الفروق بين المستقلين والمعتمدين ادراكياً في أداء الكتابة الناقدة بمقرر علم النفس الجنائي لدى طلاب جامعة بورسعيد | ||||
المجلة العربية للعلوم التربوية والنفسية | ||||
Volume 6, Issue 29, September 2022, Page 177-204 PDF (838.15 K) | ||||
Document Type: المقالة الأصلية | ||||
DOI: 10.21608/jasep.2022.258812 | ||||
View on SCiNiTO | ||||
Authors | ||||
محمود علي موسى1; محمد نايف أبوعكر2 | ||||
1أستاذ علم النفس التربوي المساعد - كلية التربية، جامعة قناة السويس | ||||
2دكتوراة المناهج وطرق تدريس لغة عربية - كلية التربية، جامعة قناة السويس | ||||
Abstract | ||||
هدفت الدراسة إلى التعرف على الفروق بين المستقلين والمعتمدين على المجال الادراكي في أداء الكتابة الناقدة لدى طلاب كلية الآداب جامعة بورسعيد. اختيرت عينة الدراسة بصورة مقصودة بلغت 134 طالب وطالبة. أعلم جميع الطلاب بالغرض من التجربة البحثية التي أجريت عليهم. أخبر جميع الطلاب أن درجاتهم لن تتأثر بأدائهم على التجربة. اختير مقرر علم النفس الجنائي لمبررات منها أنه مقرر اجتماعي فلسفي يمكن صياغة مشكلات جدلية له، كما أن القضايا المدروسة هي قضايا حياتية يراها المتعلم ويستمع إليها بوسائل الاعلام. اعتمدت الدراسة على المنهج الوصفي التحليلي (تحليل المضمون). استخدمت الدراسة مقياس الأساليب المعرفية لــ Fuhrmann & Jacobs (1980). كما قدرت درجات أداء الكتابة الناقدة عن طريق تحليل المضمون في ضوء معايير وأداءات. واستعان الباحثان باثنين من الزملاء لتقدير درجات الطلاب بعيداً عن التحيز. استخدم الوسيط الحسابي لدرجات الطلاب في تقسيم الطلاب إلى مستقلين ومعتمدين على المجال الادراكي بحيث الطلاب المرتفعين يكونوا مستقلين. وأسفرت النتائج عن عدم وجود اختلاف بين الجنسين في أداء الكتابة الناقدة. كما أسفرت النتائج عن عدم وجود فروق بين المستقلين والمعتمدين على المجال الادراكي في الكتابة الناقدة. كما أثبتت الدراسة أن أداء الطلاب في الكتابة الناقدة اعتمد على تناوب الاسلوبين كمكملين. كما أكدت الدراسة سيادة النمط الاستقلالي نسبياً نتيجة زيادة فترة الممارسة والتدريب. | ||||
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