٢٠١٤ ١ ‫ ﻋﺪﺩ‬٨ ‫ﳎﻠﺪ‬ (١٥ -١) ‫ﺻﻔﺤﺔ‬ ‫ ﺟﺎﻣﻌﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬- ‫ﳎﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬

  
  *
 ‫ﻻﺧﺘﺒﺎﺭ‬
‫ﺫﻛﺎﺀ ﺟﻤﻌﻲ ﺣﺴﺐ ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ‬  ‫ﺗﻘﺼﻲ ﺍﻟﺨﺼﺎﺋﺺ‬
‫ﺍﻟﺴﻴﻜﻮﻣﺘﺮﻳﺔ‬ :‫ﺍﻟﻌﻨﻮﺍﻥ‬
  ____________________________________________
٢٠١٢/١٠/٢ :
‫ ﺳﻠﻄﻨﺔ ﻋﻤﺎﻥ‬- ‫ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﻣﺠﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ‬٢٠١٢/٥/٧ 
٢٠١٢/٧/٩ :
:‫ﺍﻟﻤﺼﺪﺭ‬
‫ ﺗﻐﺮﻳﺪ‬،‫ﺣﺠﺎﺯﻱ‬
  ____________________________________________ :‫ﺍﻟﻤؤﻟﻒ ﺍﻟﺮﺋﻴﺴﻲ‬
(‫ ﻣﺸﺎﺭﻙ‬.‫ ﺃﺣﻤﺪ)ﻡ‬،‫ﺍﻟﺸﺮﻳﻔﻴﻴﻦ‬ :‫ﻣؤﻟﻔﻴﻦ ﺁﺧﺮﻳﻦ‬

1 ‫ ﻉ‬,8 ‫ﻣﺞ‬
    :‫ﺍﻟﻌﺪﺩ‬/‫ﺍﻟﻤﺠﻠﺪ‬

           :  
‫ﻧﻌﻢ‬ :‫ﻣﺤﻜﻤﺔ‬
           
2014 :‫ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﻤﻴﻼﺩﻱ‬

‫ﻳﻨﺎﻳﺮ‬ :‫ﺍﻟﺸﻬﺮ‬
  
1 - 14 :‫ﺍﻟﺼﻔﺤﺎﺕ‬
               
489412 :MD ‫ﺭﻗﻢ‬
 
‫ﺑﺤﻮﺙ ﻭﻣﻘﺎﻻﺕ‬ :‫ﻧﻮﻉ ﺍﻟﻤﺤﺘﻮﻯ‬
 
EduSearch :‫ﻗﻮﺍﻋﺪ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
  _____________________________________________
‫ ﻧﻈﺮﻳﺔ‬،‫ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺬﻛﺎﺀ‬،‫ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ‬،‫ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭ ﺍﻟﻤﻘﺎﻳﻴﺲ ﺍﻟﺘﺮﺑﻮﻳﺔ‬،‫ﺍﻷﺭﺩﻥ‬ :‫ﻣﻮﺍﺿﻴﻊ‬
Estimating Psychometric Characteristics of Collective Intelligence Test According to
‫ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺘﺮﺑﻮﻳﺔ‬،‫ﺍﻟﺴﻤﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ‬
Latent Trait Theory
http://search.mandumah.com/Record/489412
Taghreed Hijazi* & Ahmad Alshreffen :‫ﺭﺍﺑﻂ‬
Al Yarmouk University, Jordan
  _____________________________________________

This Study Investigated the psychometric characteristics of vocabulary intelligence test according to latent
trait theory, by administering the test to randomly selected 246 students between 5-9 years old distributed
over Kg2 and 1st , 2nd and 3rd Primary grade from the government schools in Irbid city. The
Dichotomous model was used to analyze data. The final form of the test consisted of 16 items fit the model
with mean square infit/outfit statistics about 1, and standardized information weighted fit statistics about
zero. Item difficulty parameters ranged from -2.16 to 2.13 logit with a mean of zero logit. The values of
person reliability and item reliability were 0.81, 0.92 respectively. The test has multiple validity indicators.

Keywords: dichotomous model, latent trait theory, item parameter, intelligence test.
*taghreedah@yahoo.com

 

 
 

.‫ ﺟﻤﻴﻊ ﺍﻟﺤﻘﻮﻕ ﻣﺤﻔﻮﻇﺔ‬.‫ ﺩﺍﺭ ﺍﻟﻤﻨﻈﻮﻣﺔ‬2016 ©

‫ ﻳﻤﻜﻨﻚ ﺗﺤﻤﻴﻞ ﺃﻭ ﻃﺒﺎﻋﺔ ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻟﻼﺳﺘﺨﺪﺍﻡ‬.‫ ﻋﻠﻤﺎ ﺃﻥ ﺟﻤﻴﻊ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﻣﺤﻔﻮﻇﺔ‬،‫ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻣﺘﺎﺣﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻹﺗﻔﺎﻕ ﺍﻟﻤﻮﻗﻊ ﻣﻊ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ‬
‫ ﻭﻳﻤﻨﻊ ﺍﻟﻨﺴﺦ ﺃﻭ ﺍﻟﺘﺤﻮﻳﻞ ﺃﻭ ﺍﻟﻨﺸﺮ ﻋﺒﺮ ﺃﻱ ﻭﺳﻴﻠﺔ )ﻣﺜﻞ ﻣﻮﺍﻗﻊ ﺍﻻﻧﺘﺮﻧﺖ ﺃﻭ ﺍﻟﺒﺮﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ( ﺩﻭﻥ ﺗﺼﺮﻳﺢ ﺧﻄﻲ ﻣﻦ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﺃﻭ ﺩﺍﺭ‬،‫ﺍﻟﺸﺨﺼﻲ ﻓﻘﻂ‬
.‫ﺍﻟﻤﻨﻈﻮﻣﺔ‬

١
 ٢٠١٤ ١ ‫ ﻋﺪﺩ‬٨ ‫ﳎﻠﺪ‬ (١٥ -١) ‫ﺻﻔﺤﺔ‬ ‫ ﺟﺎﻣﻌﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬- ‫ﳎﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬

  
  *
 
  ____________________________________________
٢٠١٢/١٠/٢ : ٢٠١٢/٧/٩ : ٢٠١٢/٥/٧ 
  ____________________________________________


   
           :  
           

  
               
 

 
  _____________________________________________

Estimating Psychometric Characteristics of Collective Intelligence Test According to

Latent Trait Theory
Taghreed Hijazi* & Ahmad Alshreffen
Al Yarmouk University, Jordan
  _____________________________________________

This Study Investigated the psychometric characteristics of vocabulary intelligence test according to latent
trait theory, by administering the test to randomly selected 246 students between 5-9 years old distributed
over Kg2 and 1st , 2nd and 3rd Primary grade from the government schools in Irbid city. The
Dichotomous model was used to analyze data. The final form of the test consisted of 16 items fit the model
with mean square infit/outfit statistics about 1, and standardized information weighted fit statistics about
zero. Item difficulty parameters ranged from -2.16 to 2.13 logit with a mean of zero logit. The values of
person reliability and item reliability were 0.81, 0.92 respectively. The test has multiple validity indicators.

Keywords: dichotomous model, latent trait theory, item parameter, intelligence test.
*taghreedah@yahoo.com

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‫‪‬‬
‫‪‬‬

‫ﻭﻳﻌﻮﺩ ﺍﻟﺒﺤﺚ ﰲ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﰲ ﺍﻟﺬﻛﺎﺀ ﺇﱃ ﺗﺎﺭﻳﺦ‬ ‫ﻳﻌﺘـﱪ ﺍﻟﻘﻴـﺎﺱ ﺍﻟﻨﻔﺴــﻲ ﻣـﻦ ﺃﻫــﻢ ﻣﻨﺘﺠـﺎﺕ ﻋﻠــﻢ‬
‫ﻃﻮﻳﻞ‪ ،‬ﻓﻘﺪ ﺣﺎﻭﻝ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﺍﳌﺴـﻠﻢ ﺍﺑـﻦ ﺍﳉـﻮﺯﻱ‬ ‫ﺍﻟﻨﻔﺲ‪ ،‬ﻳﺴﺘﺨﺪﻡ ﰲ ﳎـﺎﻻﺕ ﻣﺘﻌـﺪﺩﺓ ﻛﺎﻟﻜﺸـﻒ‪،‬‬
‫ﺍﻟﺒﺤﺚ ﰲ ﻇﺎﻫﺮﺓ ﺍﻟﺬﻛﺎﺀ ﻭﻧﻘﻴﻀـﻬﺎ‪ ،‬ﻓـﺄﻟﻒ ﻛﺘـﺎﺑﲔ‬ ‫ﻭﺍﻟﺘﺼﻨﻴﻒ‪ ،‬ﻭﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺘﺮﺑـﻮﻱ ﻭﺍﳌﻬـﲏ‪ .‬ﻭﻗـﺪ ﺣـﺎﻭﻝ‬
‫ﺃﲰـﻰ ﺃﺣـﺪﳘﺎ "ﺍﻷﺫﻛﻴـﺎﺀ"‪ ،‬ﻭﺃﲰـﻰ ﺍﻵﺧـﺮ "ﺃﺧﺒــﺎﺭ‬ ‫ﺍﻟﻌﻠﻤــﺎﺀ ﻣﻨــﺬ ﺍﻟﻘــﺪﻡ ﻓﻬــﻢ ﺃﺣــﺪﻯ ﺃﻫــﻢ ﺍﻟﻈــﻮﺍﻫﺮ‬
‫ﺍﳊﻤﻘﻰ ﻭﺍﳌﻐﻔﻠﲔ"‪ .‬ﻛﻤﺎ ﺣﺎﻭﻝ ﺍﺑﻦ ﺍﳉﻮﺯﻱ ﺃﻥ ﻳﺒﲔ ﻧﻮﻉ‬ ‫ﺍﻷﺳﺎﺳــﻴﺔ ﺍﻟــﱵ ﻳﻌﺘﻘــﺪ ﺃ‪‬ــﺎ ﲤﻴــﺰ ﺍﻹﻧﺴــﺎﻥ ﻋــﻦ‬
‫ﺍﻟـﺬﻛﺎﺀ ﻭﻣﻈـﺎﻫﺮﻩ ﻋﻨــﺪ ﺍﻷﻧﺒﻴـﺎﺀ‪ ،‬ﻭﺍﻟـﻮﺯﺭﺍﺀ‪ ،‬ﻭﺍﳋﻠﻔــﺎﺀ‪،‬‬ ‫ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﳊﻴﺔ‪ ،‬ﺃﻻ ﻭﻫﻲ ﺍﻟﺬﻛﺎﺀ‪ .‬ﻭﻣـﻊ ﺃﻥ ﻟﻜـﻞ ﻋـﺎﱂ‬
‫ﻭﺍﻟﻘﻀـﺎﺓ‪ ،‬ﻭﺍﻟﺸـﻌﺮﺍﺀ‪ ،‬ﻭﺍﻟﻌـﻮﺍﻡ‪ ،‬ﻭﻏـﲑ ﺫﻟـﻚ )ﺣﺴـﺎﻥ‪،‬‬ ‫ﻓﻜﺮﺗــﻪ ﺍﻟﺮﺍﺳــﺨﺔ ﻭﻣﻔﻬﻮﻣــﻪ ﺍﻟﺜﺎﺑــﺖ ﻋــﻦ ﺍﻟــﺬﻛﺎﺀ‬
‫‪ .(١٩٩٠‬ﻭﻣﻊ ﺇﺩﺭﺍﻙ ﺩﻭﺭ ﺍﻟﺬﻛﺎﺀ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪،‬‬ ‫ﻭﻃﺒﻴﻌﺘﻪ‪ ،‬ﺇﻻ ﺃﻥ ﲝﺚ ﺍﻟﻌﻠﻤﺎﺀ ﰲ ﺍﻟﺬﻛﺎﺀ ﱂ ﻳﻘـﺪ ﺇﱃ‬
‫ﻭﰲ ﺗﻘﻴﻴﻢ ﻣﻮﺍﻃﻦ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘـﻮﺓ ﻟـﺪﻯ ﻛـﻞ ﻓـﺮﺩ‪،‬‬ ‫ﺍﺗﻔﺎﻕ ﺑﻴﻨﻬﻢ‪ ،‬ﻓﺎﻻﺧﺘﻼﻑ ﻭﺍﺭﺩ ﺣﻮﻝ ﻃﺒﻴﻌﺘﻪ ﻭﺗﻌﺮﻳﻔـﻪ‬
‫ﻭﻓﻬﻢ ﻭﺗﻘﻴﻴﻢ ﺍﻟﻔﺌﺎﺕ ﺍﳋﺎﺻﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻮﻫﻮﺑﲔ ﺃﻭ‬ ‫ﻭﺗﻄــﻮﺭﻩ ﻭﺍﻟﻌﻮﺍﻣــﻞ ﺍﳌــﺆﺛﺮﺓ ﻓﻴــﻪ‪ ،‬ﻭﻳــﱪﺯ ﺍﻻﺧــﺘﻼﻑ ﰲ‬
‫ﺫﻭﻱ ﺍﻹﻋﺎﻗــﺔ ﺍﻟﻌﻘﻠﻴــﺔ‪ ،‬ﺑــﺪﺃﺕ ﺍﻟﺪﺭﺍﺳــﺔ ﺍﻟﻌﻠﻤﻴــﺔ‬ ‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﻠﺘﻌﺮﻑ ﺍﻟﻴـﻪ ﻭﺍﻟﻜﺸـﻒ ﻋﻨـﻪ‬
‫ﺍﳊﺪﻳﺜﺔ ﻟﻠﺬﻛﺎﺀ ﰲ ﺃﻭﺍﺧﺮ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸـﺮ ﻭﺃﻭﺍﺋـﻞ‬ ‫ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﰲ ﺑﺮﻳﻄﺎﻧﻴﺎ ﻭﻓﺮﻧﺴﺎ ﻋﻠﻰ ﻳﺪ ﻛﻞ ﻣﻦ‬
‫ﻭﻳﻌــﻮﺩ ﻏﻤــﻮﺽ ﻣﻔﻬــﻮﻡ ﺍﻟــﺬﻛﺎﺀ ﺇﱃ ﺗﻌــﺪﺩ ﺍﳌﻌــﺎﱐ‬
‫ﻓﺮﺍﻧﺴﻴﺲ ﻏﺎﻟﺘﻮﻥ ﻭﺃﻟﻔﺮﺩ ﺑﻴﻨﻴﻪ )ﺯﻳﻔﺮﺕ‪.(٢٠٠٤ ،‬‬
‫ﺍﳌﺮﺗﺒﻄﺔ ﺑـﻪ‪ ،‬ﻓﺎﻟـﺬﻛﺎﺀ ﻳـﺮﺗﺒﻂ ﺑﺜﻼﺛـﺔ ﻋﻨﺎﺻـﺮ ﻫـﻲ‪:‬‬
‫ﻭﻗﺪ ﻃﻮﺭ ﻋﺎﱂ ﺍﻟﻨﻔﺲ ﺍﻟﻔﺮﻧﺴـﻲ ﺑﻴﻨﻴـﻪ ﺑﺎﻻﺷـﺘﺮﺍﻙ‬ ‫ﺍﻟﻮﺭﺍﺛﺔ‪ ،‬ﻭﺍﻟﺒﻴﺌﺔ‪ ،‬ﻭﺍﻟﻨﺘﺎﺟﺎﺕ ﺍﻟﺴﻠﻮﻛﻴﺔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻭﺟـﻮﺩ‬
‫ﻣـﻊ ﺯﻣﻴﻠـﻪ ﺳــﻴﻤﻮﻥ ﺃﻭﻝ ﺍﺧﺘﺒـﺎﺭ ﻓــﺮﺩﻱ ﻟﻠـﺬﻛﺎﺀ ﻋــﺎﻡ‬ ‫ﺍﲡﺎﻫــﺎﺕ ﻭﻧﻈﺮﻳــﺎﺕ ﳐﺘﻠﻔــﺔ ﰲ ﻋﻠــﻢ ﺍﻟــﻨﻔﺲ ﺃﺩﻯ‬
‫‪ ،١٩٠٥‬ﻭﻗﺪ ﺃﺟﺮﻳﺖ ﻋﻠﻴﻪ ﺗﻌﺪﻳﻼﺕ ﻋﺪﺓ‪ ،‬ﻛﺎﻥ ﺃﻭﳍﺎ ﻣﻦ‬ ‫ﺑﺎﻟﻌﻠﻤــﺎﺀ ﺍﱃ ﻭﺿــﻊ ﺗﺼــﻮﺭﺍﺕ ﻭﺗﻌﺮﻳﻔــﺎﺕ ﻣﺘﺒﺎﻳﻨــﺔ‬
‫ﺍﻟﻌﺎﱂ "ﺗﲑﻣﺎﻥ" ﰲ ﺍﻟﻮﻻﻳـﺎﺕ ﺍﳌﺘﺤـﺪﺓ ﺍﻷﻣﺮﻳﻜﻴـﺔ ﰲ‬ ‫ﻟﻠــﺬﻛﺎﺀ‪ ،‬ﻛ ـﻞﹲ ﺣﺴــﺐ ﻣﻨﻈــﻮﺭﻩ ﻭﺍﻓﺘﺮﺍﺿــﺎﺗﻪ‪ ،‬ﻓــﲑﻯ‬
‫ﺟﺎﻣﻌــﺔ ﺳــﺘﺎﻧﻔﻮﺭﺩ‪ ،‬ﻭﻋــﺮﻑ ﺑﻌــﺪ ﺫﻟــﻚ ﲟﻘﻴــﺎﺱ‬ ‫ﺍﻟــﺒﻌﺾ ﺑــﺄﻥ ﺍﻟــﺬﻛﺎﺀ ﻗــﺪﺭﺓ ﻋﺎﻣــﺔ ﻋﻠــﻰ ﺍﻟﺘﻮﺍﻓــﻖ‬
‫ﺳﺘﺎﻧﻔﻮﺭﺩ ‪ -‬ﺑﻴﻨﻴﻪ )‪.(Anastasi & Urbina, 1997‬‬ ‫ﻭﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻳﺮﻯ ﺑﻌﻀﻬﻢ ﺍﻵﺧﺮ‬
‫ﺑﺄﻥ ﺍﻟﺬﻛﺎﺀ ﻫـﻮ ﺍﻟﻘـﺪﺭﺓ ﻋﻠـﻰ ﺍﻟـﺘﻌﻠﻢ‪ ،‬ﰲ ﺣـﲔ ﻳـﺮﻯ‬
‫ﻭﻳــﺮﻯ ﻛــﻞ ﻣــﻦ ﺟﻮﺗﻔﺮﻳﺪﺳــﻮﻥ ﻭﺳﺎﻛﻠﻮﻓﻴﺴــﻜﻲ‬
‫ﺁﺧﺮﻭﻥ ﺑﺄﻥ ﺍﻟﺬﻛﺎﺀ ﻫﻮ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟـﺘﻔﻜﲑ ﺑـﺎ‪‬ﺮﺩﺍﺕ‪.‬‬
‫)‪ (Gottfredson & Saklofske, 2009‬ﺃﻧﻪ ﻟﻴﺲ ﻫﻨـﺎﻙ‬
‫ﻓﻔﻲ ﻋﺎﻡ ‪ ١٩٣٨‬ﻗـﺪﻡ ﺛﲑﺳـﺘﻮﻥ ﻧﻈﺮﻳـﺔ ﺗﺸـﲑ ﺇﱃ ﺃﻥ‬
‫ﻣﻮﺿﻮﻉ ﳛﻈﻰ ﺑﺎﻫﺘﻤﺎﻡ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻛﺜﺮ ﻣﻦ ﺍﺧﺘﺒـﺎﺭﺍﺕ‬
‫ﺍﻟــﺬﻛﺎﺀ ﻳﺘــﺄﻟﻒ ﻣــﻦ ﻋــﺪﺩ ﻣــﻦ ﺍﻟﻌﻤﻠﻴــﺎﺕ ﺍﻟﻌﻘﻠﻴــﺔ‬
‫ﺍﻟﺬﻛﺎﺀ‪ ،‬ﻓﻔﻲ ﺗﺎﺭﻳﺦ ﻋﻠﻢ ﺍﻟـﻨﻔﺲ ﻛـﺎﻥ ﺍﻟـﺬﻛﺎﺀ ﺃﻛﺜـﺮ‬
‫ﺍﳌﺘﺮﺍﺑﻄــﺔ ﻭﺍﳌﺘﻘﺎﺭﺑـــﺔ ﰲ ﺍﻟﻘـــﺪﺭﺍﺕ‪ ،‬ﻭﰎ ﻓـــﺮﺯ ﻫـــﺬﻩ‬
‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﱵ ﰎ ﺍﻟﺒﺤﺚ ﻓﻴﻬﺎ ﻭﺩﺭﺍﺳﺘﻬﺎ‪ .‬ﻓﺎﻟـﺬﻛﺎﺀ‬
‫ﺍﻟﻌﻤﻠﻴــﺎﺕ ﰲ ﳎﻤﻮﻋــﺎﺕ‪ ،‬ﰲ ﻛــﻞ ﳎﻤﻮﻋــﺔ ﻳﻮﺟــﺪ‬
‫ﻳﺘﻨﺒﺄ ﺑﻜﺜﲑ ﻣﻦ ﺍﻟﺴﻠﻮﻛﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ & ‪(Herrnstein‬‬
‫ﻋﺎﻣﻞ ﺭﺋﻴﺴﻲ ﳝﻴﺰ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻓﻴﻬﺎ ﻋﻦ ﻏﲑﻫﺎ‬
‫)‪ Murray, 1994‬ﻭﻳﺆﺛﺮ ﰲ ﻛﺜﲑ ﻣﻦ ﺟﻮﺍﻧﺐ ﺍﳊﻴﺎﺓ ﻣﺜﻞ‬
‫ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﻗﺪ ﺻﻨﻔﺖ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣـﻞ ﰲ ﺳـﺒﻊ‬
‫ﺍﻟﺸﺨﺼﻴﺔ )‪ ،(Eysenck, 1997‬ﻭﺍﻟﺪﺍﻓﻌﻴﺔ ‪(Collins‬‬
‫ﳎﻤﻮﻋﺎﺕ‪ ،‬ﻫﻲ‪ :‬ﺍﻟﻘﺪﺭﺓ ﺍﳌﻜﺎﻧﻴﺔ‪ ،‬ﻭﺍﻟﻘـﺪﺭﺓ ﺍﻹﺩﺭﺍﻛﻴـﺔ‪،‬‬
‫)‪ ،& Messick, 2001‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﳌﻬﻨـﺔ & ‪(Ackerman‬‬
‫ﻭﺍﻟﻘــﺪﺭﺓ ﺍﻟﻌﺪﺩﻳــﺔ‪ ،‬ﻭﺍﻟﻘــﺪﺭﺓ ﺍﻟﻠﻐﻮﻳــﺔ‪ ،‬ﻭﺍﻟﻄﻼﻗــﺔ‬
‫)‪ .Kanfer, 2004‬ﻭﺗﺴـــﺘﺨﺪﻡ ﺍﺧﺘﺒـــﺎﺭﺍﺕ ﺍﻟـــﺬﻛﺎﺀ‬
‫ﺍﻟﻠﻔﻈﻴـﺔ‪ ،‬ﻭﺍﻟﺘـﺬﻛﺮ‪ ،‬ﻭﺍﻟـﺘﻔﻜﲑ ﺍﳌﻨﻄﻘـﻲ ‪(Hashmi,‬‬
‫ﺑﺎﻹﺿــﺎﻓﺔ ﺇﱃ ﻗﻴــﺎﺱ ﺍﻟﻘــﺪﺭﺍﺕ ﺍﻟﻌﺎﻣــﺔ‪ ،‬ﻭﺍﻟﻘــﺪﺭﺍﺕ‬
‫)‪ .Tirmizi, & Shah; 2010‬ﺃﻣﺎ ﺟﻴﻠﻔﻮﺭﺩ ﻓﻘﺪ ﺍﻓﺘﺮﺽ‬
‫ﺍﳋﺎﺻﺔ‪ ،‬ﰲ ﺍﻟﺘﻌﺮﻑ ﺍﱃ ﻃﺒﻴﻌﺔ ﺍﻟﺬﻛﺎﺀ ﻭﺗﻮﺯﻳﻌـﻪ‪ ،‬ﻭﰲ‬
‫ﺃﻥ ﺍﻟﺬﻛﺎﺀ ﻳﺘﻜﻮﻥ ﻣﻦ ﺛﻼﺛﺔ ﻋﻮﺍﻣﻞ ﻋﺎﻣﺔ ﺗﻀﻢ ﺃﻛﺜـﺮ‬
‫ﺗﺸــﺨﻴﺺ ﺃﺳــﺒﺎﺏ ﺿــﻌﻒ ﺍﻟﺘﺤﺼــﻴﻞ‪ ،‬ﻭﰲ ﺇﺭﺷــﺎﺩ‬
‫ﻣﻦ ‪ ١٢٠‬ﻋـﺎﻣﻼ ﻣﻔﺼـﻼ ﻭﺩﻗﻴﻘـﺎ ﻛـﻞ ﻣﻨـﻬﺎ ﻳﻘـﺎﺱ‬
‫ﺍﻟﻄﻠﺒﺔ ﺗﺮﺑﻮﻳﺎﹰ ﻭﻣﻬﻨﻴـﺎﹰ & ‪(Aiken, 2003; Anastasi‬‬
‫ﺑﺎﺧﺘﺒﺎﺭ ﻣﻌﲔ‪ .‬ﺃﻣﺎ ﻫﺎﴰﻲ ﻭﺯﻣﻼﺅﻩ ‪(Hashmi et al.,‬‬
‫)‪.Urbina, 1997‬‬
‫)‪ 2010‬ﻓﻘــﺪ ﺃﺷــﺎﺭﻭﺍ ﺇﱃ ﺃﻥ ﻛــﻞ ﻓــﺮﺩ ﻟﺪﻳــﻪ ﻗــﺪﺭﺍﺕ‬
‫ﻭﻗﺪ ﺗﻌـﺪﺩﺕ ﺍﻻﺧﺘﺒـﺎﺭﺍﺕ ﺍﻟـﱵ ﺗﻘـﻴﺲ ﺍﻟـﺬﻛﺎﺀ‪ ،‬ﻭﻗـﺪ‬ ‫ﻣﺘﻨﻮﻋــﺔ ﻭﳏــﺪﻭﺩﺓ‪ ،‬ﻣﺜــﻞ‪ :‬ﺍﻟﻘــﺪﺭﺓ ﻋﻠــﻰ ﺍﻟــﺘﻔﻜﲑ‪،‬‬
‫ﺻﻨﻔﺖ ﺗﻠﻚ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺣﺴﺐ ﻃﺮﻳﻘـﺔ ﺇﺟﺮﺍﺋﻬـﺎ ﺍﱃ‬ ‫ﻭﺍﻟﻜﻼﻡ‪ ،‬ﻭﺍﻟﺴـﻤﻊ ﻭﺍﻟﻔﻬـﻢ ﻭﻏﲑﻫـﺎ‪ ،‬ﻭﻣـﻦ ﺍﻟﻀـﺮﻭﺭﻱ‬
‫ﺍﺧﺘﺒﺎﺭﺍﺕ ﻓﺮﺩﻳـﺔ ﻭﺃﺧـﺮﻯ ﲨﺎﻋﻴـﺔ‪ ،‬ﰲ ﺣـﲔ ﺻـﻨﻔﺖ‬ ‫ﺗﻮﺟﻴﻪ ﺍﻟﻔﺮﺩ ﰲ ﺍﻻﲡﺎﻩ ﺍﻟﺼﺤﻴﺢ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪،‬‬
‫ﺣﺴﺐ ﳏﺘﻮﺍﻫﺎ ﺇﱃ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻟﻐﻮﻳﺔ ﻭﺃﺩﺍﺋﻴـﺔ‪ ،‬ﻭﺷـﺒﻪ‬ ‫ﻭﰲ ﺍﻟﻄﺮﻳﻖ ﺍﻟﺼﺤﻴﺢ‪.‬‬
‫ﺃﺩﺍﺋﻴــﺔ‪ ،‬ﻛﻤــﺎ ﺻــﻨﻔﻬﺎ ﺍﻟــﺒﻌﺾ ﺍﻵﺧــﺮ ﺇﱃ ﺍﺧﺘﺒــﺎﺭﺍﺕ‬
‫ﻣﺘﺤﻴﺰﺓ ﺛﻘﺎﻓﻴﺎﹰ‪ ،‬ﻭﺍﺧﺘﺒﺎﺭﺍﺕ ﻣﺘﺤﺮﺭﺓ ﻣـﻦ ﺃﺛـﺮ ﺍﻟﺜﻘﺎﻓـﺔ‪.‬‬

‫‪٢‬‬
 ‫‪٢٠١٤‬‬ ‫ﳎﻠﺪ ‪ ٨‬ﻋﺪﺩ ‪١‬‬ ‫ﳎﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬

‫ﳏﺎﻭﻟــﺔ ﻟﻠﺘﻐﻠــﺐ ﻋﻠــﻰ ﺗﻠــﻚ ﺍﳌﺸــﻜﻼﺕ‪ ،‬ﻭﻣــﻊ ﺑــﺪﺀ‬ ‫ﻭﻗﺪ ﺗﺰﺍﻳﺪ ﺍﻻﻫﺘﻤﺎﻡ ﰲ ﺍﻟﻌﺼـﺮ ﺍﳊـﺪﻳﺚ ﺑﺎﻻﺧﺘﺒـﺎﺭﺍﺕ‬
‫ﺍﻟﺪﻋﻮﺓ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻮﺿـﻮﻋﻴﺔ ﰲ ﺍﻟﻘﻴـﺎﺱ ﺍﻟﻨﻔﺴـﻲ‪،‬‬ ‫ﺍﳌﺘﺤﺮﺭﺓ ﻣﻦ ﺃﺛﺮ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳉﻤﺎﻋﻴـﺔ‪ ،‬ﺍﻟـﱵ‬
‫ﻇﻬﺮﺕ ﺍﲡﺎﻫﺎﺕ ﺣﺪﻳﺜﺔ ﺗﺘﻤﺜـﻞ ﰲ ﻧﻈﺮﻳـﺔ ﺍﻟﺴـﻤﺎﺕ‬ ‫ﺗﺴــﻌﻰ ﺍﱃ ﺍﻟــﺘﺤﻜﻢ ﰲ ﺑﻌــﺾ ﺍﻷﺑﻌــﺎﺩ ﺍﻟﺜﻘﺎﻓﻴــﺔ‬
‫ﺍﻟﻜﺎﻣﻨﺔ )‪ ،Latent Trait Theory (LTT‬ﻭﺍﻟﱵ ﺃﻃﻠﻖ‬ ‫ﻛﺎﻻﺧﺘﻼﻑ ﺍﻟﻠﻐﻮﻱ )ﺃﺑﻮ ﺟﺮﺍﺩ‪.(٢٠٠٨ ،‬‬
‫ﻋﻠﻴﻬﺎ ﻓﻴﻤﺎ ﺑﻌﺪ ﻧﻈﺮﻳـﺔ ﺍﻻﺳـﺘﺠﺎﺑﺔ ﻟﻠﻔﻘـﺮﺓ )‪(IRT‬‬
‫ﻭﻧﻈﺮﺍ ﳌﺎ ﺗﺘﻄﻠﺒﻪ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻣﻦ ﻭﻗﺖ ﻭﺟﻬـﺪ‬
‫‪.Item Response Theory‬‬
‫ﻛــﺒﲑﻳﻦ ﻓﻘــﺪ ﻇﻬــﺮﺕ ﺍﳊﺎﺟـﺔ ﻟﻼﺧﺘﺒــﺎﺭﺍﺕ ﺍﻟﻌﻘﻠﻴــﺔ‬
‫ﻳﻼﺣﻆ ﳑﺎ ﺗﻘﺪﻡ ﺃﻥ ﲰﺔ ﺍﻟﺬﻛﺎﺀ ﻗﺪ ﺣﻈﻴﺖ ﺑﺎﻫﺘﻤﺎﻡ‬ ‫ﺍﳉﻤﺎﻋﻴــﺔ؛ ﺣﻴــﺚ ﺍ‪‬ــﺎ ﺗــﻮﻓﺮ ﺍﻟﻮﻗــﺖ ﻭﺍﳉﻬــﺪ‪ ،‬ﻭﺫﻟــﻚ‬
‫ﻛﺒﲑ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﻟﺘﺮﺑﻮﻳﲔ‪ ،‬ﻛﻤـﺎ ﺷـﻐﻠﺖ ﺩﺭﺍﺳـﺎﺕ‬ ‫ﺑﺘﻄﺒﻴﻘﻬﺎ ﻋﻠﻰ ﳎﻤﻮﻋـﺔ ﻣـﻦ ﺍﻷﻓـﺮﺍﺩ‪ ،‬ﻋﻠـﻰ ﺧـﻼﻑ‬
‫ﺍﻟﺬﻛﺎﺀ ﺣﻴﺰﺍﹰ ﻛﺒﲑﺍﹰ‪ ،‬ﺳﻮﺍﺀ ﺗﻠﻚ ﺍﻟﱵ ﻫﺪﻓﺖ ﺇﱃ ﺩﺭﺍﺳﺔ‬ ‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻔﺮﺩﻳﺔ‪ .‬ﻭﻗﺪ ﻻﻗﻰ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‬
‫ﺍﻟﺬﻛﺎﺀ ﻧﻔﺴﻪ ﻭﺍﻟﻌﻮﺍﻣـﻞ ﺍﳌـﺆﺛﺮﺓ ﻓﻴـﻪ‪ ،‬ﺃﻡ ﺇﱃ ﺗﻄـﻮﻳﺮ‬ ‫ﳒﺎﺣﺎ ﻛـﺒﲑﺍ؛ ﳌـﺎ ﺗﺘﻤﻴـﺰ ﺑـﻪ ﻣـﻦ ﺳـﻬﻮﻟﺔ ﺍﻟﺘﻄﺒﻴـﻖ‪،‬‬
‫ﻣﻘﺎﻳﻴﺲ ﻟﻠﺬﻛﺎﺀ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪ .‬ﻭﻗﺪ ﺍﻋﺘـﱪﺕ ﻣﻬﻤـﺔ‬ ‫ﻭﺍﺗﺴﺎﻉ ﺣﺠﻮﻡ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻄﺒﻖ ﻋﻠﻴﻬـﺎ‪،‬‬
‫ﻗﻴﺎﺱ ﺍﻟﺬﻛﺎﺀ ﻣـﻦ ﺍﳌﻬـﺎﻡ ﺍﻟﺼـﻌﺒﺔ ﻟﻜﻮ‪‬ـﺎ ﲰـﺔ‬ ‫ﻭﺳــﻬﻮﻟﺔ ﺍﻟﺘﺼــﺤﻴﺢ ﻭﻣﻮﺿــﻮﻋﻴﺘﻬﺎ‪ .‬ﻭﻗــﺪ ﺃﺷــﺎﺭﺕ‬
‫ﺍﻓﺘﺮﺍﺿــﻴﺔ‪ ،‬ﻟــﺬﺍ ﻇﻬــﺮﺕ ﺍﳊﺎﺟــﺔ ﺇﱃ ﺇﳚــﺎﺩ ﻣﻘــﺎﻳﻴﺲ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ )‪ (Cronbach, 1960‬ﺇﱃ ﻛﻔﺎﺀﺓ ﺍﻻﺧﺘﺒـﺎﺭﺍﺕ‬
‫ﻓﻌﺎﻟﺔ ﻟﻘﻴﺎﺱ ﺍﻟﺬﻛﺎﺀ‪ ،‬ﻓﺎﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺍﺳـﺘﺨﺪﻣﺖ‬ ‫ﺍﳉﻤﺎﻋﻴﺔ ﻣﻦ ﺣﻴﺚ ﺩﺭﺟﺔ ﺍﻟﺜﺒﺎﺕ ﻭﺍﻟﻘﺪﺭﺓ ﺍﻟﺘﻨﺒﺌﻴﺔ‪ ،‬ﻭﺃﻥ‬
‫ﻣﻘﺎﻳﻴﺲ ﺍﻟﺬﻛﺎﺀ ﺃﻭ ﺗﻠﻚ ﺍﻟﱵ ﺳﻌﺖ ﺇﱃ ﺑﻨﺎﺀ ﻣﻘﺎﻳﻴﺲ‬ ‫ﻣﻌﻈــﻢ ﻫــﺬﻩ ﺍﻻﺧﺘﺒــﺎﺭﺍﺕ ﺗﺘﻀــﻤﻦ ﳎﻤﻮﻋــﺔ ﻣــﻦ‬
‫ﻟﻠﺬﻛﺎﺀ‪ ،‬ﺍﻋﺘﻤـﺪﺕ ﰲ ﺍﺧﺘﻴـﺎﺭ ﻓﻘﺮﺍ‪‬ـﺎ ﻋﻠـﻰ ﻣﻌـﺎﻳﲑ‬ ‫ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻐﻄﻲ ﺟﻮﺍﻧﺐ ﳐﺘﻠﻔﺔ ﻣـﻦ ﺍﻟﻘـﺪﺭﺓ‬
‫ﻣﻨﺒﺜﻘــﺔ ﻋــﻦ ﺍﻟﻨﻈﺮﻳــﺔ ﺍﻟﻜﻼﺳــﻴﻜﻴﺔ ﰲ ﺍﻟﻘﻴــﺎﺱ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‪ .‬ﻭﻇﻬﺮ ﺟﺪﻝ ﻛﺒﲑ ﺣـﻮﻝ ﻋـﺪﺩ ﻫـﺬﻩ ﺍﳉﻮﺍﻧـﺐ‬
‫ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﺘﺮﺑﻮﻱ‪ ،‬ﻣﻨﻬﺎ ﻣﺎ ﻫﻮ ﻣﺘﻌﻠﻖ ﺑﺈﺣﺼـﺎﺋﻴﺎﺕ‬ ‫ﻭﻣﻌﲎ ﻛﻞ ﻣﻨﻬﺎ ﳑﺎ ﺃﺩﻯ ﺇﱃ ﺗﻌﺪﺩ ﺍﺧﺘﺒـﺎﺭﺍﺕ ﺍﻟـﺬﻛﺎﺀ‬
‫ﺍﻟﻔﻘﺮﺓ ﻭﻣﻨـﻬﺎ ﻣﺘﻌﻠـﻖ ﺑﺎﳋﺼـﺎﺋﺺ ﺍﻟﺴـﻴﻜﻮﻣﺘﺮﻳﺔ‪،‬‬ ‫ﺍﳉﻤﺎﻋﻴــﺔ ﺍﻟــﱵ ﺍﺧﺘﻠﻔــﺖ ﰲ ﻋــﺪﺩ ﺍﻟﻌﻮﺍﻣــﻞ ﺍﻟــﱵ‬
‫ﻭﻟﻜﻦ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺗﻌﺮﺿﺖ ﳉﻮﺍﻧـﺐ ﻧﻘـﺪ؛ ﻟﻌﺠﺰﻫـﺎ‬ ‫ﺗﻘﻴﺴﻬﺎ‪ ،‬ﻓﻤﻨﻬﺎ ﻣﺎ ﻳﻘﻴﺲ ﺛﻼﺛﺔ ﻋﻮﺍﻣـﻞ‪ ،‬ﻭﻣﻨـﻬﺎ ﻣـﺎ‬
‫ﻋﻦ ﺗﻔﺴـﲑ ﺑﻌـﺾ ﺍﻟﻘﻀـﺎﻳﺎ ﰲ ﺍﻟﻘﻴـﺎﺱ ﺍﻟﻨﻔﺴـﻲ‪،‬‬ ‫ﻳﻘﻴﺲ ﺃﺭﺑﻌﺔ‪ ،‬ﻭﻣﻨﻬﺎ ﻣﺎ ﻳﻘـﻴﺲ ﲬﺴـﺔ‪....‬ﺍﱁ‪ ،‬ﻣﺜـﻞ‬
‫ﻓﻈﻬﺮﺕ ﻧﻈﺮﻳﺔ ﺍﻟﺴـﻤﺎﺕ ﺍﻟﻜﺎﻣﻨـﺔ )‪Latent (LTT‬‬ ‫ﺍﺧﺘﺒــﺎﺭ ﻭﻛﺴــﻠﺮ‪ ،‬ﻭﺍﺧﺘﺒــﺎﺭ ﺍﻭﺗــﻴﺲ ﻟﻴﻨــﻮﻥ‪ ،‬ﻭﺍﺧﺘﺒــﺎﺭﺍﺕ‬
‫‪ Trait Theory‬ﻛﻨﻈﺮﻳــــﺔ ﺑﺪﻳﻠــــﺔ ﻟﻠﻨﻈﺮﻳــــﺔ‬ ‫ﺍﻟﻘﺪﺭﺍﺕ ﺍﳌﻌﺮﻓﻴﺔ‪ ،‬ﻭﺍﺧﺘﺒﺎﺭ ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ‪ ،‬ﻭﺍﺧﺘﺒـﺎﺭ ﻛﺎﺗـﻞ‪،‬‬
‫ﺍﻟﻜﻼﺳﻴﻜﻴﺔ‪ ،‬ﻭﻗﺪﻣﺖ ﺣﻠﻮﻻﹰ ﳌﻌﻈﻢ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ‬ ‫ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‪.‬‬
‫ﻋﺠﺰﺕ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻜﻼﺳﻴﻜﻴﺔ ﻋـﻦ ﺗﻔﺴـﲑﻫﺎ؛ ﻟـﺬﻟﻚ‬
‫ﻭﻳﺸﲑ ﻋﻄﻮﻑ )‪ (١٩٨١‬ﺃﻥ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺬﻛﺎﺀ ﺗـﺆﺩﻱ ﺩﻭﺭﺍ‬
‫ﺍﺳﺘﻨﺪ ﺍﻟﺒﺎﺣﺜﺎﻥ ﰲ ﺩﺭﺍﺳـﺘﻬﻤﺎ ﺇﱃ ﻣﻌـﺎﻳﲑ ﻣﻌﺘﻤـﺪﺓ‬
‫ﺣﻴﻮﻳــﺎ ﰲ ﺍﻟﱪﻧــﺎﻣﺞ ﺍﻟﺘﻌﻠﻴﻤــﻲ ﻭﻋﻤﻠﻴــﺎﺕ ﺍﻻﻋــﺪﺍﺩ‬
‫ﻋﻠﻰ ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﻻﻫﺘﻤﺎﻣﻬﻤﺎ ﺑـﺎﻟﺮﺑﻂ‬
‫ﻟﻸﺳﺎﻟﻴﺐ ﻭﺍﳌﻨﺎﻫﺞ‪ .‬ﺃﻣﺎ ﻋﻄﻴﺔ )‪ (١٩٩٣‬ﻓﲑﻯ ﺃﻧـﻪ ﰲ‬
‫ﺑﲔ ﻗﺪﺭﺓ ﺍﻟﻔﺮﺩ ﻭﺑﲔ ﺃﺩﺍﺋـﻪ ﻋﻠـﻰ ﺍﻟﻔﻘـﺮﺓ‪ ،‬ﺣﻴـﺚ ﲢـﺪﺩ‬
‫ﺿﻮﺀ ﻣﺎ ﻳﺘﺠﻤﻊ ﻟﺪﻳﻨﺎ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺧﺼﺎﺋﺺ‬
‫ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳـﺔ ﺍﻟﻌﻼﻗـﺔ ﺑـﲔ ﺃﺩﺍﺀ ﺍﻟﻔـﺮﺩ ﻋﻠـﻰ ﺍﺧﺘﺒـﺎﺭ‬
‫ﺍﻟﻄﻠﺒﺔ ﻳﺘﻢ ﺗﻌﺪﻳﻞ ﺍﳌﻨﺎﻫﺞ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻣﻌﻈﻢ ﺍﳌـﺪﺍﺭﺱ‬
‫ﻣﻌﲔ ﻭﺑﲔ ﺍﻟﻘﺪﺭﺍﺕ ﺃﻭ ﺍﻟﺴﻤﺎﺕ ﺍﻟﱵ ﺗﻜﻤﻦ ﻭﺭﺍﺀ ﻫـﺬﺍ‬
‫ﲤﻴﻞ ﻻﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺬﻛﺎﺀ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺟﺰﺀﺍ ﻣـﻦ‬
‫ﺍﻷﺩﺍﺀ ﻭﺗﻔﺴــﺮﻩ‪Hambleton & Swaminathan, ) ،‬‬
‫ﺭﻭﺗﲔ ﺍﻟﻌﻤـﻞ ﺍﻟﺘـﻮﺟﻴﻬﻲ‪ .‬ﻭﻳﺸـﲑ ﻫـﺎﴰﻲ ﻭﺯﻣـﻼﺅﻩ‬
‫‪ ،(1985; Lord, 1980‬ﻭﻗــﺪ ﺷـﻜﻠﺖ ﻫــﺬﻩ ﺍﻟﻨﻈﺮﻳــﺔ‬
‫)‪ (Hashmi et al., 2010‬ﺃﻥ ﺍﳍــﺪﻑ ﻣــﻦ ﺗﻄــﻮﻳﺮ‬
‫ﺇﻃﺎﺭﺍ ﻟﻠﺘﻮﺟﻪ ﺍﳊﺎﱄ ﻭﺍﳌﺴﺘﻘﺒﻠﻲ ﰲ ﺍﺧﺘﻴـﺎﺭ ﺍﻟﻔﻘـﺮﺍﺕ‬
‫ﺍﺧﺘﺒــﺎﺭﺍﺕ ﺍﻟــﺬﻛﺎﺀ ﻫــﻮ ﲢﺴــﲔ ﻗــﺪﺭﺓ ﺍﳌــﺘﻌﻠﻢ ﻋﻠــﻰ‬
‫)‪.( Anastasi, 1982‬‬
‫ﺍﻟﺘﻌﻠﻢ‪.‬‬
‫ﻭﺗﻘﻮﻡ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻻﻓﺘﺮﺍﺿـﺎﺕ‬
‫ﻭﻗﺪ ﻭﺟﻬﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻹﻧﺘﻘﺎﺩﺍﺕ ﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟـﺬﻛﺎﺀ‬
‫ﺍﻷﺳﺎﺳـــــــﻴﺔ‪ ،‬ﻫـــــــﻲ‪ :‬ﺃﺣﺎﺩﻳـــــــﺔ ﺍﻟﺒﻌـــــــﺪ‬
‫ﻭﺍﻟﻘـــﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴـــﺔ ﺿـــﻤﻦ ﻧﻄـــﺎﻕ ﺍﻟﻨﻈﺮﻳـــﺔ‬
‫)‪ ،(Unidimensionality‬ﻭﺍﻻﺳـــــﺘﻘﻼﻝ ﺍﳌﻮﺿـــــﻌﻲ‬
‫ﺍﻟﻜﻼﺳﻴﻜﻴﺔ ﰲ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻓﻘﺪ ﺃﺷـﺎﺭ ﻟﻮﻳـﺪ‬
‫)‪ ،(Local Independence‬ﻭﻭﺗﲑﻳــﺔ ﻣــﻨﺤﲎ ﺧﺎﺻ ـﻴﺔ‬
‫)‪ (Loyd, 2004‬ﺃﻥ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟـﺬﻛﺎﺀ ﻭﺍﺟﻬـﺖ ﻗﺼـﻮﺭﺍﹰ‬
‫ﺍﻟﻔﻘـــﺮﺓ )‪ .(Item Characteristic Curve‬ﻓﻴﻌﺘـــﱪ‬
‫ﰲ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺴﻴﻜﻮﻣﺘﺮﻳﺔ‪ ،‬ﻭﺫﻟﻚ ﻻﻋﺘﻤﺎﺩﻫﺎ ﻋﻠـﻰ‬
‫ﺍﻓﺘﺮﺍﺽ ﺃﺣﺎﺩﻳﺔ ﺍﻟﺒﻌﺪ ﺷﻴﺌﺎ ﻣﺮﻏﻮﺑﺎ ﻓﻴﻪ ﻋﻨﺪ ﲨﻴـﻊ‬
‫ﺧﺼﺎﺋﺺ ﻓﻘﺮﺍﺕ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﰲ ﺗﻌﺮﻳﻔﻬﺎ ﻟﻠﻤـﺘﻐﲑﺍﺕ‬
‫ﻣﻄــﻮﺭﻱ ﺍﻻﺧﺘﺒــﺎﺭﺍﺕ؛ ﻭﺫﻟــﻚ ﻷﺟــﻞ ﺗﻄــﻮﻳﺮ ﻋﻤﻠﻴــﺔ‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﻘﻴﺎﺱ ﺍﻟﱵ ﻳﺸﺘﻤﻞ ﻋﻠﻴﻬـﺎ ﺍﻻﺧﺘﺒـﺎﺭ‪ .‬ﻭﰲ‬

‫‪٣‬‬
‫‪‬‬
‫‪‬‬

‫)‪ ،Models‬ﻭﻳﺴﺘﺨﺪﻡ ﻛﻞ ﻣﻦ ﻫﺬﻳﻦ ﺍﻟﻨﻮﻋﲔ ﻣﻌﻠﻤـﺔ‬ ‫ﺍﻟﺘﻔﺴـﲑ ﻟــﺪﺭﺟﺎﺕ ﺍﻻﺧﺘﺒــﺎﺭﺍﺕ ﻭﺗﻌﺰﻳﺰﻫــﺎ‪ ،‬ﻭﺍﳌﻘﺼــﻮﺩ‬
‫ﻭﺍﺣﺪﺓ ﲤﺜﻞ ﺩﺭﺟﺔ ﺻﻌﻮﺑﺔ ﺍﻟﻔﻘﺮﺓ‪ ،‬ﺃﻭ ﻣﻌﻠﻤـﺘﲔ ﲤﺜـﻞ‬ ‫ﺑﺬﻟﻚ ﺍﻻﻓﺘﺮﺍﺽ ﺃﻥ ﻫﻨﺎﻙ ﻋـﺎﻣﻼﹰ ﻭﺍﺣـﺪﺍﹰ ﺳـﺎﺋﺪﺍﹰ ﻋﻠـﻰ‬
‫ﺍﺣﺪﺍﳘﺎ ﺩﺭﺟﺔ ﺍﻟﺼﻌﻮﺑﺔ ﻭﲤﺜﻞ ﺍﻷﺧﺮﻯ ﺩﺭﺟﺔ ﺍﻟﺘﻤﻴﻴﺰ‪،‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺧﺮﻯ‪ ،‬ﲝﻴﺚ ﻳﻜﻮﻥ ﺫﻟﻚ ﺍﻟﻌﺎﻣﻞ ﻫﻮ ﺍﻟﺴﻤﺔ‬
‫ﻭﻏﺎﻟﺒــﺎ ﻣــﺎ ﺗﺴــﺘﺨﺪﻡ ﻧﻈﺮﻳــﺔ ﺍﻟﺴــﻤﺎﺕ ﺍﻟﻜﺎﻣﻨــﺔ‬ ‫ﺍﻟــﱵ ﻳﻘﻴﺴــﻬﺎ ﺍﻻﺧﺘﺒــﺎﺭ‪ .‬ﻭﻳﻘﺼــﺪ ﺑﺎﻻﺳــﺘﻘﻼﻝ‬
‫ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻠﻮﺟﺴـﱵ ﺫﺍ ﺍﳌﻌﻠﻤـﺔ ﺍﻟﻮﺍﺣـﺪﺓ ﻭﺍﳌﺴـﻤﻰ‬ ‫ﺍﳌﻮﺿــﻮﻋﻲ ﺃﻥ ﺗﻜــﻮﻥ ﺍﺳــﺘﺠﺎﺑﺎﺕ ﺍﻟﻔــﺮﺩ ﻟﻠﻔﻘــﺮﺍﺕ‬
‫ﺑﻨﻤﻮﺫﺝ ﺭﺍﺵ )‪(Rasch Model‬؛ ﻭﺫﻟﻚ ﳌﺎ ﻳﺘﻤﻴﺰ ﺑﻪ ﻣـﻦ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍﻻﺧﺘﺒﺎﺭ ﻣﺴﺘﻘﻠﺔ ﺍﺳـﺘﻘﻼﻻﹰ ﺇﺣﺼـﺎﺋﻴﺎﹰ‬
‫ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﺗﺘﻄﺎﺑﻖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣـﻊ ﻫـﺬﺍ ﺍﻟﻨﻤـﻮﺫﺝ ﻓـﺎﻥ‬ ‫)‪ (Statistically Independent‬ﻋﻨــﺪ ﻣﺴــﺘﻮﻯ ﻗــﺪﺭﺓ‬
‫ﻣﻌﺎﱂ ﺍﻟﻔﻘـﺮﺍﺕ ﺍﻟـﱵ ﺗﺘﻤﺜـﻞ ﰲ ﺩﺭﺟـﺔ ﺻـﻌﻮﺑﺘﻬﺎ‬ ‫ﻣﻌﲔ‪ .‬ﻭﺣﱴ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻻﻓﺘﺮﺍﺽ ﺻﺤﻴﺤﺎﹰ ﳚﺐ ﺃﻥ ﻻ‬
‫ﳝﻜــﻦ ﺗﻘــﺪﻳﺮﻫﺎ ﺑﺸــﻜﻞ ﻣﺴــﺘﻘﻞ ﻋــﻦ ﺍﻟﻌﻴﻨــﺔ‬ ‫ﺗﺆﺛﺮ ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﻔﺤﻮﺹ ﻋـﻦ ﻓﻘـﺮﺓ ﻣـﺎ ﰲ ﺍﻻﺧﺘﺒـﺎﺭ‬
‫ﺍﳌﺴﺘﺨﺪﻣﺔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻗـﺪﺭﺍﺕ ﺍﻷﻓـﺮﺍﺩ ﳝﻜـﻦ ﺗﻘـﺪﻳﺮﻫﺎ‬ ‫ﺳــﻠﺒﺎﹰ ﺃﻭ ﺇﳚﺎﺑ ـﺎﹰ ﰲ ﺍﺳــﺘﺠﺎﺑﺘﻪ ﻟﻠﻔﻘــﺮﺍﺕ ﺍﻷﺧــﺮﻯ ﰲ‬
‫ﺑﺸﻜﻞ ﻣﺴﺘﻘﻞ ﻋـﻦ ﺩﺭﺟـﺔ ﺻـﻌﻮﺑﺔ ﺍﻟﻔﻘـﺮﺍﺕ‪ ،‬ﻭﰲ‬ ‫ﺍﻻﺧﺘﺒﺎﺭ‪ .‬ﺃﻣﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻻﻓﺘﺮﺍﺽ ﺍﻟﺜﺎﻟﺚ ﻓﻬﻮ ﻳﻮﻓﺮ‬
‫ﳕﻮﺫﺝ ﺭﺍﺵ ﺍﻟﺬﻱ ﻳﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻔﻘﺮﺍﺕ ﺫﺍﺕ ﺍﻻﺳﺘﺠﺎﺑﺔ‬ ‫ﺍﺣﺘﻤـــﺎﻻﺕ ﺇﺟﺎﺑـــﺔ ﺍﳌﻔﺤﻮﺻـــﲔ ﻋـــﻦ ﺍﻟﻔﻘـــﺮﺓ ﰲ‬
‫ﺍﻟﺜﻨﺎﺋﻴﺔ ﻳﺆﻟﻒ ﳎﻤﻮﻉ ﺍﻟﻌﻼﻣﺎﺕ ﺍﻟﱵ ﳛﺼﻞ ﻋﻠﻴﻬﺎ‬ ‫ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻘﺪﺭﺓ ﺍﳌﺨﺘﻠﻔﺔ ﺇﺟﺎﺑـﺔ ﺻـﺤﻴﺤﺔ‪ ،‬ﻭﻛـﻮﻥ‬
‫ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﻫـﺬﻩ ﺍﻟﻔﻘـﺮﺍﺕ ﺍﺣﺼـﺎﺋﻴﺎ ﻛﺎﻓﻴـﺎ ﻟﺘﻘـﺪﻳﺮ‬ ‫ﺍﳌﻨﺤﲎ ﺗﺮﺍﻛﻤﻴﺎﹰ ﺻﺎﻋﺪﺍﹰ ﻓﺈﻧﻪ ﻳﺸـﲑ ﺑﻮﺿـﻮﺡ ﺇﱃ ﺃﻥ‬
‫ﻗﺪﺭﺓ ﺍﻟﻔﺮﺩ‪ ،‬ﻛﻤﺎ ﻳﺆﻟﻒ ﳎﻤﻮﻉ ﺍﻷﻓـﺮﺍﺩ ﺍﻟـﺬﻳﻦ ﺃﺟـﺎﺑﻮﺍ‬ ‫ﺍﺣﺘﻤﺎﻝ ﺇﺟﺎﺑﺔ ﺍﻟﻔﻘﺮﺓ ﺇﺟﺎﺑـﺔ ﺻـﺤﻴﺤﺔ ﻳـﺰﺩﺍﺩ ﺑﺎﺯﺩﻳـﺎﺩ‬
‫ﻋﻦ ﺍﻟﻔﻘﺮﺓ ﺍﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ ﺍﺣﺼﺎﺋﻴﺎ ﻛﺎﻓﻴـﺎ ﻟﺘﻘـﺪﻳﺮ‬ ‫ﻗﺪﺭﺓ ﺍﳌﻔﺤﻮﺹ‪ ،‬ﻭﰲ ﺍﻟﻌﺎﺩﺓ ﺗﻮﺻﻒ ﻫـﺬﻩ ﺍﳌﻨﺤﻨﻴـﺎﺕ‬
‫ﺩﺭﺟﺔ ﺻﻌﻮﺑﺘﻬﺎ )‪.(Masters, 1982‬‬ ‫ﰲ ﳕﺎﺫﺝ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﺼﻤﻤﺔ ﻟﻘﻴﺎﺱ ﲰـﺔ ﻭﺍﺣـﺪﺓ‬
‫ﺑﺪﻻﻟﺔ ﻣﻌﻠﻤﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﺃﻭ ﻣﻌﻠﻤﺘﲔ ﺃﻭ ﺛﻼﺙ ﻣﻌـﺎﱂ ﺃﻭ‬
‫ﻭﳝﻜﻦ ﺗﺼﻨﻴﻒ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﱵ ﻃﻮﺭﺕ ﻣـﻦ ﳕـﻮﺫﺝ ﺭﺍﺵ‪،‬‬
‫ﺃﻛﺜﺮ‪ .‬ﺃﻣﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺴـﺮﻋﺔ ﺍﻷﺩﺍﺀ ﻓﺘﻔﺘـﺮﺽ ﳕـﺎﺫﺝ‬
‫ﺗﺒﻌــﺎ ﻟﺘــﺪﺭﻳﺞ ﻓﻘــﺮﺍﺕ ﺍﳌﻘﻴــﺎﺱ ﺇﱃ ﳕــﺎﺫﺝ ﺧﺎﺻــﺔ‬
‫ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﺃﻥ ﻋﺎﻣﻞ ﺍﻟﺴﺮﻋﺔ ﻻ ﻳﻠﻌـﺐ‬
‫ﺑﺎﻟﺘﺪﺭﻳﺞ ﺍﻟﺜﻨﺎﺋﻲ )‪ ،(Dichotomous‬ﻭﺗﺴﺘﺨﺪﻡ ﻋﻨﺪﻣﺎ‬
‫ﺩﻭﺭﺍﹰ ﰲ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﻓﻘـﺮﺍﺕ ﺍﻻﺧﺘﺒـﺎﺭ ;‪(Acton, 2003‬‬
‫ﺗﺄﺧﺬ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟﻔﻘﺮﺓ ﺍﻣﺎ ﺻﻔﺮﺍ ﺃﻭ ﻭﺍﺣـﺪﺍ‪ ،‬ﻭﳕـﻮﺫﺝ‬
‫& ‪Albert & Ghosh, 2000; Hambleton‬‬
‫ﺳﻠﻢ ﺍﻟﺘﻘـﺪﻳﺮ )‪ (RatingScale‬ﻷﻧـﺪﺭﻳﺶ‪ ،‬ﻭﻳﺴـﺘﺨﺪﻡ‬
‫)‪.Swaminathan, 1985‬‬
‫ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﻣـﺄﺧﻮﺫﺓ ﻣـﻦ ﺳـﻠﻢ ﺍﻟﺘﻘـﺪﻳﺮ‪.‬‬
‫ﻭﳕـــﺎﺫﺝ ﺍﻟﺘﻘـــﺪﻳﺮ ﺍﳉﺰﺋـــﻲ )‪ (Partial Credit‬ﺍﻟـــﱵ‬ ‫ﻛﻤﺎ ﺗﻨﺒﺜﻖ ﻋﻦ ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻜﺎﻣﻨـﺔ ﳎﻤﻮﻋـﺔ‬
‫ﺗﺴﺘﺨﺪﻡ ﻋﻨﺪﻣﺎ ﺗﺘﻜﻮﻥ ﺍﻻﺟﺎﺑﺔ ﻋﻦ ﺍﻟﻔﻘﺮﺓ ﻣﻦ ﻋـﺪﺓ‬ ‫ﻣــﻦ ﺍﻟﻨﻤــﺎﺫﺝ ﺍﻟــﱵ ﺍﺳــﺘﺨﺪﻣﺖ ﰲ ﺑﻨــﺎﺀ ﺍﳌﻘــﺎﻳﻴﺲ‬
‫ﺧﻄــﻮﺍﺕ‪ ،‬ﺑﺎﻻﺿــﺎﻓﺔ ﺍﱃ ﳕــﺎﺫﺝ ) ‪(Binomial Trial‬‬ ‫ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﱵ ﳝﻜـﻦ ﻣـﻦ ﺧﻼﳍـﺎ ﺍﳊﺼـﻮﻝ ﻋﻠـﻰ‬
‫ﺍﻟﱵ ﺗﺘﻄﻠﺐ ﻓﻴﻬﺎ ﺍﻻﺟﺎﺑﺔ ﻋﻦ ﺍﻟﻔﻘﺮﺓ ﻋﺪﺓ ﳏـﺎﻭﻻﺕ‬ ‫ﻣﺆﺷـــﺮﺍﺕ ﺇﺣﺼـــﺎﺋﻴﺔ ﻟﻠﻔﻘـــﺮﺓ‪ ،‬ﻻ ﺗﻌﺘﻤـــﺪ ﻋﻠـــﻰ‬
‫ﻣﺴـــﺘﻘﻠﺔ )‪ .(Wright & Masters, 1982‬ﻭﻗـــﺪ‬ ‫ﺧﺼﺎﺋﺺ ﺍﳌﻔﺤﻮﺻﲔ ﻭﺗﻘﺪﻳﺮﺍ‪‬ﻢ‪ ،‬ﻭﻻ ﺗﻌﺘﻤﺪ ﻋﻠـﻰ‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺜﺎﻥ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﳕﻮﺫﺝ ﺍﻟﺘﺪﺭﻳﺞ‬ ‫ﺻــﻌﻮﺑﺔ ﻓﻘــﺮﺍﺕ ﺍﳌﻘﻴــﺎﺱ ) ‪Crocker & Algina,‬‬
‫ﺍﻟﺜﻨﺎﺋﻲ ﰲ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻧﻈـﺮﺍ ﳌﻨﺎﺳـﺒﺘﻪ ﻟﻼﺟﺎﺑـﺎﺕ‬ ‫‪ ،(1986‬ﻭﻣـــﻦ ﻫﻨـــﺎ ﺃﻋﻄﻴـــﺖ ﺃﳘﻴـــﺔ ﺍﻟﻼﺗﻐـــﲑ‬
‫ﻋﻦ ﻓﻘﺮﺍﺕ ﺍﻻﺧﺘﺒﺎﺭ ﻣﻮﺿﻊ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫)‪ (Invariance‬ﰲ ﺗﻘﺪﻳﺮ ﻣﻌﺎﱂ ﺍﻟﻔﻘﺮﺍﺕ ﺑﲔ ﳐﺘﻠـﻒ‬
‫ﳎﻤﻮﻋﺎﺕ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﻭﺻﻔﺖ ﻫﺬﻩ ﺍﻷﳘﻴﺔ ﺑﺄ‪‬ﺎ ﺃﻛﱪ‬
‫ﻭﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﲝﺜﺖ ﰲ ﳕﻮﺫﺝ ﺭﺍﺵ‪ ،‬ﺩﺭﺍﺳـﺔ ﺃﺑـﻮ‬
‫ﺍﻟﺼــﻔﺎﺕ ﺍﳌﻬﻤــﺔ ﰲ ﻧﻈﺮﻳــﺔ ﺍﻟﺴــﻤﺎﺕ ﺍﻟﻜﺎﻣﻨــﺔ‬
‫ﺟﺮﺍﺩ )‪ (٢٠٠٨‬ﺍﻟﱵ ﻫـﺪﻓﺖ ﺇﱃ ﺍﺳـﺘﺨﺪﺍﻡ ﳕـﻮﺫﺝ ﺭﺍﺵ‬
‫)‪.(Lord, 1980‬‬
‫ﰲ ﺗﻄﻮﻳﺮ ﺍﺧﺘﺒﺎﺭ ﻛﺎﺗـﻞ ﺍﻟﺜﺎﻟـﺚ ﻟﻠـﺬﻛﺎﺀ ﺍﻟﺼـﻮﺭﺓ )ﺃ(‪،‬‬
‫ﻭﺍﱃ ﻋﻤــﻞ ﻣﻌــﺎﻳﲑ ﳐﺘﻠﻔــﺔ ﺗﻔﺴــﺮ ﻣــﻦ ﺧﻼﳍــﺎ‬ ‫ﻭﻗﺪ ﻃﻮﺭﺕ ﻋﱪ ﺍﻟﺴﻨﻮﺍﺕ ﺍﳌﺎﺿﻴﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﳕﺎﺫﺝ‬
‫ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻘﺪﺭﺓ ﻟﻸﻓﺮﺍﺩ‪ ،‬ﻭﰎ ﺗﻄﺒﻴـﻖ ﺍﻻﺧﺘﺒـﺎﺭ ﻋﻠـﻰ‬ ‫ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ‪ ،‬ﻭﲣﺘﻠﻒ ﻫـﺬﻩ ﺍﻟﻨﻤـﺎﺫﺝ ﰲ‬
‫ﻋﻴﻨـﺔ ﻣﻜﻮﻧـﺔ ﻣـﻦ ‪ ٢٤٠‬ﻃﺎﻟﺒـﺎﹰ ﻭﻃﺎﻟﺒـﺔ ﻣـﻦ ﻃﻠﺒـﺔ‬ ‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺮﻳﺎﺿﻲ ﳌـﻨﺤﲎ ﺧﺎﺻـﻴﺔ ﺍﻟﻔﻘـﺮﺓ‪،‬‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻘﺪﺱ ﺍﳌﻔﺘﻮﺣﺔ‪ .‬ﺃﺷﺎﺭﺕ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳـﺔ ﺇﱃ‬ ‫ﻭﺃﻛﺜﺮ ﻫﺬﻩ ﺍﻟﻨﻤﺎﺫﺝ ﺷﻴﻮﻋﺎ ﻫﻲ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻠﻮﺟﺴـﺘﻴﺔ‬
‫ﺣﺬﻑ ﻓﻘﺮﺗﲔ ﻣﻦ ﻓﻘـﺮﺍﺕ ﺍﺧﺘﺒـﺎﺭ ﺍﻟﺘﺼـﻨﻴﻒ؛ ﻟﻌـﺪﻡ‬ ‫)‪ (Logistic Models‬ﻭﺍﻟﻨﻤـــﺎﺫﺝ ﺍﻟـــﱵ ﺗﺴـــﺘﺨﺪﻡ‬
‫ﻣﻼﺀﻣﺘــﻬﺎ ﻟﻨﻤــﻮﺫﺝ ﺭﺍﺵ‪ .‬ﻭﻗــﺎﻡ ﻣﺴــﻌﻮﺩ )‪(٢٠٠٤‬‬ ‫ﺍﳌــﻨﺤﲎ ﺍﻟﻄﺒﻴﻌــﻲ ﺍﻟﺘﺮﺍﻛﻤــﻲ ‪(Normal Ogive‬‬

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 ‫‪٢٠١٤‬‬ ‫ﳎﻠﺪ ‪ ٨‬ﻋﺪﺩ ‪١‬‬ ‫ﳎﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬

‫ﺑــﺮﺍﻣﺞ ﻧﻈﺮﻳــﺔ ﺍﻟﺴــﻤﺎﺕ ﺍﻟﻜﺎﻣﻨــﻪ؛ ﺃﺷــﺎﺭﺕ ﻧﺘــﺎﺋﺞ‬ ‫ﺑﺪﺭﺍﺳﺔ ﺍﺳﺘﺨﺪﻣﺖ ﳕﻮﺫﺝ ﺭﺍﺵ ﻟﺘﻄﻮﻳﺮ ﺍﺧﺘﺒﺎﺭ ﺭﺳـﻢ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻣﻄﺎﺑﻘﺔ ‪ ٤٠‬ﻓﻘﺮﺓ ﺭﻳﺎﺿـﻴﺎﺕ‪ ،‬ﻭ‪ ٤٧‬ﻓﻘـﺮﺓ‬ ‫ﺍﻟﺮﺟـﻞ‪ ،‬ﺃﺷـﺎﺭﺕ ﻧﺘﺎﺋﺠﻬـﺎ ﺇﱃ ﺣـﺬﻑ ‪ ٥‬ﻓﻘـﺮﺍﺕ ﻣـﻦ‬
‫ﰲ ﺍﻟﻘﺮﺍﺀﺓ ﻟﻠﻨﻤﻮﺫﺝ‪.‬‬ ‫ﻓﻘﺮﺍﺕ ﺍﳌﻘﻴﺎﺱ ﺍﻷﺻﻠﻲ ﺍﻟﺒـﺎﻟﻎ ﻋـﺪﺩﻫﺎ ‪ ٧٤‬ﻓﻘـﺮﺓ‪،‬‬
‫ﻭﲢﻘﻴﻖ ﺷﺮﻁ ﺍﺳﺘﻘﻼﻟﻴﺔ ﺍﻟﻘﻴﺎﺱ ﰲ ﺻﻮﺭﺗﻪ ﺍﳉﺪﻳﺪﺓ‬
‫ﻭﺃﺟﺮﻯ ﺍﻟﻄﺮﻳﺮﻯ )‪ (1996‬ﺩﺭﺍﺳﺔ ﺑﻌﻨـﻮﺍﻥ"ﺍﳋﺼـﺎﺋﺺ‬
‫ﺑﻌﺪ ﺍﻟﺘﺪﺭﻳﺞ ﺑﺎﺳﺘﺨﺪﺍﻡ ﳕﻮﺫﺝ ﺭﺍﺵ‪ ،‬ﻭﺣﺴﺎﺏ ﻣﻌـﺎﻳﲑ‬
‫ﺍﻟﺴﻴﻜﻮﻣﺘﺮﻳﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻛﺎﺀ ﺍﻹﻋﺪﺍﺩﻱ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﻻﺧﺘﺒـﺎﺭ ﺑﻌـﺪ ﺍﻟﺘـﺪﺭﻳﺞ‪ ،‬ﻛﻤـﺎ ﰎ ﺍﻗﺘـﺮﺍﺡ ﺻـﻮﺭﺓ ﻣـﻦ‬
‫ﳕﻮﺫﺝ ﺭﺍﺵ"‪ .‬ﻭﻟﺘﺤﻘﻴﻖ ﻏﺮﺽ ﺍﻟﺪﺭﺍﺳﺔ ﻗـﺎﻡ ﺍﻟﺒﺎﺣـﺚ‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﻣﺘﺤﺮﺭﺓ ﻣﻦ ﺃﺛﺮ ﺍﺧﺘﻼﻑ ﺍﻟﺰﻱ ﺑـﲔ ﺍﻟﺜﻘـﺎﻓﺘﲔ‬
‫ﺑﺘﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻛﺎﺀ ﺍﻹﻋﺪﺍﺩﻱ ﻭﺍﻟﺬﻱ ﺗﻜﻮﻥ ﻣﻦ ‪٥٠‬‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻷﻭﺭﻭﺑﻴﺔ‪ .‬ﻛﻤﺎ ﺃﺟﺮﻯ ﻛﲑﺗﺲ )‪(Curtis, 2001‬‬
‫ﻓﻘﺮﺓ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻦ ﻃﻠﺒﺔ ﺍﳌﺮﺣﻠـﺔ ﺍﳌﺘﻮﺳـﻄﺔ ﳑـﻦ‬
‫ﺩﺭﺍﺳﺔ ‪‬ﺪﻑ ﻣﻌﺮﻓﺔ ﺃﺛﺮ ﺍﻷﺷـﺨﺎﺹ ﻏـﲑ ﺍﳌﻄـﺎﺑﻘﲔ‬
‫ﻳﺪﺭﺳﻮﻥ ﺑﺎﻟﻠﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺣﻴـﺚ ﰎ ﺍﺧﺘﻴـﺎﺭ ﻣﺪﺭﺳـﺘﲔ‬
‫ﻟﻨﻤﻮﺫﺝ ﺭﺍﺵ ﰲ ﺗﻘـﺪﻳﺮ ﻣﻌـﺎﱂ ﺍﻟﻔﻘـﺮﺍﺕ‪ ،‬ﰎ ﺗﻄﺒﻴـﻖ‬
‫ﻣﺘﻮﺳﻄﺘﲔ ﰱ ﴰﺎﱄ ﻣﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ ﰲ ﺍﳌﻤﻠﻜـﺔ‬
‫ﻣﻘﻴﺎﺱ ﻳﺘﻜﻮﻥ ﻣـﻦ ‪ ٢٥‬ﻓﻘـﺮﺓ ﺗﻘـﻴﺲ ﺍﻻﲡﺎﻫـﺎﺕ ﳓـﻮ‬
‫ﺍﻟﻌﺮﺑﻴـﺔ ﺍﻟﺴـﻌﻮﺩﻳﺔ‪ ،‬ﻭﰎ ﺍﺧﺘﻴـﺎﺭ ‪ ٥‬ﻓﺼـﻮﻝ ﺩﺭﺍﺳـﻴﺔ‬
‫ﺍﳌﺴﺎﻗﺎﺕ ﺍﳉﺎﻣﻌﻴـﺔ‪ ،‬ﻭﺫﻟـﻚ ﻋﻠـﻰ ﻋﻴﻨـﺔ ﺗﺘﻜـﻮﻥ ﻣـﻦ‬
‫ﺑﻮﺍﻗﻊ ‪ ٣٠‬ﻃﺎﻟﺒـﺎ ﰱ ﻛـﻞ ﻣﺪﺭﺳـﺔ‪ ،‬ﻭﻗـﺪ ﺑﻠـﻎ ﺣﺠـﻢ‬
‫‪ ٥١٣٦١‬ﻃﺎﻟﺒﺎ ﻭﻃﺎﻟﺒـﺔ‪ .‬ﺃﺷـﺎﺭﺕ ﻧﺘـﺎﺋﺞ ﺍﻟﺪﺭﺍﺳـﺔ ﺇﱃ‬
‫ﺍﻟﻌﻴﻨﺔ ‪ ١٤٧‬ﻃﺎﻟﺒﺎ ﻭﺫﻟﻚ ﺑﻌﺪ ﺍﺳﺘﺒﻌﺎﺩ ‪ ٣‬ﻃﻼﺏ ﻟﻌﺪﻡ‬
‫ﻣﻄﺎﺑﻘﺔ ‪ ١٧‬ﻓﻘﺮﺓ ﻟﻠﻨﻤﻮﺫﺝ‪ ،‬ﻛﻤﺎ ﺃﺷﺎﺭﺕ ﺇﱃ ﺃﻥ ﺇﺑﻘـﺎﺀ‬
‫ﺍﻟﺘﺰﺍﻣﻬﻢ ﺑﺎﻟﺘﻌﻠﻴﻤﺎﺕ‪ .‬ﺃﺷﺎﺭﺕ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺃﻥ‬
‫ﺍﻷﺷﺨﺎﺹ ﻏﲑ ﺍﳌﻄﺎﺑﻘﲔ ﻟﻠﻨﻤﻮﺫﺝ ﻳﺆﺩﻱ ﺇﱃ ﻧﻘﺼـﺎﻥ‬
‫ﺍﻻﺧﺘﺒــﺎﺭ ﺍﳌــﺬﻛﻮﺭ ﺗﺘﺤﻘــﻖ ﻓﻴــﻪ ﺍﳋﺼــﺎﺋﺺ‬
‫ﰲ ﺗﺒﺎﻳﻦ ﻣﻮﺍﻗﻊ ﺍﻟﻔﻘﺮﺍﺕ ﻋﻠﻰ ﻣﺘﺼﻞ ﺍﻟﺴـﻤﺔ‪ .‬ﺃﻣـﺎ‬
‫ﺍﻟﺴﻴﻜﻮﻣﺘﺮﻳﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﳕﻮﺫﺝ ﺭﺍﺵ‪ .‬ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‬
‫ﻃﻨﻄﺎﻭﻱ )‪ (٢٠٠٠‬ﻓﻘـﺪ ﺍﺳـﺘﺨﺪﻣﺖ ﳕـﻮﺫﺝ ﺭﺍﺵ ﰲ‬
‫ﺃﺷـﺎﺭﺕ ﺩﺭﺍﺳـﺔ ﺍﻟﻘﺮﺷـﻲ )‪ (El- korashy, 1995‬ﺇﱃ‬
‫ﺗﻄﻮﻳﺮ ﺍﺧﺘﺒﺎﺭ ﺍﳌﺼـﻔﻮﻓﺎﺕ ﺍﳌﺘﺘﺎﺑﻌـﺔ ﻟـﺮﻳﻔﻦ‪ ،‬ﺣﻴـﺚ‬
‫ﺣﺬﻑ ‪ ٢٤‬ﻓﻘﺮﺓ ﻏﲑ ﻣﻼﺋﻤﺔ ﻟﻠﻨﻤـﻮﺫﺝ ﻣـﻦ ﺃﺻـﻞ‪٨٠‬‬
‫ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﲤﺎﺛﻞ ﻭﺍﺿﺢ ﰲ ﺗﺮﺗﻴﺐ ﺍﻟﻔﻘﺮﺍﺕ‬
‫ﻓﻘﺮﺓ‪ ،‬ﻭﺫﻟﻚ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﳕﻮﺫﺝ ﺭﺍﺵ‪ ،‬ﻻﺧﺘﻴﺎﺭ ﻓﻘﺮﺍﺕ‬
‫ﰲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﻼﺧﺘﺒﺎﺭ‪ ،‬ﻭﺗﺮﺗﻴﺒـﻬﺎ ﰲ ﺍﻻﺧﺘﺒـﺎﺭ‬
‫ﺍﺧﺘﺒﺎﺭ ﺃﻭﺗﺲ ‪-‬ﻟﻴﻨﻮﻥ ﻟﻠﻘﺪﺭﺓ ﺍﻟﻌﻘﻠﻴﺔ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻘﺪﻡ‬
‫ﺍﻷﺻﻠﻲ‪ ،‬ﻭﻗـﺪ ﺑﻠـﻎ ﻋـﺪﺩ ﺍﻟﻔﻘـﺮﺍﺕ ﺍﻟـﱵ ﱂ ﺗﻼﺋـﻢ‬
‫ﺍﻟﺼﻮﺭﺓ )‪ ،(J‬ﺣﻴﺚ ﰎ ﺗﻄﺒﻴـﻖ ﺍﻻﺧﺘﺒـﺎﺭ ﻋﻠـﻰ ﻋﻴﻨـﺔ‬
‫ﺍﻟﻨﻤـﻮﺫﺝ ‪ ١١‬ﻓﻘـﺮﺓ‪ ،‬ﻭﺑﻠـﻎ ﻋـﺪﺩ ﻓﻘـﺮﺍﺕ ﺍﻻﺧﺘﺒـﺎﺭ ﰲ‬
‫ﻣﻜﻮﻧﺔ ﻣﻦ‪ ٥٩٩‬ﻃﺎﻟﺒﺎ ﻭﻃﺎﻟﺒﺔ ﻣـﻦ ﻃﻠﺒـﺔ ﺍﻟﺜﺎﻧﻮﻳـﺔ‬
‫ﺻﻮﺭﺗﻪ ﺍﻟﻨﻬﺎﺋﻴﺔ ‪ ٤٩‬ﻓﻘﺮﺓ‪ .‬ﻭﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﺃﺟﺮﺍﻫﺎ‬
‫ﺍﻟﻌﺎﻣﺔ ﻭﻃﻠﺒﺔ ﺟﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ‪ .‬ﺃﺷﺎﺭﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ‬
‫ﺗﻮﻟﻮﻣﺘﺰﻭﺟﻠــﻮ )‪ (Touloumtzoglou, 1999‬ﻟﺘﺤﻠﻴــﻞ‬
‫ﺃﻥ ﳕـﻮﺫﺝ ﺭﺍﺵ ﺃﻛﺜـﺮ ﻓﻌﺎﻟﻴـﺔ ﰱ ﺇﻋﻄـﺎﺀ ﺗﻘـﺪﻳﺮﺍﺕ‬
‫ﺑﻴﺎﻧﺎﺕ ﺛﻨﺎﺋﻴﺔ ﺍﻟﺘﺪﺭﻳﺞ‪ ،‬ﻟﺘﺤﺪﻳـﺪ ﻣﻌـﺎﱂ ﺍﻟﻔﻘـﺮﺍﺕ ﰲ‬
‫ﻣﻮﺿﻮﻋﻴﺔ ﻭﺛﺎﺑﺘﺔ ﻟﺘﺪﺭﳚﺎﺕ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺗﻘﺪﻳﺮﺍﺕ ﺍﻷﻓﺮﺍﺩ‬
‫ﻣﻘﻴﺎﺱ ﺍﻻﲡﺎﻫﺎﺕ ﳓﻮ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺒﺼﺮﻳﺔ ﺍﻟﺬﻱ ﻳﺘﻜـﻮﻥ‬
‫ﻣﻦ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺘﻘﻠﻴﺪﻳـﺔ ﻟﻠﻘﻴـﺎﺱ‪ .‬ﻭﺍﺳـﺘﺨﺪﻡ ﻋـﻼﻡ‬
‫ﻣﻦ ‪ ٢٠‬ﻓﻘﺮﺓ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻠﻮﻏـﺎﺭﻳﺘﻤﻲ‬
‫)‪ (١٩٨٥‬ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﻲ ﺃﺣﺎﺩﻱ ﺍﳌﻌﻠﻤﺔ ﻟﺘﺤﻠﻴﻞ‬
‫ﺫﻱ ﺍﳌﻌﻠﻤﺔ ﺍﻟﻮﺍﺣﺪﺓ‪ ،‬ﺃﺷﺎﺭﺕ ﻧﺘﺎﺋﺠﻬﺎ ﺇﱃ ﻣﻄﺎﺑﻘﺔ ‪١٨‬‬
‫ﺑﻴﺎﻧﺎﺕ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻴﻘﻈﺔ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﺬﻱ ﻳﺘﻜـﻮﻥ ﻣـﻦ ‪٢٢‬‬
‫ﻓﻘﺮﺓ ﻟﻠﻨﻤﻮﺫﺝ‪ .‬ﰲ ﺣﲔ ﻗـﺎﻡ ﻓﺘﺤـﻲ )‪ (1999‬ﺑﺈﻋـﺎﺩﺓ‬
‫ﻓﻘﺮﺓ ﻣﺼﻮﺭﺓ ﻭﻳﻬـﺪﻑ ﺇﱃ ﻗﻴـﺎﺱ ﻣـﺪﻯ ﻗـﺪﺭﺓ ﺍﻟﻔـﺮﺩ‬
‫ﺗﺪﺭﻳﺞ ﺍﺧﺘﺒﺎﺭ ﻛﺎﺗﻞ ﻏﲑ ﺍﳌﺘﺤﻴﺰ ﺛﻘﺎﻓﻴﺎ ﻟﻠﺬﻛﺎﺀ ﺍﳌﻘﻴﺎﺱ‬
‫ﻋﻠــﻰ ﺇﺩﺭﺍﻙ ﺍﻟﻌﻼﻗــﺎﺕ‪ ،‬ﺣﻴــﺚ ﰎ ﺗﻄﺒﻴﻘــﻪ ﻋﻠــﻰ ‪١٢٦‬‬
‫ﺍﻟﺜﺎﱏ ﺑﺎﺳﺘﺨﺪﺍﻡ ﳕﻮﺫﺝ ﺭﺍﺵ‪ ،‬ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻜﻮﻧﺔ ﻣـﻦ‬
‫ﻃﺎﻟﺒﺎ ﻭﻃﺎﻟﺒﺔ ﰲ ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ ﰲ ﺃﻗﺴـﺎﻡ ﳐﺘﻠﻔـﺔ‬
‫‪ ١٠١٥‬ﻃﺎﻟﺒﺎﹰ ﻭﻃﺎﻟﺒﺔ ﻣﻦ ﻃﻠﺒـﺔ ﺍﳌﺮﺣﻠـﺔ ﺍﻹﻋﺪﺍﺩﻳـﺔ‪.‬‬
‫ﺑﻜﻠﻴــﺔ ﺍﻟﺘﺮﺑﻴــﺔ ﰲ ﺟﺎﻣﻌــﺔ ﺍﻷﺯﻫــﺮ‪ ،‬ﻭﺃﺷــﺎﺭﺕ ﻧﺘــﺎﺋﺞ‬
‫ﻭﺗﻮﺻﻠﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﲢﺮﺭ ﺗﻘﺪﻳﺮﺍﺕ ﺻـﻌﻮﺑﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻣﻄﺎﺑﻘﺔ ‪ ١٧‬ﻓﻘﺮﺓ ﻟﻠﻨﻤﻮﺫﺝ‪.‬‬
‫ﻣﻔﺮﺩﺍﺕ ﺍﻻﺧﺘﺒﺎﺭ ﻣﻦ ﺑـﺎﻗﻲ ﻣﻔـﺮﺩﺍﺕ ﺍﻻﺧﺘﺒـﺎﺭ‪ ،‬ﻭﲢـﺮﺭ‬
‫ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺃﺳﺌﻠﺘﻬﺎ‬ ‫ﺗﻘﺪﻳﺮﺍﺕ ﻗﺪﺭﺓ ﺍﻟﻔﺮﺩ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﻌﻴﻨﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ‬
‫ﻫــﺪﻓﺖ ﻫــﺬﻩ ﺍﻟﺪﺭﺍﺳــﺔ ﺇﱃ ﺗﻘﺼــﻲ ﺍﳋﺼــﺎﺋﺺ‬ ‫ﰲ ﺍﻟﺘﺤﻠﻴﻞ‪ ،‬ﻭﲢﺮﺭ ﺗﻘﺪﻳﺮﺍﺕ ﻗﺪﺭﺍﺕ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﻣﻔﺮﺩﺍﺕ‬
‫ﺍﻟﺴﻴﻜﻮﻣﺘﺮﻳﺔ ﻻﺧﺘﺒﺎﺭ ﺫﻛﺎﺀ ﲨﻌﻲ ﻣﺼﻮﺭ ﻟﻸﻃﻔﺎﻝ‬ ‫ﺍﻻﺧﺘﺒﺎﺭ‪ .‬ﻭﺃﺟﺮﻯ ﻓﺎﻥ )‪ (Fan, 1998‬ﺩﺭﺍﺳﺔ ﳌﻌﺮﻓﺔ ﻣﺪﻯ‬
‫ﺍﻷﺭﺩﻧــﻴﲔ ﰲ ﺳــﻦ )‪ (٩- ٥‬ﺳــﻨﻮﺍﺕ ﻃﻮﺭﺗــﻪ ﻣﻠﻜــﺎﻭﻱ‬ ‫ﻣﻄﺎﺑﻘﺔ ﻓﻘﺮﺍﺕ ﻣﻘﻴﺎﺱ )ﺗﻘﻮﱘ ﺗﻜﺴـﺎﺱ ﻟﻠﻤﻬـﺎﺭﺍﺕ‬
‫)‪ ،(١٩٧٩‬ﻭﺫﻟــﻚ ﻭﻓـــﻖ ﺍﻟﻨﻤــﻮﺫﺝ ﺍﻟﺜﻨـــﺎﺋﻲ ﺍﻟﺘـــﺪﺭﻳﺞ‬ ‫ﺍﻷﻛﺎﺩﳝﻴﺔ(‪ ،‬ﻭﺫﻟﻚ ﺑﺘﻄﺒﻴﻖ ‪ ٤٨‬ﻓﻘـﺮﺓ ﰲ ﺍﻟﻘـﺮﺍﺀﺓ‪ ،‬ﻭ‪٦٠‬‬
‫)‪ (Dichotomous‬ﻛﺄﺣـــﺪ ﳕـــﺎﺫﺝ ﻧﻈﺮﻳـــﺔ ﺍﻟﺴـــﻤﺎﺕ‬ ‫ﻓﻘــﺮﺓ ﰲ ﺍﻟﺮﻳﺎﺿــﻴﺎﺕ‪ ،‬ﻭﺫﻟــﻚ ﻋﻠــﻰ ‪ ١٩٣٢٤٠‬ﻃﺎﻟﺒــﺎ‬
‫ﺍﻟﻜﺎﻣﻨﺔ ﺍﳌﻨﺒﺜﻘﺔ ﻋـﻦ ﳕـﻮﺫﺝ ﺭﺍﺵ )‪ ،(Rasch‬ﺇﺫ ﲤﺜﻠـﺖ‬ ‫ﻭﻃﺎﻟﺒﺔ ﻣﻦ ﺃﺻﻮﻝ ﳐﺘﻠﻔﺔ ﰲ ﺍﻟﺼﻒ ﺍﳊﺎﺩﻱ ﻋﺸـﺮ‪.‬‬
‫ﻣﺸﻜﻠﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﳊﺎﺟﺔ ﺇﱃ ﻭﺟـﻮﺩ ﺃﺩﺍﺓ ﻗﻴـﺎﺱ‬ ‫ﰒ ﲢﻠﻴﻞ ﺍﻹﺟﺎﺑﺎﺕ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺑﺮﻧـﺎﻣﺞ ‪ BILOG‬ﺃﺣـﺪ‬

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‫‪‬‬
‫‪‬‬
‫ﳏﺪﺩﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ -‬ﺍﻗﺘﺼﺮﺕ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻃﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﰲ ﻣﺪﻳﺮﻳﺔ ﺍﻟﺘﺮﺑﻴـﺔ ﻭﺍﻟﺘﻌﻠـﻴﻢ ﰲ‬
‫ﻣﺪﻳﻨـــﺔ ﺍﺭﺑـــﺪ ﰎ ﺍﺧﺘﻴﺎﺭﻫـــﺎ ﺑﺎﻟﻄﺮﻳﻘـــﺔ‬
‫ﺍﻟﻌﺸـــﻮﺍﺋﻴﺔ ﺍﻟﻌﻨﻘﻮﺩﻳـــﺔ‪ ،‬ﻭﺑﺎﻟﺘـــﺎﱄ ﻓـــﺎﻥ‬
‫ﺇﻣﻜﺎﻧﻴﺔ ﺗﻌﻤﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ ﺗﺘﺤﺪﺩ ﲟﺪﻯ ﲤﺜﻴـﻞ‬
‫ﻫﺬﻩ ﺍﻟﻌﻴﻨﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ‪.‬‬
‫ﺍﳌﻔــﺎﻫﻴﻢ ﻭﺍﳌﺼــﻄﻠﺤﺎﺕ ﺍﳌﺴــﺘﺨﺪﻣﺔ ﰲ‬
‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﳏﺪﺩﺓ ﺑﺎﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻹﺟﺮﺍﺋﻴﺔ‪،‬‬
‫ﻭﺑﺎﻟﺘﺎﱄ ﻓﺎﻥ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻌﻤﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ ﺗﺘﺤﺪﺩ‬
‫ﰲ ﺿﻮﺀ ﻫﺬﻩ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ‪.‬‬
‫ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺻــﻌﻮﺑﺔ ﺍﻟﻔﻘــﺮﺓ‪ :‬ﻣﺴــﺘﻮﻯ ﺍﻟﻘــﺪﺭﺓ ﻋﻠــﻰ ﳏــﻮﺭ‬
‫ﺍﻟﺴـﻴﻨﺎﺕ ﺍﻟـﺬﻱ ﻳﻘﺎﺑــﻞ ‪ ٠,٥‬ﻛﺎﺣﺘﻤـﺎﻝ ﻟﻺﺟﺎﺑـﺔ ﻋــﻦ‬
‫ﺍﻟﻔﻘﺮﺓ ﺇﺟﺎﺑـﺔ ﺻـﺤﻴﺤﺔ ﻋﻠـﻰ ﳏـﻮﺭ ﺍﻟﺼـﺎﺩﺍﺕ ﰲ‬
‫ﻣﻨﺤﲎ ﺧﺼﺎﺋﺺ ﺍﻟﻔﻘـﺮﺓ‪ ،‬ﻭﻋﻨـﺪﻣﺎ ﻳﻜـﻮﻥ ﻣﻌﺎﻣـﻞ‬
‫ﺍﻟﺘﺨﻤﲔ ﻳﺴﺎﻭﻱ ﺻﻔﺮﺍ‪.‬‬
‫ﳕــﻮﺫﺝ ﺭﺍﺵ‪ :‬ﺃﺣــﺪ ﳕــﺎﺫﺝ ﻧﻈﺮﻳــﺔ ﺍﻟﺴــﻤﺎﺕ ﺍﻟﻜﺎﻣﻨــﻪ‪،‬‬
‫ﻳﺴﺎﻋﺪ ﰲ ﺗﻘﺪﻳﺮ ﺍﺣﺘﻤﺎﻟﻴﺔ ﺇﺟﺎﺑﺔ ﺍﻟﻔﺮﺩ ﻋـﻦ ﺍﻟﻔﻘـﺮﺓ‬
‫ﺇﺟﺎﺑــﺔ ﺻــﺤﻴﺤﺔ ﺑــﺪﻻﻻﺕ ﻗــﺪﺭﺓ ﺍﻟﻔــﺮﺩ‪ ،‬ﻭﻣﻌﺎﻣــﻞ‬
‫ﺻﻌﻮﺑﺔ ﺍﻟﻔﻘﺮﺓ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻭﻋﺪﺩ‬
‫ﺍﻟﻔﻘﺮﺍﺕ‪.‬‬
‫ﺍﳋﺼـــﺎﺋﺺ ﺍﻟﺴـــﻴﻜﻮﻣﺘﺮﻳﺔ‪ :‬ﻣﻌـــﺎﱂ ﺍﻟﺼـــﻌﻮﺑﺔ‬
‫ﻭﺍﻟﺼﺪﻕ ﻭﺍﻟﺜﺒﺎﺕ ﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻛﺎﺀ‬
‫ﺍﺧﺘﺒـﺎﺭ ﺍﻟـﺬﻛﺎﺀ ﺍﳉﻤﻌـﻲ‪ :‬ﺍﺧﺘﺒـﺎﺭ ﻳﺘﻜـﻮﻥ ﻣـﻦ ﺃﺭﺑﻌــﺔ‬
‫ﺍﺧﺘﺒﺎﺭﺍﺕ ﻓﺮﻋﻴـﺔ ﻭﻫـﻲ‪ :‬ﺍﺧﺘﺒـﺎﺭ ﺍﳌﺘﻀـﺎﺩﺍﺕ‪ ،‬ﻭﺍﺧﺘﺒـﺎﺭ‬
‫ﺍﳌﺘﺸﺎ‪‬ﺎﺕ‪ ،‬ﻭﺍﺧﺘﺒﺎﺭ ﺍﻟﻌﻼﻗـﺎﺕ ﺍﻟﻌﺪﺩﻳـﺔ ﻭﺍﳉﻤﻌﻴـﺔ‪،‬‬
‫ﻭﺍﺧﺘﺒﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﺑﺄﲰﺎﺋﻬﺎ ﻭﺍﺳﺘﻌﻤﺎﻻ‪‬ﺎ‪ .‬ﻭﺗﻜﻮﻧـﺖ‬
‫ﻛﻞ ﻓﻘﺮﺓ ﻣﻦ ﻓﻘﺮﺍﺕ ﺍﻻﺧﺘﺒﺎﺭ ﻣﻦ ﺃﺭﺑﻊ ﺻـﻮﺭ ﻣﺄﻟﻮﻓـﺔ‬
‫ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪.‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﺑﺄﲰﺎﺋﻬﺎ ﻭﺍﺳﺘﻌﻤﺎﻻ‪‬ﺎ‪ :‬ﻫﻮ ﺍﺧﺘﺒـﺎﺭ‬
‫ﳝﺜﻞ ﺍﳉﺎﻧﺐ ﺍﻟﻠﻔﻈﻲ ﻟﻠﻘﺪﺭﺓ ﺍﻟﻌﻘﻠﻴﺔ ﻭﻳﺘﻜﻮﻥ ﻣﻦ ‪٢٤‬‬
‫ﻓﻘﺮﺓ‪.‬‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ‬
‫ﻳﺘﻨﺎﻭﻝ ﻫﺬﺍ ﺍﳉﺰﺀ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺻﻔﺎﹰ ‪‬ﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‪،‬‬
‫ﻭﻃﺮﻳﻘﺔ ﺍﺧﺘﻴﺎﺭ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ‬
‫ﺍﺗﺒﻌﺖ ﻟﺘﻄﻮﻳﺮ ﺍﳌﻘﻴﺎﺱ ﻭﻓﻖ ﳕﻮﺫﺝ ﺳﻠﻢ ﺍﻟﺘﻘﺪﻳﺮ‬
‫ﻭﻫﻲ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﰐ‪:‬‬
‫ﲨﻌﻲ ﺩﻗﻴﻘﺔ ﻟﻘﻴﺎﺱ ﺍﻟﺬﻛﺎﺀ ﻟـﺪﻯ ﺍﻷﻃﻔـﺎﻝ‪ ،‬ﺗﺘﻔـﻖ‬
‫ﻭﻣﻌــﺎﻳﲑ ﺍﻟﻘﻴــﺎﺱ ﺍﳌﻮﺿــﻮﻋﻲ‪ ،‬ﻛﻤــﺎ ﺃﻥ ﺃﺩﺍﺓ ﺍﻟﻘﻴــﺎﺱ‬
‫ﺍﻟــﱵ ﻃﻮﺭ‪‬ــﺎ ﻣﻠﻜــﺎﻭﻱ )‪ (١٩٧٩‬ﻛﺎﻧــﺖ ﺇﺟــﺮﺍﺀﺍﺕ‬
‫ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺧﺼﺎﺋﺼﻬﺎ ﺍﻟﺴﻴﻜﻮﻣﺘﺮﻳﺔ ﻏـﲑ ﻛﺎﻓﻴـﺔ‬
‫ﰲ ﻣﻌﻈــﻢ ﺣﺎﻻ‪‬ــﺎ‪ ،‬ﺍﺿــﺎﻓﺔ ﺍﱃ ﺃﻥ ﺍﳋﺼـــﺎﺋﺺ‬
‫ﺍﻟﺴﻴﻜﻮﻣﺘﺮﻳﺔ ﺍﻟﱵ ﰎ ﺗﻘﺪﳝﻬﺎ ﻛﺎﻧﺖ ﻭﻓـﻖ ﺍﻟﻨﻈﺮﻳـﺔ‬
‫ﺍﻟﻜﻼﺳﻴﻜﻴﺔ ﰲ ﺍﻟﻘﻴﺎﺱ ﺍﻟـﱵ ﻋﺠـﺰﺕ ﻋـﻦ ﺗﻔﺴـﲑ‬
‫‪-‬‬ ‫ﺑﻌــﺾ ﺍﻟﻘﻀــﺎﻳﺎ ﺍﳌﻬﻤــﺔ ﰲ ﺍﻟﻘﻴــﺎﺱ ﺍﻟﻨﻔﺴــﻲ‬
‫)‪ ،(Hambleton & Swaminathan, 1985‬ﻭﻛـﺬﻟﻚ ﱂ‬
‫ﲢﻆ ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﺑﺎﻫﺘﻤﺎﻡ ﻛﺒﲑ ﻭﺧﺎﺻﺔ‬
‫ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻨﺪ ﺑﻨﺎﺀ ﺍﳌﻘﺎﻳﻴﺲ ﺑﺸﻜﻞ ﻋﺎﻡ‪،‬‬
‫ﺭﻏﻢ ﻣﺎ ﺗﺘﻤﺘﻊ ﺑﻪ ﻣﻦ ﻣﺰﺍﻳﺎ ﻣﻮﺿﻮﻋﻴﺔ ﰲ ﺑﻨـﺎﺀ ﺃﺩﻭﺍﺕ‬
‫ﺍﻟﻘﻴﺎﺱ‪ .‬ﻭﺑﺎﻟﺘﺤﺪﻳﺪ ﺳﻌﺖ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺍﻹﺟﺎﺑـﺔ ﻋـﻦ‬
‫ﺍﻟﺴﺆﺍﻟﲔ ﺍﻻﺗﻴﲔ‪:‬‬
‫‪ .١‬ﻣﺎ ﻣـﺪﻯ ﻣﻄﺎﺑﻘـﺔ ﻓﻘـﺮﺍﺕ ﺍﺧﺘﺒـﺎﺭ ﺍﻟـﺬﻛﺎﺀ‬
‫ﺍﳉﻤﻌـــﻲ ﺍﳌﺴـــﺘﺨﺪﻡ ﰲ ﻫـــﺬﻩ ﺍﻟﺪﺭﺍﺳـــﺔ‬
‫ﻟﻠﻨﻤﻮﺫﺝ؟‬
‫‪ .٢‬ﻣﺎ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺴﻴﻜﻮﻣﺘﺮﻳﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻛﺎﺀ‬
‫ﺍﳉﻤﻌﻲ ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ؟‬
‫ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺗﻨﺒﺜﻖ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺟﺎﻧﺒﲔ‪ ،‬ﺍﻷﻭﻝ ﻧﻈـﺮﻱ‪‬‬
‫ﻭﺍﻟﺜﺎﱐ ﻋﻤﻠﻲ‪ ،‬ﻓﻤـﻦ ﺣﻴـﺚ ﺍﻷﳘﻴـﺔ ﺍﻟﻨﻈﺮﻳـﺔ ﻓـﺈﻥ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺗﺴﻬﻢ ﰲ ﺍﻟﻜﺸﻒ ﻋـﻦ ﻣﺴـﺘﻮﻯ ﺍﻟـﺬﻛﺎﺀ‬
‫ﻟﺪﻯ ﺍﻷﻃﻔﺎﻝ ﰲ ﻋﻤﺮ )‪ ،(٩- ٥‬ﻭﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺃﺩﺍﺓ ﻗﻴﺎﺱ‬
‫ﻣﻮﺿـﻮﻋﻴﺔ‪ ،‬ﻟﻘﻴــﺎﺱ ﲰـﺔ ﺍﻟــﺬﻛﺎﺀ ﻟـﺪﻯ ﺍﻷﻃﻔــﺎﻝ‬
‫ﺑﺸﻜﻞ ﺩﻗﻴﻖ‪ .‬ﺃﻣﺎ ﻣﻦ ﺣﻴﺚ ﺍﻷﳘﻴـﺔ ﺍﻟﻌﻤﻠﻴـﺔ ﻓـﺈﻥ‬
‫ﻫﺬﺍ ﺍﳌﻘﻴـﺎﺱ ﺗﺼـﺒﺢ ﻟـﻪ ﻗﻴﻤـﺔ ﺗﺮﺑﻮﻳـﺔ ﺧﺎﺻـﺔ‪ ،‬ﺇﺫ‬
‫ﺳــﻴﻜﻮﻥ ﺃﺩﺍﺓ ﻗﻴــﺎﺱ ﺳــﻬﻠﺔ ﻭﺳــﺮﻳﻌﺔ ﺍﻟﺘﻄﺒﻴــﻖ‪،‬‬
‫ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﳎﺎﻻﺕ ﳐﺘﻠﻔﺔ ﻣﺜﻞ ﻗﺒﻮﻝ‬
‫ﺍﻟﻄﻠﺒﺔ ﻭﺗﺼـﻨﻴﻔﻬﻢ ﻭﺗﺸـﺨﻴﺺ ﻧـﻮﺍﺣﻲ ﺍﻟﻀـﻌﻒ‬
‫ﻭﺍﻟﻘﻮﺓ ﻟﺪﻳﻬﻢ‪ ،‬ﻭﺍﻹﺭﺷﺎﺩ‪ ،‬ﻭﺍﻟﺘﻨﺒﺆ ﺑﺎﻟﻨﺠـﺎﺡ ﺍﻷﻛـﺎﺩﳝﻲ‪،‬‬
‫ﻭﺍﻟﻜﺸــﻒ ﻋــﻦ ﺍﻟﻔــﺮﻭﻕ ﺍﻟﻔﺮﺩﻳــﺔ ﺑــﲔ ﺍﻟﻄﻠﺒــﺔ ﻭﻋــﻦ‬
‫ﺍﳌﺘﺨﻠﻔﲔ ﻋﻘﻠﻴﺎ ﻭﺍﳌﻮﻫﻮﺑﲔ‪ .‬ﻭﰲ ﺿﻮﺀ ﻧﺘﺎﺋﺞ ﺍﻟﻘﻴﺎﺱ‬
‫ﻳﺘﻢ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻮﺿﻊ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺮﺑﻮﻳـﺔ ﻭﺍﻹﺭﺷـﺎﺩﻳﺔ‬
‫ﻣﻦ ﺍﳌﺮﺷﺪﻳﻦ ﺍﻟﻨﻔﺴﻴﲔ ﰲ ﺍﳌـﺪﺍﺭﺱ ﻭﺻـﻨﺎﻉ ﺍﻟﻘـﺮﺍﺭ؛‬
‫ﻣﻦ ﺃﺟﻞ ﺍﻟﻌﻤﻞ ﻋﻠـﻰ ﺗﻠﺒﻴـﺔ ﺍﺣﺘﻴﺎﺟـﺎﺕ ﺍﻟﻄﻠﺒـﺔ ﲟـﺎ‬
‫ﻳﺘﻨﺎﺳﺐ ﻣـﻊ ﻗـﺪﺭﺍ‪‬ﻢ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﻭﺑﺎﻟﺘـﺎﱄ ﺻـﻘﻞ‬
‫ﺷﺨﺼﻴﺎ‪‬ﻢ‪.‬‬
‫‪٦‬‬
 ‫‪٢٠١٤‬‬ ‫ﳎﻠﺪ ‪ ٨‬ﻋﺪﺩ ‪١‬‬ ‫ﳎﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬

‫ﺍﻟﻔﻘﺮﺍﺕ ﺑﺎﺳﺘﺜﻨﺎﺀ ﺍﻟﻔﻘﺮﺗﲔ ‪ ،(٢٢ ،٣‬ﻭﺫﻟﻚ ﺣﺴﺐ ﻣﺎ‬ ‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺃﺷﺎﺭﺕ ﺇﻟﻴﻪ ﻣﻠﻜﺎﻭﻱ )‪ .(١٩٧٩‬ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺎ ﺳﺒﻖ ﰎ‬
‫ﺗﻜﻮﻥ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﲨﻴﻊ ﻃﻠﺒﺔ ﺍﻟﺼﻒ‬
‫ﺣﺬﻑ ﺍﻟﻔﻘﺮﺍﺕ ‪ ،(٢٢ ،٣ ،١‬ﻭﺗﻜﻮﻥ ﺍﻻﺧﺘﺒﺎﺭ ﺑﺼﻮﺭﺗﻪ‬
‫ﺍﻟﺘﻤﻬﻴﺪﻱ ﻭﺍﻟﺼﻔﻮﻑ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﱐ ﻭﺍﻟﺜﺎﻟﺚ‬
‫ﺍﻟﻨﻬﺎﺋﻴﺔ ﻣﻦ ‪ ٢١‬ﻓﻘﺮﺓ ‪.‬‬
‫ﺍﻷﺳﺎﺳﻲ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﰲ ﻣﺪﻳﻨﺔ ﺇﺭﺑﺪ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ‬ ‫ﻟﻠﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻷﻭﻝ ‪٢٠١٢/٢٠١١‬ﻡ‪ ،‬ﻭﺍﻟﺒﺎﻟﻎ‬
‫ﻋﺪﺩﻫﻢ ‪ ٦٥٦٠‬ﻃﺎﻟﺒﺎ ﻭﻃﺎﻟﺒﺔ ﻣﻮﺯﻋﲔ ﻋﻠﻰ ‪٤٥‬‬
‫ﺗﻔﺘﺮﺽ ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻜﺎﻣﻨﻪ ﻭﺟﻮﺩ ﲰﺔ ﻭﺍﺣﺪﺓ‬
‫ﻣﺪﺭﺳﺔ‪.‬‬
‫ﺗﻔﺴﺮ ﺃﺩﺍﺀ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺍﻻﺧﺘﺒﺎﺭ؛ ﻟﺬﻟﻚ ﻭﺑﻌﺪ ﺍﻟﺘﺤﻘﻖ‬
‫ﻣﻦ ﺃﻥ ﻣﺼﻔﻮﻓﺔ ﺍﻻﺭﺗﺒﺎﻃﺎﺕ ﺑﲔ ﺍﻟﻔﻘﺮﺍﺕ ﻗﺎﺑﻠﺔ‬ ‫ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﻟﻠﺘﺤﻠﻴﻞ ‪ -‬ﺣﻴﺚ ﻛﺎﻧﺖ ﺃﻏﻠﺐ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺩﺍﻟﺔ‬ ‫ﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ‪ ٢٤٦‬ﻃﺎﻟﺒﺎ ﻭﻃﺎﻟﺒﺔ ﺑﲔ‬
‫ﺍﺣﺼﺎﺋﻴﺎ ﻛﻤﺎ ﻫﻮ ﻣﺒﲔ ﰲ ﺟﺪﻭﻝ ‪) ١‬ﺍﳌﻠﺤﻖ(‪.‬‬ ‫ﺳﻦ ‪ (٩- ٥‬ﺳﻨﻮﺍﺕ‪ ،‬ﺑﻮﺍﻗﻊ ‪ ١٢١‬ﺫﻛﻮﺭ‪ ،‬ﻭ ‪ ١٢٥‬ﺇﻧﺎﺙ ﰎ‬
‫ﻭﺣﺴﺎﺏ ﺍﺧﺘﺒﺎﺭ ﻛﻴﺰﺭ ‪ -‬ﻣﺎﻳﺮ‪ -‬ﺍﻭﻟﻜﲔ )‪ ،(KMO‬ﻭﺍﺧﺘﺒﺎﺭ‬ ‫ﺍﺧﺘﻴﺎﺭﻫﻢ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﻌﻨﻘﻮﺩﻳﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﻣﻦ ﻋﺸﺮ‬
‫ﺑﺎﺭﺗﻠﻴﺖ )‪ (Bartlett‬ﻭﻛﺎﻧﺖ ﻗﻴﻤﻬﻤﺎ ‪(٧٨٠,٦ ، ٠,٧٩‬‬ ‫ﻣﺪﺍﺭﺱ ﻣﻦ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﰲ ﻣﺪﻳﻨﺔ ﺇﺭﺑﺪ‪ ،‬ﻣﻮﺯﻋﲔ‬
‫ﻋﻠﻰ ﺍﻟﺘﻮﺍﱄ‪ ،‬ﻭﳘﺎ ﺩﺍﻟﺘﺎﻥ ﺍﺣﺼﺎﺋﻴﺎ‪ -‬ﰎ ﺍﺟﺮﺍﺀ‬ ‫ﻋﻠﻰ ﺍﻟﺼﻔﻮﻑ ﺍﻟﺘﻤﻬﻴﺪﻱ ﻭﺍﻷﻭﻝ ﺍﻷﺳﺎﺳﻲ ﻭﺍﻟﺜﺎﱐ‬
‫ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻌﺎﻣﻠﻲ )‪ (Factor Analysis‬ﺣﺴﺐ ﻃﺮﻳﻘﺔ‬ ‫ﺍﻷﺳﺎﺳﻲ ﻭﺍﻟﺜﺎﻟﺚ ﺍﻷﺳﺎﺳﻲ ﺑﻮﺍﻗﻊ ‪(٦٠ ،٣٦ ،٦٠ ،٥٧‬‬
‫ﺍﳌﻜﻮﻧﺎﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻣﻊ ﺍﻟﺘﺪﻭﻳﺮ ﻟﻠﻌﻮﺍﻣﻞ ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﻋﻠﻰ ﺍﻟﺘﻮﺍﱄ‪ ،‬ﻭﻛﺎﻧﺖ ﻭﺣﺪﺓ ﺍﻻﺧﺘﻴﺎﺭ ﻫﻲ ﺍﻟﺸﻌﺒﺔ‪.‬‬
‫ﻃﺮﻳﻘﺔ ﻛﻮﺍﺭﺗﻴﻤﺎﻛﺲ )‪ ،(Quartimax Rotation‬ﻭﰎ‬
‫ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺗﻜﺮﺍﺭ ﻫﺬﺍ ﺍﻟﺘﺤﻠﻴﻞ ﺣﺴﺐ ﲢﺪﻳﺪ ﻋﺪﺩ ﺍﻟﻌﻮﺍﻣﻞ‬
‫ﺍﳌﻄﻠﻮﺏ ﺗﺪﻭﻳﺮﻫﺎ‪ .‬ﻓﻔﻲ ﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ ﱂ ﻳﺘﻢ ﲢﺪﻳﺪ‬ ‫ﺗﻜﻮﻥ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻛﺎﺀ ﺍﳉﻤﻌﻲ ﻟﻸﻃﻔﺎﻝ ﺍﻷﺭﺩﻧﻴﲔ ﻣﻦ‬
‫ﻋﺪﺩ ﺍﻟﻌﻮﺍﻣﻞ‪ ،‬ﻭﻗﺪ ﺃﻓﺮﺯ ﺍﻟﺘﺤﻠﻴﻞ ﺳﺒﻌﺔ ﻋﻮﺍﻣﻞ ﺯﺍﺩ‬ ‫ﺃﺭﺑﻌﺔ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻓﺮﻋﻴﺔ ﻫﻲ‪ :‬ﺍﺧﺘﺒﺎﺭ ﺍﳌﺘﻀﺎﺩﺍﺕ‪ ،‬ﻭﻳﺘﻜﻮﻥ‬
‫ﺍﳉﺬﺭ ﺍﻟﻜﺎﻣﻦ ﻟﻜﻞ ﻣﻨﻬﺎ ﻋﻠﻰ ﻭﺍﺣﺪ ﺻﺤﻴﺢ‪ ،‬ﻭﻓﺴﺮﺕ‬ ‫ﻣﻦ ‪ ١٨‬ﻓﻘﺮﺓ ﺗﻘﻴﺲ ﺟﺎﻧﺐ ﺍﻟﺘﻔﻜﲑ ﺍﳌﻨﻄﻘﻲ‪ ،‬ﻭﺍﺧﺘﺒﺎﺭ‬
‫ﳎﺘﻤﻌﺔ ‪ ٥٤,٥٠‬ﻣﻦ ﺍﻟﺘﺒﺎﻳﻦ‪ ،‬ﻭﻳﺒﲔ ﺟﺪﻭﻝ‪ ٢‬ﻧﺘﺎﺋﺞ‬ ‫ﺍﳌﺘﺸﺎ‪‬ﺎﺕ ﻭﻳﺘﻜﻮﻥ ﻣﻦ ‪ ١٨‬ﻓﻘﺮﺓ ﺗﻘﻴﺲ ﺟﺎﻧﺐ‬
‫ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻌﺎﻣﻠﻲ‪.‬‬ ‫ﺍﻟﺘﻔﻜﲑ ﺍﳌﻨﻄﻘﻲ‪ ،‬ﻭﺍﺧﺘﺒﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﺑﺄﲰﺎﺋﻬﺎ‬
‫ﺟﺪﻭﻝ ‪٢‬‬ ‫ﻭﺍﺳﺘﻌﻤﺎﻻ‪‬ﺎ ﻭﻳﺘﻜﻮﻥ ﻣﻦ ‪ ٢٤‬ﻓﻘﺮﺓ ﺗﻘﻴﺲ ﺍﳉﺎﻧﺐ‬
‫ﺍﻟﺒﻨﺎﺀ ﺍﻟﻌﺎﻣﻠﻲ‪ ،‬ﻭﺍﳉﺬﺭ ﺍﻟﻜﺎﻣﻦ‪ ،‬ﻭﻧﺴﺒﺔ ﺍﻟﺘﺒﺎﻳﻦ ﻟﻜﻞ ﻋﺎﻣﻞ‪،‬‬
‫ﺍﻟﻠﻔﻈﻲ‪ ،‬ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ ﻭﺍﳊﺠﻤﻴﺔ ﻭﻳﺘﻜﻮﻥ ﻣﻦ‬
‫ﻭﻧﺴﺒﺔ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﺘﺮﺍﻛﻤﻴﺔ ﻣﺮﺗﺒﺔ ﺗﻨﺎﺯﻟﻴﺎﹰ‬
‫‪ ١٨‬ﻓﻘﺮﺓ ﺗﻘﻴﺲ ﺍﳉﺎﻧﺐ ﺍﻟﻌﺪﺩﻱ‪ .‬ﻭﻗﺪ ﻃﻮﺭﺕ ﻫﺬﺍ‬
‫ﻧﺴﺒﺔ ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﻧﺴﺒﺔ ﺍﻟﺘﺒﺎﻳﻦ‬ ‫ﺍﳉﺬﺭ‬
‫ﺍﻟﻌﺎﻣﻞ‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﻣﻠﻜﺎﻭﻱ )‪ (١٩٧٩‬ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﺧﺘﺒﺎﺭﺍﺕ‬
‫ﺍﳌﻔﺴﺮ ﺍﻟﺘﺮﺍﻛﻤﻲ‬ ‫ﺍﳌﻔﺴﺮ‬ ‫ﺍﻟﻜﺎﻣﻦ‬
‫‪٢٠,٠٥‬‬ ‫‪٢٠,٠٥‬‬ ‫‪٤,٢١‬‬ ‫‪١‬‬ ‫ﺫﻛﺎﺀ ﲨﻌﻴﺔ ﻣﻘﻨﻨﺔ‪ ،‬ﻭﺑﺎﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﺭﺍﺀ ﳎﻤﻮﻋﺔ‬
‫‪٢٧,١١‬‬ ‫‪٧,٠٦‬‬ ‫‪١,٤٨‬‬ ‫‪٢‬‬ ‫ﻣﻦ ﺍﳌﺨﺘﺼﲔ‪ ،‬ﺣﻴﺚ ﲤﺖ ﺻﻴﺎﻏﺔ ﻋﺪﺩ ﻣﻦ ﺍﻟﻔﻘﺮﺍﺕ‬
‫‪٣٣,٣٦‬‬ ‫‪٦,٢٥‬‬ ‫‪١,٣١‬‬ ‫‪٣‬‬
‫ﺍﻟﱵ ﺗﺘﻼﺀﻡ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ ،‬ﻭﺍﻗﺘﺒﺎﺱ ﺑﻌﺾ‬
‫‪٣٩,٠٥‬‬ ‫‪٥,٧٠‬‬ ‫‪١,٢٠‬‬ ‫‪٤‬‬
‫‪٤٤,٤٣‬‬ ‫‪٥,٣٨‬‬ ‫‪١,١٣‬‬ ‫‪٥‬‬
‫ﺍﻟﻔﻘﺮﺍﺕ ﺍﻟﱵ ﻻ ﺗﺘﺄﺛﺮ ﺑﺎﺧﺘﻼﻑ ﺍﻟﺒﻴﺌﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﲨﻴﻊ‬
‫‪٤٩,٥١‬‬ ‫‪٥,٠٨‬‬ ‫‪١,٠٧‬‬ ‫‪٦‬‬ ‫ﺍﻟﻔﻘﺮﺍﺕ ﻣﺼﻮﺭﺓ‪.‬‬
‫‪٥٤,٥٠‬‬ ‫‪٤,٩٩‬‬ ‫‪١,٠٥‬‬ ‫‪٧‬‬
‫ﻭﻗﺪ ﺍﻗﺘﺼﺮﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﺧﺘﺒﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺟﺪﻭﻝ ‪ ٢‬ﺃﻥ ﺍﻟﻌﺎﻣﻞ ﺍﻷﻭﻝ ﻳﻔﺴﺮ ﻣﺎ‬ ‫ﺑﺄﲰﺎﺋﻬﺎ ﻭﺍﺳﺘﻌﻤﺎﻻ‪‬ﺎ ﻛﻤﺎ ﻫﻮ ﻣﺒﲔ ﰲ ﺍﳌﻠﺤﻖ‪،‬‬
‫ﻧﺴﺒﺘﻪ ‪ ٢٠,٠٥‬ﻣﻦ ﺍﻟﺘﺒﺎﻳﻦ‪ ،‬ﻭﺃﻥ ﺍﳉﺬﺭ ﺍﻟﻜﺎﻣﻦ ﻟﻠﻌﺎﻣﻞ‬ ‫ﻭﻛﺎﻥ ﻣﻌﺎﻣﻞ ﺛﺒﺎﺗﻪ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﻨﺼﻔﻴﺔ ﻳﺴﺎﻭﻱ‬
‫ﺍﻷﻭﻝ ﻗﺪ ﺑﻠﻐﺖ ﻗﻴﻤﺘﻪ ‪ ،٤,٢١‬ﻭﻧﺴﺒﺔ ﺍﳉﺬﺭ ﺍﻟﻜﺎﻣﻦ‬ ‫‪ ،٠,٨٨‬ﻭﻛﺬﻟﻚ ﺑﻄﺮﻳﻘﺔ ﺇﻋﺎﺩﺓ ﺍﻻﺧﺘﺒﺎﺭ ﻳﺴﺎﻭﻱ ‪.٠,٨٨‬‬
‫ﻟﻠﻌﺎﻣﻞ ﺍﻷﻭﻝ ﺍﱃ ﺍﳉﺬﺭ ﺍﻟﻜﺎﻣﻦ ﻟﻠﻌﺎﻣﻞ ﺍﻟﺜﺎﱐ ﺗﺰﻳﺪ‬ ‫ﻛﻤﺎ ﻛﺎﻧﺖ ﻣﻌﺎﻣﻼﺕ ﺍﻟﺘﻤﻴﻴﺰ ﻟﻔﻘﺮﺍﺗﻪ ﻣﺮﺗﻔﻌﺔ‬
‫ﻋﻠﻰ ‪ ٢‬ﳑﺎ ﻳﺸﲑ ﺍﱃ ﺃﺣﺎﺩﻳﺔ ﺍﻟﺒﻌﺪ & ‪(Hambleton‬‬ ‫ﺑﺎﺳﺘﺜﻨﺎﺀ ﺍﻟﻔﻘﺮﺓ ‪ .(١‬ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲟﻌﺎﻣﻼﺕ‬
‫)‪ .Swaminathan, 1985; Hattie, 1985‬ﻭﻫﺬﺍ ﻣﺎ‬ ‫ﺍﻟﺼﻌﻮﺑﺔ ﻟﻔﻘﺮﺍﺗﻪ ﺍﺳﺘﺨﺮﺟﺖ ﻧﺴﺒﺔ ﳒﺎﺡ ﺍﻷﻓﺮﺍﺩ‬
‫ﻳﺆﻛﺪﻩ ﻣﻨﺤﲎ ﺍﳌﻨﺤﺪﺭ ﰲ ﺷﻜﻞ‪.١‬‬ ‫ﻋﻠﻰ ﻓﻘﺮﺍﺕ ﺍﻻﺧﺘﺒﺎﺭ ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﻌﺎﻣﺔ ﻋﻠﻰ ﻛﻞ ﻓﻘﺮﺓ‪،‬‬
‫ﻭﻛﺎﻧﺖ ﺍﻟﻨﺴﺐ ﺗﺘﺪﺭﺝ ﺣﺴﺐ ﺍﻟﻌﻤﺮ ﰲ ﲨﻴﻊ‬

‫‪٧‬‬
‫‪‬‬
‫‪‬‬

‫ﺍﻟﻮﺳﻂ ﺍﳊﺴﺎﰊ ﻭﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﻟﻜﻞ ﺗﻘﺪﻳﺮ ﻣﻦ‬

‫‪Scree Plot‬‬
‫ﺗﻘﺪﻳﺮﺍﺕ ﻗﺪﺭﺓ ﻛﻞ ﻓﺮﺩ‪ ،‬ﻭﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﰲ ﻗﻴﺎﺱ ﻫﺬﻩ‬ ‫‪5‬‬

‫ﺍﻟﻘﺪﺭﺓ‪ ،‬ﻭﺇﺣﺼﺎﺋﻲ ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ ﺍﻟﺘﻘﺎﺭﰊ ‪(Infit‬‬

‫اﻟﺠﺬر‬
‫)‪ MNSQ‬ﺍﻟﺬﻱ ﻳﻌﱪ ﻋﻦ ﻣﺆﺷﺮ ﺍﳌﻄﺎﺑﻘﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬ ‫‪4‬‬
‫اﻟﻜﺎﻣﻦ‬
‫)‪ ،(Infit ZSTD‬ﻭﺇﺣﺼﺎﺋﻲ ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬
‫اﻟﻌﺎﻣﻞ‬ ‫‪3‬‬
‫ﺍﻟﺘﺒﺎﻋﺪﻱ )‪ (Outfit MNSQ‬ﺍﻟﺬﻱ ﻳﻌﱪ ﻋﻦ ﻣﺆﺷﺮ‬
‫ﺍﳌﻄﺎﺑﻘﺔ ﺍﳋﺎﺭﺟﻴﺔ )‪ (Outfit ZSTD‬ﻛﻤﺎ ﻫﻮ ﻣﺒﲔ ﰲ‬ ‫‪2‬‬

‫ﺟﺪﻭﻝ ‪. ٣‬‬

‫‪Eigenvalue‬‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺟﺪﻭﻝ ‪ ٣‬ﺃﻥ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﳌﺘﻮﺳﻄﺎﺕ‬ ‫‪1‬‬

‫ﺍﳌﺮﺑﻌﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ )‪ (MNSQ INFIT‬ﺑﻠﻎ ‪،0.90‬‬ ‫‪0‬‬

‫ﻭﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﳌﺘﻮﺳﻄﺎﺕ ﺍﳌﺮﺑﻌﺎﺕ ﺍﳋﺎﺭﺟﻴﺔ‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪7‬‬ ‫‪9‬‬ ‫‪11‬‬ ‫‪13‬‬ ‫‪15‬‬ ‫‪17‬‬ ‫‪19‬‬ ‫‪21‬‬

‫)‪ (MNSQ OUTFIT‬ﺑﻠﻎ ‪ ٠,٩٥‬ﻭﳘﺎ ﻗﻴﻤﺘﺎﻥ ﺗﻘﺘﺮﺑﺎﻥ‬ ‫‪Component Number‬‬

‫ﻣﻦ ﺍﻟﻮﺍﺣﺪ‪ ،‬ﺃﻣﺎ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﳌﺘﻮﺳﻄﺎﺕ ﻗﻴﻢ‬

‫ﺷﻜﻞ‪ .1‬ﻣﻨﺤﲎ ﺍﳌﻨﺤﺪﺭ ﻟﻘﻴﻢ ﺍﳉﺬﻭﺭ ﺍﻟﻜﺎﻣﻨﺔ ﻟﻠﻌﻮﺍﻣﻞ ﺍﳌﻜﻮﻧﺔ‬
‫ﺇﺣﺼﺎﺋﻲ ﺍﳌﻄﺎﺑﻘﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ )‪ (ZSTD INFIT‬ﺑﻠﻎ ‪-‬‬ ‫ﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻛﺎﺀ‪.‬‬
‫‪ ،٠,١‬ﻭﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﳌﺘﻮﺳﻄﺎﺕ ﻗﻴﻢ ﺇﺣﺼﺎﺋﻲ‬
‫ﻭﻧﻈﺮﺍ ﻟﻘﻠﺔ ﺍﻟﻔﻘﺮﺍﺕ ﰲ ﺑﻌﺾ ﺍﻟﻌﻮﺍﻣﻞ ﻓﻘﺪ ﲤﺖ‬
‫ﺍﳌﻄﺎﺑﻘﺔ ﺍﳋﺎﺭﺟﻴﺔ )‪ (ZSTD OUTFIT‬ﺑﻠﻎ ‪،٠,١-‬‬
‫ﺍﻋﺎﺩﺓ ﺍﻟﺘﺤﻠﻴﻞ ﺑﺘﺤﺪﻳﺪ ﻋﺪﺩ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﻄﻠﻮﺏ‬
‫ﻭﳘﺎ ﻗﻴﻤﺘﺎﻥ ﺗﻘﺘﺮﺑﺎﻥ ﻣﻦ ﺍﻟﺼﻔﺮ‪ ،‬ﻭﻫﻲ ﺍﻟﻘﻴﻢ‬
‫ﺗﺪﻭﻳﺮﻫﺎ ﺑﺴﺘﺔ ﻋﻮﺍﻣﻞ‪ ،‬ﻭﲬﺴﺔ ﻋﻮﺍﻣﻞ‪ ،‬ﻭﺃﺭﺑﻌﺔ‬
‫ﺍﳌﺜﺎﻟﻴﺔ ﺍﻟﱵ ﻳﻔﺘﺮﺿﻬﺎ ﺍﻟﻨﻤﻮﺫﺝ ﻭﻫﻲ ﺻﻔﺮ‪ ،١،‬ﻭﻟﺪﻯ‬
‫ﻋﻮﺍﻣﻞ‪ ،‬ﻭﺛﻼﺛﺔ ﻋﻮﺍﻣﻞ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺘﺨﻠﺺ ﻣﻦ ﻗﻠﺔ‬
‫ﺗﻔﺤﺺ ﻗﻴﻢ ﺇﺣﺼﺎﺋﻲ ﺍﳌﻄﺎﺑﻘﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻟﻸﻓﺮﺍﺩ ‪-‬‬
‫ﻋﺪﺩ ﺍﻟﻔﻘﺮﺍﺕ ﰲ ﺑﻌﺾ ﺍﻟﻌﻮﺍﻣﻞ‪ ،‬ﲝﻴﺚ ﻻ ﻳﻘﻞ ﻋﺪﺩ‬
‫ﺣﻴﺚ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺘﻪ ﺗﺰﻳﺪ ﻋﻠﻰ ‪ ٢+‬ﺃﻭ ﺗﻘﻞ ﻋﻦ ‪ ،٢-‬ﺃﻭ‬
‫ﺍﻟﻔﻘﺮﺍﺕ ﰲ ﺃﻱ ﻋﺎﻣﻞ ﻋﻦ ﺛﻼﺙ ﻓﻘﺮﺍﺕ‪ .‬ﻭﻗﺪ ﲢﻘﻖ‬
‫ﻗﻴﻢ ﻣﺘﻮﺳﻄﺎﺕ ﺍﳌﺮﺑﻌﺎﺕ ﺍﳌﻨﺎﻇﺮﺓ ﳍﺬﻩ ﺍﻟﺪﺭﺟﺎﺕ‬
‫ﺫﻟﻚ ﻋﻨﺪ ﲢﺪﻳﺪ ﻋﺪﺩ ﺍﻟﻌﻮﺍﻣﻞ ﺑﺜﻼﺛﺔ‪ ،‬ﻭﺯﺍﺩ ﺗﺸﺒﻊ ﻛﻞ‬
‫ﺗﺰﻳﺪ ﻋﻠﻰ ‪ ،١‬ﻭﻫﻲ ﺍﻟﻘﻴﻢ ﺍﻟﱵ ﻳﺘﻮﻗﻌﻬﺎ ﺍﻟﻨﻤﻮﺫﺝ‪،‬‬
‫ﻓﻘﺮﺓ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻞ ﺍﻟﺬﻱ ﺗﻨﺘﻤﻲ ﺍﻟﻴﻪ ﻋﻠﻰ ‪،٠,٣٦‬‬
‫ﺣﻴﺚ ﻳﻌﲏ ﺫﻟﻚ ﺃﻥ ﺍﺳﺘﺠﺎﺑﺎ‪‬ﻢ ﻛﺎﻧﺖ ﺧﺎﻃﺌﺔ‬
‫ﻭﻓﺴﺮﺕ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺜﻼﺛﺔ ﳎﺘﻤﻌﺔ ‪ ٣٣,٣٦‬ﻣﻦ ﺍﻟﺘﺒﺎﻳﻦ‪.‬‬
‫ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺻﻌﻮﺑﺔ ﺍﻟﻔﻘﺮﺓ ﺃﻗﻞ ﻣﻦ ﻣﺴﺘﻮﻯ‬
‫ﻗﺪﺭﺍ‪‬ﻢ‪ ،‬ﺃﻭ ﺃﻥ ﺍﺳﺘﺠﺎﺑﺎ‪‬ﻢ ﻛﺎﻧﺖ ﺻﺤﻴﺤﺔ ﺑﺎﻟﺮﻏﻢ‬ ‫ﻭﻗﺪ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺜﻨﺎﺋﻲ ﺍﻟﺘﺪﺭﻳﺞ ﺍﻟﺬﻱ‬
‫ﻣﻦ ﺃﻥ ﺻﻌﻮﺑﺔ ﺍﻟﻔﻘﺮﺓ ﺗﻔﻮﻕ ﻣﺴﺘﻮﻯ ﻗﺪﺭﺍ‪‬ﻢ‬ ‫ﻳﻌﻄﻲ ﺍﻟﺪﺭﺟﺔ ﻭﺍﺣﺪ ﺻﺤﻴﺢ ﻟﻺﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‪،‬‬
‫)‪ .(Wright & Stone, 1979‬ﻭﻋﻨﺪ ﺗﻔﺤﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻭﺍﻟﺪﺭﺟﺔ ﺻﻔﺮﺍ ﻟﻺﺟﺎﺑﺔ ﺍﳋﺎﻃﺌﺔ ﻋﻦ ﻛﻞ ﻓﻘﺮﺓ‪ ،‬ﻭﺫﻟﻚ‬
‫ﺗﺒﲔ ﻋﺪﻡ ﻣﻄﺎﺑﻘﺔ ‪ ٢٦‬ﻓﺮﺩﺍ ﻟﻠﻨﻤﻮﺫﺝ‪ ،‬ﺣﻴﺚ ﻛﺎﻧﺖ‬ ‫ﻟﺘﺤﺪﻳﺪ ﺩﺭﺟﺔ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺍﻻﺧﺘﺒﺎﺭ‪ .‬ﻭﻟﺘﺤﻘﻴﻖ ﺫﻟﻚ‬
‫ﻣﺘﻮﺳﻄﺎﺕ ﺍﳌﺮﺑﻌﺎﺕ ﻟﻠﻤﻄﺎﺑﻘﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻟﻘﺪﺭﺍ‪‬ﻢ‬ ‫ﺍﺳﺘﺨﺪﻡ ﺑﺮﻧﺎﻣﺞ ﺍﳊﺎﺳﻮﺏ )‪ ،(WINSTEPS‬ﻭﻗﺪ ﰎ‬
‫ﺧﺎﺭﺝ ﺣﺪﻭﺩ ﺍﳌﻄﺎﺑﻘﺔ ﻭﻫﻲ ‪ ،١,٣ - ٠,٧‬ﺑﻴﻨﻤﺎ ﻛﺎﻧﺖ‬ ‫ﺍﺳﺘﺒﻌﺎﺩ ‪ ١٢‬ﻃﺎﻟﺒﺎ ﻭﻃﺎﻟﺒﺔ‪ ،‬ﺃﺟﺎﺏ ﺑﻌﻀﻬﻢ ﻋﻦ‬
‫ﻣﻌﻈﻢ ﻣﺘﻮﺳﻄﺎﺕ ﺍﳌﺮﺑﻌﺎﺕ ﻟﻠﻤﻄﺎﺑﻘﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬ ‫ﲨﻴﻊ ﺍﻟﻔﻘﺮﺍﺕ ﺇﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪ ،‬ﻭﺑﻌﻀﻬﻢ ﺍﻵﺧﺮ‬
‫ﻟﻘﺪﺭﺍ‪‬ﻢ ﺿﻤﻦ ﺣﺪﻭﺩ ﺍﳌﻄﺎﺑﻘﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ‬ ‫ﺃﺟﺎﺏ ﻋﻦ ﲨﻴﻊ ﺍﻟﻔﻘﺮﺍﺕ ﺇﺟﺎﺑﺔ ﺧﺎﻃﺌﺔ‪ .‬ﺑﻌﺪ ﺫﻟﻚ ﰎ‬
‫ﺍﺳﺘﺠﺎﺑﺎﺕ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﻋﻦ ﺍﻟﻔﻘﺮﺍﺕ ﺍﻟﻘﺮﻳﺒﺔ‬ ‫ﲢﻠﻴﻞ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﻋﻠﻰ ﻓﻘﺮﺍﺕ ﺍﻻﺧﺘﺒﺎﺭ؛ ﻟﻠﻜﺸﻒ‬
‫ﻋﻦ ﻣﺪﻯ ﻣﻄﺎﺑﻘﺔ ﺍﻷﻓﺮﺍﺩ ﻟﻠﻨﻤﻮﺫﺝ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ‬

‫ﺟﺪﻭﻝ ‪٣‬‬
‫ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﻭﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﻟﻜﻞ ﻣﻦ ﺍﻟﻘﻴﻢ ﺍﻟﺘﺪﺭﳚﻴﺔ ﻟﻸﻓﺮﺍﺩ ﻭﺇﺣﺼﺎﺋﻴﺎﺕ ﺍﳌﻄﺎﺑﻘﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ‬
‫ﺇﺣﺼﺎﺋﻲ ﺍﳌﻄﺎﺑﻘﺔ ﺍﳋﺎﺭﺟﻴﺔ‬ ‫ﺇﺣﺼﺎﺋﻲ ﺍﳌﻄﺎﺑﻘﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
‫ﻣﺘﻮﺳﻂ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﳋﻄﺄ‬
‫ﺍﻹﺣﺼﺎﺀ‬ ‫ﺍﻹﺣﺼﺎﺀ‬ ‫ﺍﻟﻘﺪﺭﺓ‬ ‫ﺍﻟﻌﻼﻣﺔ ﺍﳋﺎﻡ‬
‫ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﺍﳌﻌﻴﺎﺭﻱ‬
‫‪ZSTD‬‬ ‫‪ZSTD‬‬
‫‪MNSQ‬‬ ‫‪MNSQ‬‬
‫‪٠,١-‬‬ ‫‪٠,٩٥‬‬ ‫‪٠,١-‬‬ ‫‪٠,٩٠‬‬ ‫‪٠,٨٦‬‬ ‫‪٢,٤٠‬‬ ‫‪٢٠,٠‬‬ ‫ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ‬
‫‪٠,٨‬‬ ‫‪١,٣٢‬‬ ‫‪٠,٦‬‬ ‫‪٠,٣٩‬‬ ‫‪٠,٤٢‬‬ ‫‪١,٣٢‬‬ ‫‪٢,٣‬‬ ‫ﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‬

‫‪٨‬‬
‫‪‬‬
‫‪‬‬

‫ﲟﻄﺎﺑﻘﺔ ﺍﻟﻔﻘﺮﺍﺕ ﻓﻘﺪ ﺗﺒﲔ ﻭﺟﻮﺩ ﲬﺲ ﻓﻘﺮﺍﺕ ﻏﲑ‬
‫ﻣﻄﺎﺑﻘﺔ ﻟﻠﻨﻤﻮﺫﺝ‪ ،‬ﺣﻴﺚ ﺍ‪‬ﺎ ﺗﻘﻊ ﺧﺎﺭﺝ ﺣﺪﻭﺩ‬
‫ﺍﳌﻄﺎﺑﻘﺔ‪ ،‬ﻭﻫﻲ ﺍﻟﻔﻘﺮﺍﺕ ﺫﻭﺍﺕ ﺍﻷﺭﻗﺎﻡ ‪،١٢ ،١١ ،٧ ،٢‬‬
‫‪ ،١٤‬ﻭﺑﺬﻟﻚ ﺗﻜﻮﻥ ﺍﻻﺧﺘﺒﺎﺭ ﺑﺼﻮﺭﺗﻪ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻣﻦ ‪١٦‬‬
‫ﻓﻘﺮﺓ‪ .‬ﻭﺑﻌﺪ ﺍﺳﺘﺒﻌﺎﺩ ﺍﻷﻓﺮﺍﺩ ﻏﲑ ﺍﳌﻄﺎﺑﻘﲔ ﻭﺍﻟﻔﻘﺮﺍﺕ‬
‫ﻏﲑ ﺍﳌﻄﺎﺑﻘﺔ ﲤﺖ ﺇﻋﺎﺩﺓ ﺍﻟﺘﺤﻠﻴﻞ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ‬
‫ﺗﻘﺪﻳﺮﺍﺕ ‪‬ﺎﺋﻴﺔ ﻣﺘﺤﺮﺭﺓ ﻣﻦ ﺻﻌﻮﺑﺔ ﺍﻟﻔﻘﺮﺍﺕ‬
‫ﻭﻗﺪﺭﺍﺕ ﺍﻷﻓﺮﺍﺩ‪ .‬ﻭﺟﺪﻭﻝ ‪ ٥‬ﻳﺒﲔ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﺍﳌﺘﺤﺮﺭﺓ‬
‫ﻣﻦ ﻗﺪﺭﺍﺕ ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫ﻳﺘﺒﲔ ﻣﻦ ﺟﺪﻭﻝ ‪ ٥‬ﺃﻥ ﺍﻟﻌﻼﻣﺔ ﺍﻟﻜﻠﻴﺔ ﺗﺮﺍﻭﺣﺖ ﺑﲔ ‪٦‬‬
‫ﻛﺤﺪ ﺃﺩﱏ ﻭ‪ ١٥‬ﻛﺤﺪ ﺃﻋﻠﻰ‪ ،‬ﻭﺫﻟﻚ ﻟﻠﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﻨﻬﺎﺋﻴﺔ‬
‫ﺍﳌﺘﺤﺮﺭﺓ ﻣﻦ ﻗﺪﺭﺍﺕ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻛﻤﺎ ﺗﺮﺍﻭﺣﺖ ﻗﻴﻢ‬
‫ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﻟﻠﻘﺪﺭﺓ ﺑﲔ ‪ ٠,٦٠-‬ﻭ‪ ٣,١١‬ﻟﻮﺟﻴﺖ‪،‬‬
‫ﻭﲟﺘﻮﺳﻂ ﻗﺪﺭﻩ ‪ ١,٧٩‬ﻟﻮﺟﻴﺖ‪ ،‬ﻛﻤﺎ ﺑﻠﻎ ﺍﻻﳓﺮﺍﻑ‬
‫ﺍﳌﻌﻴﺎﺭﻱ ‪ ١,٨٥‬ﻟﻮﺟﻴﺖ‪ .‬ﺃﻣﺎ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﳌﺘﻮﺳﻂ‬
‫ﺗﻘﺪﻳﺮﺍﺕ ﺍﻟﻘﺪﺭﺓ ﻓﻘﺪ ﺑﻠﻎ ‪ ،٠,٠٧‬ﻭﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﺗﺸﲑ‬
‫ﺇﱃ ﺩﻗﺔ ﲢﺪﻳﺪ ﻣﻮﺍﻗﻊ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﻣﺘﺼﻞ ﺍﻟﺴﻤﺔ‪،‬‬
‫ﺣﻴﺚ ﻳﻔﺘﺮﺽ ﺍﻟﻨﻤﻮﺫﺝ ﺃﻥ ﺗﻘﺪﻳﺮ ﻗﺪﺭﺍﺕ ﺍﻷﻓﺮﺍﺩ ﻳﻜﻮﻥ‬
‫ﺃﻛﺜﺮ ﺩﻗﺔ ﻛﻠﻤﺎ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﺃﻗﻞ‪ .‬ﻭﻳﺒﲔ‬
‫ﺟﺪﻭﻝ ‪ ٦‬ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﻟﻠﻘﻴﻢ ﺍﳌﺘﺤﺮﺭﺓ ﻣﻦ ﺻﻌﻮﺑﺔ‬
‫ﺍﻟﻔﻘﺮﺍﺕ‪.‬‬
‫ﺟﺪﻭﻝ ‪٤‬‬
‫ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﻭﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﻟﻜﻞ ﻣﻦ ﻣﻌﺎﱂ ﺍﻟﺼﻌﻮﺑﺔ ﻟﻠﻔﻘﺮﺍﺕ ﻭﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ‪ ،‬ﻭﺇﺣﺼﺎﺋﻴﺎﺕ ﺍﳌﻄﺎﺑﻘﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ‬
‫ﳍﺬﻩ ﺍﳌﻌﺎﱂ‬
‫ﺇﺣﺼﺎﺋﻲ ﺍﳌﻄﺎﺑﻘﺔ ﺍﳋﺎﺭﺟﻴﺔ‬ ‫ﺇﺣﺼﺎﺋﻲ ﺍﳌﻄﺎﺑﻘﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
‫ﺍﻹﺣﺼﺎﺀ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻹﺣﺼﺎﺀ‬ ‫ﻣﺘﻮﺳﻂ‬
‫‪ZSTD‬‬ ‫ﺍﳌﺮﺑﻌﺎﺕ‬ ‫‪ZSTD‬‬
‫‪٠,١-‬‬ ‫‪٠,٩٧‬‬ ‫‪٠,٠‬‬
‫‪١,٠‬‬ ‫‪٠,٣٠‬‬ ‫‪٠,٤‬‬
‫ﻣﻦ ﻣﺴﺘﻮﻯ ﻗﺪﺭﺍ‪‬ﻢ ﻛﺎﻧﺖ ﻣﻘﺒﻮﻟﺔ‪ ،‬ﺍﻻ ﺃﻥ‬
‫ﺍﺳﺘﺠﺎﺑﺎ‪‬ﻢ ﻟﻠﻔﻘﺮﺍﺕ ﺍﻟﺒﻌﻴﺪﺓ ﻋﻦ ﻣﺴﺘﻮﻯ‬
‫ﻗﺪﺭﺍ‪‬ﻢ ﻛﺎﻧﺖ ﻏﲑ ﻣﻘﺒﻮﻟﺔ ﻭﻏﲑ ﻣﺘﻮﻗﻌﺔ؛ ﻟﺬﻟﻚ ﻛﺎﻥ‬
‫ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﻏﲑ ﻣﻄﺎﺑﻘﲔ ﻟﻠﻨﻤﻮﺫﺝ‪.‬‬
‫ﺑﻌﺪ ﺍﺳﺘﺒﻌﺎﺩ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﱂ ﺗﺘﻄﺎﺑﻖ ﺍﺳﺘﺠﺎﺑﺎ‪‬ﻢ‬
‫ﻣﻊ ﺗﻮﻗﻌﺎﺕ ﺍﻟﻨﻤﻮﺫﺝ‪ ،‬ﻭﺇﻋﺎﺩﺓ ﺍﻟﺘﺤﻠﻴﻞ ﻣﺮﺓ ﺃﺧﺮﻯ‬
‫ﻻﺧﺘﺒﺎﺭ ﻣﺪﻯ ﻣﻄﺎﺑﻘﺔ ﺍﻟﻔﻘﺮﺍﺕ ﻟﻠﻨﻤﻮﺫﺝ‪ ،‬ﰎ ﺗﻘﺪﻳﺮ‬
‫ﻣﻌﻠﻤﺔ ﺍﻟﺼﻌﻮﺑﺔ ﻟﻜﻞ ﻓﻘﺮﺓ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﳋﻄﺄ‬
‫ﺍﳌﻌﻴﺎﺭﻱ ﰲ ﺗﻘﺪﻳﺮﻫﺎ‪ ،‬ﻭﻗﻴﻢ ﺇﺣﺼﺎﺋﻴﺎﺕ ﻛﻞ ﻣﻦ‬
‫ﺍﳌﻄﺎﺑﻘﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ )‪ ،(Infit ZSTD‬ﻭﺍﳌﻄﺎﺑﻘﺔ‬
‫ﺍﳋﺎﺭﺟﻴﺔ )‪ ،(Outfit ZSTD‬ﻭﻛﺬﻟﻚ ﻗﻴﻢ ﺇﺣﺼﺎﺋﻴﺎﺕ‬
‫ﺍﳌﻄﺎﺑﻘﺔ ﻟﻜﻞ ﻣﻌﻠﻤﺔ ﻣﻦ ﻣﻌﺎﱂ ﺍﻟﺼﻌﻮﺑﺔ‬
‫ﻟﻠﻔﻘﺮﺍﺕ‪ .‬ﻭﻳﺒﲔ ﺟﺪﻭﻝ ‪ ٤‬ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ‬
‫ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻟﻜﻞ ﺗﻘﺪﻳﺮ ﻣﻦ ﺗﻘﺪﻳﺮﺍﺕ ﻣﻌﺎﱂ‬
‫ﺍﻟﺼﻌﻮﺑﺔ ﻟﻠﻔﻘﺮﺍﺕ‪ ،‬ﻭﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﰲ ﻣﻘﻴﺎﺱ ﻫﺬﻩ‬
‫ﺍﻟﺼﻌﻮﺑﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﻗﻴﻢ ﺇﺣﺼﺎﺋﻴﺎﺕ ﺍﳌﻄﺎﺑﻘﺔ‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ )‪ (MNSQ‬ﳍﺬﻩ ﺍﳌﻌﺎﱂ‪.‬‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺟﺪﻭﻝ ‪ ٤‬ﺃﻥ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﳌﺘﻮﺳﻄﺎﺕ‬
‫ﺍﳌﺮﺑﻌﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﻳﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻮﺍﺣﺪ‪ ،‬ﻭﺃﻥ‬
‫ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﳌﺘﻮﺳﻄﺎﺕ ﺇﺣﺼﺎﺋﻲ ﺍﳌﻄﺎﺑﻘﺔ‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﻳﻘﺘﺮﺏ ﻣﻦ ﺍﻟﺼﻔﺮ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ‬
‫ﻳﻔﺘﺮﺿﻪ ﺍﻟﻨﻤﻮﺫﺝ ﻛﻮﺿﻊ ﻣﺜﺎﱄ‪ .‬ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ‬
‫ﺍﳋﻄﺄ‬
‫ﺍﻟﻘﺪﺭﺓ‬ ‫ﺍﻟﻌﻼﻣﺔ ﺍﳋﺎﻡ‬
‫ﺍﳌﻌﻴﺎﺭﻱ‬
‫ﺍﳌﺮﺑﻌﺎﺕ‬
‫‪٠,٩٩‬‬ ‫‪٠,٢٥‬‬ ‫‪٠,٠٠‬‬ ‫‪١٤٧,٥‬‬ ‫ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ‬
‫‪٠,٠٧‬‬ ‫‪٠,٠٧‬‬ ‫‪٠,٩١‬‬ ‫‪٢٠,٠‬‬ ‫ﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‬

‫ﺟﺪﻭﻝ ‪٥‬‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﻟﻠﻘﻴﻢ ﺍﳌﺘﺤﺮﺭﺓ ﻣﻦ ﻗﺪﺭﺍﺕ ﺍﻷﻓﺮﺍﺩ‬
‫ﺇﺣﺼﺎﺋﻲ ﺍﳌﻄﺎﺑﻘﺔ ﺍﳋﺎﺭﺟﻴﺔ‬ ‫ﺇﺣﺼﺎﺋﻲ ﺍﳌﻄﺎﺑﻘﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
‫ﺍﳋﻄﺄ‬ ‫ﺍﻟﻌﻼﻣﺔ‬
‫ﺍﻹﺣﺼﺎﺀ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻹﺣﺼﺎﺀ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﻟﻘﺪﺭﺓ‬
‫ﺍﳌﻌﻴﺎﺭﻱ‬ ‫ﺍﳋﺎﻡ‬
‫‪ZSTD‬‬ ‫ﺍﳌﺮﺑﻌﺎﺕ‬ ‫‪ZSTD‬‬ ‫ﺍﳌﺮﺑﻌﺎﺕ‬
‫ﺍﳌﺘﻮﺳـــــــــﻂ‬
‫‪٠,١-‬‬ ‫‪٠,٩٤‬‬ ‫‪٠,٠‬‬ ‫‪١,٠٠‬‬ ‫‪٠,٧٤‬‬ ‫‪١,٧٩‬‬ ‫‪١٢,٨‬‬
‫ﺍﳊﺴﺎﰊ‬
‫‪٠,٧‬‬ ‫‪٠,٤٦‬‬ ‫‪٠,٦‬‬ ‫‪٠,٢١‬‬ ‫‪٠,١٧‬‬ ‫‪١,٨٥‬‬ ‫‪١,٩‬‬ ‫ﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‬
‫‪٢,٨‬‬ ‫‪٣,٥٤‬‬ ‫‪٢,٤‬‬ ‫‪١,٥٥‬‬ ‫‪١,٠٧‬‬ ‫‪٣,١١‬‬ ‫‪١٥,٠‬‬ ‫ﺃﻋﻠﻰ ﻋﻼﻣﺔ‬
‫‪١,٣-‬‬ ‫‪٠,٢١‬‬ ‫‪٠,٦٤‬‬ ‫‪٠,٦٤‬‬ ‫‪٠,٥٥‬‬ ‫‪٠,٦٠-‬‬ ‫‪٦,٠‬‬ ‫ﺃﺩﱏ ﻋﻼﻣﺔ‬
‫ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﳌﺘﻮﺳﻂ ﺗﻘﺪﻳﺮﺍﺕ ﺍﻟﻘﺪﺭﺓ ‪٠.٠٧‬‬

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‫‪‬‬
‫‪‬‬

‫ﺟﺪﻭﻝ ‪.٦‬‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﻟﻠﻘﻴﻢ ﺍﳌﺘﺤﺮﺭﺓ ﻣﻦ ﺻﻌﻮﺑﺔ ﺍﻟﻔﻘﺮﺍﺕ‬
‫ﺇﺣﺼﺎﺋﻲ ﺍﳌﻄﺎﺑﻘﺔ ﺍﳋﺎﺭﺟﻴﺔ‬ ‫ﺇﺣﺼﺎﺋﻲ ﺍﳌﻄﺎﺑﻘﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
‫ﺍﳋﻄﺄ‬
‫‪Outfit‬‬ ‫‪Infint‬‬ ‫ﺍﻟﻌﻼﻣﺔ‬
‫ﺍﳌﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻘﺪﺭﺓ‬
‫ﻗﻴﻤﺔ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﻗﻴﻤﺔ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﺍﳋﺎﻡ ‪Raw‬‬
‫‪Model‬‬ ‫‪Measure‬‬
‫ﺍﻹﺣﺼﺎﺋﻲ‬ ‫ﺍﳌﺮﺑﻌﺎﺕ‬ ‫ﺍﻹﺣﺼﺎﺋﻲ‬ ‫ﺍﳌﺮﺑﻌﺎﺕ‬ ‫‪Score‬‬
‫‪Error‬‬
‫‪ZSTD‬‬ ‫‪MNSQ‬‬ ‫‪ZSTD‬‬ ‫‪MNSQ‬‬
‫‪٠,١-‬‬ ‫‪٠,٩٤‬‬ ‫‪٠,٠‬‬ ‫‪١,٠٠‬‬ ‫‪٠,٢٥‬‬ ‫‪٠,٠٠‬‬ ‫‪١١٩,٧‬‬ ‫ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ‬
‫‪٠,٧‬‬ ‫‪٠,١٧‬‬ ‫‪٠,٣‬‬ ‫‪٠,٠٤‬‬ ‫‪٠,٠٨‬‬ ‫‪٠,٩٩‬‬ ‫‪١٩,٦‬‬ ‫ﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‬
‫‪١,٥‬‬ ‫‪١,٢٨‬‬ ‫‪٠,٨‬‬ ‫‪١,٠٧‬‬ ‫‪٠,٥١‬‬ ‫‪٢,١٣‬‬ ‫‪١٤٦,٠‬‬ ‫ﺃﻋﻠﻰ ﻋﻼﻣﺔ‬
‫‪١,١-‬‬ ‫‪٠.٦٧‬‬ ‫‪٠,٤-‬‬ ‫‪٠,٩٣‬‬ ‫‪٠,١٨‬‬ ‫‪٢,١٦-‬‬ ‫‪٦٤,٠‬‬ ‫ﺃﺩﱏ ﻋﻼﻣﺔ‬

‫ﺟﺪﻭﻝ‪٧‬‬
‫ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻟﺪﺭﺟﺔ ﻋﻠﻰ ﺍﻟﺒﻌﺪ ﻭﺍﻟﺪﺭﺟﺔ ﻋﻠﻰ ﺍﻟﻔﻘﺮﺓ‪ ،‬ﻭﺑﲔ ﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻼﺧﺘﺒﺎﺭ ﻭﺍﻟﺪﺭﺟﺔ ﻋﻠﻰ ﺍﻟﻔﻘﺮﺓ‬
‫ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ‬
‫ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ ﺩﺭﺟﺔ‬ ‫ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ ﺩﺭﺟﺔ‬ ‫ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ ﺩﺭﺟﺔ‬
‫ﺩﺭﺟﺔ ﺍﻟﻔﻘﺮﺓ‬
‫ﺍﻟﻔﻘﺮﺓ‬ ‫ﺍﻟﻔﻘﺮﺓ‬ ‫ﺍﻟﻔﻘﺮﺓ‬ ‫ﺍﻟﻔﻘﺮﺓ‬ ‫ﺍﻟﻔﻘﺮﺓ‬
‫ﻣﻊ ﺩﺭﺟﺔ‬
‫ﻣﻊ ﺩﺭﺟﺔ ﺍﻟﺒﻌﺪ‬ ‫ﻣﻊ ﺩﺭﺟﺔ ﺍﻟﺒﻌﺪ‬ ‫ﻣﻊ ﺩﺭﺟﺔ ﺍﻻﺧﺘﺒﺎﺭ ﻛﻜﻞ‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﻛﻜﻞ‬
‫‪٠,٥١‬‬ ‫‪٠,٤٧‬‬ ‫‪.٩‬‬ ‫‪٠,٥١‬‬ ‫‪٠,٤٥‬‬ ‫‪.١‬‬
‫‪٠,٥٦‬‬ ‫‪٠,٥٠‬‬ ‫‪.١٠‬‬ ‫‪٠,٥٠‬‬ ‫‪٠,٤٨‬‬ ‫‪.٢‬‬
‫‪٠,٥٥‬‬ ‫‪٠,٥٢‬‬ ‫‪.١١‬‬ ‫‪٠,٤٣‬‬ ‫‪٠,٣٩‬‬ ‫‪.٣‬‬
‫‪٠,٤٣‬‬ ‫‪٠,٤٢‬‬ ‫‪.١٢‬‬ ‫‪٠,٥٠‬‬ ‫‪٠,٤٨‬‬ ‫‪.٤‬‬
‫‪٠,٤٨‬‬ ‫‪٠,٤٦‬‬ ‫‪.١٣‬‬ ‫‪٠,٤٤‬‬ ‫‪٠,٤١‬‬ ‫‪.٥‬‬
‫‪٠,٤٠‬‬ ‫‪٠,٣٧‬‬ ‫‪.١٤‬‬ ‫‪٠,٤٣‬‬ ‫‪٠,٤٠‬‬ ‫‪.٦‬‬
‫‪٠,٣٩‬‬ ‫‪٠,٣٦‬‬ ‫‪.١٥‬‬ ‫‪٠,٥٨‬‬ ‫‪٠,٥٤‬‬ ‫‪.٧‬‬
‫‪٠,٣٦‬‬ ‫‪٠,٣٣‬‬ ‫‪.١٦‬‬ ‫‪٠,٤٥‬‬ ‫‪٠,٣٨‬‬ ‫‪.٨‬‬

‫‪ ،(Analysis‬ﻭﺍﻟﻄﺮﻕ ﺍﻻﺭﺗﺒﺎﻃﻴﺔ ) ‪Corelational‬‬
‫‪ ،(Techniques‬ﻭﺍﻟﻄﺮﻕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ) ‪Experimental‬‬
‫‪ .(Cronbach, 1971) (Techniques‬ﻭﺇﻥ ﺃﻛﺜﺮﻫﺎ‬
‫ﺍﺳﺘﺨﺪﺍﻣﺎ ﻫﻲ ﺍﻟﻄﺮﻕ ﺍﻻﺭﺗﺒﺎﻃﻴﺔ‪ ،‬ﻭﺗﺸﻤﻞ ﺍﻟﻄﺮﻕ‬
‫ﺍﻻﺭﺗﺒﺎﻃﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺩﺭﺍﺳﺔ ﺻﺪﻕ ﺍﳌﻘﺎﻳﻴﺲ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻌﺎﻣﻠﻲ ) ‪Factor‬‬
‫‪ ،(Analysis‬ﻭﻣﺼﻔﻮﻓﺔ ﺍﻟﺴﻤﺎﺕ‪ ،‬ﻭﺍﻟﻄﺮﻕ ﺍﳌﺘﻌﺪﺩﺓ‬
‫ﺍﻻﳓﺪﺍﺭ‬ ‫ﻭﲢﻠﻴﻞ‬ ‫)‪،(Multitraite-Multimethod‬‬
‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬ ‫ﻭﻣﻦ‬ ‫‪.(Regression‬‬
‫ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻟﻠﺘﺪﻟﻴﻞ ﻋﻠﻰ ﺍﻟﺼﺪﻕ‬
‫ﺍﳌﻨﻄﻘﻲ ﻟﻠﻘﺎﺋﻤﺔ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻈﺮﻱ‬
‫ﻣﻦ ﺧﻼﻝ ﲢﺪﻳﺪ ﺍﻟﺴﻤﺔ ﺍﳌﺮﻏﻮﺏ ﻗﻴﺎﺳﻬﺎ‪ ،‬ﻭﻫﻲ‬
‫ﺍﻟﺬﻛﺎﺀ ﺍﻟﻠﻔﻈﻲ ﻭﻣﻜﻮﻧﺎﺗﻪ )ﺃﺑﻌﺎﺩﻩ(‪ ،‬ﻭﻣﻦ ﺧﻼﻝ‬
‫ﺻﻴﺎﻏﺔ ﺍﻟﻔﻘﺮﺍﺕ ﻭﲢﻜﻴﻤﻬﺎ‪ .‬ﻭﻟﺘﻌﺮﻑ ﺍﻟﺒﻨﺎﺀ ﺍﻟﻌﺎﻣﻠﻲ‬
‫ﻹﺧﺘﺒﺎﺭ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺍﻻﻓﺘﺮﺍﺽ‬
‫ﺍﻟﻨﻈﺮﻱ ﺍﻟﺬﻱ ﺑﻨﻴﺖ ﻋﻠﻰ ﺃﺳﺎﺳﻪ ﻓﻘﺮﺍﺕ ﺍﻻﺧﺘﺒﺎﺭ‪،‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻌﺎﻣﻠﻲ ﳌﺼﻔﻮﻓﺔ ﺍﻻﺭﺗﺒﺎﻃﺎﺕ‬
‫ﺍﳋﺎﺻﺔ ﺑﻔﻘﺮﺍﺕ ﺍﻟﻘﺎﺋﻤﺔ‪ ،‬ﻭﺍﻟﺒﺎﻟﻎ ﻋﺪﺩﻫﺎ ‪ ١٦‬ﻓﻘﺮﺓ‬
‫ﻋﻠﻰ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻜﻠﻴﺔ‪ .‬ﻭﺟﺪﻭﻝ ‪ ٧‬ﻳﺒﲔ ﻣﻌﺎﻣﻼﺕ‬
‫ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﻋﻼﻣﺔ ﻛﻞ ﻓﻘﺮﺓ ﻭﻋﻼﻣﺔ ﺍﻟﺒﻌﺪ ﻣﻦ‬
‫ﺟﻬﺔ‪ ،‬ﻭﻋﻼﻣﺔ ﻛﻞ ﻓﻘﺮﺓ ﻭﺍﻟﻌﻼﻣﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻼﺧﺘﺒﺎﺭ‬
‫ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪.‬‬
‫ﻳﺸﲑ ﺟﺪﻭﻝ ‪ ٦‬ﺇﱃ ﺃﻥ ﻗﻴﻢ ﺻﻌﻮﺑﺔ ﺍﻟﻔﻘﺮﺍﺕ ﺗﺮﺍﻭﺣﺖ‬
‫ﻣﻦ ‪ ٢,١٦-‬ﺇﱃ ‪ ٢,١٣‬ﻟﻮﺟﻴﺖ‪ ،‬ﻭﲟﺘﻮﺳﻂ ﻳﺴﺎﻭﻱ ﺻﻔﺮ‬
‫ﻟﻮﺟﻴﺖ‪ ،‬ﻭﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ‪ ٠,٩٩‬ﻟﻮﺟﻴﺖ‪ .‬ﺃﻣﺎ ﻗﻴﻤﺔ‬
‫ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﳌﺘﻮﺳﻂ ﺗﻘﺪﻳﺮﺍﺕ ﺍﻟﺼﻌﻮﺑﺔ ﻓﻘﺪ‬
‫ﺑﻠﻐﺖ ‪ ٠,٢٦‬ﻭﻫﻲ ﻗﻴﻤﺔ ﺗﺸﲑ ﺇﱃ ﺩﻗﺔ ﺗﻘﺪﻳﺮﺍﺕ‬
‫ﺍﻟﺼﻌﻮﺑﺔ‪ ،‬ﺣﻴﺚ ﻳﻔﺘﺮﺽ ﺍﻟﻨﻤﻮﺫﺝ ﺃﻥ ﺗﻘﺪﻳﺮﺍﺕ‬
‫ﺍﻟﺼﻌﻮﺑﺔ ﺗﻜﻮﻥ ﺃﻛﺜﺮ ﺩﻗﺔ ﻛﻠﻤﺎ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ﺍﳋﻄﺄ‬
‫ﺍﳌﻌﻴﺎﺭﻱ ﰲ ﻗﻴﺎﺳﻬﺎ ﺃﻗﻞ‪.‬‬
‫)‪Analyses‬‬
‫ﻭﻗﺪ ﰎ ﺗﻘﺪﻳﺮ ﻗﻴﻢ ﻣﻌﺎﱂ ﺍﻟﻔﻘﺮﺍﺕ ﻟﻼﺧﺘﺒﺎﺭ ﺑﺼﻮﺭﺗﻪ‬
‫ﺍﻟﻨﻬﺎﺋﻴﺔ‪ ،‬ﻭﺗﺒﲔ ﺃﻥ ﻣﺆﺷﺮﺍﺕ ﺍﳌﻄﺎﺑﻘﺔ ﳉﻤﻴﻊ ﺍﻟﻔﻘﺮﺍﺕ‬
‫ﻛﺎﻧﺖ ﺿﻤﻦ ﺣﺪﻭﺩ ﺍﳌﻄﺎﺑﻘﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ‪.‬‬
‫ﻛﻤﺎ ﺗﺮﺍﻭﺡ ﻣﺪﻯ ﺻﻌﻮﺑﺔ ﻓﻘﺮﺍﺕ ﺍﻻﺧﺘﺒﺎﺭ ﻣﻦ ‪ ٢,١٣‬ﺍﱃ‬
‫‪ ٢,١٦-‬ﻟﻮﺟﻴﺖ‪ ،‬ﻭﲟﺘﻮﺳﻂ ﻳﺴﺎﻭﻱ ﺻﻔﺮ ﻟﻮﺟﻴﺖ‪،‬‬
‫ﻭﺧﻄﺄ ﻣﻌﻴﺎﺭﻱ ﺗﺮﺍﻭﺡ ﻣﻦ ‪ ٠,١٨‬ﺍﱃ ‪ ، ٠,٥١‬ﻭﻣﺘﻮﺳﻂ‬
‫ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﻳﺴﺎﻭﻱ ‪.٠,٢٥‬‬
‫ﺩﻻﻻﺕ ﺍﻟﺼﺪﻕ ﻭﺍﻟﺜﺒﺎﺕ ﻟﻼﺧﺘﺒﺎﺭ‬
‫ﺇﻥ ﺃﻛﺜﺮ ﻣﺎ ﻳﻬﺘﻢ ﺑﻪ ﻣﻄﻮﺭﻭ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﻨﻔﺴﻴﺔ ﻫﻮ‬
‫ﺻﺪﻕ ﺑﻨﺎﺋﻬﺎ )‪ ،(Construct Validity‬ﻭﻣﻊ ﺗﻌﺪﺩ‬
‫ﺍﻟﻄﺮﻕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺩﺭﺍﺳﺎﺕ ﺻﺪﻕ‬
‫ﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ‪ ،‬ﺇﻻ ﺃﻧﻪ ﳝﻜﻦ ﺗﺼﻨﻴﻔﻬﺎ ﰲ ﺛﻼﺙ‬
‫ﳎﻤﻮﻋﺎﺕ ﺭﺋﻴﺴﺔ ﻫﻲ‪ :‬ﺍﻟﺘﺤﻠﻴﻞ ﺍﳌﻨﻄﻘﻲ ) ‪Logical‬‬

‫‪١٠‬‬
 ‫‪٢٠١٤‬‬ ‫ﳎﻠﺪ ‪ ٨‬ﻋﺪﺩ ‪١‬‬ ‫ﳎﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬

‫ﻛﻤﺎ ﰎ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺩﻻﻻﺕ ﺛﺒﺎﺕ ﺍﻻﺗﺴﺎﻕ ﺍﻟﺪﺍﺧﻠﻲ‬ ‫ﻳﺘﺒﲔ ﻣﻦ ﺟﺪﻭﻝ ‪ ٧‬ﺃﻥ ﲨﻴﻊ ﺍﻟﻔﻘﺮﺍﺕ ﻳﺰﻳﺪ ﻣﻌﺎﻣﻞ‬
‫ﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻛﺎﺀ ﺑﺈﳚﺎﺩ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻟﺪﺭﺟﺎﺕ‬ ‫ﺍﺭﺗﺒﺎﻃﻬﺎ ﻋﻠﻰ ‪ ،٠,٣٠‬ﻭﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ‬
‫ﻋﻠﻰ ﺍﻟﻔﻘﺮﺍﺕ ﻭﺍﻟﺒﻌﺪ ﺍﻟﺬﻱ ﺗﻨﺘﻤﻲ ﻟﻪ‪ ،‬ﻭﺑﺎﻟﺪﺭﺟﺔ‬ ‫ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ‪ ،٠,٠١‬ﻭﻫﺬﺍ ﻳﺪﻝ ﻋﻠﻰ ﺃﻥ ﺍﻟﻔﻘﺮﺍﺕ ‪١٦‬‬
‫ﺍﻟﻜﻠﻴﺔ ﻋﻠﻰ ﺍﳌﻘﻴﺎﺱ؛ ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﻣﻌﺮﻓﺔ ﻣﺪﻯ‬ ‫ﺗﺘﺸﺎﺭﻙ ﰲ ﻗﻴﺎﺱ ﺑﻌﺪ ﻭﺍﺣﺪ ﺗﻌﱪ ﻋﻨﻪ ﺍﻟﻌﻼﻣﺔ‬
‫ﻣﺴﺎﳘﺔ ﻛﻞ ﻓﻘﺮﺓ ﻣﻦ ﻓﻘﺮﺍﺕ ﺍﳌﻘﻴﺎﺱ ﻓﻴﻤﺎ‬ ‫ﺍﻟﻜﻠﻴﺔ ﺍﻟﱵ ﺗﻘﻴﺲ ﲰﺔ ﺍﻟﺬﻛﺎﺀ‪ ،‬ﻭﺗﻌﺪ‪ ‬ﻫﺬﻩ‬
‫ﻳﻘﻴﺴﻪ ﺍﳌﻘﻴﺎﺱ ﺍﻟﻔﺮﻋﻲ ﺍﻟﺬﻱ ﺗﻨﺘﻤﻲ ﺇﻟﻴﻪ‪ ،‬ﻭﰲ‬ ‫ﺍﻟﻨﺘﻴﺠﺔ ﻣﺆﺷﺮﺍﹰ ﻋﻠﻰ ﺃﺣﺎﺩﻳﺔ ﺍﻟﺒﻌﺪ ﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻛﺎﺀ‪.‬‬
‫ﺍﳌﻘﻴﺎﺱ ﻛﻜﻞ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ‬ ‫ﺃﻣﺎ ﺍﻟﻄﺮﻕ ﺍﻻﺭﺗﺒﺎﻃﻴﺔ ﻓﻘﺪ ﲤﺖ ﲝﺴﺎﺏ ﻣﻌﺎﻣﻞ‬
‫ﺍﻷﺩﺍﺀ ﻋﻠﻰ ﺍﻟﻔﻘﺮﺓ ﻭﺍﻷﺩﺍﺀ ﻋﻠﻰ ﺍﳌﻘﻴﺎﺱ ﺍﻟﻜﻠﻲ‪ ،‬ﺑﻌﺪ‬ ‫ﺍﺭﺗﺒﺎﻁ ﺑﲑﺳﻮﻥ ﺑﲔ ﺍﻟﺪﺭﺟﺎﺕ ﺍﳌﺘﺤﻘﻘﺔ ﻋﻠﻰ ﺍﻷﺩﺍﺓ‬
‫ﺣﺬﻑ ﺍﻟﻔﻘﺮﺓ ﻧﻔﺴﻬﺎ ﻣﻦ ﺍﳌﻘﻴﺎﺱ ) ‪Corrected Item‬‬ ‫ﻛﻜﻞ ﻭﺃﺑﻌﺎﺩﻫﺎ‪ ،‬ﻭﻣﻌﺎﻣﻼﺕ ﺍﺭﺗﺒﺎﻁ ﺍﻷﺑﻌﺎﺩ ﺑﻌﻀﻬﺎ‬
‫ﻭﺗﺮﺍﻭﺣﺖ ﻗﻴﻢ ﻣﻌﺎﻣﻼﺕ‬ ‫‪،(Total Correlation‬‬ ‫ﺑﺒﻌﺾ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﻺﺧﺘﺒﺎﺭ ﺍﻟﱵ ﺃﻓﺮﺯ‪‬ﺎ‬
‫ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻟﺪﺭﺟﺔ ﻋﻠﻰ ﺍﻟﻔﻘﺮﺓ ﻭﺍﻟﺪﺭﺟﺔ ﻋﻠﻰ ﺍﻟﺒﻌﺪ‬ ‫ﻧﺘﺎﺋﺞ ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ‪ 16‬ﻓﻘﺮﺓ‪ ،‬ﻋﻠﻰ ﺃﺳﺎﺱ‬
‫ﺑﲔ ‪ ،٠,٣٦ -٠,٥٨‬ﰲ ﺣﲔ ﺗﺮﺍﻭﺣﺖ ﻗﻴﻢ ﻣﻌﺎﻣﻼﺕ‬ ‫ﺃﻥ ﻛﻞ ﺑﻌﺪ ﻣﻦ ﻫﺬﻩ ﺍﻷﺑﻌﺎﺩ ﻳﻘﻴﺲ ﺑﻌﺪﺍﹰ ﻣﻦ ﺃﺑﻌﺎﺩ‬
‫ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻟﺪﺭﺟﺔ ﻋﻠﻰ ﺍﻟﻔﻘﺮﺓ ﻭﺍﻟﺪﺭﺟﺔ ﻋﻠﻰ‬ ‫ﺍﳌﻘﻴﺎﺱ‪ .‬ﻭﺟﺪﻭﻝ ‪ ٨‬ﻳﺒﲔ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺃﺩﺍﺓ‬
‫ﺍﳌﻘﻴﺎﺱ ﻛﻜﻞ ﺑﲔ ‪ ,٠,٣٣ -٠,٥٤‬ﻭﻛﺎﻧﺖ ﺍﻟﻘﻴﻢ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ )ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻛﺎﺀ( ﺑﺼﻮﺭ‪‬ﺎ ﺍﻟﻨﻬﺎﺋﻴﺔ‪.‬‬
‫ﲨﻴﻌﻬﺎ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ‪ ،٠.٠١ = ‬ﻛﻤﺎ ﺗﺒﲔ ﺃﻥ‬ ‫ﺟﺪﻭﻝ ‪٨‬‬
‫ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻔﺮﻋﻴﺔ ﻻﺧﺘﺒﺎﺭ‬
‫ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻟﻔﻘﺮﺓ ﻭﺑﻌﺪﻫﺎ ﺃﻛﱪ ﺑﺎﺳﺘﻤﺮﺍﺭ‬
‫ﺍﻟﺬﻛﺎﺀ ﻭﺑﲔ ﻛﻞ ﺑﻌﺪ ﻭﺍﻻﺧﺘﺒﺎﺭ ﻛﻜﻞ‬
‫ﻣﻦ ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻃﻬﺎ ﺑﺎﻷﺩﺍﺓ ﻛﻜﻞ‪ .‬ﻭﻳﻮﻓﺮ ﺫﻟﻚ ﺩﻟﻴﻼﹰ‬
‫ﺍﻟﻜﻠﻲ‬ ‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﺒﻌﺪ‬
‫ﻋﻠﻰ ﻣﺪﻯ ﻓﺎﻋﻠﻴﺔ ﻓﻘﺮﺍﺕ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻛﺎﺀ ﰲ ﻗﻴﺎﺱ‬ ‫**‬
‫‪٠,٧٧٣‬‬ ‫*‬
‫‪٠,١٥٠‬‬ ‫ﺍﻷﻭﻝ‬
‫ﺍﻟﻔﻘﺮﺍﺕ ﻭﻣﺎ ﻳﻘﻴﺴﻪ ﺍﻟﺒﻌﺪ‪ ،‬ﻭﻳﻌﺪ ﺫﻟﻚ ﻣﺆﺷﺮﺍﹰ ﻋﻠﻰ‬ ‫**‬
‫‪٠,٧٤٣‬‬ ‫ﺍﻟﺜﺎﱐ‬
‫ﺍﻻﺗﺴﺎﻕ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻔﻘﺮﺍﺕ ﺍﳌﻜﻮﻧﺔ ﻟﻠﻤﻘﻴﺎﺱ؛ ﺫﻟﻚ ﺃﻥ‬ ‫* ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬
‫** ﻣﻌﺎﻣﻞ ﻻﺭﺗﺒﺎﻁ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠١‬‬
‫ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﻌﺎﱄ ﺑﲔ ﺍﻟﻔﻘﺮﺍﺕ ﻭﺍﳌﻘﻴﺎﺱ ﻳﻘﺪﻡ ﺩﻟﻴﻼ‬
‫ﻋﻠﻰ ﺃﻥ ﺍﻟﺴﻤﺔ ﺍﻟﱵ ﺗﻘﻴﺴﻬﺎ ﺍﻟﻔﻘﺮﺓ ﻫﻲ ﻣﺎ‬ ‫ﻳﺘﺒﲔ ﻣﻦ ﺟﺪﻭﻝ ‪ ٨‬ﺃﻥ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺩﺍﻟﺔ‬
‫ﻳﻘﻴﺴﻪ ﺍﳌﻘﻴﺎﺱ ﺍﻟﻜﻠﻲ ﺑﺸﻜﻞ ﻋﺎﻡ‪.‬‬ ‫ﺇﺣﺼﺎﺋﻴﺎ‪ ،‬ﻛﻤﺎ ﻳﺘﺒﲔ ﺃﻥ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻷﺑﻌﺎﺩ‬
‫ﻧﻔﺴﻬﺎ ﺃﻗﻞ ﻣﻦ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻷﺑﻌﺎﺩ‬
‫ﻭﺣﺴﺐ ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﺑﻌﺪ ﺍﳊﺼﻮﻝ ﻋﻠﻰ‬
‫ﻭﺍﳌﻘﻴﺎﺱ ﺍﻟﻜﻠﻲ‪ .‬ﻭﻣﻌﲎ ﺫﻟﻚ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ‬
‫ﺍﻟﻘﻴﻢ ﺍﳌﺘﺤﺮﺭﺓ ﻣﻦ ﻗﺪﺭﺍﺕ ﺍﻷﻓﺮﺍﺩ ﻭﺻﻌﻮﺑﺔ ﺍﻟﻔﻘﺮﺍﺕ‪،‬‬
‫ﻫﺬﻩ ﺍﻻﺭﺗﺒﺎﻃﺎﺕ ﻧﺘﻴﺠﺔ ﻟﻠﺼﺪﻓﺔ‪ ،‬ﻭﺗﺪﻝ ﻫﺬﻩ‬
‫ﰎ ﺣﺴﺎﺏ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ ﺍﳋﺎﺹ ﺑﺎﻷﻓﺮﺍﺩ‪ ،‬ﻭﻣﻌﺎﻣﻞ‬
‫ﺍﻻﺭﺗﺒﺎﻃﺎﺕ ﺑﲔ ﺍﻟﺪﺭﺟﺎﺕ ﻋﻠﻰ ﺃﻥ ﺃﺑﻌﺎﺩ ﺍﻻﺧﺘﺒﺎﺭ ﻏﲑ‬
‫ﺍﻟﺜﺒﺎﺕ ﺍﳋﺎﺹ ﺑﺎﻟﻔﻘﺮﺍﺕ‪ .‬ﻭﻳﺸﲑ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ‬
‫ﻣﺴﺘﻘﻠﺔ ﺑﻌﻀﻬﺎ ﻋﻦ ﺑﻌﺾ‪ ،‬ﳑﺎ ﻳﺸﲑ ﺍﱃ ﺃﻥ ﺃﺷﻜﺎﻝ‬
‫ﺣﺴﺐ ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﺇﱃ ﺩﻗﺔ ﺗﻘﺪﻳﺮ‬
‫ﺍﻟﺬﻛﺎﺀ ﺗﺘﺪﺍﺧﻞ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ ،‬ﺃﻭ ﺃ‪‬ﺎ ﺗﻈﻬﺮ ﺑﺸﻜﻞ ﺃﻭ‬
‫ﻣﻮﺍﻗﻊ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻔﻘﺮﺍﺕ ﻋﻠﻰ ﻣﺘﺼﻞ ﺍﻟﺴﻤﺔ‪ .‬ﻭﳝﻜﻦ‬
‫ﺑﺂﺧﺮ ﻣﺘﺮﺍﻓﻘﺔ ﺑﻌﻀﻬﺎ ﻣﻊ ﺑﻌﺾ‪.‬‬
‫ﲢﺪﻳﺪ ﺍﻟﺪﻗﺔ ﰲ ﺍﻟﺘﻘﺪﻳﺮ ﻣﻦ ﺧﻼﻝ ﺣﺴﺎﺏ ﻣﻌﺎﻣﻞ‬
‫ﺍﻟﻔﺼﻞ ﺑﲔ ﺍﻷﻓﺮﺍﺩ )‪(Person Separation (Gp‬‬ ‫ﻭﰎ ﺣﺴﺎﺏ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﻓﻘﺮﺍﺕ ﺍﻻﺧﺘﺒﺎﺭ‬
‫)‪ Index‬ﻭﻗﺪ ﺑﻠﻐﺖ ﻗﻴﻤﺘﻪ ‪ ،2.05‬ﻭﻣﻌﺎﻣﻞ ﺍﻟﻔﺼﻞ‬ ‫ﺑﺼﻮﺭﺗﻪ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﺃﻏﻠﺐ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ‬
‫ﺑﲔ ﺍﻟﻔﻘﺮﺍﺕ )‪ (Item Separation Index) (Gi‬ﻭﻗﺪ‬ ‫ﺩﺍﻟﺔ ﺍﺣﺼﺎﺋﻴﺎ ﻛﻤﺎ ﻫﻮ ﻣﺒﲔ ﰲ ﺟﺪﻭﻝ ‪) ٩‬ﺍﳌﻠﺤﻖ(‪.‬‬
‫ﺑﻠﻐﺖ ﻗﻴﻤﺘﻪ ‪ 3.36‬ﺑﻌﺪ ﺫﻟﻚ ﰎ ﺣﺴﺎﺏ ﻣﻌﺎﻣﻞ‬ ‫ﻛﻤﺎ ﰎ ﺗﻘﺪﻳﺮ ﺛﺒﺎﺕ ﺍﻻﺗﺴﺎﻕ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﺪﺭﺟﺎﺕ ﺍﻟﻜﻠﻴﺔ‬
‫ﺍﻟﺜﺒﺎﺕ ﻟﻠﻔﻘﺮﺍﺕ ﻭﺍﻷﻓﺮﺍﺩ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ ﺑﺼﻮﺭﺗﻪ ﺍﻟﻨﻬﺎﺋﻴﺔ ‪ ١٦‬ﻓﻘﺮﺓ‪ ،‬ﻭﻟﻠﺒﻌﺪﻳﻦ‪،‬‬
‫)‪:(Wright & Masters, 1982‬‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﺩﻟﺔ ﻛﺮﻭﻧﺒﺎﺥ ﺃﻟﻔﺎ‪ ،‬ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﲨﻴﻊ‬
‫ﺃﻓﺮﺍﺩ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺒﺎﻟﻎ ﻋﺪﺩﻫﻢ ‪ ٢٤٦‬ﻃﺎﻟﺒﺎﹰ ﻭﻃﺎﻟﺒﺔ‪ ،‬ﻭﻗﺪ‬
‫‪G2‬‬
‫‪R‬‬ ‫ﻛﺎﻧﺖ ﻗﻴﻢ ﺃﻟﻔﺎ ﻟﻠﺒﻌﺪ ﺍﻷﻭﻝ ‪ ،٠,٨٥‬ﻭﻟﻠﺒﻌﺪ ﺍﻟﺜﺎﱐ‬
‫‪1 G2‬‬
‫‪ .٠,٨٧‬ﻭﻟﻼﺧﺘﺒﺎﺭ ﻛﻜﻞ ‪ ،٠,٩٠‬ﻭﺗﺸﲑ ﺃﻟﻔﺎ ﻟﻠﻌﻼﻣﺔ‬
‫ﺣﻴﺚ )‪ (G‬ﺗﺸﲑ ﺇﱃ ﻣﻌﺎﻣﻞ ﺍﻟﻔﺼﻞ‪ (R) ،‬ﺇﱃ ﻣﻌﺎﻣﻞ‬ ‫ﺍﻟﻜﻠﻴﺔ ﺇﱃ ﺃﻥ ﻫﻨﺎﻙ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺘﺠﺎﻧﺲ‬
‫ﺍﻟﺜﺒﺎﺕ ﻭﻗﺪ ﺑﻠﻐﺖ ﻗﻴﻢ ﺍﻟﺜﺒﺎﺕ ﻟﻸﻓﺮﺍﺩ ﻭﺍﻟﻔﻘﺮﺍﺕ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ‪ ،‬ﻭﻛﺎﻧﺖ ﻗﻴﻢ ﺃﻟﻔﺎ ﻟﻸﺑﻌﺎﺩ ﺍﻟﻔﺮﻋﻴﺔ ﺃﻗﻞ ﻣﻨﻬﺎ‬
‫‪٠.٨١‬ﻭ ‪ ٠.٩٢‬ﻋﻠﻰ ﺍﻟﺘﻮﺍﱄ‪.‬‬ ‫ﻟﻠﻌﻼﻣﺔ ﺍﻟﻜﻠﻴﺔ‪.‬‬

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‫‪‬‬
‫‪‬‬

‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﳕﻮﺫﺝ ﺭﺍﺵ )ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ‬ ‫ﺍﳋﻼﺻﺔ ﻭﺍﻟﺘﻮﺻﻴﺎﺕ‬

‫ﻣﻨﺸﻮﺭﺓ(‪ .‬ﻛﻠﻴﺔ ﺍﻟﺒﻨﺎﺕ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪.‬‬
‫ﻫﺪﻓﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺗﻘﺼﻲ ﺍﳋﺼﺎﺋﺺ‬
‫ﻋﻄﻮﻑ‪ ،‬ﳏﻤﻮﺩ ﻳﺎﺳﲔ )‪ .(١٩٨١‬ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺬﻛﺎﺀ‬ ‫ﺍﻟﺴﻴﻜﻮﻣﺘﺮﻳﺔ ﻻﺧﺘﺒﺎﺭ ﺫﻛﺎﺀ ﲨﻌﻲ ﺣﺴﺐ ﻧﻈﺮﻳﺔ‬
‫ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﺑﲔ ﺍﻟﺘﻄﺮﻑ ﻭﺍﻻﻋﺘﺪﺍﻝ‪.‬‬ ‫ﺍﻟﺴﻤﺎﺕ ﺍﻟﻜﺎﻣﻨﻪ ﻭﻗﺪ ﺗﻜﻮﻥ ﺍﻻﺧﺘﺒﺎﺭ ﺑﺼﻮﺭﺗﻪ‬
‫ﺑﲑﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻷﻧﺪﻟﺲ‪.‬‬ ‫ﺍﻟﻨﻬﺎﺋﻴﺔ ﻣﻦ ‪ ١٦‬ﻓﻘﺮﺓ‪ ،‬ﻭﺫﻟﻚ ﺑﻌﺪ ﺣﺬﻑ ﺍﻷﻓﺮﺍﺩ‬
‫ﻭﺍﻟﻔﻘﺮﺍﺕ ﻏﲑ ﺍﳌﻄﺎﺑﻘﺔ ﻟﻠﻨﻤﻮﺫﺝ‪ ،‬ﻭﻗﺪ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻤﺔ‬
‫ﻋﻄﻴﺔ‪ ،‬ﻧﻌﻴﻢ )‪ .(١٩٩٣‬ﺫﻛﺎﺀ ﺍﻷﻃﻔﺎﻝ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﳌﺘﻮﺳﻄﺎﺕ ﺍﳌﺮﺑﻌﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
‫ﺍﻟﺮﺳﻮﻡ "ﻧﺴﻖ ﺟﺪﻳﺪ ﻻﺧﺘﺒﺎﺭ ﺭﺳﻢ ﺍﻟﺮﺟﻞ"‪:‬‬
‫ﻭﺍﳋﺎﺭﺟﻴﺔ ﻣﻦ ﺍﻟﻮﺍﺣﺪ‪ ،‬ﻛﻤﺎ ﺍﻗﺘﺮﺑﺖ ﻗﻴﻤﺔ ﺍﳌﺘﻮﺳﻂ‬
‫ﺩﺭﺍﺳﺔ ﲡﺮﻳﺒﻴﺔ‪ .‬ﺑﲑﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻟﻄﻠﻴﻌﺔ‪.‬‬
‫ﺍﳊﺴﺎﰊ ﳌﺘﻮﺳﻄﺎﺕ ﺇﺣﺼﺎﺋﻲ ﺍﳌﻄﺎﺑﻘﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
‫ﻋﻼﻡ‪ ،‬ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﳏﻤﻮﺩ )‪ .(١٩٨٥‬ﲢﻠﻴﻞ ﺑﻴﺎﻧﺎﺕ‬ ‫ﻭﺍﳋﺎﺭﺟﻴﺔ ﻣﻦ ﺍﻟﺼﻔﺮ‪ ،‬ﻭﻫﻮ ﺍﻟﻮﺿﻊ ﺍﳌﺜﺎﱄ ﺍﻟﺬﻱ‬
‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﳕﻮﺫﺝ ﺭﺍﺵ‬ ‫ﻳﻔﺘﺮﺿﻪ ﺍﻟﻨﻤﻮﺫﺝ‪ ،‬ﻭﺑﻠﻎ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﳌﺘﻮﺳﻂ‬
‫ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﻲ ﺍﻻﺣﺘﻤﺎﱄ )ﺩﺭﺍﺳﺔ ﲡﺮﻳﺒﻴﺔ(‪ .‬ﺍ‪‬ﻠﺔ‬ ‫ﺗﻘﺪﻳﺮﺍﺕ ﺍﻟﻘﺪﺭﺓ ‪ ،٠.٠٧‬ﻭﻫﻮ ﻣﺆﺷﺮ ﻋﻠﻰ ﺩﻗﺔ ﺗﻘﺪﻳﺮ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‪.١٢٢ - ١٠٠ ،١٧ ،‬‬ ‫ﺍﻟﻘﺪﺭﺍﺕ ﻟﻸﻓﺮﺍﺩ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﻣﺆﺷﺮ ﻋﻠﻰ ﻧﻘﺼﺎﻥ‬
‫ﻓﺘﺤﻲ‪ ،‬ﻫﺸﺎﻡ )‪ .(١٩٩٩‬ﺗﻄﻮﻳﺮ ﺍﺧﺘﺒﺎﺭ ﻛﺎﺗﻞ‬ ‫ﺍﺣﺘﻤﺎﻝ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ ﺑﺎﻟﺘﺨﻤﲔ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﳕﺎﺫﺝ ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻜﺎﻣﻨﺔ ﻭﺃﺛﺮ‬ ‫ﺍﻗﺘﺮﺍﺏ ﻓﺮﺻﺔ ﺍﻟﺘﺨﻤﲔ ﻣﻦ ﺍﻟﺼﻔﺮ‪ .‬ﻭﻧﻈﺮﺍ ﻻﻗﺘﺼﺎﺭ‬
‫ﺫﻟﻚ ﻋﻠﻰ ﻗﺪﺭﺓ ﺍﻻﺧﺘﺒﺎﺭ ﻋﻠﻰ ﺍﻟﺘﻨﺒﺆ ﺑﺎﻟﺘﺤﺼﻴﻞ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﺧﺘﺒﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﻭﻋﻠﻰ ﻃﻠﺒﺔ ﻣﺪﻳﻨﺔ‬
‫ﺍﻟﺪﺭﺍﺳﻲ )ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ(‪.‬‬ ‫ﺇﺭﺑﺪ‪ ،‬ﻳﻮﺻﻲ ﺍﻟﺒﺎﺣﺜﺎﻥ ﺑﺈﻋﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﺧﺘﺒﺎﺭﺍﺕ‬
‫ﺟﺎﻣﻌﺔ ﺍﳌﻨﺼﻮﺭﺓ‪.‬‬ ‫ﺃﺧﺮﻯ ﻭﳌﺮﺍﺣﻞ ﻋﻤﺮﻳﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻛﻤﺎ ﻳﻮﺻﻴﺎﻥ ﺑﺈﻋﺎﺩﺓ‬
‫ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻣﻨﻄﻘﺔ ﺟﻐﺮﺍﻓﻴﺔ ﺃﻭﺳﻊ ﻣﻦ ﺃﺟﻞ‬
‫ﻣﺴﻌﻮﺩ‪ ،‬ﻭﻟﻴﺪ )‪ .(٢٠٠٤‬ﺩﺭﺍﺳﺔ ﺳﻴﻜﻮﻣﺘﺮﻳﺔ ﻟﺘﻄﻮﻳﺮ‬
‫ﺗﻌﺰﻳﺰ ﺍﻟﺜﻘﺔ ﺑﺎﳋﺼﺎﺋﺺ ﺍﻟﺴﻴﻜﻮﻣﺘﺮﻳﺔ ﻟﻼﺧﺘﺒﺎﺭ‪.‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺭﲰﺎ ﻟﺮﺟﻞ ﺑﺎﺳﺘﺨﺪﺍﻡ ﳕﻮﺫﺝ‬
‫ﻣﻨﺸﻮﺭﺓ(‪.‬‬ ‫ﻏﲑ‬ ‫ﻣﺎﺟﺴﺘﲑ‬ ‫ﺭﺍﺵ)ﺭﺳﺎﻟﺔ‬ ‫ﺍﳌﺮﺍﺟﻊ‬
‫ﺟﺎﻣﻌﺔﻋﻴﻨﺸﻤﺲ‪.‬‬
‫ﺃﺑﻮ ﺟﺮﺍﺩ‪ ،‬ﲪﺪﻱ )‪ .(٢٠٠٨‬ﺍﺳﺘﺨﺪﺍﻡ ﳕﻮﺫﺝ ﺭﺍﺵ ﰲ‬
‫ﻣﻠﻜﺎﻭﻱ‪ ،‬ﺳﻬﺎﻡ ﻋﺒﺪ ﺍﷲ )‪ .(١٩٧٩‬ﺗﻄﻮﻳﺮ ﺍﺧﺘﺒﺎﺭ ﺫﻛﺎﺀ‬ ‫ﺗﻄﻮﻳﺮ ﺍﺧﺘﺒﺎﺭ ﻛﺎﺗﻞ ﺍﻟﺜﺎﻟﺚ ﻟﻠﺬﻛﺎﺀ ﺍﻟﺼﻮﺭﺓ )ﺃ(‪.‬‬
‫ﲨﻌﻲ ﻣﺼﻮﺭ ﻟﻸﻃﻔﺎﻝ ﺍﻷﺭﺩﻧﻴﲔ ﰲ ﺳﻦ )‪-٤‬‬ ‫ﳎﻠﺔ ﺍﳉﺎﻣﻌﺔ ﺍﻻﺳﻼﻣﻴﺔ‪.٥٨٣ – ٥٥ ،(٢)١٦ ،‬‬
‫‪ (٩‬ﺳﻨﻮﺍﺕ )ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ(‪.‬‬
‫ﺣﺴﺎﻥ‪ ،‬ﺷﻔﻴﻖ )‪ .(١٩٩٠‬ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺑﻌﺾ ﺍﻟﻌﻮﺍﻣﻞ‬
‫ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪.‬‬
‫ﺍﻟﺪﳝﻐﺮﺍﻓﻴﺔ ﻭﺍﻟﺬﻛﺎﺀ‪ :‬ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ‪ .‬ﳎﻠﺔ‬
‫‪Ackerman, P. L., & Kanfer, R. (2004).‬‬ ‫ﺃﲝﺎﺙ ﺍﻟﲑﻣﻮﻙ )ﺳﻠﺴﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻧﺴﺎﻧﻴﺔ‬
‫‪Cognitive, affective, and conative aspects‬‬
‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ(‪.٥٧- ٤١ ،(١) ٦ ،‬‬
‫‪of adult intellect within a typical and‬‬
‫‪maximal performance framework. In‬‬ ‫ﺯﻳﻔﺮﺕ‪ ،‬ﻫﻮﺭﺳﺖ )‪ .(٢٠٠٤‬ﻛﻴﻒ ﺗﻨﺠﺢ ﰲ ﺍﺧﺘﺒﺎﺭﺍﺕ‬
‫‪D.Y.Dai & R.J. Sternberg (Eds), Motivation,‬‬
‫‪emotion,‬‬ ‫‪and‬‬ ‫‪congnition:‬‬ ‫‪Integrated‬‬
‫ﺍﻟﺬﻛﺎﺀ )ﺗﺮﲨﺔ ﻧﺒﻴﻞ ﺍﳊﻔﺎﺭ(‪ .‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﻣﻜﺘﺒﺔ‪،‬‬
‫‪perspectives on intellectual functioning (pp.‬‬ ‫ﺍﻟﻌﺒﻴﻜﺎﻥ )ﺳﻨﺔ ﻧﺸﺮ ﺍﻟﻜﺘﺎﺏ ﺍﻷﺻﻠﻲ ‪.(١٩٩٥‬‬
‫‪119-141). Mahwah, NJ: Erlbaum.‬‬
‫ﺍﳋﺼﺎﺋﺺ‬ ‫)‪. (١٩٩٦‬‬ ‫ﻋﺒﺪﺍﻟﺮﲪﻦ‬ ‫ﺍﻟﻄﺮﻳﺮﻱ‪،‬‬
‫‪Acton, G. S. (2003). What is good about Rasch‬‬
‫?‪measurement‬‬ ‫‪Rash‬‬ ‫‪Measurement‬‬ ‫ﺍﻟﺴﻴﻜﻮﻣﺘﺮﻳﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻛﺎﺀ ﺍﻻﻋﺪﺍﺩﻯ‬
‫‪Transaction, 16, 902- 903.‬‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﳕﻮﺫﺝ ﺭﺍﺵ‪ .‬ﺩﺭﺍﺳﺎﺕ ﻧﻔﺴﻴﺔ‪،(٤) ٧ ،‬‬
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‫‪Education Group, Inc.‬‬ ‫ﺍﻟﻄﻨﻄﺎﻭﻱ‪ ،‬ﻣﲎ )‪ .(٢٠٠٠‬ﺩﺭﺍﺳﺔ ﺳﻴﻜﻮﻣﺘﺮﻳﺔ ﺣﻮﻝ‬
‫‪Albert, J. H., & Ghosh, M. (2000). Item‬‬ ‫ﺗﻄﻮﻳﺮ ﺍﺧﺘﺒﺎﺭ ﺍﳌﺼﻔﻮﻓﺎﺕ ﺍﳌﺘﺘﺎﺑﻌﺔ ﻟﺮﺍﻓﻦ‬
‫‪response Modeling. In: D. Day. S. Gohst‬‬
‫‪and Mallick.eeeeeeeeeeeeeeeeeeeeeeeeeee‬‬

‫‪١٢‬‬
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of psychology and possibility of a MESA Press.
paradigm. Journal of Personality and Social Wright, B. D., & Stone, M. (1979). Best test
Psychology, 73, 1224-1237. design. A handbook for Rasch measurement.
Fan, X.(1998). Item response theory and Chicago: MESA Press.
classical test theory: an empirical
comparison of their item/ person
statistics. Educational and Psychological
Measurement, 58 (3), 357-373.

١٣
 

١ ‫ﻣﻠﺤﻖ‬

١‫ﺟﺪﻭﻝ‬
‫ﻗﻴﻢ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﻓﻘﺮﺍﺕ ﺍﻻﺧﺘﺒﺎﺭ‬
Q23 Q21 Q20 Q19 Q18 Q17 Q16 Q15 Q14 Q13 Q12 Q11 Q10 Q9 Q8 Q7 Q6 Q5 Q4 Q2
Q2
٠,٠٢ Q4
** **
٠,١٧ ٠,٢٠ Q5
* **
٠,٠٥ ٠,١٥ ٠,١٨ Q6
** ** **
٠,١٩ ٠,١٨ ٠,٢٠ ٠,١١ Q7
* * ** *
٠,٠٥ ٠,١٥ ٠,١٥ ٠,٢٠ ٠,١٥ Q8
** * **
٠,١٢٠ ٠,١٨ ٠,١٢ ٠,١٦٠ ٠,٢٤ ٠,٠٥ Q9
** **
٠,١٨ ٠,٢٠ *
٠,١٣ *
٠,١٥ **
٠,٢١ **
٠,٣٢ **
٠,١٨ Q10
* ** ** ** * *
٠,١٥ ٠,٢١ ٠,١٩ ٠,١٠ ٠,٢٣ ٠,١٢ ٠,١٦ ٠,١٤ Q11
** * * ** ** * **
٠.٠٢٦ ٠.٢٣ ٠.١٢٣ ٠.١٥٦ ٠,١٣٦ ٠,٢٠٩ ٠,٢٠ ٠,١٤ ٠,٢١ Q12
** ** ** **
٠.٠١- ٠.٠٧ ٠.١٨ ٠.٠٩ ٠.٠٣ ٠.٢٠ ٠.٠٦٧ ٠.١٧ ٠.٠٥ ٠.٢١ Q13
** * * ** ** *
٠,١٩ ٠,٠١- ٠,١٤ ٠,١١ ٠,١٥ ٠,١٧ ٠,١٧ ٠,٠٨١ ٠,١٥ **
٠,١٩ ٠,٠٩ Q14
** * ** ** ** ** ** ** ** **
٠,٠٨ ٠,٢٧ ٠,١٦ ٠,٢١ ٠,١٧ ٠,١٨ ٠,٢٦ ٠,١٩ ٠,١٩٢ ٠,٢٠ ٠,٢٨ ٠,١٠ Q15
* * ** ** ** ** ** * * **
٠,٠٤ ٠,٠٢ ٠,٠٤ ٠,١٣ ٠,١٦ ٠,٢١ ٠,٢١ ٠,١٧ ٠,٢١ ٠,٢٧٤ ٠,١٣ ٠,١٥ ٠,٢٨ Q16
* ** ** ** ** ** ** **
٠,١٢ ٠,١٥ ٠,٢٥ ٠,١١ ٠,١٨ ٠,١٩ ٠,١٣ ٠,١٨ ٠,١٠ ٠,٣٠٣ ٠,٢٧٦ ٠,٠٠ ٠,١٦ ٠,٠٥ Q17
** * * ** * * ** **
٠,٠٧ ٠,١٠ ٠,٢٤ ٠,١٣ ٠,١١ ٠,١٦ ٠,١٧ ٠,١٣ ٠,١٠ ٠,١٢ ٠,١٥٥ ٠,٠٦٩ ٠,٢٥ ٠,٠٢ ٠,١٨ Q18
** * ** ** * ** ** ** ** **
٠,٠١ ٠,٣٠ ٠,١٤ ٠,٢٥ ٠,٢٢ ٠,١٦٢ ٠,٢٨ ٠,١٨ ٠,٢١ ٠,١٠ ٠,١٩ ٠,١٩ ٠,١٠٠ **
٠,٢٤ **
٠,٢٩ **
٠,٢٠ Q19
** ** ** * * ** * ** * ** **
٠,٠٩ ٠,٢٠ ٠,١٠ ٠,١٨ ٠,١٨ ٠,١٢ ٠,١٥ ٠,١٠ ٠,١٤ ٠,٢٩ ٠,١٤٩ ٠,٠٦ ٠,١٨ ٠,١٥٦ ٠,١١ ٠,١٨ ٠,٢٠ Q20
** * ** ** * ** ** ** ** ** * * **
٠,١٩ ٠,١٥ ٠,١١٠ ٠,١١ ٠,٢٧ ٠,٢٣ ٠,٠٦ ٠,١٤ ٠,٢٨ ٠,٢٣ ٠,٣٠ ٠,٢٢ ٠,٢١ ٠,١٥ ٠,١٤٤ ٠,٢٤ *
٠,١٥ **
٠,٢٧ Q21
* ** * ** ** ** * ** ** * * ** ** **
٠,٠٥ ٠,١٦ ٠,١٧ ٠,١٦ ٠,١٨ ٠,٠٨ ٠,١٨ ٠,٣٢ ٠,١٦ ٠,٠٢ ٠,٢٣ ٠,٢٢ ٠,١٤٢ ٠,١٤ ٠,٢٠ ٠,١٩٤ ٠,٢٤ *
٠,١٦ ٠,٠٨ Q23
* ** ** ** ** ** * * ** ** ** **
٠,١٥ ٠,١٩ ٠,٠٧ ٠,١٧ ٠,٠٦ ٠,٢١ ٠,٠٩ ٠,١٢ ٠,٢١ ٠,١٧ ٠,١٤ ٠,٠٩ ٠,١٤ ٠,٢٦ ٠,١٧ ٠,١٧ ٠,١٢٤ ٠,٢١ **
٠,٢٠ *
٠,١٦ Q24
.(0,01≥) ‫**ﺍﻻﺭﺗﺒﺎﻁ ﺩﺍﻝ ﺍﺣﺼﺎﺋﻴﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ‬
.(0.05≥) ‫* ﺍﻻﺭﺗﺒﺎﻁ ﺩﺍﻝ ﺍﺣﺼﺎﺋﻴﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ‬

١٤
 ‫‪٢٠١٤‬‬ ‫ﳎﻠﺪ ‪ ٨‬ﻋﺪﺩ ‪١‬‬ ‫ﳎﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﺴﻠﻄﺎﻥ ﻗﺎﺑﻮﺱ‬

‫ﻣﻠﺤﻖ ‪٢‬‬

‫ﺟﺪﻭﻝ‪.٩‬‬
‫ﻗﻴﻢ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﻓﻘﺮﺍﺕ ﺍﻻﺧﺘﺒﺎﺭ ﺑﺼﻮﺭﺗﻪ ﺍﻟﻨﻬﺎﺋﻴﺔ‬
‫‪Q21‬‬ ‫‪Q20‬‬ ‫‪Q19‬‬ ‫‪Q18‬‬ ‫‪Q17‬‬ ‫‪Q16‬‬ ‫‪Q15‬‬ ‫‪Q14‬‬ ‫‪Q13‬‬ ‫‪Q10‬‬ ‫‪Q9‬‬ ‫‪Q8‬‬ ‫‪Q6‬‬ ‫‪Q5‬‬ ‫‪Q4‬‬ ‫‪Q2‬‬

‫‪٠,٠١٥‬‬ ‫‪Q4‬‬
‫**‬ ‫**‬
‫‪٠,١٧٢‬‬ ‫‪٠,١٩٨‬‬ ‫‪Q5‬‬
‫*‬ ‫**‬
‫‪٠,٠٤٩‬‬ ‫‪٠,١٤٩‬‬ ‫‪٠,١٧٧‬‬ ‫‪Q6‬‬
‫*‬ ‫*‬ ‫**‬ ‫*‬
‫‪٠,١٥٣‬‬ ‫‪٠,١٤٥‬‬ ‫‪٠,١٩٨‬‬ ‫‪٠,١٥٠‬‬ ‫‪Q8‬‬
‫*‬ ‫**‬
‫‪٠,١٢٠‬‬ ‫‪٠,١١٥‬‬ ‫‪٠,١٦٠‬‬ ‫‪٠,٢٤٢‬‬ ‫‪٠,٠٥٢‬‬ ‫‪Q9‬‬
‫**‬ ‫**‬ ‫*‬ ‫**‬ ‫**‬ ‫**‬
‫‪٠,١٨١‬‬ ‫‪٠,١٩٥‬‬ ‫‪٠,١٤٨‬‬ ‫‪٠,٢١٣‬‬ ‫‪٠,٣٢٣‬‬ ‫‪٠,١٨٣‬‬ ‫‪Q10‬‬
‫**‬ ‫**‬ ‫**‬
‫‪٠,١٨٢‬‬ ‫‪٠,٠٨٨‬‬ ‫‪٠,٠٢٩‬‬ ‫‪٠,٠٦٧‬‬ ‫‪٠,١٧١‬‬ ‫‪٠,٠٥٢‬‬ ‫‪٠,٢١٢‬‬ ‫‪Q13‬‬
‫**‬ ‫*‬ ‫**‬ ‫*‬ ‫**‬
‫‪٠,١٩٠‬‬ ‫‪٠,١٠٥‬‬ ‫‪٠,١٥٠‬‬ ‫‪٠,١٧١‬‬ ‫‪٠,٠٨١‬‬ ‫‪٠,١٤٩‬‬ ‫‪٠,١٨٥‬‬ ‫‪٠,٠٨٩‬‬ ‫‪Q14‬‬
‫**‬ ‫**‬ ‫**‬ ‫**‬ ‫**‬ ‫**‬ ‫**‬
‫‪٠,٠٧٩‬‬ ‫‪٠,٢٦٤‬‬ ‫‪٠,١٧٤‬‬ ‫‪٠,١٧٨‬‬ ‫‪٠,٢٦٢‬‬ ‫‪٠,١٩٢‬‬ ‫‪٠,٢٠١‬‬ ‫‪٠,٢٨٠‬‬ ‫‪٠,٠٩٩‬‬ ‫‪Q15‬‬
‫**‬ ‫**‬ ‫**‬ ‫**‬ ‫*‬ ‫*‬ ‫**‬
‫‪٠,٠٤٣‬‬ ‫‪٠,٠١٦‬‬ ‫‪٠,٠٣٧‬‬ ‫‪٠,٢١٢‬‬ ‫‪٠,٢٠٧‬‬ ‫‪٠,١٦٩‬‬ ‫‪٠,٢٧٤‬‬ ‫‪٠,١٣٢‬‬ ‫‪٠,١٤٥‬‬ ‫‪٠,٢٧٩‬‬ ‫‪Q16‬‬
‫*‬ ‫**‬ ‫**‬ ‫**‬ ‫**‬
‫‪٠,١١٦‬‬ ‫‪٠,١٥٣‬‬ ‫‪٠,٢٥٣‬‬ ‫‪٠,١١١‬‬ ‫‪٠,١١٣‬‬ ‫‪٠,١٨١‬‬ ‫‪٠,٠٩٥‬‬ ‫‪٠,٢٧٦‬‬ ‫‪٠,٠٠٠‬‬ ‫‪٠,١٩٥‬‬ ‫‪٠,٠٥١‬‬ ‫‪Q17‬‬
‫**‬ ‫*‬ ‫*‬ ‫**‬ ‫**‬
‫‪٠,٠٧١‬‬ ‫‪٠,٠٩٧‬‬ ‫‪٠,٢٣٩‬‬ ‫‪٠,١٢٥‬‬ ‫‪٠,١١١‬‬ ‫‪٠,١٣٣‬‬ ‫‪٠,٠٩٥‬‬ ‫‪٠,١١٦‬‬ ‫‪٠,٠٦٩‬‬ ‫‪٠,٢٥٣‬‬ ‫‪٠,٠٢٠‬‬ ‫‪٠,١٨٠‬‬ ‫‪Q18‬‬
‫**‬ ‫*‬ ‫**‬ ‫**‬ ‫*‬ ‫**‬ ‫**‬ ‫**‬ ‫**‬ ‫**‬
‫‪٠,٠١٤‬‬ ‫‪٠,٢٩٦‬‬ ‫‪٠,١٣٦‬‬ ‫‪٠,٢٥١‬‬ ‫‪٠,٢٢٢‬‬ ‫‪٠,١٦٢‬‬ ‫‪٠,٢١٠‬‬ ‫‪٠,١٠٢‬‬ ‫‪٠,١٩١‬‬ ‫‪٠,١٠٠‬‬ ‫‪٠,٢٣٧‬‬ ‫‪٠,٢٩٤‬‬ ‫‪٠,١٩٥‬‬ ‫‪Q19‬‬
‫**‬ ‫**‬ ‫**‬ ‫*‬ ‫**‬ ‫*‬ ‫*‬ ‫**‬ ‫**‬
‫‪٠,٠٩٤‬‬ ‫‪٠,٢٠٣‬‬ ‫‪٠,١٠٢‬‬ ‫‪٠,١٧٨‬‬ ‫‪٠,١٨٣‬‬ ‫‪٠,١١٥‬‬ ‫‪٠,١٥٠‬‬ ‫‪٠,٢٩٣‬‬ ‫‪٠,١٤٩‬‬ ‫‪٠,٠٦٢‬‬ ‫‪٠,١٥٦‬‬ ‫‪٠,١١٤‬‬ ‫‪٠,١٨٤‬‬ ‫‪٠,١٩٩‬‬ ‫‪Q20‬‬
‫**‬ ‫*‬ ‫**‬ ‫**‬ ‫*‬ ‫**‬ ‫**‬ ‫**‬ ‫*‬ ‫**‬ ‫*‬ ‫**‬
‫‪٠,١٨٨ ٠,١٤٥‬‬ ‫‪٠,١١٠‬‬ ‫‪٠,١١٠‬‬ ‫‪٠,٢٧٣‬‬ ‫‪٠,٢٣٣‬‬ ‫‪٠,٠٦٣‬‬ ‫‪٠,١٣٩‬‬ ‫‪٠,٢٩٩‬‬ ‫‪٠,٢٢٠‬‬ ‫‪٠,٢١٠‬‬ ‫‪٠,١٤٤‬‬ ‫‪٠,٢٣٦‬‬ ‫‪٠,١٥٢‬‬ ‫‪٠,٢٦٨‬‬ ‫‪Q21‬‬
‫**ﺍﻻﺭﺗﺒﺎﻁ ﺩﺍﻝ ﺍﺣﺼﺎﺋﻴﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) ≥ ‪.(٠,٠١‬‬
‫* ﺍﻻﺭﺗﺒﺎﻁ ﺩﺍﻝ ﺍﺣﺼﺎﺋﻴﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) ≥ ‪.(٠,٠٥‬‬

‫‪١٥‬‬

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