بنية الفضائل وقوي الخُلُق الإنسانية وعلاقتهما بالاندماج الأکاديمي لدى طلاب الجامعة Structure Of Virtues and Character Strengths And Its Relationships With Academic Engagement Among College Students | ||||
التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||||
Article 3, Volume 35, 169 جزء 3, July 2016, Page 107-191 | ||||
Document Type: بحوث فی مجال علم النفس والصحة النفسیة | ||||
DOI: 10.21608/jsrep.2016.48756 | ||||
View on SCiNiTO | ||||
Author | ||||
تامر شوقي إبراهيم | ||||
مدرس علم النفس التربوي کلية التربية جامعة عين شمس | ||||
Abstract | ||||
هدفت الدراسة الحالية إلى فحص البنية العاملية للفضائل وقوي الخُلُق الإنسانية, والکشف عن علاقتها بالاندماج الأکاديمي ( الأبعاد والدرجة الکلية), وکذلک الکشف عن بروفيلات طلاب الجامعة في الفضائل الخُلُقية الست, والفروق بين الذکور والإناث في قوي الخُلُق, والکشف عن قوي الخُلُق الأکثر والأقل انتشارا لدي عينتي الذکور والإناث, بالإضافة إلى الکشف عن قوي الخُلُق المنبئة بالاندماج الأکاديمي. وتألفت العينة من (570) طالبا جامعيا (تراوحت أعمارهم من 19 حتى 24 سنة, م للعمر = 21.068, ع = 0.881؛ (130) ذکرا بنسبة 22.8 % ", (440 ) أنثي بنسبة 77.2% ). وطبق عليهم کل من مقياس قوي الخُلُق الفعالة ( إعداد الباحث), ومقياس الاندماج الأکاديمي ( إعداد الباحث) . ومن خلال استخدام الأساليب الإحصائية ( التحليل العاملي الاستکشافي, وتحليل التجمع بطريقة متوسطات التجمعات, واختبار "ت", وتحليل الانحدار التدريجي), کشفت النتائج عن : أن کل فضيلة تضمنت عدة عوامل (قوي خلق ) مختلفة, فتضمنت فضيلة الحکمة والمعرفة قوتي خلق هما(الإبداع وحب الاستطلاع), وتضمنت فضيلة الشجاعة أربع قوي خلق هي (المثابرة والنشاط والصدق والجرأة), بينما شملت فضيلة الإنسانية ثلاث قوي خلق هي(العطف ومحبة الآخرين والذکاء الاجتماعي), واحتوت فضيلة العدالة على أربع قوي خلق هي (النزاهة والانتماء للجماعة واحترام الآخرين والقيادة), وتضمنت فضيلة الزهد ثلاث قوي خلق هي (تنظيم الذات والتسامح والتواضع), وتکونت فضيلة التسامي من خمس قوي خلق هي (الرجاء والفکاهة والتدين وتقدير الجمال والعرفان). ووجد بروفيلان لطلاب الجامعة في الفضائل الست, البروفيل الأول (ن =338) طالباً ويحتل أفراده مستويات مرتفعة في الفضائل الست , أما البروفيل الثاني (ن=232) طالبا فيحتل أفراده مستويات منخفضة في نفس الفضائل السابقة. کما وجُدت فروق دالة إحصائياً بين الذکور والإناث لصالح الذکور في قوي الخُلُق التالية (الإبداع وحب الاستطلاع والمثابرة والنشاط والذکاء الاجتماعي والجرأة وتنظيم الذات , والرجاء). وتوجد أوجه تشابه في قوي الخُلُق الأکثر انتشارا , والأقل انتشارا في عينتي الذکور والإناث بحيث تضمنت قوي الخُلُق الأکثر انتشارا (الإبداع وتنظيم الذات وحب الاستطلاع والأمل والنشاط ), أما قوي الخُلُق الأقل انتشارا فتضمنت (الصدق والقيادة واحترام الآخرين والجرأة والعمل بروح الفريق). تضمنت قوي الخُلُق المنبئة بالاندماج المعرفي (تنظيم الذات والنشاط والقيادة والمثابرة والفکاهة "بشکل عکسي" وتقدير الجمال), أما قوي الخُلُق المنبئة بالاندماج الوجداني فهي (تقدير الجمال والحب والعرفان والفکاهة"بشکل عکسي"), وکانت قوي الخُلُق المنبئة بالاندماج الأکاديمي (کدرجة کلية) هي (تنظيم الذات وتقدير الجمال والقيادة والنشاط والمثابرة والتدين والفکاهة"بشکل عکسي"). Abstract: The main objective of the current study is to explore factorial structure of virtues and character strengths and its relationship with academic engagement among college students. This study arose as a result of the lake of studies of virtues and character strengths in recent the Arabic psychological literature, the need for studying virtues and character strengthsand its relationship with academic engagement an urgent need. Subjects: The participants of the current study were selected from the faculty of Education – Ain Shams University. The basic sample consisted of (570) participants (130 males, 440 females). Tools : Tow scales were administered: Character Strengths Scale , Academic Engagement Scale. Statistics: The researcher has used Exploratory factor analysis, Cluster analysis, T test, & Regression analysis. Some results indicated that: there are evidence for a six-dimensional model for vertues. There are statistically significant differences in some character strengths due to gender in favor of males. The highest rated strengths were creativity, self- regulation, curiosity, hope, & zest, and the lowest (in order from the bottom) were honesty, leadership, others respect , bravery, & teamwork. academic engagement was predicted by self-regulation, appreciation of beauty and excellence, leadership, zest, perseverance, religiousness, & Humor. | ||||
Keywords | ||||
بيئة الفضائل وقوى الخلق; الاندماج الأکاديمي Virtues and Character Strengths- Academic Engagement | ||||
References | ||||
المراجع :
10. Brdar, I., Anić, P., & Rijavec, M. (2011). Character strengths and well-being: Are there gender differences? The British Journal of Psychiatry, 3,145-156. 11. Constantin,, T., Holman, A., & Hojbotă, A. M.(2011). Development and validationof a motivational persistence scale. Psihologija , 45 , 99–120. 12. Duckworth, A. L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 9, 1087-1101. 13. Elliott, J. C (2010). Humility: Development and analysis of a scale. Doctoral dissertation. University of Tennessee, Knoxville, U S A.
15. FitzSimons, E. (2014). Character education: A role for literature in cultivating character strengths in adolescence. In M. A. White,& A. S. Murray, (Eds.), Evidence-based approaches in positive education implementing a strategic framework for well-being in schools, (ch.7,pp. 135-150).Springer. 16. Greene, J. A. & Brown, S. C.(2009). The wisdom development scale: further validity investigations. The International Journal of Aging and Human Development, 68(4), 289-320. 17. Hahn, M. H., Choi, D. Y.,& Lee, K. C.(2013). An empirical analysis of the effect of social and emotional intelligence on individual creativity through exploitation and exploration. In K. C. Lee (Ed.), Digital Creativity: individuals, groups, and organizations (pp. 79 – 98) . New York: Springer. 18. Hardt, J. Schultz, S. , Xander, C., Becker , G., & Dragan, M. (2012) . The spirituality questionnaire: Core dimensions of spirituality. Psychology, 3, 116 – 122. 19. Hartnett, J. J.,& Terranova, P.(1991). A note on the people survey : An assessment of the reliability and validity of the honesty scale. The Journal of Psychology, 125, 493 – 496.
21. Kashdan, T. B., Rose, P., & Fincham, F. D. (2004). Curiosity and exploration: Facilitating positive subjective experiences and personal growth opportunities. Journal of Personality Assessment, 82, 291-305. 22. Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman domains of creativity scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts,6, 298-308. 23. Keyes, C. L. M., Fredrickson, B. L., & Park, N. (2011). Positive psychology and the quality of life. In K. Land ( Ed.) Social indicators and quality of life studies(Ch.5,pp. 99-112 ). New York: Springer. 24. Leary,M. R., Kelly , K. M., Cottrell , C. A.,& Schreindorfer, L. S.(2013) . Construct validity of the need to belong scale: Mapping the nomological network. Journal of Personality Assessment, 95, 610-624. 25. Lounsbury, J. W., Fisher, L. A., Levy, J. J., & Welsh, D.P.(2009). An investigation of character strengths in relation to the academic success of college students. Individual Differences Research, 7,52-69. 26. Mc Dowell, I. (2006). Measuring health: A guide to rating scales and questionnaires (3rd Ed.). Oxford: University Press. 27. McGrath, R. E. (2013). Scale- and item-level factor analysis of the VIA Inventory of Strengths. Assessment. DOI:10.1177/1073191112450612. 28. National Institute on Aging Working Group. (1999). Multidimensional measurement of religiousness/spirituality for Use in health research. Kalamazoo, MI: John E. Fetzer Institute. 29. Neto, J., Neto, F., & Furnham, A. (2014). Gender and psychological correlates of self-rated strengths among youth. Social Indicators Research,118,315-327. 30. Niemiec, R. M. (2013). VIA character strengths: Research and practice (The first 10 years). In H. H. Knoop & A. Delle Fave (Eds.), Well-being and cultures: Perspectives on positive psychology (pp. 11-30). New York: Springer. 31. Park, N.(2009). Character Strengths (VIA). In S. J. Lopez(Ed), The encyclopedia of positive psychology (pp.135 -141).Oxford: Wiley-Blackwell. 32. Park, N., & Peterson, C. (2009). Strengths of character in schools. In R. Gilman, E. S. Huebner, & M. J. Furlong (Eds.), Handbook of positive psychology in the schools: Promoting wellness in children and youth (pp. 65-76). Mahwah, N J: Erlbaum. 33. Park, N., & Peterson, C., Seligman, M. E. P. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology,23,603-619. 34. Peterson, C., & Park, N., (2004). Classification and measurement of character strengths: Implications for practice In P. A. Linley & S. Joseph (Eds.), Positive psychology in practice (pp.433 - 446). New Jersey: John Wiley & Sons, Inc. 35. Peterson, C., Seligman, M. E. P. (2004). Strengths of character and virtues : A handbook and classification. N. Y. : Oxford University Press, Inc. 36. Pommier, E. A. (2010).The compassion scale. Doctoral dissertation. University of Texas, , USA. 37. Proctor, C., Maltby, J., & Linley, P. A.(2011). Strengths use as a predictor of well-being and health-related quality of life. Journal of Happiness Studies, 12,153 – 169. 38. Quinlan,D, Swain, N., Vella-Brodrick,D. A.(2012). Character strengths interventions: Building on what we know for improved outcomes. Journal of Happiness Studies , 13:1145–1163 39. Rashid, T. & Niemiec, R. M. (2013). Character strengths. In A. Michalos (Ed.), Encyclopedia of quality of life and well-being research(pp.649 – 655). New York: Springer Science & Business Media. 40. Ryan‚ R. M.‚ & Frederick‚ C. M. (1997). On energy‚ personality and health: Subjective vitality as a dynamic reflection of well-being. Journal of Personality‚ 65‚ 529-565. 41. Ryff, C., & Keyes, C. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69, 719–727. 42. Saldaña, O., Escartín, J., Torres, L., Varela-Rey, A., Martín-Peña, J., Rodríguez-Carballeira, A., Jiménez,Y., & Vidal, T. (2014). University students´ strengths associated with an optimal academic and professional performance. Procedia - Social and Behavioral Sciences ,141 , 30 – 34. 43. Samuels, N & Hoxsey,J. (2010). Strength-based assessment for individual and team development : The VIA survey of character. OD Practitioner,42, 12-17. 44. Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 410-421. 45. Shimai,S., Keiko, O, Nansook,P., Christopher, P., & Seligman, M. E. P. (2006) . Convergence of character strengths in American and Japanese young adults. Journal of Happiness Studies, 7:311-322. 46. Shoshani, A., & Slone, M.(2013). Middle school transition from the strengths perspective: Young adolescents’ character strengths, subjective well-being, and school adjustment. Journal of Happiness Studies,14, 1163 – 1181. 47. Snyder, C.R., & Lopez, S. J.(2007). Positive psychology: The scientific and practical explorations of human strengths. California : Sage Publications, Inc. 48. Thorson, J. A., & Powell, F. C. (1993). Sense of humor and dimensions of personality. Journal of Clinical Psychology,49, 799- 809. 49. Weber, M., Wagner, L., & Ruch,W. (2014). Positive feelings at school: on the relationships between students’ character strengths, school-related affect, and school functioning. Journal of Happiness Studies, Advance online publication. doi:10.1007/s10902-014-9597-1. 50. Weber, M., & Ruch, W. (2012). The role of a good character in 12-year-old school children: Do character strengths matter in the classroom?. Child Indicators Research, 5:317–334. 51. White, M. A., & Waters, L. E.(2014). Strengths - based approaches in the classroom and staffroom. In M. A. White,& A. S. Murray, (Eds.), Evidence-based approaches in positive education implementing a strategic framework for well-being in schools, (ch.6,pp. 111-133). New York: Springer.
52. White, M. A., & Waters, L. E.(2014).A case study of ‘The Good School: Examples of the use of Peterson’s strengths-based approach with students. The Journal of Positive Psychology.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4241650/. 53. Wood, A. M., Joseph,S., & Maltby, J.(2009). Gratitude predicts psychological well-being above the big five facets. Personality and individual Differences,46,443- 447.
55. Yamagishi, T. & Yamagishi, M. (1994). Trust and commitment in the United States and Japan. Motivation and Emotion, 18, 129-166.
| ||||
Statistics Article View: 624 |
||||