲔ ‪.‬‬
‫ﺻﻤﻢ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ ﰲ ﺍﻷﺻﻞ ﺟﻮﻥ ﻝ ‪ .‬ﻫﻮﻻﻧﺪ ‪ John L , Holland‬ﻭﻫﻮ ﻣـﻦ‬
‫ﺇﻋﺪﺍﺩ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ )‪١٩٨٧‬ﻡ( ‪ ،‬ﻭﳛﺘﻮﻱ ﻋﻠﻰ )‪ (١٦٠‬ﻋﺒﺎﺭﺓ ‪ ،‬ﻭﻳﻔﻴﺪ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ ﰲ ‪:‬‬
‫‪ .١‬ﺗﻘﺪﻳﺮ ﺍﳌﻴﻮﻝ ﺍﳌﻬﻨﻴﺔ ‪.‬‬
‫‪ .٢‬ﺍﻛﺘﺸﺎﻑ ﺍﳌﻴﻮﻝ ﺍﳌﻬﻨﻴﺔ ﻟﺪﻯ ﻃﻼﺏ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻭﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﻭﺍﳉﺎﻣﻌﺎﺕ ‪.‬‬
‫ﻭﻳﻄﺒﻖ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ ﻓﺮﺩﻳﺎﹰ ﺃﻭ ﲨﻌﻴﺎﹰ ‪ ،‬ﻳﻘﻮﻡ ﺍﳌﻔﺤﻮﺹ ﺑﻘﺮﺍﺀﺓ ﺍﳌﻬﻨﺔ ﻣﻦ ﻭﺭﻗـﺔ ﺍﻷﺳـﺌﻠﺔ‬
‫ﻭﻳﺴﺠﻞ ﺃﺟﺎﺑﺘﻪ ﰲ ﻭﺭﻗﺔ ﺍﻹﺟﺎﺑﺔ ﻣﺘﺒﻌﺎﹰ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﱵ ﺗﺴﺒﻖ ﺃﲰﺎﺀ ﺍﳌﻬﻦ ﰲ ﻭﺭﻗﺔ ﺍﻷﺳﺌﻠﺔ‪.‬‬
‫ﻭﻻﺣﻆ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻣﻌﻈﻤﻬﺎ ﻏﲑ ﻣﻨﺎﺳﺐ ﻟﺘﻄﺒﻴﻘﻪ ﻋﻠﻰ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺴﻌﻮﺩﻱ‬
‫ﻭﺫﻟﻚ ﻟﻠﻤﱪﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫‪ (١‬ﻗﺪﻡ ﺍﳌﻘﻴﺎﺱ ﺣﻴﺚ ﻭﺿﻊ ﻋﺎﻡ )‪١٩٨٧‬ﻡ(‪.‬‬
‫‪ (٢‬ﻋﺒﺎﺭﺍﺗﻪ ﻏﲑ ﻣﻨﺎﺳﺒﺔ ﻟﻠﺘﻄﺒﻴﻖ ﻋﻠﻰ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺴﻌﻮﺩﻱ‪.‬‬
‫‪ (٣‬ﻃﻮﻝ ﺍﳌﻘﻴﺎﺱ ﰲ ﻋﺒﺎﺭﺍﺗﻪ‪.‬‬
‫‪ (٤‬ﺍﻟﺘﻄﻮﺭ ﻭﺍﻟﺘﻐﻴﲑ ﺍﻟﻜﺒﲑ ﻟﻠﻤﻬﻦ ﰲ ﺍﻟﻌﺼﺮ ﺍﳊﺎﱄ‪.‬‬
‫ﻭﻣﻦ ﻣﻨﻄﻠﻖ ﺍﳌﱪﺭﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻭ ﳊﺎﺟﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺇﱃ ﺇﻋﺪﺍﺩ ﻣﻘﻴﺎﺱ ﻳـﺘﻼﺀﻡ ﻣـﻊ‬
‫ﺗﺴﺎﺅﻻﺕ ﻭﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﺣﻴﺚ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻣﻘﻴﺎﺱ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬـﲏ‬
‫ﳉﻮﻥ ﻝ ‪ .‬ﻫﻮﻻﻧﺪ ﰲ ﺍﻟﺘﺎﱄ ‪:‬‬
‫‪ (١‬ﺍﳌﻘﻴﺎﺱ ﺍﻷﺳﺎﺳﻲ ﰲ ﺑﻌﺾ ﻋﺒﺎﺭﺍﺗﻪ‪.‬‬
‫‪ (٢‬ﺃﺭﺍﺀ ﺑﻌﺾ ﺍﳌﺨﺘﺼﲔ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‪.‬‬
‫‪ (٣‬ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪.‬‬
‫‪ (٤‬ﺑﻌﺾ ﺍﳌﻘﺎﻳﻴﺲ ﻣﺜﻞ ﻣﻘﻴﺎﺱ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻟﻠﺸﻨﺎﻭﻱ )‪١٤٠٥‬ﻫــ( ‪ ،‬ﻭﺍﻟﻜﺘـﺐ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻣﺜﻞ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺼﻨﺎﻋﻲ ﻭﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻠﻤﺸﻌﺎﻥ )‪٢٠٠٨‬ﻡ( ‪ ،‬ﺳـﻴﻜﻮﻟﻮﺟﻴﺔ‬
‫ﺍﻟﺘﻮﺟﻴﻪ ﺍﳌﻬﲏ ﻭﻧﻈﺮﻳﺎﺗﻪ ﻟﻠﺪﺍﻫﺮﻱ )‪٢٠٠٥‬ﻡ( ‪.‬‬
‫‪ (٥‬ﺗﻮﺟﻴﻬﺎﺕ ﺍﳌﺸﺮﻑ ﻋﻠﻰ ﺍﻟﺮﺳﺎﻟﺔ ﻭﺫﻭﻱ ﺍﻻﺧﺘﺼﺎﺹ ﻣﻦ ﺑﻌﺾ ﺍﻷﺳﺎﺗﺬﺓ ‪.‬‬
‫ﻭﻗﺪ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺈﻋﺪﺍﺩ ﻣﻘﻴﺎﺱ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺍﻟﺪﺭﺍﺳـﺔ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻣﻦ )‪(٤٤‬‬
‫ﻋﺒﺎﺭﺓ ﰲ ﺻﻮﺭﺗﻪ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ ،‬ﻭﺍﳉﺪﻭﻝ )‪ (٦‬ﻳﻮﺿﺢ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ‪.‬‬
 ‫ﺟﺪﻭﻝ )‪(٦‬‬
‫ﻋﺒﺎﺭﺍﺕ ﺍﳌﻘﻴﺎﺱ ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ‬

‫‪ -٣١‬ﻣﻴﻜﺎﻧﻴﻜﻲ ﻃﺎﺋﺮﺍﺕ‬ ‫‪ -١٦‬ﳑﺜﻞ ﻛﻮﻣﻴﺪﻱ‬ ‫‪ -١‬ﻋﺎﻣﻞ ﰲ ﻣﻄﻌﻢ‬

‫‪ -٣٢‬ﻏﻮﺍﺹ‬ ‫‪ -١٧‬ﺷﺎﻋﺮ‬ ‫‪ -٢‬ﺃﺧﺼﺎﺋﻲ ﺍﺟﺘﻤﺎﻋﻲ‬
‫‪ -٣٣‬ﻃﺒﻴﺐ ﺑﻴﻄﺮﻱ‬ ‫‪ -١٨‬ﳏﺎﻣﻲ‬ ‫‪ -٣‬ﳐﺮﺝ ﻣﺴﺮﺣﻲ‬
‫‪ -٣٤‬ﺃﺧﺼﺎﺋﻲ ﻋﻠﻢ ﺍﻟﻔﻠﻚ‬ ‫‪ -١٩‬ﻣﻴﻜﺎﻧﻴﻜﻲ ﺳﻴﺎﺭﺍﺕ‬ ‫‪ -٤‬ﻃﺒﻴﺐ ﺑﺸﺮﻱ‬
‫‪ -٣٥‬ﻓﲏ ﻣﻌﻤﻞ ﻃﱯ‬ ‫‪ -٢٠‬ﳒﺎﺭ‬ ‫‪ -٥‬ﻣﺪﻳﺮ ﺇﻋﻼﻧﺎﺕ‬
‫‪ -٣٦‬ﺃﺩﻳﺐ‬ ‫‪ -٢١‬ﳏﺎﺳﺐ ﻗﺎﻧﻮﱐ‬ ‫‪ -٦‬ﻣﻌﺎﰿ ﺻﻌﻮﺑﺎﺕ ﻧﻄﻖ‬
‫‪ -٣٧‬ﺃﺧﺼﺎﺋﻲ ﻋﻼﺝ ﻃﺒﻴﻌﻲ‬ ‫‪ -٢٢‬ﳑﺮﺽ‬ ‫‪ -٧‬ﺭﺟﻞ ﻣﻄﺎﻓﺊ‬
‫‪ -٣٨‬ﻣﻮﻇﻒ ﺑﻨﻚ‬ ‫‪-٢٣‬ﻣﻀﻴﻒ ﺟﻮﻱ‬ ‫‪ -٨‬ﻣﺪﻳﺮ ﻓﻨﺪﻕ‬
‫‪ -٣٩‬ﻃﻴﺎﺭ‬ ‫‪ -٢٤‬ﻣﻬﻨﺪﺱ ﺩﻳﻜﻮﺭ‬ ‫‪ -٩‬ﻣﺪﻳﺮ ﺃﻋﻤﺎﻝ‬
‫‪ -٢٥‬ﻣﺼﻤﻢ ﻣﻮﺍﻗﻊ ﺇﻟﻜﺘﺮﻭﱐ ‪ -٤٠‬ﻓﻨﺎﻥ ﺗﺸﻜﻴﻠﻲ‬ ‫‪ -١٠‬ﻣﻌﺎﰿ ﻧﻔﺴﻲ‬
‫‪ -٤١‬ﺃﺳﺘﺎﺫ ﺟﺎﻣﻌﺔ‬ ‫‪ -٢٦‬ﻓﲏ ﳊﺎﻡ‬ ‫‪ -١١‬ﺿﺎﺑﻂ ﺷﺮﻃﺔ‬
‫‪ -٤٢‬ﻗﺎﺿﻲ )ﳏﻜﻤﺔ(‬ ‫‪ -٢٧‬ﻣﻬﻨﺪﺱ ﺑﺘﺮﻭﻝ‬ ‫‪ -١٢‬ﻓﲏ ﺃﺷﻌﺔ‬
‫‪ -٤٣‬ﻛﺎﺗﺐ ﻣﺴﺮﺣﻲ‬ ‫‪ -٢٨‬ﻣﺪﺭﺏ ﺭﻳﺎﺿﻲ‬ ‫‪ -١٣‬ﻣﻴﻜﺎﻧﻴﻜﻲ‬
‫‪ -٤٤‬ﻣﻬﻨﺪﺱ ﻣﻌﻤﺎﺭﻱ‬ ‫‪ -٢٩‬ﺭﺳﺎﻡ ﻛﺎﺭﻳﻜﺎﺗﲑ‬ ‫‪ -١٤‬ﻛﻬﺮﺑﺎﺋﻲ‬
‫‪ -٣٠‬ﺻﺤﻔﻲ ﻣﺘﺠﻮﻝ‬ ‫‪ -١٥‬ﻣﻮﻇﻒ ﺍﺳﺘﻘﺒﺎﻝ‬

‫ﻃﺮﻳﻘﺔ ﺗﺼﺤﻴﺢ ﺍﳌﻘﻴﺎﺱ‪:‬‬

‫ﳝﻜﻦ ﺗﺼﺤﻴﺢ ﺍﳌﻘﻴﺎﺱ ﻳﺪﻭﻳﺎﹰ ﺃﻭ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻔﺘﺎﺡ ﺍﻟﺘﺼﺤﻴﺢ ﺍﳌﺜﻘـﺐ‪ .‬ﺣﻴـﺚ ﻳﻘـﻮﻡ‬
‫ﺍﳌﺼﺤﺢ ﲟﻄﺎﺑﻘﺔ ﻣﻔﺘﺎﺡ ﺍﻟﺘﺼﺤﻴﺢ )ﺍﳌﻄﺎﺑﻖ ﻟﻮﺭﻗﺔ ﺍﻹﺟﺎﺑﺔ ( ﻋﻠﻰ ﻭﺭﻗﺔ ﺍﻹﺟﺎﺑﺔ ﺣﻴﺚ ﺗﻈﻬﺮ‬
‫ﻋﻼﻣﺔ )×( ﻭﺍﻟﱵ ﺗﻌﱪ ﻋﻦ )ﺃﻣﻴﻞ( ﻣﻦ ﺧﻼﻝ ﺛﻘﻮﺏ ﺍﳌﻔﺘﺎﺡ ﺣﻴـﺚ ﳚﻤـﻊ ﻋـﺪﺩ ﻫـﺬﻩ‬
‫ﺍﻟﻌﻼﻣﺎﺕ ﰒ ﺗﻔﺴﺮ ﺑﻌﺪ ﺫﺍﻟﻚ‪.‬‬
 ‫ﺻﺪﻕ ﺍﳌﻘﻴﺎﺱ‪Validity:‬‬
‫‪ _١‬ﺍﻟﺼﺪﻕ ﺍﻟﻈﺎﻫﺮﻱ‪:‬‬
‫ﺑﻌﺪ ﺍﻧﺘﻬﺎﺀ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﳌﻘﻴﺎﺱ‪ ،‬ﻗـﺎﻡ ﺑﻌﺮﺿﻪ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣــﻦ ﺍﶈﻜﻤـﲔ‬
‫)ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ ﺭﻗﻢ‪ (١٠٦ :‬ﺫﻭﻱ ﺍﻻﺧﺘﺼﺎﺹ ﰲ ﺍ‪‬ﺎﻝ ﺍﻟﺘﺮﺑﻮﻱ‪ ،‬ﻭﺫﻟﻚ ﳌﻌﺮﻓﺔ ﻣﺪﻯ ﺻﺪﻕ‬
‫ﺍﳌﻘﻴﺎﺱ ﰲ ﻣﻘﻴﺎﺱ ﻣﺎ ﻭﺿﻊ ﻟﻘﻴﺎﺳﻪ‪ .‬ﻭﻗﺪ ﻃﻠﺐ ﺍﻟﺒﺎﺣﺚ ﻣـﻦ ﺍﶈﻜﻤـﲔ ﺇﺑـﺪﺍﺀ ﺁﺭﺍﺋﻬـﻢ‬
‫ﻭﺍﻗﺘﺮﺍﺣﺎ‪‬ﻢ ﺣﻮﻝ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻣﻦ ﺣﻴﺚ ﻭﺿﻮﺣﻬﺎ ﻭﻣﻼﺋﻤﺘﻬﺎ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ ‪ .‬ﻭﻗﺪ‬
‫ﺗﻔﻀﻞ ﺍﻷﺳﺎﺗﺬﺓ ﺍﶈﻜﻤﻮﻥ ﻣﺸﻜﻮﺭﻳﻦ ﺑﺈﺑﺪﺍﺀ ﺁﺭﺍﺋﻬﻢ ﻭﺗﻮﺟﻴﻬﺎ‪‬ﻢ ﺑﺈﺿﺎﻓﺔ ﻭﺗﻌـﺪﻳﻞ ﺻـﻴﺎﻏﺔ‬
‫ﺑﻌﺾ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺣﺬﻑ ﺍﻟﺒﻌﺾ ﻣﻨﻬﺎ ‪ ،‬ﻭﻋﻠﻴﺔ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺈﺑﻘﺎﺀ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﰎ ﺍﻻﺗﻔـﺎﻕ‬
‫ﻋﻠﻴﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﶈﻜﻤﲔ ﺑﻨﺴﺒﺔ ‪ %٧٥‬ﻓﺄﻛﺜﺮ ﻭﺑﺬﻟﻚ ﻳﺮﻯ ﺍﻟﺒﺎﺣﺚ ﺗﻮﻓﺮ ﺍﻟﺼﺪﻕ ﺍﻟﻈـﺎﻫﺮﻱ‬
‫ﻟﻠﻤﻘﻴﺎﺱ ‪.‬‬
‫‪ _٢‬ﺻﺪﻕ ﺍﻻﺗﺴﺎﻕ ﺍﻟﺪﺍﺧﻠﻲ ‪Lnternal Consisteney :‬‬
‫ﰎ ﺇﳚﺎﺩ ﻣﻌﺎﻣﻞ ﺍﻻﺗﺴﺎﻕ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﻘﻴـﺎﺱ ﲝﺴـﺎﺏ ﻣﻌﺎﻣـﻞ ﺍﺭﺗﺒـﺎﻁ ﺑﺒﲑﺳـﻮﻥ‬
‫‪ Pearson Correlation‬ﺑﲔ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻦ ﻋﺒﺎﺭﺍﺕ ﺍﳌﻘﻴﺎﺱ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻦ ﻃﻼﺏ‬
‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﻛﻤﺎ ﺗﻈﻬﺮ ﰲ ﺟﺪﻭﻝ ) ‪ ( ٧‬ﺣﻴﺚ ﺃﻥ ﻛـﻞ‬
‫ﻋﺒﺎﺭﺓ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺗﺮﺗﺒﻂ ﺍﺭﺗﺒﺎﻃﺎﹰ ﺩﺍﻻﹰ ﺇﺣﺼﺎﺋﻴﺎﹰ ﻋﻨﺪ ﻣﺴﺘﻮﻯ )‪. (٠,٠١‬‬
 ‫ﺟﺪﻭﻝ )‪(٧‬‬
‫ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‬
‫ﻣﺴﺘﻮى‬ ‫ﻣﻌﺎﻣﻞ‬ ‫رﻗﻢ‬ ‫ﻣﺴﺘﻮى‬ ‫ﻣﻌﺎﻣﻞ‬ ‫رﻗﻢ‬
‫اﻟﺪﻻﻟﺔ‬ ‫اﻻرﺗﺒﺎط‬ ‫اﻟﻔﻘﺮة‬ ‫اﻟﺪﻻﻟﺔ‬ ‫اﻻرﺗﺒﺎط‬ ‫اﻟﻔﻘﺮة‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٣١٥‬‬ ‫‪٢٣‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٢٦١‬‬ ‫‪١‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٤٧٣‬‬ ‫‪٢٤‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٤٦٧‬‬ ‫‪٢‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٤٨٩‬‬ ‫‪٢٥‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٣٠١‬‬ ‫‪٣‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٣٢٥‬‬ ‫‪٢٦‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٤٨٩‬‬ ‫‪٤‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٤٥٣‬‬ ‫‪٢٧‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٤٥٨‬‬ ‫‪٥‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٣٦٦‬‬ ‫‪٢٨‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٤٥٢‬‬ ‫‪٦‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٣٨٩‬‬ ‫‪٢٩‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٤٤١‬‬ ‫‪٧‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٣٦٢‬‬ ‫‪٣٠‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٤١٩‬‬ ‫‪٨‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٤٩٥‬‬ ‫‪٣١‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٣٦٥‬‬ ‫‪٩‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٤٣٠‬‬ ‫‪٣٢‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٤٥٤‬‬ ‫‪١٠‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٣٥٣‬‬ ‫‪٣٣‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٢٩٨‬‬ ‫‪١١‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٤٨٤‬‬ ‫‪٣٤‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٤٢٨‬‬ ‫‪١٢‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٥٠٢‬‬ ‫‪٣٥‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٣٧٨‬‬ ‫‪١٣‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٤٦٠‬‬ ‫‪٣٦‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٣٥٨‬‬ ‫‪١٤‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٥٢٢‬‬ ‫‪٣٧‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٤٣٢‬‬ ‫‪١٥‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٢٩٢‬‬ ‫‪٣٨‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٢١٧‬‬ ‫‪١٦‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٤١٨‬‬ ‫‪٣٩‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٢٨٨‬‬ ‫‪١٧‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٤٣٨‬‬ ‫‪٤٠‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٥١١‬‬ ‫‪١٨‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٤٠٦‬‬ ‫‪٤١‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٣٠٢‬‬ ‫‪١٩‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٤٣٩‬‬ ‫‪٤٢‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٣٢٩‬‬ ‫‪٢٠‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٢٨٥‬‬ ‫‪٤٣‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٤٣٥‬‬ ‫‪٢١‬‬
‫‪٠,٠٠٠‬‬ ‫‪٠.٤٧٩‬‬ ‫‪٤٤‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠.٤٤٨‬‬ ‫‪٢٢‬‬
‫* ﺩﺍﻟﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ )‪(٠.٠١‬‬

‫ﺛﺒﺎﺕ ﺍﳌﻘﻴﺎﺱ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ‪:‬‬

‫ﰎ ﺣﺴﺎﺏ ﺛﺒﺎﺕ ﺍﳌﻘﻴﺎﺱ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺣﻴﺚ ﺑﻠﻎ ﻣﻌﺎﻣﻞ ﺃﻟﻔﺎ ﻛﺮﻭﻧﺒﺎﺥ ‪٨٨,٠٧‬‬

‫ﺛﺎﻧﻴﺎﹰ‪ :‬ﻣﻘﻴﺎﺱ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬

‫ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ ﺇﱃ ﻗﻴﺎﺱ ﻗﺪﺭﺓ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ .‬ﻭﻗﺪ ﺻﻤﻢ ﻋﻠﻰ ﺻﻮﺭﺗﲔ ‪،‬‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻷﻭﱃ )ﺃ( ﲰﻴﺖ‪ :‬ﺍﺧﺘﺒﺎﺭ ﺍﳌﻮﺍﻗﻒ‪ ،‬ﻭﺍﻟﺼﻮﺭﺓ )ﺏ( ﲰﻴﺖ‪ :‬ﺍﺧﺘﺒﺎﺭ ﺍﳉﻤﻞ‪ .‬ﻭﻳﺘﻜﻮﻥ‬
 ‫ﺍﺧﺘﺒﺎﺭ ﺍﳌﻮﺍﻗﻒ ﻣﻦ )‪ (٢١‬ﻋﺒﺎﺭﺓ ﻣﺘﺒﻮﻋﺔ ﺑﺜﻼﺛﺔ ﺍﺧﺘﻴﺎﺭﺍﺕ‪ ،‬ﻭﻳﺘﻜﻮﻥ ﺍﺧﺘﺒﺎﺭ ﺍﳉﻤﻞ ﻣﻦ )‪(٣٨‬‬
‫ﻋﺒﺎﺭﺓ ﻣﺘﺒﻮﻋﺔ ﲞﻤﺲ ﺍﺳﺘﺠﺎﺑﺎﺕ ﳏﺘﻤﻠﺔ‪ ،‬ﻭﺍﳌﻄﻠﻮﺏ ﻣﻦ ﺍﳌﻔﺤﻮﺹ ﺍﺧﺘﻴـﺎﺭ ﺇﺣـﺪﻯ ﻫـﺬﻩ‬
‫ﺍﻻﺳﺘﺠﺎﺑﺎﺕ‪ ،‬ﻭﺗﻨﺪﺭﺝ ﻫﺬﻩ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﻣﻦ ﻣﻠﺰﻣﺔ ﺇﱃ ﻏﲑ ﺿﺮﻭﺭﻳﺔ ﺇﻃﻼﻗﺎﹰ‪ ،‬ﻭﻣﻦ ﺧـﻼﻝ‬
‫ﳎﻤﻮﻉ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﱵ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﺍﳌﻔﺤﻮﺹ ﳝﻜﻦ ﻣﻌﺮﻓﺔ ﺩﺭﺟﺘﻪ ﺍﻟﻜﻠﻴﺔ ﻋﻠﻰ ﺍﺧﺘﺒﺎﺭ ﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺑﻮﺟﻮﺩ ﻟﻠﺼﻮﺭﺓ )ﺃ( ﻣﻔﺘﺎﺡ ﺗﺼﺤﻴﺢ ﺧﺎﺹ ‪‬ﺎ ﻭﺗﺼﺤﺢ ﺍﻟﺼﻮﺭﺓ)ﺏ( ﻋﻠﻰ ﻣﻘﻴﺎﺱ‬
‫ﻟﻴﻜﺮﺕ ﺍﳋﻤﺎﺳﻰ ) ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ(‪.‬‬
‫ﺻﺪﻕ ﻭﺛﺒﺎﺕ ﺍﳌﻘﻴﺎﺱ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‪:‬‬
‫‪ -١‬ﺻﺪﻕ ﺍﳌﻘﻴﺎﺱ ‪ :‬ﻗﺎﻡ ﺍﻟﺴﺒﻴﻌﻲ )‪١٤٢٢‬ﻫـ(‪ ،‬ﲝﺴﺎﺏ ﺻﺪﻕ ﺍﳌﻘﻴﺎﺱ ﻋﻦ ﻃﺮﻳﻖ‪:‬‬
‫ﺃ‪ -‬ﺻﺪﻕ ﺍﶈﻜﻤﲔ‪ :‬ﰎ ﻋﺮﺽ ﺍﻻﺧﺘﺒﺎﺭ ﲜﺰﺋﻴﺔ )ﺃ( ﻭ)ﺏ( ﻋﻠﻰ ﺑﻌﺾ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺑﻘﺴﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﻭﺃﺧﺬ ﺁﺭﺍﺋﻬﻢ ﺣﻮﻝ ﺻﻴﺎﻏﺔ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﻣﺪﻯ ﺻﺪﻗﻬﺎ ﰲ‬
‫ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻘﺮﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ .‬ﻭﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺈﺟﺮﺍﺀ ﺍﻟﺘﻌﺪﻳﻼﺕ ﰲ ﺍﻟﺼﻴﺎﻏﺔ ﺍﻟﻠﻔﻈﻴـﺔ‬
‫ﻟﺒﻌﺾ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﻟﺘﺮﺗﻴﺐ‪ ،‬ﻛﻤﺎ ﻗﺎﻡ ﺑﻨﺎﺀ ﻋﻠﻰ ﺗﻮﺻﻴﻪ ﺍﳌﺸﺮﻑ ﻭﺇﲨﺎﻉ ﺍﶈﻜﻤﲔ ﻋﻠﻰ ﺗﻌﺪﻳﻞ‬
‫ﺍﻟﺼﻮﺭﺓ )ﺏ( ﻟﻠﻤﻘﻴﺎﺱ‪ ،‬ﻟﻴﺼﺒﺢ ﲬﺴﺔ ﺑﺪﺍﺋﻞ ﺑﺪﻻﹰ ﻣﻦ ﺳﺒﻌﺔ ﻟﻄﺮﻳﻘﺔ ﻟﻴﻜﺮﺕ‪.‬‬
‫ﺏ_ ﰎ ﺇﳚﺎﺩ ﻣﻌﺎﻣﻞ ﺍﻻﺗﺴﺎﻕ ﺍﻟﺪﺍﺧﻠﻲ ﻻﺧﺘﺒﺎﺭ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺼﻮﺭﺗﻴﻪ ) ﺃ( ﻭ)ﺏ(‪ ،‬ﲝﺴﺎﺏ‬
‫ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ ﺑﲑﺳﻮﻥ ﺑﲔ ﻛﻞ ﺍﺧﺘﺒﺎﺭ ﻭﻓﻘﺮﺍﺗﻪ ﻟﻜﻞ ﺻﻮﺭﺓ ﻣﻦ ﺻﻮﺭ ﺍﻻﺧﺘﺒﺎﺭ ﻋﻠﻰ ﻋﻴﻨـﺔ‬
‫)‪ (١٠٩‬ﻣﻦ ﺍﳌﺪﻳﺮﻳﻦ ﻭﺭﺅﺳﺎﺀ ﺍﻷﻗﺴﺎﻡ‪ ،‬ﻭﻛﺎﻧﺖ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﻛﻤﺎ ﺗﻈﻬﺮ ﰲ ﺟـﺪﻭﻝ‬
‫)‪ (٨‬ﻭﺟﺪﻭﻝ)‪.(٩‬‬
‫ﺟﺪﻭﻝ )‪(٨‬‬
‫ﻣﻌﺎﻣﻼﺕ ﺍﺭﺗﺒﺎﻁ ﻓﻘﺮﺍﺕ ﺍﻟﺼﻮﺭﺓ )ﺃ(‬
‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺭﻗﻡ ﺍﻟﻔﻘﺭﺓ‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺭﻗﻡ ﺍﻟﻔﻘﺭﺓ‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺭﻗﻡ ﺍﻟﻔﻘﺭﺓ‬
‫‪٠.٢٦‬‬ ‫‪١٥‬‬ ‫‪٠.٢٥‬‬ ‫‪٨‬‬ ‫‪٠.٣٥‬‬ ‫‪١‬‬
‫‪٠.٣٢‬‬ ‫‪١٦‬‬ ‫‪٠.٤١‬‬ ‫‪٩‬‬ ‫‪٠.٣٥‬‬ ‫‪٢‬‬
‫‪٠.٣٣‬‬ ‫‪١٧‬‬ ‫‪٠.٢٢‬‬ ‫‪١٠‬‬ ‫‪٠.٢٩‬‬ ‫‪٣‬‬
‫‪٠.٢٩‬‬ ‫‪١٨‬‬ ‫‪٠.٢٣‬‬ ‫‪١١‬‬ ‫‪٠.٣٢‬‬ ‫‪٤‬‬
‫‪٠.٢٨‬‬ ‫‪١٩‬‬ ‫‪٠.٢٥‬‬ ‫‪١٢‬‬ ‫‪٠.٣٤‬‬ ‫‪٥‬‬
‫‪٠.٤٤‬‬ ‫‪٢٠‬‬ ‫‪٠.٢٦‬‬ ‫‪١٣‬‬ ‫‪٠.٤٨‬‬ ‫‪٦‬‬
‫‪٠.٢٨‬‬ ‫‪٢١‬‬ ‫‪٠.٣٩‬‬ ‫‪١٤‬‬ ‫‪٠.٢٦‬‬ ‫‪٧‬‬
‫** ﺩﺍﻟﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ) ‪(٠.٠١‬‬
‫*ﺩﺍﻟﻪ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ) ‪(٠.٠٥‬‬
 ‫ﺟﺪﻭﻝ )‪(٩‬‬
‫ﻣﻌﺎﻣﻼﺕ ﺍﺭﺗﺒﺎﻁ ﻓﻘﺮﺍﺕ ﺍﻟﺼﻮﺭﺓ )ﺏ(‬
‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺭﻗﻡ ﺍﻟﻔﻘﺭﺓ‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺭﻗﻡ ﺍﻟﻔﻘﺭﺓ‬
‫‪٠.٤٠‬‬ ‫‪٢٠‬‬ ‫‪٠.٣٤‬‬ ‫‪١‬‬
‫‪٠.٣٥‬‬ ‫‪٢١‬‬ ‫‪٠.٢٤‬‬ ‫‪٢‬‬
‫‪٠.٣١‬‬ ‫‪٢٢‬‬ ‫‪٠.٢٤‬‬ ‫‪٣‬‬
‫‪٠.٣٦‬‬ ‫‪٢٣‬‬ ‫‪٠.٢١‬‬ ‫‪٤‬‬
‫‪٠.٣٧‬‬ ‫‪٢٤‬‬ ‫‪٠.٣٠‬‬ ‫‪٥‬‬
‫‪٠.٢٤‬‬ ‫‪٢٥‬‬ ‫‪٠.١٩‬‬ ‫‪٦‬‬
‫‪٠.٤٤‬‬ ‫‪٢٦‬‬ ‫‪٠.٢٢‬‬ ‫‪٧‬‬
‫‪٠.٢١‬‬ ‫‪٢٧‬‬ ‫‪٠.٢١‬‬ ‫‪٨‬‬
‫‪٠.٢٨‬‬ ‫‪٢٨‬‬ ‫‪٠.٢٦‬‬ ‫‪٩‬‬
‫‪٠.٣٨‬‬ ‫‪٢٩‬‬ ‫‪٠.٢٦‬‬ ‫‪١٠‬‬
‫‪٠.٣٣‬‬ ‫‪٣٠‬‬ ‫‪٠.٢٩‬‬ ‫‪١١‬‬
‫‪٠.٣٤‬‬ ‫‪٣١‬‬ ‫‪٠.٤٣‬‬ ‫‪١٢‬‬
‫‪٠.٣٨‬‬ ‫‪٣٢‬‬ ‫‪٠.٢٢‬‬ ‫‪١٣‬‬
‫‪٠.٢٥‬‬ ‫‪٣٣‬‬ ‫‪٠.٣٢‬‬ ‫‪١٤‬‬
‫‪٠.٢٧‬‬ ‫‪٣٤‬‬ ‫‪٠.٣٠‬‬ ‫‪١٥‬‬
‫‪٠.٣٨‬‬ ‫‪٣٥‬‬ ‫‪٠.٤٢‬‬ ‫‪١٦‬‬
‫‪٠.٤١‬‬ ‫‪٣٧‬‬ ‫‪٠.٣١‬‬ ‫‪١٧‬‬
‫‪٠.٢٨‬‬ ‫‪٣٨‬‬ ‫‪٠.٤١‬‬ ‫‪١٩‬‬

‫** ﺩﺍﻟﻪ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ) ‪.(٠.٠١‬‬

‫* ﺩﺍﻟﻪ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ) ‪. (٠.٠٥‬‬

‫ﻭﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ )‪ (٨‬ﻭ)‪ (٩‬ﺃﻥ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻟﻔﻘﺮﺍﺕ ﻭﺍ‪‬ﻤـﻮﻉ‬

‫ﺍﻟﻜﻠﻲ ﻟﻼﺧﺘﺒﺎﺭ ﻛﺎﻧﺖ ﺟﻴﺪﺓ‪ ،‬ﻭﺗﻮﺟﺪ ﺑﻌﺾ ﺍﻟﻔﻘﺮﺍﺕ ﺫﺍﺕ ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ ﺿـﻌﻴﻒ‬
‫ﻭﻗﺪ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﲝﺬﻑ ﻫﺬﻩ ﺍﻟﻔﻘﺮﺍﺕ ﰲ ﺍﻟﺼـﻮﺭﺗﲔ‪ ،‬ﻭﻛﺎﻧـﺖ ﻫـﺬﻩ ﺍﻟﻔﻘـﺮﺍﺕ‬
‫ﻟﻠﺼﻮﺭﺓ)ﺃ( ﻫﻲ ﺍﻟﻔﻘﺮﺍﺕ ﺭﻗﻢ )‪ (٢‬ﻭ)‪ (١٧‬ﻭ)‪ (١٩‬ﻭ)‪ (٢١‬ﻟﻴﺼﺒﺢ ﻋـﺪﺩ ﺍﻟﻔﻘـﺮﺍﺕ‬
‫)‪ (١٧‬ﻋﺒﺎﺭﺓ‪ ،‬ﻭﺍﻟﻔﻘﺮﺍﺕ ﺍﶈﺬﻭﻓﺔ ﻟﻠﺼﻮﺭﺓ )ﺏ( ﻫﻲ ﺍﻟﻔﻘﺮﺍﺕ ﺭﻗـﻢ)‪ (٤) ، (٣‬ﻭ)‪(٧‬‬
‫ﻭ)‪ (١١‬ﻟﻴﺼﺒﺢ ﻋﺪﺩ ﺍﻟﻔﻘﺮﺍﺕ )‪ (٣٤‬ﻋﺒﺎﺭﺓ‪.‬‬
‫ﺟـ ‪ .‬ﺍﻟﺼﺪﻕ ﺍﻟﺬﺍﰐ ‪ :‬ﻗﺎﻡ ﺍﻟﺴﺒﻴﻌﻲ )‪١٤٢٢‬ﻫـ( ﲝﺴﺎﺏ ﺍﻟﺼﺪﻕ ﺍﻟﺬﺍﰐ ﺑﺈﳚـﺎﺩ‬
‫ﺍﳉﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﳌﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ‪.‬‬
‫ﺟﺪﻭﻝ )‪(١٠‬‬
‫ﻣﻌﺎﻣﻞ ﺍﻟﺼﺪﻕ ﺍﻟﺬﺍﰐ‬
‫ﻤﻌﺎﻤل ﺍﻟﺼﺩﻕ ﺍﻟﺫﺍﺘﻲ‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺍﻟﺼﻭﺭﺓ‬
‫‪٠.٧١‬‬ ‫‪٠.٥١‬‬ ‫)ﺃ(‬
‫‪٠.٨٧‬‬ ‫‪٠.٧٦‬‬ ‫)ﺏ(‬

‫ﻭﻳﺘﻀﺢ ﳑﺎ ﺳﺒﻖ ﺃﻥ ﺍﻻﺧﺘﺒﺎﺭ ﻳﻌﺘﱪ ﺻﺎﺩﻗﺎﹰ ﺑﺪﺭﺟﺔ ﺟﻴﺪﺓ‪ ،‬ﳑﺎ ﳚﻌﻠﻪ ﻣﻨﺎﺳﺒﺎﹰ ﻟﻼﺳـﺘﺨﺪﺍﻡ ﰲ‬
‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ -٢‬ﺛﺒﺎﺕ ﺍﻻﺧﺘﺒﺎﺭ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‪:‬‬
‫ﻗﺎﻡ ﺍﻟﺴﺒﻴﻌﻲ )‪١٤٢٢‬ﻫـ(‪ :‬ﺑﺎﻟﺘﺤﻘﻖ ﻣﻦ ﺛﺒﺎﺕ ﺍﻻﺧﺘﺒﺎﺭ ﲝﺴﺎﺑﻪ ﺑﺎﻟﻄﺮﻕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺃ‪ -‬ﻣﻌﺎﻣﻞ ﺛﺒﺎﺕ ﺃﻟﻔﺎ ‪ Alhpa‬ﺍﻟﺬﻱ ﻳﻌﺘﱪ ﻣﻦ ﺃﺻـﺪﻕ ﻃـﺮﻕ ﺣﺴـﺎﺏ‬
‫ﺍﻟﺜﺒﺎﺕ‪ ،‬ﺣﻴﺚ ﺑﻠﻎ ﻣﻌﺎﻣﻞ ﺃﻟﻔﺎ ﻟﻠﺼﻮﺭﺓ )ﺃ( )‪ (٠.٥١‬ﻭﻟﻠﺼـﻮﺭﺓ )ﺏ(‬
‫)‪.(٠.٧٥‬‬
‫ﺏ‪ -‬ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﻨﺼﻔﻴﺔ ‪ Split–Half‬ﺣﻴﺚ ﰎ ﺣﺴﺎﺏ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ‬
‫ﻓﻘﺮﺍﺕ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﻟﺰﻭﺟﻴﺔ‪ ،‬ﻭﻛﺎﻥ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺠﺰﺋﺔ ﺍﻟﻨﺼﻔﻴﺔ ﻫـﻮ‬
‫)‪ (٠.٤٢‬ﻭﺑﻌﺪ ﺗﺼﺤﻴﺤﻪ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﻣﻌﺎﺩﻟـﺔ ﺳـﺒﲑﻣﺎﻥ – ﺑـﺮﺍﻭﻥ‬
‫‪ Spearman- Brown‬ﺃﺻﺒﺢ ﺍﳌﻌﺎﻣﻞ )‪ (٠.٦٠‬ﻭﻳﺘﻀﺢ ﳑﺎ ﺳﺒﻖ‬
‫ﺃﻥ ﺍﻻﺧﺘﺒﺎﺭ ﻳﺘﻤﺘﻊ ﺑﺪﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ ﻣﻦ ﺍﻟﺜﺒﺎﺕ ﻭﳑﺎ ﻳﻄﻤﺌﻦ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻣﻪ‬
‫ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﺇﺫﺍﹰ ﻳﺘﻤﺘﻊ ﺍﳌﻘﻴﺎﺱ ﺑﺜﺒﺎﺕ ﻭﺻﺪﻕ ﻣﻨﺎﺳﺐ ﻣﻘﺒﻮﻝ ﻟﻠﺘﻄﺒﻴﻖ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﳑـﺎ‬
‫ﻳﻄﻤﺌﻦ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
 ‫ﺍﻷﺳﻠﻮﺏ ﺍﻹﺣﺼﺎﺋﻲ‪:‬‬
‫ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -١‬ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲑﺳﻮﻥ ﻟﺪﺭﺍﺳﺔ ﺩﺭﺟﺔ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻔﻀﻴﻞ‬
‫ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺼﻮﺭﺗﻴﻪ )ﺃ( ﻭ)ﺏ(‪.‬‬
‫‪ -٢‬ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺃﺣﺎﺩﻱ ﺍﻻﲡﺎﻩ ‪ ANOVA‬ﻟﻠﻜﺸﻒ ﻋﻦ ﺍﻟﻔـﺮﻭﻕ ﰲ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺘﻐﲑﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ ) ﺍﳌﺴـﺘﻮﻯ ﺍﻟﺪﺭﺍﺳـﻲ ـ‬
‫ﺍﻟﺴﻦ(‪.‬‬
‫‪ -٣‬ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺃﺣﺎﺩﻱ ﺍﻻﲡﺎﻩ ‪ ANOVA‬ﻟﻠﻜﺸﻒ ﻋﻦ ﺍﻟﻔـﺮﻭﻕ ﰲ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺘﻐﲑﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ ) ﺍﳌﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ ـ ﺍﻟﺴﻦ(‪.‬‬
‫‪ -٤‬ﺍﺧﺘﺒﺎﺭ "ﺕ"‪ .t. test‬ﻟﻠﻜﺸﻒ ﻋﻦ ﺍﻟﻔﺮﻭﻕ ﰲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ ﺑﺼﻮﺭﺗﻴﻪ )ﺃ( ﻭ)ﺏ( ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺘﻐﲑﺍﺕ ﺍﻟﺪﺭﺍﺳـﺔ ) ﺍﻟﻜﻠﻴـﺔ _‬
‫ﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ(‪.‬‬
 ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‬
‫ﻋﺮﺽ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ‬
 ‫ﻋﺮﺽ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ‬

‫ﻳﻨﺺ ﺍﻟﻔﺮﺽ ﺍﻷﻭﻝ ‪:‬‬

‫"ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺑﲔ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ"‬
‫ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﻫﺬﺍ ﺍﻟﻔﺮﺽ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒـﺎﻁ " ﺑﲑﻭﺳـﻮﻥ"‬
‫ﻟﻘﻴﺎﺱ ﺩﺭﺟﺔ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺼﻮﺭﺗﻴﻪ )ﺃ( ﻭ)ﺏ( ﻭﺗﺘﻀﺢ ﺩﺭﺟﺔ‬
‫ﺍﻻﺭﺗﺒﺎﻁ ﻭﺩﻻﻟﺘﻪ ﻣﻦ ﺧﻼﻝ ﺑﻴﺎﻧﺎﺕ ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ (١١‬ﺣﺴﺐ ﻧﺘﺎﺋﺞ ﻣﺴـﺘﻮﻯ ﺍﻟﺘﻔﻀـﻴﻞ‬
‫ﺍﳌﻬﲏ‪ ،‬ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺼﻮﺭﺗﻴﻪ )ﺃ( ﻭ)ﺏ(‪.‬‬
‫ﺟﺪﻭﻝ )‪(١١‬‬
‫ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ ﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬

‫ﺻﻮرة )ب(‬ ‫ﺻﻮرة )أ(‬ ‫اﻟﻤﺘﻐﯿﺮات‬

‫‪٠.٠١٩-‬‬ ‫‪٠.٠٣٢‬‬ ‫اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ‬

‫ﻳﺒﲔ ﺟﺪﻭﻝ )‪ (١١‬ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺍﺭﺗﺒﺎﻃﻴﻪ ﺑﲔ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬـﲏ ﻭﺍﲣـﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺃ( ﺣﻴﺚ ﺑﻠﻎ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ‪ ٠.٠٣٢‬ﻭﻫﻲ ﻗﻴﻤﺔ ﻏﲑ ﺩﺍﻟﺔ ‪،‬ﻛﻤﺎ ﺃﻇﻬـﺮﺕ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﻋﺪﻡ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺍﺭﺗﺒﺎﻃﻴﻪ ﺑﲔ ﻣﺴﺘﻮﻱ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼـﻮﺭﺓ )ﺏ(‬
‫ﺣﻴﺚ ﺑﻠﻎ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ _ ‪ ٠.٠١٩‬ﻭﻫﻲ ﻗﻴﻤﺔ ﻏﲑ ﺩﺍﻟﺔ ‪.‬‬
‫ﻭﻳﻌﺰﻯ ﺍﻟﺒﺎﺣﺚ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱄ ﺍﺧﺘﻼﻑ ﻫﺪﻑ ﻛﻼ ﺍﳌﻘﻴﺎﺳﲔ ﰲ ﻫـﺬﻩ ﺍﻟﺪﺭﺍﺳـﺔ‬
‫ﺍﳊﺎﻟﻴﺔ ﻭﺗﻨﻔﺮﺩ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ‪‬ﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺣﻴﺚ ﱂ ﳚﺪ ﺍﻟﺒﺎﺣﺚ ﺩﺭﺍﺳﺎﺕ ﺳـﺎﺑﻘﺔ ﺗﻨﺎﻭﻟـﺖ‬
‫ﻫﺬﺍﻥ ﺍﳌﺘﻐﲑﺍﻥ ﰲ ﺩﺭﺍﺳﺔ ﳏﻠﻴﺔ ﻋﻠﻲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ‪.‬‬
 ‫ﻳﻨﺺ ﺍﻟﻔﺮﺽ ﺍﻟﺜﺎﱐ‪:‬‬
‫"ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﻪ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈـﺔ ﺟـﺪﺓ ﰲ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ"‬
‫ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﻫﺬﺍ ﺍﻟﻔﺮﺽ ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﺧﺘﺒﺎﺭ " ﺕ"‪t .test‬‬
‫ﺟﺪﻭﻝ )‪(١٢‬‬
‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬

‫ﺍﲡﺎﻩ ﺍﻟﻔﺮﻭﻕ‬ ‫ﻗﻴﻤﺔ"ﺕ"‬ ‫ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ‬ ‫ﺍﳌﺘﻮﺳﻂ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﳌﺘﻐﲑﺍﺕ‬

‫ﺗﻘﻨﻴﺔ‬
‫‪١٨.٣١‬‬
‫ﻥ=‪١٨٠‬‬
‫ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ‬ ‫‪٠.٩١٢‬‬ ‫‪٣٥٩‬‬ ‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‬
‫ﺻﺤﻴﺔ‬
‫‪١٩.١٢‬‬
‫ﻥ=‪١٨١‬‬
‫ﺗﻘﻨﻴﺔ‬
‫‪٤١.٠٩‬‬
‫ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﻟﺼﺎﱀ‬ ‫ﻥ=‪١٨٠‬‬ ‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪٤.٨٢٦‬‬ ‫‪٣٥٩‬‬
‫ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ‬ ‫ﺻﺤﻴﺔ‬ ‫ﺍﻟﺼﻮﺭﺓ)ﺃ(‬
‫‪٤٣.١٧‬‬
‫ﻥ=‪١٨١‬‬
‫ﺗﻘﻨﻴﺔ‬
‫‪٨٨.٠٦‬‬
‫ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﻟﺼﺎﱀ‬ ‫ﻥ=‪١٨٠‬‬ ‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪٧.٠٥٧‬‬ ‫‪٣٥٩‬‬
‫ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ‬ ‫ﺻﺤﻴﺔ‬ ‫ﺍﻟﺼﻮﺭﺓ )ﺏ(‬
‫‪١٠١.٢٥‬‬
‫ﻥ=‪١٨١‬‬

‫ﻳﺒﲔ ﺟﺪﻭﻝ)‪ (١٢‬ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻭﻃـﻼﺏ‬
‫ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺣﻴﺚ ﺑﻠﻐﺔ ﻗﻴﻤـﺔ " ﺕ " ‪٠.٩١٢‬‬
‫ﻭﻫﻲ ﻗﻴﻤﻪ ﻏﲑ ﺩﺍﻟﺔ ﻭﲣﺘﻠﻒ ﻧﺘﻴﺠﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﺩﺭﺍﺳﺔ ﺁﻝ ﻧـﺎﺟﻲ)‪١٩٩٥‬ﻡ( ﻭﺍﻟـﱵ‬
‫ﺗﻮﺻﻠﺖ ﺇﱄ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴﺔ ﰲ ﲨﻴﻊ‬
‫ﺍﻟﻜﻠﻴﺎﺕ‪ .‬ﻛﻤﺎ ﺃﻇﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻗﺎﹰ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴـﺔ ﺍﻟﺘﻘﻨﻴـﺔ‬
‫ﻭﻃﻼﺏ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺼﻮﺭﺗﻴﻪ )ﺃ( ﻭ)ﺏ( ﻟﺼـﺎﱀ‬
‫ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﺣﻴﺚ ﺑﻠﻐﺔ ﻗﻴﻤﺔ "ﺕ" ‪ ٤.٨٢‬ﻟﻠﺼﻮﺭﺓ )ﺃ( ﻭ ‪ ٧.٠٥‬ﻟﻠﺼﻮﺭﺓ )ﺏ( ﻭﻫـﻲ‬
‫ﻗﻴﻤﺔ ﺩﺍﻟﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻱ ‪ ٠.٥‬ﻭﺗﺘﻔﻖ ﻧﺘﻴﺠﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﺩﺭﺍﺳﺔ ﺭﻧﺪﺍ )‪٢٠٠٢‬ﻡ( ﻭﺍﻟـﱵ‬
‫ﺗﻮﺻﻠﺖ ﺇﱃ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﰲ ﻣﺴﺘﻮﻯ ﻣﻬﺎﺭﺓ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﲔ ﺍﻟﻄﻠﺒﺔ ﻣﻊ‬
‫ﺍﺧﺘﻼﻑ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
 ‫ﻳﻨﺺ ﺍﻟﻔﺮﺽ ﺍﻟﺜﺎﻟﺚ‪:‬‬
‫"ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﻪ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈـﺔ ﺟـﺪﺓ ﰲ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ"‬
‫ﻟﻠﺘﺤﻘﻴﻖ ﻣـﻦ ﺻﺤﺔ ﻫـﺬﺍ ﺍﻟﻔﺮﺽ ﻗـﺎﻡ ﺍﻟﺒـﺎﺣﺚ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﲢﻠﻴــﻞ ﺍﻟﺘﺒـﺎﻳﻦ‬
‫ﺃﺣـﺎﺩﻱ ﺍﻻﲡﺎﻩ ) ‪ (One Way Anova‬ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻔﺮﻭﻕ ﺑـﲔ ﺃﻓـﺮﺍﺩ ﻋﻴﻨـﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ ﰲ ﻣﻔﻬﻮﻣﻲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﺃﻭﻻﹰ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪:‬‬
‫ﺟﺪﻭﻝ ) ‪(١٣‬‬
‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬

‫ﺩﺭﺟﺔ‬
‫ﺍﲡﺎﻩ ﺍﻟﻔﺮﻭﻕ‬ ‫ﻗﻴﻤﺔ "ﻑ"‬ ‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﻣﺼﺪﺭ ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﺍﳌﺘﻐﲑ‬
‫ﺍﳊﺮﻳﺔ‬
‫‪٤‬‬ ‫‪٨٠.٤١٢‬‬ ‫‪٣٢١.٦٤٨‬‬ ‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫ﺍﻟﺘﻔﻀﻴﻞ‬
‫ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ‬ ‫‪١.١٣٠‬‬ ‫‪٣٥٦‬‬ ‫‪٧١.١٦٤‬‬ ‫‪٢٥٣٣٤.٣٩‬‬ ‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫ﺍﳌﻬﲏ‬
‫‪٣٦٠‬‬ ‫‪٢٥٦٥٦.٠٣٩‬‬ ‫ﺍﻟﻜﻠﻲ‬

‫ﻳﺒﲔ ﺟﺪﻭﻝ )‪ (١٣‬ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴـﺔ‬
‫ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ ‪ ،‬ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ " ﻑ"‬
‫‪ ١.١٣٠‬ﻭﻫﻰ ﻗﻴﻤﺔ ﻏﲑ ﺩﺍﻟﺔ ‪ .‬ﻭﻳﻌﺰﻯ ﺍﻟﺒﺎﺣﺚ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱄ ﺍﺧﺘﻼﻑ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻀـﻴﻞ‬
‫ﺍﳌﻬﲏ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﻭﺍﺧﺘﻼﻑ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻣﻦ ﻛﻠﻴـﺔ‬
‫ﻷﺧﺮﻯ‪.‬ﻭﱂ ﳚﺪ ﺍﻟﺒﺎﺣﺚ ﺩﺭﺍﺳﺎﺕ ﺳﺎﺑﻘﺔ ﺗﻨﺎﻭﻟﺖ ﻣﺘﻐﲑ ﺍﳌﺴـﺘﻮﻱ ﺍﻟﺪﺭﺍﺳـﻲ ﻭﻋﻼﻗﺘـﻪ‬
‫ﺑﺎﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﺛﺎﻧﻴﺎﹰ‪ :‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺃ( ﺍﺧﺘﺒﺎﺭ ﺍﳌﻮﺍﻗﻒ ﻭﺍﻟﺼﻮﺭ‪:‬‬
 ‫ﺟﺪﻭﻝ ) ‪(١٤‬‬
‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺃ( ﺗﺒﻌﺎﹰ‬
‫ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﺍﲡﺎﻩ ﺍﻟﻔﺮﻭﻕ‬ ‫ﻗﻴﻤﺔ "ﻑ"‬ ‫ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ‬ ‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﻣﺼﺪﺭ ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﺍﳌﺘﻐﲑ‬
‫‪٤‬‬ ‫‪٣.٥٨٢‬‬ ‫‪١٤.٣٢٨‬‬ ‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ‬ ‫‪٠.٢٠٠‬‬ ‫‪٢٥٦‬‬ ‫‪١٧.٩٠٦‬‬ ‫‪٦٣٧٤.٥٥٣‬‬ ‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫ﺍﻟﺼﻮﺭﺓ )ﺃ(‬
‫‪٣٦٠‬‬ ‫‪٦٣٨٨.٨٨١‬‬ ‫ﺍﻟﻜﻠﻲ‬

‫ﻳﺒﲔ ﺟﺪﻭﻝ )‪ (١٤‬ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃـﻼﺏ ﺍﻟﻜﻠﻴـﺎﺕ ﺍﳌﻬﻨﻴـﺔ‬
‫ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺃ( ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ ‪ ،‬ﺣﻴﺚ ﺑﻠﻐـﺖ‬
‫ﻗﻴﻤﺔ)ﻑ( ‪ ٠.٢٠٠‬ﻭﺗﺘﻔﻖ ﻧﺘﻴﺠﺔ ﻫﺪﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﺩﺭﺍﺳﺔ ﲰﻴﺤﺔ )‪١٩٩٥‬ﻡ( ﺍﻟﱵ ﺗﻮﺻـﻠﺖ‬
‫ﺇﱄ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﺛﺎﻟﺜﺎﹰ‪ :‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺏ( ﺍﺧﺘﺒﺎﺭ ﺍﳉﻤﻞ ‪:‬‬
‫ﺟﺪﻭﻝ )‪(١٥‬‬
‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺏ( ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ‬
‫ﺍﻟﺪﺭﺍﺳﻲ‬

‫ﺍﲡﺎﻩ ﺍﻟﻔﺮﻭﻕ‬ ‫ﻗﻴﻤﺔ "ﻑ"‬ ‫ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ‬ ‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﻣﺼﺪﺭ ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﺍﳌﺘﻐﲑ‬
‫ﺗﻮﺟﺪ ﻓﺮﻭﻕ‬ ‫‪٤‬‬ ‫‪٢١٦٤.١٧٤‬‬ ‫‪٨٦٥٦.٦٩٧‬‬ ‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬ ‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﺫﺍﺕ ﺩﻻﻟﺔ‬ ‫‪٦.٤١١‬‬ ‫‪٢٥٦‬‬ ‫‪٣٣٧.٥٦٩‬‬ ‫‪١٢٠١٧٤.٧‬‬ ‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬ ‫ﺍﻟﺼﻮﺭﺓ )ﺏ(‬
‫ﺇﺣﺼﺎﺋﻴﺔ‬ ‫‪٣٦٠‬‬ ‫‪١٢٨٨٣١.٤‬‬ ‫ﺍﻟﻜﻠﻲ‬

‫ﻳﺒﲔ ﺟﺪﻭﻝ )‪ (١٥‬ﺃﻧﻪ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ‬
‫ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺏ( ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ ‪ ،‬ﺣﻴﺚ ﺑﻠﻐـﺖ ﻗﻴﻤـﺔ‬
‫"ﻑ" ‪ ٦.٤١١‬ﻭﻳﻌﺰﻯ ﺍﻟﺒﺎﺣﺚ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺃﻥ ﻣﻬﺎﺭﺓ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺼـﻮﺭﺓ )ﺏ(‬
‫‪‬ﺎ ﺗﺸﺎﺑﻪ ﺑﲔ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺗﻨﻔﺮﺩ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ‪‬ـﺬﻩ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﺣﻴﺚ ﱂ ﳚﺪ ﺍﻟﺒﺎﺣﺚ ﺩﺭﺍﺳﺎﺕ ﺳﺎﺑﻘﺔ ﺗﻨﺎﻭﻟﺖ ﻣﺘﻐﲑ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳـﻲ ﻭﻋﻼﻗﺘـﻪ‬
‫ﺑﺎﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﻭﻟﺘﺤﺪﻳﺪ ﺍﲡﺎﻩ ﺍﻟﻔﺮﻭﻕ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ ﺷﻴﻔﻴﻪ ﻭﺍﳉﺪﻭﻝ )‪ (١٦‬ﻳﻮﺿﺢ ﺍﻟﻨﺘﺎﺋﺞ ‪.‬‬
 ‫ﺟﺪﻭﻝ )‪ (١٦‬ﺍﺧﺘﺒﺎﺭ ﺷﻴﻔﻴﻪ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻔﺮﻭﻕ ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ‬

‫ﻣﺴﺘﻮﻯ‪٥‬‬ ‫ﻣﺴﺘﻮﻯ‪٤‬‬ ‫ﻣﺴﺘﻮﻯ‪٣‬‬ ‫ﻣﺴﺘﻮﻯ ‪٢‬‬ ‫ﻣﺴﺘﻮﻯ ‪١‬‬ ‫ﺍﳌﺘﻮﺳﻂ‬

‫‪٩٩.٢٣‬‬ ‫ﻣﺴﺘﻮﻯ‪١‬‬
‫‪٩٢.٧٠‬‬ ‫ﻣﺴﺘﻮﻯ ‪٢‬‬
‫‪٩٤.٣١‬‬ ‫ﻣﺴﺘﻮﻯ‪٣‬‬
‫*‬ ‫*‬ ‫*‬ ‫‪٨٣.٥٤‬‬ ‫ﻣﺴﺘﻮﻯ‪٤‬‬
‫*‬ ‫*‬ ‫*‬ ‫‪٨٥.٦٠‬‬ ‫ﻣﺴﺘﻮﻯ‪٥‬‬

‫ﻳﺒﲔ ﺟﺪﻭﻝ )‪ (١٦‬ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺣﺴﺐ ﺍﳌﺴـﺘﻮﻯ ﺍﻟﺪﺭﺍﺳـﻲ ﺑـﲔ‬
‫ﺍﻟﻘﻴﻤﺘﲔ ﺍﻟﺮﺍﺑﻌﺔ ﻭﺍﳋﺎﻣﺴﺔ ﻟﺼﺎﱀ ﺑﺎﻗﻲ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻷﻭﻝ ‪ ،‬ﻭﺍﻟﺜﺎﱐ ‪ ،‬ﻭﺍﻟﺜﺎﻟﺚ‪.‬‬
 ‫ﻳﻨﺺ ﺍﻟﻔﺮﺽ ﺍﻟﺮﺍﺑﻊ‪:‬‬
‫"ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﻪ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﹰ ﻟﻠﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ"‬
‫ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﻫﺬﺍ ﺍﻟﻔﺮﺽ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ " ﺕ "‪t .test‬‬
‫ﺟﺪﻭﻝ)‪(١٧‬‬
‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﹰ ﻟﻠﺘﺨﺼﺺ‬
‫ﺍﻟﺪﺭﺍﺳﻲ‬

‫ﺩﺭﺟﺔ‬ ‫ﺍﻻﳓﺮﺍﻑ‬
‫ﺍﲡﺎﻩ ﺍﻟﻔﺮﻭﻕ‬ ‫ﻗﻴﻤﺔ ﺕ‬ ‫ﺍﳌﺘﻮﺳﻂ‬ ‫ﺍﻟﻌﺪﺩ‬ ‫ﺍﳌﺘﻐﲑﺍﺕ‬
‫ﺍﳊﺮﻳﺔ‬ ‫ﺍﳌﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻜﻠﻴﺔ‬
‫ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ‬ ‫‪٧.٢٧‬‬ ‫‪١٨.٧١‬‬ ‫‪٢٢١‬‬ ‫ﺻﺤﻴﺔ‬
‫‪٠.٠١٧ ٣٥٩‬‬ ‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‬
‫‪١٠.٠٥‬‬ ‫‪١٨.٧٢‬‬ ‫‪١٤٠‬‬ ‫ﺗﻘﻨﻴﺔ‬
‫ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﻟﺼﺎﱀ‬ ‫‪٤.٣٨‬‬ ‫‪٤٢.٨٢‬‬ ‫‪٢٢١‬‬ ‫ﺻﺤﻴﺔ‬ ‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪٣.٩٨‬‬ ‫‪٣٥٩‬‬
‫ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ‬ ‫‪٣.٦٩‬‬ ‫‪٤١.٠٤‬‬ ‫‪١٤٠‬‬ ‫ﺗﻘﻨﻴﺔ‬ ‫ﺍﻟﺼﻮﺭﺓ)ﺃ(‬
‫ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﻟﺼﺎﱀ‬ ‫‪١٩.٨٦‬‬ ‫‪٩٨.٦٧‬‬ ‫‪٢٢١‬‬ ‫ﺻﺤﻴﺔ‬ ‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪٥.٢٣‬‬ ‫‪٣٥٩‬‬
‫ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ‬ ‫‪١٥.٣٩‬‬ ‫‪٨٨.٣٦‬‬ ‫‪١٤٠‬‬ ‫ﺗﻘﻨﻴﺔ‬ ‫ﺍﻟﺼﻮﺭﺓ )ﺏ(‬

‫ﻳﺒﲔ ﺟﺪﻭﻝ )‪ (١٧‬ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃـﻼﺏ ﺍﻟﻜﻠﻴـﺎﺕ ﺍﳌﻬﻨﻴـﺔ‬
‫ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺗﺒﻌﺎﹰ ﻟﻠﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﺗﺘﻔـﻖ ﻧﺘﻴﺠـﺔ ﻫـﺬﻩ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﺩﺭﺍﺳﺔ ﺍﳌﻠﺤﻢ)‪١٤١٩‬ﻫـ( ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﱄ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓـﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟـﺔ‬
‫ﺇﺣﺼﺎﺋﻴﺔ ﰲ ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴﺔ ﺗﻌﺰﻯ ﳌﺘﻐﲑ ﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ‪ .‬ﻛﻤﺎ ﺃﻇﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻳﻀﺎﹰ‬
‫ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﺑﺼﻮﺭﺗﻴﻪ )ﺃ( ﻭ)ﺏ( ﰲ ﺻﺎﱀ ﲣﺼﺼﺎﺕ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ‪ ،‬ﻭﲣﺘﻠﻒ ﻧﺘﻴﺠﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣـﻊ‬
‫ﺩﺭﺍﺳﺔ ﺍﻟﺴﺒﻴﻌﻰ )‪١٤٢٢‬ﻫـ( ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﱃ ﻋـﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼـﺎﺋﻴﺔ‬
‫ﺑﲔ ﳎﻤﻮﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺫﺍﺕ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ‪.‬‬
‫ﻭﻳﻌﺰﻯ ﺍﻟﺒﺎﺣﺚ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱃ ﺃﻥ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ ﻟﺪﻳﻬﻢ ﻣﻬﺎﺭﺓ ﻛﺒﲑﺓ ﺟﺪﺍﹰ ﰲ‬
‫ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻋﻨﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻄﻼﺏ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻭﻫﺬﺍ ﻳﻌﻮﺩ ﺭﲟﺎ ﻟﻌﺪﺓ ﺃﺳـﺒﺎﺏ ﻣﻨـﻬﺎ‬
‫ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﺃﺳﻠﻮﺏ ﻭﻃﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻷ‪‬ﺎ ﺗﻨﻌﻜﺲ ﻋﻠﻰ ﺍﻟﻄﺎﻟﺐ ﻭﺗﻜﺴﺒﻪ ﻣﻬﺎﺭﺓ ﰲ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
 ‫ﻳﻨﺺ ﺍﻟﻔﺮﺽ ﺍﳋﺎﻣﺲ ‪:‬‬
‫"ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﻪ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ"‬
‫ﻟﻠﺘﺤﻘﻖ ﻣـﻦ ﺻﺤﺔ ﻫـﺬﺍ ﺍﻟﻔﺮﺽ ﻗـﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﲢﻠﻴــﻞ ﺍﻟﺘﺒــﺎﻳﻦ‬
‫ﺃﺣـﺎﺩﻱ ﺍﻻﲡـﺎﻩ ) ‪ (One Way Anova‬ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺃﻓـﺮﺍﺩ ﻋﻴﻨـﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ ﰲ ﻣﻔﻬﻮﻣﻲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﺃﻭﻻﹰ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪:‬‬
‫ﺟﺪﻭﻝ ) ‪(١٨‬‬
‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ‬

‫ﻣﺘﻮﺳﻂ‬
‫ﺍﲡﺎﻩ ﺍﻟﻔﺮﻭﻕ‬ ‫ﻗﻴﻤﺔ "ﻑ"‬ ‫ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ‬ ‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﻣﺼﺪﺭ ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﺍﳌﺘﻐﲑ‬
‫ﺍﳌﺮﺑﻌﺎﺕ‬
‫‪٣‬‬ ‫‪١٣٧.٤٦‬‬ ‫‪٤١٢.٣٨‬‬ ‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫ﻻ ﺗﻮﺟﺪ‬ ‫ﺍﻟﺘﻔﻀﻴﻞ‬
‫‪١.٩٤٤‬‬ ‫‪٣٥٧‬‬ ‫‪٧٠.٧١‬‬ ‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ ‪٢٥٢٤٣.٦٦‬‬
‫ﻓﺮﻭﻕ‬ ‫ﺍﳌﻬﲏ‬
‫‪٣٦٠‬‬ ‫‪٢٥٦٥٦.٠٤‬‬ ‫ﺍﻟﻜﻠﻲ‬

‫ﻳﺒﲔ ﺟﺪﻭﻝ )‪ (١٨‬ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟﻪ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃـﻼﺏ ﺍﻟﻜﻠﻴـﺎﺕ ﺍﳌﻬﻨﻴـﺔ‬
‫ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ ﺣﻴـﺚ ﺑﻠﻐـﺖ ﻗﻴﻤـﺔ " ﻑ" ‪١.٩٤٤‬‬
‫ﻭﻳﻌﺰﻯ ﺍﻟﺒﺎﺣﺚ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱄ ﺃﻥ ﺃﻋﻤﺎﺭ ﺍﻟﻄﻼﺏ ﻣﺘﻘﺎﺭﺑﺔ‪ .‬ﻭﺗﻨﻔﺮﺩ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳـﺔ ‪‬ـﺬﻩ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﺣﻴﺚ ﱂ ﳚﺪ ﺍﻟﺒﺎﺣﺚ ﺩﺭﺍﺳﺎﺕ ﺳﺎﺑﻘﺔ ﺗﻨﺎﻭﻟﺖ ﻣﺘﻐﲑ ﺍﻟﺴﻦ ﻭﻋﻼﻗﺘﻪ ﺑﺎﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‬
‫ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﺛﺎﻧﻴﺎﹰ‪ :‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺃ( ﺍﺧﺘﺒﺎﺭ ﺍﳌﻮﺍﻗﻒ ﻭﺍﻟﺼﻮﺭ‪:‬‬
 ‫ﺟﺪﻭﻝ ) ‪(١٩‬‬
‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺃ( ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ‬

‫ﺍﲡﺎﻩ ﺍﻟﻔﺮﻭﻕ‬ ‫ﻗﻴﻤﺔ "ﻑ"‬ ‫ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ‬ ‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﻣﺼﺪﺭ ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﺍﳌﺘﻐﲑ‬
‫‪٣‬‬ ‫‪٣٤.٢٦‬‬ ‫‪١٠٢.٧٧‬‬ ‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ‬ ‫‪١.٩٤٦‬‬ ‫‪٣٥٧‬‬ ‫‪١٧.٦١‬‬ ‫‪٦٢٨٦.١١‬‬ ‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫ﺍﻟﺼﻮﺭﺓ )ﺃ(‬
‫‪٣٦٠‬‬ ‫‪٦٣٨٨.٨٨‬‬ ‫ﺍﻟﻜﻠﻲ‬

‫ﻳﺒﲔ ﺟﺪﻭﻝ ) ‪ (١٩‬ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴـﺎﺕ ﺍﳌﻬﻨﻴـﺔ‬
‫ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺃ( ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ ‪ ،‬ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤـﺔ "ﻑ"‬
‫‪ ١.٩٤٦‬ﻭﻫﻰ ﻗﻴﻤﻪ ﻏﲑ ﺩﺍﻟﺔ‪ .‬ﻭﺗﺘﻔﻖ ﻧﺘﻴﺠﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﺩﺭﺍﺳﺔ ﺳﻨﺒﻞ )‪١٤١٥‬ﻫــ(‬
‫ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﱄ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﳎﻤﻮﻋـﺎﺕ ﺍﻟﺪﺭﺍﺳـﺔ ﺫﺍﺕ‬
‫ﺍﻷﻋﻤﺎﺭ ﺍﻟﺰﻣﻨﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﺛﺎﻟﺜﺎﹰ ‪ :‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ)ﺏ( ﺍﺧﺘﺒﺎﺭ ﺍﳉﻤﻞ‪:‬‬
‫ﺟﺪﻭﻝ ) ‪(٢٠‬‬
‫ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺏ( ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ‬

‫ﺍﲡﺎﻩ ﺍﻟﻔﺮﻭﻕ‬ ‫ﻗﻴﻤﺔ "ﻑ"‬ ‫ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ‬ ‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﻣﺼﺪﺭ ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﺍﳌﺘﻐﲑ‬
‫‪٣‬‬ ‫‪١٠٨٥.٣٤‬‬ ‫‪٣٢٥٦.٠٢‬‬ ‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ‬ ‫ﺩﺍﺧﻞ‬
‫‪٣.٠٨٦‬‬ ‫‪٣٥٧‬‬ ‫‪٣٥١.٧٥‬‬ ‫‪١٢٥٥٧٥.٤‬‬ ‫ﺍﻟﺼﻮﺭﺓ‬
‫ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﺍ‪‬ﻤﻮﻋﺎﺕ‬
‫)ﺏ(‬
‫‪٣٦٠‬‬ ‫‪١٢٨٨٣١.٤‬‬ ‫ﺍﻟﻜﻠﻲ‬
‫ﻳﺒﲔ ﺟﺪﻭﻝ )‪ (٢٠‬ﺃﻧﻪ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴـﺔ‬
‫ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ ﰲ ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺏ( ﺗﺒﻌﹰﺎ ﻟﻠﺴﻦ‪ ،‬ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤـﺔ " ﻑ"‬
‫‪ ٣.٠٨٦‬ﻭﲣﺘﻠﻒ ﻧﺘﻴﺠﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﺩﺭﺍﺳﺔ ﺳﻨﺒﻞ )‪١٤١٥‬ﻫـ( ﺍﻟﱵ ﺗﻮﺻـﻠﺖ ﺇﱄ‬
‫ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﳎﻤﻮﻋﺎﺕ ﺍﻟﺪﺭﺍﺳـﺔ ﺫﺍﺕ ﺍﻷﻋﻤـﺎﺭ ﺍﻟﺰﻣﻨﻴـﺔ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﻭﻟﺘﺤﺪﻳﺪ ﺍﲡﺎﻩ ﺍﻟﻔﺮﻭﻕ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ ﺷﻴﻔﻴﻪ ﻭﺍﳉﺪﻭﻝ)‪ (٢١‬ﻳﺒﲔ ﺍﻟﻨﺘﺎﺋﺞ ‪.‬‬
 ‫ﺟﺪﻭﻝ )‪ (٢١‬ﺍﺧﺘﺒﺎﺭ ﺷﻴﻔﻴﻪ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻔﺮﻭﻕ ﺗﺒﻌﺎﹰ ﺍﻟﺴﻦ‪.‬‬

‫‪٢٩-٢٣‬‬ ‫‪٢٢-٢١‬‬ ‫‪٢٠‬‬ ‫‪١٩-١٨‬‬ ‫ﺍﳌﺘﻮﺳﻄﺎﺕ‬ ‫ﺍﻟﺴﻦ‬

‫‪٩٣.٧٧‬‬ ‫‪١٩-١٨‬‬
‫‪٩٦.٨٦‬‬ ‫‪٢٠‬‬
‫‪٩٥.٣٩‬‬ ‫‪٢٢-٢١‬‬
‫*‬ ‫*‬ ‫*‬ ‫‪٨٧.٧٧‬‬ ‫‪٢٩-٢٣‬‬

‫ﻳﺒﲔ ﺟﺪﻭﻝ )‪ (٢١‬ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﺍﻟﺴـﻦ ﻭ ﺑـﲔ ﺍﻟﻔﺌـﺔ ﺍﻟﺮﺍﺑﻌـﺔ‬
‫ﻭﺃﻋﻤﺎﺭﻫﺎ )‪ (٢٩-٢٣‬ﻭﺑﺎﻗﻲ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺴﻨﻴﺔ ﻟﺼﺎﱀ ﺑـﺎﻗﻲ ﺍﻟﻔﺌـﺎﺕ ‪ ،‬ﺣﻴـﺚ ﺗﺮﺍﻭﺣـﺖ‬
‫ﻣﺘﻮﺳﻄﺎ‪‬ﺎ ﺑﲔ ‪. ٩٥.٣٩_ ٩٣.٧٧‬‬
‫ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‬

‫_ ﻣﻠﺨﺺ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‬

‫_ﺍﻟﺘﻮﺻﻴـــــﺎﺕ‬
‫_ﺍﻟﺒﺤﻮﺙ ﺍﳌﻘﺘﺮﺣــﺔ‬
 ‫ﻣﻠﺨﺺ ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ‪:‬‬

‫ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﻓﺮﻭﺿﻬﺎ ﺇﱃ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﳝﻜﻦ ﻋﺮﺿﻬﺎ‬
‫ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫‪ (١‬ﻻ ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺍﺭﺗﺒﺎﻃﻴﻪ ﺑﲔ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣـﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺼﻮﺭﺗﻴــﻪ )ﺃ(‬
‫ﻭ) ﺏ( ‪.‬‬
‫‪ (٢‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻭﻃـﻼﺏ ﺍﻟﻜﻠﻴـﺔ ﺍﻟﺼـﺤﻴﺔ ﰲ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ‪ ،‬ﻭﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻭﻃﻼﺏ ﺍﻟﻜﻠﻴـﺔ‬
‫ﺍﻟﺼﺤﻴﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺼﻮﺭﺗﻴﻪ )ﺃ( ﻭ)ﺏ( ﻟﺼﺎﱀ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ ‪.‬‬
‫‪ (٣‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴـﺔ ﰲ ﺍﻟﺘﻔﻀـﻴﻞ ﺍﳌﻬـﲏ ﺗﺒﻌـﺎﹰ‬
‫ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ ‪ ،‬ﻭﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﰲ ﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺃ( ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ ‪ ،‬ﻭﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃـﻼﺏ‬
‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺏ( ﺗﺒﻌﺎﹰ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ‬
‫‪ (٤‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴـﺔ ﰲ ﺍﻟﺘﻔﻀـﻴﻞ ﺍﳌﻬـﲏ ﺗﺒﻌـﺎﹰ‬
‫ﻟﻠﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ ‪ ،‬ﻭﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﲣﺼﺼﺎﺕ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴـﺔ ﰲ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺼﻮﺭﺗﻴﻪ )ﺃ( ﻭ)ﺏ( ﰲ ﺻﺎﱀ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺼﺤﻴﺔ ﺗﺒﻌﺎﹰ ﻟﻠﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ ‪.‬‬
‫‪ (٥‬ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﰲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ ‪،‬‬
‫ﻭ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼـﻮﺭﺓ )ﺃ(‬
‫ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ ‪ ،‬ﻭﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎﹰ ﺑﲔ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﰲ ﺍﲣـﺎﺫ ﺍﻟﻘـﺮﺍﺭ‬
‫ﺍﻟﺼﻮﺭﺓ )ﺏ( ﺗﺒﻌﺎﹰ ﻟﻠﺴﻦ ‪.‬‬
 ‫اﻟﺘﻮﺻﯿــــــــﺎت‪:‬‬

‫ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻳﻮﺻﻰ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻵﰐ ‪:‬‬

‫‪ .١‬ﺗﻮﻓﲑ ﻣﺮﺷﺪﻳﻦ ﺃﻛﺎﺩﳝﻴﲔ ﻭﻣﻬﻨﻴﲔ ﰲ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﳌﺴﺎﻋﺪﺓ ﺍﻟﻄـﻼﺏ ﰲ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ‪ ،‬ﻭﺣﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﻗﺪ ﺗﻌﺘﺮﺽ ﺳﲑﻫﻢ ﺍﻟﺪﺭﺍﺳﻲ ‪.‬‬
‫‪ .٢‬ﺍﻟﺘﻮﺍﺻﻞ ﺍﳌﺴﺘﻤﺮ ﺑﲔ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﻭﻃﻼ‪‬ﺎ ﺑﻌﺪ ﲣﺮﺟﻬﻢ ‪ ،‬ﻭﺇﻣﺪﺍﺩﻫﻢ ﺑﻜﻞ ﺟﺪﻳـﺪ‬
‫ﰲ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﺘﻨﺴﻴﻖ ﺑﲔ ﺍﻟﻄﻼﺏ ﻭﺳﻮﻕ ﺍﻟﻌﻤﻞ ‪.‬‬
‫‪ .٣‬ﺗﻘﺪﱘ ﺩﻭﺭﺍﺕ ﺗﺪﺭﻳﺒﻴﺔ ﳋﺮﳚﻲ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﺘﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭ ﺍﲣـﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﲟﺎ ﻳﺘﻔﻖ ﻣﻌﺎ ﻗﺪﺭﺍ‪‬ﻢ ﻭﻣﻴﻮﳍﻢ ‪.‬‬
‫‪ .٤‬ﺇﺩﺭﺍﺝ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻋﻠﻰ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺿـﻤﻦ ﺍﳌﻨـﺎﻫﺞ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻡ ﻭﺍﳉﺎﻣﻌﺎﺕ ‪.‬‬
‫‪ .٥‬ﺗﻜﺜﻴﻒ ﺑﺮﺍﻣﺞ ﺍﻹﺭﺷﺎﺩ ﺍﳌﻬﲏ ﰲ ﺍﳌﺪﺍﺭﺱ ﻟﻜﻲ ﻳﻠﻢ ﺍﻟﻄﺎﻟﺐ ﺑﻜﺎﻣﻞ ﺍﻟﻔﺮﺹ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬
‫ﺍﳌﺘﺎﺣﺔ ﻟﻪ ﺑﻌﺪ ﲣﺮﺟﻪ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ‪.‬‬
 ‫اﻟﺒﺤﻮث اﻟﻤﻘﺘﺮﺣﺔ‪:‬‬

‫ﺗﻮﺻﻞ ﺍﻟﺒﺎﺣﺚ ﺑﻨﺎﺀ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺃﻧﻪ ﳝﻜﻦ ﺇﺟﺮﺍﺀ ﺑﻌـﺾ ﺍﻟﺪﺭﺍﺳـﺎﺕ‬
‫ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ ‪ ،‬ﻭﻣﻨﻬﺎ ‪:‬‬
‫‪ (١‬ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺎﺕ ﳑﺎﺛﻠﺔ ﻟﻠﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻟﺪﻯ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﺗﺘﻨﺎﻭﻝ ﻋﻴﻨﺎﺕ ﻣﻦ‬
‫ﻣﻨﺎﻃﻖ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ‪.‬‬
‫‪ (٢‬ﺇﺟﺮﺍﺀ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺣﻮﻝ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻟﺪﻯ ﻃـﻼﺏ ﺍﻟﻜﻠﻴـﺎﺕ ﺍﳌﻬﻨﻴـﺔ‬
‫ﻟﻠﻮﻗﻒ ﻋﻠﻰ ﺍﳌﻬﻦ ﺍﳌﺮﻏﻮﺑﺔ ﻭﺗﻌﺰﻳﺰﻫﺎ ﻭﳏﺎﻭﻟﺔ ﺍﻟﺘﻐﻠﺐ ﻋﻠﻰ ﺍﳌﻬﻦ ﻏﲑ ﺍﳌﺮﻏﻮﺑﺔ ‪.‬‬
‫‪ (٣‬ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺎﺕ ﺣﻮﻝ ﻣﻬﺎﺭﺓ ﺍﲣـﺎﺫ ﺍﻟﻘﺮﺍﺭ ﰲ ﻣﺴﺘﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ ﺑﲔ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ‪.‬‬
‫‪ (٤‬ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺎﺕ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻡ ﰲ ﺍﻟﺘﻔﻀـﻴﻞ ﺍﳌﻬـﲏ‬
‫ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪.‬‬
‫‪ (٥‬ﺗﺼﻤﻴﻢ ﻣﻘﺎﻳﻴﺲ ﺧﺎﺻﺔ ﻟﻘﻴﺎﺱ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﰲ ﺍﻟﺒﻴﺌـﺔ ﺍﻟﺴـﻌﻮﺩﻳﺔ ‪،‬‬
‫ﺣﻴﺚ ﺇﻥ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻏﺎﻟﺒﺎﹰ ﻣﺘﺮﲨﺔ ﺃﻭ ﻣﻌﺮﺑﺔ ‪.‬‬
‫اﻟﻤﺮاﺟــــﻊ‬
 ‫ﺍﳌﺮﺍﺟــﻊ‬
‫ﺃﻭﻻﹰ‪:‬ﺍﳌﺮﺍﺟﻊ ﺍﻟﻌﺮﺑﻴﺔ‪:‬‬
‫‪ .١‬ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪.‬‬
‫‪ .٢‬ﺃﺑﻮ ﻋﻄﻴﺔ‪ ،‬ﺳﻬﺎﻡ )‪١٩٨٩‬ﻡ(‪ .‬ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﻮﺍﻟﺪﻳﻪ ﻭﺍﳌﻴﻮﻝ ﺍﳌﻬﻨﻴﺔ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ ﺍﻟﻜـﻮﻳﺘﻴﲔ ﰲ‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‪ ،‬ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺍ‪‬ﻠﺪ ‪ ،١٧‬ﺍﻟﻌـﺪﺩ ﺍﻟﺜـﺎﱐ ﺹ‬
‫‪ ،١٢٩‬ﺍﻟﻜﻮﻳﺖ‪.‬‬
‫‪ .٣‬ﺃﺑﻮ ﻏﺰﺍﻟﺔ‪ ،‬ﻫﻴﻔﺎﺀ ﻭ ﺯﻛﺮﻳﺎ‪ ،‬ﺯﻫﲑ )‪٢٠٠٢‬ﻡ(‪ .‬ﺃﻧﺎ ﻭﻣﻬﻨﱵ‪ ،‬ﺩﻟﻴﻞ ﺍﳌﻌﻠـﻢ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴـﺔ‬
‫ﻭﺍﻟﺘﻌﻠﻴﻢ ‪ :‬ﺍﻷﺭﺩﻥ ‪.‬‬
‫‪ .٤‬ﺇﻟﻴﺎﺱ‪ ،‬ﻓﻮﺯﻱ )‪١٤١٤‬ﻫـ(‪ .‬ﺃﺛﺮ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻋﻠﻰ ﻧﻮﻋﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ ﰲ ﺳﻠﻄﻨﺔ‬
‫ﻋﻤﺎﻥ ﻣﻦ ﻣﺪﺧﻞ ﺍﳌﻴﻮﻝ ﺍﳌﻬﻨﺔ‪ ،‬ﺳﻠﻄﻨﺔ ﻋﻤﺎﻥ‪ ،‬ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﳉﻨﺔ ﺍﻟﺘﻮﺛﻴﻖ ﻭﺍﻟﻨﺸﺮ‪.‬‬
‫‪ .٥‬ﺍﻟﺒﺪﺍﺡ‪ ،‬ﻧﺎﺻﺮ ﺑﻦ ﳏﻤﺪ )‪١٤٠٦‬ﻫـ(‪ .‬ﺍﻟﺸﺒﺎﺏ ﺍﻟﺴﻌﻮﺩﻱ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺼـﻨﺎﻋﻲ‪) ،‬ﺭﺳـﺎﻟﺔ‬
‫ﻣﺎﺟﺘﺴﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ ،‬ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ‪ ،‬ﺍﻟﺮﻳﺎﺽ ‪.‬‬
‫‪ .٦‬ﺑﺎﺭ‪ ،‬ﻋﺒﺪ ﺍﳌﻨﺎﻥ ﻣﻼ ﻣﻌﻤﻮﺭ )‪١٤٢١‬ﻫـ(‪ .‬ﻣﺬﻛﺮﺓ ﰲ ﺍﻟﺘﻮﺟﻴﻪ ﺍﳌﻬﲏ‪ ،‬ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﻣﻜﺔ‬
‫ﺍﳌﻜﺮﻣﺔ ‪.‬‬
‫‪ .٧‬ﺑﺮﻏﻮﺙ‪ ،‬ﳏﻤﺪ ﺍﻟﺴﻴﺪ )‪٢٠٠٢‬ﻡ(‪ .‬ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻭﻋﻼﻗﺘﻪ ﺑﺎﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻮﺍﻓﻘﻴـﺔ ﺍﻹﳚﺎﺑﻴـﺔ‬
‫ﻟﻄﻠﺒﺔ ﺍﻟﻜﻠﻴﺔ ﺍﳊﺮﺑﻴﺔ‪) ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ ‪.‬‬
‫‪ .٨‬ﺑﻜﺮ‪ ،‬ﳏﻤﺪ ﻋﺒﺪ ﺍﷲ )‪٢٠٠٤‬ﻡ(‪ .‬ﺃﺛﺮ ﺍﻟﺒﻄﺎﻟﺔ ﰲ ﺍﻟﺒﻨﺎﺀ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻟﻠﻤﺠﺘﻤﻊ ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﻪ‬
‫ﻟﻠﺒﻄﺎﻟﺔ ﻭﺃﺛﺮﻫﺎ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،‬ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺟﺎﻣﻌـﺔ ﺍﻟﻜﻮﻳـﺖ‪،‬‬
‫ﺍ‪‬ﻠﺪ )‪ ،(٣٢‬ﺍﻟﻌﺪﺩ )‪ ،(٢‬ﺹ ‪.٢٦٣‬‬
‫‪ .٩‬ﺗﻮﻓﻴﻖ‪ ،‬ﲰﻴﺤﺔ ﻛﺮﻡ ﻭ ﺳﻠﻴﻤﺎﻥ‪ ،‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺳﻴﺪ )‪١٩٩٥‬ﻡ(‪ .‬ﻋﻼﻗـﺔ ﻣﺼـﺪﺭ ﺍﻟﻀـﺒﻂ‬
‫ﺑﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﳎﻠـﺔ ﻣﺮﻛـﺰ ﺍﻟﺒﺤـﻮﺙ ﺍﻟﺘﺮﺑﻮﻳـﺔ‪ ،‬ﺟﺎﻣﻌـﺔ ﻗﻄـﺮ‪ ،‬ﻉ ‪٤‬‬
‫)ﺹ‪_٥٩‬ﺹ‪.(٨٨‬‬
‫‪ .١٠‬ﺍﻟﺜﺒﻴﱵ‪ ،‬ﺣﺴﻦ ﺭﺩﺓ )‪١٤٢٣‬ﻫـ(‪ .‬ﺑﺮﺍﻣﺞ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﳌﻬﲏ ﻣﻦ ﻭﺟﻬـﺔ ﻧﻈـﺮ‬
‫ﺍﳌﺸﺮﻓﲔ ﺍﻟﺘﺮﺑﻮﻳﲔ ﻭﺍﳌﺮﺷﺪﻳﻦ ﻭﺍﻟﻄﻼﺏ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺑﺎﻟﻌﺎﺻﻤﺔ ﺍﳌﻘﺪﺳـﺔ‪) ،‬ﺭﺳـﺎﻟﺔ‬
‫ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﻣﻜﺔ ﺍﳌﻜﺮﻣﺔ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ :‬ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ‪.‬‬
‫‪ .١١‬ﺟﺮﻭﺍﻥ‪ ،‬ﻓﺘﺤﻲ )‪١٩٨٦‬ﻡ (‪ .‬ﻓﺎﻋﻠﻴﺔ ﺑﺮﻧﺎﻣﺞ ﺇﺭﺷﺎﺩﻱ ﻣﻬﲏ ﰲ ﺍﻟﻨﻀﺞ ﺍﳌﻬﲏ ﻭﰲ ﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ‪) ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﺍﻷﺭﺩﻥ‪ ،‬ﻋﻤﺎﻥ‪ :‬ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪.‬‬
‫‪ .١٢‬ﺍﳊﻮﺛﻲ‪ ،‬ﺇﺑﺮﺍﻫﻴﻢ ﳏﻤﺪ )‪١٩٨٦‬ﻡ(‪ .‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﻃﻼﺏ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ‬
‫ﳌﻬﻨﻬﻢ ﻭﰲ ﺍﲡﺎﻫﺎ‪‬ﻢ ﳓﻮ ﻣﻬﻨﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‪ ،‬ﺍ‪‬ﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺒﺤـﻮﺙ‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﺍﻟﻌﺪﺩ)‪) ،(٢‬ﺹ ‪_١٢٦‬ﺹ‪. (١٢٨‬‬
‫‪ .١٣‬ﺣﺎﻓﻆ‪ ،‬ﳏﻤﺪ ﺳﻴﺪ )‪١٩٨٩‬ﻡ(‪ .‬ﺍﶈﺪﺩﺍﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﻼﺧﺘﻴـﺎﺭ ﺍﳌﻬـﲏ‪،‬‬
‫ﻣﺮﻛﺰ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﻗﻄﺮ‪ ،‬ﺍﻟﺪﻭﺣﺔ ‪.‬‬
‫‪ .١٤‬ﺣﺒﻴﺐ‪ ،‬ﳎﺪﻱ ﻋﺒﺪ ﺍﻟﻜﺮﱘ )‪١٩٩٧‬ﻡ(‪ .‬ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺍﻟﻘـﺎﻫﺮﺓ‪ :‬ﻣﻜﺘﺒـﺔ‬
‫ﺍﻷﳒﻠﻮ ﺍﳌﺼﺮﻳﺔ ‪.‬‬
‫‪ .١٥‬ﺍﻟﺪﺍﻫﺮﻱ‪ ،‬ﺻﺎﱀ ﺣﺴﻦ )‪٢٠٠٥‬ﻡ(‪ .‬ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﺘﻮﺟﻴﻪ ﺍﳌﻬﲏ ﻭﻧﻈﺮﻳﺎﺗﻪ‪ ،‬ﺍﻷﺭﺩﻥ‪ :‬ﺩﺍﺭ‬
‫ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪.‬‬
‫‪ .١٦‬ﺩﺭﺍﻛﺮ‪ ،‬ﺑﻴﺘﺮ )‪١٩٩٨‬ﻡ(‪ .‬ﳑﺎﺭﺳﺔ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﻣﻜﺘﺒﺔ ﺟﺮﻳﺮ‪.‬‬
‫‪ .١٧‬ﺩﺭﻭﻳﺶ‪ ،‬ﺇﺑﺮﺍﻫﻴﻢ )‪١٩٧٣‬ﻡ(‪ .‬ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ‪.‬‬
‫‪ .١٨‬ﺩﺭﻭﻳﺶ‪ ،‬ﺇﺑﺮﺍﻫﻴﻢ )‪١٩٧٤‬ﻡ(‪ .‬ﺃﺻﻮﻝ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﻣﻜﺘﺒﺔ ﺍﻻﳒﻠﻮ ﺍﳌﺼﺮﻳﺔ‪.‬‬
‫‪ .١٩‬ﺩﻭﻳﺪﺍﺭ‪ ،‬ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ﳏﻤﺪ )‪٢٠٠٠‬ﻡ(‪ .‬ﺃﺻﻮﻝ ﻋﻠـﻢ ﺍﻟـﻨﻔﺲ ﺍﳌﻬـﲏ ﻭﺍﻟﺘﻨﻈﻴﻤـﻲ‬
‫ﻭﺗﻄﺒﻴﻘﺎﺗﻪ‪:‬ﺩﺍﺭ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺎﻣﻌﻴﺔ ‪.‬‬
‫‪ .٢٠‬ﺭﺍﺟﺢ‪ ،‬ﺃﲪﺪ ﻋﺰﺕ )‪١٩٦٥‬ﻡ(‪ .‬ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﺍﳌﻮﺍﺋﻤﺔ ﺍﳌﻬﻨﻴﺔ‪ ،‬ﺍﳍﻨﺪﺳﺔ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ :‬ﺍﻟﺪﺍﺭ ﺍﻟﻘﻮﻣﻴﺔ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪.‬‬
‫‪ .٢١‬ﺭﺯﻕ ﺍﷲ‪ ،‬ﺭﻧﺪﺍ ﺳﻬﻴﻞ )‪٢٠٠٢‬ﻡ(‪ .‬ﻓﺎﻋﻠﻴﺔ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﱯ ﻟﺘﻨﻤﻴﺔ ﻣﻬﺎﺭﺓ ﺍﲣﺎﺫ ﺍﻟﻘـﺮﺍﺭ‬
‫ﻟﺪﻯ ﻋﻴﻨﺔ ﻣﻦ ﻃﻠﺒﺔ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﺍﻟﺜﺎﻧﻮﻱ ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﺷﺒﻪ ﲡﺮﻳﺒﻴﺔ ﰲ ﻣـﺪﺍﺭﺱ ﻣﺪﻳﻨـﺔ‬
‫ﺩﻣﺸﻖ ﺍﻟﺮﲰﻴﺔ‪) ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﺳﻮﺭﻳﺎ‪ :‬ﺟﺎﻣﻌﺔ ﺩﻣﺸﻖ‪.‬‬
‫‪ .٢٢‬ﺍﻟﺰﻫﺮﺍﱐ‪ ،‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﻋﻠﻲ ﺃﲪﺪ )‪١٤٢٥‬ﻫـ(‪ .‬ﻋﻼﻗﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺘﻌﻠﻴﻤـﻲ ﺍﳌﻬـﲏ‬
‫ﺑﺒﻌﺾ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﺍﳌﻠﺘﺤﻘﲔ ﺑﻜﻠﻴﱵ ﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﳌﻌﻠﻤـﲔ‬
‫ﺑﺎﻟﺒﺎﺣﺔ‪) ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﻣﻜﺔ ﺍﳌﻜﺮﻣﺔ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ :‬ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ‪.‬‬
‫‪ .٢٣‬ﺳﺎﻋﺎﰐ‪ ،‬ﺃﻣﲔ )‪١٩٨٤‬ﻡ(‪ .‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،‬ﺟﺪﺓ‪.‬‬
‫‪ .٢٤‬ﺍﻟﺴﺒﻴﻌﻲ‪ ،‬ﻋﻠﻲ ﳏﺴﻦ ﻋﻠﻲ )‪١٤٢٢‬ﻫـ(‪ .‬ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻔﻜﲑ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻱ‬
‫ﻋﻴﻨﺔ ﻣﻦ ﻣﺪﻳﺮﻱ ﺍﻷﺩﺍﺭﺍﺕ ﺍﳊﻜﻮﻣﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ )ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﻣﻜـﺔ‬
‫ﺍﳌﻜﺮﻣﺔ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ :‬ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪.‬‬
‫‪ .٢٥‬ﺳﻨﺒﻞ‪ ،‬ﻓﺎﺋﻘﺔ ﻋﺒﺎﺱ )‪١٤١٥‬ﻫـ(‪ .‬ﻣﺸﺎﺭﻛﺔ ﻋﻀﻮ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﺻـﻨﻊ ﺍﻟﻘـﺮﺍﺭ‬
‫ﺍﳉﺎﻣﻌﻲ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪) ،‬ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﻩ ﻏﲑ ﻣﻨﺸﻮﺭﻩ( ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ _ ﻗﺴﻢ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﺘﺨﻄﻴﻂ‪.‬‬
‫‪ .٢٦‬ﺍﻟﺸﻨﺎﻭﻱ‪ ،‬ﳏﻤﺪ ﳏﺮﻭﺱ )‪١٩٨٩‬ﻡ (‪ .‬ﻣﺬﻛﺮﺓ ﻋﻦ ﺍﻹﺭﺷﺎﺩ ﺍﳌﻬﲏ‪ ،‬ﺟﺎﻣﻌﻪ ﺍﻹﻣﺎﻡ ﳏﻤﺪ‬
‫ﺑﻦ ﺳﻌﻮﺩ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ ‪.‬‬
‫‪ .٢٧‬ﺷﺮﻳﺖ‪ ،‬ﺃﺷﺮﻑ ﳏﻤﺪ )‪٢٠٠٠‬ﻡ(‪ .‬ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﺍﳌﻜﺘﺐ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻜﻤﺒﻴﻮﺗﺮ‪.‬‬
‫‪ .٢٨‬ﺍﻟﺼﺒﺎﻍ‪ ،‬ﺯﻫﲑ )‪١٩٨٠‬ﻡ(‪ .‬ﲝﻮﺙ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ .‬ﳎﻠﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣـﺔ‪،‬‬
‫ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ ﻭﺍﻟﻌﺸﺮﻭﻥ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﻣﻌﻬﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ‪.‬‬
‫‪ .٢٩‬ﺻﺎﱀ‪ ،‬ﺃﲪﺪ ﺯﻛﻲ )‪١٩٧٢‬ﻡ(‪ .‬ﺍﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ‪ :‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪.‬‬
‫‪ .٣٠‬ﻃﺎﻫﺮ‪ ،‬ﻫﺪﻯ ﺟﻌﻔﺮ )‪١٩٩٨‬ﻡ(‪ .‬ﺳﻠﻮﻙ ﺍﻟﻨﻤﻂ )ﺃ( ﰲ ﻋﻼﻗﺘﻪ ﺑﺎﳌﻴﻮﻝ ﻭﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ‪،‬‬
‫ﳎﻠﺔ ﺩﺭﺍﺳﺎﺕ ﺍﳋﻠﻴﺞ ﻭﺍﳉﺰﻳﺮﺓ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ‪ ،‬ﻡ ) ‪ (٢٦‬ﻉ ‪ ٤‬ﺹ‪.١١٦‬‬
‫‪ .٣١‬ﻃﻌﻤﻪ‪ ،‬ﺃﻣﻞ ﺃﲪﺪ )‪٢٠٠٦‬ﻡ(‪ .‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻟﻘﻴﺎﺩﻱ‪ ،‬ﻋﻤـﺎﻥ‪ :‬ﺩﺍﺭ ﺩﻳﺒﻮﻧﺒـﺪ‬
‫ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ ‪.‬‬
‫‪ .٣٢‬ﻃﻪ‪ ،‬ﻓﺮﺝ ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ ﻭ ﺃﺑﻮ ﺍﻟﻨﻴﻞ‪ ،‬ﳏﻤﻮﺩ ﺍﻟﺴﻴﺪ ﻭﻗﻨﺪﻳﻞ‪ ،‬ﺷﺎﻛﺮ ﻋﻄﻴﺔ ﻭﳏﻤﺪ‪ ،‬ﺣﺴﲔ‬
‫ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ )ﺩ‪.‬ﺕ(‪ .‬ﻣﻌﺠﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﺑﲑﻭﺕ‪:‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴـﺔ‪،‬‬
‫ﻁ‪. ١‬‬
‫‪ .٣٣‬ﻋﺒﺎﺱ‪ ،‬ﻋﻠﻲ )‪٢٠٠٤‬ﻡ(‪ .‬ﺃﺳﺎﺳﻴﺎﺕ ﻋﻠﻢ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻋﻤﺎﻥ‪ :‬ﺩﺍﺭ ﺍﳌﺴﲑﺓ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪.‬‬
‫‪ .٣٤‬ﻋﺒﺪ ﺍﳊﻔﻴﻆ‪ ،‬ﻋﻠﻲ )‪١٩٨١‬ﻡ(‪ .‬ﺍﳊﻜﻢ ﺍﳉﻤﺎﻋﻲ ﻋﻠﻲ ﻭﺿﻊ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺳـﺘﺮﺍﺗﻴﺠﻴﺔ‪،‬‬
‫ﳎﻠﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺍﻟﻌﺪﺩ ﺍﻟﻮﺍﺣﺪ ﻭﺍﻟﺜﻼﺛﻮﻥ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﻣﻌﻬﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪.‬‬
‫‪ .٣٥‬ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ‪ ،‬ﻓﺎﺭﻭﻕ )‪١٩٨٧‬ﻡ(‪ .‬ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺍ‪‬ﺘﻤﻌﲔ ﺍﻟﺴﻌﻮﺩﻱ‬
‫ﻭﺍﳌﺼﺮﻱ‪ ،‬ﺭﺳﺎﻟﺔ ﺍﳋﻠﻴﺞ ﺍﻟﻌﺮﰊ‪ ،‬ﺍﻟﻌﺪﺩ ‪) ،٢٣‬ﺹ‪_ ٨٧‬ﺹ‪ ،(١٢١‬ﻣﻜﺘﺐ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻌﺮﰊ‪،‬‬
‫ﺍﻟﺮﻳﺎﺽ ‪.‬‬
‫‪ .٣٦‬ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ‪ ،‬ﻓﺎﺭﻭﻕ )‪٢٠٠٣‬ﻡ(‪ .‬ﺩﻟﻴﻞ ﻗﺎﺋﻤﺔ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴـﺔ‪ ،‬ﺟﺎﻣﻌـﺔ‬
‫ﺍﻟﺰﻗﺎﺯﻳﻖ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﻟﻨﻬﻀﺔ ﺍﳌﺼﺮﻳﺔ‪ ،‬ﻁ‪ ،٤‬ﺍﻟﻘﺎﻫﺮﺓ ‪.‬‬
‫‪ .٣٧‬ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ‪ ،‬ﻧﺒﻴﻞ ﻋﺒﺪ ﺍﳊﻔﻴﻆ )‪١٩٩٥‬ﻡ(‪ .‬ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺪﺍﻋﻲ ﻭﻋﻼﻗﺘﻬﺎ ﺑﻌﻤﻠﻴﺔ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﳎﻠﺔ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﺍﻟﻌـﺪﺩ ﺍﻟﺴـﺘﻮﻥ‪ ،‬ﻣﺴـﻘﻂ‪ ،‬ﻣﻌﻬـﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣـﺔ‪،‬‬
‫)ﺹ‪_٥٦‬ﺹ‪. (١٢٠‬‬
‫‪ .٣٨‬ﻋﺒﺪ ﺍﳍﺎﺩﻱ‪ ،‬ﺣﺎﻣﺪ ﻋﺒﺪ ﺍﳌﻘﺼﻮﺩ )‪١٩٨٦‬ﻡ(‪ .‬ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ‪ ،‬ﳎﻠﺔ‬
‫ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ ،‬ﺍﻟﻌﺪﺩ ‪) ٢‬ﺹ‪.(٥٠١_٤٩٧‬‬
‫‪ .٣٩‬ﻋﺒﺪ ﺍﳍﺎﺩﻱ‪ ،‬ﺟﻮﺩﺕ ﻋﺰﺕ ﻭﺍﻟﻌﺰﺓ‪ ،‬ﺳﻌﻴﺪ ﺣﺴﲏ )‪١٩٩٩‬ﻡ(‪ .‬ﺍﻟﺘﻮﺟﻴﻪ ﺍﳌﻬﲏ ﻭﻧﻈﺮﻳﺎﺗﻪ‪،‬‬
‫ﻋﻤﺎﻥ‪ :‬ﻣﻜﺘﺒﺔ ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ ‪.‬‬
‫‪ .٤٠‬ﻋﺒﺪﻭﻥ‪ ،‬ﺳﻴﻒ ﺍﻟﺪﻳﻦ ﻳﻮﺳﻒ )ﺩ‪.‬ﺕ(‪ .‬ﻣﻘﻴﺎﺱ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ‪.‬‬
‫‪ .٤١‬ﻋﺒﺪﻭﻥ‪ ،‬ﺳﻴﻒ ﺍﻟﺪﻳﻦ ﻳﻮﺳﻒ )‪١٩٧٨‬ﻡ(‪ .‬ﺩﺭﺍﺳﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻯ ﺑﻐﺾ ﺗﻼﻣﻴـﺬ‬
‫ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻭﻋﻼﻗﺘﻪ ﲟﺘﻐﲑﺍﺕ ﻣﻌﻴﻨﺔ ﻟﻠﺸﺨﺼﻴﺔ‪)،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﺟﺎﻣﻌﺔ‬
‫ﺍﳌﻴﻨﺎ‪.‬‬
‫‪ .٤٢‬ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ‪ ،‬ﻋﻠﻲ ﳏﻤﺪ )‪١٩٨٢‬ﻡ(‪ .‬ﻣﻘﺪﻣﺔ ﰲ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺍﻟﺮﻳـﺎﺽ‪ ،‬ﻣﻌﻬـﺪ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻌﺎﻣﺔ‪.‬‬
‫‪ .٤٣‬ﻋﺒﻴﺪﺍﺕ‪ ،‬ﺫﻭﻗﺎﻥ ﻭ ﻋﺪﺱ‪ ،‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﻭ ﻋﺒﺪ ﺍﳊﻖ‪ ،‬ﻛﺎﻳﺪ )‪٢٠٠٥‬ﻡ(‪ .‬ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﻣﻔﻬﻮﻣﺔ‪ ،‬ﺃﺩﻭﺍﺗﻪ‪ ،‬ﺃﺳﺎﻟﻴﺒﻪ‪ ،‬ﺍﻟﺮﻳﺎﺽ ‪:‬ﺩﺍﺭ ﺃﺳﺎﻣﻪ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪.‬‬
‫‪ .٤٤‬ﺍﻟﻌﺰﺍﻡ‪ ،‬ﺧﺎﻟﺪ ﺑﻦ ﳏﻤﺪ )‪ .(١٤١٨‬ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺩﻭﺭ ﻛﻞ ﻣﻦ ﺍﻟﻮﺍﻟـﺪﻳﻦ ﻭﺍﻷﺻـﺪﻗﺎﺀ ﰲ‬
‫ﻗﺮﺍﺭﺍﺕ ﺍﳌﺮﺍﻫﻖ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﳌﺮﺍﻫﻖ‪) ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﻗﺴﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬
‫ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ :‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ ‪.‬‬
‫‪ .٤٥‬ﺍﻟﻌﺼﻴﻤﻲ‪ ،‬ﺩﺧﻴﻞ ﺫﺍﻛﺮ )‪١٤١٥‬ﻫـ(‪ .‬ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻭﻋﻼﻗﺘـﻪ ﺑـﺒﻌﺾ ﺍﻟﻌﻮﺍﻣـﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﺪﻯ ﻃﻠﺒﺔ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﺛﺎﻧﻮﻱ ﲟﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ‪) ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ‬
‫ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ :‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪.‬‬
‫‪ .٤٦‬ﻋﻄﻴﺔ‪ ،‬ﺣﺎﻣﺪ ﺳﻮﺍﺩﻱ )‪١٩٦١‬ﻡ(‪ .‬ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻣﻌﺎﺭﻑ ﻧﻈﺮﻳﺔ ﻭﻣﻬﺎﺭﺍﺕ ﺗﻄﺒﻴﻘﻴـﺔ‪،‬‬
‫ﺍﻟﺮﻳﺎﺽ‪ ،‬ﻣﻌﻬﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫‪ .٤٧‬ﻋﻼﻗﻲ‪ ،‬ﻣﺪﱐ ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ )‪١٩٨٥‬ﻡ(‪ .‬ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻟﻠﻮﻇﺎﺋﻒ ﻭﺍﻟﻘـﺮﺍﺭﺍﺕ‬
‫ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺟﺪﺓ‪ ،‬ﺎﻣﺔ‪.‬‬
‫‪ .٤٨‬ﻋﻼﻡ‪ ،‬ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﳏﻤﻮﺩ )‪٢٠٠٠‬ﻡ(‪ .‬ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﻘﻮﱘ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﻨﻔﺴـﻲ ﺃﺳﺴـﻪ‬
‫ﻭﺗﻄﺒﻴﻘﺎﺗﻪ ﻭﺗﻮﺟﻴﻬﺎﺗﻪ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪:‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ‪.‬‬
‫‪ .٤٩‬ﺍﻟﻌﻴﺴﻮﻱ‪ ،‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ )‪١٤٠٤‬ﻫـ (‪ .‬ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﳌﻬﲏ‪ ،‬ﺍﻟﺮﻳـﺎﺽ‪ ،‬ﻣﻜﺘـﺐ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻌﺮﰊ ﻟﺪﻭﻝ ﺍﳋﻠﻴﺞ ‪.‬‬
‫‪ .٥٠‬ﺍﻟﻌﻴﺴﻮﻱ‪ ،‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ )‪١٩٨٩‬ﻡ(‪ .‬ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﻟﻠﻤﻴﻮﻝ ﺍﻻﻛﺎﺩﳝﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ ﻟـﺪﻯ‬
‫ﻃﻼﺏ ﺍﳉﺎﻣﻌﺔ ﳎﻠﺔ ﺍﲢﺎﺩ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪) ٢٤‬ﺹ‪_٤٧‬ﺹ‪. (٦٠‬‬
‫‪ .٥١‬ﺍﻟﻐﺎﻣﺪﻱ‪ ،‬ﺻﺎﱀ ﺑﻦ ﻋﻠﻲ )‪١٤١٤‬ﻫـ(‪ .‬ﺩﺭﺍﺳﺔ ﻟﺒﻌﺾ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴـﺔ‬
‫ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‪) ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ‬
‫ﺍﻹﻣﺎﻡ ﳏﻤﺪ ﺑﻦ ﺳﻌﻮﺩ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ ‪.‬‬
‫‪ .٥٢‬ﻏﺮﺍﺏ‪ ،‬ﻛﺎﻣﻞ ﺍﻟﺴﻴﺪ )‪١٩٨٧‬ﻡ(‪ .‬ﳏﺪﺩﺍﺕ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﺤﺮﻙ ﺍﳌﻬﲏ‪ ،‬ﻣﺪﺧﻞ ﺍﻷﳕـﺎﻁ‬
‫ﺍﻟﻔﻜﺮﻳﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﳎﻠﺔ ﻣﻌﻬﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،٥٦‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﻣﻌﻬﺪ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻌﺎﻣﺔ ‪.‬‬
‫‪ .٥٣‬ﺍﻟﻔﻀﻞ‪ ،‬ﻣﺆﻳﺪ ﻋﺒﺪ ﺍﳊﺴﲔ )‪٢٠٠٤‬ﻡ(‪ .‬ﻧﻈﺮﻳﺎﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻋﻤـﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪:،‬ﺩﺍﺭ‬
‫ﺍﳌﻨﺎﻫﺞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ ‪.‬‬
‫‪ .٥٤‬ﻟﻄﻔﻲ‪ ،‬ﻃﻠﻌﺖ ﺇﺑﺮﺍﻫﻴﻢ )‪١٩٩٣‬ﻡ (‪ .‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺍﺧﺘﻴـﺎﺭ ﻧـﻮﻉ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﳌﻬﻨﺔ‪ ،‬ﳎﻠﺔ ﺣﻮﻟﻴﺎﺕ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ‪ ،‬ﺟﺎﻣﻌـﺔ ﻋـﲔ ﴰـﺲ‪ ،‬ﺍﻟﻌـﺪﺩ ‪ ) ٢٠‬ﺹ‬
‫‪_٦٨‬ﺹ‪.(١٢٥‬‬
‫‪ .٥٥‬ﻣﺒﺎﺭﻙ‪ ،‬ﺧﻀﺮ ﺫﻳﺐ )‪٢٠٠٢‬ﻡ(‪ .‬ﺃﺛﺮ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﱯ ﰲ ﺍﻹﺭﺷﺎﺩ ﻭﺍﻟﺘﻮﺟﻴﻪ ﺍﳉﻤﻌﻲ ﺍﳌﻬﲏ‬
‫ﻋﻠﻰ ﺍﻟﻨﻀﺞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻬﲏ ﻟﺪﻯ ﻃﻠﺒﺔ ﺍﻟﺼﻒ ﺍﻟﻌﺎﺷﺮ ﰲ ﻣﺪﺍﺭﺱ ﻣﺪﻳﺮﻳﺔ ﺍﳋﻠﻴﻞ‪،‬‬
‫)ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﻓﻠﺴﻄﲔ‪ :‬ﺟﺎﻣﻌﺔ ﺍﻟﻘﺪﺱ ‪.‬‬
‫‪ .٥٦‬ﺍﶈﺒﻮﺏ‪ ،‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺑﺮﺍﻫﻴﻢ )‪١٩٩٧‬ﻡ(‪ .‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻗﺮﺍﺭ ﺍﻟﻄﻼﺏ ﺍﻻﻟﺘﺤﺎﻕ‬
‫ﺑﺎﳉﺎﻣﻌﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻴﻨﺔ ﻣﻦ ﻃﻼﺏ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ ﰲ ﻛﻠﻴﺎﺕ ﺟﺎﻣﻌﺔ ﻓﻴﺼﻞ‪) ،‬ﺭﺳـﺎﻟﺔ‬
‫ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﻓﻴﺼﻞ‪ ،‬ﺍﻹﺣﺴﺎﺀ ‪.‬‬
‫‪ .٥٧‬ﳏﻤﻮﺩ‪ ،‬ﻣﻴﺴﺮ ﻳﺎﺳﲔ )‪١٩٩٩‬ﻡ(‪ .‬ﺍﳌﻴﻮﻝ ﺍﳌﻬﻨﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﳉﻨﺲ ﻭﺍﻟﺘﺨﺼﺺ ﻭﺍﻟﻨﻀﺞ‬
‫ﺍﳌﻬﲏ ﻟﺪﻯ ﻃﻠﺒﺔ ﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ ﺍﻟﺜﺎﻧﻮﻱ ﺍﻷﻛﺎﺩﳝﻲ‪) ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﻋﻤـﺎﻥ‪،‬‬
‫ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ ‪.‬‬
‫‪ .٥٨‬ﻣﺮﺳﻲ‪ ،‬ﺳﻴﺪ ﻋﺒﺪ ﺍﳊﻤﻴﺪ )‪١٩٨٥‬ﻡ(‪ .‬ﺍﻹﺭﺷﺎﺩ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺘﺮﺑﻮﻱ ﺍﳌﻬﲏ‪ ،‬ﻣﻜﺘﺒﺔ‬
‫ﺍﳋﺎﳒﻲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪.‬‬
‫‪ .٥٩‬ﺍﳌﺸﻌﺎﻥ‪ ،‬ﻋﻮﻳﺪ ﺳﻠﻄﺎﻥ )‪١٩٩٣‬ﻡ(‪ .‬ﺍﻟﺘﻮﺟﻴﻪ ﺍﳌﻬﲏ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪ :‬ﻣﻜﺘﺒﺔ ﺍﻟﻔﻼﺡ ‪.‬‬
‫‪ .٦٠‬ﺍﳌﺸﻌﺎﻥ‪ ،‬ﻋﻮﻳﺪ ﺳﻠﻄﺎﻥ )‪٢٠٠٨‬ﻡ(‪ .‬ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺼﻨﺎﻋﻲ ﻭﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪ :‬ﻣﻜﺘﺒﺔ‬
‫ﺍﻟﻔﻼﺡ‪.‬‬
‫‪ .٦١‬ﺍﳌﻌﺸﲏ‪ ،‬ﺃﲪﺪ ﻋﻠﻲ )‪٢٠٠١‬ﻡ(‪ .‬ﺧﺪﻣﺎﺕ ﺍﻹﺭﺷﺎﺩ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﳌﻬـﲏ‬
‫ﰲ ﺍﳌﺮﺣﻠﺘﲔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻭﺍﳉﺎﻣﻌﻴﺔ ﰲ ﳏﺎﻓﻈﺔ ﻇﻔﺎﺭ‪) ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﺑـﲑﻭﺕ‪،‬‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻘﺪﻳﺲ ﻳﻮﺳﻒ‪.‬‬
‫‪ .٦٢‬ﺍﳌﻠﺤﻢ‪ ،‬ﺻﺎﱀ ﻋﺒﺪ ﺍﷲ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ)‪١٤١٩‬ﻫـ(‪ .‬ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻄﻼﺏ ﺍﻟﺼـﻒ‬
‫ﺍﻟﺜﺎﻟﺚ ﺍﻟﺜﺎﻧﻮﻱ ﺍﻟﻌﺎﻡ ﰲ ﺿﻮﺀ ﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﳌﺴﺘﻮﻯ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ /‬ﺍﻟﺜﻘﺎﰲ‪)،‬ﺭﺳـﺎﻟﺔ‬
‫ﻣﺎﺟﺴﺘﲑ ﻣﻨﺸﻮﺭﺓ( ﺍﻹﺣﺴﺎﺀ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﻓﻴﺼﻞ‪ ،‬ﻣﺮﻛﺰ ﺍﻟﺘﺮﲨﺔ ﻭﺍﻟﺘﺄﻟﻴﻒ ﻭﺍﻟﻨﺸﺮ‪.‬‬
‫‪ .٦٣‬ﻣﻠﹰﺔ‪ ،‬ﺳﻌﻴﺪ ﺑﻦ ﺗﺮﻛﻲ )‪١٤١٥‬ﻫـ(‪ .‬ﺗﺴﺮﺏ ﺍﻟﻄﻼﺏ ﻣﻦ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﺍﳌﺘﻮﺳـﻄﺔ‬
‫ﺑﺎﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،‬ﳎﻠﺔ ﺭﺳﺎﻟﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ‪ ،‬ﺍﳉﻤﻌﻴﺔ ﺍﻟﺴـﻌﻮﺩﻳﺔ‬
‫ﻟﻠﻌﻠﻮﻡ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻉ ‪) ٤‬ﺹ ‪ _٧٥‬ﺹ‪. ( ١١٥‬‬
‫‪ .٦٤‬ﺍﳌﻨﻴﻒ‪ ،‬ﺇﺑﺮﺍﻫﻴﻢ ﻋﺒﺪ ﺍﷲ )‪١٩٧٧‬ﻡ(‪ .‬ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻷﺳﻠﻮﺏ ﺍﳌﻨـﻬﺠﻲ ﰲ ﺍﲣـﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﳎﻠﺔ ﺍﻷﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺍﻟﻌﺪﺩ ﺍﻟﻌﺸﺮﻭﻥ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﻣﻌﻬﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ‪.‬‬
‫‪ .٦٥‬ﺁﻝ ﻧﺎﺟﻲ‪ ،‬ﺯﺭﺍﺏ ﻋﺒﺪ ﺍﷲ )‪١٩٩٥‬ﻡ(‪ .‬ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﺼﻔﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻄﻼﺏ‬
‫ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﻓﻴﺼﻞ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﺘﺤﺼﻴﻞ ﺍﻷﻛﺎﺩﳝﻲ‪) ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﻛﻠﻴـﺔ‬
‫ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﻓﻴﺼﻞ‪ ،‬ﺍﻹﺣﺴﺎﺀ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ ‪.‬‬
‫‪ .٦٦‬ﺍﻟﻨﺠﺎﺭ‪ ،‬ﳛﲕ ﳏﻤﻮﺩ ﺣﻮﻳﻄﻲ )‪٢٠٠٤‬ﻡ(‪ .‬ﻓﻌﺎﻟﻴﺔ ﺑﺮﻧﺎﻣﺞ ﻣﻘﺘﺮﺡ ﰲ ﺍﻟﺘﻮﺟﻴـﻪ ﺍﳌﻬـﲏ‬
‫ﻟﺘﺨﻔﻴﻒ ﻣﺴﺘﻮﻯ ﻣﺸﻜﻼﺕ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳌﻬﲏ ﻟﻄﻼﺏ ﺍﻟﺼﻒ ﺍﻟﻌﺎﺷﺮ ﺍﻷﺳﺎﺳـﻲ‪) ،‬ﺭﺳـﺎﻟﺔ‬
‫ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﺑﲔ ﺟﺎﻣﻌﱵ ﻋﲔ ﴰﺲ ﺑﺎﻟﻘﺎﻫﺮﺓ ﻭﺟﺎﻣﻌﺔ ﺍﻷﻗﺼﻰ ﺑﻐﺰﺓ ‪.‬‬
‫‪ .٦٧‬ﺍﻟﻨﻤﺮ‪ ،‬ﺳﻌﻮﺩ ﺑﻦ ﳏﻤﺪ ﻭ ﺧﺎﺷﻘﺠﻲ‪ ،‬ﻫﺎﱐ ﻭﳏﻤﻮﺩ‪ ،‬ﳏﻤﺪ ﻭ ﲪﺰﺍﻭﻱ‪ ،‬ﳏﻤﺪ )‪١٩٩١‬ﻡ(‪.‬‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺍﻷﺳﺲ ﻭﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ ،‬ﻗﺴﻢ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣـﺔ‪،‬‬
‫ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ‪.‬‬
‫‪ .٦٨‬ﺍﻟﻨﻮﺑﺎﱐ‪ ،‬ﻣﺼﻄﻔﻰ ﻃﻪ ﻣﺼﻄﻔﻰ )‪ .(١٩٩٥‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺘﺨﺼﺺ ﻟـﺪﻯ‬
‫ﻃﻠﺒﺔ ﺍﻟﺒﻜﺎﻟﻮﺭﻳﻮﺱ ﰲ ﺟﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪) ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ( ﻋﻤـﺎﻥ‪ :‬ﺍﳉﺎﻣﻌـﺔ‬
‫ﺍﻷﺭﺩﻧﻴﺔ ‪.‬‬
‫‪ .٦٩‬ﺍﳍﻮﺍﺭﻱ‪ ،‬ﺳﻴﺪ )‪١٩٩٧‬ﻡ(‪ .‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪.‬‬
‫‪ .٧٠‬ﻳﺎﺳﲔ‪ ،‬ﲪﺪﻱ ﻭ ﻋﺴﻜﺮ‪ ،‬ﻋﻠﻰ ﻭﺍﳌﻮﺳﻮﻱ‪ ،‬ﺣﺴﻦ )‪١٩٩٩‬ﻡ(‪ .‬ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺼـﻨﺎﻋﻲ‬
‫ﻭﺍﻟﺘﻨﻈﻴﻤﻲ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ‪ ،‬ﺍﻟﻜﻮﻳﺖ ‪:‬ﺩﺍﺭ ﺍﻟﻜﺘﺎﺏ ﺍﳊﺪﻳﺚ ‪.‬‬
‫ﺛﺎﻧﻴﺎﹰ‪:‬ﺍﳌﺮﺍﺟﻊ ﺍﻷﺟﻨﺒﻴﺔ‬
‫)‪71. Connor , Helen . Dewson , Sara . Aston , Jan . (2001‬‬
‫‪Social Class and Higher Education :Issues affecting‬‬
‫‪Decisions on Partiaipaion by Lower Social Class Gr0ups .‬‬
‫‪72. Luzo , D. Hitchungs , W , Retish , P & Shoemaker , A‬‬
‫‪(1999):Evaluation Differences In College Students Career‬‬
‫‪Decision – amking On the Base of the Disability Status .‬‬
 Career Development Quarterly. VOL. 48 No. (2) . Pp 142-
165.
73. Mcclure ,Charles (1980) Information For Academic
Library Decision Making , Aldwychpress , London .
74. Murray ,Michael (1986) Decisions a comparative
critique, Pitman Publishing INC.
75. Nadya , F & Sarah , S . (1996) Translation And Use of
Career Decision – making Self – Efficacy As sessment for
Hispanic Middle School Student . Journal Of Vocational
Educational Research . Vol 21 v NO . (4). Pp 67 – 85 .
76. WATERS,L.& MOORE,K.(2002). Reducing latent
deprivation during unemployment :The role of meaningful
leisure activity . Journal of Occupational and
Organizational Psychology, 75 (1), 15 -32.
77. Whiston , S (1996) : The Relationship Among Family
Interaction Patterns And Career In Decision And Career
Decision making Self – Efficacy . Journal Of Career
Development . Vol 23 . No (2) Pp 137 – 149.
‫اﻟﻤﻼﺣــــــــــــــــﻖ‬
‫ﻣﻠﺤﻖ ﺭﻗﻢ ] ‪[ ١‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ‬
 ‫ﺒﺴﻡ ﺍﷲ ﺍﻟﺭﺤﻤﻥ ﺍﻟﺭﺤﻴﻡ‬
‫ﺃﺨﻲ ﺍﻟﻁﺎﻟﺏ ‪....‬‬
‫ﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻡ ﻭﺭﺤﻤﺔ ﺍﷲ ﻭﺒﺭﻜﺎﺘﻪ ‪....‬‬
‫ﺒﻴﻥ ﻴﺩﻴﻙ ﻗﺎﺌﻤﺔ ﻓﻴﻬﺎ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺘﻌﺒﺭ ﻋﻥ ﺸﻌﻭﺭﻙ ﻭﺍﺘﺠﺎﻫﺎﺘﻙ ﻨﺤﻭ ﺃﻨﻭﺍﻉ ﻜﺜﻴﺭﺓ‬
‫ﻤﻥ ﺍﻟﻤﻬﻥ‪.‬‬
‫ﺒﺭﻓﻕ ﻫﺫﻩ ﺍﻟﻘﺎﺌﻤﺔ ﻭﺭﻗﺔ ﺇﺠﺎﺒﺔ ﺒﻬﺎ ﺃﺭﻗﺎﻡ ﻤﻥ )‪ (١‬ﺇﻟﻰ )‪ (٤٤‬ﻭﻫﻲ ﺃﺭﻗﺎﻡ ﺍﻟﻤﻬﻥ ﺍﻟﻭﺍﺭﺩﺓ ﺒﺎﻟﻘﺎﺌﻤـﺔ‪،‬‬
‫ﻜﻤﺎ ﻴﻭﺠﺩ ﺒﺠﻭﺍﺭ ﻜل ﺭﻗﻡ ﻤﺭﺒﻌﺎﻥ ﺼﻐﻴﺭﺍﻥ ﺍﺤﺩﻫﻤﺎ ﻋﻠﻭﻱ ﻭﺍﻵﺨﺭ ﺴﻔﻠﻲ‪.‬‬
‫ﺇﺫﺍ ﻜﻨﺕ ﺘﻤﻴل ﺇﻟﻰ ﺍﻟﻤﻬﻨﺔ ﻀﻊ ﺇﺸﺎﺭﺓ )×( ﻓﻲ ﺍﻟﻤﺭﺒﻊ ﺍﻟﻌﻠﻭﻱ‪ ،‬ﻭﺇﺫﺍ ﻜﺎﻨﺕ ﻻ ﺘﻤﻴل ﺇﻟﻴﻬـﺎ ﻀـﻊ‬
‫ﺇﺸﺎﺭﺓ )×( ﻓﻲ ﺍﻟﻤﺭﺒﻊ ﺍﻟﺴﻔﻠﻲ‪ ،‬ﻭﺇﺫﺍ ﻜﻨﺕ ﻟﻡ ﺘﺴﺘﻁﻊ ﺃﻥ ﺘﻘﺭﺭ ﻤﺎ ﺇﺫﺍ ﻜﻨﺕ ﺘﻤﻴل ﺃﻭ ﻻ ﺘﻤﻴل ﺇﻟـﻰ‬
‫ﺇﺤﺩﻯ ﻫﺫﻩ ﺍﻟﻤﻬﻥ ﻻ ﺘﻀﻊ ﺇﺸﺎﺭﺍﺕ ﻓﻲ ﺍﻟﻤﺭﺒﻌﺎﺕ ﺍﻟﺘﻲ ﺘﻭﺠﺩ ﺃﻤﺎﻡ ﻫﺫﻩ ﺍﻟﻤﻬﻥ‪.‬‬
‫ﺭﺠﺎﺀ‪ ‬ﻻ ﺘﺘﺭﻙ ﻤﻬﻥ ﻜﺜﻴﺭﺓ ﺒﺩﻭﻥ ﻭﻀﻊ ﺍﻹﺸﺎﺭﺍﺕ‪.‬‬
‫ﻻ ﺘﻀﻊ ﺃﻱ ﺇﺸﺎﺭﺍﺕ ﻓﻲ ﻫﺫﻩ ﺍﻟﻘﺎﺌﻤﺔ‪ .‬ﻀﻊ ﺍﻹﺸﺎﺭﺍﺕ ﻓﻲ ﻭﺭﻗﺔ ﺍﻹﺠﺎﺒﺔ ﻓﻘﻁ‬

‫اﻟﺒﯿﺎﻧﺎت اﻷوﻟﯿﺔ‬
‫ﺍﻻﺴﻡ )ﺍﺨﺘﻴﺎﺭﻱ(‪.................. :‬‬
‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ‪:‬‬ ‫ﺍﻟﺴﻥ‪:‬‬
‫ﺃﻋﺯﺏ‬ ‫ﺍﻟﺤﺎﻟﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ :‬ﻤﺘﺯﻭﺝ‬ ‫ﺍﻟﺘﺨﺼﺼﻲ ﺍﻟﺩﺭﺍﺴﻲ‪:‬‬
‫‪ - ٣١‬ﻤﻴﻜﺎﻨﻴﻜﻲ ﻁﺎﺌﺭﺍﺕ‬ ‫‪ - ١٦‬ﻤﻤﺜل ﻜﻭﻤﻴﺩﻱ‬ ‫‪ - ١‬ﻋﺎﻤل ﻓﻲ ﻤﻁﻌﻡ‬
‫‪ - ٣٢‬ﻏﻭﺍﺹ‬ ‫‪ - ١٧‬ﺸﺎﻋﺭ‬ ‫‪ - ٢‬ﺃﺨﺼﺎﺌﻲ ﺍﺠﺘﻤﺎﻋﻲ‬
‫‪ - ٣٣‬ﻁﺒﻴﺏ ﺒﻴﻁﺭﻱ‬ ‫‪ - ١٨‬ﻤﺤﺎﻤﻲ‬ ‫‪ - ٣‬ﻤﺨﺭﺝ ﻤﺴﺭﺤﻲ‬
‫‪- ٣٤‬ﺃﺨﺼﺎﺌﻲ ﻋﻠﻡ ﺍﻟﻔﻠﻙ‬ ‫‪ - ١٩‬ﻤﻴﻜﺎﻨﻴﻜﻲ ﺴﻴﺎﺭﺍﺕ‬ ‫‪- ٤‬ﻁﺒﻴﺏ ﺒﺸﺭﻱ‬
‫‪ - ٣٥‬ﻓﻨﻲ ﻤﻌﻤل ﻁﺒﻲ‬ ‫‪ - ٢٠‬ﻨﺠﺎﺭ‬ ‫‪ - ٥‬ﻤﺩﻴﺭ ﺇﻋﻼﻨﺎﺕ‬
‫‪ - ٣٦‬ﺃﺩﻴﺏ‬ ‫‪ - ٢١‬ﻤﺤﺎﺴﺏ ﻗﺎﻨﻭﻨﻲ‬ ‫‪ - ٦‬ﻤﻌﺎﻟﺞ ﺼﻌﻭﺒﺎﺕ ﺍﻟﻨﻁﻕ‬
‫‪ - ٣٧‬ﺃﺨﺼﺎﺌﻲ ﻋﻼﺝ ﻁﺒﻴﻌﻲ‬ ‫‪ - ٢٢‬ﻤﻤﺭﺽ‬ ‫‪ - ٧‬ﺭﺠل ﻤﻁﺎﻓﺊ‬
‫‪ - ٣٨‬ﻤﻭﻅﻑ ﺒﻨﻙ‬ ‫‪ - ٢٣‬ﻤﻀﻴﻑ ﺠﻭﻱ‬ ‫‪ - ٨‬ﻤﺩﻴﺭ ﻓﻨﺩﻕ‬
‫‪ - ٣٩‬ﻁﻴﺎﺭ‬ ‫‪ - ٢٤‬ﻤﻬﻨﺩﺱ ﺩﻴﻜﻭﺭ‬ ‫‪ - ٩‬ﻤﺩﻴﺭ ﺃﻋﻤﺎل‬
‫‪ - ٤٠‬ﻓﻨﺎﻥ ﺘﺸﻜﻴﻠﻲ‬ ‫‪ - ٢٥‬ﻤﺼﻤﻡ ﻤﻭﺍﻗﻊ ﺇﻟﻜﺘﺭﻭﻨﻴﺔ‬ ‫‪ - ١٠‬ﻤﻌﺎﻟﺞ ﻨﻔﺴﻲ‬
‫‪ - ٤١‬ﺃﺴﺘﺎﺫ ﺠﺎﻤﻌﺔ‬ ‫‪ - ٢٦‬ﻓﻨﻲ ﻟﺤﺎﻡ‬ ‫‪ - ١١‬ﻀﺎﺒﻁ ﺸﺭﻁﺔ‬
‫‪ - ٤٢‬ﻗﺎﻀﻲ )ﻤﺤﻜﻤﺔ(‬ ‫‪ - ٢٧‬ﻤﻬﻨﺩﺱ ﺒﺘﺭﻭل‬ ‫‪ - ١٢‬ﻓﻨﻲ ﺃﺸﻌﺔ‬
‫‪ - ٤٣‬ﻜﺎﺘﺏ ﻤﺴﺭﺤﻲ‬ ‫‪ - ٢٨‬ﻤﺩﺭﺏ ﺭﻴﺎﻀﻲ‬ ‫‪ - ١٣‬ﻤﻴﻜﺎﻨﻴﻜﻲ‬
‫‪ - ٤٤‬ﻤﻬﻨﺩﺱ ﻤﻌﻤﺎﺭﻱ‬ ‫‪ - ٢٩‬ﺭﺴﺎﻡ ﻜﺎﺭﻴﻜﺎﺘﻴﺭ‬ ‫‪ - ١٤‬ﻜﻬﺭﺒﺎﺌﻲ‬
‫‪ - ٣٠‬ﺼﺤﻔﻲ ﻤﺘﺠﻭل‬ ‫‪ - ١٥‬ﻤﻭﻅﻑ ﺇﺴﺘﻘﺒﺎل‬

‫اﻟﺒﺎﺣﺚ‬
‫ﺳــﻠﻄﺎن ﻋﺎﺷﻮر اﻟﺰھﺮاﻧـــﻲ‬
 ‫ورﻗﺔ إﺟﺎﺑﺔ اﻟﺘﻔﻀﯿﻞ اﻟﻤﮭﻨﻲ‬

‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ‪:‬‬ ‫ﺍﻻﺴﻡ )ﺍﺨﺘﻴﺎﺭﻱ(‪:‬‬

‫ﺃﻋﺯﺏ‬ ‫ﻤﺘﺯﻭﺝ‬ ‫ﺍﻟﺤﺎﻟﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪:‬‬ ‫ﺍﻟﺴﻥ‪:‬‬
‫ﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ‪:‬‬

‫‪٤١‬‬ ‫‪٣١‬‬ ‫‪٢١‬‬ ‫‪١١‬‬ ‫‪١‬‬

‫‪٤٢‬‬ ‫‪٣٢‬‬ ‫‪٢٢‬‬ ‫‪١٢‬‬ ‫‪٢‬‬

‫‪٤٣‬‬ ‫‪٣٣‬‬ ‫‪٢٣‬‬ ‫‪١٣‬‬ ‫‪٣‬‬

‫‪٤٤‬‬ ‫‪٣٤‬‬ ‫‪٢٤‬‬ ‫‪١٤‬‬ ‫‪٤‬‬

‫‪٣٥‬‬ ‫‪٢٥‬‬ ‫‪١٥‬‬ ‫‪٥‬‬

‫‪٣٦‬‬ ‫‪٢٦‬‬ ‫‪١٦‬‬ ‫‪٦‬‬

‫‪٣٧‬‬ ‫‪٢٧‬‬ ‫‪١٧‬‬ ‫‪٧‬‬

‫‪٣٨‬‬ ‫‪٢٨‬‬ ‫‪١٨‬‬ ‫‪٨‬‬

‫‪٣٩‬‬ ‫‪٢٩‬‬ ‫‪١٩‬‬ ‫‪٩‬‬

‫‪٤٠‬‬ ‫‪٣٠‬‬ ‫‪٢٠‬‬ ‫‪١٠‬‬

‫ﻣﻠﺤﻖ ﺭﻗﻢ ] ‪[ ٢‬‬
‫ﻣﻘﻴﺎﺱ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
 ‫ﻣﻘﯿﺎس اﺗﺨﺎذ اﻟﻘﺮار‬
‫اﻟﺼﻮرة ) أ (‬

‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ‪:‬‬ ‫ﺍﻻﺴﻡ )ﺍﺨﺘﻴﺎﺭﻱ(‪:‬‬

‫ﺃﻋﺯﺏ‬ ‫ﻤﺘﺯﻭﺝ‬ ‫ﺍﻟﺤﺎﻟﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪:‬‬ ‫ﺍﻟﺴﻥ‪:‬‬
‫ﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ‪:‬‬

‫ﺗﻌﻠﯿﻤﺎت اﻹﺟﺎﺑﺔ ﻋﻠﻰ اﻟﻤﻘﯿﺎس‪:‬‬

‫‪١‬ـ ﻴﺤﺘﻭﻱ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﻭﺍﻗﻑ ﻋﻠﻰ ﻫﻴﺌﺔ ﻤﺸـﻜﻼﺕ ﻗـﺩ‬
‫ﻭﺍﺠﻬﻬﺎ ﻭﺃﺴﺌﻠﺔ ﻗﺩ ﺴﺄﻟﻬﺎ ﻤﺘﺨﺫ ﺍﻟﻘﺭﺍﺭ ﻟﻨﻔﺴﻪ‪ ،‬ﻭﺃﻋﻁﻰ ﻟﻜل ﻤﻭﻗـﻑ‬
‫ﺜﻼﺜﺔ ﺍﺨﺘﻴﺎﺭﺍﺕ )ﺃ(‪) ،‬ﺏ(‪) ،‬ﺝ(‪.‬‬
‫‪٢‬ـ ﺍﻟﻤﻁﻠﻭﺏ ﻤﻨﻙ ﻭﻀﻊ ﻋﻼﻤﺔ )‪ (‬ﺃﻤﺎﻡ ﺍﻻﺨﺘﻴﺎﺭ ﺍﻟﺫﻱ ﺘﺭﺍﻩ ﺃﻜﺜﺭ‬
‫ﺃﻫﻤﻴﺔ ﻭﺘﺄﺜﻴﺭﺍﹰ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ‪.‬‬
 ‫ﻣﻘﯿﺎس اﺗﺨﺎذ اﻟﻘﺮار اﻟﺼﻮرة ) أ (‬

‫‪ -١‬ﻴﺒﻨﻲ ﺍﻟﻘﺭﺍﺭ ﻋﻠﻰ‪:‬‬

‫(‬ ‫)‬ ‫)ﺃ( ﺍﻟﻌﺭﻑ ﻭﺍﻟﺘﻘﺎﻟﻴﺩ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﺍﻷﻫﺩﺍﻑ‬
‫(‬ ‫)‬ ‫)ﺝ( ﺍﻟﻤﻭﻗﻑ‬
‫‪ -٢‬ﺍﻟﺴﺒﺏ ﺍﻟﺤﻘﻴﻘﻲ ﻭﺭﺍﺀ ﺍﺘﺨﺎﺫ ﻗﺭﺍﺭ ﻨﺎﺠﺢ ﻫﻭ‪:‬‬
‫(‬ ‫)‬ ‫)ﺃ( ﺍﻟﺨﺒﺭﺓ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﺍﻟﺸﻬﺎﺩﺍﺕ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﻤﺸﺎﺭﻜﺔ ﺍﻵﺨﺭﻴﻥ‪.‬‬
‫‪ -٣‬ﻋﻨﺩ ﻤﻭﺍﺠﻬﺔ ﺍﻟﻔﺭﺩ ﻟﻤﺸﻜﻠﺔ ﻴﻘﻭﻡ‪:‬‬
‫(‬ ‫)‬ ‫)ﺃ( ﺒﺘﺤﺩﻴﺩ ﻅﻭﺍﻫﺭﻫﺎ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﺒﺘﺤﺩﻴﺩ ﻤﻭﻗﻔﻪ ﻤﻥ ﺍﻟﻤﺸﻜﻠﺔ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﺒﺘﺤﺩﻴﺩ ﺃﺴﺒﺎﺒﻬﺎ‪.‬‬
‫‪ -٤‬ﻤﺎ ﺍﻟﺼﻌﻭﺒﺔ ﺍﻟﺘﻲ ﻴﻭﺍﺠﻬﻬﺎ ﺍﻟﻔﺭﺩ ﻋﻨﺩ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ؟‬
‫(‬ ‫)‬ ‫)ﺃ( ﻗﻠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﺍﻟﻅﺭﻭﻑ ﺍﻟﺒﻴﺌﻴﺔ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﺘﻌﺩﺩ ﺠﻭﺍﻨﺏ ﺍﻟﻤﺸﻜﻠﺔ‪.‬‬
‫‪٥‬ـ ﻋﻨﺩﻤﺎ ﻴﻭﺍﺠﻪ ﺍﻟﻔﺭﺩ ﻤﺸﻜﻠﺔ ﻴﻌﻤل ﺃﻭﻻ ﻋﻠﻲ ‪:‬‬
‫(‬ ‫)‬ ‫)ﺃ( ﺍﻟﺒﺤﺙ ﻋﻥ ﺃﺴﺒﺎﺒﻬﺎ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﺍﻟﺒﺤﺙ ﻋﻥ ﻁﺭﻴﻘﺔ ﻟﺤﻠﻬﺎ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﺍﻟﺘﻔﻜﻴﺭ ﻓﻲ ﻅﻭﺍﻫﺭﻫﺎ‪.‬‬
‫‪٦‬ـ ﺃﻱ ﺍﻟﻘﺩﺭﺍﺕ ﺘﺭﺍﻫﺎ ﺫﺍﺕ ﺃﻫﻤﻴﺔ ﻟﻤﺘﺨﺫ ﺍﻟﻘﺭﺍﺭ‪:‬‬
‫(‬ ‫)‬ ‫)ﺃ( ﺘﻭﻓﺭ ﺍﻟﺼﻔﺎﺕ ﺍﻟﻘﻴﺎﺩﻴﺔ ﻓﻴﻪ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﻤﻌﺭﻓﺔ ﺍﻟﺒﺸﺭ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﺍﻟﻘﺩﺭﺓ ﻋل ﺘﺤﻠﻴل ﺍﻟﻤﺸﻜﻠﺔ‪.‬‬
‫‪ -٧‬ﺃﻫﻡ ﻤﺭﺍﺤل ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ‪:‬‬
‫(‬ ‫)‬ ‫)ﺃ( ﻤﺭﺤﻠﺔ ﺇﺩﺭﺍﻙ ﺍﻟﻤﺸﻜﻠﺔ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﻤﺭﺤﻠﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻟﺤل‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﻤﺭﺤﻠﺔ ﺇﺼﺩﺍﺭ ﺍﻟﻘﺭﺍﺭ‪.‬‬
 ‫‪ -٨‬ﻴﺠﺏ ﺃﻥ ﻴﻬﺘﻡ ﺍﻟﻔﺭﺩ ﻋﻨﺩ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ‪:‬‬
‫(‬ ‫)‬ ‫)ﺃ( ﺒﻤﻘﺎﺭﻨﺔ ﺍﻟﻨﺘﺎﺌﺞ ﺒﺎﻟﺠﻬﺩ ﺍﻟﻤﺒﺫﻭل‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﺒﺎﻟﻤﻭﺍﺭﺩ ﺍﻹﻨﺴﺎﻨﻴﺔ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﺒﻌﻨﺼﺭ ﺍﻟﻤﺨﺎﻁﺭﺓ‪.‬‬
‫‪ -٩‬ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻤﺘﺨﺫ ﺍﻟﻘﺭﺍﺭ ﻫﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ‪:‬‬
‫(‬ ‫)‬ ‫)ﺃ( ﺘﺤﺩﻴﺩ ﺍﻟﻤﺸﻜﻠﺔ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﺇﺠﺭﺍﺀ ﺍﻟﺘﺠﺎﺭﺏ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﺘﺤﺩﻴﺩ ﻁﺭﻴﻘﺔ ﺍﻟﺤل‪.‬‬
‫‪ -١٠‬ﺍﻋﺘﻘﺩ ﺃﻥ ﺍﻷﺴﻠﻭﺏ ﺍﻟﻤﻨﺎﺴﺏ ﻻﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ ﻫﻭ‪:‬‬
‫(‬ ‫)‬ ‫)ﺃ( ﺍﻟﺘﺼﻭﻴﺕ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﺍﻹﺠﻤﺎﻉ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﺘﻔﻭﻴﺽ ﺴﻠﻁﺔ ﺃﻋﻠﻰ ﻓﻲ ﺍﺘﺨﺎﺫﻩ‪.‬‬
‫‪ -١١‬ﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺅﺜﺭ ﻋﻠﻰ ﺍﻟﻘﺭﺍﺭﺍﺕ‪:‬‬
‫(‬ ‫)‬ ‫)ﺃ( ﺍﻟﺘﻌﺼﺏ ﻭﺍﻟﺘﺤﻴﺯ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﺍﻵﺭﺍﺀ ﺍﻟﺴﺎﺒﻘﺔ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﺍﻻﻨﻔﻌﺎﻻﺕ ﺍﻟﻨﻔﺴﻴﺔ‪.‬‬
‫‪ -١٢‬ﻴﻨﻔﺫ ﺍﻟﻔﺭﺩ ﻗﺭﺍﺭﺍﺘﻪ ﻋﻥ ﻁﺭﻴﻕ‪:‬‬
‫(‬ ‫)‬ ‫)ﺃ( ﺍﻻﺘﺼﺎل ﺍﻟﺸﺨﺼﻲ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﻭﻀﻊ ﺨﻁﺔ ﺠﺩﻴﺩﺓ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﺨﻁﺔ ﻤﺭﺴﻭﻤﺔ ﻤﺴﺒﻘﺎﹰ‪.‬‬
‫‪ -١٣‬ﺒﻤﺎﺫﺍ ﺘﻭﺍﺠﻪ ﺍﻻﺨﺘﻼﻓﺎﺕ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﺘﺘﺨﺫ ﻤﻌﻬﻡ ﺍﻟﻘﺭﺍﺭ؟‬
‫(‬ ‫)‬ ‫)ﺃ( ﺇﺯﺍﻟﺔ ﺘﻠﻙ ﺍﻟﻔﺭﻭﻕ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﻤﻌﺎﻤﻠﺘﻬﻡ ﺴﻭﺍﺀ ﺒﻘﻴﺎﺱ ﻭﺤﺩ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﻤﻌﺎﻤﻠﺔ ﻜل ﻓﺭﺩ ﺒﻁﺭﻴﻘﺔ ﺘﺨﺘﻠﻑ ﻋﻥ ﺍﻵﺨﺭ‪.‬‬
‫‪ -١٤‬ﻤﺎ ﺃﻫﻡ ﻋﻨﺎﺼﺭ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ؟‬
‫(‬ ‫)‬ ‫)ﺃ( ﻤﺎ ﺴﺒﻕ ﺃﻥ ﺍﻟﺘﺯﻤﺕ ﺒﻪ ﺍﻟﺠﻤﺎﻋﺔ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﺍﻟﻤﻨﺎﻗﺸﺔ ﻭﺍﻟﺤﻭﺍﺭ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﺘﻨﻭﻉ ﺍﻟﻘﻴﻡ ﻭﺍﻟﻤﻌﺘﻘﺩﺍﺕ‪.‬‬
 ‫‪ -١٥‬ﻤﺎﺫﺍ ﻴﻌﻤل ﺍﻟﻔﺭﺩ ﻟﻴﺠﻤﻊ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺍﻟﻤﺸﻜﻠﺔ؟‬
‫(‬ ‫)‬ ‫)ﺃ( ﻴﺒﺤﺙ ﻋﻨﻬﺎ ﺒﻨﻔﺴﻪ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﻴﺨﺼﺹ ﺸﺨﺹ ﻟﺘﺠﻤﻴﻌﻬﺎ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﻴﺠﺩ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻤﺘﺎﺤﺔ ﻟﺩﻴﻪ‪.‬‬
‫‪ -١٦‬ﺘﺘﺄﺜﺭ ﻋﻤﻠﻴﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻟﺤل ﻟﻠﻤﺸﻜﻠﺔ؟‬
‫(‬ ‫)‬ ‫)ﺃ( ﺒﺎﺘﺠﺎﻫﺎﺕ ﺍﻟﺭﺃﻱ ﺍﻟﻌﺎﻡ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﺒﺎﻟﻀﻐﻭﻁ ﺍﻟﺩﺍﺨﻠﻴﺔ ﻭﺍﻟﺨﺎﺭﺠﻴﺔ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫‪ -١٧‬ﻫل ﺍﻟﻤﺭﻜﺯ ﺍﻟﻘﻴﺎﺩﻱ ﻴﺅﺜﺭ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ؟‬
‫(‬ ‫)‬ ‫)ﺃ( ﻗﻠﻴﻼﹰ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﻻ ﻴﺅﺜﺭ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﻜﺜﻴﺭﺍﹰ‪.‬‬
‫‪ -١٨‬ﻤﺎ ﺍﻟﺴﺒﺏ ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﺫﻱ ﻴﻘﺭﺭ ﺍﻟﻔﺭﺩ ﺠﻤﻊ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺃﺠﻠﻪ‪:‬‬
‫(‬ ‫)‬ ‫)ﺃ( ﺍﻟﻤﺨﺎﻁﺭﺓ ﺍﻟﺘﻲ ﻴﺘﻀﻤﻨﻬﺎ ﺍﻟﻘﺭﺍﺭ ﺒﺩﻭﻥ ﻤﻌﺭﻓﺘﻬﺎ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﺃﻫﻤﻴﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻘﺭﺍﺭ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﺘﻜﻠﻔﺔ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪.‬‬
‫‪ -١٩‬ﻫل ﺘﻌﺘﻘﺩ ﺃﻥ ﺃﺴﻠﻭﺏ ﺍﻟﻤﻨﺎﻗﺸﺔ ﻻﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ‪:‬‬
‫(‬ ‫)‬ ‫)ﺃ( ﺃﺴﻠﻭﺏ ﻴﻬﺘﻡ ﺒﺄﻻ ﻴﺴﺊ ﻟﻶﺨﺭﻴﻥ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﺃﺴﻠﻭﺏ ﻴﻬﺘﻡ ﺒﺎﺴﺘﺜﺎﺭﺓ ﺍﻟﻤﺸﺎﻋﺭ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﺃﺴﻠﻭﺏ ﻴﻬﺘﻡ ﺒﺎﻟﻨﺘﻴﺠﺔ‪.‬‬
‫‪ -٢٠‬ﻋﻨﺩﻤﺎ ﻴﻭﺍﺠﻪ ﺍﻟﻔﺭﺩ ﻤﺸﻜﻠﺔ ﻭﻴﻀﻁﺭ ﻻﺘﺨﺎﺫ ﻗﺭﺍﺭ‪:‬‬
‫(‬ ‫)‬ ‫)ﺃ( ﻴﻅﻬﺭ ﺘﺭﺩﺩﻩ ﻓﻴﻪ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﻴﺄﻤل ﻓﻲ ﺃﻥ ﻴﺤﺩﺙ ﺸﻲﺀ ﻴﺭﻴﺤﻪ ﻤﻨﻪ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﻴﺭﺠﻊ ﻓﻴﻪ ﺒﻌﺩ ﺍﺘﺨﺎﺫﻩ‪.‬‬
‫‪ -٢١‬ﺘﺘﺎﺡ ﻟﻲ ﺍﻟﻔﺭﺼﺔ ﻟﻠﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ‪:‬‬
‫(‬ ‫)‬ ‫)ﺃ( ﻜﺜﻴﺭﺍﹰ‪.‬‬
‫(‬ ‫)‬ ‫)ﺏ( ﻗﻠﻴﻼﹰ‪.‬‬
‫(‬ ‫)‬ ‫)ﺝ( ﻻ ﺘﺘﺎﺡ‪.‬‬
 ‫ﻣﻘﯿﺎس اﺗﺨﺎذ اﻟﻘﺮار‬
‫اﻟﺼﻮرة ) ب (‬

‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺩﺭﺍﺴﻲ‪:‬‬ ‫ﺍﻻﺴﻡ )ﺍﺨﺘﻴﺎﺭﻱ(‪:‬‬

‫ﺃﻋﺯﺏ‬ ‫ﻤﺘﺯﻭﺝ‬ ‫ﺍﻟﺤﺎﻟﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪:‬‬ ‫ﺍﻟﺴﻥ‪:‬‬
‫ﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ‪:‬‬

‫ﺗﻌﻠﯿﻤﺎت اﻹﺟﺎﺑﺔ ﻋﻠﻰ اﻟﻤﻘﯿﺎس‪:‬‬

‫‪١‬ـ ﯾﺤﺘ ﻮي اﻟﻤﻘﯿ ﺎس ﻋﻠ ﻲ ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ اﻟﻤﻮاﻗ ﻒ ﻋﻠ ﻰ ھﯿﺌ ﺔ ﻣﺸ ﻜﻼت ﻗ ﺪ‬

‫ﯾﻮاﺟﮭﮭﺎ وأﺳﺌﻠﺔ ﻗ ﺪ ﯾﺴ ﺄﻟﮭﺎ ﻣﺘﺨ ﺬ اﻟﻘ ﺮار ﻋﻨ ﺪ اﺗﺨ ﺎذه ﻟﻘﺮاراﺗ ﮫ‪ ،‬وﻗ ﺪ وﺿ ﻌﺖ‬
‫أﻣﺎم ﻛﻞ ﺳﺆال أوزان ﺧﻤﺴﺔ ﻣﺘﺪرﺟﺔ ﻣﻦ‪:‬‬
‫ﻣﻠﺰﻣﺔ ـ ﺿﺮورﯾﺔ ﺟﺪاً ـ ﻣﻤﻜﻨﮫ ـ ﻏﯿﺮ ﻣﻠﺰﻣﺔ ـ ﻏﯿﺮ ﺿﺮورﯾﺔ إﻃﻼﻗﺎ‪.‬‬

‫‪٢‬ـ اﻟﻤﻄﻠﻮب ھ ﻮ ﻗ ﺮاءة ھ ﺬه اﻷﺳ ﺌﻠﺔ واﺧﺘﯿ ﺎر اﺣ ﺪ اﻷوزان اﻟﺨﻤﺴ ﺔ اﻟﻤﻘﺎﺑﻠ ﺔ‬

‫ﻟﻜﻞ ﺳﺆال ﺑﻮﺿ ﻊ ﻋﻼﻣ ﺔ )√( ﺗﺤ ﺖ اﻟ ﻮزن اﻟ ﺬي ﺗ ﺮاه ﻣﻨﺎﺳ ﺒﺎً ﻟﻌﻤﻠﯿ ﺔ اﺗﺨ ﺎذ‬
‫اﻟﻘﺮار ﺣﯿﺚ ‪:‬‬
‫أن اﻟﻮزن ) ﻣﻠﺰﻣﺔ( ﯾﻌﺘﺒﺮ اﻷﻛﺜﺮ أھﻤﯿ ﺔ‪ ،‬واﻟ ﻮزن )ﻏﯿ ﺮ ﺿ ﺮورﯾﺔ إﻃﻼﻗ ﺎ(‬
‫ﻟﻸﻗﻞ أھﻤﯿﺔ‪.‬‬
 ‫ﻣﻘﯿﺎس اﺗﺨﺎذ اﻟﻘﺮار اﻟﺼﻮرة ) ب (‬
‫ﻏﻴﺭ ﻀﺭﻭﺭﻴﺔ‬ ‫ﻏﻴﺭ ﻤﻠﺯﻤﺔ‬ ‫ﻤﻤﻜﻨﺔ‬ ‫ﻀﺭﻭﺭﻴﺔ ﺠﺩﺍﹰ‬ ‫ﻤﻠﺯﻤﺔ‬ ‫ﺍﻟﻌﺒــــــﺎﺭﺍﺕ‬
‫ﺇﻁﻼﻗﺎ‬

‫‪١‬ـ ﻫل ﺘﻤﻠﻙ ﺍﻟﻘﺩﺭﺓ ﻋﻠـﻰ ﺍﺘﺨـﺎﺫ ﺃﻨﺴـﺏ‬

‫ﺍﻷﻭﻗﺎﺕ ﻻﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ؟‬
‫‪٢‬ـ ﻫل ﺍﻟﺨﺒﺭﺓ ﻭﺩﺭﺠﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺭﺍﺀ ﺍﻟﻘﺭﺍﺭ‬
‫ﺍﻟﻨﺎﺠﺢ؟‬
‫‪٣‬ـ ﻫل ﺘﺅﺴﺱ ﻗﺭﺍﺭﺍﺘـﻙ ﻋﻠـﻰ ﻤﻌﺭﻓـﺔ‬
‫ﺒﺎﻟﺤﻘﺎﺌﻕ؟‬
‫‪٤‬ـ ﻋﻨﺩﻤﺎ ﺘﺘﺨﺫ ﻗﺭﺍﺭﺍ ‪ ،‬ﻫل ﺘﺘﺎﺒﻌﻪ ﺠﻴﺩﺍ ﻓﻲ‬
‫ﺍﻟﺘﻨﻔﻴﺫ؟‬
‫‪٥‬ـ ﻫل ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻤﺸﻜﻠﺔ؟‬
‫‪٦‬ـ ﻫل ﺘﻌﻲ ﺃﻫﻤﻴﺔ ﺍﻟﺘﻭﻗﻴـﺕ ﻓـﻲ ﺍﺘﺨـﺎﺫ‬
‫ﺍﻟﻘﺭﺍﺭ؟‬
‫‪٧‬ـ ﻫل ﺘﺠﻤﻊ ﻜل ﺍﻟﺤﻘﺎﺌﻕ ﺍﻟﺘﻲ ﺘﺤﺘﺎﺝ ﺇﻟﻴﻬﺎ‬
‫ﻗﺒل ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ؟‬
‫‪٨‬ـ ﻫل ﺘﺯﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ ﺍﻟﻘﺭﺍﺭ؟‬
‫‪٩‬ـ ﻫل ﺘﻘﺩﺭ ﻤﺴﺅﻭﻟﻴﺔ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ؟‬
‫‪١٠‬ـ ﻫل ﺃﻨﺕ ﻤﺴﺘﻌﺩ ﻟﺘﺤﻤل ﻤﺴﺅﻭﻟﻴﺔ ﺍﻟﻔﺸل‬
‫ﻓﻲ ﻗﺭﺍﺭ ﺨﺎﻁﺊ؟‬
‫‪١١‬ـ ﻫل ﺘﺭﺠﻊ ﺇﻟـﻰ ﺍﻟﻠـﻭﺍﺌﺢ ﻭﺍﻟﻘـﻭﺍﻨﻴﻥ‬
‫ﻟﺘﺴﺘﺭﺸﺩ ﺒﻬﺎ ﻋﻨﺩﻤﺎ ﺘﺘﺨﺫ ﺍﻟﻘﺭﺍﺭ؟‬
‫‪١٢‬ـ ﻫل ﺘﺤﺩﺩ ﻓﻭﺍﺌﺩ ﻭﻤﻀﺎﺭ ﺍﻟﻘﺭﺍﺭ؟‬
‫‪١٣‬ـ ﻫل ﺘﺘﺎﺒﻊ ﺍﻟﻘﺭﺍﺭ؟‬
‫‪١٤‬ـ ﻫل ﺘﻌﺘﺒﺭ ﻨﻔﺴﻙ ﻤﻤﻥ ﻴﺸﺘﺭﻜﻭﻥ ﻓـﻲ‬
‫ﺍﻟﻤﻨﺎﻗﺸﺎﺕ ﺒﺎﺴﺘﻤﺭﺍﺭ ﻻﺘﺨﺎﺫ ﻗﺭﺍﺭ؟‬
‫ﻏﻴﺭ ﻀﺭﻭﺭﻴﺔ‬ ‫ﻏﻴﺭ ﻤﻠﺯﻤﺔ‬ ‫ﻤﻤﻜﻨﺔ‬ ‫ﻀﺭﻭﺭﻴﺔ ﺠﺩﺍﹰ‬ ‫ﻤﻠﺯﻤﺔ‬ ‫ﺍﻟﻌـــــﺒﺎﺭﺍﺕ‬
‫ﺇﻁﻼﻗﺎ‬

‫‪١٥‬ـ ﻫل ﺘﻘﻴﺱ ﺍﻟﻤﻭﺍﻗﻑ ﻋﻨﺩ ﺍﺘﺨﺎﺫ ﺍﻟﻘـﺭﺍﺭ‬

‫ﻓﻴﻬﺎ ﻋﻠﻰ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺴﺎﺒﻘﺔ؟‬
‫‪١٦‬ـ ﻫل ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﻘﺩﺭ ﻨﺴـﺒﺔ ﺍﻷﻓـﺭﺍﺩ‬
‫ﺍﻟﺫﻴﻥ ﻴﺸﺘﺭﻜﻭﻥ ﻓﻲ ﺍﻟﻤﻨﺎﻗﺸﺎﺕ ﻋﻨـﺩ ﺍﺘﺨـﺎﺫ‬
‫ﺍﻟﻘﺭﺍﺭ؟‬
‫‪١٧‬ـ ﻫل ﺘﺴﺘﺒﻌﺩ ﺍﻟﺤﻠﻭل ﺍﻟﺘـﻲ ﺘﺼـﻁﺩﻡ‬
‫ﺒﺎﻟﻘﻭﺍﻨﻴﻥ ﻭﺍﻟﻠﻭﺍﺌﺢ ﺍﻟﺘﻲ ﻻ ﻴﻤﻜﻥ ﺘﻐﻴﻴﺭﻫﺎ؟‬
‫‪١٩‬ـ ﻫل ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻻﺘﺼﺎل ﺍﻟﺸﺨﺼـﻲ‬
‫ﻋﻨﺩﻤﺎ ﺘﺘﺨﺫ ﺍﻟﻘﺭﺍﺭ؟‬
‫‪٢٠‬ـ ﻫل ﺘﻌﻔﻲ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ‬
‫ﻤﻥ ﻤﺴﺅﻭﻟﻴﺔ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﺭﺘﺒـﺔ ﻋﻠـﻰ ﻫـﺫﺍ‬
‫ﺍﻟﻘﺭﺍﺭ؟‬
‫‪٢١‬ـ ﻫل ﻤﻌﺭﻓـﺔ ﺭﺃﻱ ﺍﻟﺠﻤﺎﻋـﺔ ﻜﺘﺎﺒـﺔ‬
‫ﻴﺴﺘﻐﺭﻕ ﻭﻗﺘﺎ ﻁﻭﻴﻼ؟‬
‫‪٢٢‬ـ ﻫل ﻴﺜﻴﺭ ﻏﻀﺏ ﺍﻷﻋﻀﺎﺀ ﺘﻤﻴﻴﺯ ﺍﻟﻘﺎﺌﺩ‬
‫ﺍﺤﺩ ﺍﻷﻋﻀﺎﺀ ﻋﻠﻨﺎ ﻤﻥ ﺍﺠل ﺍﻗﺘﺭﺍﺤﻪ؟‬
‫‪٢٣‬ـ ﻫل ﺍﻟﺤﺩﻴﺙ ﻋﻠﻰ ﺍﻨﻔﺭﺍﺩ ﻤﻊ ﺍﻵﺨﺭﻴﻥ‬
‫ﺴﺒﻴل ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺭﺃﻴﻪ ﺒﺼـﺭﺍﺤﺔ ﻓـﻲ‬
‫ﻤﺸﻜﻠﺔ؟‬
‫‪٢٤‬ـ ﻫل ﺘﻭﺍﺠﻪ ﺍﻻﺨﺘﻼﻓـﺎﺕ ﻓـﻲ ﻤﻴـﻭل‬
‫ﻭﺍﺘﺠﺎﻫﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺒﻭﻀﻊ ﻤﺒﺎﺩﺉ ﻋﺎﻤﺔ؟‬
‫‪٢٥‬ـ ﻫل ﺃﺴﻠﻭﺏ ﺍﻷﻓـﺭﺍﺩ ﻓـﻲ ﺍﻟﻤﻨﺎﻗﺸـﺔ‬
‫ﺃﺴﻠﻭﺏ ﻫﺎﺩﺉ ﻴﺤﺎﻭل ﺇﻗﻨﺎﻉ ﺍﻵﺨﺭﻴﻥ ﺒﺎﻟﺤﺠﺞ‬
‫ﺍﻟﻌﻘﻠﻴﺔ ﻭ ﺍﻟﻤﻨﻁﻘﻴﺔ؟‬
‫‪٢٦‬ـ ﻫل ﺍﻟﻤﻜﺎﻟﻤﺎﺕ ﺍﻟﺘﻠﻔﻭﻨﻴﺔ ﺘﻜﺸﻑ ﻋـﻥ‬
‫ﻋﻘﺩ ﺍﺠﺘﻤﺎﻉ ﻻﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ؟‬
‫‪٢٧‬ـ ﻫل ﻨﺩﺭﺓ ﺍﻟﻤﻌﻠﻭﻤـﺎﺕ ﺘﺭﺠـﻊ ﺇﻟـﻰ‬
‫ﺼﻌﻭﺒﺔ ﻤﻌﺭﻓﺘﻬﺎ ﺒﺩﻗﺔ ﻭﺴﺭﻋﺔ؟‬
‫‪٢٨‬ـ ﻫل ﺘﻌﺘﺒﺭ ﺘﻨﺎﺯل ﺍﻟﻘﺎﺌﺩ ﻋﻥ ﺍﺤﺩ ﺃﻓﻜﺎﺭﻩ‬
‫ﻭﻗﺒﻭل ﺍﻻﻗﺘﺭﺍﺡ ﺍﻟﻤﻘﺩﻡ ﻤﻥ ﺍﻵﺨﺭﻴﻥ ﻋﻼﻤـﺔ‬
‫ﻀﻌﻑ؟‬

‫‪٢٩‬ـ ﻫل ﺘﻌﻭﺩ ﻟﻘﺭﺍﺭﻙ ﺍﻟﻤﺘﺨﺫ ﻤﺭﺓ ﺜﺎﻨﻴﺔ؟‬

‫‪٣٠‬ـ ﻫل ﻨﺩﺭﺓ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺘﺭﺠﻊ ﺇﻟـﻰ ﺇﻨﻬـﺎ‬
‫ﻤﻜﻠﻔﺔ؟‬
‫‪٣١‬ـ ﻫل ﺘﺅﺨﺭ ﺍﺘﺨﺎﺫﻙ ﻟﻘﺭﺍﺭ ﻷﻨﻙ ﺘﺄﻤل ﻓﻲ‬
‫ﺃﻥ ﻴﺤﺩﺙ ﺸﺊ ﻴﺭﻴﺤﻙ ﻤﻨﻪ؟‬
‫‪٣٢‬ـ ﻫل ﺘﺴﻤﺢ ﻟﻶﺭﺍﺀ ﺍﻟﺴﺎﺒﻘﺔ ﺃﻥ ﺘﺅﺜﺭ ﻋﻠﻰ‬
‫ﻗﺭﺍﺭﻙ؟‬
‫‪٣٣‬ـ ﻫل ﺘﺘﺭﺩﺩ ﻋﻨﺩ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ؟‬
‫‪٣٤‬ـ ﻫل ﻤﻌﻅﻡ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺘﻨﻔﺫ ﺒﻭﺍﺴﻁﺔ ﻓﺭﺩ؟‬
‫‪٣٥‬ـ ﻫل ﺤﺎﻟﺘﻙ ﺍﻟﻨﻔﺴﻴﺔ ﺘـﺅﺜﺭ ﻓـﻲ ﻨﺘﻴﺠـﺔ‬
‫ﻗﺭﺍﺭﻙ؟‬
‫‪٣٦‬ـ ﻫل ﺘﺭﺠﻊ ﻓﻲ ﻗﺭﺍﺭﻙ ﺒﻌﺩ ﺍﺘﺨﺎﺫﻩ؟‬
‫‪٣٧‬ـ ﻋﻨﺩ ﺍﺘﺨﺎﺫﻙ ﻟﻘﺭﺍﺭ ﻫل ﺘﻌﺎﻨﻲ ﻋﻠﻨﺎ ﻤـﻥ‬
‫ﺍﻟﺸﻙ ﻓﻲ ﺨﻁﺄﻩ ﺃﻭ ﺼﻭﺍﺒﻪ؟‬
‫‪٣٨‬ـ ﻫل ﺘﺴﻤﺢ ﻟﻠﺘﻌﺼﺏ ﻭﺍﻟﺘﺤﻴﺯ ﺃﻥ ﻴـﺅﺜﺭ‬
‫ﻓﻲ ﻗﺭﺍﺭﻙ؟‬
‫ﻣﻠﺤﻖ ﺭﻗﻢ ] ‪[ ٣‬‬
 ‫ﻣﻔﺘﺎﺡ ﺍﻟﺘﺼﺤﻴﺢ ﻟﻠﺼﻮﺭﺓ ) ﺃ (‬
‫ﺝ‬ ‫ﺏ‬ ‫ﺃ‬ ‫ﺭﻗﻢ ﺍﳌﻮﻗﻒ‬
‫‪2‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪1‬‬
‫‪2‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪3‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬
‫‪2‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪5‬‬
‫‪3‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪6‬‬
‫‪2‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪7‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪8‬‬
‫‪3‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪9‬‬
‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪10‬‬
‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪11‬‬
‫‪2‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪12‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪13‬‬
‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪14‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪15‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪16‬‬
‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪17‬‬
‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪18‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪19‬‬
‫‪2‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪20‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪21‬‬
 ‫ﻣﻠﺤﻖ ﺭﻗﻢ ) ‪( ٤‬‬
‫ﺃﲰﺎﺀ ﺍﶈﻜﻤﲔ ﻟﻠﻤﻘﻴﺎﺱ‬
 ‫ﺃﲰﺎﺀ ﺍﶈﻜﻤﲔ ﻟﻠﻤﻘﻴﺎﺱ‬

‫ﺍﻟﺮﺗﺒﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﳉــﻬﺔ‬ ‫ﺍﻻﺳﻢ‬ ‫ﺍﻟﺮﻗﻢ‬

‫ﺃﺳﺘﺎﺫ‬ ‫ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ _ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ _ ﻗﺴﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬ ‫ﺃ‪.‬ﺩ‪ .‬ﳏﻤﺪ ﲪﺰﺓ ﺍﻟﺴﻠﻴﻤﺎﱐ‬ ‫‪١‬‬

‫ﺃﺳﺘﺎﺫ‬ ‫ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ _ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ _ ﻗﺴﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬ ‫ﺃ‪.‬ﺩ‪ .‬ﻋﺒﺪ ﺍﳌﻨﺎﻥ ﻣﻼ ﺑﺎﺭ‬ ‫‪٢‬‬

‫ﺃﺳﺘﺎﺫ‬ ‫ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ _ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ _ ﻗﺴﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬ ‫ﺃ‪.‬ﺩ‪ .‬ﺳﻌﻴﺪ ﻋﺒﺪ ﺍﷲ ﺍﻟﺪﺑﻴﺲ‬ ‫‪٣‬‬

‫ﺃﺳﺘﺎﺫ ﻣﺸﺎﺭﻙ‬ ‫ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ _ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ _ ﻗﺴﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬ ‫ﺩ‪ .‬ﻫﺸﺎﻡ ﳏﻤﺪ ﳐﻴﻤﺮ‬ ‫‪٤‬‬