التحيز المعرفي والامتنان کمنبآت بالصمود الأکاديمي ‏لدى عينة من طلبة المرحلة الثانوية
مصطفى, . (2018). التحيز المعرفي والامتنان کمنبآت بالصمود الأکاديمي ‏لدى عينة من طلبة المرحلة الثانوية. EKB Journal Management System, 37(180 جزء2), 649-708. doi: 10.21608/jsrep.2019.39471
منال محمود محمد مصطفى. "التحيز المعرفي والامتنان کمنبآت بالصمود الأکاديمي ‏لدى عينة من طلبة المرحلة الثانوية". EKB Journal Management System, 37, 180 جزء2, 2018, 649-708. doi: 10.21608/jsrep.2019.39471
مصطفى, . (2018). 'التحيز المعرفي والامتنان کمنبآت بالصمود الأکاديمي ‏لدى عينة من طلبة المرحلة الثانوية', EKB Journal Management System, 37(180 جزء2), pp. 649-708. doi: 10.21608/jsrep.2019.39471
مصطفى, . التحيز المعرفي والامتنان کمنبآت بالصمود الأکاديمي ‏لدى عينة من طلبة المرحلة الثانوية. EKB Journal Management System, 2018; 37(180 جزء2): 649-708. doi: 10.21608/jsrep.2019.39471

التحيز المعرفي والامتنان کمنبآت بالصمود الأکاديمي ‏لدى عينة من طلبة المرحلة الثانوية

التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية)
Article 15, Volume 37, 180 جزء2, October 2018, Page 649-708  XML PDF (879.87 K)
Document Type: بحوث فی مجال علم النفس والصحة النفسیة
DOI: 10.21608/jsrep.2019.39471
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Author
منال محمود محمد مصطفى
أستاذ مساعد علم النفس التربوي - قسم علم النفس التربوي – کلية الدراسات العليا للتربية - جامعة القاهرة
Abstract
هدفت الدراسة إلى تحديد العلاقة بين الصمود الأکاديمي وکلٍّ من الامتنان والتحيز المعرفي لدى عينة من طلبة المرحلة الثانوية، کما هدفت لتحديد إسهام کل من الامتنان وأبعاد التحيز المعرفي في التنبؤ بالصمود الأکاديمي لدى عينة الدراسة، ومعرفة أيٍّ من هذين المتغيرين يتنبأ بدرجة أکبر بالصمود الأکاديمي لدى عينة الدراسة.وقد استخدمت الدراسة الأسلوب الارتباطي التنبؤي لتعرُّفِ نمطَ العلاقة بين متغيرات الدراسة، والتنبؤ بينها. وتکوّنت عينة الدراسة من (115) طالبا وطالبة من طلبة المرحلة الثانوية، وهم الطلبة المقيدون للعام الدراسي 2018/ 2019 الفصل الدراسي الأول، وتم انتقاؤهم بالمعاينة العشوائية البسيطة. وبلغ المتوسط والانحراف المعياري لِعُمرِأفراد العينة (16.26±0.608) عامًا. وأعدت الباحثة کلًا من مقياس الامتنان، ومقياس التحيز المعرفي، من خلال المواقف الحياتية، وتعريب مقياسCassidy (2016) للصمود الأکاديميمن خلال مواقف الحياة. وتوصلت الدراسة إلى أن جميع معاملات ارتباط بيرسون بين متغير الصمود الاکاديمي والتحيز المعرفي وأبعاده (القفزإلىالاستنتاجات، وتحيز جمود المعتقدات، وتحيز الانتباه للمهددات،  والتحيز للعزو الخارجي، والمشکلاتالمعرفيةالاجتماعية، والمشکلاتالمعرفيةالذاتية، والسلوکالآمن) - اتسمت بکونها معاملات ارتباط سالبة، بينما کان معامل ارتباط بين الصمود الأکاديمي والامتنان موجبا، کما تنبأ کل من الامتنان وبُعد القفز إلى الاستنتاجات، وبُعد تحيز جمود المعتقدات، وبُعد التحيز للعزو الخارجي - بالصمود الأکاديمي، وکان الامتنان أقوى منبئ بالصمود الأکاديمي، يليه تحيز جمود المعتقدات، ثم بُعد القفز إلى الاستنتاجات، وبُعد التحيز للعزو الخارجي.
 this study aims to explore the relationship among academic resilience, gratitude and the cognitive bias resilience among sample of secondary students. A second purpose of this study is to determine the contribution of gratitude and the cognitive bias as predictors of the academic resilience and explore which of these two independent variables is more effective in predicting academic resilience among sample of secondary students. The study follows a descriptive approach: specifically, the correlative predictive method in order to shed light on the pattern of relationships holding between the variables of the study, and also predict relations between them. The study sample consisted of (115) secondary school students at the Genius school in Giza Governorate.They are enrolled in the first semester of the academic year 2018/2019, They were selected on the basis of random inspection statistics. The average age and standard deviation of members of the sample are (16.26 ± 0.608) years, respectively. The study used the measure of the Cognitive bias through life positions (Prepared by the researcher) and Measure of gratitudethrough life positions (Prepared by the researcher). Cassidy (2016) translation of academic resilience through life positions, was made by the researcher. The study found that all Pearson correlation coefficients among the academic resilience variable and cognitive bias and its dimensions , jumping to conclusion, belief inflexibility bias, attention for threat bias, external attribution bias, safety behavior, social cognition problems, subjective cognitive problems, Were characterized as negative correlation coefficients, The correlation between academic resilience and gratitude was positive, And the prediction of academic resilience through gratitude and jumping to conclusion, and belief inflexibility bias, and external attribution bias, gratitude was more powerful predictor of academic resilience, followed by belief inflexibility bias, then jumping to conclusion, then external attribution bias.
Supplementary Files
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