‫ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺑﻴﺔ )ﻏﲑ ﺍﻟﺴﻮﻳﺔ( ﻭﻋﻼﻗﺘﻬﺎ‬

‫ﺑﺎﺿﻄﺮﺍﺑﺎﺕ ﺍﻷﻛﻞ ﻟﺪﻯ ﻋﻴﻨﺔ ﻣﻦ ﻃﻼﺏ ﺍﳉﺎﻣﻌﺔ‬

‫‪ ‬‬
‫ﺳﺎﻣﻴﺔ ﳏﻤﺪ ﺻﺎﺑﺮ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻨﺒﻲ‬
‫ﻣﺪرس اﻟﺼﺤﺔ اﻟﻨﻔﺴﯿﺔ‬
‫ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ ﺑﺒﻨﮫﺎ‬

‫ﻣﻠﺨﺺ ﺍﻟﺪﺭﺍﺳﺔ ‪:‬‬

‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻲ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻲ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼـﺎﺒﻴﺔ‪ ،‬ﻭﺍﻀـﻁﺭﺍﺒﺎﺕ‬
‫ﺍﻷﻜل‪ ،‬ﻟﺩﻱ ﻋﻴﻨﺔ ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ )ﺫﻜﻭﺭﺍ ﻭﺇﻨﺎﺜﺎ( ‪ ،‬ﻭﻜﺫﻟﻙ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻲ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴـﻴﻥ‬
‫ﻓﻲ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ) ‪ ( ٣٥١‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒـﺔ‪ ،‬ﺒﻜﻠﻴـﺔ‬
‫ﺍﻟﺘﺭﺒﻴﺔ ﺒﺒﻨﻬﺎ‪ ،‬ﻭﻤﺘﻭﺴﻁ ﺃﻋﻤﺎﺭ ﻋﻴﻨﺔ ﺍﻟـﺫﻜﻭﺭ ﻭﺍﻹﻨـﺎﺙ )‪ (٢٠,٦٩٥‬ﺒـﺎﻨﺤﺭﺍﻑ ﻤﻌﻴـﺎﺭﻱ ﻗـﺩﺭﻩ‬
‫)‪ ،(٠,٨٥٧‬ﻭﺘﻡ ﺘﻁﺒﻴﻕ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ) ﺇﻋﺩﺍﺩ ‪ :‬ﺍﻟﺒﺎﺤﺜﺔ( ﻭﻗﻴﺎﺱ ﺍﻀـﻁﺭﺍﺒﺎﺕ ﺍﻷﻜـل ) ﺇﻋـﺩﺍﺩ‪:‬‬
‫ﺍﻟﺒﺎﺤﺜﺔ (‪ ،‬ﻭﻗﺩ ﺃﻭﻀﺤﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗـﺔ ﺍﺭﺘﺒﺎﻁﻴـﺔ ﻤﻭﺠﺒـﺔ ﺒـﻴﻥ ﺍﻟﻜﻤﺎﻟﻴـﺔ ﺍﻟﻌﺼـﺎﺒﻴﺔ‬
‫ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻱ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒـﻴﻥ‬
‫ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﻤﺴﺘﻭﻱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ‪ ،‬ﻭﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻓﻲ ﻤﺴـﺘﻭﻱ‬
‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ‪.‬‬

‫ﻣﻘﺪﻣﺔ ‪:‬‬
‫ﺘﺘﻀﻤﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻤﻌﺎﻴﻴﺭ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﻴﺼﺎﺤﺏ ﺫﻟﻙ ﻭﻴﻼﺯﻤﻪ ﺘﻘﻴﻴﻤﺎﺕ ﻨﺎﻗﺩﺓ‬
‫ﻭﺯﺍﺌﺩﺓ‪ ،‬ﻭﻫﺫﺍ ﻴﺸﻜل ﻋﺎﻤل ﺨﻁﻭﺭﺓ‪ ،‬ﻓﻰ ﺘﻁﻭﺭ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻤﺜـل ‪ :‬ﺍﻻﻜﺘﺌـﺎﺏ‬
‫ﻭﺍﻟﻘﻠﻕ ﻭﺍﻟﻌﺼﺎﺏ ﺍﻟﻘﻬﺭﻯ‪ ،‬ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﻓﻘﺩﺍﻥ ﺍﻟﺸﻬﻴﺔ ﺍﻟﻌﺼﺒﻰ‪ ،‬ﻭﻓﺭﻁ ﺍﻟﺸﻬﻴﺔ ﺍﻟﻌﺼﺒﻰ(‪.‬‬
‫‪(Paredes, et al., 2005 : 62- Chang, 2006 : 21- Knutt, 2007 : 6- Macedo,‬‬
‫)‪2007 : 297- Forbush et al., 2007 : 37- Bardone- Cone, 2007 : 1977‬‬

‫ﻭﻗﺩ ﻜﺜﺭ ﺍﻟﺒﺤﺙ ﺤﻭل ﺩﻭﺭ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﻓﻰ ﻨﻤﻭ ﻭﺘﻁﻭﺭ ﻭﺒﻘـﺎﺀ ﺃﻋـﺭﺍﺽ‬
‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪(Kubal, 2005 : 7) .‬‬
‫ﻭﺩﺭﺴﺕ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻋﻠﻰ ﻨﺤﻭ ﻭﺍﺴﻊ‪.‬‬
‫)‪(Frost and Steketee, 2002 : 220‬‬

‫ﻭﺘﺄﻴﺩﺕ ﻭﺒﺭﻫﻨﺕ ﺘﻠﻙ ﺍﻟﻌﻼﻗﺔ ﺒﻭﺍﺴﻁﺔ ﺍﻟﺘﻘﺎﺭﻴﺭ ﺍﻟﻜﻠﻴﻨﻴﻜﻴﺔ ﻭﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻹﻤﺒﻴﺭﻴﻘﻴﺔ‪.‬‬

‫)‪(Ruggiero, 2003 : 9‬‬

‫‪‬‬
‫ﺤﻴﺙ ﺘﺒﻴﻥ ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﻟﻬﺎ ﺨﺎﺼﻴﺔ ﺒﺎﺭﺯﺓ ﻟﺩﻯ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻼﺌﻰ ﻴﻌﺎﻨﻴﻥ ﻤـﻥ ﻓﻘـﺩﺍﻥ‬
‫ﺍﻟﺸﻬﻴﺔ ﺍﻟﻌﺼﺒﻰ )ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ﻭﻓﺭﻁ ﺍﻟﺸﻬﻴﺔ ﺍﻟﻌﺼﺒﻰ )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‪ ،‬ﻭﺫﻟﻙ ﺃﺜﻨـﺎﺀ ﻤﺭﻀـﻬﻥ ﻭﺒﻌـﺩ‬
‫ﺸﻔﺎﺌﻬﻥ‪ ،‬ﻭﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﻨﻤﻭ ﻭﺘﻁﻭﺭ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪.‬‬
‫‪(Bulik, et al., 2003 : 366- Paredes, et al., 2005 : 61- Kubal, 2005 : 7-‬‬
‫‪Crossfield, 2005 : 29- Alloy and Riskind, 2005 : 329- Chang, 2006 : 3,23-‬‬
‫‪Weishuhn, 2006 : 1,5- Gochnour, 2006 : 8- Mazzeo, et al., 2006 : 204-‬‬
‫‪Fornieles, et al., 2007 : 562- Bardone- Cone, et al., 2007 : 394- Ferrier,‬‬
‫‪2007 : 20,24- Forbush, et al., 2007 : 37- Waller, et al., 2007 : 293-‬‬
‫)‪Patterson,2008:133-Antony, and Swinson, 2009:36‬‬

‫ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺘﺸﻴﺭ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ ﺇﻟﻰ ﺃﻥ ﻨﺴﺒﺔ ﺸﻴﻭﻉ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﺘﺘﺭﺍﻭﺡ ﺒﻴﻥ ‪ %٤ -١‬ﻤﻥ‬
‫ﺍﻟﻔﺘﻴﺎﺕ ﺍﻟﺠﺎﻤﻌﻴﺎﺕ‪ ،‬ﻭﻫﻨﺎﻙ ﺘﺯﺍﻴﺩ ﻤﺴﺘﻤﺭ ﻓﻲ ﺤﺩﻭﺜﻬﺎ‪.‬‬
‫‪(Vohs et al., 2001 : 281- Winter, 2005 : 10- Phillips and Pratt, 2005-‬‬
‫‪Crossfield, 2005 : 1,4- Winter, 2005 : 15- Buttu, 2006 : 4- Ferrier, 2007 :‬‬
‫)‪10- Knutt, 2007 : 38‬‬
‫ﻭﻗﺩ ﻟﻭﺤﻅ ﺃﻥ ﻨﺴﺒﺔ ﺸﻴﻭﻉ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻋﺒﺭ ﺍﻹﻨﺎﺙ ﻜﺎﻥ ‪ % ٠،٥‬ﻭﻋﺒﺭ ﺍﻟـﺫﻜﻭﺭ ‪%٠،٠٥‬‬
‫ﻭﺍﻟﺴﻥ ﺍﻟﺘﻰ ﺘﺤﺩﺙ ﻓﻴﻬﺎ ﻫﻭ ‪ ١٨ -١٤‬ﺴﻨﺔ ﻭﺃﻥ ﻨﺴﺒﺔ ﺸﻴﻭﻉ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻋﺒﺭ ﺍﻹﻨـﺎﺙ ﻜـﺎﻥ ‪%٣ -١‬‬
‫ﻭﻋﺒﺭ ﺍﻟﺫﻜﻭﺭ ﻜﺎﻥ ‪ %٠،٠٢‬ﻭﺍﻟﺴﻥ ﺍﻟﺘﻰ ﺘﺤﺩﺙ ﻓﻴﻬﺎ ﻤﻥ ﺃﻭﺍﺨﺭ ﺍﻟﻤﺭﺍﻫﻘﺔ ﺇﻟﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺒﻠﻭﻍ‪.‬‬
‫) ‪(Knutt, 2007 : 38, 39,40 –Fernandes,2009: 8-Kraft,2009:13,14‬‬

‫ﻭﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﺁﺜﺎﺭ ﻨﻔﺴﻴﺔ ﻭﺍﺠﺘﻤﺎﻋﻴﺔ ﻭﺠﺴﻤﻴﺔ ﻤﺩﻤﺭﺓ‪ ،‬ﺤﻴﺙ ﻤﻌﺩل ﺍﻟﻔﻨﺎﺀ ﻭﺍﻟﻤـﻭﺕ‬
‫ﻤﻥ ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ‪ ،‬ﺒﻠﻎ ‪(Lyons, 1998 : 1- Winter, 2005 : 8- %٢٠ -١٥‬‬
‫)‪ Gochnour, 2006 : 1‬ﻭﻗﺩ ﺃﻜﺩﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ ﻋﻠﻰ ﺃﻥ ﺍﻟﻨﺯﻋﺔ ﺇﻟﻰ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺤﻴﻨﻤﺎ ﺘﺼل‬
‫ﺇﻟﻰ ﺍﻻﻀﻁﺭﺍﺏ ﺍﻟﻨﻔﺴﻰ ﻓﺈﻨﻬﺎ ﺘﺯﻴﺩ ﻤﻥ ﺨﻁﺭ ﺍﻟﻭﻗﻭﻉ ﻓﻰ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪.‬‬
‫ﺍﻷﻤﺭ ﺍﻟﺫﻯ ﺩﻋﺎ ﺍﻟﺒﺎﺤﺜﺔ ﺇﻟﻰ ﺍﻟﻘﻴﺎﻡ ﺒﺩﺭﺍﺴﺔ ﻋﺭﺒﻴﺔ‪ ،‬ﻟﺘﺒﻴﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻜﻤﺎﻟﻴـﺔ ﺍﻟﻌﺼـﺎﺒﻴﺔ‬
‫ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬
‫ﻭﻴﻤﻜﻥ ﺇﻴﺠﺎﺯ ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻓﻰ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫‪ -١‬ﻫل ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟـﺩﻯ ﻋﻴﻨـﺔ ﺍﻟﺩﺭﺍﺴـﺔ ﻤـﻥ‬
‫ﺍﻟﺠﻨﺴﻴﻥ ﻭﻤﺎﻁﺒﻴﻌﺘﻬﺎ ؟‬
‫‪ -٢‬ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ ﻓﻰ ﺍﻟﻜﻤﺎﻟﻴﺔ ؟‬
‫‪ -٣‬ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ ﻓﻲ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل؟‬
‫‪‬‬
 ‫ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ ‪:‬‬
‫‪ -١‬ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ‪.‬‬
‫‪ -٢‬ﺍﻟﺘﻌﺭﻑ ﻋﻠﻲ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ " ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ " ﻓﻲ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪.‬‬

‫ﺃﻫﻤﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫‪ ‬‬
‫‪ -١‬ﻻﺘﻭﺠﺩ – ﻓﻲ ﺤﺩﻭﺩ ﻋﻠﻡ ﺍﻟﺒﺎﺤﺜﺔ – ﺩﺭﺍﺴﺔ ﻨﻔﺴﻴﺔ ﻋﺭﺒﻴﺔ ﺘﻨﺎﻭﻟﺕ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‬
‫ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ‪.‬‬
‫‪ -٢‬ﺘﺘﻨﺎﻭل ﺍﻟﺩﺭﺍﺴﺔ ﻤﻭﻀﻭﻋﻴﻥ ﻫﺎﻤﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴـﻴﺔ ﻭﻫﻤـﺎ‪ :‬ﺍﻟﻜﻤﺎﻟﻴـﺔ ﺍﻟﻌﺼـﺎﺒﻴﺔ‬
‫ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﻤﺎ ﻟﻬﻤﺎ ﻤﻥ ﺁﺜﺎﺭ ﻨﻔﺴﻴﺔ ﺨﻁﻴﺭﺓ ﻋﻠﻰ ﺍﻟﻔﺭﺩ‪.‬‬
‫‪ -٣‬ﺃﺸﺎﺭﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ ﺇﻟﻰ ﺃﻥ ﺃﻋﺭﺍﺽ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﺘﻜﻭﻥ ﻓﻲ ﺍﻟﺫﺭﻭﺓ ﺃﺜﻨـﺎﺀ ﻓﺘـﺭﺓ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺠﺎﻤﻌﻴﺔ‪ ،‬ﻭﻤﻥ ﻫﻨﺎ ﻜﺎﻥ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﺒﺎﻟﺠﺎﻤﻌﺔ‪.‬‬

‫‪ ‬‬
‫‪ -١‬ﻤﻥ ﺨﻼل ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻴﻤﻜﻥ ﺍﻹﻋﺩﺍﺩ ﻟﻠﺒـﺭﺍﻤﺞ ﺍﻹﺭﺸـﺎﺩﻴﺔ ﻭﺍﻟﻌﻼﺠﻴـﺔ ﻭﺍﻟﻭﻗﺎﺌﻴـﺔ؛‬
‫ﻻﺴﺘﺨﺩﺍﻤﻬﺎ ﻤﻊ ﺍﻟﻜﻤﺎﻟﻴﻴﻥ ﻏﻴﺭ ﺍﻷﺴﻭﻴﺎﺀ‪ ،‬ﻭﺍﻟﻤﺭﻀﻰ ﻤﻥ ﺫﻭﻱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻤﻥ ﻁـﻼﺏ‬
‫ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬
‫‪ -٢‬ﻤﻌﺭﻓﺔ ﺍﻵﺒﺎﺀ ﺒﻁﺭﻕ ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﺴﻠﻴﻤﺔ ﻷﺒﻨﺎﺌﻬﻡ؛ ﻟﻴﻜﻭﻥ ﻟﺩﻴﻬﻡ ﺃﺒﻨﺎﺀ ﻜﻤﺎﻟﻴﻭﻥ ﺃﺴﻭﻴﺎﺀ‪.‬‬
‫‪ -٣‬ﻤﻌﺭﻓﺔ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻟﺫﻴﻥ ﻟﺩﻴﻬﻡ ﻜﻤﺎﻟﻴﺔ ﻤﺭﻀﻴﺔ‪ ،‬ﻭﻋﻼﺠﻬﻡ ﻗﺒل ﺃﻥ ﺘﺘﻔـﺎﻗﻡ ﺍﻟﻤﺸـﻜﻠﺔ ﺇﻟـﻰ‬
‫ﺍﻷﺴﻭﺃ‪.‬‬

‫ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫‪ ‬‬
‫ﺘﻌﺭﻓﻬﺎ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺄﻨﻬﺎ‪ :‬ﻫﻲ ﺨﺎﺼﻴﺔ ﺸﺨﺼﻴﺔ‪ ،‬ﺘﺠﻌل ﺍﻟﻔﺭﺩ ﻴﻬﺘﻡ ﺒﺘﺤﻘﻴﻕ ﺍﻟﻜﻤﺎل ﻭﺍﻟﺘﻤﺎﻡ ﻓـﻲ‬
‫ﻜل ﻤﻅﺎﻫﺭ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻭﻫﻲ ﺇﻤﺎ ﻜﻤﺎﻟﻴﺔ ﻤﺭﺘﻔﻌﺔ ﻏﻴﺭ ﺴﻭﻴﺔ ﻋﺼﺎﺒﻴﺔ‪ ،‬ﺃﻭ ﻜﻤﺎﻟﻴـﺔ ﻤﻌﺘﺩﻟـﺔ ﺴـﻭﻴﺔ ‪،‬ﺃﻭ‬
‫ﻜﻤﺎﻟﻴﺔ ﻤﻨﺨﻔﻀﺔ ﻏﻴﺭ ﺴﻭﻴﺔ‪.‬‬
‫ﻭﺇﺠﺭﺍﺌﻴﺎﹰ‪ :‬ﻫﻲ ﺍﻟﺩﺭﺠﺔ ﺍﻟﺘﻲ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﻤﻔﺤﻭﺹ ﻓﻲ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ‪ .‬ﺇﻋﺩﺍﺩ ‪ :‬ﺍﻟﺒﺎﺤﺜﺔ‪.‬‬

‫‪ ‬‬
‫ﺘﻌﺭﻓﻬﺎ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺄﻨﻬﺎ‪ :‬ﺍﻀﻁﺭﺍﺒﺎﺕ ﺤﺎﺩﺓ ﻓﻲ ﺴﻠﻭﻙ ﺍﻷﻜل‪ ،‬ﻭﺘﺸﻤل‪ :‬ﻓﻘﺩﺍﻥ ﺍﻟﺸﻬﻴﺔ ﺍﻟﻌﺼـﺒﻲ‬
‫)ﺍﻷﻨﻭﺭﻜﺴﻴﺎ(‪ ،‬ﻭﻓﺭﻁ ﺍﻟﺸﻬﻴﺔ ﺍﻟﻌﺼﺒﻲ )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‪.‬‬
‫ﻭﺇﺠﺭﺍﺌﻴﺎﹰ‪ :‬ﻫﻲ ﺍﻟﺩﺭﺠﺔ ﺍﻟﺘﻲ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﻤﻔﺤﻭﺹ ﻓﻲ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ .‬ﺇﻋﺩﺍﺩ‪:‬‬
‫ﺍﻟﺒﺎﺤﺜﺔ‪.‬‬

‫‪‬‬
 ‫ﺍﻹﻃــــــــﺎﺭ ﺍﻟﻨﻈــــــﺮﻱ‬
‫ﺃﻭﻻ ً ‪ :‬ﺍﻟﻜﻤﺎﻟﻴﺔ‪:‬‬
‫‪ ‬‬
‫ﻴﺭﻯ ﻜﻤﺎل ﺩﺴﻭﻗﻲ )‪ (١٩٨٨‬ﺃﻥ ﻤﺫﻫﺏ ﺍﻟﻜﻤﺎل ﻫﻭ ﻋﺎﺩﺓ ﻤﻁﺎﻟﺒﺔ ﺍﻟﻨﻔﺱ ﻭﺍﻵﺨﺭﻴﻥ ﺒﻨـﻭﻉ‬
‫ﺃﺩﺍﺀ ﺃﺴﻤﻰ ﻤﻤﺎ ﻴﺘﻁﻠﺒﻪ ﺍﻟﻤﻭﻗﻑ‪) .‬ﻜﻤﺎل ﺩﺴﻭﻗﻲ‪(١٠٥١ :١٩٨٨ ،‬‬
‫ﻭﺘﻌﺭﻓﻬﺎ ﻭﺒﺴﺘﺭ ‪ (١٩٩١) Webester‬ﺒﺄﻨﻬﺎ "ﺍﻟﻨﺯﻋﺔ ﺇﻟﻰ ﺭﺅﻴﺔ ﺃﻱ ﺸﻲﺀ ﺃﻗل ﻤﻥ ﺍﻟﻜﻤﺎل‬
‫ﻋﻠﻰ ﺃﻨﻪ ﻏﻴﺭ ﻤﻘﺒﻭل"‪(Webster, 1991: 873) .‬‬
‫ﻭﺍﻟﻜﻤﺎﻟﻴﺔ ﻫﻲ ﻤﺫﻫﺏ ﺍﻟﻜﻤﺎﻟﻴﻴﻥ ﺍﻟﺫﻴﻥ ﻴﺴﻌﻭﻥ‪ -‬ﺩﺍﺌﻤﺎﹰ‪ -‬ﻨﺤﻭ ﺍﻷﺭﻓﻊ ﻭﺍﻷﺴﻤﻰ ﻭﺍﻟﻤﺯﻴﺩ ﻤـﻥ‬
‫ﺍﻟﺘﻔﺎﺼﻴل‪) .‬ﻋﺒﺩ ﺍﻟﻤﻨﻌﻡ ﺍﻟﺤﻔﻨﻲ‪(٥٩٣ ،١٩٩٤ ،‬‬
‫ﻭﺍﻟﻜﻤﺎﻟﻴﺔ ﺘﻌﻨﻰ ﺍﻟﻨﻀﺞ ﺃﻭ ﺍﻟﺨﻠﻭ ﻤﻥ ﺍﻟﻌﻴﻭﺏ ﺃﻭ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﻤﺠﺎل ﻤﺎ‪.‬‬
‫)ﻟﻁﻔﻲ ﺍﻟﺸﺭﺒﻴﻨﻲ‪(١٣٥ :‬‬
‫ﻭﻴﻌﺭﻓﻬﺎ ﻨﺕ ‪ (٢٠٠٧) Knutt‬ﺒﺄﻨﻬﺎ ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺃﻥ ﺘﻜﻭﻥ ﺃﻭ ﺘﺒﺩﻭ ﺸﻴﺌﺎﹰ ﺘﺎﻤﺎﹰ‪.‬‬
‫)‪(Knutt, 2007: 2‬‬

‫ﻭﺘﻜﻭﻥ ﺍﻟﻤﻴﻭل ﺍﻟﻜﻤﺎﻟﻴﺔ ﻋﻠﻰ ﻤﺘﺼل‪ ،‬ﻴﺘﺭﺍﻭﺡ ﺒﻴﻥ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﺴﻠﻴﻤﺔ ﻭﺍﻟﺼـﺤﻴﺤﺔ ﻭﺒـﻴﻥ‬
‫ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﻤﻀﻁﺭﺒﺔ‪ ،‬ﻓﺎﻷﺸﺨﺎﺹ ﺍﻟﻜﻤﺎﻟﻴﻭﻥ ﺍﻷﺴﻭﻴﺎﺀ ﻴﻀﻌﻭﻥ ﺃﻫﺩﺍﻓﺎﹰ ﻭﻤﻌﺎﻴﻴﺭ ﻋﺎﻟﻴـﺔ‪ ،‬ﻤﻌﻘﻭﻟـﺔ‬
‫ﻭﻭﺍﻗﻌﻴﺔ‪ ،‬ﻭﻴﻜﺎﻓﺤﻭﻥ ﻤﻥ ﺃﺠل ﺍﻟﺘﻤﻴﺯ‪ ،‬ﻭﻟﺩﻴﻬﻡ ﺘﻭﻗﻌﺎﺕ ﻋﺎﻟﻴـﺔ ﻷﻨﻔﺴـﻬﻡ‪ ،‬ﻭﻴﺴـﺘﻤﺘﻌﻭﻥ ﺒﺘﻭﻗﻌـﺎﺕ‬
‫ﺍﻵﺨﺭﻴﻥ ﺘﺠﺎﻫﻬﻡ‪ ،‬ﻭﻴﻌﺘﻘﺩﻭﻥ ﻓﻲ ﻀﺭﻭﺭﺓ ﺃﻥ ﻴﺘﺤﻘﻕ ﺍﻟﻜﻤﺎل ﻭﺍﻟﺘﻤﺎﻡ‪ ،‬ﻭﻴﻌﺭﻓﻭﻥ ﺍﻟﺠﻬﻭﺩ ﺍﻟﺸﺨﺼـﻴﺔ‬
‫ﺍﻟﻤﻁﻠﻭﺒﺔ‪ ،‬ﻭﻴﺴﻤﺤﻭﻥ ﺃﻥ ﺘﻜﻭﻥ ﺃﺩﺍﺀﺍﺘﻬﻡ ﻤﺭﻨﺔ‪ ،‬ﻭﻴﻘﺒﻠﻭﻥ ﺃﺨﻁـﺎﺀﻫﻡ‪ ،‬ﻭﻟـﺩﻴﻬﻡ ﺇﺤﺴـﺎﺱ ﺒﺎﻟﺴـﺭﻭﺭ‬
‫ﻭﺍﻟﺭﻀﺎ ﻭﺍﻟﻤﺘﻌﺔ ﺘﺠﺎﻩ ﺍﻟﺠﻬﻭﺩ ﺍﻟﻤﺒﺫﻭﻟﺔ‪ ،‬ﻭﻴﺭﻭﻥ ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺘﺸﺠﻌﻬﻡ ﻋﻠﻰ ﺍﻻﺴـﺘﻤﺭﺍﺭ ﻭﺘﺤﺴـﻴﻥ‬
‫ﺍﻟﻌﻤل‪ ،‬ﺃﻤﺎ ﺍﻟﻜﻤﺎﻟﻴﻭﻥ ﻏﻴﺭ ﺍﻷﺴﻭﻴﺎﺀ ﻓﻠﺩﻴﻬﻡ ﺃﻫﺩﺍﻑ ﻭﻤﻌﺎﻴﻴﺭ ﻋﺎﻟﻴـﺔ ﻭﻤﻔﺭﻁـﺔ ﻭﻤﺴـﺘﺤﻴﻠﺔ ﻭﻏﻴـﺭ‬
‫ﻭﺍﻗﻌﻴﺔ‪ ،‬ﻴﻀﻌﻭﻨﻬﺎ ﻷﻨﻔﺴﻬﻡ ﺃﻭ ﻟﻶﺨﺭﻴﻥ‪ ،‬ﻭﻋﻨﺩﻫﻡ ﺘﺄﻜﻴﺩ ﺯﺍﺌﺩ ﻋﻠﻰ ﺍﻟﺘﻨﻅﻴﻡ‪ ،‬ﻭﻴﻌﻴﺸﻭﻥ ﻓﻲ ﻗﻠﻕ ﺨﻭﻓـﺎﹰ‬
‫ﻤﻥ ﻓﻌل ﺍﻷﺨﻁﺎﺀ‪ ،‬ﻭﻴﺘﺠﻨﺒﻭﻥ ﺍﻟﻤﺨﺎﻁﺭ ﻭﻴﺭﻓﻀﻭﻥ ﻤﺤﺎﻭﻟﺔ ﺍﻟﻘﻴﺎﻡ ﺒﺘﺠﺎﺭﺏ ﺠﺩﻴﺩﺓ ﺨﻭﻓﺎﹰ ﻤﻥ ﺍﻟﻔﺸـل‪،‬‬
‫ﻭﻟﺩﻴﻬﻡ ﺘﻭﻗﻌﺎﺕ ﺯﺍﺌﺩﺓ ﻭﻨﻘﺩ ﺴﻠﺒﻲ ﻤﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻋﻨﺩﻫﻡ ﺸﻜﻭﻙ ﺤﻭل ﻁﺒﻴﻌﺔ ﺍﻹﻨﺠﺎﺯﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ‪،‬‬
‫ﻭﻫﻡ ﻴﺸﻌﺭﻭﻥ ﺒﺄﻥ ﻤﺤﺎﻭﻻﺘﻬﻡ ﻭﺠﻬﻭﺩﻫﻡ ﻻ ﺘﺒﺩﻭ ﻜﺎﻓﻴﺔ‪ ،‬ﻭﺃﻨﻬﻡ ﻴﺴﺘﻁﻴﻌﻭﻥ ﻓﻌل ﺍﻷﻓﻀـل‪ ،‬ﻭﻫـﺅﻻﺀ‬
‫ﻏﻴﺭ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﺭﻀﺎ ﻭﺍﻟﺴﺭﻭﺭ ﻭﺍﻹﺸﺒﺎﻉ؛ ﻷﻨﻬﻡ ﻟﻡ ﻴﻔﻌﻠﻭﺍ ﻋﻠﻰ ﻨﺤـﻭ ﺠﻴـﺩ ﻭﺒﺸـﻜل‬
‫ﻜﺎﻑ‪ ،‬ﻭﻴﻌﺘﻤﺩ ﺘﻘﻴﻴﻤﻬﻡ ﻭﺍﺤﺘﺭﺍﻤﻬﻡ ﻟﺫﻭﺍﺘﻬﻡ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺍﻟﻨﺠﺎﺤﺎﺕ ﻭﺍﻹﻨﺠﺎﺯﺍﺕ‪.‬‬
‫‪(Elliott, et al., 1999: 4 –Greenspon,2000,197- Ruggiero, 2003: 9 – Castro,‬‬
‫‪2004: 392 – Paredes, et al., 2005: 62 – Kubal, 2005: 6 – Stoeber and Otto,‬‬
‫– ‪2006: 295, 316 – Fornieles, et al, 2007: 562 – Macedo, 2007: 296 – 297‬‬
‫)‪Webb, et al., 2007, 124 – Knutt, 2007: 2،4, 5- Romano,2009:7,8‬‬
‫‪‬‬
 ‫‪ ‬‬
‫ﻴﺭﻯ ﺇﻟﻴـﻭﺕ ‪ (١٩٩٩) Elliott‬ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺘﻨﻤﻭ ﻭﺘﺘﻁﻭﺭ ﺃﺜﻨﺎﺀ ﻓﺘﺭﺓ ﺍﻟﻁﻔﻭﻟﺔ‪ ،‬ﻭﻨﺘﻴﺠـﺔ‬
‫ﻟﻀﻐﻁ ﺍﻷﺴﺭﺓ‪ ،‬ﻭﺍﻟﻀﻐﻁ ﻤﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻤﻥ ﺍﻟﻤﺠﺘﻤﻊ ﻭﻤﻥ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪ ،‬ﻜل ﺫﻟﻙ ﻴﺠﻌل ﺒﻌـﺽ‬
‫ﺍﻷﻓﺭﺍﺩ ﻟﺩﻴﻬﻡ ﻤﺨﺎﻭﻑ ﻭﻴﺸﻌﺭﻭﻥ ﺒﺎﻟﺫﻨﺏ‪ ،‬ﻭﻴﻌﻤﻠﻭﻥ ﺒﺸﺩﺓ‪ ،‬ﻭﻴﻌﺘﻘﺩﻭﻥ ﺃﻨﻬﻡ ﺇﺫﺍ ﻟﻡ ﻴﻔﻌﻠﻭﺍ ﻋﻠﻰ ﻨﺤـﻭ‬
‫ﺘﺎﻡ‪ ،‬ﻓﺈﻨﻬﻡ ﺴﻴﻔﻘﺩﻭﻥ ﺍﻟﺤﺏ ﻭﺍﻻﺤﺘﺭﺍﻡ ‪ ،‬ﻭﻴﻀﻴﻑ ﺇﻟﻴﻭﺕ ﺃﻥ ﺍﻟﻁﻔل ﺍﻷﻭل ﻴﻜﻭﻥ ﻟﺩﻴﻪ ﻗﺎﺒﻠﻴﺔ ﻭﺍﺴﺘﻌﺩﺍﺩ‬
‫ﻟﻠﻜﻤﺎﻟﻴﺔ ﻭﻟﻜﻥ ﻫﺫﻩ ﻟﻴﺴﺕ ﻗﺎﻋﺩﺓ ﺜﺎﺒﺘﺔ‪(Elliott, et al., 1999: 8, 9) .‬‬

‫‪ ‬‬
‫ﻭﺼﻔﺕ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻜﻤﻜـﻭﻥ ﺃﺤـﺎﺩﻱ ﺍﻟﺒﻌـﺩ ﻋـﻥ ﻁﺭﻴـﻕ ﺭﻭﻡ ﻭﺁﺨـﺭﻴﻥ ‪Rheaume,‬‬
‫‪ (٢٠٠٠) Ladouceur and Freeston‬ﻭﺍﻋﺘﺒﺭﻭﺍ ﺃﻥ ﻜل ﻤﻅﺎﻫﺭ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻫﻲ ﺸﺨﺼﻴﺔ‪ ،‬ﻭﺘـﺄﺘﻲ‬
‫ﻤﻥ ﺩﺍﺨل ﺍﻟﻔﺭﺩ‪(Knutt, 2007: 7) .‬‬

‫ﺜﻡ ﺘﻨﺎﻭﻟﺘﻬﺎ ﺍﻷﺒﺤﺎﺙ ﺍﻟﺤﺩﻴﺜﺔ ﻜﻤﻜﻭﻥ ﻤﺘﻌﺩﺩ ﺍﻷﺒﻌﺎﺩ‪ ،‬ﻭﻟﻪ ﻤﻅﺎﻫﺭ ﻭﺨﺼﺎﺌﺹ ﻤﻭﺠﺒﺔ ﻭﺴﺎﻟﺒﺔ‬
‫ﻋﻠﻰ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺸﺨﺼﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﻗﺩ ﻭﻀﻊ ﻜل ﻤﻥ ﻫﻭﻴـﺕ ﻭﻓﻠـﺕ ‪Hewitt and Flett‬‬
‫)‪ (١٩٩١‬ﻨﻤﻭﺫﺝ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺘﻌﺩﺩ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻟﺫﻱ ﻴﺘﻜﻭﻥ ﻤﻥ ﺃﺒﻌﺎﺩ ﺜﻼﺜﺔ‪:‬‬
‫ﺍﻟﺒﻌﺩ ﺍﻷﻭل‪ :‬ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻤﻥ ﺍﻟﺫﺍﺕ ‪ Self-Oriented‬ﺤﻴﺙ ﻴﻀﻊ ﺍﻷﻓـﺭﺍﺩ ﻤﻌـﺎﻴﻴﺭ ﻋﺎﻟﻴـﺔ‬
‫ﻷﻨﻔﺴﻬﻡ‪.‬‬
‫ﺍﻟﺒﻌﺩ ﺍﻟﺜﺎﻨﻲ‪ :‬ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻨﺤﻭ ﺍﻵﺨﺭﻴﻥ ‪ Other-Oriented‬ﻭﻴﺘﻀﻤﻥ ﻭﻀﻊ ﻤﻌﺎﻴﻴﺭ ﻋﺎﻟﻴـﺔ‬
‫ﻭﻋﻤل ﺘﻭﻗﻌﺎﺕ ﻏﻴﺭ ﻭﺍﻗﻌﻴﺔ ﻤﻥ ﺠﺎﻨﺏ ﺍﻟﺸﺨﺹ ﻟﻶﺨﺭﻴﻥ‪.‬‬
‫ﺍﻟﺒﻌﺩ ﺍﻟﺜﺎﻟﺙ‪ :‬ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺤﺩﺩﺓ ﻭﺍﻟﻤﻭﺠﻬﺔ ﻤﻥ ﺍﻟﻤﺠﺘﻤﻊ ‪ Socially Prescribed‬ﻭﻴﺘﻀﻤﻥ ﺍﻋﺘﻘـﺎﺩ‬
‫ﺍﻷﻓﺭﺍﺩ ﺃﻥ ﺍﻵﺨﺭﻴﻥ ﻟﺩﻴﻬﻡ ﺘﻭﻗﻌﺎﺕ ﻋﺎﻟﻴﺔ ﺘﺠﺎﻫﻬﻡ‪ ،‬ﻭﺃﻨﻬﻡ ﻴﻘﻴﻤﻭﻨﻬﻡ‪ ،‬ﻭﻴﻀﻐﻁﻭﻥ ﻋﻠﻴﻬﻡ‬
‫ﻟﻜﻲ ﻴﻜﻭﻨﻭﺍ ﻋﻠﻰ ﻨﺤﻭ ﺘﺎﻡ‪.‬‬
‫– ‪(Robert-McCamb,2000:4-Kubal, 2005: 6 – Paredes, et al., 2005: 62, 63‬‬
‫‪Sanna and Chang, 2006: 48 – Bardone – Cone, 2007: 1977 – Ferrier, 2007:‬‬
‫) ‪22 – Knutt, 2007: 9, 10-Antony, and Swinson,2009:11‬‬
‫ﻭﺒﺤﺴﺏ ﻫﻭﻴﺕ ﻭﻓﻠﺕ )‪ (٢٠٠٢‬ﻓﺈﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻤﻥ ﺍﻟﺫﺍﺕ ﻫﻲ ﺒﻌﺩ ﺸﺨﺼﻲ ﺨﺎﺹ‬
‫ﺒﺎﻟﺸﺨﺹ ‪ intra Personal‬ﻭﻴﻭﺼﻑ ﻋﻠﻰ ﺃﻨﻪ ﺘﻜﻴﻔﻲ "ﺴﻭﻱ"‪ ،‬ﺃﻤﺎ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻨﺤﻭ ﺍﻵﺨﺭﻴﻥ‬
‫ﻭﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺤﺩﺩﺓ ﻤﻥ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻓﻬﻤﺎ ﺒﻌﺩﺍﻥ ﺨﺎﺼﺎﻥ ﺒﺎﻟﻌﻼﻗﺔ ﺒـﻴﻥ ﺍﻷﺸـﺨﺎﺹ ‪Inter Personal‬‬
‫ﻭﻫﻤﺎ ﻴﻭﺼﻔﺎﻥ ﺒﺄﻨﻬﻤﺎ ﻻ ﺘﻜﻴﻔﻴﺎﻥ ﻭ"ﻻﺴﻭﻴﺎﻥ"‪(Kubal, 2005: 7) .‬‬

‫ﺒﻴﻨﻤﺎ ﺭﺍﻴﺱ ﻭﺁﺨﺭﻭﻥ ‪ (٢٠٠٣) Rice et al.‬ﻓﺈﻨﻬﻡ ﻴﺭﻭﻥ ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺘﻜﻴﻔﻴﺔ ﻭﺴﻭﻴﺔ‪.‬‬
‫)‪(Knutt, 2007: 2‬‬

‫‪‬‬
 ‫ﺛﺎﻧﻴﺎ ً ‪ :‬ﺍﺿﻄﺮﺍﺑﺎﺕ ﺍﻷﻛﻞ‪:‬‬
‫ﺘﺼﻨﻑ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﺇﻟﻰ‪ :‬ﻓﻘﺩﺍﻥ ﺍﻟﺸﻬﻴﺔ ﺍﻟﻌﺼﺒﻲ )ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ‪ ،AN‬ﻭﻓﺭﻁ ﺍﻟﺸـﻬﻴﺔ‬
‫ﺍﻟﻌﺼﺒﻲ )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ( ‪ ،BN‬ﻭﻫﻤﺎ ﺍﻀﻁﺭﺍﺒﺎﻥ ﻴﺘﻤﻴﺯﺍﻥ ﺒﺎﻻﻀﻁﺭﺍﺏ ﺍﻟﺤـﺎﺩ ﻓـﻲ ﺴـﻠﻭﻙ ﺍﻷﻜـل‪،‬‬
‫ﻭﺍﻻﻀﻁﺭﺍﺏ ﻓﻲ ﺘﻨﻅﻴﻡ ﺍﻟﻭﺯﻥ‪ ،‬ﻭﺍﻻﻀﻁﺭﺍﺏ ﻓﻲ ﺍﻻﺘﺠﺎﻫﺎﺕ ﻨﺤﻭ ﺍﻟﻭﺯﻥ‪ ،‬ﻭﺍﻻﻀﻁﺭﺍﺏ ﻓﻲ ﺇﺩﺭﺍﻙ‬
‫ﺸﻜل ﺍﻟﺠﺴﻡ‪ ،‬ﻭﻴﺸﻤل ﺍﻻﻀﻁﺭﺍﺒﻴﻥ ﻓﺘﺭﺍﺕ ﻤﻥ‪ :‬ﺘﻘﻴﻴﺩ ﺍﻷﻜل )ﺭﻓﻀﻪ(‪ ،‬ﻭﻨﻭﺒﺎﺕ ﻨﻬﻡ‪ ،‬ﻭﺘﻨﺎﻭل ﺍﻷﻜل‪،‬‬
‫ﻭﺴﻠﻭﻜﻴﺎﺕ ﺘﻁﻬﻴﺭ ﻤﻥ ﺍﻷﻜل‪.‬‬
‫ﻭﻫﻨﺎﻙ ﺃﻤﺭﺍﻥ ﻴﻤﻴﺯﺍﻥ ﺍﻀﻁﺭﺍﺏ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻋﻥ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‪ :‬ﺍﻷﻭل‪ :‬ﺃﻥ ﻤﺭﻴﺽ ﺍﻷﻨﻭﺭﻜﺴـﻴﺎ‬
‫ﻴﺭﻓﺽ ﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻟﻭﺯﻥ ﺍﻟﻁﺒﻴﻌﻲ‪ ،‬ﻭﺍﻟﺜﺎﻨﻲ‪ :‬ﺍﻨﻘﻁﺎﻉ ﺍﻟﺩﻭﺭﺓ ﺍﻟﺸﻬﺭﻴﺔ ﻟﺩﻯ ﺍﻹﻨﺎﺙ ﻟﻤﺩﺓ ﺜﻼﺜـﺔ‬
‫ﺸﻬﻭﺭ ﻤﺘﺘﺎﻟﻴﺔ‪(Crossfield, 2005: 1) .‬‬

‫ﻭﻴﺭﻯ ﻓﻭﺱ ﻭﺁﺨﺭﻭﻥ ‪ (٢٠٠١) Vohs, et al.‬ﺃﻥ ﺠﺫﻭﺭ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﺘﺘﻜﻭﻥ ﻓـﻲ‬
‫ﺴﻥ ﻤﺒﻜﺭﺓ‪ ٢٨٠ ) .‬ـ‪(Vohs et al., 2001:٢٨١‬‬

‫ﻭﻴﺸﻴﺭ ﻜﺭﻭﺴﻔﻴﻠﺩ ‪ (٢٠٠٥) Crossfield‬ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺒﻴﻥ ﻨﻘﺹ ﺘﺤﻜـﻡ ﺍﻟﻔـﺭﺩ‬
‫ﻭﻓﻘﺩ ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺍﻷﺤﺩﺍﺙ ﻓﻲ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻭﺒﻴﻥ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺘﺤﻜﻡ ﻋﺒﺭ ﺍﻷﻜـل ﻭﺍﻟـﺘﺤﻜﻡ‬
‫ﻓﻲ ﺍﻟﻭﺯﻥ‪(Crossfield, 2005: 19) .‬‬

‫ﺛﺎﻟﺜﺎ ً ‪ :‬ﺍﻟﻨﻤﺎﺫﺝ ﺍﳌﻔﺴﺮﺓ ﻟﺪﻭﺭ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺑﻴﺔ ﰲ ﺍﺿﻄﺮﺍﺑﺎﺕ ﺍﻷﻛﻞ‪:‬‬

‫ﻴﺸﻴﺭ ﻨﺕ ‪ Knutt‬ﺇﻟﻰ ﺃﺭﺒﻌﺔ ﻨﻤﺎﺫﺝ ﻤﻔﺴﺭﺓ ﻟﺩﻭﺭ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻓﻲ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪.‬‬
‫)‪(Knutt, 2007: 40 - 53‬‬

‫‪ ‬‬
‫ﻭﻀﻌﺕ ﺒﺭﻙ ‪ (١٩٧٨) Burch‬ﻫﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ ﻟﺘﻔﺴﻴﺭ ﺩﻭﺭ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻓﻲ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪،‬‬
‫ﺤﻴﺙ ﺴﻠﻭﻜﻴﺎﺕ ﻜﻤﺎﻟﻴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﺘﻤﻴﺯ ﻫﺅﻻﺀ ﺍﻟﻤﺭﻀﻰ ﺒﺎﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻤﺜل‪ :‬ﺍﻹﺫﻋﺎﻥ ﻭﺍﻟﺭﻀـﻭﺥ‬
‫ﺍﻟﺯﺍﺌﺩﺍﻥ ﻟﻸﻭﺍﻤﺭ‪ ،‬ﻭﺍﻟﺠﺩﻴﺔ ﻓﻲ ﺍﻟﻌﻤل ﺃﻭ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻓﺎﻟﻔﺭﺩ ‪-‬ﻻ ﻴﻜﺎﻓﺢ‪ -‬ﻓﻘﻁ ﻟﻜﻲ ﻴﻜﻭﻥ ﺠﻴـﺩﺍﹰ‪ ،‬ﺒـل‬
‫ﻭﻴﻌﺎﻗﺏ ﻨﻔﺴﻪ ﻟﻴﻜﻭﻥ ﺍﻷﻓﻀل‪ ،‬ﻭﻴﺭﻯ" ﺒﺭﻙ" ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﻔﻘﺩﺍﻥ ﺍﻟﺸـﻬﻴﺔ ﺍﻟﻌﺼـﺒﻲ ‪AN‬‬
‫ﻴﻁﻭﺭﻭﻥ ﺍﻹﺫﻋﺎﻥ‪،‬ﻭ ﺍﻟﺨﻀﻭﻉ‪ ،‬ﻭﺍﻟﻜﻤﺎﻟﻴﺔ‪ ،‬ﻭﺍﻟﺒﺤﺙ ﻋﻥ ﺍﻻﺴﺘﺤﺴﺎﻥ ﻓﻲ ﺴﻨﻭﺍﺕ ﻋﻤﺭﻫﻡ ﺍﻟﻤﺒﻜـﺭﺓ‪،‬‬
‫ﻭﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻴﻜﻭﻥ ﻟﺩﻴﻬﻡ ﺇﺤﺴﺎﺱ ﺒﻌﺩﻡ ﺍﻟﺘﻔﺎﻋل‪ ،‬ﻭﺘﻜﻭﻥ ﺍﻟﺤﺎﺠﺔ‬
‫ﻨﺤﻭ ﺍﻟﺘﺤﻜﻡ ﻭﺍﻟﻜﻤﺎل ﻭﺍﻟﺘﻤﺎﻡ ﻫﻲ ﺍﺴﺘﺠﺎﺒﺔ ﻟﻠﻌﺠﺯ ﻭﺍﻟﻨﻘﺼﺎﻥ ﺍﻟﺩﺍﺨﻠﻲ ﺍﻟﻤﺩﺭﻙ‪ ،‬ﻭﺘﻨﺸﺄ ﻫﺫﻩ ﺍﻟﻤﺸـﺎﻋﺭ‬
‫ﻤﻥ ﻤﺸﻜﻼﺕ ﻓﻲ ﺍﻟﺘﻁﻭﺭ ﺍﻟﻤﺒﻜﺭ ﻟﺩﻯ ﺍﻟﻔﺭﺩ ﻭﺍﻟﺘﻲ ﺠﻌﻠﺘﻪ ﻴﺩﺭﻙ – ﻤﻥ ﺨﻼل ﺍﻵﺨﺭﻴﻥ‪ -‬ﺃﻨـﻪ ﻟـﻴﺱ‬
‫ﺠﻴﺩﺍﹰ ﻋﻠﻰ ﻨﺤﻭ ﻜﺎﻑ‪.‬‬

‫‪‬‬
‫ﻭﺍﻟﻔﺭﺩ ﺍﻟﺫﻱ ﻟﺩﻴﻪ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺃﻜل ﻴﻁﻭﺭ ﻋﻠﻰ ﻨﺤﻭ ﻤﺘﻜﺭﺭ )ﺫﺍﺕ ﻜﺎﺫﺒﺔ( ﻟﻜﻲ ﻴﻘـﺩﻡ ﻨﻔﺴـﻪ‬
‫ﻟﻶﺨﺭﻴﻥ‪ ،‬ﻭﻫﺫﻩ ﺍﻟﺫﺍﺕ ﺍﻟﻜﺎﺫﺒﺔ ﺘﻜﻭﻥ ﻗﻨﺎﻋﺎﹰ ﻴﻐﻁﻲ ﺒﻪ ﺍﻟﺫﺍﺕ ﺍﻟﻭﺍﻗﻌﻴﺔ ﻋﻨﺩﻤﺎ ﻴﺘﻔﺎﻋل ﻤـﻊ ﺍﻵﺨـﺭﻴﻥ‪،‬‬
‫ﻓﺎﻟﺫﺍﺕ ﺍﻟﻜﺎﺫﺒﺔ ﺘﻜﻭﻥ ﻟﺸﺨﺹ ﺘﺎﻡ ﻭﻜﺎﻤل ﻭﻜﻑﺀ ﻭﻗﺩﻴﺭ‪ ،‬ﻭﻟﺩﻴﻪ ﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ‪ ،‬ﻭﺠﻴﺩ ﻋﻠﻰ ﻨﺤﻭ ﻜـﺎﻑ‪،‬‬
‫ﺃﻤﺎ ﺍﻟﺫﺍﺕ ﺍﻟﻭﺍﻗﻌﻴﺔ ﺍﻟﺘﻲ ﻭﺭﺍﺀ ﻫﺫﺍ ﺍﻟﻘﻨﺎﻉ‪ ،‬ﻓﺈﻨﻬﺎ ﺘﻜﻭﻥ ﻟﺸﺨﺹ ﻴﺸﻌﺭ ﺒﺎﻟﺨﻭﺍﺀ ﺍﻟـﺩﺍﺨﻠﻲ‪ ،‬ﻭﺍﻟﺨـﻭﻑ‬
‫ﻭﺍﻟﻌﺯﻟﺔ‪ ،‬ﻨﺘﻴﺠﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻜﺎﺫﺒﺔ ﻤﻊ ﺍﻷﻗﺭﺍﻥ‪.‬‬

‫‪ ‬‬
‫ﻴﺭﻯ ﺠﺎﺭﻨﺭ ‪ (١٩٨٦) Garner‬ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻟـﺩﻴﻬﻡ ﺍﻀـﻁﺭﺍﺒﺎﺕ ﺍﻷﻜـل ﻴﻤﻠﻜـﻭﻥ‬
‫ﻤﻌﺎﺭﻑ ﺨﺎﻁﺌﺔ ﻋﻥ ﺍﻷﻜل‪ ،‬ﻭﺍﻟﺘﻲ ﺘﺤﺎﻓﻅ ﻋﻠﻰ ﻨﻤﺎﺫﺝ ﺍﻷﻜل ﻏﻴﺭ ﺍﻟﺴﻠﻴﻤﺔ‪ ،‬ﻭﻫﺅﻻﺀ ﺍﻷﻓﺭﺍﺩ ﻴﻜـﻭﻥ‬
‫ﻟﺩﻴﻬﻡ ﻨﻤﺎﺫﺝ ﺘﻔﻜﻴﺭ ﺨﺎﻁﺌﺔ‪ ،‬ﻭﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﺨﺎﻁﺌﺔ ﺘﺠﻌل ﻟﺩﻯ ﺍﻟﻔﺭﺩ ﻤﻌﺎﻴﻴﺭ ﻏﻴﺭ ﻭﺍﻗﻌﻴﺔ ﻜﻤﺎﻟﻴـﺔ ﻋـﻥ‬
‫ﺴﻠﻭﻜﻴﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺘﺠﻌل ﺍﻟﻔﺭﺩ ﻴﻔﺸل ﻜﻠﻤﺎ ﻜﺎﻥ ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻤﺴـﺘﺤﻴﻼﹰ‪ ،‬ﻭﻫـﺫﺍ ﺍﻟﻁﺭﻴـﻕ‬
‫ﺍﻟﻤﻠﻰﺀ ﺒﺎﻟﻔﺸل‪ ،‬ﻭﻨﻤﺎﺫﺝ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﺨﺎﻁﺌﺔ‪ ،‬ﻭﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻜﻤﺎﻟﻴﺔ‪ ،‬ﻜﻠﻬﺎ ﺘﻨﻤﻰ ﺃﻋﺭﺍﺽ ﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻟﻘﻠﻕ‪.‬‬
‫ﻭﻴﺸﻴﺭ ﺠﺎﺭﻨﺭ ﺇﻟﻰ ﺃﻥ ﻤﺭﻴﺽ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﺍﻟﺫﻱ ﻴﺘﺨﺫ ﺭﺠﻴﻤﺎﹰ ﻗﺎﺴﻴﺎﹰ‪ ،‬ﻴﺤﺎﻓﻅ ﻋﻠﻴﻪ ﺒﻭﺍﺴـﻁﺔ‬
‫ﺘﺩﻋﻴﻡ ﺍﻟﺫﺍﺕ ﺍﻟﻤﻌﺭﻓﻲ‪ ،‬ﻭﺍﻟﻔﺭﺩ ﻋﻨﺩﻤﺎ ﻴﺤﺩ ﻤﻥ ﺍﻟﻁﻌﺎﻡ ﺍﻟﺫﻱ ﻴﺘﻨﺎﻭﻟﻪ ﻓﺈﻨﻪ ﻴﻌﺯﺯ ﻭﻴـﺩﻋﻡ ﺍﻹﺤﺴـﺎﺱ‬
‫ﺒﺎﻟﺴﻴﻁﺭﺓ ﻭﺍﻹﺠﺎﺩﺓ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭﺘﺤﻜﻡ ﺍﻟﺫﺍﺕ‪.‬‬

‫‪ ‬‬
‫ﻴﺸﻴﺭ ﺴﺘﺭﻭﺒﺭ ‪ (١٩٩١) Strober‬ﺇﻟﻰ ﺃﻥ ﻜل ﻓﺭﺩ ﻟﺩﻴﻪ ﺨﺼﺎﺌﺹ ﺸﺨﺼﻴﺔ ﺘﻨﺘﻘل ﻋﺒـﺭ‬
‫ﺍﻷﺠﻴﺎل‪ ،‬ﻭﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻫﻲ ﺨﺎﺼﻴﺔ ﺸﺨﺼﻴﺔ ﻫﺎﻤﺔ ﻟﺩﻯ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻱ ﻟﺩﻴﻬﻡ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪.‬‬

‫‪ ‬‬
‫ﺒ‪‬ﻴ‪‬ﻥ ﻓﻠﺕ ﻭﻫﻭﻴﺕ ‪ (٢٠٠٢) Flett and Hewitt‬ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻟﺩﻴﻬﻡ ﻜﻤﺎﻟﻴﺔ ﻤﻭﺠﻬﺔ‬
‫ﻤﻥ ﺍﻟﺫﺍﺕ ﺘﻨﺸﺄ ﻟﺩﻴﻬﻡ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻨﺘﻴﺠﺔ ﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﺸﺨﺼﻴﺔ ﻏﻴـﺭ‬
‫ﺍﻟﻭﺍﻗﻌﻴﺔ‪ ،‬ﻭﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻟﺩﻴﻬﻡ ﻜﻤﺎﻟﻴﺔ ﻤﻭﺠﻬﺔ ﻨﺤـﻭ ﺍﻟﻤﺠﺘﻤـﻊ‪ ،‬ﺘـﺭﺘﺒﻁ ﺍﻀـﻁﺭﺍﺒﺎﺕ ﺍﻷﻜـل‬
‫ﺒﻤﻭﻀﻭﻋﺎﺕ ﻤﺜل‪ :‬ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻤﻅﻬﺭ ﺍﻟﺨﺎﺭﺠﻲ ﻭﺍﻟﻬﻴﺌﺔ‪ ،‬ﻭﺍﻟﺭﻏﺒﺔ ﻓﻲ ﻤﻘﺎﺒﻠﺔ ﺍﻟﻤﻌﺎﻴﻴﺭ‬
‫ﺍﻟﻤﻭﻀﻭﻋﺔ ﻤﻥ ﻗﺒل ﺍﻵﺨﺭﻴﻥ‪.‬‬
‫ﺃﻴﻀﺎﹰ ﺍﻷﺒﻌﺎﺩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻏﺎﻟﺒﺎﹰ ﻤﺎ ﺘﺅﺩﻱ ﺇﻟﻲ ﺃﻨﻤﺎﻁ ﺨﺎﺼـﺔ ﻤـﻥ ﺍﻀـﻁﺭﺍﺒﺎﺕ‬
‫ﺍﻷﻜل‪ ،‬ﻓﺎﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻤﻥ ﺍﻟﺫﺍﺕ ﺘﺅﺩﻱ ﺇﻟﻰ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺍﻻﻨﺸﻐﺎل ﺒﺎﻷﻜل ﻭﺍﻟﻘﻴﺎﻡ ﺒﺎﺘﺒﺎﻉ ﺍﻟﺤﻤﻴـﺔ‬
‫ﺍﻟﻐﺫﺍﺌﻴﺔ‪ ،‬ﻭﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺤﺩﺩﺓ ﺍﺠﺘﻤﺎﻋﻴﺎﹰ ﺘﺅﺩﻱ ﺇﻟﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺤﻭل ﺍﻟﻤﻅﻬﺭ ﺍﻟﺨﺎﺭﺠﻲ ﻭﺍﻟﻬﻴﺌﺔ ﻭﺘﻘـﺩﻴﺭ‬
‫ﺍﻟﺫﺍﺕ‪(Knutt, 2007: 40, 41, 44, 45, 48, 53).‬‬

‫‪‬‬
 ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬

‫‪(Halmi et al., 2000)‬ﺘـﻡ ﻓﺤـﺹ ﺩﻭﺭ ﺍﻟﻜﻤﺎﻟﻴـﺔ ﻓـﻰ‬

‫ﺍﻷﻨﻭﺭﻜﺴﻴﺎ‪ ،‬ﻭﻜﺎﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (٣٢٢‬ﻓﺘﺎﺓ ﻟﺩﻴﻬﻥ ﺘـﺎﺭﻴﺦ ﻋـﻥ ﺍﻷﻨﻭﺭﻜﺴـﻴﺎ‪ ،‬ﻭﻤﺘﻭﺴـﻁ‬
‫ﺃﻋﻤﺎﺭﻫﻥ )‪ (٢٨،٢‬ﺴﻨﺔ‪ ،‬ﻭﻋﻴﻨﺔ ﻤﻘﺎﺭﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (٤٤‬ﻓﺘﺎﺓ ﻭﻻ ﻴﻌﺎﻨﻴﻥ ﻤﻥ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻭﻤﺘﻭﺴـﻁ‬
‫ﺃﻋﻤﺎﺭﻫﻥ )‪ (٢٦،١‬ﺴﻨﺔ‪ ،‬ﻭﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻘﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻤﺘﻌﺩﺩ ﺍﻷﺒﻌﺎﺩ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜـل‪،‬‬
‫ﻭﻤﻘﻴﺎﺱ ﺍﻟﻭﺴﻭﺍﺱ ﺍﻟﻘﻬﺭﻱ‪ ،‬ﻭﺍﺘﻀﺢ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﻔﺘﻴـﺎﺕ ﺍﻟﻼﺘـﻲ ﻟـﺩﻴﻬﻥ ﺃﻨﻭﺭﻜﺴـﻴﺎ‪ ،‬ﻜﺎﻨـﺕ‬
‫ﺩﺭﺠﺎﺘﻬﻥ ﻓﻲ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻤﺭﺘﻔﻌﺔ‪ ،‬ﻭﺍﻟﻔﺘﻴﺎﺕ ﺍﻟﻼﺌﻲ ﻻ ﺘﻌﺎﻨﻴﻥ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻜﺎﻨﺕ ﺩﺭﺠﺎﺘﻬﻥ ﻏﻴﺭ ﻤﺭﺘﻔﻌﺔ‬
‫ﻓﻲ ﺍﻟﻜﻤﺎﻟﻴﺔ‪٠‬‬

‫‪(Ruggiero et al., 2002)‬ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺼﻔﺔ ﻤﻤﻴﺯﺓ‬

‫ﺸﺨﺼﻴﺔ ﺘﺭﺘﺒﻁ ﺒﺎﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﻜﺫﻟﻙ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺘﺼﺎﺤﺏ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻀـﻁﺭﺍﺒﺎﺕ‬
‫ﺍﻷﻜل ﻤﺜل ‪ :‬ﺍﻟﺩﺍﻴﺕ "ﺍﻟﺭﺠﻴﻡ"‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻭﺯﻥ ﻭﺍﻟﺸﻜل ﻭﺍﻻﺘﺠﺎﻩ ﻨﺤﻭ "ﻨﺤﺎﻓﺔ" ﺍﻟﺠﺴﻡ‪٠‬‬

‫‪(Sherry et al., 2003)‬ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (٢٢٠‬ﻤﻥ‬

‫ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﻤﻨﻬﻡ )‪ ١١٠‬ﺫﻜﻭﺭﺍﹰ‪ ١١٠ ،‬ﺇﻨﺎﺜﺎﹰ(‪ ،‬ﻭﺍﺴﺘﺨﺩﺍﻡ ﻤﻘﻴﺎﺱ ﻟﻠﻜﻤﺎﻟﻴﺔ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﻷﻋـﺭﺍﺽ‬
‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺘﺭﺘﺒﻁ ﺒﺎﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻯ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ‪٠‬‬

‫‪(Bulik et al., 2003)‬ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﺍﻟﻌﻼﻗﺔ ﺒـﻴﻥ ﺍﻟﻜﻤﺎﻟﻴـﺔ‬

‫ﻭﺍﻟﻤﺭﺽ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﺤﻴﺙ ﻜﺎﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻜﻭﻨـﺔ ﻤـﻥ )‪ (١٠١٠‬ﺘـﻭﺍﺌﻡ ﺇﻨـﺎﺙ‪،‬‬
‫ﻭﻤﺘﻭﺴﻁ ﺍﻟﻌﻤﺭ ﻜﺎﻥ )‪ (٤٢،٥‬ﺴﻨﺔ‪ ،‬ﻭﻗﺩ ﺍﺘﻀﺢ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﻘﻠﻕ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺯﺍﺌـﺩ ﺒﺎﻷﺨﻁـﺎﺀ‬
‫ﻴﺭﺘﺒﻁﺎﻥ ﺒﺎﻷﻨﻭﺭﻜﺴﻴﺎ ﻭﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻭﻻ ﻴﺭﺘﺒﻁﺎﻥ ﺒﺎﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﺃﻥ ﺍﻟﺸﻜﻭﻙ ﺤـﻭل‬
‫ﺍﻷﻓﻌﺎل ﻭﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺘﺭﺘﺒﻁ ﺒﺎﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺃﻥ ﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﻤﺭﺘﻔﻌـﺔ ﻓـﻰ ﺍﻟﻘﻠـﻕ ﻭﺍﻻﻫﺘﻤـﺎﻡ‬
‫ﺒﺎﻷﺨﻁﺎﺀ ﻭﺍﻟﺸﻜﻭﻙ ﺤﻭل ﺍﻷﻓﻌﺎل ﻭﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﻴﺭﺘﺒﻁﺎﻥ ﺒﺎﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪٠‬‬

‫‪(Castro et al., 2004)‬ﺒﺘﻘﻴﻴﻡ ﺃﺒﻌـﺎﺩ ﺍﻟﻜﻤﺎﻟﻴـﺔ ﻟـﺩﻯ‬

‫ﻤﺭﺍﻫﻘﺎﺕ ﻴﻌﺎﻨﻴﻥ ﻤﻥ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻭﻤﺭﺍﻫﻘﺎﺕ ﻻ ﻴﻌﺎﻨﻴﻥ ﻤﻥ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ‪ ،‬ﻭﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤـﻥ )‪(٧١‬‬
‫ﻤﺭﺍﻫﻘﺔ ﻟﺩﻴﻬﻥ ﺃﻨﻭﺭﻜﺴﻴﺎ ﻭﻴﻌﺎﻟﺠﻥ ﺒﺎﻟﻤﺸﻔﻰ‪ ،‬ﻭﻤﺘﻭﺴﻁ ﺃﻋﻤﺎﺭﻫﻥ )‪ (١٥،٣‬ﺴﻨﺔ ﻭ )‪ (١١٣‬ﻤﺭﺍﻫﻘﺔ ﻻ‬
‫ﺘﻌﺎﻨﻰ ﻤﻥ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻭﻤﺘﻭﺴﻁ ﺃﻋﻤﺎﺭﻫﻥ )‪ (١٤،٦‬ﺴـﻨﺔ‪ ،‬ﻭﺍﺴـﺘﺨﺩﻡ ﻤﻘﻴـﺎﺱ ﺍﻟﻜﻤﺎﻟﻴـﺔ ﻟﻠﻁﻔـل‬
‫ﻭﺍﻟﻤﺭﺍﻫﻕ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺘﻘﻴﻴﻡ ﺍﻟﺫﺍﺕ ﺍﻟﻜﻤﺎﻟﻴﺔ‪ ،‬ﻭﺍﺨﺘﺒﺎﺭ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻷﻜـل‪ ،‬ﻭﻤﻘﻴـﺎﺱ ﺒﻴـﻙ ﻟﻼﻜﺘﺌـﺎﺏ‪،‬‬
‫ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻤﻥ ﺍﻟﺫﺍﺕ ﻭﺘﻘﺩﻴﻡ ﺍﻟﺫﺍﺕ ﺍﻟﻜﻤﺎﻟﻲ ﻭﻓﻘـﺩﺍﻥ ﺍﻟﺸـﻬﻴﺔ‬
‫ﺍﻟﻌﺼﺒﻲ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﺎﺕ ﺍﻟﻤﺭﻴﻀﺎﺕ‪٠‬‬

‫‪‬‬
‫‪(Schwarz et al., 2005)‬ﺒﺎﻟﻔﺭﻭﻕ ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻷﻜل‬
‫ﻭﻋﺩﻡ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺠﺴﻡ ﻭﺍﻟﻜﻤﺎﻟﻴﺔ ﻟﺩﻯ ﻓﺘﻴﺎﺕ ﻴﻤﺎﺭﺴﻥ ﺍﻟﺭﻴﺎﻀﺔ ﺍﻟﺒﺩﻨﻴـﺔ ﻭﺃﺨﺭﻴـﺎﺕ ﻻ ﻴﻤﺎﺭﺴـﻥ‬
‫ﺍﻟﺭﻴﺎﻀﺔ ﺍﻟﺒﺩﻨﻴﺔ‪ ،‬ﻭﻜﺎﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (١٠٣‬ﻓﺘﺎﺓ ﻤﻨﻬﻥ )‪ %٥٣‬ﻤﻥ ﺍﻟﻌﻴﻨﺔ ﻴﻤﺎﺭﺴﻥ ﺍﻷﻟﻌـﺎﺏ‬
‫ﺍﻟﺭﻴﺎﻀﻴﺔ‪ %٤٧ ،‬ﻻ ﻴﻤﺎﺭﺴﻥ ﺍﻷﻟﻌﺎﺏ ﺍﻟﺭﻴﺎﻀﻴﺔ( ﻭﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻥ ﺒﻴﻥ )‪ (٢٢ -١٨‬ﺴﻨﺔ ﻭﺘﺒﻴﻥ‬
‫ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﻔﺘﻴﺎﺕ ﺍﻟﺭﻴﺎﻀﻴﺎﺕ ﻟﺩﻴﻬﻥ ﻨﺯﻋﺎﺕ ﻭﻤﻴﻭل ﻜﻤﺎﻟﻴﺔ‪ ،‬ﻭﻴﺭﺘﺒﻁ ﺫﻟﻙ ﺒﺎﺘﺠﺎﻫـﺎﺕ ﺍﻷﻜـل‬
‫ﺍﻟﻤﺭﻀﻴﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﻔﺘﻴﺎﺕ ﺍﻟﺭﻴﺎﻀﻴﺎﺕ ﺍﻟﻜﻤﺎﻟﻴﺎﺕ ﻟﺩﻴﻬﻥ ﺨﻁﺭ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪.‬‬

‫‪(Mc Gee et al., 2005)‬ﺇﻟﻰ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬

‫ﺘﻘﺩﻴﻡ ﺍﻟﺫﺍﺕ ﻋﻠﻰ ﻨﺤﻭ ﻜﻤﺎﻟﻲ ﻭﺃﻋﺭﺍﺽ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺘﺤﺩﻴﺩ ﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺘﻘﻴﻴﻡ ﺼﻭﺭﺓ ﺍﻟﺠﺴﻡ‬
‫ﻴﺅﺜﺭ ﻋﻠﻰ ﻫﺫﻩ ﺍﻟﻌﻼﻗﺔ ﺃﻡ ﻻ؟‪ ،‬ﻭﻜﺎﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (١٤٥‬ﻁﺎﻟﺒـﺎﺕ ﺠﺎﻤﻌﻴـﺎﺕ‪ ،‬ﻭﻤﺘﻭﺴـﻁ‬
‫ﺃﻋﻤﺎﺭﻫﻥ )‪( ٢٠،٦‬ﺴﻨﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﻡ ﺍﻟﺫﺍﺕ ﺍﻟﻜﻤﺎﻟﻴﺔ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﻋﻼﻗﺎﺕ ﺍﻟﺠﺴﻡ‪ -‬ﺍﻟـﺫﺍﺕ‪،‬‬
‫ﻭﻤﻘﻴﺎﺱ ﺼﻭﺭﺓ ﺍﻟﺠﺴﻡ ﺍﻟﻤﺜﺎﻟﻴﺔ‪ ،‬ﻭﺍﺨﺘﺒﺎﺭ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺃﻭﻀﺤﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﻫﻨﺎﻙ ﺍﺭﺘﺒﺎﻁﺎﹰ ﺒـﻴﻥ‬
‫ﺘﻘﺩﻴﻡ ﺍﻟﺫﺍﺕ ﻋﻠﻰ ﻨﺤﻭ ﻜﻤﺎﻟﻲ ﻭﺼﻭﺭﺓ ﺍﻟﺠﺴﻡ ﻭﺃﻋﺭﺍﺽ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺃﻨـﻪ ﻴﻤﻜـﻥ ﺍﻟﺘﻨﺒـﺅ‬
‫ﺒﺄﻋﺭﺍﺽ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻤﻥ ﺨﻼل ﺘﻘﺩﻴﻡ ﺍﻟﺫﺍﺕ ﻋﻠﻰ ﻨﺤﻭ ﻜﻤﺎﻟﻲ ﻭﺘﻘﻴﻴﻡ ﺼﻭﺭﺓ ﺍﻟﺠﺴﻡ‪٠‬‬

‫‪(Pearson and Gleaves, 2006)‬ﻓﺤﺼﺕ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬

‫ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (٢٨٦‬ﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﻴـﺎﺕ‪ ،‬ﻭﺃﻋﻤـﺎﺭﻫﻥ‬
‫ﺘﺭﺍﻭﺤﺕ ﺒﻴﻥ )‪ (٢٣ -١٦‬ﺴﻨﺔ‪ ،‬ﺒﻤﺘﻭﺴﻁ )‪ (١٨،٧٥‬ﺴﻨﺔ ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﻤﻘﻴـﺎﺱ ﺍﻟﻜﻤﺎﻟﻴـﺔ ﻭﻤﻘﻴـﺎﺱ‬
‫ﺍﺘﺠﺎﻫﺎﺕ ﻭﺴﻠﻭﻜﻴﺎﺕ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﻋﺩﻡ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺠﺴـﻡ‪،‬‬
‫ﻭﺍﺘﻀﺢ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﺘﺭﺘﺒﻁ ﺒﺩﺭﺠﺔ ﻋﺎﻟﻴﺔ ﺒﺄﻋﺭﺍﺽ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‪ ،‬ﻭﻋـﺩﻡ‬
‫ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺠﺴﻡ‪٠‬‬

‫‪(Mc Gee, 2007)‬ﻋﻠﻰ ﻋﻴﻨـﺔ ﻤﻜﻭﻨـﺔ ﻤـﻥ )‪ (١٤٩‬ﻁﺎﻟﺒـﺎﺕ‬

‫ﺠﺎﻤﻌﻴﺎﺕ‪ ،‬ﻭﻤﺘﻭﺴﻁ ﺃﻋﻤﺎﺭﻫﻥ )‪ ( ١٩،٧‬ﺴﻨﺔ‪ ،‬ﻭﺘﻡ ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻤﺘﻌﺩﺩ ﺍﻷﺒﻌﺎﺩ‪ ،‬ﻭﻤﻘﻴـﺎﺱ‬
‫ﺍﻟﺨﻤﺱ ﺍﻟﻜﺒﺎﺭ ﻟﻠﺸﺨﺼﻴﺔ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺍﻻﻜﺘﺌـﺎﺏ‪ ،‬ﻭﻭﺠـﺩ‬
‫ﺃﻥ ﻫﻨﺎﻙ ﺍﺭﺘﺒﺎﻁﺎﹰ ﺒﻴﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ "ﺍﻟﻤﺤﺩﺩﺓ ﻤﻥ ﺍﻟﻤﺠﺘﻤﻊ" ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل "ﺍﻷﻨﻭﺭﻜﺴﻴﺎ"‪٠‬‬

‫‪(Downey and Chang , 2007)‬ﺒﺎﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ‬

‫ﺒﻴﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤـﻥ )‪ (٣٠٧‬ﻁﺎﻟﺒـﺎﺕ ﺠﺎﻤﻌﻴـﺎﺕ‪ ،‬ﻭﺘﺭﺍﻭﺤـﺕ‬
‫ﺃﻋﻤﺎﺭﻫﻥ ﺒﻴﻥ )‪ (٣٨ -١٨‬ﺴﻨﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﻤﻘﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﻋﺩﻡ ﺍﻟﺭﻀـﺎ ﻋـﻥ ﺍﻟﺠﺴـﻡ‪،‬‬
‫ﻭﻤﻘﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪،‬ﻭﻗﺩ ﺍﺘﻀﺢ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺘﺭﺘﺒﻁ ﺒﺎﻟﺩﺍﻴﺕ ﻭﺃﻋﺭﺍﺽ ﺍﻟﺒﻭﻟﻴﻤﻴـﺎ‪،‬‬
‫ﻭﺃﻥ ﻋﺩﻡ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺠﺴﻡ ﻴﺘﻔﺎﻋل ﻤﻊ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺤﺩﺩﺓ ﻤﻥ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﻤﻥ ﺨﻼل ﺫﻟﻙ ﻴﺘﻡ ﺍﻟﺘﻨﺒـﺅ‬
‫ﺒﺄﻋﺭﺍﺽ ﺍﻟﺩﺍﻴﺕ )ﺍﻟﺭﻴﺠﻴﻡ( ﻭﺍﻟﺒﻭﻟﻴﻤﻴﺎ‪٠‬‬

‫‪‬‬
‫‪(Forbush et al., 2007)‬ﺍﻟﻌﻼﻗـﺎﺕ ﺒـﻴﻥ ﺍﻟﻜﻤﺎﻟﻴـﺔ‬
‫ﻭﺴﻠﻭﻜﻴﺎﺕ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ ﻭﻋﺩﺩﻫﺎ )‪ (٢٤٨٢‬ﻤـﻥ ﺍﻟﻌﻴﻨـﺔ‬
‫)‪ ٧٥٠‬ﺫﻜﺭﺍﹰ‪ ١٧٣٢ ،‬ﺃﻨﺜﻰ( ﻭﻤﺘﻭﺴﻁ ﺍﻷﻋﻤﺎﺭ) ‪ (١٩،٩‬ﺴﻨﺔ‪ ،‬ﻭﻁﺒﻕ ﻋﻠﻰ ﺍﻟﻌﻴﻨﺔ ﻤﻘﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴـﺔ‪،‬‬
‫ﻭﺍﺴﺘﺒﻴﺎﻥ ﻟﺘﻘﻴﻴﻡ ﺃﻋﺭﺍﺽ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺍﺘﻀﺢ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴـﺔ ﺘـﺭﺘﺒﻁ ﺒﺴـﻠﻭﻜﻴﺎﺕ‬
‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻯ ﺍﻹﻨﺎﺙ‪٠‬‬

‫‪(Fornieles et al., 2007)‬ﺘﻤﺕ ﻤﻘﺎﺭﻨﺔ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻟـﺩﻯ‬

‫ﻤﺭﻀﻰ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻭﻤﺭﻀﻰ ﺴﻴﻜﺎﺘﺭﻴﻴﻥ ﻭﺃﻓﺭﺍﺩ ﻋﺎﺩﻴﻴﻥ‪ ،‬ﻭﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ ﺜﻼﺙ ﻤﺠﻤﻭﻋـﺎﺕ‬
‫‪ :‬ﺍﻷﻭﻟﻰ ﻋﺩﺩﻫﺎ )‪ (١٠٨‬ﻓﺘـﺎﺓ ﻤﺭﻴﻀـﺎﺕ ﺒﺎﻀـﻁﺭﺍﺒﺎﺕ ﺍﻷﻜـل‪ ،‬ﻤـﻨﻬﻥ )‪ (٧٥‬ﺃﻨﻭﺭﻜﺴـﻴﺎ‪(٣٣) ،‬‬
‫ﺒﻭﻟﻴﻤﻴﺎ‪،‬ﻭﺍﻟﺜﺎﻨﻴﺔ ﻋﺩﺩﻫﺎ)‪ (٨٦‬ﻓﺘﺎﺓ ﻤﺭﻴﻀﺎﺕ ﻨﻔﺴﻴﺎﹰ) ﻗﻠﻕ ‪ ،‬ﺍﻜﺘﺌﺎﺏ ‪ ،‬ﺍﻀﻁﺭﺍﺏ ﺘﻜﻴﻑ ( ﻭﺍﻟﺜﺎﻟﺜـﺔ ﻋـﺩﺩﻫﺎ‬
‫)‪ (٢١٣‬ﻓﺘﺎﺓ ﻻ ﻴﻌﺎﻨﻴﻥ ﻤﻥ ﺃﻴﺔ ﺍﻀﻁﺭﺍﺒﺎﺕ ﻨﻔﺴﻴﺔ‪ ،‬ﻭﺘﺭﺍﻭﺤﺕ ﺍﻷﻋﻤﺎﺭ ﺒـﻴﻥ )‪ (٣١ -١٠‬ﺴـﻨﺔ‪ ،‬ﻭﻗـﺩﻡ‬
‫ﺇﻟﻴﻬﻥ‪ :‬ﻤﻘﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻟﻸﻁﻔﺎل ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺍﺨﺘﺒـﺎﺭ ﺍﺘﺠﺎﻫـﺎﺕ ﺍﻷﻜـل‪،‬‬
‫ﻭﺍﺘﻀﺢ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﻤﺭﻴﻀﺎﺕ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل "ﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻭﺍﻷﻨﻭﺭﻜﺴﻴﺎ" ﺴﺠﻠﻥ ﺩﺭﺠﺎﺕ ﻋﺎﻟﻴﺔ ﻓـﻰ‬
‫ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻤﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﺒﺎﻟﻤﻘﺎﺭﻨﺔ ﺒﺎﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻭﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﻭﻜﺫﻟﻙ ﺘﺒﻴﻥ ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻤﻥ‬
‫ﺍﻟﺫﺍﺕ ﻤﻨﺒﺊ ﻫﺎﻡ ﻋﻥ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل "ﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻭﺍﻷﻨﻭﺭﻜﺴﻴﺎ"‪٠‬‬

‫‪(Macedo et al., 2007)‬ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﺃﻯ ﺍﻷﺒﻌﺎﺩ ﻓـﻰ‬

‫ﺍﻟﻜﻤﺎﻟﻴﺔ ﺘﺭﺘﺒﻁ ﺒﺴﻠﻭﻙ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل؟ ﻭﺍﺸﺘﻤﻠﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌـﺔ‬
‫"ﺫﻜﻭﺭ ﻭﺇﻨﺎﺙ"‪ ،‬ﻭﻟﻴﺴﻭﺍ ﻤﺭﻀﻰ ‪ ،non- clinical‬ﻭﺘﺘﺭﺍﻭﺡ ﺍﻷﻋﻤﺎﺭ ﺒﻴﻥ )‪ (٢٥ -١٧‬ﺴﻨﺔ‪ ،‬ﻭﻁﺒـﻕ‬
‫ﻋﻠﻴﻬﻡ ﻤﻘﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻤﺘﻌﺩﺩ ﺍﻷﺒﻌﺎﺩ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺃﻭﻀﺤﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬
‫ﺍﻟﻌﺎﻟﻴﺔ ﻤﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺘﺭﺘﺒﻁ ﺒﺎﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻯ ﻜل ﻤﻥ ﺍﻟﺠﻨﺴﻴﻥ‪ ،‬ﻭﺘﺒﻴﻥ ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬـﺔ‬
‫ﻤﻥ ﺍﻟﺫﺍﺕ ﻭﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺤﺩﺩﺓ ﻤﻥ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻴﺭﺘﺒﻁﺎﻥ ﺒﺎﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻭﺍﻫﺘﻤﺎﻤﺎﺕ ﺍﻟﺤﻤﻴﺔ ﺍﻟﻐﺫﺍﺌﻴﺔ‬
‫ﻭﺴﻠﻭﻙ ﺍﻟﺸﺭﻩ ﻟﻸﻜل ﻟﺩﻯ ﺍﻹﻨﺎﺙ‪ ،‬ﻭﺍﺘﻀﺢ ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺤﺩﺩﺓ ﻤﻥ ﺍﻟﻤﺠﺘﻤـﻊ ﺘﻌـﺩ ﻤﻨﺒﺌـﺎﹰ ﻫﺎﻤـﺎﹰ‬
‫ﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻯ ﺍﻟﺫﻜﻭﺭ‪٠‬‬
‫‪(Bardone- Cone, 2007)‬ﺒﺎﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻜﻤﺎﻟﻴـﺔ‬
‫ﺍﻟﻤﻭﺠﻬﺔ ﻤﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺤﺩﺩﺓ ﻤﻥ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴـﺔ‬
‫ﻤﻥ )‪ (٤٠٦‬ﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﻴﺎﺕ ﻏﻴﺭ ﻤﺭﻴﻀﺎﺕ ‪ non- clinical‬ﻭﻤﺘﻭﺴﻁ ﺃﻋﻤـﺎﺭﻫﻥ )‪ (١٨‬ﺴـﻨﺔ‪،‬‬
‫ﻭﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻘﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻤﺘﻌﺩﺩ ﺍﻷﺒﻌﺎﺩ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﻟﺘﻘﻴﻴﻡ ﺍﻟﺤﻤﻴﺔ ﺍﻟﻐﺫﺍﺌﻴﺔ "ﺇﺘﺒـﺎﻉ ﻨﻅـﺎﻡ ﻏـﺫﺍﺌﻲ‬
‫ﺨﺎﺹ"‪ ،‬ﻭﻤﻘﻴﺎﺱ ﻟﺘﻘﻴﻴﻡ ﺍﺘﺠﺎﻫﺎﺕ ﻭﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﺸﺭﻩ ﺍﻟﻌﺼﺒﻲ ﻟﻸﻜل "ﺍﻟﺒﻭﻟﻴﻤﻴﺎ"‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺴـﺒﻴﻠﺒﺭﺠﺭ‬
‫ﻟﻠﻘﻠﻕ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺒﻴﻙ ﻟﻼﻜﺘﺌﺎﺏ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺘﺄﻴﻴﺩ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬـﺔ ﻤـﻥ ﺍﻟـﺫﺍﺕ‬
‫ﻭﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺤﺩﺩﺓ ﻤﻥ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻤﺘﻁﺭﻓﺔ ﻤﻥ "ﺍﻟﺤﻤﻴﺔ ﺍﻟﻐﺫﺍﺌﻴﺔ" ﻭﺍﻟﺒﻭﻟﻴﻤﻴـﺎ‪ ،‬ﻭﺃﻭﺼـﺕ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﺒﻀﺭﻭﺭﺓ ﻋﻤل ﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻟﺫﻜﻭﺭ ﻭﻋﻠﻰ ﻤﺭﻀﻰ ﺘﻌﺎﻨﻰ ﻤﻥ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﻜـﺫﻟﻙ‬
‫ﺩﺭﺍﺴﺔ ﻫل ﺃﺒﻌﺎﺩ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺘﺘﻨﺒﺄ ﺒﺎﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل؟‪٠‬‬

‫‪‬‬
‫‪ (TissotandCrowther,2008)‬ﺍﻟﻌﻼﻗﺎﺕ ﺒﻴﻥ‬
‫ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺘﻌﺩﺩﺓ ﺍﻷﺒﻌﺎﺩ‪ ،‬ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﺴﺘﺩﺨﺎل ﻤﺜﺎﻟﻴﺔ ﺍﻟﻨﺤﺎﻓﺔ‪ ،‬ﻭﻋﺩﻡ ﺍﻟﺭﻀـﺎ ﻋـﻥ ﺍﻟﺠﺴـﻡ‪،‬‬
‫ﻭﺃﻋﺭﺍﺽ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‪ ،‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (٢٧٧‬ﻓﺘﺎﺓ‪ ،‬ﻭﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﻘﺭﻴﺭ ﺍﻟﺫﺍﺘﻲ‪ ،‬ﻭﻗﻴـﺎﺱ‬
‫ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺘﻌﺩﺩ ﺍﻷﺒﻌﺎﺩ‪ ،‬ﻭﻗﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﺴﺘﺒﻴﺎﻥ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻨﺤﻭ ﺍﻟﻬﻴﺌـﺔ‬
‫ﻭﺍﻟﻤﻅﻬﺭ ﺍﻟﺨﺎﺭﺠﻰ‪ ،‬ﻭﺍﺴﺘﺒﻴﺎﻥ ﺘﺠﻨﺏ ﺼﻭﺭﺓ ﺍﻟﺠﺴﻡ‪ ،‬ﻭﺃﻭﻀﺤﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻤـﻥ‬
‫ﺍﻟﻤﺠﺘﻤﻊ ‪،‬ﻭﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻤﻥ ﺍﻟﺫﺍﺕ ﻟﻬﻤﺎ ﺘﺄﺜﻴﺭ ﻜﺒﻴﺭ ﻋﻠﻲ ﺃﻋﺭﺍﺽ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‪.‬‬

‫‪ (Kashima et al.,2008)‬ﻜﺎﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪(٢٤٨‬‬

‫ﻓﺘﺎﺓ ﺠﺎﻤﻌﻴﺔ‪ ،‬ﻭﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻥ ﻤﻥ )‪٢٧-١٨‬ﺴﻨﺔ(‪ ،‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻤـﻥ‬
‫ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻤﻥ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻤﻨﺒﺌﺎﻥ ﻫﺎﻤﺎﻥ ﻋﻥ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪.‬‬

‫‪ (Bardone-Cone et al., 2009)‬ﺇﻟﻲ ﺘﺒﻴﻥ ﺍﻟﻌﻼﻗﺔ‬

‫ﺒﻴﻥ ﺒﻌﺩﻱ ﺍﻟﻜﻤﺎﻟﻴﺔ )ﺍﻟﻼﺴﻭﻴﺔ – ﺍﻟﺴﻭﻴﺔ( ﻭﺃﻋﺭﺍﺽ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‪ ،‬ﻭﻜﺫﻟﻙ ﺩﺭﺍﺴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﺘﻔﺎﻋﻠﻲ ﺒـﻴﻥ‬
‫ﺍﻟﻜﻤﺎﻟﻴﺔ‪ ،‬ﻭﺍﻟﻭﺯﻥ ﺍﻟﻤﺩﺭﻙ‪ ،‬ﻭﺃﻋﺭﺍﺽ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‪ ،‬ﻭﺍﺘﻀﺢ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻼﺴﻭﻴﺔ –ﻭﻟـﻴﺱ‬
‫ﺍﻟﺴﻭﻴﺔ – ﺘﺭﺘﺒﻁ ﻭﻟﻬﺎ ﻋﻼﻗﺔ ﺒﺄﻋﺭﺍﺽ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‪ ،‬ﻭﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻼﺴﻭﻴﺔ ﺘﺘﻔﺎﻋل ﻤﻊ ﺍﻟﻭﺯﻥ ﺍﻟﻤـﺩﺭﻙ‬
‫ﻤﻤﺎ ﻴﻨﻤﻲ ﻭﻴﻁﻭﺭ ﺃﻋﺭﺍﺽ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‪ ،‬ﻓﺎﻟﻁﺎﻟﺒﺎﺕ ﺍﻟﻼﺘﻲ ﻟﺩﻴﻬﻥ ﻜﻤﺎﻟﻴﺔ ﻻﺴﻭﻴﺔ ﻭﻴﺸﻌﺭﻥ ﺒﺎﻥ ﺃﻭﺯﺍﻨﻬﻥ‬
‫ﺯﺍﺌﺩﺓ –ﺃﻅﻬﺭﻥ ﻤﺴﺘﻭﻴﺎﺕ ﻋﺎﻟﻴﺔ ﻤﻥ ﺃﻋﺭﺍﺽ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‪.‬‬

‫‪ (Soares et al., 2009) ‬ﺇﻟﻲ ﻤﻌﺭﻓﺔ ﺩﻭﺭ ﺍﻟﻜﻤﺎﻟﻴﺔ‬

‫ﻓﻲ ﻨﻤﻭ ﻭﺘﻁﻭﺭ ﺴﻠﻭﻜﻴﺎﺕ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﻜﺎﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (٣٨٢‬ﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﻴﺎﺕ‪،‬‬
‫ﻭﺃﻭﻀﺤﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻓﻲ ﺍﻷﺴﺎﺱ ﺘﺭﺘﺒﻁ ﺒﺴﻠﻭﻜﻴﺎﺕ ﻭﺍﺘﺠﺎﻫﺎﺕ ﺍﻷﻜـل ﺍﻟﻤﻀـﻁﺭﺏ‪ ،‬ﻭﺃﻥ‬
‫ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻤﻥ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﻭﺠﻬـﺔ ﻤـﻥ ﺍﻟﻤﺠﺘﻤـﻊ‪ ،‬ﻴﻤﻜـﻥ ﺃﻥ ﻴﻨﺒﺌـﺎ ﺒﺴـﻠﻭﻜﻴﺎﺕ‬
‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪.‬‬

‫ﺍﻟﺘﻌﻘﻴﺐ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪:‬‬

‫ﻤﻥ ﺨﻼل ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻴﺘﻀﺢ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ -١‬ﺍﺘﻔﻘﺕ ﻭﺃﺠﻤﻌﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ ﻋﻠﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒـﺎﻁ ﻤﻭﺠﺒـﺔ ﺒـﻴﻥ ﺍﻟﻜﻤﺎﻟﻴـﺔ‬
‫ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪.‬‬
‫‪ -٢‬ﺍﻟﻜﻤﺎﻟﻴﺔ ﻤﻨﺒﺊ ﻫﺎﻡ ﻋﻥ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪.‬‬
‫‪ -٣‬ﺍﻟﻜﻤﺎﻟﻴﺔ ﺘﺼﺎﺤﺏ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻯ ﺍﻹﻨﺎﺙ‪.‬‬
‫‪ -٤‬ﻤﻌﻅﻡ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻜﺎﻨﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻔﺘﻴﺎﺕ ﺍﻟﺠﺎﻤﻌﻴﺎﺕ ﺒﺎﺴـﺘﺜﻨﺎﺀ ﺩﺭﺍﺴـﺔ ﻜـل ﻤـﻥ‪:‬‬
‫)‪(Sherry et al., 2003- Macedo et al., 2007- Forbush et al., 2007‬‬
‫ﻓﻜﺎﻨﺕ ﻋﻠﻰ ﺍﻟﺠﻨﺴﻴﻥ "ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ"‪.‬‬
‫‪ -٥‬ﻻ ﺘﻭﺠﺩ ﺩﺭﺍﺴﺔ ﻋﺭﺒﻴﺔ ‪ -‬ﻓﻲ ﺤﺩﻭﺩ ﻋﻠـﻡ ﺍﻟﺒﺎﺤﺜـﺔ‪ -‬ﺩﺭﺴـﺕ ﺍﻟﻌﻼﻗـﺔ ﺒـﻴﻥ ﺍﻟﻜﻤﺎﻟﻴـﺔ‬
‫ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬
‫‪‬‬
 ‫ﻓﺮﻭﺽ ﺍﻟﺪﺭﺍﺳﺔ‪ :‬‬
‫ﻋﻠﻰ ﻀﻭﺀ ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ‪ ،‬ﻭﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻪ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻤﻥ ﻨﺘﺎﺌﺞ ﻴﻤﻜﻥ ﺼـﻴﺎﻏﺔ‬
‫ﺍﻟﻔﺭﻭﺽ ﻜﻤﺎ ﻴﻠﻲ ‪:‬‬
‫‪ (١‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒـﻴﻥ ﺩﺭﺠـﺎﺕ ﺍﻟﻜﻤﺎﻟﻴـﺔ ﺍﻟﻌﺼـﺎﺒﻴﺔ‪،‬‬
‫ﻭﺩﺭﺠﺎﺕ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻜﻜل‪.‬‬
‫‪ (٢‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒـﻴﻥ ﺩﺭﺠـﺎﺕ ﺍﻟﻜﻤﺎﻟﻴـﺔ ﺍﻟﻌﺼـﺎﺒﻴﺔ‪،‬‬
‫ﻭﺩﺭﺠﺎﺕ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻭﺩﺭﺠﺎﺕ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻜﻜل‪.‬‬
‫‪ (٣‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻭﺩﺭﺠﺎﺕ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻯ ﻋﻴﻨﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺫﻜﻭﺭ‪.‬‬
‫‪ (٤‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒـﻴﻥ ﺩﺭﺠـﺎﺕ ﺍﻟﻜﻤﺎﻟﻴـﺔ ﺍﻟﻌﺼـﺎﺒﻴﺔ‬
‫ﻭﺩﺭﺠﺎﺕ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻭﺩﺭﺠﺎﺕ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺫﻜﻭﺭ‪.‬‬
‫‪ (٥‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒـﻴﻥ ﺩﺭﺠـﺎﺕ ﺍﻟﻜﻤﺎﻟﻴـﺔ ﺍﻟﻌﺼـﺎﺒﻴﺔ‬
‫ﻭﺩﺭﺠﺎﺕ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻹﻨﺎﺙ‪.‬‬
‫‪ (٦‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒـﻴﻥ ﺩﺭﺠـﺎﺕ ﺍﻟﻜﻤﺎﻟﻴـﺔ ﺍﻟﻌﺼـﺎﺒﻴﺔ‬
‫ﻭﺩﺭﺠﺎﺕ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻭﺩﺭﺠﺎﺕ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻹﻨﺎﺙ‪.‬‬
‫‪ (٧‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻹﻨـﺎﺙ‬
‫ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺫﻟﻙ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻹﻨﺎﺙ‪.‬‬
‫‪ (٨‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻹﻨـﺎﺙ‬
‫ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻭﺫﻟﻙ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻹﻨﺎﺙ‪.‬‬
‫‪ (٩‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻹﻨـﺎﺙ‬
‫ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ﻭﺫﻟﻙ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻹﻨﺎﺙ‪.‬‬
‫‪ (١٠‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻹﻨـﺎﺙ‬
‫ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ( ﻭﺫﻟﻙ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻹﻨﺎﺙ‪.‬‬

‫ﺇﺟﺮﺍءﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺃﻭﻻ ً ‪ :‬ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (٣٥١‬ﻁﺎﻟﺒﺎﹰ ﻭﻁﺎﻟﺒﺔ ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺒﺒﻨﻬﺎ‪ ،‬ﻭﻤﺘﻭﺴﻁ ﺍﻟﻌﻤﺭ ﺍﻟﺯﻤﻨﻲ‬
‫)‪ (٢٠,٦٩٥‬ﻭﺍﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻗﺩﺭﻩ )‪ ،(٠,٨٥٧‬ﻭﻜﺎﻥ ﻋﺩﺩ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺫﻜﻭﺭ )‪ (١٣٩‬ﻁﺎﻟﺒﺎﹰ‪،‬‬
‫ﻭﻤﺘﻭﺴﻁ ﺍﻟﻌﻤﺭ ﺍﻟﺯﻤﻨﻲ )‪ (٢٠,٧٧٨‬ﻭﺍﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻗﺩﺭﻩ )‪ ،(١,٢١٧‬ﻭﺒﻠﻎ ﻋﺩﺩ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻹﻨﺎﺙ‬
‫)‪ (٢١٢‬ﻁﺎﻟﺒﺔ‪ ،‬ﻭﻤﺘﻭﺴﻁ ﺍﻟﻌﻤﺭ ﺍﻟﺯﻤﻨﻲ )‪ (٢٠,٦٤٢‬ﻭﺍﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻗﺩﺭﻩ )‪.(٠,٥٠٩‬‬

‫‪‬‬
 ‫ﺛﺎﻧﻴﺎ ً ‪ :‬ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ ‪:‬‬
‫ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ﺇﻋﺩﺍﺩ ‪ :‬ﺍﻟﺒﺎﺤﺜﺔ‬ ‫‪‬‬
‫ﺘﻡ ﺇﻋﺩﺍﺩ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺒﺎﻟﺭﺠﻭﻉ ﺇﻟﻰ ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻭﺒﻌﺽ ﺍﻟﻘﻴﺎﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻤﻨﻬﺎ ‪:‬‬
‫ﺃ‪-‬ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺘﻌﺩﺩ ﺍﻷﺒﻌﺎﺩ ‪ :‬ﺇﻋﺩﺍﺩ ﻓﺭﻭﺴﺕ ﻭﺁﺨﺭﻴﻥ‪.‬‬
‫)‪Frost, Marten, Lahart& Rosenblate (1990‬‬
‫‪(In : Ferrier, 2007 : 98- 100) and‬‬
‫)‪(In : Fisher and Corcoran, 2007 : 299‬‬

‫ﺏ‪-‬ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻤﺘﻌﺩﺩ ﺍﻷﺒﻌﺎﺩ ‪ :‬ﺇﻋﺩﺍﺩ ﻫﻭﻴﺕ ﻭﻓﻠﺕ ‪.(١٩٩١) Hewitt and Flett‬‬
‫)‪(In: Buttu, 2006 : 104‬‬

‫ﺠـ‪-‬ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪ :‬ﺇﻋﺩﺍﺩ ﻤﺎﺘﺯﻤﺎﻥ ﻭﺁﺨﺭﻴﻥ )‪.(١٩٩٤‬‬

‫‪Mitzman et al.‬‬
‫)‪(In : Backs, 1996, 62- 64‬‬

‫ﺩ‪-‬ﺍﺴﺘﺒﻴﺎﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ‪ :‬ﺇﻋﺩﺍﺩ ‪ :‬ﺁﻤﺎل ﻋﺒﺩ ﺍﻟﺴﻤﻴﻊ ﺒﺎﻅﻪ )‪.(١٩٩٦‬‬

‫ﻫـ‪-‬ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ‪ :‬ﺇﻋﺩﺍﺩ ‪ :‬ﻫل ﻭﺁﺨﺭﻴﻥ ‪.(٢٠٠٤) Hill, et al.‬‬
‫)‪(In : Hill, et al., 2004 : 80- 91‬‬
‫ﻭﻴﺘﻜﻭﻥ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺇﻋﺩﺍﺩ ﺍﻟﺒﺎﺤﺜﺔ ﻤﻥ )‪ (٤٤‬ﻋﺒﺎﺭﺓ ﻭﻴﻘﻊ ﻓﻲ ﺃﺭﺒﻌﺔ ﺃﺒﻌﺎﺩ ‪:‬‬

‫ﺍﻟﺒﻌﺩ ﺍﻷﻭل ‪ :‬ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ ﻭﺍﻟﻤﺒﺎﻟﻎ ﻓﻴﻬﺎ ﻟﻸﺩﺍﺀ‪ ،‬ﻭﻴﺘﻔﺭﻉ ﻫﺫﺍ ﺍﻟﺒﻌﺩ ﺇﻟﻰ ﺜﻼﺜﺔ ﺃﺒﻌـﺎﺩ‬
‫ﻓﺭﻋﻴﺔ ﻭﻫﻲ ‪:‬‬
‫ﺃ‪-‬ﻤﻥ ﺍﻟﻔﺭﺩ ﻟﺫﺍﺘﻪ ‪ :‬ﻭﻴﺸﺘﻤل ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺃﺭﻗﺎﻤﻬﺎ ﻜﻤﺎ ﻴﻠﻲ ‪:‬‬
‫‪. ٢٢ ،٢٠ ،١٩ ،١٦ ،١٤ ،٩ ،٧ ،٥ ،١‬‬
‫ﺏ‪-‬ﻤﻥ ﺍﻟﻔﺭﺩ ﺇﻟﻰ ﺍﻵﺨﺭﻴﻥ ‪ :‬ﻭﻴﺸﺘﻤل ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺃﺭﻗﺎﻤﻬﺎ ﻜﻤﺎ ﻴﻠﻲ ‪:‬‬
‫‪.٤١ ،٣٩ ،٣٧ ،٣٤‬‬
‫ﺠـ‪-‬ﻤﻥ ﺍﻵﺨﺭﻴﻥ ﻨﺤﻭ ﺍﻟﻔﺭﺩ ‪ :‬ﻭﻴﺸﺘﻤل ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺃﺭﻗﺎﻤﻬﺎ ﻜﻤﺎ ﻴﻠﻲ ‪:‬‬
‫‪.٤٠ ،٣٨ ،٣٥ ،٣١ ،١١ ،٨ ،٤‬‬
‫ﺍﻟﺒﻌﺩ ﺍﻟﺜﺎﻨﻲ ‪ :‬ﺍﻟﺨﻭﻑ ﻤﻥ ﺍﻟﻔﺸل‪ ،‬ﻭﻴﺸﺘﻤل ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺃﺭﻗﺎﻤﻬﺎ ﻜﻤﺎ ﻴﻠﻲ ‪:‬‬
‫‪.٤٤ ،٤٢ ،٣٣ ،٢٤ ،١٢ ،١٠ ،٣‬‬

‫‪‬‬
 ‫ﺍﻟﺒﻌﺩ ﺍﻟﺜﺎﻟﺙ ‪ :‬ﻋﺩﻡ ﺍﻟﺭﻀﺎ ﺒﻭﺠﻪ ﻋﺎﻡ‪ ،‬ﻭﻴﺸﺘﻤل ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺃﺭﻗﺎﻤﻬﺎ ﻜﻤﺎ ﻴﻠﻲ ‪:‬‬
‫‪. ٣٦ ،٢٨ ،٢٦ ،٢٣ ،١٧‬‬
‫ﺍﻟﺒﻌﺩ ﺍﻟﺭﺍﺒﻊ‪ :‬ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻨﻘﺹ ﻭﻋﺩﻡ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ‪ ،‬ﻭﻴﺸﺘﻤل ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺃﺭﻗﺎﻤﻬﺎ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪.٤٣ ،٣٢ ،٣٠ ،٢٩ ،٢٧ ،٢٥ ،٢١ ،١٨ ،١٥ ،١٣ ،٦ ،٢‬‬
‫ﻭﺘﻘﻊ ﺍﻹﺠﺎﺒﺔ ﻓﻰ ﺜﻼﺜﺔ ﻤﺴﺘﻭﻴﺎﺕ ﻫﻲ ‪) :‬ﻨﻌﻡ‪ ،‬ﺃﺤﻴﺎﻨﺎﹰ‪ ،‬ﻻ(‪.‬‬
‫ﻭﺘﻘﺩﺭ "ﻨﻌﻡ" ﺒﺜﻼﺙ ﺩﺭﺠﺎﺕ‪ ،‬ﻭ"ﺃﺤﻴﺎﻨﺎﹰ" ﺒﺩﺭﺠﺘﻴﻥ‪ ،‬ﻭ"ﻻ" ﺒﺩﺭﺠﺔ ﻭﺍﺤﺩﺓ‪.‬‬
‫ﻭﺒﺫﻟﻙ ﺘﻜﻭﻥ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻌﻅﻤﻰ ﻫﻰ‪ ،١٣٢‬ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﺼﻐﺭﻯ ﻫﻰ ‪ ،٤٤‬ﻭﺘﺩل ﺍﻟﺩﺭﺠﺔ‬
‫ﺍﻟﻤﺭﺘﻔﻌﺔ ﻋﻠﻰ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‪.‬‬

‫ﺃﻭﻻﹰ ‪ :‬ﺼﺩﻕ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ‪:‬‬

‫‪-١‬ﺼﺩﻕ ﺍﻟﻤﺤﻜﻤﻴﻥ ‪:‬‬
‫ﺘﻡ ﻋﺭﺽ ﺍﻟﻘﻴﺎﺱ ﻋﻠﻰ )‪ (١٠‬ﻤﺤﻜﻤﻴﻥ ﻤﻥ ﺍﻟﺴﺎﺩﺓ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﻓﻰ ﻋﻠﻡ ﺍﻟـﻨﻔﺱ‬
‫ﻭﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺘﻡ ﺤﺫﻑ ﺒﻌﺽ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺘﻌﺩﻴل ﺍﻟﺒﻌﺽ ﺍﻵﺨﺭ‪ ،‬ﺒﻨﺎﺀ ﻋﻠﻰ ﺘﻭﺠﻴﻬـﺎﺕ ﺍﻟﺴـﺎﺩﺓ‬
‫ﺍﻟﻤﺤﻜﻤﻴﻥ‪.‬‬
‫‪-٢‬ﺍﻟﺼﺩﻕ ﺒﻁﺭﻴﻘﺔ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ‪:‬‬
‫ﺘﻡ ﺘﻘﻨﻴﻥ ﺍﻟﻘﻴﺎﺱ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (٧٥‬ﻁﺎﻟﺒﺎﹰ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺒﺒﻨﻬﺎ‪.‬‬
‫‪ -‬ﺼﺩﻕ ﺃﺒﻌﺎﺩ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ‪:‬‬
‫ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ ﺍﻟﺒﻌﺩ ﻭﺍﻟﻤﺠﻤﻭﻉ ﺍﻟﻜﻠﻲ ﻟﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺱ‬
‫ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﺫﻟﻙ ‪:‬‬
‫ﺠﺩﻭل ) ‪(١‬‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﺒﻌﺩ ﻭﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺱ‬

‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺍﻷﺒﻌـــﺎﺩ‬

‫‪**٠,٨٢١‬‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ ﻭﺍﻟﻤﺒﺎﻟﻎ ﻓﻴﻬﺎ‬
‫‪**٠,٩٥٥‬‬ ‫ﺍﻟﺨﻭﻑ ﻤﻥ ﺍﻟﻔﺸل‬
‫‪**٠,٩٧٥‬‬ ‫ﻋﺩﻡ ﺍﻟﺭﻀﺎ ﺒﻭﺠﻪ ﻋﺎﻡ‬
‫‪**٠,٨٩١‬‬ ‫ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻨﻘﺹ ﻭﻋﺩﻡ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ‬

‫** ﺩﺍل ﻋﻨﺩ ‪٠,٠١‬‬

‫‪‬‬
 ‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﺃﻥ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ ﺍﻟﺒﻌﺩ ﻭﻤﺠﻤﻭﻉ‬
‫ﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺱ ﻤﺭﺘﻔﻌﺔ‪ ،‬ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﺍﻟﻘﻴﺎﺱ ﻴﺘﻤﺘﻊ ﺒﺩﺭﺠﺔ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺼﺩﻕ‪.‬‬

‫ﺜﺎﻨﻴﺎﹰ ‪ :‬ﺜﺒﺎﺕ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ‪:‬‬

‫ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﻟﻸﺒﻌﺎﺩ ﺍﻷﺭﺒﻌﺔ ﺍﻟﺭﺌﻴﺴﺔ ﻭﺍﻟﺜﻼﺜﺔ ﺃﺒﻌﺎﺩ ﺍﻟﻔﺭﻋﻴﺔ ﻤﻥ ﺍﻟﺒﻌﺩ ﺍﻷﻭل‬
‫ﻭﺍﻟﻘﻴﺎﺱ ﻜﻜل ﺒﻁﺭﻴﻘﺔ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﺫﻟﻙ ‪:‬‬

‫ﺠﺩﻭل ) ‪( ٢‬‬
‫ﺜﺒﺎﺕ ﺍﻷﺒﻌﺎﺩ ﺍﻷﺭﺒﻌﺔ ﺍﻟﺭﺌﻴﺴﺔ ﻭﺍﻟﺜﻼﺜﺔ ﺃﺒﻌﺎﺩ ﺍﻟﻔﺭﻋﻴﺔ ﻤﻥ ﺍﻟﺒﻌﺩ ﺍﻷﻭل ﻭﺍﻟﻘﻴﺎﺱ ﻜﻜل‬

‫ﻤﻌﺎﻤل ﺃﻟﻔﺎ‬ ‫ﺍﻷﺒﻌـــﺎﺩ‬

‫‪٠,٦٤‬‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ ﻭﺍﻟﻤﺒﺎﻟﻎ ﻓﻴﻬﺎ‬
‫‪٠,٥٧‬‬ ‫ﻤﻥ ﺍﻟﻔﺭﺩ ﻟﺫﺍﺘﻪ‬
‫‪٠,٦٨‬‬ ‫ﻤﻥ ﺍﻟﻔﺭﺩ ﺇﻟﻰ ﺍﻵﺨﺭﻴﻥ‬
‫‪٠,٦٤‬‬ ‫ﻤﻥ ﺍﻵﺨﺭﻴﻥ ﻨﺤﻭ ﺍﻟﻔﺭﺩ‬
‫‪٠,٦٧‬‬ ‫ﺍﻟﺨﻭﻑ ﻤﻥ ﺍﻟﻔﺸل‬
‫‪٠,٩٠‬‬ ‫ﻋﺩﻡ ﺍﻟﺭﻀﺎ ﺒﻭﺠﻪ ﻋﺎﻡ‬
‫‪٠,٦٢‬‬ ‫ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻨﻘﺹ ﻭﻋﺩﻡ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ‬
‫‪٠,٦٨‬‬ ‫ﺍﻟﻘﻴﺎﺱ ﻜﻜل‬

‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﺃﻥ ﺠﻤﻴﻊ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻟﻸﺒﻌﺎﺩ ﺍﻟﺭﺌﻴﺴﺔ ﻭﺍﻟﻔﺭﻋﻴﺔ ﻭﺍﻟﻘﻴﺎﺱ‬
‫ﻜﻜل ﻤﺭﺘﻔﻌﺔ‪ ،‬ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﺍﻟﻘﻴﺎﺱ ﻴﺘﻤﺘﻊ ﺒﺩﺭﺠﺔ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺜﺒﺎﺕ‪.‬‬
‫ﺇﻋﺩﺍﺩ ‪ :‬ﺍﻟﺒﺎﺤﺜﺔ‬ ‫‪‬‬
‫ﺘﻡ ﺇﻋﺩﺍﺩ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﺒﺎﻟﺭﺠﻭﻉ ﺇﻟﻰ ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻭﺒﻌﺽ ﺍﻟﻘﻴﺎﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬
‫ﻤﻨﻬﺎ ‪:‬‬
‫ﺇﻋﺩﺍﺩ ‪ :‬ﺠﺎﺭﻨﺭ ﻭﺁﺨﺭﻴﻥ ) ‪(١٩٨٣‬‬ ‫ﺃ‪-‬ﻗﻴﺎﺱ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻷﻜل‬
‫)‪Garner, Olnsted, Bohr, &Garlinkel (1983‬‬
‫)‪(In Buttu, 2006 : 117‬‬
‫ﺇﻋﺩﺍﺩ ‪ :‬ﺜﻠﻥ ﻭﺁﺨﺭﻴﻥ )‪( ١٩٩١‬‬ ‫ﺏ‪-‬ﺍﺨﺘﺒﺎﺭ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‬
‫)‪Thelen, Farmer, Wonderlich& Smith(1991‬‬
‫)‪(In Buttu, 2006 : 119‬‬
‫ﺇﻋﺩﺍﺩ ‪ :‬ﺠﺎﺭﻨﺭ ‪(١٩٩٧) Garner‬‬ ‫ﺠـ‪-‬ﺍﺨﺘﺒﺎﺭ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻷﻜل‬
‫)‪(In Ferrier, 2007 : 151‬‬

‫‪‬‬
 ‫ﺇﻋﺩﺍﺩ ‪ :‬ﺯﻴﻨﺏ ﺸﻘﻴﺭ )‪(٢٠٠٠‬‬ ‫ﺩ‪-‬ﻤﻘﻴﺎﺱ ﻓﻘﺩﺍﻥ ﺍﻟﺸﻬﻴﺔ ﺍﻟﻌﺼﺒﻲ‬

‫ﺇﻋﺩﺍﺩ ‪ :‬ﺍﻟﺒﺎﺤﺜﺔ ﻤﻥ )‪ (٢٨‬ﻋﺒﺎﺭﺓ ﻭﻴﻘﻊ ﻓﻲ ﺒﻌﺩﻴﻥ‪:‬‬ ‫ﻭﻴﺘﻜﻭﻥ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬

‫ﺍﻟﺒﻌﺩ ﺍﻷﻭل ‪ :‬ﺍﻷﻨﻭﺭﻜﺴﻴﺎ )ﻓﻘﺩﺍﻥ ﺍﻟﺸﻬﻴﺔ ﺍﻟﻌﺼﺒﻲ( ﻭﻴﺸﺘﻤل ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺃﺭﻗﺎﻤﻬﺎ ﻜﻤﺎ‬
‫ﻴﻠﻲ ‪:‬‬
‫‪.٢٨ ،٢٦ ،٢٥ ،٢٤ ،٢٢ ،٢١ ،٢٠ ،١٩ ،١٦ ،١٤ ،١٣ ،١٠ ،٩ ،٧ ،٥ ،٤ ،٢ ،١‬‬

‫ﺍﻟﺒﻌﺩ ﺍﻟﺜﺎﻨﻰ ‪ :‬ﺍﻟﺒﻭﻟﻴﻤﻴﺎ )ﻓﺭﻁ ﺍﻟﺸﻬﻴﺔ ﺍﻟﻌﺼﺒﻲ( ﻭﻴﺸﺘﻤل ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺃﺭﻗﺎﻤﻬﺎ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪.٢٧ ،٢٣ ،١٨ ،١٧ ،١٥ ،١٢ ،١١ ،٨ ،٦ ،٣‬‬

‫ﻭﺘﻘﻊ ﺍﻹﺠﺎﺒﺔ ﻓﻲ ﺜﻼﺜﺔ ﻤﺴﺘﻭﻴﺎﺕ ﻫﻲ )ﻨﻌﻡ‪ ،‬ﺃﺤﻴﺎﻨﺎﹰ‪ ،‬ﻻ( ﻭﺘﻘﺩﺭ "ﻨﻌﻡ" ﺒﺜﻼﺙ ﺩﺭﺠﺎﺕ‪ ،‬ﻭ‬
‫"ﺃﺤﻴﺎﻨﺎﹰ" ﺒﺩﺭﺠﺘﻴﻥ‪ ،‬ﻭ"ﻻ" ﺒﺩﺭﺠﺔ ﻭﺍﺤﺩﺓ‪ ،‬ﻭﺒﺫﻟﻙ ﺘﻜﻭﻥ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻌﻅﻤﻰ ﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻫﻲ‬
‫‪،٨٤‬ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﺼﻐﺭﻱ ﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻫﻲ ‪ ،٢٨‬ﻭﺘﺩل ﺍﻟﺩﺭﺠﺔ ﺍﻟﻤﺭﺘﻔﻌﺔ ﻋﻠﻲ ﻤﻌﺎﻨﺎﺓ ﺍﻟﻔﺭﺩ ﻤﻥ‬
‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ‪.‬‬
‫ﻭﺘﻜﻭﻥ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻌﻅﻤﻰ ﻟﻸﻨﻭﺭﻜﺴﻴﺎ ﻫﻲ ‪ ،٥٤‬ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﺼﻐﺭﻯ ﻟﻸﻨﻭﺭﻜﺴﻴﺎ ﻫﻲ ‪،١٨‬‬
‫ﻭﺘﻜﻭﻥ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻌﻅﻤﻰ ﻟﻠﺒﻭﻟﻴﻤﻴﺎ ﻫﻰ ‪ ،٣٠‬ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﺼﻐﺭﻯ ﻟﻠﺒﻭﻟﻴﻤﻴﺎ ﻫﻲ ‪.١٠‬‬

‫ﺃﻭﻻﹰ ‪ :‬ﺼﺩﻕ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ‪:‬‬

‫‪-١‬ﺼﺩﻕ ﺍﻟﻤﺤﻜﻤﻴﻥ ‪:‬‬
‫ﺘﻡ ﻋﺭﺽ ﺍﻟﻘﻴﺎﺱ ﻋﻠﻰ )‪ (١٠‬ﻤﺤﻜﻤﻴﻥ ﻤﻥ ﺍﻟﺴﺎﺩﺓ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ‬
‫ﻭﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺘﻡ ﺤﺫﻑ ﺒﻌﺽ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺘﻌﺩﻴل ﺍﻟﺒﻌﺽ ﺍﻵﺨﺭ ﺒﻨﺎﺀ ﻋﻠﻰ ﺘﻭﺠﻴﻬﺎﺕ ﺍﻟﺴﺎﺩﺓ‬
‫ﺍﻟﻤﺤﻜﻤﻴﻥ‪.‬‬
‫‪-٢‬ﺍﻟﺼﺩﻕ ﺒﻁﺭﻴﻘﺔ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ‪:‬‬
‫ﺘﻡ ﺘﻘﻨﻴﻥ ﺍﻟﻘﻴﺎﺱ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (٧٥‬ﻁﺎﻟﺒﺎﹰ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺒﺒﻨﻬﺎ ﻭﻫﻲ‬
‫ﻨﻔﺱ ﻋﻴﻨﺔ ﺘﻘﻨﻴﻥ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ‪.‬‬
‫ﺃ‪-‬ﺼﺩﻕ ﻤﻔﺭﺩﺍﺕ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ‪:‬‬
‫ﺼﺩﻕ ﻤﻔﺭﺩﺍﺕ ﺍﻟﺒﻌﺩ ﺍﻷﻭل )ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ﻭﺍﻟﺒﻌﺩ ﺍﻟﺜﺎﻨﻲ )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ( ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ‬
‫ﺍﺭﺘﺒﺎﻁ ﻤﻔﺭﺩﺍﺕ ﺍﻟﺒﻌﺩ ﺍﻷﻭل )ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ﻭﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ ﺍﻟﺒﻌﺩ‪ ،‬ﻭﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ‬
‫ﻤﻔﺭﺩﺍﺕ ﺍﻟﺒﻌﺩ ﺍﻟﺜﺎﻨﻲ )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ( ﻭﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ ﺍﻟﺒﻌﺩ ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﺫﻟﻙ ‪:‬‬

‫‪‬‬
 ‫ﺠﺩﻭل ) ‪( ٣‬‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﻤﻔﺭﺩﺍﺕ ﺒﻌﺩ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻭﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ ﺍﻟﺒﻌﺩ‬
‫ﻭﻤﻔﺭﺩﺍﺕ ﺒﻌﺩ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻭﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ ﺍﻟﺒﻌﺩ‬

‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻔﺭﺩﺍﺕ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻔﺭﺩﺍﺕ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ‬

‫‪**٠,٥٤‬‬ ‫‪٣‬‬ ‫‪**٠,٨٢‬‬ ‫‪١‬‬
‫‪**٠,٥١‬‬ ‫‪٦‬‬ ‫‪**٠,٩٢‬‬ ‫‪٢‬‬
‫‪**٠,٧٤‬‬ ‫‪٨‬‬ ‫‪**٠,٥٢‬‬ ‫‪٤‬‬
‫‪**٠,٨٣‬‬ ‫‪١١‬‬ ‫‪**٠,٧١‬‬ ‫‪٥‬‬
‫‪**٠,٩٤‬‬ ‫‪١٢‬‬ ‫‪**٠,٩٢‬‬ ‫‪٧‬‬
‫‪**٠,٦٠‬‬ ‫‪١٥‬‬ ‫‪**٠,٦٨‬‬ ‫‪٩‬‬
‫‪**٠,٦٣‬‬ ‫‪١٧‬‬ ‫‪**٠,٧٤‬‬ ‫‪١٠‬‬
‫‪**٠,٥١‬‬ ‫‪١٨‬‬ ‫‪**٠,٧٢‬‬ ‫‪١٣‬‬
‫‪**٠,٥٩‬‬ ‫‪٢٣‬‬ ‫‪**٠,٩٨‬‬ ‫‪١٤‬‬
‫‪**٠,٦٤‬‬ ‫‪٢٧‬‬ ‫‪**٠,٨٩‬‬ ‫‪١٦‬‬
‫‪**٠,٥٥‬‬ ‫‪١٩‬‬
‫‪**٠,٧٨‬‬ ‫‪٢٠‬‬
‫‪**٠,٦٤‬‬ ‫‪٢١‬‬
‫‪**٠,٨٢‬‬ ‫‪٢٢‬‬
‫‪**٠,٥١‬‬ ‫‪٢٤‬‬
‫‪**٠,٧٩‬‬ ‫‪٢٥‬‬
‫‪**٠,٥٩‬‬ ‫‪٢٦‬‬
‫‪**٠,٧٤‬‬ ‫‪٢٨‬‬
‫** ﺩﺍل ﻋﻨﺩ ‪٠١.‬‬

‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﺃﻥ ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﺒﻌﺩ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻭﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ ﺍﻟﺒﻌﺩ‬
‫ﻭﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﺒﻌﺩ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻭﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ ﺍﻟﺒﻌﺩ ﻤﺭﺘﻔﻌﺔ‪ ،‬ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﺍﻟﻘﻴﺎﺱ ﻴﺘﻤﺘﻊ‬
‫ﺒﺩﺭﺠﺔ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺼﺩﻕ‪.‬‬

‫ﺏ‪-‬ﺼﺩﻕ ﺃﺒﻌﺎﺩ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ‪:‬‬

‫ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ ﺍﻟﺒﻌﺩ ﻭﺍﻟﻤﺠﻤﻭﻉ ﺍﻟﻜﻠﻰ ﻟﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺱ‬
‫ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﺫﻟﻙ ‪:‬‬

‫‪‬‬
 ‫ﺠﺩﻭل ) ‪( ٤‬‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﺒﻌﺩ ﻭﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺱ‬

‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺍﻷﺒﻌﺎﺩ‬

‫‪**٠,٧٢٩‬‬ ‫ﺍﻷﻨﻭﺭﻜﺴﻴﺎ‬
‫‪**٠,٩٣‬‬ ‫ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‬

‫** ﺩﺍل ﻋﻨﺩ ‪٠,٠١‬‬

‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﺃﻥ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﺒﻌﺩ ﻭﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ‬
‫ﺍﻟﻘﻴﺎﺱ ﻤﺭﺘﻔﻌﺔ ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﺍﻟﻘﻴﺎﺱ ﻴﺘﻤﺘﻊ ﺒﺩﺭﺠﺔ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺼﺩﻕ‪.‬‬

‫ﺜﺎﻨﻴﺎﹰ ‪ :‬ﺜﺒﺎﺕ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ‪:‬‬

‫ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﻟﻠﻘﻴﺎﺱ ﻜﻜل ﻋﻠﻰ ﺍﻟﻌﻴﻨﺔ ﻜﻜل )ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ(‪ ،‬ﺜﻡ ﻋﻴﻨﺔ ﺍﻟﺫﻜﻭﺭ‬
‫ﻓﻘﻁ ﺜﻡ ﻋﻴﻨﺔ ﺍﻹﻨﺎﺙ ﻓﻘﻁ ﺒﻁﺭﻴﻘﺔ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﺫﻟﻙ ‪:‬‬

‫ﺠﺩﻭل ) ‪( ٥‬‬
‫ﺜﺒﺎﺕ ﺍﻟﻘﻴﺎﺱ ﻋﻠﻰ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻜﻠﻴﺔ ﻭﻋﻴﻨﺔ ﺍﻟﺫﻜﻭﺭ ﻭﻋﻴﻨﺔ ﺍﻹﻨﺎﺙ‬

‫ﻤﻌﺎﻤل ﺃﻟﻔﺎ‬ ‫ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‬

‫‪٠,٦٨‬‬ ‫ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ‬
‫‪٠,٧٥٢‬‬ ‫ﺍﻟﺫﻜﻭﺭ‬
‫‪٠,٦٨‬‬ ‫ﺍﻹﻨﺎﺙ‬

‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﺃﻥ ﻤﻌﺎﻤﻼﺕ ﺜﺒﺎﺕ ﺍﻟﻘﻴﺎﺱ ﻋﻠﻰ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻜﻠﻴﺔ ﻭﻋﻴﻨﺔ ﺍﻟﺫﻜﻭﺭ‬
‫ﻭﻋﻴﻨﺔ ﺍﻹﻨﺎﺙ ﻤﺭﺘﻔﻌﺔ ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﺍﻟﻘﻴﺎﺱ ﻴﺘﻤﺘﻊ ﺒﺩﺭﺠﺔ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺜﺒﺎﺕ‪.‬‬

‫ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ ‪:‬‬

‫‪ -١‬ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻟﺒﻴﺭﺴﻭﻥ ﻟﻤﻌﺭﻓﺔ ﻨﻭﻉ ﺍﻟﻌﻼﻗﺔ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ‬
‫ﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫‪ -٢‬ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻟﺤﺴﺎﺏ ﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‪ ،‬ﻭﺫﻟﻙ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬
‫ﺤﺯﻤﺔ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﻠﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪" Spss‬ﺍﻹﺼﺩﺍﺭ ﺍﻟﻌﺎﺸﺭ"‪.‬‬

‫‪‬‬
 ‫ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ‪:‬‬
‫‪ ‬‬
‫ﻴﻨﺹ ﺍﻟﻔﺭﺽ ﺍﻷﻭل ﻋﻠﻰ ﺃﻨﻪ ‪:‬‬
‫"ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‬
‫ﻭﺩﺭﺠﺎﺕ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻜﻜل"‪.‬‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ‬
‫ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻰ ﻴﻭﻀﺢ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ‬
‫ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪.‬‬
‫ﺠﺩﻭل ) ‪( ٦‬‬
‫ﺩﻻﻟﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬
‫ﻥ‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬ ‫ﺍﻟﻜﻤﺎﻟﻴﺔ‬ ‫ﺍﻟﺒﻌﺩ‬
‫‪**٠,٨٥‬‬ ‫‪-‬‬ ‫ﺍﻟﻜﻤﺎﻟﻴﺔ‬
‫‪٣٥١‬‬
‫‪-‬‬ ‫‪**٠,٨٥‬‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬
‫** ﺩﺍﻟﺔ ﻋﻨﺩ ‪٠,٠١‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل ) ‪ ( ٦‬ﺃﻥ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ‪ **٠,٨٥‬ﺩﺍل ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪ ٠,٠١‬ﻭﺒﺫﻟﻙ‬
‫ﻴﺘﺤﻘﻕ ﺍﻟﻔﺭﺽ ﺍﻷﻭل‪.‬‬

‫‪ ‬‬
‫ﻴﻨﺹ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻨﻰ ﻋﻠﻰ ﺃﻨﻪ ‪:‬‬
‫"ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‬
‫ﻭﺩﺭﺠﺎﺕ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻭﺩﺭﺠﺎﺕ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻜﻜل"‪.‬‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ‬
‫ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ﻭ )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‪ ،‬ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ‬
‫ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬
‫)ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ﻭ )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‪.‬‬
‫ﺠﺩﻭل ) ‪( ٧‬‬
‫ﺩﻻﻟﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬
‫)ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ﻭ )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‬
‫ﻥ‬ ‫ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‬ ‫ﺍﻷﻨﻭﺭﻜﺴﻴﺎ‬ ‫ﺍﻟﻜﻤﺎﻟﻴﺔ‬ ‫ﺍﻟﺒﻌﺩ‬
‫‪*٠,٧٩‬‬ ‫‪*٠,٧٥‬‬ ‫‪-‬‬ ‫ﺍﻟﻜﻤﺎﻟﻴﺔ‬
‫‪٣٥١‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪*٠,٧٥‬‬ ‫ﺍﻷﻨﻭﺭﻜﺴﻴﺎ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪*٠,٧٩‬‬ ‫ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‬
‫** ﺩﺍﻟﺔ ﻋﻨﺩ ‪٠,٠١‬‬
‫‪‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل ) ‪ ( ٧‬ﺃﻥ ﻤﻌﺎﻤﻠﻲ ﺍﻻﺭﺘﺒﺎﻁ ‪ **٠,٧٩ ،**٠,٧٥‬ﺩﺍﻟﻴﻥ ﻋﻨﺩ ﻤﺴﺘﻭﻯ‬
‫‪ ٠,٠١‬ﻭﺒﺫﻟﻙ ﻴﺘﺤﻘﻕ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻨﻲ‪.‬‬

‫‪ ‬‬
‫ﻴﻨﺹ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻟﺙ ﻋﻠﻰ ﺃﻨﻪ ‪:‬‬
‫"ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‬
‫ﻭﺩﺭﺠﺎﺕ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻟﺫﻜﻭﺭ"‪.‬‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ )ﺍﻟﺫﻜﻭﺭ(‬
‫ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ‬
‫ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ )ﺍﻟﺫﻜﻭﺭ( ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪.‬‬

‫ﺠﺩﻭل ) ‪( ٨‬‬
‫ﺩﻻﻟﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ )ﺍﻟﺫﻜﻭﺭ( ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬

‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬ ‫ﺍﻟﻜﻤﺎﻟﻴﺔ‬ ‫ﺍﻟﺒﻌﺩ‬

‫‪١٣٩‬‬ ‫‪**٠,٨٢‬‬ ‫‪-‬‬ ‫ﺍﻟﻜﻤﺎﻟﻴﺔ‬
‫‪-‬‬ ‫‪**٠,٨٢‬‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬

‫** ﺩﺍﻟﺔ ﻋﻨﺩ ‪٠,٠١‬‬

‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل ) ‪ ( ٨‬ﺃﻥ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ‪ **٠,٨٢‬ﺩﺍل ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪ ٠,٠١‬ﻭﺒﺫﻟﻙ‬

‫ﻴﺘﺤﻘﻕ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻟﺙ‪.‬‬

‫‪ ‬‬
‫ﻴﻨﺹ ﺍﻟﻔﺭﺽ ﺍﻟﺭﺍﺒﻊ ﻋﻠﻰ ﺃﻨﻪ ‪:‬‬
‫"ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‬
‫ﻭﺩﺭﺠﺎﺕ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻭﺩﺭﺠﺎﺕ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺫﻜﻭﺭ"‪.‬‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ )ﺍﻟﺫﻜﻭﺭ(‬
‫ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ﻭ )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‪ ،‬ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻰ ﻴﻭﻀﺢ‬
‫ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ )ﺍﻟﺫﻜﻭﺭ( ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬
‫)ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ﻭ )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‪.‬‬

‫‪‬‬
 ‫ﺠﺩﻭل ) ‪( ٩‬‬
‫ﺩﻻﻟﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺫﻜﻭﺭ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬
‫)ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ﻭ )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‬
‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‬ ‫ﺍﻷﻨﻭﺭﻜﺴﻴﺎ‬ ‫ﺍﻟﻜﻤﺎﻟﻴﺔ‬ ‫ﺍﻟﺒﻌﺩ‬
‫‪**٠,٧٤‬‬ ‫‪**٠,٧٩‬‬ ‫‪-‬‬ ‫ﺍﻟﻜﻤﺎﻟﻴﺔ‬
‫‪١٣٩‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪**٠,٧٩‬‬ ‫ﺍﻷﻨﻭﺭﻜﺴﻴﺎ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪**٠,٧٤‬‬ ‫ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‬
‫** ﺩﺍﻟﺔ ﻋﻨﺩ ‪٠,٠١‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل ) ‪ ( ٩‬ﺃﻥ ﻤﻌﺎﻤﻠﻰ ﺍﻻﺭﺘﺒﺎﻁ ‪ **٠,٧٩ ،**٠,٧٥‬ﺩﺍﻻﻥ ﻋﻨﺩ ﻤﺴﺘﻭﻯ‬
‫‪ ٠,٠١‬ﻭﺒﺫﻟﻙ ﻴﺘﺤﻘﻕ ﺍﻟﻔﺭﺽ ﺍﻟﺭﺍﺒﻊ‪.‬‬

‫‪ ‬‬
‫ﻴﻨﺹ ﺍﻟﻔﺭﺽ ﺍﻟﺨﺎﻤﺱ ﻋﻠﻰ ﺃﻨﻪ ‪:‬‬
‫"ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‬
‫ﻭﺩﺭﺠﺎﺕ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻹﻨﺎﺙ"‪.‬‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ )ﺍﻹﻨﺎﺙ(‬
‫ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻰ ﻴﻭﻀﺢ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ‬
‫ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ )ﺍﻹﻨﺎﺙ( ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪.‬‬

‫ﺠﺩﻭل ) ‪( ١٠‬‬
‫ﺩﻻﻟﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ )ﺍﻹﻨﺎﺙ( ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬
‫ﺍﻹﻨﺎﺙ‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬ ‫ﺍﻟﻜﻤﺎﻟﻴﺔ‬ ‫ﺍﻟﺒﻌﺩ‬
‫‪**٠,٩٢‬‬ ‫‪-‬‬ ‫ﺍﻟﻜﻤﺎﻟﻴﺔ‬
‫‪٢١٢‬‬
‫‪-‬‬ ‫‪**٠,٩٢‬‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬
‫** ﺩﺍﻟﺔ ﻋﻨﺩ ‪٠,٠١‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل ) ‪ (١٠‬ﺃﻥ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ‪ **٠,٩٢‬ﺩﺍل ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪ ٠,٠١‬ﻭﺒﺫﻟﻙ‬
‫ﻴﺘﺤﻘﻕ ﺍﻟﻔﺭﺽ ﺍﻟﺨﺎﻤﺱ‪.‬‬

‫‪ ‬‬
‫ﻴﻨﺹ ﺍﻟﻔﺭﺽ ﺍﻟﺴﺎﺩﺱ ﻋﻠﻰ ﺃﻨﻪ‪:‬‬
‫"ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‬
‫ﻭﺩﺭﺠﺎﺕ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻭﺩﺭﺠﺎﺕ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻹﻨﺎﺙ"‪.‬‬

‫‪‬‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ )ﺍﻹﻨﺎﺙ(‬
‫ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ﻭ )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‪ ،‬ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ‬
‫ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ )ﺍﻹﻨﺎﺙ( ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬
‫)ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ﻭ )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‪.‬‬
‫ﺠﺩﻭل ) ‪( ١١‬‬
‫ﺩﻻﻟﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ‬
‫ﺍﻷﻜل )ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ﻭ )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‬

‫ﺍﻹﻨﺎﺙ‬ ‫ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‬ ‫ﺍﻷﻨﻭﺭﻜﺴﻴﺎ‬ ‫ﺍﻟﻜﻤﺎﻟﻴﺔ‬ ‫ﺍﻟﺒﻌﺩ‬

‫‪**٠,٨٩‬‬ ‫‪**٠,٩٥‬‬ ‫‪-‬‬ ‫ﺍﻟﻜﻤﺎﻟﻴﺔ‬
‫‪٢١٢‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪**٠,٩٥‬‬ ‫ﺍﻷﻨﻭﺭﻜﺴﻴﺎ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪**٠,٨٩‬‬ ‫ﺍﻟﺒﻭﻟﻴﻤﻴﺎ‬
‫** ﺩﺍﻟﺔ ﻋﻨﺩ ‪٠,٠١‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل ) ‪ ( ١١‬ﺃﻥ ﻤﻌﺎﻤﻠﻲ ﺍﻻﺭﺘﺒﺎﻁ ‪ **٠,٨٩ ،**٠,٩٥‬ﺩﺍﻻﻥ ﻋﻨﺩ ﻤﺴﺘﻭﻯ‬
‫‪ ٠,٠١‬ﻭﺒﺫﻟﻙ ﻴﺘﺤﻘﻕ ﺍﻟﻔﺭﺽ ﺍﻟﺴﺎﺩﺱ‪.‬‬

‫‪ ‬‬
‫ﻴﻨﺹ ﺍﻟﻔﺭﺽ ﺍﻟﺴﺎﺒﻊ ﻋﻠﻰ ﺃﻨﻪ ‪:‬‬
‫"ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ‬
‫ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺫﻟﻙ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻹﻨﺎﺙ"‪.‬‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺘﻡ ﺤﺴﺎﺏ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﻗﻴﻤﺔ )ﺕ(‬
‫ﻭﺩﻻﻟﺘﻬﺎ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ‪ ،‬ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫ﺠﺩﻭل ) ‪( ١٢‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﻗﻴﻤﺔ )ﺕ( ﻭﺩﻻﻟﺘﻬﺎ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﺩﻯ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻋﻠﻰ‬
‫ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ‬
‫ﺍﺘﺠﺎﻩ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬
‫ﺩ‪.‬ﺡ‬ ‫ﻗﻴﻤﺔ )ﺕ(‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻥ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻯ‬
‫‪٨,١٥٦‬‬ ‫‪٩٥,٠٤‬‬ ‫‪١٣٩‬‬ ‫ﺍﻟﺫﻜﻭﺭ‬
‫ﺍﻹﻨﺎﺙ‬ ‫‪٣٤٩‬‬ ‫‪٠,٠٥‬‬ ‫‪١,٣٨٣‬‬
‫‪٨,٠٠٨‬‬ ‫‪٩١,٨٢‬‬ ‫‪٢١٢‬‬ ‫ﺍﻹﻨﺎﺙ‬
‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل ) ‪ ( ١٢‬ﺃﻨﻪ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ‪ ٠,٠٥‬ﺒﻴﻥ ﻤﺘﻭﺴﻁ‬
‫ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ‪ ،‬ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻭﺒﺫﻟﻙ ﻴﺘﺤﻘﻕ ﺍﻟﻔﺭﺽ ﺍﻟﺴﺎﺒﻊ‪.‬‬

‫‪‬‬
 ‫‪ ‬‬
‫ﻴﻨﺹ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻤﻥ ﻋﻠﻰ ﺃﻨﻪ ‪:‬‬
‫"ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ‬
‫ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻭﺫﻟﻙ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻹﻨﺎﺙ"‪.‬‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺘﻡ ﺤﺴﺎﺏ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﻗﻴﻤﺔ )ﺕ( ﻭﺩﻻﻟﺘﻬﺎ‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫ﺠﺩﻭل ) ‪( ١٣‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﻗﻴﻤﺔ )ﺕ( ﻭﺩﻻﻟﺘﻬﺎ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﺩﻯ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻋﻠﻰ‬
‫ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‬

‫ﺍﺘﺠﺎﻩ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬

‫ﺩ‪.‬ﺡ‬ ‫ﻗﻴﻤﺔ )ﺕ(‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻥ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻯ‬
‫ﺍﻹﻨﺎﺙ‬ ‫‪٣٤٩‬‬ ‫‪٠,٠١‬‬ ‫‪٣,٦١٩‬‬ ‫‪٦,٩٤٤‬‬ ‫‪٤٢,٧٦‬‬ ‫‪١٣٩‬‬ ‫ﺍﻟﺫﻜﻭﺭ‬
‫‪٧,١٨٥‬‬ ‫‪٤٥,٥٧‬‬ ‫‪٢١٢‬‬ ‫ﺍﻹﻨﺎﺙ‬
‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل ) ‪ ( ١٣‬ﺃﻨﻪ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ‪ ٠,٠١‬ﺒﻴﻥ ﻤﺘﻭﺴﻁ‬
‫ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻭﺒﺫﻟﻙ ﻴﺘﺤﻘﻕ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻤﻥ‪.‬‬

‫‪ ‬‬
‫ﻴﻨﺹ ﺍﻟﻔﺭﺽ ﺍﻟﺘﺎﺴﻊ ﻋﻠﻰ ﺃﻨﻪ ‪:‬‬
‫"ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ‬
‫ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﺍﻷﻨﻭﺭﻜﺴﻴﺎ( ﻭﺫﻟﻙ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻹﻨﺎﺙ"‪.‬‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺘﻡ ﺤﺴﺎﺏ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﻗﻴﻤﺔ )ﺕ(‬
‫ﻭﺩﻻﻟﺘﻬﺎ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﺍﻷﻨﻭﺭﻜﺴﻴﺎ(‪ ،‬ﻭﺍﻟﺠﺩﻭل‬
‫ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫ﺠﺩﻭل ) ‪( ١٤‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﻗﻴﻤﺔ )ﺕ( ﻭﺩﻻﻟﺘﻬﺎ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﺩﻯ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻋﻠﻰ‬
‫ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﺍﻷﻨﻭﺭﻜﺴﻴﺎ(‬

‫ﺍﺘﺠﺎﻩ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬

‫ﺩ‪.‬ﺡ‬ ‫ﻗﻴﻤﺔ )ﺕ(‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻥ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻯ‬
‫‪٤,٧٠٦‬‬ ‫‪٢٥,٩٣‬‬ ‫‪١٣٩‬‬ ‫ﺍﻟﺫﻜﻭﺭ‬
‫ﺍﻹﻨﺎﺙ‬ ‫‪٣٤٩‬‬ ‫‪٠,٠١‬‬ ‫‪٥,٧٠٤‬‬
‫‪٥,٠٥٩‬‬ ‫‪٢٩,٠٠‬‬ ‫‪٢١٢‬‬ ‫ﺍﻹﻨﺎﺙ‬

‫‪‬‬
‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل ) ‪ ( ١٤‬ﺃﻨﻪ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ‪ ٠,٠١‬ﺒﻴﻥ ﻤﺘﻭﺴﻁ‬
‫ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﺍﻷﻨﻭﺭﻜﺴﻴﺎ(‪ ،‬ﻭﺒﺫﻟﻙ ﻴﺘﺤﻘﻕ‬
‫ﺍﻟﻔﺭﺽ ﺍﻟﺘﺎﺴﻊ‪.‬‬

‫‪ ‬‬
‫ﻴﻨﺹ ﺍﻟﻔﺭﺽ ﺍﻟﻌﺎﺸﺭ ﻋﻠﻰ ﺃﻨﻪ ‪:‬‬
‫"ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ‬
‫ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ( ﻭﺫﻟﻙ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻹﻨﺎﺙ"‪.‬‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺘﻡ ﺤﺴﺎﺏ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﻗﻴﻤﺔ )ﺕ(‬
‫ﻭﺩﻻﻟﺘﻬﺎ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‪ ،‬ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ‬
‫ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫ﺠﺩﻭل ) ‪( ١٥‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﻗﻴﻤﺔ )ﺕ( ﻭﺩﻻﻟﺘﻬﺎ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﺩﻯ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻋﻠﻰ‬
‫ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‬

‫ﺍﺘﺠﺎﻩ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬

‫ﺩ‪.‬ﺡ‬ ‫ﻗﻴﻤﺔ )ﺕ(‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻥ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻯ‬
‫‪٣,٥٧٦‬‬ ‫‪١٦,٨٣‬‬ ‫‪١٣٩‬‬ ‫ﺍﻟﺫﻜﻭﺭ‬
‫ﻻ ﻴﻭﺠﺩ‬ ‫‪٣٤٩‬‬ ‫ﻏﻴﺭ ﺩﺍل‬ ‫‪٠,٩٦١‬‬
‫‪٣,٣٧٢‬‬ ‫‪١٦,٥٧‬‬ ‫‪٢١٢‬‬ ‫ﺍﻹﻨﺎﺙ‬

‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل ) ‪ ( ١٥‬ﺃﻨﻪ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ‪ ٠,٠١‬ﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‪ ،‬ﻭﺒﺫﻟﻙ ﻻ‬
‫ﻴﺘﺤﻘﻕ ﺍﻟﻔﺭﺽ ﺍﻟﻌﺎﺸﺭ‪.‬‬

‫ﺗﻔﺴﲑ ﻭﻣﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺋﺞ‪:‬‬

‫ﻤﻥ ﺨﻼل ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﺽ ﺍﻷﻭل ﻭﺍﻟﺜﺎﻨﻲ ﻭﺍﻟﺜﺎﻟﺙ ﻭﺍﻟﺭﺍﺒﻊ ﻭﺍﻟﺨﺎﻤﺱ ﻭﺍﻟﺴـﺎﺩﺱ‪ ،‬ﻴﺘﻀـﺢ ﺃﻥ‬
‫ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ‪ ،‬ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻜﻤﺎﻟﻴـﺔ ﺍﻟﻌﺼـﺎﺒﻴﺔ ﻭﺩﺭﺠـﺎﺕ‬
‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل )ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﻭﺍﻟﺒﻭﻟﻴﻤﻴﺎ( ﻟﺩﻯ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ‪.‬‬
‫ﻭﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﺒﺄﻥ ﺍﻟﻜﻤﺎﻟﻲ ﺍﻟﻌﺼﺎﺒﻲ ﻫﻭ ﺸﺨﺹ ﻴﺭﻴﺩ ﺃﻥ ﻴﻜـﻭﻥ ﺍﻟﻌـﺎﻟﻡ ﻜﻠـﻪ‬
‫ﻤﺜﺎﻟﻴﺎﹰ ﻭﺘﺎﻤﺎﹰ‪ ،‬ﻭﻤﻌﺎﻴﻴﺭﻩ ﺘﻜﻭﻥ ﺩﺍﺌﻤﺎﹰ ﻏﻴﺭ ﻭﺍﻗﻌﻴﺔ‪ ،‬ﺠﺎﻤﺩﺓ‪ ،‬ﺼﻠﺒﺔ‪ ،‬ﻏﻴﺭ ﻤﺭﻨﺔ‪ ،‬ﻓﻴﻘﻭﻡ ﺒﺘﻁﺒﻴﻕ ﻜل ﺫﻟـﻙ‬
‫ﻋﻠﻰ ﻋﺎﺩﺍﺕ ﺍﻷﻜل‪ ،‬ﻭﺍﻟﻤﻅﻬﺭ ﺍﻟﺨﺎﺭﺠﻲ‪ ،‬ﻭﺍﻟﻬﻴﺌﺔ‪ ،‬ﻭﻭﺯﻥ ﺍﻟﺠﺴﻡ‪ ،‬ﻭﺼﻭﺭﺓ ﺍﻟﺠﺴﻡ‪.‬‬

‫‪‬‬
‫ﻤﻤﺎ ﻴﻨﺘﺞ ﻋﻨﻪ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﺍﻟﺘﻲ ﺘﻜﻭﻥ ﻋﻠﻰ ﺼﻭﺭﺓ ﻓﻘﺩﺍﻥ ﺍﻟﺸﻬﻴﺔ ﺍﻟﻌﺼﺒﻲ ﺃﻭ ﻓـﺭﻁ‬
‫ﺍﻟﺸﻬﻴﺔ ﺍﻟﻌﺼﺒﻲ ﻓﻔﻲ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ‪ ،‬ﺍﻟﺸﺨﺹ ﻴﺤﺎﻭل ﺩﺍﺌﻤﺎﹰ ﻓﻘﺩﺍﻥ ﺍﻟﻭﺯﻥ ﺃﻭ ﺘﺠﻨﺏ ﺯﻴـﺎﺩﺓ ﺍﻟـﻭﺯﻥ‪،‬‬
‫ﻓﻴﻘﻭﻡ ﺒﺘﻁﺒﻴﻕ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻓﻲ ﺴﻠﻭﻙ ﺍﻷﻜل ﻋﻥ ﻁﺭﻴﻕ ﺍﺘﺒﺎﻉ ﺍﻟﺭﺠﻴﻡ ﺍﻟﺼﺎﺭﻡ ﻭﺍﻟﻘﺎﺴﻲ ﻭﻀﺒﻁ ﺍﻟـﻨﻔﺱ‪،‬‬
‫ﻭﻓﻲ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻴﺘﻨﺎﻭل ﺍﻟﺸﺨﺹ ﺍﻟﻁﻌﺎﻡ ﺒﻨﻬﻡ ﺸﺩﻴﺩ ﻭﻋﻠﻰ ﻨﺤﻭ ﻤﺘﻜﺭﺭ‪ ،‬ﻭﻫﻭ ﻻ ﻴﻜﻭﻥ ﺭﺍﻀـﻴﺎﹰ ﻋـﻥ‬
‫ﺼﻭﺭﺓ ﺠﺴﻤﻪ ﻭﻭﺯﻨﻪ‪ ،‬ﻭﺇﺩﺭﺍﻜﻪ ﻟﺼﻭﺭﺓ ﺠﺴﻤﻪ ﺘﻜﻭﻥ ﺨﺎﻁﺌﺔ‪ ،‬ﻭﻴﻜـﻭﻥ ﻤﺸـﻐﻭﻻﹰ ﺒﻭﺯﻨـﻪ‪ ،‬ﻓﻴﻘـﻭﻡ‬
‫ﺒﺘﻁﺒﻴﻕ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻓﻲ ﺴﻠﻭﻙ ﺍﻷﻜل ﻋﻥ ﻁﺭﻴﻕ ﺍﺘﺒﺎﻉ ﻨﻅﺎﻡ ﻏﺫﺍﺌﻲ ﻗﺎﺱ‪ ،‬ﻟﻴﻜﻭﻥ ﺭﻓﻴﻊ ﺍﻟﻘﻭﺍﻡ‪ ،‬ﻭﻴﺴﺘﻤﺭ‬
‫ﺍﻟﻜﻔﺎﺡ ﻤﻥ ﺃﺠل ﺼﻭﺭﺓ ﺍﻟﺠﺴﻡ ﺍﻟﺘﺎﻤﺔ ﻭﺍﻟﻤﺜﺎﻟﻴﺔ ﻭﻟﻜﻥ ﻫﺫﺍ ﻻ ﻴﺘﺤﻘﻕ ﺃﺒﺩﺍﹰ‪.‬‬
‫ﻭﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ ﻓﻲ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻤﻥ ﻨﺘﺎﺌﺠﻬﺎ ﺍﻟﺨﻁﻴﺭﺓ ﺃﻨﻬﺎ ﺘـﺩﻤﺭ ﺍﻟـﺫﺍﺕ ﻓﻤـﻥ‬
‫ﻴﻌﺎﻨﻲ ﺍﻷﻨﻭﺭﻜﺴﻴﺎ ﺃﻭ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻤﻌﺭﺽ ﻟﻔﻘﺩ ﺤﻴﺎﺘﻪ‪.‬‬
‫ﻭﻴﺠﺩﺭ ﺍﻹﺸﺎﺭﺓ ﺇﻟﻰ ﺃﻥ ﺍﻷﺒﻭﻴﻥ ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻤﺘﺒﻌﺔ ﻟﻬﻡ ﺩﻭﺭ ﻜﺒﻴﺭ ﻓﻲ ﻜﻤﺎﻟﻴﺔ ﺍﻷﺒﻨﺎﺀ ﻭﻤﻌﺎﻨﺎﺘﻬﻡ‬
‫ﻤﻥ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻓﻴﻤﺎ ﺒﻌﺩ‪.‬‬

‫ﻭﺘﺘﻔﻕ ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﻭﺽ‪ :‬ﺍﻷﻭل‪ ،‬ﺍﻟﺜﺎﻨﻲ‪ ،‬ﺍﻟﺜﺎﻟﺙ‪ ،‬ﺍﻟﺭﺍﺒﻊ‪ ،‬ﺍﻟﺨﺎﻤﺱ‪ ،‬ﻭﺍﻟﺴﺎﺩﺱ ﻤـﻊ ﻨﺘـﺎﺌﺞ‬
‫ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻤﺜل‪:‬‬
‫‪(Castro, et al., 2004- Schwarz, et al., 2005- McGee, et al., 2005-‬‬

‫‪Paredes, et al. 2005- Pearson and Gleaves, 2006- Bardone – Cone, 2007-‬‬

‫;‪Macedo, et al,. 2007-; Formieles, et al., 2007-: forbush, et al., 2007-‬‬

‫‪Downey and Chang, 2007- McGee, 2007-Patterson,2008- Tissot and‬‬

‫‪Crowther,J.,2008-‬‬ ‫‪Kashima,Y.,et‬‬ ‫‪al.,2008–Bardone-Cone,A.,et‬‬

‫)‪al.,2009-Soares,M.et al.,2009‬‬

‫ﻭﺍﻟﺘﻲ ﺃﻜﺩﺕ ﺠﻤﻴﻌﻬﺎ ﻋﻠﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪.‬‬

‫ﻭﺒﺎﻟﻨﺴﺒﺔ ﻟﻨﺘﻴﺠﺔ ﺍﻟﻔﺭﺽ ﺍﻟﺴﺎﺒﻊ ﺍﻟﺘﻲ ﺘﺸﻴﺭ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼـﺎﺌﻴﺔ ﺒـﻴﻥ‬
‫ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺫﻟﻙ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻹﻨﺎﺙ‪.‬‬
‫ﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺒﺄﻥ ﺍﻟﻭﺍﻟﺩﻴﻥ ﺍﻟﻜﻤﺎﻟﻴﻴﻥ ﻴﻜﻭﻥ ﻟﻬﻤﺎ ﺩﻭﺭ ﻜﺒﻴﺭ ﻓﻲ ﺍﻟﻀﻐﻭﻁ ﺍﻟﻭﺍﻗﻌﺔ‬
‫ﻋﻠﻰ ﺍﻷﺒﻨﺎﺀ ﻟﻜﻲ ﻴﻜﻭﻨﻭﺍ ﻜﻤﺎﻟﻴﻴﻥ ﻫﻡ ﺃﻴﻀﺎﹰ‪.‬‬
‫ﻭﺃﻥ ﺍﻹﻨﺎﺙ ﺍﻟﺠﺎﻤﻌﻴﺎﺕ ﻜﻥ ﺃﻜﺜﺭ ﻜﻤﺎﻟﻴﺔ ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻷﻨﻬﻥ ﻴﻜﺎﻓﺤﻥ ﺩﺍﺌﻤﺎﹰ ﻹﺜﺒﺎﺕ ﻭﺠـﻭﺩﻫﻥ‬
‫ﻭﺠﺫﺏ ﺍﻷﻨﻅﺎﺭ ﻨﺤﻭﻫﻥ ﻤﻥ ﺍﻷﺒﻭﻴﻥ ﻭﺍﻟﻤﺠﺘﻤﻊ ﻋﻥ ﻁﺭﻴﻕ ﺘﺤﻘﻴﻕ ﺍﻹﻨﺠﺎﺯﺍﺕ ﺍﻟﺘﺤﺼﻴﻠﻴﺔ ﻭﺍﻟﺘﻔـﻭﻕ‬
‫ﻓﻲ ﻤﺠﺎﻻﺕ ﺸﺘﻰ‪ ،‬ﺒﻴﻨﻤﺎ ﺍﻟﺫﻜﻭﺭ ﻟﻴﺴﻭﺍ ﺒﺤﺎﺠﺔ ﺇﻟﻰ ﻫﺫﺍ ﺍﻟﻜﻔﺎﺡ ﻭﺒﺫل ﺍﻟﺠﻬﺩ ﻷﻥ ﻤﻜـﺎﻨﺘﻬﻡ ﻤﺤﻔﻭﻅـﺔ‬
‫ﻟﺩﻯ ﺍﻷﺒﻭﻴﻥ ﻭﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
‫‪‬‬
‫ﻭﺒﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﻨﺘﻴﺠﺔ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻤﻥ ﺍﻟﺘﻲ ﺃﺸﺎﺭﺕ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼـﺎﺌﻴﺔ‬
‫ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻭﺫﻟـﻙ ﻓـﻲ‬
‫ﺍﺘﺠﺎﻩ ﺍﻹﻨﺎﺙ‪ ،‬ﻭﻨﺘﻴﺠﺔ ﺍﻟﻔﺭﺽ ﺍﻟﺘﺎﺴﻊ ﺍﻟﺘﻲ ﺃﺸﺎﺭﺕ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼـﺎﺌﻴﺔ ﺒـﻴﻥ‬
‫ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻀـﻁﺭﺍﺒﺎﺕ ﺍﻷﻜـل )ﺍﻷﻨﻭﺭﻜﺴـﻴﺎ(‬
‫ﻭﺫﻟﻙ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻹﻨﺎﺙ‪.‬‬
‫ﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﻫﺎﺘﻴﻥ ﺍﻟﻨﺘﻴﺠﺘﻴﻥ ﺒﺄﻥ ﺍﻹﻨﺎﺙ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻴﺨﺸﻴﻥ ﺍﻟﺒﺩﺍﻨﺔ ﻭﻴﺭﺩﻥ ﺍﻟﻭﺼـﻭل‬
‫ﺇﻟﻰ ﺍﻟﻨﺤﺎﻓﺔ‪ ،‬ﻭﻴﻔﻀﻠﻥ ﺃﻥ ﺘﻜﻭﻥ ﺃﺠﺴﺎﻤﻬﻥ ﺭﺸﻴﻘﺔ‪ ،‬ﻭﻜﺜﻴﺭﺍﹰ ﻤﺎ ﻨﺠـﺩ ﺃﻥ ﺍﻹﻨـﺎﺙ ﻓـﻲ – ﺍﻟﻤﺭﺤﻠـﺔ‬
‫ﺍﻟﺠﺎﻤﻌﻴﺔ ﻋﻠﻰ ﻭﺠﻪ ﺍﻟﺨﺼﻭﺹ‪ -‬ﻏﻴﺭ ﺭﺍﻀﻴﺎﺕ ﻋﻥ ﺼﻭﺭﺓ ﺃﺠﺴﺎﻤﻬﻥ ﻭﻤﺸﻐﻭﻻﺕ ﺒـﺎﻟﺘﻔﻜﻴﺭ ﻓـﻲ‬
‫ﺃﻭﺯﺍﻨﻬﻥ‪ ،‬ﻭﻴﺸﻌﺭﻥ ﺒﺎﻟﻘﻠﻕ ﻭﺍﻻﻨﺯﻋﺎﺝ‪ ،‬ﺤﻴﻨﻤﺎ ﺘﺯﻴﺩ ﺃﻭﺯﺍﻨﻬﻥ‪ ،‬ﻭﻴﻜـﻭﻥ ﻟـﺩﻴﻬﻥ ﻤﺤـﺎﻭﻻﺕ ﻋﺩﻴـﺩﺓ‬
‫ﻭﻤﺘﻜﺭﺭﺓ ﻟﻔﻘﺩ ﺍﻟﻭﺯﻥ‪ ،‬ﻋﻥ ﻁﺭﻴﻕ ﺍﺘﺒﺎﻉ ﺍﻟﺭﺠﻴﻡ ﺍﻟﻘﺎﺴﻲ‪ ،‬ﻭﺘﻨﺎﻭل ﻜﻤﻴﺎﺕ ﻗﻠﻴﻠﺔ ﻤﻥ ﺍﻟﻁﻌﺎﻡ‪ ،‬ﻭﻤﻥ ﻫﻨﺎ‬
‫ﻜﺎﻨﺕ ﺍﻹﻨﺎﺙ ﺃﻜﺜﺭ ﻤﻌﺎﻨﺎﺓ ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻓﻲ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻭﺍﻷﻨﻭﺭﻜﺴﻴﺎ‪.‬‬
‫ﻭﻫﺫﺍ ﻴﺘﻔﻕ ﻤﻊ ﺍﻹﺤﺼﺎﺌﻴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ ﺍﻟﺘﻲ ﺘﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﻨﺴﺒﺔ ﺸـﻴﻭﻉ ﺍﻷﻨﻭﺭﻜﺴـﻴﺎ ﻋﺒـﺭ‬
‫ﺍﻹﻨﺎﺙ ﺘﻜﻭﻥ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﺫﻜﻭﺭ‪.‬‬

‫ﺃﻤﺎ ﺒﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﻨﺘﻴﺠﺔ ﺍﻟﻔﺭﺽ ﺍﻟﻌﺎﺸﺭ ﺍﻟﺘﻲ ﺃﺸﺎﺭﺕ ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓـﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟـﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﻭﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ ﻋﻠﻰ ﻗﻴـﺎﺱ ﺍﻀـﻁﺭﺍﺒﺎﺕ ﺍﻷﻜـل‬
‫)ﺍﻟﺒﻭﻟﻴﻤﻴﺎ(‪ ،‬ﻭﺍﻟﺘﻲ ﺠﺎﺀﺕ ﻋﻜﺱ ﻤﺎ ﻜﺎﻥ ﻤﺘﻭﻗﻌﺎﹰ ‪ -‬ﻜﻤﺎ ﺘﺸﻴﺭ ﺍﻹﺤﺼﺎﺌﻴﺎﺕ ﻭﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ –ﺃﻥ‬
‫ﻨﺴﺒﺔ ﺸﻴﻭﻉ ﺍﻟﺒﻭﻟﻴﻤﻴﺎ ﻋﺒﺭ ﺍﻹﻨﺎﺙ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﺫﻜﻭﺭ‪.‬‬
‫ﻭﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﺘﻠﻙ ﺍﻟﻨﺘﻴﺠﺔ ﺒﺄﻥ ﺍﻟﺫﻜﻭﺭ ﻴﻌﺎﻨﻭﻥ ﻤﺜل ﺍﻹﻨﺎﺙ ﻤﻥ ﻨﻭﺒﺎﺕ ﺍﻟﻨﻬﻡ ﺍﻟﺸﺩﻴﺩ‪ ،‬ﻭﻫـﺫﺍ‬
‫ﻗﺩ ﻴﺭﺠﻊ ﺇﻟﻰ ﺃﻥ ﺍﻟﺫﻜﻭﺭ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﻤﺸﻜﻼﺕ ﻋﺩﻴﺩﺓ ﻤﻨﻬﺎ‪ :‬ﺼﻌﻭﺒﺔ ﺇﻴﺠﺎﺩ ﻓﺭﺹ ﻋﻤـل‬
‫ﺒﻌﺩ ﺍﻟﺘﺨﺭﺝ‪ ،‬ﻭﻤﺎ ﻴﺘﺭﺘﺏ ﻋﻠﻰ ﺫﻟﻙ ﻤﻥ ﺘﺄﺨﺭ ﺍﻟـﺯﻭﺍﺝ‪ ،‬ﻭﻨﻅـﺭﺍﹰ ﻟﺴـﻭﺀ ﺍﻷﻭﻀـﺎﻉ ﺍﻻﻗﺘﺼـﺎﺩﻴﺔ‬
‫ﻭﺍﻟﻤﺴﺘﻘﺒل ﺍﻟﻤﺠﻬﻭل‪ ،‬ﻨﺠﺩﻫﻡ ﻴﻌﻴﺸﻭﻥ ﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻭﻴﻬﺭﺒﻭﻥ ﺇﻟﻰ ﺇﻟﺘﻬﺎﻡ ﺍﻟﻁﻌﺎﻡ‪.‬‬

‫ﺗﻮﺻﻴﺎﺕ ﻭﻣﻘﱰﺣﺎﺕ‪:‬‬
‫‪ (١‬ﺘﻭﺼﻲ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺄﻫﻤﻴﺔ ﺍﻟﻘﻴﺎﻡ ﺒﺩﺭﺍﺴﺔ ﻜﻠﻴﻨﻴﻜﻴﺔ ﺘﺎﻟﻴﺔ‪ ،‬ﻋﻠﻰ ﺤﺎﻟﺘﻴﻥ ﻤﺭﺘﻔﻌﺘـﻲ ﺍﻟﻜﻤﺎﻟﻴـﺔ‬
‫ﻭﺤﺎﻟﺘﻴﻥ ﻤﺭﺘﻔﻌﺘﻲ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل‪ ،‬ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ‪.‬‬
‫‪ (٢‬ﺩﺭﺍﺴﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪.‬‬
‫‪ (٣‬ﺩﺭﺍﺴﺔ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻓﻲ ﺍﻟﻤﺭﺍﻫﻘﺔ‪.‬‬
‫‪ (٤‬ﺩﺭﺍﺴﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻷﻜل ﻭﺍﻟﺴﻤﻨﺔ ﻭﺍﻻﻜﺘﺌﺎﺏ‪.‬‬
‫‪ (٥‬ﺩﺭﺍﺴﺔ ﺍﻟﻜﻤﺎﻟﻴﺔ ﻭﺍﻟﻭﺤﺩﺓ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﻜﺘﺌﺎﺏ‪.‬‬

‫‪‬‬
 ‫ﺍﳌـــﺮﺍﺟــــﻊ‬
.‫ ﺍﻷﻨﺠﻠﻭ ﺍﻟﻤﺼﺭﻴﺔ‬،‫ ﺍﻟﻘﺎﻫﺭﺓ‬،‫ ﺍﺴﺘﺒﻴﺎﻥ ﺍﻟﻜﻤﺎﻟﻴﺔ ﺍﻟﻌﺼﺎﺒﻴﺔ‬:(١٩٩٦) ‫( ﺁﻤﺎل ﻋﺒﺩ ﺍﻟﺴﻤﻴﻊ ﻤﻠﻴﺠﻲ ﺒﺎﻅﻪ‬١
.‫ ﻤﻜﺘﺒﺔ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻤﺼﺭﻴﺔ‬،‫ ﺍﻟﻘﺎﻫﺭﺓ‬،‫ ﻤﻘﻴﺎﺱ ﻓﻘﺩﺍﻥ ﺍﻟﺸﻬﻴﺔ ﺍﻟﻌﺼﺒﻲ‬:(٢٠٠٠) ‫( ﺯﻴﻨﺏ ﻤﺤﻤﻭﺩ ﺸﻘﻴﺭ‬٢
‫ ﻤﻜﺘﺒـﺔ‬،‫ ﺍﻟﻘـﺎﻫﺭﺓ‬،٤ ‫ ﻁ‬،‫ ﻤﻭﺴﻭﻋﺔ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻭﺍﻟﺘﺤﻠﻴل ﺍﻟﻨﻔﺴـﻲ‬:(١٩٩٤) ‫( ﻋﺒﺩ ﺍﻟﻤﻨﻌﻡ ﺍﻟﺤﻔﻨﻲ‬٣
.‫ﻤﺩﺒﻭﻟﻲ‬
‫ ﺍﻟـﺩﺍﺭ ﺍﻟﺩﻭﻟﻴـﺔ ﻟﻠﻨﺸـﺭ‬،‫ ﺍﻟﻘـﺎﻫﺭﺓ‬،‫ ﺍﻟﻤﺠﻠﺩ ﺍﻟﺜـﺎﻨﻲ‬،‫ ﺫﺨﻴﺭﺓ ﻋﻠﻡ ﺍﻟﻨﻔﺱ‬:(١٩٨٨) ‫( ﻜﻤﺎل ﺩﺴﻭﻗﻲ‬٤
.‫ﻭﺍﻟﺘﻭﺯﻴﻊ‬
‫ ﻤﺅﺴﺴـﺔ‬،‫ ﻤﺭﻜﺯ ﺘﻌﺭﻴﺏ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺼـﺤﻴﺔ‬،‫ﻤﻌﺠﻡ ﻤﺼﻁﻠﺤﺎﺕ ﺍﻟﻁﺏ ﺍﻟﻨﻔﺴﻲ‬: ‫( ﻟﻁﻔﻲ ﺍﻟﺸﺭﺒﻴﻨﻲ‬٥
.‫ﺍﻟﻜﻭﻴﺕ ﻟﻠﺘﻘﺩﻡ ﺍﻟﻌﻠﻤﻲ‬
6) Alloy, L. and Riskind, J. (2005): Cognitive Vulnerability Emotional
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21) Fishser, J. and Corcoran, K. (2007):P Measures for Clinical Practice
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
 ‫‪ ‬‬
‫ﻗﻴــــﺎﺱ ﺍﻟﻜﻤــــﺎﻟﻴــﺔ‬
‫‪PT‬‬
‫‪ ‬‬
‫ﺳﺎﻣﻴﺔ ﳏﻤﺪ ﺻﺎﺑﺮ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻨﺒﻲ‬
‫ﻣﺪرس اﻟﺼﺤﺔ اﻟﻨﻔﺴﯿﺔ‬
‫ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ ﺑﺒﻨﮫﺎ‬

‫ﺍﻟﺸﻌﺒﺔ‪:‬‬ ‫ﺍﻟﺠﻨﺱ‪:‬‬ ‫ﺍﻟﺴﻥ‪:‬‬ ‫ﺍﻻﺴــــﻡ‪:‬‬

‫ﻓﻴﻤﺎ ﻴﻠﻲ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ‪ ،‬ﻭﺍﻟﻤﻁﻠﻭﺏ ﻗﺭﺍﺀﺓ ﻜل ﻋﺒﺎﺭﺓ‪ ،‬ﻭﻭﻀﻊ ﻋﻼﻤﺔ )‪ (P‬ﺃﻤﺎﻡ‬
‫ﺍﻹﺠﺎﺒﺔ ﺍﻟﺘﻲ ﺘﻨﻁﺒﻕ ﻋﻠﻴﻙ ﻭﺘﻌﺒﺭ ﻋﻥ ﺭﺃﻴﻙ‪.‬‬
‫ﻻ‬ ‫ﻨﻌـﻡ ﺃﺤﻴﺎﻨﺎﹰ‬ ‫ﺍﻟﻌﺒــــــــﺎﺭﺓ‬ ‫ﻡ‬
‫ﺃﻨﺎ ﻨﺎﺠﺢ ﻓﻲ ﻜل ﺸﻲﺀ ﺃﻗﻭﻡ ﺒﻪ ﺩﺍﺌﻤﺎﹰ‪.‬‬ ‫‪١‬‬
‫ﺃﺤﺏ ﺃﻥ ﺃﻜﻭﻥ ﺍﻟﻤﺘﺤﻜﻡ ﻭﺍﻟﻤﺴﻴﻁﺭ ﻓﻲ ﻤﺠﺭﻴﺎﺕ ﺍﻷﻤﻭﺭ‪.‬‬ ‫‪٢‬‬
‫ﺇﺫﺍ ﻓﺸﻠﺕ ﻓﺴﻭﻑ ﺃﻓﻘﺩ ﺍﺤﺘﺭﺍﻡ ﺍﻵﺨﺭﻴﻥ ﻭﺤﺒﻬﻡ‪.‬‬ ‫‪٣‬‬
‫ﻴﺘﻭﻗﻊ ﺍﻟﻤﺤﻴﻁﻭﻥ ﺒﻲ ﺃﻥ ﺃﺘﻔﻭﻕ ﻓﻲ ﻜل ﺸﻲﺀ ﺃﻓﻌﻠﻪ‪.‬‬ ‫‪٤‬‬
‫ﺃﺤﺏ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻋﻠﻰ ﻭﺃﻜﺭﻩ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻗل ﻓﻲ ﺇﻨﺠﺎﺯ ﺃﻋﻤﺎﻟﻲ‪.‬‬ ‫‪٥‬‬
‫ﺃﺸﻌﺭ ﻜﺜﻴﺭﺍﹰ ﺒﺄﻨﻲ ﺃﻗل ﻤﻥ ﺍﻵﺨﺭﻴﻥ‪.‬‬ ‫‪٦‬‬
‫ﺃﻨﺸﺩ ﺍﻷﻓﻀل ﺩﺍﺌﻤﺎﹰ‪ ،‬ﻭﺃﺘﻭﻗﻊ ﺃﻥ ﺃﺼل ﺇﻟﻴﻪ‪.‬‬ ‫‪٧‬‬
‫ﻴﻨﺯﻋﺞ ﺍﻵﺨﺭﻭﻥ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻋﻨﺩﻤﺎ ﺃﻓﺸل ﺃﻭ ﺃﺨﻁﺊ‪.‬‬ ‫‪٨‬‬
‫ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﻜل ﺸﻲﺀ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﺘﺎﻤﺎﹰ ﻭﻜﺎﻤﻼﹰ‪.‬‬ ‫‪٩‬‬
‫ﺇﺫﺍ ﻓﺸﻠﺕ ﻓﻲ ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺍﻟﻜﻤﺎل ﻓﻠﻥ ﺃﺤﺎﻭل ﻤﺭﺓ ﺃﺨﺭﻯ‪.‬‬ ‫‪١٠‬‬
‫ﺃﺴﺭﺘﻲ ﺘﺘﻭﻗﻊ ﺩﺍﺌﻤﺎﹰ ﺃﻥ ﺃﻜﻭﻥ ﻜﺎﻤﻼﹰ ﻭﺘﺎﻤﺎﹰ ﻓﻲ ﺃﻋﻤﺎﻟﻲ‪.‬‬ ‫‪١١‬‬
‫ﺃﺸﻌﺭ ﻜﺜﻴﺭﺍﹰ ﺒﺄﻨﻲ ﺸﺨﺹ ﻤﺘﺸﺎﺌﻡ‪.‬‬ ‫‪١٢‬‬
‫ﺃﻗﺎﺭﻥ ﻨﻔﺴﻲ ﺒﺎﻵﺨﺭﻴﻥ ﺍﻟﺫﻴﻥ ﻫﻡ ﺃﻓﻀل ﻤﻨﻲ‪.‬‬ ‫‪١٣‬‬
‫ﺃﻜﺎﻓﺢ ﺩﺍﺌﻤﺎﹰ ﻟﻜﻲ ﺃﻜﻭﻥ ﺍﻷﻓﻀل‪.‬‬ ‫‪١٤‬‬
‫ﺃﺸﻌﺭ ﺒﺎﻟﻔﺭﺍﻍ ﻭﺍﻟﺨﻭﺍﺀ ﺍﻟﺩﺍﺨﻠﻲ‪.‬‬ ‫‪١٥‬‬
‫ﻻ ﺃﻗﺒل ﻏﻴﺭ ﺍﻟﺘﻤﺎﻡ ﻭﺍﻟﻜﻤﺎل ﻓﻲ ﻜل ﺸﻲﺀ ﺃﻓﻌﻠﻪ‪.‬‬ ‫‪١٦‬‬
‫ﻻ ﺃﺸﻌﺭ ﺒﺄﻨﻲ ﺭﺍﺽ ﻭﺴﻌﻴﺩ ﻋﻨﺩﻤﺎ ﺃﺤﻘﻕ ﺃﻫﺩﺍﻓﻲ‪.‬‬ ‫‪١٧‬‬
‫ﺃﻨﺎ ﻨﺎﺠﺢ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ‪.‬‬ ‫‪١٨‬‬
‫ﺃﺭﻓﺽ ﻭﻻ ﺃﻗﺒل ﺍﻷﺨﻁﺎﺀ‪.‬‬ ‫‪١٩‬‬

‫‪‬‬
‫ﻻ‬ ‫ﻨﻌـﻡ ﺃﺤﻴﺎﻨﺎﹰ‬ ‫ﺍﻟﻌﺒــــــــﺎﺭﺓ‬ ‫ﻡ‬
‫ﺃﺸﻌﺭ ﺒﺎﻟﺫﻨﺏ ﻜﺜﻴﺭﺍﹰ ﺤﻴﻨﻤﺎ ﺃﺅﺩﻱ ﻋﻤﻼﹰ ﺩﻭﻥ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﻤﺘﺎﺯ‪.‬‬ ‫‪٢٠‬‬
‫ﻜﺜﻴﺭﺍﹰ ﻤﺎ ﺃﺸﻌﺭ ﺒﺎﻟﻜﺭﺍﻫﻴﺔ ﻭﻋﺩﻡ ﺍﻻﺤﺘﺭﺍﻡ ﻟﺫﺍﺘﻲ‪.‬‬ ‫‪٢١‬‬
‫ﺃﻀﻊ ﺃﻫﺩﺍﻓﺎﹰ ﻤﺜﺎﻟﻴﺔ ﻭﺃﻟﺯﻡ ﻨﻔﺴﻲ ﺒﺘﺤﻘﻴﻘﻬﺎ‪.‬‬ ‫‪٢٢‬‬
‫ﺩﺍﺌﻤﺎﹰ ﻻ ﺃﺭﻀﻰ ﻋﻥ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻲ ﻓﻲ ﺍﻷﻋﻤﺎل‪.‬‬ ‫‪٢٣‬‬
‫ﺇﺫﺍ ﻟﻡ ﺃﺼل ﺇﻟﻰ ﺍﻟﻜﻤﺎل ﻭﺍﻟﺘﻤﺎﻡ ﻓﺄﻨﺎ ﻓﺎﺸل‪.‬‬ ‫‪٢٤‬‬
‫ﺃﺸﻌﺭ ﺒﺄﻨﻲ ﻓﻲ ﺤﺎﺠﺔ ﺇﻟﻰ ﺃﻥ ﺃﻜﻭﻥ ﻤﻤﺘﺎﺯﺍﹰ ﻟﻴﺤﺘﺭﻤﻨﻲ ﺍﻵﺨﺭﻭﻥ‪.‬‬ ‫‪٢٥‬‬
‫ﺃﻋﺘﻘﺩ ﺃﻨﻲ ﻤﻬﻤﺎ ﺒﺫﻟﺕ ﻤﻥ ﺠﻬﺩ ﻓﻠﻥ ﺃﻜﻭﻥ ﻜﺎﻤﻼﹰ ﻭﺘﺎﻤﺎﹰ‪.‬‬ ‫‪٢٦‬‬
‫ﻻ ﺃﺘﻘﺒل ﻨﻘﺩ ﺍﻵﺨﺭﻴﻥ ﻟﻲ‪.‬‬ ‫‪٢٧‬‬
‫ﺃﺸﻌﺭ ﺒﻌﺩﻡ ﺍﻟﺭﻀﺎ ﺤﻴﻥ ﻻ ﺃﻋﻤل ﻋﻤﻼ ﻋﻠﻰ ﻨﺤﻭ ﺘﺎﻡ‪.‬‬ ‫‪٢٨‬‬
‫ﺃﻨﺘﻘﺩ ﺍﻵﺨﺭﻴﻥ ﻋﺎﺩﺓ‪.‬‬ ‫‪٢٩‬‬
‫ﻜﺜﻴﺭﺍﹰ ﻤﺎ ﺃﻭﺠﻪ ﺍﻟﻨﻘﺩ ﻟﻨﻔﺴﻲ‪.‬‬ ‫‪٣٠‬‬
‫ﺃﻋﺘﻘﺩ ﺃﻥ ﺍﻵﺨﺭﻴﻥ ﻴﺤﺒﻭﻨﻨﻲ ﺤﺘﻰ ﻟﻭ ﻟﻡ ﺃﻜﻥ ﺍﻷﻓﻀل ﻓﻲ ﻜل ﺸﻲﺀ‪.‬‬ ‫‪٣١‬‬
‫ﺃﺸﻌﺭ ﻜﺜﻴﺭﺍﹰ ﺒﺎﻟﻌﺩﺍﺌﻴﺔ "ﺍﻟﻌﺩﻭﺍﻨﻴﺔ" ﺘﺠﺎﻩ ﺍﻵﺨﺭﻴﻥ‪.‬‬ ‫‪٣٢‬‬
‫ﺃﺨﺎﻑ ﻭﺃﺨﺸﻰ ﺍﻟﻔﺸل ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ‪.‬‬ ‫‪٣٣‬‬
‫ﺃﺘﻭﻗﻊ ﻤﻥ ﺃﺼﺩﺍﻗﺎﺌﻲ ﺃﺩﺍﺀ ﺍﻷﻋﻤﺎل ﻋﻠﻰ ﻨﺤﻭ ﻜﺎﻤل ﻭﺘﺎﻡ‪.‬‬ ‫‪٣٤‬‬
‫ﻻﺒﺩ ﺃﻥ ﺃﻋﻤل ﺠﻴﺩﺍﹰ ﻤﻥ ﺃﺠل ﺇﺴﻌﺎﺩ ﺍﻵﺨﺭﻴﻥ‪.‬‬ ‫‪٣٥‬‬
‫ﺃﺤﺴﻥ ﺃﺩﺍﺀ ﻋﻨﺩﻱ ﻻ ﻴﻜﻭﻥ ﻜﺎﻓﻴﺎﹰ؛ ﻷﻥ ﻫﻨﺎﻙ ﻤﺎ ﻫﻭ ﺃﻓﻀل‪.‬‬ ‫‪٣٦‬‬
‫ﺃﺘﻭﻗﻊ ﻤﻥ ﺍﻵﺨﺭﻴﻥ ﺃﺩﺍﺀ ﺃﻋﻤﺎﻟﻬﻡ ﺩﺍﺌﻤﺎﹰ ﻋﻠﻰ ﻨﺤﻭ ﻤﻤﺘﺎﺯ‪.‬‬ ‫‪٣٧‬‬
‫ﻻ ﺃﺴﺘﻁﻴﻊ ﺃﻥ ﺃﺤﻘﻕ ﻜل ﺘﻭﻗﻌﺎﺕ ﺍﻵﺨﺭﻴﻥ‪.‬‬ ‫‪٣٨‬‬
‫ﻟﻭ ﻜﻨﺕ ﻤﺴﺌﻭﻻﹰ‪ ،‬ﻓﺈﻥ ﺍﻟﺠﻤﻴﻊ ﻴﺠﺏ ﺃﻥ ﻴﻨﺠﺯ ﺍﻷﻋﻤﺎل ﻋﻠﻰ ﻨﺤﻭ ﺘﺎﻡ‪.‬‬ ‫‪٣٩‬‬
‫ﺃﺸﻌﺭ ﺒﺄﻥ ﺍﻵﺨﺭﻴﻥ ﻴﻁﻠﺒﻭﻥ ﻤﻨﻲ ﻤﺴﺘﻭﻴﺎﺕ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻷﺩﺍﺀ‪.‬‬ ‫‪٤٠‬‬
‫ﺃﺤﺏ ﺃﻥ ﻴﻜﻭﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻤﻘﺭﺒﻭﻥ ﺇﻟﻰ‪ ‬ﻨﺎﺠﺤﻴﻥ‪.‬‬ ‫‪٤١‬‬
‫ﺃﺸﻌﺭ ﺒﺎﻟﻘﻠﻕ ﻭﺍﻟﺘﻭﺘﺭ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻗﺒل ﺍﻟﺒﺩﺀ ﻓﻲ ﻋﻤل ﻤﺎ‪.‬‬ ‫‪٤٢‬‬
‫ﻜﺜﻴﺭﺍﹰ ﻤﺎ ﺃﺸﻌﺭ ﺒﺎﻟﻭﺤﺩﺓ ﻭﺍﻟﻌﺯﻟﺔ‪.‬‬ ‫‪٤٣‬‬
‫ﺃﺨﺎﻑ ﺍﻟﻨﺠﺎﺡ ﻷﻨﻲ ﺃﺨﺸﻰ ﻋﺩﻡ ﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻴﻪ ﻭﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻴﻪ‪.‬‬ ‫‪٤٤‬‬

‫‪‬‬

‫‪‬‬
 ‫‪ ‬‬
‫ﺍﺿﻄﺮﺍﺑــﺎﺕ ﺍﻷﻛــــﻞ‬
‫‪EDT‬‬
‫‪‬‬
‫ﺳﺎﻣﻴﺔ ﳏﻤﺪ ﺻﺎﺑﺮ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻨﺒﻲ‬
‫ﻣﺪرس اﻟﺼﺤﺔ اﻟﻨﻔﺴﯿﺔ‬
‫ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ ﺑﺒﻨﮫﺎ‬

‫اﻟﻮزن‪:‬‬ ‫اﻟﻄﻮل‪:‬‬ ‫اﻟﺠﻨﺲ‪:‬‬ ‫اﻟﺴﻦ‪:‬‬ ‫اﻻﺳــــﻢ‪:‬‬

‫ﻓﻴﻤﺎ ﻴﻠﻲ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ‪ ،‬ﻭﺍﻟﻤﻁﻠﻭﺏ ﻗﺭﺍﺀﺓ ﻜل ﻋﺒﺎﺭﺓ‪ ،‬ﻭﻭﻀﻊ ﻋﻼﻤﺔ )‪ (P‬ﺃﻤﺎﻡ‬
‫ﺍﻹﺠﺎﺒﺔ ﺍﻟﺘﻲ ﺘﻨﻁﺒﻕ ﻋﻠﻴﻙ ﻭﺘﻌﺒﺭ ﻋﻥ ﺭﺃﻴﻙ‪.‬‬
‫ﻻ‬ ‫ﻨﻌـﻡ ﺃﺤﻴﺎﻨﺎﹰ‬ ‫ﺍﻟﻌﺒــــــــﺎﺭﺓ‬ ‫ﻡ‬
‫ﺃﻨﺯﻋﺞ ﻋﻨﺩﻤﺎ ﻴﺯﺩﺍﺩ ﻭﺯﻨﻲ‪.‬‬ ‫‪١‬‬
‫ﺃﺘﻌﻤﺩ ﺍﻟﺘﻘﻴﺅ ﻋﻘﺏ ﺍﻷﻜل ﺤﺘﻰ ﻻ ﻴﺯﺩﺍﺩ ﻭﺯﻨﻲ‪.‬‬ ‫‪٢‬‬
‫ﺃﺘﻨﺎﻭل ﻜﻤﻴﺎﺕ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻟﻁﻌﺎﻡ ﻋﻨﺩﻤﺎ ﺃﻜﻭﻥ ﺒﻤﻔﺭﺩﻱ ﻭﻻ ﻴﺭﺍﻨﻲ ﺃﺤﺩ‪.‬‬ ‫‪٣‬‬
‫ﺃﻓﻀل ﺃﻥ ﺘﻜﻭﻥ ﻤﻌﺩﺘﻲ ﻓﺎﺭﻏﺔ‪.‬‬ ‫‪٤‬‬
‫ﺃﺘﺠﻨﺏ ﺘﻨﺎﻭل ﺍﻟﻁﻌﺎﻡ ﺍﻟﺫﻱ ﻴﺤﺘﻭﻯ ﻋﻠﻰ ﺍﻟﻨﺸﻭﻴﺎﺕ ﻭﺍﻟﺩﻫﻭﻥ‪.‬‬ ‫‪٥‬‬
‫ﺃﻓﺭﻁ ﻓﻲ ﺘﻨﺎﻭل ﺍﻟﻁﻌﺎﻡ ﻋﻨﺩﻤﺎ ﺃﺘﻭﺘﺭ ﺃﻭ ﺃﻜﺘﺌﺏ‪.‬‬ ‫‪٦‬‬
‫ﺃﺘﻨﺎﻭل ﻜﻤﻴﺎﺕ ﻗﻠﻴﻠﺔ ﻤﻥ ﺍﻟﻁﻌﺎﻡ‪.‬‬ ‫‪٧‬‬
‫ﺃﺸﻌﺭ ﺒﺄﻥ ﺍﻷﻜل ﻴﺘﺤﻜﻡ ﻓﻲ ﺤﻴﺎﺘﻲ‪.‬‬ ‫‪٨‬‬
‫ﺃﺘﺒﻊ ﻨﻅﺎﻤﺎﹰ ﻏﺫﺍﺌﻴﺎﹰ ﻗﺎﺴﻴﺎﹰ )ﺭﻴﺠﻴﻡ( ﺤﺘﻰ ﻻ ﻴﺯﺩﺍﺩ ﻭﺯﻨﻲ‪.‬‬ ‫‪٩‬‬
‫‪ ١٠‬ﺃﺤﺴﺏ ﺩﺍﺌﻤﺎﹰ ﺍﻟﺴﻌﺭﺍﺕ ﺍﻟﺤﺭﺍﺭﻴﺔ ﻟﻠﻁﻌﺎﻡ ﺍﻟﺫﻱ ﺃﺘﻨﺎﻭﻟﻪ‪.‬‬
‫‪ ١١‬ﺃﺸﻌﺭ ﺒﺎﻟﺫﻨﺏ ﻋﻨﺩﻤﺎ ﺃﻓﺭﻁ ﻓﻲ ﺍﻟﻁﻌﺎﻡ‪.‬‬
‫‪ ١٢‬ﺤﻴﻨﻤﺎ ﺃﺘﻨﺎﻭل ﺍﻟﻁﻌﺎﻡ ﻻ ﺃﺴﺘﻁﻴﻊ ﺍﻟﺴﻴﻁﺭﺓ ﻭﺍﻟﺘﺤﻜﻡ ﻓﻰ ﻨﻔﺴﻲ ﻜﻲ ﺃﺘﻭﻗﻑ ﻋﻥ ﺍﻟﻁﻌﺎﻡ‪.‬‬
‫‪ ١٣‬ﺃﺸﻌﺭ ﺒﺄﻨﻨﻲ ﺒﺩﻴﻥ )ﺴﻤﻴﻥ( ﺒﻴﻨﻤﺎ ﺍﻵﺨﺭﻭﻥ ﻴﺭﻭﻨﻨﻲ ﺭﻓﻴﻌﺎﹰ‪.‬‬
‫‪ ١٤‬ﺃﻨﺎ ﻏﻴﺭ ﺭﺍﺽ ﻋﻥ ﺠﺴﻤﻲ‪.‬‬
‫‪ ١٥‬ﺃﺘﻨﺎﻭل ﺍﻟﻁﻌﺎﻡ ﺒﻴﻥ ﺍﻟﻭﺠﺒﺎﺕ‪.‬‬
‫‪ ١٦‬ﺃﺸﻌﺭ ﺒﺎﻟﺫﻨﺏ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻋﻨﺩﻤﺎ ﻴﺯﺩﺍﺩ ﻭﺯﻨﻲ‪.‬‬
‫‪ ١٧‬ﻴﺸﻐﻠﻨﻲ ﺍﻟﻁﻌﺎﻡ ﻭﺃﻓﻜﺭ ﻓﻴﻪ ﻁﻭﺍل ﺍﻟﻭﻗﺕ‪.‬‬
‫‪ ١٨‬ﻤﺯﺍﺠﻲ ﺩﺍﺌﻤﺎﹰ ﻤﺘﻐﻴﺭ‪.‬‬
‫‪ ١٩‬ﻋﻨﺩﻤﺎ ﻴﺯﺩﺍﺩ ﻭﺯﻨﻰ ﺃﻗﻠﻕ ﺒﺸﺩﺓ‪.‬‬

‫‪‬‬
‫ﻻ‬ ‫ﻨﻌـﻡ ﺃﺤﻴﺎﻨﺎﹰ‬ ‫ﺍﻟﻌﺒــــــــﺎﺭﺓ‬ ‫ﻡ‬
‫‪ ٢٠‬ﻴﺸﻐﻠﻨﻲ ﻓﻜﺭﺓ ﺃﻥ ﺃﻜﻭﻥ ﺭﻓﻴﻊ ﺍﻟﻘﻭﺍﻡ‪.‬‬
‫‪ ٢١‬ﺃﻋﺎﻨﻲ ﻤﻥ ﺍﻟﻨﺤﺎﻓﺔ ﺍﻟﺸﺩﻴﺩﺓ‪.‬‬
‫‪ ٢٢‬ﻴﺘﻨﺎﻗﺹ ﻭﺯﻨﻲ ﺒﺼﻔﺔ ﻤﺴﺘﻤﺭﺓ‪.‬‬
‫‪ ٢٣‬ﺃﺘﻨﺎﻭل ﺒﺴﺭﻋﺔ ﻜﻤﻴﺎﺕ ﻜﺒﻴﺭﺓ ﻭﺯﺍﺌﺩﺓ ﻤﻥ ﺍﻟﻁﻌﺎﻡ‪.‬‬
‫‪ ٢٤‬ﺃﻤﺘﻨﻊ ﻋﻥ ﺘﻨﺎﻭل ﺍﻟﻁﻌﺎﻡ ﻋﻨﺩﻤﺎ ﺃﺤﺱ ﺒﺎﻟﺠﻭﻉ‪.‬‬
‫‪ ٢٥‬ﻭﺯﻨﻲ ﺃﻗل ﻤﻥ ﺍﻟﻭﺯﻥ ﺍﻟﻁﺒﻴﻌﻲ‪.‬‬
‫ﺃﻗﻭﻡ ﺒﺈﻨﻘﺎﺹ ﻭﺯﻨﻲ ﺒﺎﺴﺘﺨﺩﺍﻡ ‪ :‬ﺤﺒﻭﺏ ﺍﻟﺘﺨﺴﻴﺱ ﺃﻭ ﻤﺩﺭﺍﺕ ﺍﻟﺒـﻭل ﺃﻭ ﺍﻟﻤﻠﻴﻨـﺎﺕ ﺃﻭ‬
‫‪٢٦‬‬
‫ﻤﻤﺎﺭﺴﺔ ﺍﻟﺭﻴﺎﻀﺔ‪.‬‬
‫‪ ٢٧‬ﻜﺜﻴﺭﺍﹰ ﻤﺎ ﻴﺸﻐﻠﻨﻲ ﺍﻟﺘﻔﻜﻴﺭ ﻓﻰ ﻭﺯﻨﻲ‪.‬‬
‫‪ ٢٨‬ﺘﻨﻘﻁﻊ ﺍﻟﺩﻭﺭﺓ ﺍﻟﺸﻬﺭﻴﺔ ﺜﻼﺙ ﻤﺭﺍﺕ ﻤﺘﺘﺎﻟﻴﺔ‪) .‬ﻟﻺﻨﺎﺙ ﻓﻘﻁ(‪.‬‬

‫‪‬‬
Title: The Relationships Among Perfectionism ,
and Eating Disorders to a Sample of University Students .
Auther: Dr. Samia Mohammad Saber Abdul-Naby
Affilliation : Department of Mental Hygiene ,
Faculty of Education , Benha University , Egypt

Abstract :
The present study aimed at examining the nature of The relation-
ships among perfectionism , and eating disoders to a sample of university
students (males and females) and also amied at investigating the differ-
ences between the two sexes on perfectionism and eating disorders. The
sample of study consists of students of faculty of education. perfectionism
test and eating disorders test are applied on the sample. the results indi-
cated that there is positive correlation relationship between perfectionism
and eating disorders. the results also showed that there are differences be-
tween the two sexes concerned with the level of perfectionism to the fe-
males. and there are also differences between the two sexes concerned
with the level of eating disorders to the females.

