‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ‬

‫ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻓﻲ‬
‫ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺩﻤﺸﻕ‬

‫**‬ ‫*‬
‫ﺃ‪.‬ﺩ‪ .‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﺩ‪ .‬ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‬

‫ﺍﻟﻤﻠﺨﺹ‬
‫ﻫﺩﻑ ﺍﻟﺒﺤﺙ ﺇﻟﻰ ﺍﺴﺘﻜﺸﺎﻑ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟـﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ ﻭﻜﻠﻤـﻥ ﺍﻷﻤـل ﺍﻷﻜـﺎﺩﻴﻤﻲ‬
‫ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‪ .‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻤﻥ‬
‫)‪ (330‬ﻁﻠﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﻁﻠﺒﺔ ﺒﻌﺽ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺩﻤﺸﻕ‪ ،‬ﺒﻭﺍﻗـﻊ )‪(150‬‬
‫ﻁﺎﻟﺒﺎﹰ‪ ،‬ﻭ)‪ (180‬ﻁﺎﻟﺒﺔ‪ ،‬ﻤﻨﻬﻡ )‪ (252‬ﻁﺎﻟﺒﹰﺎ ﻋﻠﻤﻴﺎﹰ‪ ،‬ﻭ)‪ (78‬ﻁﺎﻟﺒﹰﺎ ﺃﺩﺒﻴﹰﺎ‪ .‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ‬
‫ﺍﻟﻤﻘﺎﻴﻴﺱ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺍﻻﻜﺘﺌﺎﺏ‪.‬‬
‫ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ‬
‫ﻤﻊ ﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻓﺭﻭﻗﹰﺎ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺒﻴﻥ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ‬
‫ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻟﺼﺎﻟﺢ ﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﻓﻲ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﻭﻟـﺼﺎﻟﺢ‬
‫ﻤﺭﺘﻔﻌﻲ ﺍﻟﺘﺤﺼﻴل ﻓﻲ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ‪،‬ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤـﺼﺎﺌﻴﹰﺎ ﺒـﻴﻥ‬
‫ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ‪ ،‬ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ‬

‫*‬
‫ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ‪ -‬ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ‪ -‬ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪.‬‬
‫**‬
‫ﻗﺴﻡ ﺍﻹﺭﺸﺎﺩ ﺍﻟﻨﻔﺴﻲ )ﺒﺎﺤﺙ ﺃﻭل( ﻗﺴﻡ ﺍﻹﺭﺸﺎﺩ ﺍﻟﻨﻔﺴﻲ )ﺒﺎﺤﺙ ﻤﺸﺎﺭﻙ(‪.‬‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫ﻓﻲ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺘﺒﻴﻥ ﻁﻠﺒﺔ ﺍﻷﺩﺒﻲ ﻭﻁﻠﺒﺔ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺒﻴﻥ ﻁﻠﺒـﺔ‬
‫ﺍﻟﻌﻠﻤﻲ ﻭﻁﻠﺒﺔ ﺍﻷﺩﺒﻲ ﻓﻲ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ‪ ،‬ﻭﺃﻥ ﺘﻔﺎﻋل ﺍﻟﺠﻨﺱ‬
‫ﻭﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ ﻴﻠﻌﺒﺎﻥ ﺩﻭﺭﹰﺍ ﻤﻬﻤﹰﺎ ﻓﻲ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻤﻔﺘﺎﺤﻴﺔ‪ :‬ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﺍﻷﻤل ﺍﻷﻜـﺎﺩﻴﻤﻲ‪ ،‬ﺍﻻﻜﺘﺌـﺎﺏ‪ ،‬ﺍﻟﻁﻠﺒـﺔ ﻤﺭﺘﻔﻌـﻲ‬

‫ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺃﻜﺎﺩﻴﻤﻲ‪ ،‬ﻁﻼﺏ ﺍﻟﻤﺩﺭﺴﺔ ﺜﺎﻨﻭﻴﺔ‪.‬‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﺍﻟﻤﻘﺩﻤﺔ‪:‬‬
‫ﺍﻫﺘﻡ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺱ ﻤﻨﺫ ﻭﻟﻴﻡ ﺠﻴﻤﺱ ﻭﻓﺭﻭﻴﺩ ﻭﻏﻴﺭﻫﻡ ﻤﻥ ﺍﻟﻌﻠﻤﺎﺀ ﺤﺘﻰ ﻴﻭﻤﻨﺎ ﻫـﺫﺍ ﺒﺎﻜﺘـﺸﺎﻑ‬
‫ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﻔﻠﺴﻔﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻓﻲ ﺍﻟﻤﻌﺘﻘﺩﺍﺕ ﺍﻟﺸﺭﻗﻴﺔ ﻜﺎﻟﻬﻨﺩﻭﺴﻴﺔ ﻭﺍﻟﺒﻭﺫﻴﺔ ﻤﻥ ﻤﻨﻅﻭﺭ ﻋﻠﻡ ﺍﻟـﻨﻔﺱ‬
‫ﺍﻟﻐﺭﺒﻲ‪ ،‬ﻭﺨﺼﻭﺼﹰﺎ ﻤﺎ ﻴﺘﻌﻠﻕ ﻤﻨﻬﺎ ﺒﻤﻔﻬﻭﻡ ﺍﻟﺫﺍﺕ ﻭﻋﻼﻗﺔ ﺍﻟﻔﺭﺩ ﺒﺫﺍﺘﻪ ﻭﺍﻵﺨﺭﻴﻥ‪ ،‬ﻋﻠﻰ ﺍﻋﺘﺒـﺎﺭ‬
‫ﺃﻥ ﻫﺫﺍ ﺍﻟﻔﻬﻡ ﺍﻟﺩﻗﻴﻕ ﻟﺒﻨﻴﺔ ﺍﻟﺫﺍﺕ ﻗﺩ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺘﺤﻘﻴـﻕ ﺍﻟـﺼﺤﺔ ﺍﻟﻨﻔـﺴﻴﺔ ﻟﻠﻔـﺭﺩ )ﺃﻨﺠﻠـﺭ‪،‬‬
‫‪ .(1992،389‬ﻭﻗﺩ ﺘﺭﻜﺯ ﻫﺫﺍ ﺍﻻﻫﺘﻤﺎﻡ ﻓﻲ ﺍﻟﻘﺭﻥ ﺍﻟﺤﺎﺩﻱ ﻭﺍﻟﻌﺸﺭﻴﻥ‪ ،‬ﺒﺸﻜل ﻤﺘﺯﺍﻴﺩ ﻤﻥ ﻗﺒـل‬
‫ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺱ ﺍﻟﻐﺭﺒﻴﻴﻥ ﻟﻠﺒﺤﺙ ﻓﻲ ﺩﺭﺍﺴﺔ ﻤﻔﻬﻭﻡ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ ‪ Self–Compassion‬ﻭﻤﻔﻬـﻭﻡ‬
‫ﺍﻟﻴﻘﻅﺔ ﺍﻟﻌﻘﻠﻴﺔ ‪Mindfulness‬ـ ﺍﻟﻠﺫﻴﻥ ﻴﻌﺩﺍﻥ ﻤﻥ ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﺭﺌﻴﺴﺔ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻟﻜﺘﺎﺒﺎﺕ ﺍﻟﺒﻭﺫﻴﺔ‪،‬‬
‫ﻭﺨﺼﻭﺼﹰﺎ ﻓﻴﻤﺎ ﺃﻁﻠﻕ ﻋﻠﻴﻪ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﺒﻭﺫﻱ‪Buddhist Psychology‬ﺍﻟﺫﻱ ﻴﺴﺘﻨﺩ ﺒﺸﻜل ﺨﺎﺹ‬
‫ﻋﻠﻰ ﺘﻘﺎﻟﻴﺩ ﺜﻴﺭﺍﻓﺎﺩ ‪ .Tgeravada1‬ﻓﻔﻲ ﺒﺩﺍﻴﺔ ﺍﻟﻘﺭﻥ ﺍﻟﺤﺎﺩﻱ ﻭﺍﻟﻌﺸﺭﻴﻥ ﻅﻬﺭ ﻤﻔﻬـﻭﻡ ﺍﻟـﺸﻔﻘﺔ‬
‫ﺒﺎﻟﺫﺍﺕ ﻜﻤﻔﻬﻭﻡ ﻤﻥ ﻤﻔﺎﻫﻴﻡ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻭﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻋﻠﻰ ﻴﺩ ﺍﻟﻌﺎﻟﻤﺔ ﺍﻷﻤﺭﻴﻜﻴـﺔ "ﻜﺭﺴـﺘﻴﻥ‬
‫ﻨﻴﻑ")‪ (Neff ،2003,a‬ﺤﻴﺙ ﺍﻋﺘﺒﺭﺘﻪ ﺒﻌﺩﹰﺍ ﺃﺴﺎﺴﻴﹰﺎ ﻤﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺒﻨﺎﺀ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻔﺭﺩ‪ ،‬ﻭﺴﻤﺔ ﻤﻬﻤﺔ ﻤﻥ‬
‫ﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ‪ ،‬ﻭﺤﺎﺠﺯﹰﺍ ﻨﻔﺴﻴﹰﺎ ﻴﺤﺩ ﻤﻥ ﺍﻵﺜﺎﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻷﺤﺩﺍﺙ ﺍﻟﺤﻴﺎﺓ ﺍﻟـﻀﺎﻏﻁﺔ‪،‬‬
‫ﻭﺫﻟﻙ ﻋﻨﺩﻤﺎ ﻴﻌﻴﺵ ﺍﻟﻔﺭﺩ ﺤﺎﻟﺔ ﺍﻟﻔﺸل ﺃﻭ ﻋﺩﻡ ﺍﻟﻜﻔﺎﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻓﻲ ﺤل ﻤﺸﻜﻼﺘﻪ ﺍﻟﺸﺨﺼﻴﺔ‬
‫)‪ .(Neff, et al.,2007,139‬ﻭﻗﺩ ﺍﺨﺘﻠﻑ ﺍﻟﻌﻠﻤﺎﺀ ﻓﻲ ﺘﺤﺩﻴﺩ ﻤﻔﻬﻭﻡ ﺍﻟﺸﻔﻘﺔ؛ ﻓﺒﻌﺽ ﻋﻠﻤﺎﺀ ﺍﻟـﻨﻔﺱ‬
‫ﻨﻅﺭﻭﺍ ﺇﻟﻴﻪ ﻤﻥ ﺯﺍﻭﻴﺔ ﺍﻟﻌﻁﻑ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ ﺒﺎﻋﺘﺒﺎﺭﻩ ﺴﻤﺔ ﺇﻨﺴﺎﻨﻴﺔ ﻟﻔﻬﻡ ﻤﻌﺎﻨـﺎﺓ ﺍﻵﺨـﺭﻴﻥ‪،‬‬
‫ﻭﺍﻟﺭﻏﺒﺔ ﻓﻲ ﻋﻤل ﺃﻱ ﺸﻲﺀ ﻟﻬﻡ‪ ،‬ﻭﺫﻟﻙ ﺒﻬﺩﻑ ﺍﻟﺘﻘﻠﻴل ﻤﻥ ﺸﺩﺓ ﻤﻌﺎﻨﺎﺘﻬﻡ ﻭﺁﻻﻤﻬﻡ‪ .‬ﻭﺘﺭﻯ ﻨﻴﻑ‬
‫ﻭﺒﻴﺘﻤﺎﻥ )‪ (Neff & Pittman, 2010‬ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻤﺸﻔﻘﻴﻥ ﺒﺄﻨﻔﺴﻬﻡ ﻓﻲ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻤﺅﻟﻤﺔ ﻴﺨﺘﻠﻔـﻭﻥ‬
‫ﻋﻥ ﺍﻷﻓﺭﺍﺩ ﻏﻴﺭ ﺍﻟﻤﺸﻔﻘﻴﻥ ﻓﻲ ﺴﻤﺎﺘﻬﻡ ﺍﻟﺸﺨﺼﻴﺔ؛ ﻓﻬﻡ ﺃﻜﺜﺭ ﻤﺭﻭﻨﺔ‪ ،‬ﻭﺃﻜﺜـﺭ ﺍﻨﻔﺘﺎﺤـﹰﺎ ﻋﻠـﻰ‬

‫‪1‬ﻫﻲ ﻋﻘﻴﺩﺓ ﺍﻟﺤﻜﻤﺎﺀ ﻭﺇﺤﺩﻯ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻜﺒﺭﻯ ﻓﻲ ﺍﻟﻌﻘﻴﺩﺓ ﺍﻟﺒﻭﺫﻴﺔ ‪ ،‬ﺍﻟﺘﻲ ﺘﺴﺘﻤﺩ ﺇﻟﻬﺎﻤﻬﺎ ﻤﻥ ﺘﻘﺎﻟﻴﺩ )ﺒﻭﺫﺍ(‬
‫ﻤﻥ ﺨﻼل ﺘﺄﻜﻴﺩﻫﺎ ﻋﻠﻰ ﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺘﻘﺎﻟﻴﺩ ﺍﻟﻤﺜل ﺍﻟﻌﻠﻴﺎ ﻟﻠﺒﻭﺫﻴﺔ ﻓﻲ ﺤﻴﺎﺓ ﺍﻟﺒﺸﺭ‪ ،‬ﻤﻥ ﺃﺠل ﺘﻨﻘﻴﺔ ﺍﻟـﻨﻔﺱ‬
‫ﻟﻠﻭﺼﻭل ﺇﻟﻰ ﺍﻟﺴﻜﻴﻨﺔ ﻭﺍﻟﺴﻼﻡ ﻓﻲ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻭﻫﺫﻩ ﺍﻟﺩﻴﺎﻨﺔ ﻤﻨﺘﺸﺭﺓ ﻓﻲ ﺠﻨﻭﺏ ﺸﺭﻕ ﺃﺴﻴﺎ ﻤﻨﺫ ﻋﺎﻡ‪ 250‬ﻕ‪.‬ﻡ‬
‫ﻭﻓﻲ ﺍﻟﻌﻘﻭﺩ ﺍﻷﺨﻴﺭﺓ ﻤﻥ ﺍﻟﻘﺭﻥ ﺍﻟﻌﺸﺭﻴﻥ ﺍﻨﺘﺸﺭﺕ ﻫﺫﻩ ﺍﻟﺩﻴﺎﻨﺔ ﻓﻲ ﺃﻤﺭﻴﻜﺎ‪.(Oxford Dictionary).‬‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫ﺨﺒﺭﺍﺘﻬﻡ‪ ،‬ﻭﺃﻨﻬﻡ ﺃﻜﺜﺭ ﻋﻘﻼﻨﻴﺔ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﻜل ﺠﻭﺍﻨﺏ ﺍﻟﺨﺒﺭﺓ ﺍﻟﺴﻠﺒﻴﺔ‪ .‬ﻜﻤﺎ ﺃﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‬
‫ﺘﺭﺘﺒﻁ ﺒﺎﻟﺴﻌﺎﺩﺓ‪ ،‬ﻭﺍﻟﺘﻔﺎﺅل‪ ،‬ﻭﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺎﻀﺠﺔ‪ .‬ﻓﺎﻷﻓﺭﺍﺩ ﺍﻟﻤﺸﻔﻘﻭﻥ ﻋﻠﻰ ﺫﻭﺍﺘﻬﻡ ﻋﻨﺩﻤﺎ ﻴﻤﺭ‪‬ﻭﻥ‬
‫ﺒﺨﺒﺭﺍﺕ ﻤﺅﻟﻤﺔ ﺃﻭ ﺤﺎﻻﺕ ﻤﻥ ﺍﻟﻔﺸل‪ ،‬ﻗﺩ ﻴﻨﻅﺭﻭﻥ ﺇﻟﻰ ﺃﻨﻔﺴﻬﻡ ﻨﻅﺭﺓ ﺘﻔﻬﻡ ﻭﺍﻨـﺴﺠﺎﻡ ﻭﻋﻁـﻑ‬
‫ﻻ ﻤﻥ ﺍﻟﻤﺒﺎﻟﻐﺔ ﻓﻲ ﺍﻟﺤﻜﻡ ﺍﻟﻨﻘﺩﻱ ﺃﻭ ﺠﻠﺩ ﺍﻟﺫﺍﺕ ﻟ ‪‬ﻤﺎ ﻴﺤﺩﺙ ﻟﻬﻡ)‪.(Neff, 2003, a, 85-101‬‬
‫ﺒﺩ ﹰ‬
‫ﻜﻤﺎ ﺘﺭﻯ ﻨﻴﻑ ﻭﺒﻴﺘﻤﺎﻥ )‪ (Neff and Pittman,2010‬ﺃﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻗﺩ ﺘﻜـﻭﻥ ﺠﺎﻨﺒـﹰﺎ‬
‫ﻻ ﻋﻠﻰ ﺍﻟﻨﻀﺞ ﺍﻟﺸﺨﺼﻲ‪ .‬ﻜﻤﺎ ﺘﺸﻴﺭ ﺍﻟﺒﺤﻭﺙ ﺇﻟﻰ ﺃﻥ ﺍﻟـﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ‬
‫ﻤﻬﻤﹰﺎ ﻭﻤﺅﺸﺭﹰﺍ ﺩﺍ ﹰ‬
‫ﺘﺭﺘﺒﻁ ﺒﻘﻭﺓ ﺒﺎﻟﺭﻓﺎﻫﻴﺔ ﺍﻟﻌﺎﻁﻔﻴﺔ‪ ،2‬ﻭﺃﻥ ﻟﻬﺎ ﺍﺭﺘﺒﺎﻁﺎﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻜﺒﻴﺭﺓ ﻤﻊ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻌﺎﻁﻔﻲ‪،‬‬
‫ﻭﺍﺭﺘﺒﺎﻁﺎﺕ ﺴﻠﺒﻴﺔ ﻤﻊ ﺍﻟﻨﻘﺩ ﺍﻟﺫﺍﺘﻲ‪ .‬ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ‪ ،‬ﺘﺭﺘﺒﻁ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺒﺩﺭﺠﺎﺕ ﺃﻗـل‬
‫ﺒﺎﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﻭﺴﻭﺍﺴﻴﺔ‪ .‬ﻜﻤﺎ ﺘﺭﺘﺒﻁ ﺇﻴﺠﺎﺒﻴﹰﺎ ﺒﺎﻷﻤل ﻭﺍﻟﺴﻌﺎﺩﺓ ﻭﺍﻟﺘﻔـﺎﺅل‪،‬‬
‫ﻭﺍﻟﺤﻜﻤﺔ ﻭﺍﻟﻔﻀﻭل ﻭﺍﻻﺴﺘﻜﺸﺎﻑ‪ ،‬ﻭﺍﻟﻤﺒﺎﺩﺭﺓ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫ﻭﺇﺫﺍ ﻜﺎﻥ ﻤﻔﻬﻭﻡ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻤﻥ ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﻠﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻓﺈﻨﻪ ﺒﻼ ﺸﻙ ﻴﻤﻜـﻥ ﺃﻥ‬
‫ﻴﻜﻭﻥ ﻟﻪ ﻋﻼﻗﺔ ﻗﻭﻴﺔ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﻨﻔﺴﻲ ﻟـﺩﻯ ﺍﻟﻁـﻼﺏ ﻤﺭﺘﻔﻌـﻲ‬
‫ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﻓﻘﺩ ﺃﺸﺎﺭﺕ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻜﺩﺭﺍﺴﺔ ﻨﻴﻑ ﻭﺁﺨﺭﻭﻥ) ‪Neff, et‬‬
‫‪ (al., 2007‬ﺇﻟﻰ ﻭﺠﻭﺩ ﻤﺜل ﻫﺫﻩ ﺍﻟﻌﻼﻗﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ‪ ،‬ﻭﻋﻼﻗﺔ‬
‫ﺴﻠﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻟﻔﺸل ﺍﻟﺩﺭﺍﺴﻲ‪.‬‬
‫ﻤﺸﻜﻠﺔ ﺍﻟﺒﺤﺙ‪:‬‬
‫ﻴﻌ ﱡﺩ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻤﻥ ﺍﻟﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﺘﻲ ﻨﺎﻟﺕ ﺍﻫﺘﻤﺎﻤﹰﺎ ﻤﻥ ﻗﺒل ﺍﻟﺒـﺎﺤﺜﻴﻥ ﻓـﻲ ﻤﺠـﺎل‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺨﺎﺼﺔ ﻭﺃﻥ ﺍﻟﺘﻁﻭﺭ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻘﻨﻲ ﺍﻟﻬﺎﺌل ﺃﺼﺒﺢ ﻴﻔﺭﺽ ﻋﻠﻴﻨـﺎ‬

‫‪2‬ﻴﺭﺘﺒﻁ ﻫﺫﺍ ﺍﻟﻤﺼﻁﻠﺢ ﺒﺎﻵﺜﺎﺭ ﺍﻟﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ ﺍﻟﺠﺎﻨﺏ ﺍﻹﻴﺠﺎﺒﻲ ﻟﺘﻌﺯﻴﺯ ﺍﻟﻘﺩﺭﺓ ﻋﻠـﻰ ﻤﻭﺍﺠﻬـﺔ ﺍﻟﺘﺤـﺩﻴﺎﺕ‬
‫ﻭﺍﺤﺘﺭﺍﻡ ﺍﻟﺫﺍﺕ ﻓﻲ ﻅل ﻤﻭﺍﺠﻬﺔ ﺍﻟﻔﺭﺩ ﻷﺤﺩﺍﺙ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻀﺎﻏﻁﺔ‪ ،‬ﻜﻤﺎ ﻴﻌﻴﻥ ﻋﺩﻡ ﻏﻴﺎﺏ ﺍﻻﻨﻔﻌﺎﻻﺕ‪ ،‬ﻭﻟﻜﻥ‬
‫ﻴﻌﻨﻲ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﻓﻬﻡ ﻗﻴﻤﺔ ﺍﻻﻨﻔﻌﺎﻻﺕ ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻟﻠﻤﻀﻲ ﻗﺩﻤﹰﺎ ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺇﻴﺠﺎﺒﻴﺔ‪ ،‬ﻭﻫـﺫﺍ ﻤﻤـﺎ‬
‫ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺘﺎﻉ ﺒﺎﻟﺤﻴﺎﺓ‪ ،‬ﻭﺍﻟﺘﻌﺎﻤـل ﻤـﻊ ﺍﻹﺠﻬـﺎﺩ‬
‫ﻭﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺃﻭﻟﻭﻴﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻤﻬﻤﺔ )‪.(Stewat-brewn,1999,173‬‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻤﺭﺩﻭﺩ ﺍﻟﻜﻴﻔﻲ ﻭﻟﻴﺱ ﺍﻟﻜﻤﻲ ﻟﻠﺘﻌﻠﻡ ﻓﻘﻁ‪ .‬ﻓﺎﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻫﻭ ﻤﺎ ﻨﻘﻴﺱ ﺒﻪ ﻤـﺩﻯ‬
‫ﻨﺠﺎﺤﻨﺎ ﻭﻓﺸﻠﻨﺎ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ‪ ،‬ﻓﻬﻭ ﻴﺘﺄﺜﺭ ﺒﺎﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻭﺍﻟﺘﻲ ﻗـﺩ ﺘـﺅﺜﺭ ﺴـﻠﺒﹰﺎ ﺃﻭ‬
‫ﺇﻴﺠﺎﺒﺎﹰ‪،‬ﻓﺎﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺘﺅﺜﺭ ﺒﺸﻜل ﺃﻭ ﺒﺂﺨﺭ ﻓﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻟﻠﻁﻠﺒﺔ ﺴـﻭﺍﺀ ﻓـﻲ‬
‫ﺘﻔﻭﻗﻬﻡ ﺃﻭ ﺘﺄﺨﺭﻫﻡ ﺍﻟﺩﺭﺍﺴﻲ‪ .‬ﻭﻤﻥ ﺒﻴﻥ ﻫﺫﻩ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘـﻲ ﺘﻠﻌـﺏ ﺩﻭﺭﹰﺍ ﻤﻬﻤـﺎﹰ‪ ،‬ﺍﻟـﺸﻔﻘﺔ‬
‫ﺒﺎﻟﺫﺍﺕ‪:‬ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻭﺍﻟﻘﻠﻕ‪ ،‬ﻭﺍﻟﻭﺴـﺎﻭﺱ ﺍﻟﻤﺘـﺴﻠﻁﺔ ﻭﻏﻴﺭﻫـﺎ ﻤـﻥ‬
‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‪ .‬ﻓﻘﺩ ﺃﺸﺎﺭﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺒـﻴﻥ ﺍﻟـﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ ﻭﺍﻷﻤـل‬
‫ﺍﻷﻜﺎﺩﻴﻤﻲ‪ ،‬ﻭﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﻨﻔﺴﻲ‪ .‬ﻓﻘﺩ ﺃﺸﺎﺭﺕ ﺩﺭﺍﺴﺔ ﺴـﻜﻭﺕ‬
‫ﻭﺭﻓﺎﻗﻪ)‪ (Scott,et al.,2013‬ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ ﻭﺍﻻﺘـﺯﺍﻥ ﺍﻟﻨﻔـﺴﻲ‬
‫ﻜﻤﺅﺸﺭﺍﺕ ﻟﻼﻜﺘﺌﺎﺏ ﻭﻟﻠﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ .‬ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﺠﺎل ﺃﻴﻀﺎﹰ‪،‬‬
‫ﻤﺜل ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ‪(Chang,1998) :‬؛ )‪ (Lopezt et, al.,2008) (Shorey,and Snyderl,2004‬ﺃﻥ‬
‫ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻴﺤﺎﻓﻅﻭﻥ ﻋﻠﻰ ﻤﺴﺘﻭﻴﺎﺕ ﻤﺭﺘﻔﻌﺔ ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻴﺤﺼﻠﻭﻥ ﻋﻠﻰ ﺩﺭﺠـﺎﺕ‬
‫ﻤﺭﺘﻔﻌﺔ ﻓﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‪ .‬ﻭﺘﻨﺎﻭﻟﺕ ﺩﺍﺭﺴﺔ ﻤﺎﻱ ﺴـﻜﻭﺩﺍ ﻭﺁﺨـﺭﻴﻥ ) ‪Skoda, et al‬‬
‫‪ (,2011a,‬ﻋﻼﻗﺔ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺒﻜل ﻤﻥ ﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻟﺘﺴﺎﻤﺢ ﻤﻊ ﺍﻵﺨـﺭﻴﻥ‪ ،‬ﻭﺃﻅﻬـﺭﺕ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﻋﻥ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻟﺘـﺴﺎﻤﺢ‪ ،‬ﻭﻋﻼﻗـﺔ ﺴـﻠﺒﻴﺔ ﻤـﻊ‬
‫ﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺒﻌﺽ‬
‫ﺃﺒﻌﺎﺩ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ .‬ﻭﺒﻴﻨﺕ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﺒﺎﻭﻟﻴﻭﻤﺴﻔﻴﺭﺴﻭﻥ )‪(Pauley & Mcpherson, 2010‬‬
‫ﺃﻥ ﺍﻷﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﻟﺩﻴﻬﻡ ﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻴﺸﻌﺭﻭﻥ ﺒﺄﻥ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﺘﻲ ﻤﺭ‪‬ﻭﺍ ﺒﻬﺎ ﻟﻬـﺎ‬
‫ﺩﻭﺭ ﻤﻬﻡ ﻓﻲ ﻤﺴﺎﻋﺩﺘﻬﻡ ﻋﻠـﻰ ﺘﺠـﺎﻭﺯ ﺍﻟﻘﻠـﻕ ﻭﺍﻻﻜﺘﺌـﺎﺏ‪ .‬ﻭﺃﻅﻬـﺭﺕ ﻨﺘـﺎﺌﺞ ﺃﻜـﻴﻥ‬
‫)‪ (Akin,2008a‬ﺍﻟﺘﻲ ﺃﺠﺭﺍﻫﺎ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﺴﻜﺎﺭﻴﺎ ﺍﻟﺘﺭﻜﻴـﺔ ‪ ،Uui-Sakarya‬ﺃﻥ‬
‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺘﻠﻌﺏ ﺩﻭﺭﹰﺍ ﻤﻬﻤﹰﺎ ﻓﻲ ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺍﻟﺫﺍﺕ ﻭﺯﻴﺎﺩﺓ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺫﺍﺘﻴـﺔ‪ ،‬ﻭﺍﻻﻋﺘﻘـﺎﺩ‬
‫ﺒﺈﻴﺠﺎﺒﻴﺔ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ‪ ،‬ﺒﻴﻨﻤﺎ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻻ ﻴﺘﻤﺘﻌﻭﻥ ﺒﺴﻤﺔ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻜﺎﻨﻭﺍ ﺃﻗل ﻜﻔﺎﺀﺓ ﻭﺃﻗل‬
‫ﻼ ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪ .‬ﻜﻤﺎ ﺃﺠﺭﻯ ﺃﻜﻴﻥ )‪ (Akin,2008b‬ﺩﺭﺍﺴﺔ ﺤﻭل ﻋﻼﻗﺔ ﺍﻟـﺸﻔﻘﺔ‬
‫ﺘﺤﺼﻴ ﹰ‬
‫ﺒﺎﻟﺫﺍﺕ ﻭﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺤﺼﻴﻠﻴﺔ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﺃﺒﻌﺎﺩ ﺍﻟـﺸﻔﻘﺔ‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫ﺒﺎﻟﺫﺍﺕ ﺍﻟﺭﺌﻴﺴﻴﺔ )ﺍﻟﻠﻁﻑ‪ ،‬ﺍﻟﺤﺱ ﺍﻹﻨﺴﺎﻨﻲ ﺍﻟﻤﺸﺘﺭﻙ‪ ،‬ﻭﺍﻟﻴﻘﻅﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻤﻊ ﺃﺴﻠﻭﺏ ﺍﻟﺘﻌﻠﻡ ﺍﻟﺠﻴـﺩ‪،‬‬
‫ﻭﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺤﺼﻴﻠﻴﺔ‪ ،‬ﻭﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ ﻤﻊ ﺃﺴﻠﻭﺏ ﺍﻷﺩﺍﺀ ﺍﻟﺴﻴﺊ‪ ،‬ﻭﺍﻷﻫـﺩﺍﻑ ﻏﻴـﺭ ﺍﻟﻤﺘﺤﻘﻘـﺔ‪،‬‬
‫ﻭﺍﻟﺤﻜﻡ ﺍﻟﺫﺍﺘﻲ ﻭﺍﻟﻌﺯﻟﺔ‪ .‬ﻭﺃﺠﺭﺕ ﻨﻴﻑ ﻭﺁﺨﺭﻴﻥ )‪ (Neff,etal.,2005‬ﺩﺭﺍﺴ‪‬ـﺔ ﺴـﻌ‪‬ﺕ ﻤـﻥ‬
‫ﺨﻼﻟﻬﺎ ﺍﺴﺘﻜﺸﺎﻑ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺃﻫﺩﺍﻑ ﺍﻟﺘﺤﺼﻴ‪‬ل ﺍﻟﺩﺭﺍﺴ‪‬ﻲ ﻭﺍﻟﺘﻌﺎﻤل ﻤـﻊ‬
‫ﺍﻟﻔﺸل ﺍﻟﻤﺘﺨﻴل ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‪ .‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ ﻭﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ‬
‫ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺤﺼﻴﻠﻴﺔ‪ ،‬ﻭﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻟﺨﻭﻑ ﻤـﻥ ﺍﻟﻔـﺸل‬
‫ﻭﺍﻟﺘﺤﺼﻴل ﺍﻟﻤﻨﺨﻔﺽ ﻭﺍﻟﻘﻠﻕ‪.‬‬
‫ﻤﻤﺎ ﺘﻘﺩﻡ‪ ،‬ﻟﻡ ﻴﺠﺩ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺃﻴﺔ ﺩﺭﺍﺴﺔ ﻋﺭﺒﻴﺔ ﺃﻭ ﺃﺠﻨﺒﻴﺔ ﺘﻨﺎﻭﻟﺕ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‬
‫ﻤﺠﺘﻤﻌﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ‪ ،‬ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﻭﺠـﻭﺩ ﻋﻼﻗـﺔ ﺒـﻴﻥ ﻫـﺫﻩ‬
‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺜﻼﺜﺔ ﻜﻤﺎ ﺃﻅﻬﺭﺘﻬﺎ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﺘﻲ ﺘﻡ ﻋﺭﺽ ﺒﻌﻀﻬﺎ‪ ،‬ﻭﻫﻨﺎ ﺘﻜﻤـﻥ‬
‫ﺇﺸﻜﺎﻟﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻓﻲ ﻤﺤﺎﻭﻟﺔ ﺩﺭﺍﺴﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻜل ﻤﻥ ﺍﻷﻤـل‬
‫ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﻨﻔﺴﻲ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴـﻲ ﻓـﻲ‬
‫ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺩﻤﺸﻕ‪ .‬ﺒﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻙ‪ ،‬ﻴﺼﻭﻍ ﺍﻟﺒﺎﺤﺜﺎﻥ ﻤـﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴـﺔ‬
‫ﺍﻟﺤﺎﻟﻴﺔ ﻓﻲ ﺍﻟﺘﺴﺎﺅل ﺍﻟﺭﺌﻴﺱ ﺍﻵﺘﻲ‪:‬‬
‫ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ‬
‫ﻁﻠﺒﺔ ﺍﻟﺼﻑ ﺍﻟﺜﺎﻨﻲ ﺍﻟﺜﺎﻨﻭﻱ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﺒﻤﺤﺎﻓﻅﺔ ﺩﻤـﺸﻕ؟‬
‫ﻭﻫل ﻴﻤﻜﻥ ﺍﻟﺘﻨﺒﺅ ﺒﺎﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺍﺴﺘﻨﺎﺩﹰﺍ ﺇﻟﻰ ﺩﺭﺠـﺎﺘﻬﻡ ﻋﻠـﻰ ﻤﻘﻴـﺎﺱ‬
‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ؟‬
‫ﺃﻫﻤﻴﺔ ﺍﻟﺒﺤﺙ‪:‬‬
‫ﺘﺘﺠﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟﺒﺤﺙ ﻓﻲ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺘﻴﺔ‪:‬‬
‫‪ -1‬ﻨﺩﺭﺓ ﺍﻟﺒﺤﻭﺙ ﺍﻟﻌﺭﺒﻴﺔ ﻭﺍﻟﻤﺤﻠﻴﺔ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﻤﺘﻐﻴﺭ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻓﻲ ﻋﻼﻗﺘﻪ ﺒﻜل‬
‫ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻓﻲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻓﻲ ﺤﺩﻭﺩ ﻋﻠﻡ ﺍﻟﺒﺎﺤﺜﻴﻥ‪.‬‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫‪2‬ـ ﺘﻨﺎﻭل ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ ﻨﻅـﺭﹰﺍ ﻷﻥ ﻤﻭﺍﺠﻬـﺔ ﺍﻟـﻀﻐﻭﻁ ﺍﻟﻤﺨﺘﻠﻔـﺔ‪،‬‬
‫ﻭﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻲ ﺘﻁﺭﺃ ﻋﻠﻰ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﻜﺎﻟﻔﺸل ﺍﻟﺩﺭﺍﺴﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻭﻏﻴﺭﻫﺎ‪ ،‬ﻻ‬
‫ﺘﺘﻁﻠﺏ ﻓﻘﻁ ﺍﻤﺘﻼﻙ ﺍﻟﻁﻠﺒﺔ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ‪ ،‬ﻭﻟﻜﻥ ﺃﻴﻀﹰﺎ ﺒﻌﺽ ﺍﻟﻤﻬـﺎﺭﺍﺕ‬
‫ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‪ ،‬ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﺍﻟﻼﺯﻤﺔ ﻟﻠﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻀﻐﻭﻁ ﺒﻜﻔﺎﺀﺓ ﻋﺎﻟﻴﺔ‪،‬‬
‫ﻜﻤﺎ ﺃﻥ ﻟﻸﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﺩﻭﺭ ﻓﻌ‪‬ﺎل ﻓﻲ ﻜﻴﻔﻴﺔ ﺭﺅﻴﺔ ﺍﻟﻁﺎﻟﺏ ﻟﻤﺴﺘﻘﺒﻠﻪ ﺍﻟﺩﺭﺍﺴﻲ‪.‬‬
‫‪3‬ـ ﻴ‪‬ﻌ ﱡﺩ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﻤﺤﺎﻭﻟﺔ ﻹﻴﺠﺎﺩ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻋﺩﺓ ﻤﺘﻐﻴﺭﺍﺕ ﻫﻲ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل‬
‫ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﺇﺫ ﺇﻥ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ‪ ،‬ﻭﺍﻟـﺘﺤﻜﻡ‬
‫ﻓﻲ ﺍﻻﻨﻔﻌﺎل ﻴﻌﺘﺒﺭﺍﻥ ﻋﺎﻤﻼﻥ ﻤﺅﺜﺭﺍﻥ ﻓﻲ ﺨﻔﺽ ﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻭﻤﻥ ﺜﹶـ ‪‬ﻡ ﺍﻟﺘﻭﺍﻓـﻕ‬
‫ﺍﻟﻨﻔﺴﻲ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‪.‬‬
‫‪ -4‬ﺍﻟﺘﺼﺩﻱ ﻟﺩﺭﺍﺴﺔ ﻤﺘﻐﻴﺭ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﻜﻤﺘﻐﻴﺭ ﻤﻬﻡ ﻓﻲ ﺍﻟﺒﺤﻭﺙ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺇﺫ ﻴﻨﻅـﺭ‬
‫ﺇﻟﻴﻪ ﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻌﻠﻤﺎﺀ ﺒﺎﻋﺘﺒﺎﺭﻩ ﻤﺼﺩﺭ ﺍﻟﺩﻓﺎﻉ ﺍﻷﻭﻟﻲ ﻟﻠﻔﺭﺩ ﻟﻭﻗﺎﻴﺘﻪ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻜﺜﻴﺭﺓ‬
‫ﻭﺨﺼﻭﺼﹰﺎ ﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻟﻘﻠﻕ‪ ،‬ﻭﺩﺍﻓﻌﹰﺎ ﻟﻠﻔﺭﺩ ﻋﻠﻰ ﺍﻟﻨﺠﺎﺡ ﻭﺯﻴﺎﺩﺓ ﺍﻷﻤل ﻭﺍﻟﺘﻔﺎﺅل ﺒﻤﺴﺘﻘﺒﻠﻪ‪،‬‬
‫ﻭﺩﺭﺍﺴﺔ ﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ‪.‬‬
‫‪ -5‬ﻤﻥ ﺍﻟﻤﺘﻭﻗﻊ ﺃﻥ ﺘﻤﻬﺩ ﻨﺘﺎﺌﺞ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﺇﻟﻰ ﻭﻀﻊ ﺒﺭﺍﻤﺞ ﺇﺭﺸﺎﺩﻴﺔ ﻤﺩﻋﻤﺔ ﺒﺄﺴﺱ‬
‫ﻋﻠﻤﻴﺔ ﻟﻠﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻁﻠﺒﺔ ﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﺒﻬﺩﻑ ﺯﻴﺎﺩﺓ ﺍﻷﻤل ﺍﻷﻜـﺎﺩﻴﻤﻲ‬
‫ﻭﺘﻌﺯﻴﺯ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻟﺤﺩ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﺍﻟﻨﺎﺠﻤﺔ ﻋﻥ ﻫﺫﺍ ﺍﻻﻨﺨﻔﺎﺽ‪.‬‬
‫ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ‪:‬‬
‫ﻴﻬﺩﻑ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﺇﻟﻰ ﺍﺴﺘﻜﺸﺎﻑ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ ﻭﻜـل ﻤـﻥ ﺍﻷﻤـل‬
‫ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﻨﻔﺴﻲ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻡ ﻤـﻥ‬
‫ﺍﻟﺠﻨﺴﻴﻥ )ﺍﻟﺫﻜﻭﺭ‪-‬ﺍﻹﻨﺎﺙ( ﺍﻟﻤﺴﺠﻠﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﻤﺤﺎﻓﻅﺔ ﺩﻤﺸﻕ ﺍﻟﺭﺴﻤﻴﺔ‪ ،‬ﻭﻴﺘﻔﺭﻉ ﻋﻥ‬
‫ﺍﻟﻬﺩﻑ ﺍﻟﺭﺌﻴﺱ‪ ،‬ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﺍﺴﺘﻜﺸﺎﻑ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌـﺎﺏ ﻟـﺩﻯ‬
‫ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‪.‬‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫‪ -2‬ﺘﻌﺭﻑ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻓﻲ ﺃﺩﺍﺌﻬﻡ ﻋﻠﻰ ﻤﻘﺎﻴﻴﺱ‬
‫ﻜل ﻤﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ)ﺫﻜـﻭﺭ‪،‬‬
‫ﺇﻨﺎﺙ(‪.‬‬
‫‪ -3‬ﺘﻌﺭﻑ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻓﻲ ﺃﺩﺍﺌﻬﻡ ﻋﻠﻰ ﻤﻘﺎﻴﻴﺱ‬
‫ﻜل ﻤﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺤـﺴﺏ ﻤﺘﻐﻴـﺭ ﺍﻟﺘﺨـﺼﺹ‬
‫ﺍﻟﺩﺭﺍﺴﻲ) ﻋﻠﻤﻲ‪ ،‬ﺃﺩﺒﻲ(‪.‬‬
‫‪ -4‬ﺘﻌﺭﻑ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻓﻲ ﻜل‬
‫ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ‪.‬‬
‫‪ -5‬ﺘﻌﺭﻑ ﻤﺩﻯ ﺍﻟﺘﻔﺎﻋل ﻟﻜل ﻤﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﺎﻟﻴـﺔ‪ :‬ﺍﻟﺠـﻨﺱ )ﺍﻟـﺫﻜﻭﺭ‪ ،‬ﺍﻹﻨـﺎﺙ(‬
‫ﻭﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ )ﺃﺩﺒﻲ‪ ،‬ﻋﻠﻤﻲ( ﻭﺍﻷﻤل ﺍﻷﻜـﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌـﺎﺏ ﻭﺘﺄﺜﻴﺭﻫـﺎ‬
‫ﺍﻟﻤﺸﺘﺭﻙ ﻓﻲ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪.‬‬
‫ﺍﻟﺘﻌﺭﻴﻑ ﺒﺄﻫﻡ ﻤﻔﺎﻫﻴﻡ ﺍﻟﺒﺤﺙ‪:‬‬
‫ﺃ ـ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪Self –Compassion :‬‬
‫ﺘﻌﺭ‪‬ﻑ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ )‪ (Neff,2003a,223-250‬ﺒﺄﻨﻬﺎ "ﺍﺘﺠﺎﻩ ﺇﻴﺠﺎﺒﻲ ﻨﺤﻭ ﺍﻟﺫﺍﺕ ﻓـﻲ ﺍﻟﻤﻭﺍﻗـﻑ‬
‫ﺍﻟﻤﺅﻟﻤﺔ ﺃﻭ ﺤﺎﻻﺕ ﺍﻟﺨﻴﺒﺔ ﻭﺍﻟﻔﺸل‪ ،‬ﻴﻨﻁﻭﻱ ﻋﻠﻰ ﺍﻟﻠﻁﻑ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﻭﻋﻠﻰ ﻋﺩﻡ ﺍﻻﻨﺘﻘﺎﺩ ﺍﻟﺸﺩﻴﺩ ﻟﻬﺎ‪،‬‬
‫ﻭﻓﻬﻡ ﺨﺒﺭﺍﺘﻬﺎ ﻜﺠﺯﺀ ﻤﻥ ﺍﻟﺨﺒﺭﺓ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻴﻬﺎ ﻤﻌﻅﻡ ﺍﻟﻨﺎﺱ‪ ،‬ﻭﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﻤﺅﻟﻤـﺔ ﻓـﻲ‬
‫ﻭﻋﻴﻪ ﺒﻌﻘل ﻤﻨﻔﺘﺢ" )ﺍﻟﻌﺎﺴﻤﻲ‪.(2011 ،‬‬
‫ﻭﻴﻌﺭﻑ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺇﺠﺭﺍﺌﻴﹰﺎ‪ :‬ﺒﺄﻨﻬﺎ ﺍﻟﺩﺭﺠﺔ ﺍﻟﺘﻲ ﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﻁﺎﻟﺏ ﻓـﻲ ﺃﺩﺍﺌـﻪ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺍﻟﻤﺴﺘﺨﺩﻡ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪ ،‬ﻭﺍﻟﺫﻱ ﻴﺘﻨﺎﻭل ﺃﺒﻌﺎﺩ‪ :‬ﺍﻟﻠﻁﻑ ﺒﺎﻟﺫﺍﺕ‪،‬‬
‫ﻤﻘﺎﺒل ﺍﻟﻨﻘﺩ ﻭﺍﻟﺤﻜﻡ ﺍﻟﻘﺎﺴﻲ‪ ،‬ﻭﺍﻹﻨﺴﺎﻨﻴﺔ ﺍﻟﻤﺸﺘﺭﻜﺔ ﻤﻘﺎﺒل ﺍﻟﻌﺯﻟﺔ‪ ،‬ﻭﺍﻟﻴﻘﻅﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻤﻘﺎﺒل ﺍﻟﺘﻭﺤـﺩ‬
‫ﻤﻊ ﺍﻟﺫﺍﺕ‪.‬‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﺏ ـ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ‪:‬‬
‫ﻋﺭ‪‬ﻑ "ﺭﺍﻨﺩ ﻭﺸﻴﻔﻴﺯ" )‪ (Rand&Cheavens, 2009‬ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﺒﺄﻨﻪ‪ ":‬ﺍﻟﻘـﺩﺭﺓ ﺍﻟﺘـﻲ‬
‫ﻴﺩﺭﻜﻬﺎ ﺍﻟﻔﺭﺩ‪ ،‬ﻟﻜﻲ ﺘﺴﺎﻋﺩﻩ ﻭﺘﺯﻭﺩﻩ ﺒﺎﻟﺩﺍﻓﻌﻴﺔ ﻹﻴﺠﺎﺩ ﺍﻟﻭﺴﺎﺌل ﻭﺍﻟﻁﺭﻕ ﺍﻟﺘﻲ ﺘﻤﻜﻨﻪ ﻤـﻥ‬
‫ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺍﻟﺘﻲ ﻴﺭﻏﺏ ﺒﻬﺎ"‪.‬‬
‫ﻭﻋﺭ‪‬ﻑ "ﺴﻨﺎﻴﺩﺭ" )‪ (Snyder,et al.,2000‬ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﺒﺄﻨـﻪ ﻗـﻭﺓ ﺍﻹﺭﺍﺩﺓ ﻭﺍﻟﻁﺎﻗـﺔ‬
‫ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﻤﻭﺠﻬﺔ ﻟﻠﺴﻠﻭﻙ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﺍﻟﻭﺴﺎﺌل ﺃﻭ ﺍﻷﺴﺎﻟﻴﺏ ﻟﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﻨﺸﻭﺩﺓ‪.‬‬
‫ﻭﻴﻌﺭﻑ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﺇﺠﺭﺍﺌﻴ ﹰﺎ‪ :‬ﺒﺄﻨﻪ ﺍﻟﺩﺭﺠﺔ ﺍﻟﺘﻲ ﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﻁﺎﻟﺒﻔﻲ ﺃﺩﺍﺌﻪ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﺍﻟﻤﺴﺘﺨﺩﻡ ﻓﻲ ﻫﺫﺍ ﺍﻟﺒﺤﺙ‪.‬‬
‫ﺝ ـ ﺍﻻﻜﺘﺌﺎﺏ‪Depression:‬‬
‫ﻴﻌﺭ‪‬ﻑ ﺒﻴﻙ )‪ ،Beck; Steer & Garbing1988‬ﻓﻲ ﺍﻟﻐﺭﻴﺏ‪ (2000 ،‬ﺍﻻﻜﺘﺌﺎﺏ ﺒﺄﻨﻪ "ﺤﺎﻟـﺔ‬
‫ﻨﻔﺴﻴﺔ ﺘﺭﺘﺒﻁ ﺒﺄﻨﻭﺍﻉ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺘﺘﻀﻤﻥ ﺍﻻﺘﺠﺎﻩ ﺍﻟﺴﻠﺒﻲ ﻟﻠﺸﺨﺹ‬
‫ﻨﺤﻭ ﺍﻟﻨﻅﺭﺓ ﻟﻠﺤﺎﻀﺭ ﻭﺍﻟﻤﺴﺘﻘﺒل؛ ﻓﺎﻷﺸﺨﺎﺹ ﺍﻟﻴﺎﺌﺴﻭﻥ ﻴﻌﺘﻘﺩﻭﻥ ﺃﻨﻪ ﻻ ﺸﻲﺀ ﻴﻤﻜـﻥ ﺃﻥ‬
‫ﻴﺘﺤﻭل ﻟﻴﻜﻭﻥ ﻓﻲ ﺼﺎﻟﺤﻬﻡ ﻭﻋﺠﺯﻫﻡ ﻋﻥ ﺍﻟﻨﺠﺎﺡ ﻓﻲ ﺃﻱ ﻋﻤل ﻴﻘﻭﻤﻭﻥ ﺒـﻪ‪ ،‬ﻭﻋﺠـﺯﻫﻡ‬
‫ﻋﻥ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﻡ"‪.‬‬
‫ﻜﻤﺎ ﻋﺭ‪‬ﻓﺕ ﻋﺒﻴﺩ)‪ (243: 2008‬ﺍﻻﻜﺘﺌﺎﺏ ﺒﺄﻨﻪ" ﺤﺎﻟﺔ ﺍﻨﻔﻌﺎﻟﻴﺔ ﻭﻗﺘﻴﺔ ﺃﻭ ﺩﺍﺌﻤﺔ ﻴﺸﻌﺭ ﻓﻴﻬﺎ‬
‫ﻼ ﻋـﻥ‬
‫ﺍﻟﻔﺭﺩ ﺒﺎﻻﻨﻘﺒﺎﺽ ﻭﺍﻟﺤﺯﻥ ﻭﺍﻟﻀﻴﻕ ﻭﺘﺸﻴﻊ ﻓﻴﻬﺎ ﻤﺸﺎﻋﺭ ﺍﻟﻬﻡ ﻭﺍﻟﻐﻡ ﻭﺍﻟﺸﺅﻡ ﻓـﻀ ﹰ‬
‫ﻤﺸﺎﻋﺭ ﺍﻟﻘﻨﻭﻁ ﻭﺍﻟﻴﺄﺱ ﻭﺍﻟﻌﺠﺯ ﻭﺘﺼﺎﺤﺏ ﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ ﺃﻋﺭﺍﺽ ﻤﺤﺩﺩﺓ ﻤﺘﺼﻠﺔ ﺒﺎﻟﺠﻭﺍﻨﺏ‬
‫ﺍﻟﻤﺯﺍﺠﻴﺔ ﻭﺍﻟﻤﻌﺭﻓﻴﺔ ﻭﺍﻟﺴﻠﻭﻜﻴﺔ ﻭﺍﻟﺠﺴﻤﻴﺔ"‪.‬‬
‫ﻴُﻌﺭﱢﻑ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺍﻻﻜﺘﺌﺎﺏ ﺇﺠﺭﺍﺌﻴ ﹰﺎ ﺒﺄﻨﻪ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻲ ﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﻁﺎﻟﺏ ﻓﻲ ﺃﺩﺍﺌﻪ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﻤﺴﺘﺨﺩﻡ ﻓﻲ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﺒﻤﺎ ﺘﻌﻜﺴﻪ ﻤﻀﺎﻤﻴﻥ ﻓﻘﺭﺍﺘﻪ‪.‬‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫ﺩ‪-‬ﺍﻟﻁﺎﻟﺏ ﻤﺭﺘﻔﻊ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‪:‬‬

‫"ﻫﻭ ﻜل ﻤﻥ ﻴﻘﻊ ﻀﻤﻥ ﺃﻓﻀل)‪ (%20-15‬ﻤﻥ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﻲ ﻴﻨﺘﻤﻲ ﺇﻟﻴﻬـﺎ‪ ،‬ﺃﻱ ﻓـﻲ‬
‫ﺤﺩﻭﺩ ﺍﻹﺭﺒﺎﻋﻲ ﺍﻷﻋﻠﻰ ﺃﻭ ﺍﻻﻨﺤﺭﺍﻑ ﻋﻥ ﺍﻟﻤﺘﻭﺴـﻁ ﺒﻤﻘـﺩﺍﺭ ﺍﻨﺤـﺭﺍﻓﻴﻥ ﻤﻌﻴـﺎﺭﻴﻴﻥ‬
‫ﺇﻴﺠﺎﺒﻴﻴﻥ")ﺴﻠﻴﻤﺎﻥ‪ ،‬ﻭﺃﺒﻭ ﻫﺎﺸﻡ‪.(2005،‬‬
‫ﻭﻴُﻌﺭﱢﻑ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺍﻟﻁﺎﻟﺏ ﻤﺭﺘﻔﻊ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﺇﺠﺭﺍﺌﻴ ﹰﺎ ﺒﺄﻨﻪ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺫﻱ ﻴﺤـﺼل‬
‫ﻋﻠﻰ ﻨﺴﺒﺔ )‪ (%75‬ﻓﺄﻜﺜﺭ ﻤﻥ ﺍﻟﻤﺠﻤﻭﻉ ﺍﻟﻜﻠﻲ ﻟﻠﺩﺭﺠﺎﺕ ﻓﻲ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻔﺼل ﺍﻟﺩﺭﺍﺴـﻲ‬
‫ﺍﻷﻭل ﻟﻠﻌﺎﻡ ﺍﻟﺩﺭﺍﺴﻲ ‪.2014-2013‬‬
‫ﻩ‪-‬ﺍﻟﻁﺎﻟﺏ ﻤﻨﺨﻔﺽ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‪:‬‬
‫"ﻫﻭ ﻜل ﻤﻥ ﻴﻘﻊ ﻀﻤﻥ ﺃﺩﻨﻰ)‪ (%20-15‬ﻤﻥ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﻲ ﻴﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ‪ ،‬ﺃﻱ ﻓﻲ ﺤﺩﻭﺩ‬
‫ـﺎﺭﻴﻴﻥ‬
‫ـﺭﺍﻓﻴﻥ ﻤﻌﻴـ‬
‫ـﺩﺍﺭ ﺍﻨﺤـ‬
‫ـﻁ ﺒﻤﻘـ‬
‫ـﻥ ﺍﻟﻤﺘﻭﺴـ‬
‫ـﺭﺍﻑ ﻋـ‬
‫ـﻰ ﺃﻭ ﺍﻻﻨﺤـ‬
‫ـﺎﻋﻲ ﺍﻷﺩﻨـ‬
‫ﺍﻹﺭﺒـ‬
‫ﺴﻠﺒﻴﻴﻥ")ﺴﻠﻴﻤﺎﻥ‪ ،‬ﻭﺃﺒﻭ ﻫﺎﺸﻡ‪.(2005،‬‬
‫ﻭﻴُﻌﺭﱢﻑ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺍﻟﻁﺎﻟﺏ ﻤﻨﺨﻔﺽ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﺇﺠﺭﺍﺌﻴـ ﹰﺎ ﺒﺄﻨﻪ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺫﻱ ﺭﺴﺏ‬
‫ﻓﻲ ﺼﻔـﻪ ﻓﻲ ﻤﺎﺩﺓ ﺃﻭ ﺃﻜﺜﺭ ﻟﻤﺩﺓ ﺴﻨﺔ ﺃﻭ ﺃﻜﺜﺭ‪ ،‬ﻭﻴﻨﺨﻔﺽ ﺘﺤﺼﻴﻠﻪ ﺍﻟﺩﺭﺍﺴﻲ ﻋﻥ)‪(%50‬‬
‫ﻓﻲ ﺍﻟﻤﻌﺩل ﺍﻟﻌﺎﻡ ﻟﺩﺭﺠﺎﺕ ﺍﻟﻔﺼل ﺍﻟﺩﺭﺍﺴﻲ ﺍﻷﻭل‪.‬‬
‫ﻭـ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ‪:‬‬
‫ﻫﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺘﻲ ﺘﻠﻲ ﻤﺭﺤﻠﺔ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻷﺴﺎﺴـﻲ ﻭﺘﺅﻫـل ﺍﻟﻤﺘﺨـﺭﺝ ﻤﻨﻬـﺎ ﻟﻼﻟﺘﺤـﺎﻕ‬
‫ﺒﺎﻟﺠﺎﻤﻌﺎﺕ ﻭﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﻤﺎ ﻴﻌﺎﺩﻟﻬﺎ‪ ،‬ﻭﻤﺩﺓ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻴﻬﺎ ﺜﻼﺙ ﺴﻨﻭﺍﺕ ﺤﺴﺏ ﻨﻅﺎﻡ‬
‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺭﺒﻴﺔ ﻓﻲ ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻭﺭﻴﺔ‪ ،‬ﻭﺘﺸﺘﻤل ﻋﻠﻰ ﺜﻼﺜﺔ ﺼﻔﻭﻑ ﻫﻲ‪ :‬ﺍﻷﻭل‬
‫ﻭﺍﻟﺜﺎﻨﻲ ﻭﺍﻟﺜﺎﻟﺙ ﺍﻟﺜﺎﻨﻭﻱ ‪.‬‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪:‬‬
‫ﺒﺭﺠﻭﻉ ﺍﻟﺒﺎﺤﺜﻴﻥ ﺇﻟﻰ ﺍﻷﺩﺏ ﺍﻟﻨﻅﺭﻱ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﻤﺘﻌﻠﻕ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‬
‫ﻭﻋﻼﻗﺘﻬﺎ ﺒﺒﻌﺽ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪ ،‬ﻟﻡ ﻴﺠﺩﺍ ﺃﻴﺔ ﺩﺭﺍﺴﺔ ﺘﻨﺎﻭﻟﺕ ﻫﺫﺍ ﺍﻟﻤﻭﻀـﻭﻉ‬
‫ﻏﻴﺭ ﺩﺭﺍﺴﺔ ﺍﻟﻌﺎﺴﻤﻲ )‪ ،(2014‬ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‪ .‬ﻭﻟﻜﻥ ﺍﻷﺩﺏ ﺍﻟﻨﻔﺴﻲ ﺍﻷﺠﻨﺒﻲ ﺯﺍﺨﺭﹰﺍ ﺒﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‬
‫ﻭﻋﻼﻗﺘﻬﺎ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ .‬ﻭﺴﻭﻑ ﻴﻌﺭﺽ ﺍﻟﺒﺎﺤﺜﺎﻥ‬
‫ﺃﻫﻡ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺒﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪:‬‬
‫ﺃﺠﺭﺕ ﺍﻟﺩﺍﻏﺭ )‪ (2014‬ﺩﺭﺍﺴﺔ ﺤﻭل ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟـﺩﻯ ﻋﻴﻨـﺔ ﻤـﻥ‬
‫ﺍﻟﻨﺴﺎﺀ ﺍﻟﻤﻨﺠﺒﺎﺕ ﻭﻏﻴﺭ ﺍﻟﻤﻨﺠﺒﺎﺕ‪ ،‬ﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ)‪ (50‬ﺴﻴﺩﺓ‪ ،‬ﺒﻭﺍﻗﻊ)‪ (25‬ﺴـﻴﺩﺓ ﻤﻨﺠﺒـﺔ‪،‬‬
‫ﻭ)‪ (25‬ﺴﻴﺩﺓ ﻏﻴﺭ ﻤﻨﺠﺒﺔ‪ ،‬ﺒﻠﻎ ﻤﺘﻭﺴﻁ ﺃﻋﻤﺎﺭﻫﻥ ﺒﻴﻥ)‪ (46 - 23‬ﺴﻨﺔ‪ ،‬ﺘـﻡ ﺍﺨﺘﻴـﺎﺭﻫﻥ ﻤـﻥ‬
‫ﺍﻟﻤﺘﺭﺩﺩﺍﺕ ﻋﻠﻰ ﺠﻤﻌﻴﺔ ﺘﻨﻅﻴﻡ ﺍﻷﺴﺭﺓ‪ ،‬ﻭﻤﺴﺘﺸﻔﻰ ﺍﻟﺸﺭﻕ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺩﻤﺸﻕ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﻟﺘﺤﻘﻴﻕ‬
‫ﻫﺫﺍ ﺍﻟﻐﺭﺽ‪ :‬ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﺘﻌﺭﻴﺏ ﺍﻟﻌﺎﺴﻤﻲ )‪ (2011‬ﻭﻤﻘﻴﺎﺱ ﺍﻻﻜﺘﺌﺎﺏ‪ .‬ﻭﺃﻅﻬـﺭﺕ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺴﺎﻟﺒﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻤﻨﺠﺒﺎﺕ ﻭﻏﻴﺭ ﺍﻟﻤﻨﺠﺒﺎﺕ‪،‬‬
‫ﻋﻼﻭﺓ ﻋﻠﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﻨﺴﺎﺀ ﺍﻟﻤﻨﺠﺒﺎﺕ ﻭﺍﻟﻨﺴﺎﺀ ﻏﻴﺭ ﺍﻟﻤﻨﺠﺒﺎﺕ ﻓﻲ‬
‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻟﺼﺎﻟﺢ ﺍﻟﻤﻨﺠﺒﺎﺕ ﻭﻓﻲ ﺍﻻﻜﺘﺌﺎﺏ ﻟﺼﺎﻟﺢ ﻏﻴﺭ ﺍﻟﻤﻨﺠﺒﺎﺕ‪.‬‬
‫ﻭﺘﻨﺎﻭﻟﺕ ﺩﺭﺍﺴﺔ ﺍﻟﻌﺎﺴﻤﻲ )‪ (2014‬ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻜﻤﺎ ﺘﻘﻴـﺴﻬﺎ‬
‫ﻗﺎﺌﻤﺔ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﻤﺴﺔ ﻟﻠﺸﺨﺼﻴﺔ‪ ،‬ﻭﻜﺸﻑ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺘﺒﻌﹰﺎ ﻟﻠﺠﻨﺱ‪ ،‬ﻭﺍﻟﺘﺨﺼﺹ‬
‫ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﻭﻤﻌﺭﻓﺔ ﺃﺜﺭ ﻜل ﻤﻨﻬﻤﺎ ﻓﻲ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ .‬ﻭﻗﺩ ﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ)‪ (184‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ‬
‫ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺃﺒﻬﺎ ﺍﻟﺴﻌﻭﺩﻴﺔ‪ ،‬ﻭﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﻭﻗﺎﺌﻤﺔ‬
‫ﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﻤﺴﺔ ﻟﻠﺸﺨﺼﻴﺔ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺒﻴﻥ ﺍﻷﺒﻌـﺎﺩ ﺍﻹﻴﺠﺎﺒﻴـﺔ‬
‫ﻟﻠﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺒﻴﻥ ﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ )ﺍﻻﻨﺒﺴﺎﻁﻴﺔ‪ ،‬ﻭﺍﻻﻨﻔﺘـﺎﺡ ﻋﻠـﻰ ﺍﻟﺨﺒـﺭﺓ‪ ،‬ﻭﺍﻟﻤﻘﺒﻭﻟﻴـﺔ‪،‬‬
‫ﻭﺍﻟﻀﻤﻴﺭ ﺍﻟﺤﻲ(‪ ،‬ﻤﻊ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺤﻜﻡ ﺍﻟﺫﺍﺘﻲ ﻭﺒﻴﻥ ﺍﻟﻌﺯﻟﺔ ﻭﺍﻟﺘﻭﺤﺩ ﻤﻊ ﺍﻟـﺫﺍﺕ ﻭ‬
‫ﺍﻟﻌﺼﺎﺒﻴﺔ‪ .‬ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻹﻨﺎﺙ ﺃﻜﺜﺭ ﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻤﻥ ﺍﻟﺫﻜﻭﺭ‪.‬‬
‫ﻭﻗﺎﻡ ﺴﻜﻭﺕ ﻭﺭﻓﺎﻗﻪ)‪ (Scott, et al., 2013‬ﺒﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﻟﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻋﻼﻗـﺔ ﺍﻟـﺸﻔﻘﺔ‬
‫ﺒﺎﻟﺫﺍﺕ ﻭﺍﻻﺘﺯﺍﻥ ﺍﻟﻨﻔﺴﻲ ﻜﻤﺅﺸﺭﺍﺕ ﻟﻼﻜﺘﺌﺎﺏ ﻭﻟﻠﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤـﻥ‬
‫)‪ (147‬ﻁﺎﻟﺒﹰﺎ ﺠﺎﻤﻌﻴﺎﹰ‪ ،‬ﻤﺘﻭﺴﻁ ﺃﻋﻤﺎﺭﻫﻡ )‪ (32، 21‬ﺴﻨﺔ‪ ،‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴـﺎﺭﻱ )‪،(1,37‬‬
‫ﻭﺍﺴﺘﺨﺩﻡ ﻟﻬﺫﺍ ﺍﻟﻐﺭﺽ ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻟﻴﻘﻅﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻭﻗﺎﺌﻤﺔ ﺍﻻﻜﺘﺌﺎﺏ ﻟـ ﺒﻴـﻙ‪،‬‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫ﻭﻤﻘﻴﺎﺱ ﺍﻻﺘﺯﺍﻥ ﺍﻟﻨﻔﺴﻲ‪ .‬ﻭﻜﺸﻔﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻥ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ‬
‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻟﺼﺎﻟﺢ ﺍﻹﻨﺎﺙ‪ ،‬ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ‬
‫ﻭﺍﻻﻜﺘﺌﺎﺏ ﻭﺇﻴﺠﺎﺒﻴﺔ ﻤﻊ ﺍﻻﺘﺯﺍﻥ ﺍﻟﻨﻔﺴﻲ‪.‬‬
‫ﻭﺘﻨﺎﻭﻟﺕ ﺩﺍﺭﺴﺔ ﺴﻜﻭﺩﺍ ﻭﺁﺨﺭﻴﻥ )‪ (Skoda; et al.,2011,b‬ﻋﻼﻗﺔ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺒﻜل ﻤﻥ‬
‫ﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻟﺘﺴﺎﻤﺢ ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻗﺩ ﺃﺠﺭﻴﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ )‪ (96‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ ﺠﺎﻤﻌﻴﹰﺎ‬
‫ﻓﻲ ﺠﺎﻤﻌﺔ ﺍﻟﻜﺎﺜﻭﻟﻴﻜﻴﺔ ﻓﻲ ﺍﻟﻭﻻﻴﺎﺕ ﺍﻟﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ‪ ،‬ﺒﻭﺍﻗﻊ )‪ (%69,5‬ﻤﻥ ﺍﻹﻨـﺎﺙ‪،‬‬
‫ﻭ)‪ (%30,5‬ﻤﻥ ﺍﻟﺫﻜﻭﺭ‪ ،‬ﺒﻤﺘﻭﺴﻁ ﻋﻤﺭﻱ ﻗﺩﺭﻩ )‪ (18‬ﺴﻨﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﻤﻘﻴـﺎﺱ‬
‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻟـ ﻨﻴﻑ)‪ ،(Neff,2003,b‬ﻭﻤﻘﻴﺎﺱ ﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺍﻟﺘﺴﺎﻤﺢ‪ .‬ﻭﺃﻅﻬﺭﺕ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻟﺘﺴﺎﻤﺢ‪ ،‬ﻭﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ ﻤﻊ ﺍﻻﻜﺘﺌـﺎﺏ‬
‫ﻭﺨﺼﻭﺼﹰﺎ ﻓﻲ ﺍﻷﺒﻌﺎﺩ ﺍﻷﺴﺎﺴﻴﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ) ﺍﻟﻠﻁﻑ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﺍﻟﺤﺱ ﺍﻹﻨﺴﺎﻨﻲ‬
‫ﺍﻟﻤﺸﺘﺭﻙ‪ ،‬ﻭﺍﻟﻴﻘﻅﺔ ﺍﻟﻌﻘﻠﻴﺔ(‪ ،‬ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ‬
‫ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺒﻌﺽ ﺃﺒﻌﺎﺩ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪.‬‬
‫ﻭﺃﺠﺭﻯ ﺭﻴﺱ)‪ (Raes,2010‬ﺩﺭﺍﺴﺔ ﺤﻭل ﺍﻻﺠﺘﺭﺍﺭ ﻭﺍﻟﻘﻠﻕ ﻜﻤﺅﺸﺭﺍﺕ ﻟﻠﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ‬
‫ﺒﺎﻟﺫﺍﺕ ﻭﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ )‪ (271‬ﻁﺎﻟﺒﹰﺎ ﻤﻥ ﻁﻼﺏ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻓﻲ ﻗﺴﻡ‬
‫ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻓﻲ ﺠﺎﻤﻌﺔ ﻟﻴﻔﻥ ‪ ،Leuven‬ﺒﻤﺘﻭﺴـﻁ ﻋﻤـﺭﻱ ﻗـﺩﺭﻩ)‪ ،(18,14‬ﻭﺍﻨﺤـﺭﻑ‬
‫ﻤﻌﻴﺎﺭﻱ)‪ .(1,25‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﻟﻬﺫﺍ ﺍﻟﻐﺭﺽ‪:‬ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻟـ ﻨﻴﻑ)‪،(2003‬‬
‫ﻭﻗﺎﺌﻤﺔ ﺒﻴﻙ ﻟﻼﻜﺘﺌﺎﺏ‪ ،‬ﻗﺎﺌﻤﺔ ﺍﻟﻘﻠﻕ ﻜﺤﺎﻟﺔ ﻭﺴﻤﺔ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺍﺠﺘﺭﺍﺭ ﺍﻷﻓﻜـﺎﺭ‪ ،‬ﻭﺍﺴـﺘﺒﻴﺎﻥ‬
‫ﺍﻷﻟﻡ ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﺨﻭﻑ‪ .‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻜل ﻤﻥ‬
‫ﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﻭﺍﻟﺨﻭﻑ ﻓﻲ ﺤﺎﻟﺔ ﺍﻷﻟﻡ‪ .‬ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺒﺄﻥ ﻀﻌﻑ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‬
‫ﻴﻌﺩ ﻤﺅﺸﺭﹰﺍ ﺠﻴﺩﹰﺍ ﻟﺤﺎﻻﺕ ﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻋﻨﺩ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‪.‬‬
‫ﻭﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺃﻜﻴﻥ )‪ ( Akin,2008,a‬ﺍﻟﺘﻲ ﺃﺠﺭﺍﻫﺎ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒـﺔ ﺠﺎﻤﻌـﺔ ﺴـﻜﺎﺭﻴﺎ‬
‫ﺍﻟﺘﺭﻜﻴﺔ‪ ،Uui-Sakarya‬ﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ )‪ (390‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ‪ ،‬ﺒﻤﺘﻭﺴﻁ ﻋﻤﺭﻱ ﻗـﺩﺭﻩ )‪(20,83‬‬
‫ﺴﻨﺔ‪ ،‬ﺒﺄﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺘﻠﻌﺏ ﺩﻭﺭﹰﺍ ﻤﻬﻤﹰﺎ ﻓﻲ ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺍﻟﺫﺍﺕ ﻭﺯﻴـﺎﺩﺓ ﺍﻟﻜﻔـﺎﺀﺓ ﺍﻟﺫﺍﺘﻴـﺔ‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﻭﺍﻻﻋﺘﻘﺎﺩ ﺒﺈﻴﺠﺎﺒﻴﺔ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ‪ .‬ﺒﻴﻨﻤﺎ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻻ ﻴﺘﻤﺘﻌﻭﻥ ﺒﺴﻤﺔ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻓﻘﺩ ﻜـﺎﻨﻭﺍ‬
‫ﻼ ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪.‬‬
‫ﺃﻗل ﻜﻔﺎﺀﺓ ﻭﺍﻜﺘﺌﺎﺒﺎﹰ‪ ،‬ﻭﺃﻗل ﺘﺤﺼﻴ ﹰ‬
‫ﻭﺃﺠﺭﻯ ﺃﻜﻴﻥ )‪ (Akin,2008,b‬ﺃﻴﻀﹰﺎ ﺩﺭﺍﺴﺔ ﺤﻭل ﻋﻼﻗﺔ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ ﻭﺘﺤﻘﻴـﻕ ﺍﻷﻫـﺩﺍﻑ‬
‫ﺍﻟﺘﺤﺼﻴﻠﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (646‬ﻁﺎﻟﺒﹰﺎ ﻤﻥ ﺍﻟﻁﻼﺏ ﺍﻟﻤﺴﺠﻠﻴﻥ ﻓﻲ ﺠﺎﻤﻌـﺔ ﺴـﺎﻜﺎﺭﻴﺎ‬
‫ﺒﺘﺭﻜﻴﺎ‪ ،‬ﺒﻭﺍﻗﻊ )‪ (319‬ﻁﺎﻟﺒﺔ ﻭ)‪ (327‬ﻁﺎﻟﺒﺎﹰ‪ ،‬ﺒﻤﺘﻭﺴﻁ ﻋﻤﺭﻱ ﻗﺩﺭﻩ)‪ ،(19,7‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤـﺙ‬
‫ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺍﻟﻨﺴﺨﺔ ﺍﻟﺘﺭﻜﻴﺔ‪ ،‬ﻭﺍﻹﻨﺠﺎﺯ ﺍﻟﺘﺤﺼﻴﻠﻲ‪ .‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠـﻭﺩ ﻋﻼﻗـﺔ‬
‫ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺍﻟﺭﺌﻴﺴﻴﺔ) ﺍﻟﻠﻁﻑ‪ ،‬ﺍﻟﺤﺱ ﺍﻹﻨﺴﺎﻨﻲ ﺍﻟﻤﺸﺘﺭﻙ ﻭﺍﻟﻴﻘﻅﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻤﻊ‬
‫ﺃﺴﻠﻭﺏ ﺍﻟﺘﻌﻠﻡ ﺍﻟﺠﻴﺩ‪ ،‬ﻭﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺤﺼﻴﻠﻴﺔ‪ ،‬ﻭﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ ﻤﻊ ﺃﺴﻠﻭﺏ ﺍﻷﺩﺍﺀ ﺍﻟﺴﻲﺀ‪ ،‬ﻭﺍﻷﻫﺩﺍﻑ‬
‫ﻏﻴﺭ ﺍﻟﻤﺘﺤﻘﻘﺔ‪ ،‬ﻭﺍﻟﺤﻜﻡ ﺍﻟﺫﺍﺘﻲ ﻭﺍﻟﻌﺯﻟﺔ‪.‬‬
‫ﻭﻗﺎﻡ ﺭﺍﻨﺩﻟﻭﻑ ﻭﺁﺨﺭﻭﻥ )‪ (Randolph;et,al.,2006‬ﺒﺩﺭﺍﺴﺔ ﻁﻭﻟﻴﺔ ﻟﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻋﻼﻗﺔ ﺍﻷﻤـل‬
‫ﺒﺎﻻﻜﺘﺌﺎﺏ ﻭﺍﻟﻘﻠﻕ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻭﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ )‪ (522‬ﻁﺎﻟﺒﹰﺎ ﺠﺎﻤﻌﻴﺎﹰ‪ ،‬ﺤﻴﺙ ﻗﺴﻤﻭﺍ ﺒﻨـﺎﺀ ﻋﻠـﻰ‬
‫ﺩﺭﺠﺎﺘﻬﻡ ﺍﻟﺘﺤﺼﻴﻠﻴﺔ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺘﻴﻥ‪ ،‬ﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺤﺼﻴل ﺍﻟﻤﻨﺨﻔﺽ )‪ (272‬ﻁﺎﻟﺒـﹰﺎ ﻭﻁﺎﻟﺒـﺔ‪،‬‬
‫ﻭﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺤﺼﻴل ﺍﻟﻤﺭﺘﻔﻊ )‪ (250‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ‪ ،‬ﺒﻤﺘﻭﺴـﻁ ﻋﻤـﺭﻱ ﻗـﺩﺭﻩ )‪ (21‬ﺴـﻨﺔ‪،‬‬
‫ﻭﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﻟﻬﺫﺍ ﺍﻟﻐﺭﺽ ﻤﻘﻴﺎﺱ ﺍﻷﻤل ﻟـ ﺴﻨﺎﻴﺩﺭ‪ ،‬ﻭﻗﺎﺌﻤﺔ ﺒﻴﻙ ﻟﻼﻜﺘﺌـﺎﺏ‪ ،‬ﻭﺍﺴـﺘﺒﻴﺎﻥ‬
‫ﺴﺒﻴﻠﺒﻴﺭﺠﺭ ﻟﻘﻠﻕ ﺍﻟﺴﻤﺔ‪ .‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔـﻀﻲ ﺍﻟﺘﺤـﺼﻴل‬
‫ﺍﻟﺩﺭﺍﺴﻲ ﻓﻲ ﺴﻤﺔ ﺍﻷﻤل ﻟﺼﺎﻟﺢ ﻤﺭﺘﻔﻌﻲ ﺍﻟﺘﺤﺼﻴل‪ ،‬ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺴـﻠﺒﻴﺔ‬
‫ﺒﻴﻥ ﺍﻷﻤل ﻭﻜل ﻤﻥ ﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺠﻨﺴﻴﻥ ﻋﻠﻰ ﻤﻘﻴﺎﺱ‬
‫ﺍﻷﻤل‪.‬‬
‫ﻭﺃﺠﺭﺕ ﻨﻴﻑ ﻭﺁﺨﺭﻴﻥ )‪ (Neff,et al.,2005‬ﺩﺭﺍﺴﺔ ﺴﻌﺕ ﻤﻥ ﺨﻼﻟﻬﺎ ﺍﺴﺘﻜﺸﺎﻑ ﺍﻟﻌﻼﻗـﺔ‬
‫ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺃﻫﺩﺍﻑ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻭﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻔﺸل ﺍﻟﻤﺘﺨﻴل ﻟﺩﻯ ﺍﻟﻁﻠﺒـﺔ‬
‫ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‪ .‬ﻭﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ )‪ (222‬ﻁﺎﻟﺒﹰﺎ ﺠﺎﻤﻌﻴﺎﹸ‪ ،‬ﺒﻭﺍﻗﻊ )‪ (138‬ﻁﺎﻟﺒﺔ ﻭ)‪ (84‬ﻁﺎﻟﺒﺎﹰ‪،‬‬
‫ﺒﻤﺘﻭﺴﻁ ﻋﻤﺭﻱ ﻗﺩﺭﻩ)‪ (20,94‬ﺴﻨﺔ‪ ،‬ﻭﺍﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ)‪ (2,03‬ﺴﻨﺔ‪ ،‬ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ ﻤـﻥ‬
‫ﻗﺴﻡ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﺘﺭﺒﻭﻱ ﺒﺠﺎﻤﻌﺔ ﺍﻟﺠﻨﻭﺒﻴﺔ ﻓﻲ ﺍﻟﻭﻻﻴﺎﺕ ﺍﻟﻤﺘﺤﺩﺓ ﻤﻤـﻥ ﻴﻨﺤـﺩﺭﻭﻥ ﻤـﻥ‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫ﺠﻨﺴﻴﺎﺕ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﻟﻬﺫﺍ ﺍﻟﻐﺭﺽ ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ‪ ،‬ﻭﻤﻘﻴـﺎﺱ ﺍﻷﻫـﺩﺍﻑ‬
‫ﺍﻟﺘﺤﺼﻴﻠﻴﺔ‪ ،‬ﻭﺍﻟﺨﻭﻑ ﻤﻥ ﺍﻟﻔﺸل‪ ،‬ﻭﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻤﺩﺭﻜﺔ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺍﻟﻘﻠﻕ‪ ،‬ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺩﺭﺠﺎﺕ‬
‫ﺍﻟﺘﺤﺼﻴﻠﻴﺔ‪ .‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ ﻭﺩﺍﻟﺔ ﺒـﻴﻥ ﺍﻟـﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ ﻭﺍﻷﻫـﺩﺍﻑ‬
‫ﺍﻟﺘﺤﺼﻴﻠﻴﺔ‪ ،‬ﻭﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻟﺨﻭﻑ ﻤﻥ ﺍﻟﻔﺸل ﻭﺍﻟﺘﺤﺼﻴل ﺍﻟﻤﻨﺨﻔﺽ‬
‫ﻭﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ‪.‬‬
‫ﻭﻗﺩ ﺃﺠﺭﻯ ﺴﻨﺎﻴﺩﺭ ﻭﺁﺨﺭﻭﻥ )‪ (Snyder;et al.,2002‬ﺩﺭﺍﺴـﺔ ﺤـﻭل ﺍﻷﻤـل ﻭﺍﻟﻨﺠـﺎﺡ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻲ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﻭﺫﻟﻙ ﻟﺘﻘﻴﻴﻡ ﻗﻭﺓ ﺍﻷﻤل ﻓـﻲ ﺍﻟﺘﻨﺒـﺅ ﺒﻨﺘـﺎﺌﺞ ﺍﻟﺘﺤـﺼﻴل‬
‫ﺍﻟﺩﺭﺍﺴﻲ‪ .‬ﻭﺘﻜﻭﻨﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ )‪ (213‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ‪ ،‬ﺘﻡ ﺘﻘﺴﻴﻤﻬﻡ ﺇﻟﻰ ﺜﻼﺙ ﻤﺠﻤﻭﻋـﺎﺕ‪،‬‬
‫ﻤﺭﺘﻔﻌﻲ‪ ،‬ﻭﻤﺘﻭﺴﻁﻲ‪ ،‬ﻭﻤﻨﺨﻔﻀﻲ ﺍﻷﻤل‪ ،‬ﻭﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻡ ﺒـﻴﻥ )‪ (12-18‬ﺴـﻨﺔ‪.‬‬
‫ﻭﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﻤﻘﻴﺎﺱ ﺍﻷﻤل ﻭﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﺘﺤﺼﻴﻠﻴﺔ‪ .‬ﻭﻗﺩ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﻤﺭﺘﻔﻌﻲ‬
‫ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﺤﺼﻠﻭﺍ ﻋﻠﻰ ﺩﺭﺠﺎﺕ ﻤﺭﺘﻔﻌﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻤﻘﺎﺭﻨـﺔ‬
‫ﺒﺎﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻷﺨﺭﻴﻴﻥ‪ ،‬ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ‪.‬‬
‫ﻭﻓﻲ ﻀﻭﺀ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻓﻲ ﻤﻭﺍﻗﻑ ﺍﻟﻔﺸل ﻭﺍﻟﻨﺠﺎﺡ‪ ،‬ﻓﻘﺩ ﺍﻗﺘﺭﺤﺕ ﺍﻟﻌﺩﻴـﺩ‬
‫ﻤﻥ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﻤﺩﺭﺴﻴﺔ ﺃﻥ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻴﺸﺠﻊ ﻋﻠﻰ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺫﺍﺘﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺒﻴﻥ ﺍﻟﻁﻠﺒـﺔ‪ ،‬ﻭﺃﻥ‬
‫ﺍﻟﺘﺭﻜﻴﺯ ﺍﻟﻤﻔﺭﻁ ﻋﻠﻰ ﺍﻟﺘﻘﻴﻴﻡ ﺍﻟﺘﺤﺼﻴﻠﻲ ﻴﺅﺩﻱ ﺇﻟﻰ ﻓﺸل ﺍﻟﻁﻼﺏ‪ ،‬ﻭﺍﻟﺫﻱ ﻗﺩ ﻴﺅﺩﻱ ﺇﻟـﻰ ﺘﻨﻤﻴـﺔ‬
‫ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻨﺭﺠﺴﻴﺔ ﺃﻭ ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﻤﺸﻭﻫﺔ ﻟﻠﺫﺍﺕ )‪ ،(Daman,1995,‬ﻭﺃﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ ﺘـﻭﻓﺭ‬
‫ﻓﺭﺹ ﻤﺸﺎﺒﻬﺔ ﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻹﻴﺠﺎﺒﻲ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻷﺩﻟﺔ ﺒﺄﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺃﻭ ﻋﺩﻤﻬﺎ ﻗﺩ‬
‫ﺘﺅﺜﺭ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ؛ ﻓﺎﻟﻁﻠﺒﺔ ﺍﻷﻜﺜﺭ ﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﻴﻜﻭﻨﻭﻥ ﻓـﻲ ﺍﻟﻐﺎﻟـﺏ ﺃﻜﺜـﺭ‬
‫ﺇﻨﺠﺎﺯﹰﺍ ﻭﺘﻭﺍﻓﻘﹰﺎ ﻓﻲ ﺤﻴﺎﺘﻬﻡ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻟﻁﻠﺒﺔ ﺍﻟﻤﺘﺄﺨﺭﻴﻥ ﺘﺤﺼﻴﻠﻴﹰﺎ )‪ .(Raes,2011‬ﻓﺎﻟﻁﻠﺒﺔ‬
‫ﺍﻟﻤﺘﺄﺨﺭﻴﻥ ﺩﺭﺍﺴﻴﹰﺎ ﻴﺘﺴﻤﻭﻥ ﻓﻲ ﺍﻟﻐﺎﻟﺏ ﺒﻨﻘﺩ ﺍﻟﺫﺍﺕ ﻭﺍﺠﺘﺭﺍﺭ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻟﻘﻠـﻕ ﺍﻟﻤﺘﻌﻠـﻕ‬
‫ﺒﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ‪ ،‬ﻋﻼﻭﺓ ﻋﻠﻰ ﻅﻬﻭﺭ ﻤﺸﺎﻋﺭ ﺍﻟﻌﺯﻟﺔ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻴﻬﻡ‪ ،‬ﻭﻅﻬﻭﺭ ﺒﻌﺽ ﺍﻟـﺴﻠﻭﻜﻴﺎﺕ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﻤﺜل ﺘﻌﺎﻁﻲ ﺍﻟﻤﺨﺩﺭﺍﺕ ﻭﺍﻟﻜﺤﻭل )‪ .(Scott, et al., 2013‬ﺒﻴﻨﻤﺎ ﻴﺘﺴﻡ ﺍﻟﻁﻠﺒـﺔ ﺍﻟﻨـﺎﺠﺤﻴﻥ‬
‫ﺃﻜﺎﺩﻴﻤﻴﹰﺎ ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﺍﻟﻴﻘﻅﺔ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩﻫﻡ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻓـﻕ ﻤـﻊ ﺍﻟﺨﺒـﺭﺍﺕ‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﺍﻟﻤﺩﺭﺴﻴﺔ ﺍﻟﻤﺅﻟﻤﺔ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﺘﻌﺩ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻤﺼﺩﺭ ﻤﻥ ﻤﺼﺎﺩﺭ ﺍﻟﺘﻨﺒﺅ ﺒﺎﻟـﺼﺤﺔ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫ﻟﻠﻁﻠﺒﺔ ﻓﻲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ‪.‬‬
‫ﻓﺭﻀﻴﺎﺕ ﺍﻟﺒﺤﺙ‪:‬‬
‫ﻓﻲ ﻀﻭﺀ ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻭﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻭﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪ ،‬ﻴﻤﻜـﻥ ﺘﺤﺩﻴـﺩ‬
‫ﻓﺭﻀﻴﺎﺕ ﺍﻟﺒﺤﺙ ﻭﻓﻘﹰﺎ ﻟﻶﺘﻲ‪:‬‬
‫‪ - 1‬ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟـﺩﻯ‬
‫ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‪.‬‬
‫‪ -2‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ‬
‫ﺘﻌﺯﻯ ﺇﻟﻰ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ) ﺫﻜﻭﺭ ـ ﺇﻨﺎﺙ(‪.‬‬
‫‪ -3‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ‬
‫ﺘﻌﺯﻯ ﺇﻟﻰ ﻤﺘﻐﻴﺭ ﺍﻟﺘﺨﺼﺹ) ﻋﻠﻤﻲ ـ ﺃﺩﺒﻲ(‪.‬‬
‫‪ -4‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻓﻲ‬
‫ﻜل ﻤﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ‪.‬‬
‫‪-5‬ﻻ ﻴﻭﺠﺩ ﺘﺄﺜﻴﺭ ﻟﻠﺘﻔﺎﻋل ﺒﻴﻥ ﻜل ﻤﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤـل ﺍﻷﻜـﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌـﺎﺏ‬
‫ﻭﻤﺘﻐﻴﺭﻱ ﺍﻟﺠﻨﺱ ﻭﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ‪.‬‬
‫ﻤﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺙ ﻭﺇﺠﺭﺍﺀﺍﺘﻪ‪:‬‬
‫‪1‬ـ ﻤﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺙ‪:‬‬
‫ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﺍﻻﺭﺘﺒﺎﻁﻲ ﺍﻟﻤﻘﺎﺭﻥ ﻓﻲ ﻫﺫﺍ ﺍﻟﺒﺤﺙ‪ ،‬ﻭﺫﻟﻙ ﻟﻠﻜﺸﻑ ﻋﻥ‬
‫ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﻨﻔﺴﻲ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤـﻥ‬
‫ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﺒﻤﺤﺎﻓﻅﺔ ﺩﻤﺸﻕ‪.‬‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫‪ -2‬ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ ﻭﻋﻴﻨﺘﻪ‪:‬‬

‫ﺃ ـ ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ‪:‬‬
‫ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻤﻥ ﺠﻤﻴﻊ ﻁﻠﺒﺔ ﺍﻟﺼﻑ ﺍﻟﺜﺎﻨﻲ ﺍﻟﺜـﺎﻨﻭﻱ )ﻤـﻥ ﺍﻟﺠﻨـﺴﻴﻥ(‬
‫ﺍﻟﻤﺴﺠﻠﻴﻥ ﻟﻠﻌﺎﻡ ﺍﻟﺩﺭﺍﺴﻲ )‪ (2014-2013‬ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴـﺔ ﺍﻟﺭﺴـﻤﻴﺔ ﺒﻤﺤﺎﻓﻅـﺔ‬
‫ﺩﻤﺸﻕ‪ ،‬ﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ )‪ (10790‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﻠﺒﺔ‪ ،‬ﺒﻭﺍﻗﻊ )‪ (4807‬ﻁﺎﻟﺒﺎﹰ‪ ،‬ﻭ)‪ (5983‬ﻁﺎﻟﺒﺔﹰ‪،‬‬
‫ﺍﺴﺘﻨﺎﺩﹰﺍ ﺇﻟﻰ ﺇﺤﺼﺎﺌﻴﺔ ﻤﺩﻴﺭﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺩﻤﺸﻕ ﻟﻠﻌﺎﻡ ﺍﻟﺩﺭﺍﺴﻲ ‪.2014-2013‬‬
‫ﻭﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤـﺙ ﺤـﺴﺏ ﺍﻟﺠـﻨﺱ )ﺍﻟـﺫﻜﻭﺭ‪ ،‬ﺍﻹﻨـﺎﺙ(‬
‫ﻭﺍﻟﺘﺨﺼﺹ )ﻋﻠﻤﻲ‪ ،‬ﺃﺩﺒﻲ(‪،‬‬
‫ﺍﻟﺠﺩﻭل)‪ (1‬ﺘﻭﺯﻴﻊ ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ‬
‫ﺃﺩﺒﻲ‬ ‫ﻋﻠﻤﻲ‬ ‫ﺇﻨﺎﺙ‬ ‫ﺫﻜﻭﺭ‬ ‫ﺍﻟﻌﺩﺩ‬
‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺇﻨﺎﺙ‬ ‫ﺫﻜﻭﺭ‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺇﻨﺎﺙ‬ ‫ﺫﻜﻭﺭ‬ ‫ﺍﻟﻜﻠﻲ‬
‫‪2385‬‬ ‫‪1580‬‬ ‫‪805‬‬ ‫‪8405‬‬ ‫‪4403‬‬ ‫‪4002‬‬ ‫‪5983‬‬ ‫‪4807‬‬ ‫‪10790‬‬
‫ﺏ‪ -‬ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‪:‬‬
‫ﺃﺠﺭﻱ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ)‪ (330‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ ﻤـﻥ ﻁﻠﺒـﺔ ﺍﻟـﺼﻑ ﺍﻟﺜـﺎﻨﻲ‬
‫ﺍﻟﺜﺎﻨﻭﻱ) ﺘﻤﺜل ﻨﺴﺒﺔ)‪ (%3,1‬ﻤﻥ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻷﺼـﻠﻲ ﻟﻠﺒﺤـﺙ(‪ ،‬ﺒﻭﺍﻗـﻊ )‪ (150‬ﻁﺎﻟﺒـﹰﺎ‬
‫ﻭ)‪ (180‬ﻁﺎﻟﺒﺔ‪ ،‬ﻤﻨﻬﻡ )‪ (252‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ ﺘﺨﺼﺹ ﻋﻠﻤـﻲ‪ ،‬ﻭ)‪ (78‬ﻁﺎﻟﺒـﹰﺎ ﻭﻁﺎﻟﺒـﺔ‬
‫ﺘﺨﺼﺹ ﺃﺩﺒﻲ‪،‬ﻤﻤﻥ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ) ‪ (18 -16‬ﺴﻨﺔ‪ ،‬ﺒﻤﺘﻭﺴﻁ ﺤـﺴﺎﺒﻲ ﻗـﺩﺭﻩ‬
‫)‪ (17,3‬ﺴﻨﺔ ﻭﺍﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ (1,2‬ﺴﻨﺔ ﻟﻠﺫﻜﻭﺭ‪ ،‬ﻭﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻗـﺩﺭﻩ )‪(17,5‬‬
‫ﺴﻨﺔ ﻭ)‪ (1,3‬ﺴﻨﺔ ﻟﻺﻨﺎﺙ‪ .‬ﻭﻗﺩ ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺔ ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﻌﺸﻭﺍﺌﻴﺔ ﺍﻟﻤﺘﻴﺴﺭﺓ ﻤﻥ ﺜﻼﺙ‬
‫ﻤﻨﺎﻁﻕ ﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺍﺨﺘﻴﺭ ﻤﻥ ﻜل ﻤﻨﻁﻘﺔ ﺘﻌﻠﻴﻤﻴﺔ ﻤﺩﺭﺴﺘﺎﻥ ﺇﺤـﺩﺍﻫﻤﺎ ﻟﻠـﺫﻜﻭﺭ ﻭﺍﻷﺨـﺭﻯ‬
‫ﻟﻺﻨﺎﺙ ﻭﻓﻘﹰﺎ ﻟﻶﺘﻲ‪ :‬ﺍﻟﻤﻨﻁﻘﺔ ﺍﻟﺸﻤﺎﻟﻴﺔ )ﺜﺎﻨﻭﻴﺔ ﺍﺒﻥ ﺍﻟﻌﻤﻴﺩ ﻟﻠﺫﻜﻭﺭ‪ ،‬ﻭﺜﺎﻨﻭﻴﺔ ﻋﺒﺩ ﺍﻟـﺭﺤﻤﻥ‬
‫ﺍﻟﺸﻬﺒﻨﺩﺭ ﻟﻺﻨﺎﺙ(‪ ،‬ﻭﺍﻟﻤﻨﻁﻘﺔ ﺍﻟﻐﺭﺒﻴﺔ )ﺜﺎﻨﻭﻴﺔ ﺒﺴﺎﻡ ﺒﻜﻭﺭﺓ ﻟﻠﺫﻜﻭﺭ‪ ،‬ﻭﺜﺎﻨﻭﻴﺔ ﺃﺤﻤﺩ ﺍﺴﻜﻨﺩﺭ‬
‫ﻟﻺﻨﺎﺙ(‪ ،‬ﻭﺍﻟﻤﻨﻁﻘﺔ ﺍﻟﺸﺭﻗﻴﺔ )ﺜﺎﻨﻭﻴﺔ ﻓﺎﻴﺯ ﻤﻨﺼﻭﺭ ﻟﻠـﺫﻜﻭﺭ‪ ،‬ﻭﺜﺎﻨﻭﻴـﺔ ﺃﺴـﻌﺩ ﻋﺒـﺩ ﺍﷲ‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﻟﻺﻨﺎﺙ(‪.‬ﺃﻤﺎ ﺒﻘﻴﺔ ﺍﻟﻤﻨﺎﻁﻕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻠﻡ ﻨﺘﻤﻜﻥ ﻤﻥ ﺍﻟﻭﺼﻭل ﺇﻟﻴﻪ ﺒﺴﺒﺏ ﺍﻷﺤﺩﺍﺙ ﺍﻟﺤﺎﻟﻴﺔ‪.‬‬
‫ﻭﻴﺒﻴﻥ ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﺘﻭﺯﻴﻊ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﺤﺴﺏ ﺍﻟﺠﻨﺱ ﻭﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ‪.‬‬
‫ﺍﻟﺠﺩﻭل )‪ (2‬ﺘﻭﺯﻉ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﺤﺴﺏ ﺍﻟﺠﻨﺱ ﻭﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ‬
‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﺍﻟﻌﺩﺩ‬
‫ﺃﺩﺒﻲ‬ ‫ﻋﻠﻤﻲ‬ ‫ﺇﻨﺎﺙ‬ ‫ﺫﻜﻭﺭ‬ ‫ﺍﻟﻜﻠﻲ‬
‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺇﻨﺎﺙ‬ ‫ﺫﻜﻭﺭ‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺇﻨﺎﺙ‬ ‫ﺫﻜﻭﺭ‬
‫‪78‬‬ ‫‪48‬‬ ‫‪30‬‬ ‫‪252‬‬ ‫‪132‬‬ ‫‪120‬‬ ‫‪180‬‬ ‫‪150‬‬ ‫‪330‬‬
‫‪ -3‬ﺃﺩﻭﺍﺕ ﺍﻟﺒﺤﺙ‪:‬‬
‫ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﻓﺭﻀﻴﺎﺕ ﺍﻟﺒﺤﺙ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻻـ ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪Self –compassion Scale :‬‬
‫ﺃﻭ ﹰ‬
‫ﺃﻋﺩﺕ ﻫﺫﺍ ﺍﻟﻤﻘﻴﺎﺱ ﻜﺭﺴﺘﻴﻥ ﻨﻴﻑ )‪ ، (Neff,2003,a‬ﻭﻗﺩ ﻗﺎﻡ ﺍﻟﻌﺎﺴﻤﻲ )‪ (2011‬ﺒﺘﺭﺠﻤﺘﻪ‬
‫ﻭﺘﻘﻨﻴﻨﻪ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻁﻼﺏ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟـﺴﻌﻭﺩﻴﺔ‪ ،‬ﻭﺍﻟـﺫﻱ‬
‫ﻴﺘﻜﻭﻥ ﻤﻥ )‪ (26‬ﻓﻘﺭﺓ‪ ،‬ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺜﻼﺜﺔ ﺃﺒﻌﺎﺩ ﻤﺘﻘﺎﺒﻠﺔ ﻭﺜﻼﺜﺔ ﺃﺒﻌﺎﺩ ﻤﺘﻌﺎﻜـﺴﺔ ) ﺇﻴﺠﺎﺒﻴـﺔ‬
‫ﻭﺴﻠﺒﻴﺔ(‪ ،‬ﻫﻲ‪:‬‬
‫ﺃ ـ ﺍﻟﻠﻁﻑ ﺒﺎﻟﺫﺍﺕ‪) Self -Kindness‬ﺃﺤﺎﻭل ﺃﻥ ﺃﻜﻭﻥ ﺭﻓﻴﻘﹰﺎ ﺒﻨﻔﺴﻲ ﻋﻨﺩﻤﺎ ﺘﻭﺍﺠﻬﻨﻲ ﻤﺸﻜﻠﺔ ﻤﺎ(‪،‬‬
‫ﻓﻲ ﻤﻘﺎﺒل ﺍﻟﺤﻜﻡ ﺍﻟﺫﺍﺘﻲ‪" Self-Judgment‬ﻋﻨﺩﻤﺎ ﺃﻤﺭ ﺒﻅﺭﻭﻑ ﺼﻌﺒﺔ‪ ،‬ﻏﺎﻟﺒﹰﺎ ﻤﺎ ﺃﻜﻭﻥ ﻗﺎﺴﻴﹰﺎ ﻤـﻊ‬
‫ﻨﻔﺴﻲ ﻟﺩﺭﺠﺔ ﺍﻟﺤﺯﻡ"‪.‬‬
‫ﺏ ـ ﺍﻹﻨﺴﺎﻨﻴﺔ ﺍﻟﻌﺎﻤﺔ )ﺍﻟﻤﺸﺘﺭﻜﺔ( ‪" ،Common Humanity‬ﻋﻨﺩﻤﺎ ﺃﺸﻌﺭ ﺒﺎﻟﻨﻘﺹ ﻓﻲ ﻤﻭﻗـﻑ‬
‫ﻤﺎ ﺃُﺫﻜﺭ ﻨﻔـﺴﻲ ﺒـﺄﻥ ﺘﻠـﻙ ﺍﻟﻤـﺸﺎﻋﺭ ﻤﻭﺠـﻭﺩﺓ ﻟـﺩﻯ ﻤﻌﻅـﻡ ﺍﻟﻨـﺎﺱ"‪ ،‬ﻓـﻲ ﻤﻘﺎﺒـل‬
‫ﺍﻟﻌﺯﻟﺔ‪"Isolation‬ﻴﺄﺨﺫﻨﻲ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻌﺯﻟﺔ ﻋﻨﺩﻤﺎ ﺃﻓﻜﺭ ﻓﻲ ﺃﺨﻁﺎﺌﻲ"‪.‬‬
‫ﺝ ـ ﺍﻟﻴﻘﻅﺔ ﺍﻟﻌﻘﻠﻴﺔ ‪ ،Mindfulness‬ﻤﺜﺎل ‪":‬ﻋﻨﺩﻤﺎ ﻴﺯﻋﺠﻨﻲ ﺸﻲﺀ ﻤـﺎ‪ ،‬ﺃﺤـﺎﻭل ﺃﻥ ﺃﺠﻌـل‬
‫ﺍﻨﻔﻌﺎﻻﺘﻲ ﻤﺘﻭﺍﺯﻨﺔ" ﻓﻲ ﻤﻘﺎﺒل ﺍﻟﺘﻭﺤﺩ ﺍﻟﻤﻔﺭﻁ ﻤﻊ ﺍﻟﺫﺍﺕ ‪"Over-Identification‬ﻋﻨـﺩﻤﺎ ﺃﺸـﻌﺭ‬
‫ﺒﺎﻹﺤﺒﺎﻁ ﻴﺴﺘﺤﻭﺫ ﻋﻠﻰ ﺘﻔﻜﻴﺭﻱ ﺒﺄﻥ ﻜل ﺸﻲﺀ ﺴﻲﺀ"‪.‬‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫ﺘﺼﺤﻴﺢ ﺍﻟﻤﻘﻴﺎﺱ‪:‬‬
‫ﻴﺠﻴﺏ ﺍﻟﻤﻔﺤﻭﺹ ﻋﻥ ﻜل ﻓﻘﺭﺓ ﻤﻥ ﻓﻘﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ﻋﻠﻰ ﻤﺩﺭﺝ ﺇﺠﺎﺒﺔ ﻤﻜﻭﻥ ﻤﻥ ﺨﻤﺴﺔ ﺒﺩﺍﺌل‪:‬‬
‫ﺘﺒﺩﺃ ﺒـ‪ :‬ﻻ ﺘﻨﻁﺒﻕ‬
‫ﺒﺎﻟﻤﺭﺓ‪ ،‬ﻭﺘﻌﻁﻰ ﺩﺭﺠﺔ ﻭﺍﺤﺩﺓ ﺇﻟﻰ ﺘﻨﻁﺒﻕ ﺩﺍﺌﻤﺎﹰ‪ ،‬ﻭﺘﻌﻁﻰ)‪ (5‬ﺩﺭﺠـﺎﺕ‪ .‬ﻭﺘﺘـﺭﺍﻭﺡ ﺩﺭﺠـﺎﺕ‬
‫ﺍﻟﻤﻘﻴﺎﺱ ﺒﻴﻥ )‪ (130 -26‬ﺩﺭﺠﺔ‪ .‬ﻭﺘﺸﻴﺭ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻤﺭﺘﻔﻌﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﻔﺤﻭﺹ ﻴـﺸﻌﺭ ﺒﺄﻨـﻪ‬
‫ﻤﺸﻔﻕ ﻋﻠﻰ ﺫﺍﺘﻪ ﻋﻨﺩﻤﺎ ﻴﻤﺭ ﺒﺨﺒﺭﺍﺕ ﻤﺅﻟﻤﺔ ﺃﻭ ﻤﻭﻗﻑ ﻤﻥ ﻤﻭﺍﻗﻑ ﺍﻟﻔﺸل‪ .‬ﺒﻴﻨﻤﺎ ﺘﺸﻴﺭ ﺍﻟﺩﺭﺠـﺔ‬
‫ﺍﻟﻤﻨﺨﻔﻀﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﻔﺤﻭﺹ ﻴﻜﻭﻥ ﺃﻜﺜﺭ ﻗﺴﻭﺓ ﻋﻠﻰ ﺫﺍﺘﻪ ﺃﻭ ﻴﻨﺘﻘﺩ ﺫﺍﺘﻪ ﻓﻲ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻀﺎﻏﻁﺔ‪.‬‬
‫ﻭﻗﺩ ﻗﺎﻤﺕ ﻨﻴﻑ )‪ (Neff,2003,a‬ﺒﺎﻟﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ ﻋﻠﻰ ﻋﻴﻨﺔ ﺤﺠﻤﻬﺎ)‪(391‬‬
‫ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﺒﻤﺘﻭﺴﻁ ﻋﻤﺭﻱ ﻗﺩﺭﻩ)‪ (20,19‬ﺴـﻨﺔ‪ ،‬ﺤﻴـﺙ ﻭﺠـﺩﺕ ﺇﻥ‬
‫ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﺩﺍﺨﻠﻲ ﻟﺒﻨﻭﺩ ﺍﻟﻤﻘﻴﺎﺱ ﻜﺎﻥ ﻤﺭﺘﻔﻌﹰﺎ ﻨﻭﻋﹰﺎ ﻤﺎ‪ ،‬ﺇﺫ ﺘﺭﺍﻭﺤﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒـﺎﻁ ﺒـﻴﻥ‬
‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻭﻜل ﺒ‪‬ﻌﺩ ﻤﻥ ﺃﺒﻌﺎﺩﻩ ﺒﻴﻥ)‪ 0,44‬ﺇﻟﻰ ‪ .(0,70‬ﺃﻤﺎ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ ﺒﻁﺭﻴﻘـﺔ‬
‫ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ‪ Cronbah`s Alpha‬ﻓﺘﺭﺍﻭﺤﺕ ﻟﻜل ﺒ‪‬ﻌﺩ ﺒﻴﻥ)‪ 0،68‬ﺇﻟﻰ‪ .(0,83‬ﻭﻤﻥ ﺨﻼل ﺇﻋﺎﺩﺓ‬
‫ﺍﻻﺨﺘﺒﺎﺭ ﻜﺎﻥ ﻤﻌﺎﻤل ﺍﻟﺘﺭﺍﺒﻁ)‪.(Neff,2003,a)(0,91‬‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ ﻋﻠﻰ ﻋﻴﻨﺎﺕ ﻤﻥ ﻁﻼﺏ ﺜﻼﺙ ﺩﻭل‪ ،‬ﻫـﻲ‪ :‬ﺃﻤﺭﻴﻜـﺎ ﻭﺘـﺎﻴﻭﺍﻥ‬
‫ﻭﺘﺎﻴﻼﻨﺩ‪ ،‬ﻭﺠﺩﺕ ﻨﻴﻑ ﻭﺁﺨﺭﻭﻥ)‪ (Neff, et al., 2007‬ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﻤﺭﺘﻔﻊ ﻟﻠﻤﻘﻴﺎﺱ ﻟﺩﻯ ﺍﻟﻌﻴﻨﺎﺕ‬
‫ﺍﻟﺜﻼﺙ‪ ،‬ﺤﻴﺙ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ )‪ (0,86‬ﻟﻠﻌﻴﻨﺔ ﺍﻟﺘﺎﻴﻼﻨﺩﻴﺔ )‪ (0,95‬ﻟﻠﻌﻴﻨﺔ‬
‫ﺍﻷﻤﺭﻴﻜﻴﺔ‪ ،‬ﻭ )‪ (0,86‬ﻟﻠﻌﻴﻨﺔ ﺍﻟﺘﺎﻴﻭﺍﻨﻴﺔ‪ .‬ﻜﻤﺎ ﻗﺎﻡ ﺍﻟﻌﺎﺴﻤﻲ)‪ (2011‬ﺒﺎﻟﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻗﻪ ﻭﺜﺎﺒﺘـﻪ‬
‫ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻁﻼﺏ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ‪،‬ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﺼﺩﻕ ﺍﻟﻌﺎﻤﻠﻲ ﻭﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ‪ ،‬ﺒﻠﻎ ﻗﻭﺍﻤﻬﺎ‬
‫)‪ (87‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ‪ ،‬ﺤﻴﺙ ﺘﺭﺍﻭﺤﺕ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺃﺒﻌﺎﺩ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻔﺭﻋﻴﺔ ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﺒﻴﻥ)‪ .(0,42-0,55‬ﺃﻤﺎ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﻓﺒﻠﻎ)‪.(0,75‬‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ ﻓﻲ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ‪:‬‬

‫ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺒﺎﻟﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ ﻭﺜﺒﺎﺘﻪ ﺒﺘﻁﺒﻴﻘﻪ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﺴـﺘﻁﻼﻋﻴﺔ ﻤـﻥ ﻁﻠﺒـﺔ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺩﻤﺸﻕ‪ ،‬ﺒﻠﻎ ﻋﺩﺩﻫﺎ)‪ (75‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ‪ ،‬ﻭﻗﺩ ﺒﻠﻎ ﻤﺘﻭﺴﻁ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ‬
‫ﻋﺒﺎﺭﺍﺕ ﻫﺫﺍ ﺍﻟﻤﻘﻴﺎﺱ)‪ 7-5‬ﺩﻗﺎﺌﻕ(‪.‬‬
‫‪1‬ـ ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ‪ :‬ﺘﻡ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ ﺒﺎﺴـﺘﺨﺩﺍﻡ ﺍﻟـﺼﺩﻕ‬
‫ﺍﻟﺒﻨﺎﺌﻲ‪ Construct Validity‬ﻤﻥ ﺨﻼل ﺤﺴﺎﺏ ﻋﻼﻗﺔ ﺩﺭﺠﺔ ﺍﻟﻤﻘﺎﻴﻴﺱ ﺍﻟﻔﺭﻋﻴﺔ ﺒﺎﻟﺩﺭﺠـﺔ‬
‫ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﻘﻴﺎﺱ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﺴﺘﻁﻼﻋﻴﺔ ﻤﻜﻭﻨﺔ ﻤﻥ)‪ (75‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒ ﹰﺔ ﻤﻥ ﻁﻠﺒـﺔ ﺍﻟـﺼﻑ‬
‫ﺍﻟﺜﺎﻨﻲ ﺍﻟﺜﺎﻨﻭﻱ )ﺨﺎﺭﺝ ﺇﻁﺎﺭ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﺍﻟﺭﺌﻴﺴﺔ(‪ ،‬ﻭﻗﺩ ﺘﺭﺍﻭﺤﺕ ﻤﻌـﺎﻤﻼﺕ ﺍﻻﺭﺘﺒـﺎﻁ‬
‫ﺒﻴﻥ ﺩﺭﺠﺔ ﻜل ﻤﺠﺎل ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﻘﻴﺎﺱ ﺒـﻴﻥ)‪ (0,82 – 0,66‬ﻭﻫـﻲ ﻤﻌـﺎﻤﻼﺕ‬
‫ﺍﺭﺘﺒﺎﻁ ﻋﺎﻟﻴﺔ ﻭﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪.(0,01‬‬
‫‪-2‬ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ‪ :‬ﻗﺩﺭﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻟﻠﻤﻘﻴﺎﺱ ﺒﻁﺭﻴﻘﺘﻴﻥ ﻫﻤﺎ‪:‬‬
‫ﺃ‪ -‬ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺍﻻﺴﺘﻘﺭﺍﺭ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺘﻁﺒﻴﻘﻪ ﻋﻠﻰ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻻﺴـﺘﻁﻼﻋﻴﺔ‪،‬‬
‫ﺜﻡ ﺃﻋﻴﺩ ﺘﻁﺒﻴﻘﻪ ﺒﻌﺩ ﺃﺴﺒﻭﻋﻴﻥ ﻤﻥ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻷﻭل‪ ،‬ﻭﻗـﺩ ﺒﻠـﻎ ﻤﻌﺎﻤـل ﺍﻻﺭﺘﺒـﺎﻁ ﺒـﻴﻥ‬
‫ﺍﻟﺘﻁﺒﻴﻘﻴﻥ)‪.(0,84‬‬
‫ﺏ ‪ -‬ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ )‪ ،(Cronbach Alpha‬ﺤﻴﺙ‬
‫ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ )‪ .(0,88‬ﻴﺘﻀﺢ ﻟﻨﺎ ﺃﻥ ﻤﻌﺎﻤﻼﺕ ﺜﺒﺎﺕ ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻤﺭﺘﻔﻌـﺔ‬
‫ﻨﺴﺒﻴﺎﹰ‪ ،‬ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﻘﻴﺎﺱ ﻴﻤﺘﻠﻙ ﻤﺴﺘﻭﻯ ﺠﻴﺩﹰﺍ ﻤﻥ ﺍﻟﺜﺒﺎﺕ‪ .‬ﺒﻨﺎ ًﺀ ﻋﻠﻰ ﺫﻟـﻙ‪ ،‬ﺘـﻡ‬
‫ﺍﻋﺘﻤﺎﺩ ﺍﻟﻤﻘﻴﺎﺱ ﻭﺍﻟﻭﺜﻭﻕ ﺒﻪ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪.‬‬
‫ﺜﺎﻨﻴ ﹰﺎ ـ ﻤﻘﻴﺎﺱ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ‪Academic Hope Scale‬‬
‫ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺒﺈﻋﺩﺍﺩ ﻫﺫﺍ ﺍﻟﻤﻘﻴﺎﺱ ﺒﻌﺩ ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻤﻘﺎﻴﻴﺱ ﺍﻟﺘﻲ ﺘﻘﻴﺱ ﺍﻷﻤل‬
‫ﺒﺸﻜل ﻋﺎﻡ‪ ،‬ﻤﺜل ﻤﻘﻴﺎﺱ ﺴـﻨﺎﻴﺩﺭ ﻭﺸـﻭﺭﻱ )‪ ،(Shorey and Snyder,2004‬ﻭﺴـﻨﺎﻴﺩﺭﻭ‬
‫ﺴﻴﻤﺒﺴﻭﻥ )‪ ،(Snyder & Sympson, 1997‬ﻭﻤﻘﻴـﺎﺱ ﻜﺎﻤﺒـل ﻭﻜـﻭﻭﻥ ) & ‪Compbell‬‬
‫‪ ،(Kwon, 2001‬ﻭﻋﻠﻰ ﺍﻷﺩﺏ ﺍﻟﻨﻅﺭﻱ ﻟﻨﻅﺭﻴﺔ ﺴـﻨﺎﻴﺩﺭ ﻓـﻲ ﺍﻷﻤـل ‪(Snyder`s Hope‬‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫)‪ .theory‬ﻴﺘﻜﻭﻥ ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ )‪ (22‬ﻋﺒﺎﺭﺓ‪ ،‬ﺘﻘﻴﺱ ﺜﻼﺜﺔ ﺃﺒﻌﺎﺩ ﺭﺌﻴﺴﺔ ﻟﻸﻤل ﺍﻷﻜـﺎﺩﻴﻤﻲ‪،‬‬
‫ﻱ ﺍﻟﻌﺩﻴـﺩ ﻤـﻥ ﺍﻷﻫـﺩﺍﻑ‬
‫ﻭﻫﻲ‪ :‬ﺍﻷﻫﺩﺍﻑ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ)‪ (9‬ﻋﺒﺎﺭﺍﺕ‪ ،‬ﻤﺜﺎل ﺫﻟـﻙ‪" :‬ﻟـﺩ ‪‬‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ"‪ "،‬ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻟﺘﻲ ﻭﻀﻌﺘﻬﺎ ﻟﻨﻔﺴﻲ ﻭﺍﻀﺤﺔ ﻭﻤﺤـﺩﺩﺓ ﺒـﺸﻜل ﺠﻴـﺩ"‪،‬‬
‫ﻭﻤﺴﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﻴﺭ)‪ (5‬ﻋﺒﺎﺭﺍﺕ‪ ،‬ﻤﺜﺎل ﺫﻟﻙ‪ ":‬ﺃﺤﻴﺎﻨﹰﺎ ﺃﻓﻜﺭ ﻓـﻲ ﺃﺴـﻠﻭﺏ ﻤﺜـﺎﻟﻲ ﻭﺍﺤـﺩ‬
‫ﻟﻠﻭﺼﻭل ﺇﻟﻰ ﻫﺩﻓﻲ" ﻭﺍﻟﻁﺎﻗﺔ )‪ (8‬ﻋﺒﺎﺭﺍﺕ‪ ،‬ﻤﺜﺎل ﺫﻟﻙ‪" :‬ﻴﻨﻔﺩ ﺼﺒﺭﻱ ﺇﺫﺍ ﻟﻡ ﺃﺤﻘﻕ ﻭﺍﺠﺒﻲ‬
‫ﺍﻟﺩﺭﺍﺴﻲ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﻤﺤﺩﺩ"‪.‬‬
‫ﺘﺼﺤﻴﺢ ﺍﻟﻤﻘﻴﺎﺱ‪:‬‬
‫ﺘﺘﺩﺭﺝ ﺇﺠﺎﺒﺎﺕ ﺍﻟﻁﻼﺏ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ )‪ 1‬ﺇﻟﻰ ‪ (8‬ﺩﺭﺠﺎﺕ ﺒﺩﺀﹰﺍ ﻤﻥ ﻋﺩﻡ ﺍﻟﻤﻭﺍﻓﻘﺔ‬
‫ﺇﻟﻰ ﺍﻟﻤﻭﺍﻓﻘﺔ ﺍﻟﺘﺎﻤﺔ‪ .‬ﻭﺘﺸﻴﺭ ﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﻤﺭﺘﻔﻌﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﻁﺎﻟﺏ ﻟﺩﻴﻪ ﺃﻤل ﺃﻜﺎﺩﻴﻤﻲ ﻭﺍﻀﺢ‬
‫ﻤﻥ ﺤﻴﺙ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﻭﻀﻊ ﺃﻫﺩﺍﻑ ﺃﻜﺎﺩﻴﻤﻴﺔ ﻴﺴﻌﻰ ﺇﻟﻰ ﺘﺤﻘﻴﻘﻬﺎ ﻤﻥ ﺨﻼل ﻋﺩﺓ ﻤﺴﺎﺭﺍﺕ‬
‫ﺃﻭ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻟﺘﺤﻘﻴﻕ ﺫﻟﻙ ﺍﻟﻬﺩﻑ‪ ،‬ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻌﺯﻴﻤـﺔ ﻭﺍﻹﺭﺍﺩﺓ‪ ،‬ﺃﻤـﺎ ﺍﻟـﺩﺭﺠﺎﺕ‬
‫ﺍﻟﻤﻨﺨﻔﻀﺔ ﻓﺘﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﺍﻟﻁﺎﻟﺏ ﻟﻴﺱ ﻟﺩﻴﻪ ﺃﻤل ﺃﻜﺎﺩﻴﻤﻲ ﻭﺍﻀﺢ ﻤﻥ ﺤﻴﺙ ﻗﺩﺭﺘﻪ ﻋﻠـﻰ‬
‫ﻭﻀﻊ ﺃﻫﺩﺍﻑ ﺃﻜﺎﺩﻴﻤﻴﺔ ﻴﺴﻌﻰ ﺇﻟﻰ ﺘﺤﻘﻴﻘﻬﺎ‪.‬‬
‫ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ ﻭﺜﺒﺎﺘﻪ ﻓﻲ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ‪:‬‬
‫ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺒﺎﻟﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ ﻭﺜﺒﺎﺘﻪ ﺒﺘﻁﺒﻴﻘﻪ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﺴـﺘﻁﻼﻋﻴﺔ ﻤـﻥ ﻁﻠﺒـﺔ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺩﻤﺸﻕ‪ ،‬ﺒﻠﻎ ﻋﺩﺩﻫﺎ )‪ (75‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ‪ ،‬ﻭﻗﺩ ﺒﻠﻎ ﻤﺘﻭﺴـﻁ ﺍﻹﺠﺎﺒـﺔ‬
‫ﻋﻠﻰ ﻋﺒﺎﺭﺍﺕ ﻫﺫﺍ ﺍﻟﻤﻘﻴﺎﺱ )‪ 6-5‬ﺩﻗﺎﺌﻕ(‪.‬‬
‫‪1‬ـ ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ‪:‬‬
‫ﺃ‪-‬ﺍﻟﺼﺩﻕ ﺍﻟﺒﻨﺎﺌﻲ)‪ :(Construct Validity‬ﺘﻡ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻟﺒﻨـﺎﺀ ﻟﻤﻘﻴـﺎﺱ ﺍﻷﻤـل‬
‫ﺍﻷﻜﺎﺩﻴﻤﻲ ﻤﻥ ﺨﻼل ﺤﺴﺎﺏ ﻋﻼﻗﺔ ﺩﺭﺠﺔ ﺍﻟﻤﻘﺎﻴﻴﺱ ﺍﻟﻔﺭﻋﻴﺔ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴـﺔ ﻟﻠﻤﻘﻴـﺎﺱ‬
‫)‪ ،(Enteral Consistency Method‬ﻋﻠﻰ ﺍﻟﻌﻴﻨﺔ ﺍﺴﺘﻁﻼﻋﻴﺔ ﺍﻟﻤﺫﻜﻭﺭﺓ ﺴـﺎﺒﻘﹰﺎ ﻭﺍﻟﻤﻜﻭﻨـﺔ‬
‫ﻤﻥ)‪ (75‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒ ﹰﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺼﻑ ﺍﻟﺜﺎﻨﻲ ﺍﻟﺜﺎﻨﻭﻱ‪ ،‬ﻭﻗﺩ ﺘﺭﺍﻭﺡ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ‬
‫ﺩﺭﺠﺔ ﺍﻟﺒﻌﺩ ﺍﻷﻭل ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﻘﻴﺎﺱ )‪ ،(0,76‬ﻜﻤﺎ ﺘﺭﺍﻭﺡ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒـﻴﻥ‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﺩﺭﺠﺔ ﺍﻟﺒﻌﺩ ﺍﻟﺜﺎﻨﻲ ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﻘﻴﺎﺱ )‪ ،(0.68‬ﻭﻫﻲ ﻤﻌﺎﻤﻼﺕ ﺍﺭﺘﺒﺎﻁ ﻋﺎﻟﻴﺔ ﻭﺫﺍﺕ‬
‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ)‪ ،(0.01‬ﻭﺘﺭﺍﻭﺡ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺩﺭﺠـﺔ ﺍﻟﺒﻌـﺩ‬
‫ﺍﻟﺜﺎﻟﺙ ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﻘﻴﺎﺱ )‪.(0,78‬‬
‫ﺏ ـ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ‪:‬ﻗﺩﺭﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻟﻠﻤﻘﻴﺎﺱ ﺒﻁﺭﻴﻘﺘﻴﻥ‪ ،‬ﻫﻤﺎ‪:‬‬
‫ﺃ‪ -‬ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺍﻻﺴﺘﻘﺭﺍﺭ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺘﻁﺒﻴﻘﻪ ﻋﻠﻰ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﺜﻡ ﺃﻋﻴﺩ ﺘﻁﺒﻴﻘﻪ ﺒﻌﺩ ﺃﺴـﺒﻭﻋﻴﻥ‬
‫ﻤﻥ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻷﻭل‪ ،‬ﻭﻗﺩ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﺘﻁﺒﻴﻘﻴﻥ )‪.(0,74‬‬
‫ﺏ ‪ -‬ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ )‪ ،(Cronbach Alpha‬ﺤﻴﺙ ﺘﻡ ﺘﻁﺒﻴﻘﻪ‬
‫ﻋﻠﻰ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﺴﺘﻁﻼﻋﻴﺔ‪ ،‬ﺤﻴﺙ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ )‪ .(0,81‬ﻭﺘﺸﻴﺭ ﻗﺭﺍﺌﻥ ﺍﻟـﺼﺩﻕ‬
‫ﻭﺍﻟﺜﺒﺎﺕ ﺍﻟﻤﺒﻴﻨﺔ ﺃﻋﻼﻩ ﻋﻠﻰ ﺃﻥ ﻤﻘﻴﺎﺱ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻴﺘﻤﺘﻊ ﺒﺩﺭﺠﺔ ﺠﻴﺩﺓ ﻤﻥ ﺍﻟﺜﺒـﺎﺕ‬
‫ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻤﺴﺘﻬﺩﻓﺔ ﺒﺎﻟﺒﺤﺙ‪.‬‬
‫ﺜﺎﻟﺜ ﹰﺎ‪ -‬ﻗﺎﺌﻤﺔ ﺒﻴﻙ ﻟﻼﻜﺘﺌﺎﺏ ) ‪Beck`s Depression Inventory :(BDI-II‬‬
‫ﻭﺼﻑ ﺍﻟﻘﺎﺌﻤﺔ ﻭﺘﺼﺤﻴﺤﻬﺎ‪:‬‬
‫ﻤﻥ ﺃﺠل ﻗﻴﺎﺱ ﺍﻻﻜﺘﺌﺎﺏ ﻋﻨﺩ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴـﺔ‪ ،‬ﺍﺴـﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺜـﺎﻥ ﻗﺎﺌﻤـﺔ ﺒﻴـﻙ‬
‫ﻟﻼﻜﺘﺌﺎﺏ )‪ ،(1996) (BDI-II‬ﻭﻗﺩ ﺃﻋﺩﻫﺎ ﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻏﺭﻴﺏ)‪ ،(2000‬ﻭﻫـﺫﻩ ﺍﻟﻘﺎﺌﻤـﺔ‬
‫ﺘﺘﻤﺘﻊ ﺒﺨﺼﺎﺌﺹ ﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﻋﺎﻟﻴﺔ ﻤﻥ ﺤﻴﺙ ﺍﻟﺼﺩﻕ ﻭﺍﻟﺜﺒﺎﺕ‪ .‬ﺘﺘﻜـﻭﻥ ﻫـﺫﻩ ﺍﻟﻘﺎﺌﻤـﺔ‬
‫ﻤﻥ)‪ (21‬ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ)ﺃﻋﺭﺍﺽ(‪ ،‬ﺘﺤﺘﻭﻱ ﻜل ﻤﺠﻤﻭﻋﺔ ﻋﻠﻰ ﺃﺭﺒﻊ ﻋﺒـﺎﺭﺍﺕ‬
‫ﻤﺘﺩﺭﺠﺔ ﻓﻲ ﺍﻟﺸﺩﺓ ﻴﺘﻡ ﺘﺼﺤﻴﺤﻬﺎ ﺒﺈﻋﻁﺎﺀ ﺍﻟﺩﺭﺠﺎﺕ ﻤﻥ)‪ (3-0‬ﺩﺭﺠﺎﺕ‪ ،‬ﻭﻜل ﻤﺠﻤﻭﻋـﺔ‬
‫ﻤﻥ ﻤﺠﻤﻭﻋﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﺘﻤﺜل ﻋﺭﻀﹰﺎ ﻤﻥ ﺃﻋﺭﺍﺽ ﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﻭﺘﺘﺭﺍﻭﺡ ﺩﺭﺠﺔ ﺍﻟﻤﻔﺤﻭﺹ‬
‫ﺒﻴﻥ)‪ (63 -0‬ﺩﺭﺠﺔ‪ ،‬ﻭﺘﺩل ﺍﻟﺩﺭﺠﺔ ﺍﻟﻤﻨﺨﻔﻀﺔ ﻋﻠﻰ ﻋﺩﻡ ﻤﻌﺎﻨﺎﺓ ﻤـﻥ ﺍﻻﻜﺘﺌـﺎﺏ‪ ،‬ﺃﻤـﺎ‬
‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻤﺭﺘﻔﻌﺔ ﻓﺘﺸﻴﺭ ﻋﻠﻰ ﻤﻌﺎﻨﺎﺓ ﺤﻘﻴﻘﻴﺔ ﻤﻥ ﺍﻻﻜﺘﺌﺎﺏ‪.‬‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫ﺼﺩﻕ ﺍﻟﻘﺎﺌﻤﺔ ﻭﺜﺒﺎﺘﻬﺎ‪:‬‬

‫ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺒﺎﻟﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻟﻘﺎﺌﻤﺔ ﻭﺜﺒﺎﺘﻬﺎ ﺒﺘﻁﺒﻴﻘﻬﺎ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﺴـﺘﻁﻼﻋﻴﺔ ﻤـﻥ ﻁﻠﺒـﺔ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺩﻤﺸﻕ‪ ،‬ﺒﻠﻎ ﻋﺩﺩﻫﺎ) ‪ (75‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ‪ ،‬ﻭﻗﺩ ﺒﻠﻎ ﻤﺘﻭﺴـﻁ ﺍﻹﺠﺎﺒـﺔ‬
‫ﻋﻠﻰ ﻋﺒﺎﺭﺍﺕ ﻫﺫﺍ ﺍﻟﻤﻘﻴﺎﺱ) ‪ 8-5‬ﺩﻗﺎﺌﻕ(‪.‬‬
‫‪ -1‬ﺼﺩﻕ ﺍﻟﻘﺎﺌﻤﺔ‪:‬‬
‫ﺃ‪ -‬ﺼﺩﻕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻤﺤﻙ‪:‬‬
‫ﺘﻡ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ ﺨﻼل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻤﺤﻙ)ﺼﺩﻕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻤﺤﻙ( ﺍﻟـﺫﻱ‬
‫ﻻ‪ ،‬ﻭﺫﻟﻙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻘﻴـﺎﺱ ﺒﻴـﻙ ﻟﻼﻜﺘﺌـﺎﺏ)ﺍﻟﻨـﺴﺨﺔ‬
‫ﻴ‪‬ﻌﺩ ﻤﻥ ﺃﻜﺜﺭ ﺃﻨﻭﺍﻉ ﺍﻟﺼﺩﻕ ﻗﺒﻭ ﹰ‬
‫ﺍﻟﻤﺨﺘﺼﺭﺓ‪ ،(BDI ،‬ﻭﻗﺩ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ )‪ ،(0,89‬ﻭﻫﻭ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﻤﺭﺘﻔﻊ‪.‬‬
‫‪ -2‬ﺜﺒﺎﺕ ﺍﻟﻘﺎﺌﻤﺔ‪:‬ﻗﺩﺭﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻟﻠﻤﻘﻴﺎﺱ ﺒﻁﺭﻴﻘﺘﻴﻥ ﻫﻤﺎ‪:‬‬
‫ﺃ‪ -‬ﺍﻻﺨﺘﺒﺎﺭ ﻭﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ‪ ،Test -retest‬ﺤﻴﺙ ﺘﻡ ﺘﻁﺒﻴﻘﻬﺎ ﻋﻠﻰ ﺍﻟﻌﻴﻨﺔ ﺍﻻﺴـﺘﻁﻼﻋﻴﺔ‬
‫ﺍﻟﻤﻜﻭﻨﺔ ﻤﻥ )‪ (75‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ‪ ،‬ﺜﻡ ﺃﻋﻴﺩ ﺘﻁﺒﻴﻘﻬﺎ ﺒﻌﺩ ﺃﺴـﺒﻭﻋﻴﻥ ﻤـﻥ ﺍﻟﺘﻁﺒﻴـﻕ ﺍﻷﻭل‪،‬‬
‫ﻭﻜﺎﻨﺕ ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ )‪.(0,81‬‬
‫ﺏ ‪ -‬ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ )‪ ،(Cronbach Alpha‬ﺘﻡ ﺘﻁﺒﻴﻘﻬﺎ ﻋﻠﻰ‬
‫ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ‪ ،‬ﻭﻗﺩ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ)‪ .(0,87‬ﻭﻫﺫﺍ ﻴﺸﻴﺭ ﺇﻟـﻰ ﺃﻥ ﺍﻟﻘﺎﺌﻤـﺔ‬
‫ﺘﻤﺘﻠﻙ ﻤﺴﺘﻭﻯ ﺠﻴﺩﹰﺍ ﻤﻥ ﺍﻟﺜﺒﺎﺕ‪ .‬ﺒﻨﺎ ًﺀ ﻋﻠﻰ ﺫﻟﻙ ﻴﻤﻜﻥ ﺍﻋﺘﻤﺎﺩ ﺍﻟﻘﺎﺌﻤﺔ ﻭﺍﻟﻭﺜﻭﻕ ﺒﻬـﺎ ﻓـﻲ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪.‬‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‪:‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻷﻭﻟﻰ‪ ،‬ﻭﻨﺼﻬﺎ‪" :‬ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻜـل ﻤـﻥ‬
‫ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ"‪ .‬ﺤ‪‬ﺴﺒﺕ ﻤﻌـﺎﻤﻼﺕ ﺍﻟﺘـﺭﺍﺒﻁ ﺒـﻴﻥ‬
‫ﺩﺭﺠﺎﺕ ﺍﻟﻁﻼﺏ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﺴﺘﺔ‪ ،‬ﻭﺩﺭﺠـﺎﺘﻬﻡ ﻋﻠـﻰ ﻤﻘﻴﺎﺴـﻲ‬
‫ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﻭﺤﻠﻠﺕ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﺒﺭﻨـﺎﻤﺞ ﺍﻹﺤـﺼﺎﺌﻲ )‪(SPSS‬‬
‫ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻫﻲ ﻤﻭﻀﺤﺔ ﻓﻲ ﺍﻟﺠﺩﻭل )‪:(3‬‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﺍﻟﺠﺩﻭل)‪ (3‬ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‬
‫ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻻﻜﺘﺌﺎﺏ‬ ‫ﻥ‬ ‫ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‬
‫‪0,015‬‬ ‫‪** 0,197 -‬‬ ‫‪330‬‬ ‫ﺍﻟﻠﻁﻑ ﺒﺎﻟﺫﺍﺕ‬
‫‪*0,109‬‬ ‫‪**0,146-‬‬ ‫‪330‬‬ ‫ﺍﻟﺤﻜﻡ ﺍﻟﺫﺍﺘﻲ‬
‫‪**0,179‬‬ ‫‪**0,365-‬‬ ‫‪330‬‬ ‫ﺍﻟﻴﻘﻅﺔ ﺍﻟﻌﻘﻠﻴﺔ‬
‫‪*0,109‬‬ ‫‪**0,146-‬‬ ‫‪330‬‬ ‫ﺍﻟﺘﻭﺤﺩ ﺍﻟﻤﻔﺭﻁ‬
‫‪**0,172‬‬ ‫‪0,077-‬‬ ‫‪330‬‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ ﺍﻟﻤﺸﺘﺭﻜﺔ‬
‫‪* 0,067 -‬‬ ‫‪**0,197-‬‬ ‫‪330‬‬ ‫ﺍﻟﻌﺯﻟﺔ‬
‫‪**0,148‬‬ ‫‪**0,269 -‬‬ ‫‪330‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫**ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪* ،0,01‬ﺩﺍﻟﺔ ﻋﻨﺩ‪0,05‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (3‬ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ (0,01‬ﺒـﻴﻥ‬
‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺃﺒﻌﺎﺩﻩ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻤﺎﻋﺩﺍ ﺒﻌﺩ ﺍﻟﻌﺯﻟﺔ ﺍﻟﺫﻱ ﻴﺭﺘﺒﻁ ﺴﻠﺒﻴﹰﺎ ﻤﻊ ﺍﻷﻤـل‬
‫ﺍﻷﻜﺎﺩﻴﻤﻲ‪ ،‬ﻭﺍﻟﻠﻁﻑ ﺒﺎﻟﺫﺍﺕ ﺍﻟﺫﻱ ﻴﺭﺘﺒﻁ ﺇﻴﺠﺎﺒﻴﹰﺎ ﻤﻊ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﺒـﺸﻜل ﻏﻴـﺭ ﺩﺍل‬
‫ﺇﺤﺼﺎﺌﻴﹰﺎ‪ .‬ﻭﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻋﻨﺩ ﻤـﺴﺘﻭﻯ )‪ (0,01‬ﺒـﻴﻥ ﺍﻟـﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ‬
‫ﻭﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﻤﺎﻋﺩﺍ ﺒﻌﺩ ﺍﻹﻨﺴﺎﻨﻴﺔ ﺍﻟﻤﺸﺘﺭﻜﺔ ﺍﻟﺫﻱ ﻴﺭﺘﺒﻁ ﺴﻠﺒﻴﹰﺎ ﻤﻊ ﺍﻻﻜﺘﺌﺎﺏ ﺒﺸﻜل ﻏﻴـﺭ‬
‫ﺩﺍل ﺇﺤﺼﺎﺌﻴﹰﺎ‪ .‬ﻭﺘﺸﻴﺭ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺃﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻴﺘﻤﺘﻌﻭﻥ ﺒﺩﺭﺠﺔ ﻤﺭﺘﻔﻌﺔ ﻤﻥ ﺍﻟـﺸﻔﻘﺔ‬
‫ﺒﺎﻟﺫﺍﺕ ﻟﺩﻴﻬﻡ ﻤﺴﺘﻭﻴﺎﺕ ﻤﺭﺘﻔﻌﺔ ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ‪ ،‬ﻭﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ ﻭﻀﻊ ﺃﻫﺩﺍﻑ ﻭﺍﻗﻌﻴﺔ‬
‫ﻓﻲ ﺤﻴﺎﺘﻬﻡ ﺍﻟﺩﺭﺍﺴﻴﺔ‪ ،‬ﻭﻟﺩﻴﻬﻡ ﻤﺴﺎﺭﺍﺕ ﻓﻜﺭﻴﺔ ﻟﺘﺤﻘﻴﻕ ﺘﻠﻙ ﺍﻷﻫﺩﺍﻑ ﻤـﻥ ﺨـﻼل ﻁﺎﻗـﺔ‬
‫ﺍﻹﺭﺍﺩﺓ ﻭﺍﻟﺘﺼﻤﻴﻡ ﺍﻟﺘﻲ ﺘﻤﻜﻨﻬﻡ ﻤﻥ ﺘﺤﻘﻴﻕ ﺫﻟﻙ‪ ،‬ﺒﻤﻌﻨﻰ ﺁﺨﺭ ﺃﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ ﺘﻠﻌـﺏ‬
‫ﺩﻭﺭﹰﺍ ﺇﻴﺠﺎﺒﻴﹰﺎ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻜﻤﺎ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻟﺤﺩ ﻤﻥ ﺩﺭﺠـﺎﺕ‬
‫ﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻭﻥ ﻤﻨﻬﺎ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺘﻠﻌﺏ ﺩﻭﺭﹰﺍ ﺼﺎﺩﹰﺍ ﺃﻭ ﻭﺍ ‪‬‬
‫ﻕ ﻤﻥ‬
‫ﺃﻋﺭﺍﺽ ﺍﻻﻜﺘﺌﺎﺏ‪ .‬ﻭﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻻﻓﺘﺭﺍﻀﺎﺕ ﺍﻟﺘﻲ ﻁﺭﺤﻬﺎ ﻋﺩﻴـﺩ‬
‫ﻤﻥ ﺍﻟﻌﻠﻤﺎﺀ ﺤﻭل ﻫﺫﻩ ﺍﻟﻘﻀﻴﺔ‪ .‬ﺤﻴﺙ ﺘﺭﻯ ﻨﻴـﻑ ﻭﺒﻴﺘﻤـﺎﻥ )‪ (Neff and Pittman ,2010‬ﺃﻥ‬
‫ﻻ ﻋﻠﻰ ﺍﻟﻨﻀﺞ ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻭﺃﻨﻬﺎ ﺘﺭﺘﺒﻁ ﺇﻴﺠﺎﺒﻴـﹰﺎ ﺒﺎﻟﺭﻓﺎﻫﻴـﺔ‬
‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻗﺩ ﺘﻜﻭﻥ ﻤﺅﺸﺭﹰﺍ ﺩﺍ ﹰ‬
‫ﻭﺍﻟﺴﻌﺎﺩﺓ‪ ،‬ﻭﺒﺩﺭﺠﺎﺕ ﺃﻗل ﺒﺎﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﻭﺴﻭﺍﺴﻴﺔ‪ .‬ﻭﺩﻟﻴل ﺫﻟﻙ ﻤﺎ ﺃﻅﻬﺭﺘﻪ ﻨﺘﺎﺌﺞ‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫ﺩﺭﺍﺴﺘﻬﺎ )‪ (Neff,2005‬ﺒﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ ﻭﺩﺍﻟﺔ ﺒـﻴﻥ ﺍﻟـﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ ﻭﺍﻷﻫـﺩﺍﻑ‬

‫ﺍﻟﺘﺤﺼﻴﻠﻴﺔ‪ ،‬ﻭﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻟﺨﻭﻑ ﻤﻥ ﺍﻟﻔﺸل ﻭﺍﻟﺘﺤﺼﻴل ﺍﻟﻤﻨﺨﻔﺽ‬
‫ﻭﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ‪ .‬ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﻤﺜل ﺩﺭﺍﺴﺔ ﻜﻠﻤﻥ‪ :‬ﺩﺍﻏﺭ )‪(2014‬؛‬
‫)‪(Allen and Knight, 2005‬؛ )‪(Scott, etal., 2013‬؛ )‪(akin, 2008‬؛ )‪(Raes, 2011‬؛ ) ‪Skoda,‬‬
‫‪ (2011‬ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤـل ﻭﺍﻟﺘﺤـﺼﻴل ﺍﻟﺩﺭﺍﺴـﻲ‪،‬‬
‫ﻭﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ ﻤﻊ ﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ‪.‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ‪ ،‬ﻭﻨﺼﻬﺎ‪" :‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴ ﹰﺎ ﻓﻲ ﻜل ﻤـﻥ ﺍﻟـﺸﻔﻘﺔ‬
‫ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺘﻌﺯﻯ ﺇﻟﻰ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ)ﺫﻜﻭﺭ‪-‬ﺇﻨـﺎﺙ("‪ .‬ﺤـﺴﺒﺕ‬
‫ﻗﻴﻤﺔ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﻗﻴﻤﺔ) ‪ (t-test‬ﻓﻲ ﻜل ﻤـﻥ ﺍﻟـﺸﻔﻘﺔ‬
‫ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺍﺴﺘﻨﺎﺩﹰﺍ ﺇﻟﻰ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ)ﺫﻜﻭﺭ‪ -‬ﺇﻨﺎﺙ(‪ .‬ﻭﻜﺎﻨـﺕ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻫﻲ ﻤﻭﻀﺤﺔ ﻓﻲ ﺍﻟﺠﺩﻭل )‪ (4‬ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺍﻟﺠﺩﻭل )‪ (4‬ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﻗﻴﻤﺔ) ‪ (T- Test‬ﻓﻲ ﻜل ﻤﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‬
‫ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺍﺴﺘﻨﺎﺩﹰﺍ ﺇﻟﻰ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ)ﺫﻜﻭﺭ‪ -‬ﺇﻨﺎﺙ(‪.‬‬
‫ﺍﺘﺠﺎﻩ‬ ‫ﻗﻴﻤﺔ ﺕ‬ ‫ﺩ‪.‬ﺡ‬ ‫ﻉ‬ ‫ﻡ‬ ‫ﻥ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬
‫ﺍﻟﻔﺭﻭﻕ‬
‫ﻟﺼﺎﻟﺢ‬ ‫‪**4,17‬‬ ‫‪328‬‬ ‫‪10.938‬‬ ‫‪77.97‬‬ ‫‪150‬‬ ‫ﺫﻜﻭﺭ‬ ‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‬
‫ﺍﻹﻨﺎﺙ‬ ‫‪9.528‬‬ ‫‪82.13‬‬ ‫‪180‬‬ ‫ﺇﻨﺎﺙ‬
‫ﻟﺼﺎﻟﺢ‬ ‫‪**2,84‬‬ ‫‪328‬‬ ‫‪14.342‬‬ ‫‪128.62‬‬ ‫‪150‬‬ ‫ﺫﻜﻭﺭ‬ ‫ﺍﻷﻤل‬
‫ﺍﻹﻨﺎﺙ‬ ‫‪17.792‬‬ ‫‪133.75‬‬ ‫‪180‬‬ ‫ﺇﻨﺎﺙ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬
‫ﻟﺼﺎﻟﺢ‬ ‫‪**2,85‬‬ ‫‪328‬‬ ‫‪6.158‬‬ ‫‪15.96‬‬ ‫‪150‬‬ ‫ﺫﻜﻭﺭ‬ ‫ﺍﻻﻜﺘﺌﺎﺏ‬
‫ﺍﻹﻨﺎﺙ‬ ‫‪7.752‬‬ ‫‪18.19‬‬ ‫‪180‬‬ ‫ﺇﻨﺎﺙ‬
‫**ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪0,01‬‬
‫ﻴﻼﺤﻅ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (4‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪ (0,01‬ﺒﻴﻥ ﺍﻟـﺫﻜﻭﺭ‬
‫ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ‪،‬ﺤﻴﺙ ﺠﺎﺀﺕ ﻫﺫﻩ ﺍﻟﻔﺭﻭﻕ ﻟـﺼﺎﻟﺢ‬
‫ﺍﻹﻨﺎﺙ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻟﺫﻜﻭﺭ‪ ،‬ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻴـﻀﹰﺎ ﺃﻥ ﺍﻹﻨـﺎﺙ ﺃﻜﺜـﺭ ﺍﻜﺘﺌﺎﺒـﹰﺎ ﻤـﻥ‬
‫ﻥ ﻤﺴﺘﻭﻯ ﻤﺭﺘﻔﻊ ﻓﻲ ﺍﻟـﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ ﻭﺍﻷﻤـل ﺍﻷﻜـﺎﺩﻴﻤﻲ‬
‫ﺍﻟﺫﻜﻭﺭ‪،‬ﺃﻱ ﺃﻥ ﺍﻹﻨﺎﺙ ﻟﺩﻴﻬ ‪‬‬
‫ﻥ ﻤﻥ ﺍﻻﻜﺘﺌﺎﺏ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﺃﻴﻀﹰﺎ‪.‬‬
‫ﺒﺎﻟﻤﻘﺎﺭﻨﺔ ﻤﻊ ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻜﻤﺎ ﻴﻌﺎﻨﻴ ‪‬‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﻭﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﻨﺘﺎﺌﺞ ﻋﺩﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻭﺨﺎﺼﺔ ﺩﺭﺍﺴﺔ ﻨﻴﻑ ﻭﺒﺎﺘﻤـﺎﻥ & ‪Neff‬‬
‫)‪ (pattman, 2010‬ﺍﻟﺘﻲ ﺃﺸﺎﺭﺕ ﺇﻟﻰ ﺃﻥ ﺍﻹﻨﺎﺙ ﺃﻜﺜﺭ ﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ ﻤـﻥ ﺍﻟـﺫﻜﻭﺭ ﻓـﻲ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ‪ ،‬ﻭﺃﻥ ﻨﺴﺒﺔ ﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻟﺸﻔﻘﺔ)‪ ،(%58‬ﻭﺍﻟﺫﻜﻭﺭ)‪ ،(%42‬ﺒﻴﻨﻤﺎ‬
‫ﺘﻤﻴل ﺍﻟﻨﺘﻴﺠﺔ ﺇﻟﻰ ﺼﺎﻟﺢ ﺍﻟﺫﻜﻭﺭ ﻓﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪ .‬ﻜﻤﺎ ﺃﻥ ﺍﻹﻨﺎﺙ ﺃﻜﺜﺭ ﺍﻜﺘﺌﺎﺒﹰﺎ ﻤﻥ‬
‫ﺍﻟﺫﻜﻭﺭ‪.‬ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﺍﻟﻌﺎﺴﻤﻲ )‪ ،(2014‬ﻭﺴﻜﻭﺕ ﻭﺁﺨﺭﻭﻥ ‪(Scott,‬‬
‫)‪ ،el al., 2013‬ﻭﺴﻜﻭﺩﺍ ﻭﺁﺨﺭﻭﻥ)‪ ،( Skoda, et al.,2011‬ﻭﺘـﺎﺘﻴﻡ )‪ (Tatum,2014‬ﺇﻟـﻰ‬
‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺠﻭﻫﺭﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺃﺒﻌﺎﺩ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﻭﺃﻥ ﺍﻹﻨﺎﺙ ﺃﻜﺜـﺭ‬
‫ﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻓﻲ ﺍﻷﺒﻌﺎﺩ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻟﻠﻁﻑ ﺒﺎﻟﺫﺍﺕ‪،‬ﻭﺍﻹﻨﺴﺎﻨﻴﺔ ﺍﻟﻤﺸﺘﺭﻜﺔ‪ ،‬ﺒﻴﻨﻤـﺎ‬
‫ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ ﻴﻘﻅﺔ ﻋﻘﻠﻴﺔ‪ .‬ﻭﺘﺨﺘﻠﻑ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴـﺔ ﺭﺍﻨـﺩﺒﻭﻟﻭﻑ)‬
‫‪ ،(Randolph,et al.,2006‬ﻭﺴﻨﺎﻴﺩﺭ )‪ (Snyder; et al.,2000‬ﺍﻟﺘﻲ ﺃﻅﻬﺭﺕ ﻋـﺩﻡ ﻭﺠـﻭﺩ‬
‫ﻓﺭﻭﻕ ﺠﻭﻫﺭﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ‪ ،‬ﺒﻴﻨﻤﺎ ﺃﻅﻬﺭﺕ ﻭﺠﻭﺩ ﻓـﺭﻭﻕ‬
‫ﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﻨﻔـﺴﻲ ﻟـﺼﺎﻟﺢ ﺍﻹﻨـﺎﺙ ) & ‪Nolen; Larson‬‬
‫;‪ .(Allen et al. ,2005) ،(William and Masten,2003)(Grayson,1999‬ﻭﺭﻏـﻡ ﻫـﺫﻩ‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﻓﻘﺩ ﺘﻌﺎﺭﺽ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﺭﻯ ﺃﻥ ﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﺍﻟﺭﺠﺎل ﺃﻋﻠﻰ ﻤﻨﻪ‬
‫ﻟﺩﻯ ﺍﻟﻨﺴﺎﺀ؛ ﻓﻤﻌﺩﻻﺕ ﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻻﻨﺘﺤﺎﺭ ﻟﺩﻯ ﺍﻟﺭﺠﺎل ﺃﻋﻠﻰ ﺒﺜﻼﺙ ﻤﺭﺍﺕ ﻤﻥ ﺍﻟﻨـﺴﺎﺀ‬
‫ﻓﻲ ﺍﻟﻭﻻﻴﺎﺕ ﺍﻟﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ‪.‬‬
‫ﻥ ﻤـﻥ‬
‫ﻭﻴﻔﺴﺭ ﺍﻟﺒﺎﺤﺜﺎﻥ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺒﺄﻥ ﺍﻹﻨﺎﺙ ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ ﺃﻜﺜﺭ ﺍﻫﺘﻤﺎﻤﹰﺎ ﺒﺄﻨﻔـﺴﻬ ‪‬‬
‫ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻨﺘﻴﺠﺔ ﻟﻁﺒﻴﻌﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻌﻤﺭﻴﺔ ﻭﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﺘﺅﻜﺩ ﻋﻠـﻰ ﺍﻫﺘﻤـﺎﻡ‬
‫ﺍﻷﻨﺜﻰ ﺒﻨﻔﺴﻬﺎ ﻭﺘﺤﺼﻠﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﻲ ﻭﺍﻟﺫﻱ ﻗﺩ ﻴﺴﺎﻋﺩﻫﺎ ﻋﻠﻰ ﺸﻕ ﻁﺭﻴﻘﻬﺎ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﻭﺃﺨﺫ‬
‫ﻥ ﻤﻥ ﺩﺭﺠﺔ ﻤﻥ ﺍﻟﺸﺩﺓ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫ﻥ ﻴﻌﺎﻨﻴ ‪‬‬
‫ﻻ ﺃﻨﻬ ‪‬‬
‫ﻤﻜﺎﻨﹼﺘﻬﺎ ﻓﻲ ﻋﺎﻟﻡ ﺍﻟﻌﻤل ﻭﺘﻜﻭﻴﻥ ﺍﻷﺴﺭﺓ‪ ،‬ﺇ ﹼ‬
‫ﻭﺍﻻﻜﺘﺌﺎﺏ ﻤﻥ ﺃﺠل ﺍﻟﺴﻌﻲ ﻭﺍﻟﻜﻔﺎﺡ ﻟﺘﺤﻘﻴﻕ ﺫﻟﻙ ﺍﻟﻬﺩﻑ‪ .‬ﺃﻤﺎ ﺍﻟﺫﻜﻭﺭ ﻓﺈﻨﻬﻡ ﺃﻗـل ﺸـﻔﻘﺔ‬
‫ﺒﺫﺍﺘﻬﻡ‪ ،‬ﻭﺃﻗل ﺩﺍﻓﻌﻴﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﻡ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪ ،‬ﻷﻥ ﺃﻤﻠﻬﻡ ﻓﻲ ﺍﻟﺘﺤـﺼﻴل ﺍﻟﻌﻠﻤـﻲ‬
‫ﻭﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﻗﺩ ﻴﻭﺍﺠﻪ ﺒﻌﺽ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺩﺭﺍﺴﺔ ﻭﺴﻭﻕ ﺍﻟﻌﻤل‪ ،‬ﻟـﺫﻟﻙ‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫ﻓﺈﻨﻬﻡ ﻗﺩ ﻴﻔﻜﺭﻭﻥ ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺃﺨﺭﻯ ﻟﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﻡ ﻓﻲ ﺍﻟﺤﻴﺎﺓ‪.‬ﻜﻤﺎ ﺃﻥ ﺍﻟﻨـﺴﺎﺀ ﺃﻜﺜـﺭ‬

‫ﻋﺭﻀﺔ ﻤﻥ ﺍﻟﺭﺠﺎل ﻟﺘﻁﻭﻴﺭ ﺍﻷﻋﺭﺍﺽ ﺍﻻﻜﺘﺌﺎﺒﻴﺔ ﺒﺴﺒﺏ ﺍﻟﻔﺭﻭﻕ ﺒـﻴﻥ ﺍﻟﺠﻨـﺴﻴﻥ ﻓـﻲ‬
‫ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻟﺒﻴﻭﻟﻭﺠﻴﺔ ﻟﻠﻀﻐﻭﻁ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻌﺎﻤل‪ .‬ﻜﻤﺎ ﺃﻥ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻤﺠﻬـﺩﺓ‬
‫ﻴﺠﻌﻠﻬﺎ ﺃﻜﺜﺭ ﻋﺭﻀﺔ ﺍﻻﻜﺘﺌﺎﺏ ﺍﻟﺫﻱ ﻴﺭﺘﺒﻁ ﺒﺩﻭﺭﻩ ﻤﻊ ﺍﻹﺠﻬﺎﺩ ﻓﻲ ﺤل ﻤﺸﻜﻠﺔ ﺍﻟـﻀﻌﻑ‬
‫ﺍﻟﺘﻲ ﻗﺩ ﺘﺴﻬﻡ ﻓﻲ ﻤﺯﻴﺩ ﻤﻥ ﺍﻻﻜﺘﺌﺎﺏ‪.‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﻭﻨﺼﻬﺎ‪ :‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴ ﹰﺎ ﻓﻲ ﻜـل ﻤـﻥ ﺍﻟـﺸﻔﻘﺔ‬
‫ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺘﻌﺯﻯ ﺇﻟﻰ ﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ )ﺃﺩﺒﻲ‪ ،‬ﻋﻠﻤﻲ(‪ .‬ﺘـﻡ‬
‫ﺤﺴﺎﺏ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﻗﻴﻤﺔ)‪ (T- Test‬ﻓﻲ ﻜل ﻤﻥ ﺍﻟﺸﻔﻘﺔ‬
‫ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺍﺴﺘﻨﺎﺩﹰﺍ ﺇﻟﻰ ﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ) ﺃﺩﺒـﻲ‪ ،‬ﻋﻠﻤـﻲ(‪،‬‬
‫ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻓﻲ ﺍﻟﺠﺩﻭل)‪.(5‬‬
‫ﺍﻟﺠﺩﻭل )‪ (5‬ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﻗﻴﻤﺔ) ‪ (T- Test‬ﻓﻲ ﻜل ﻤﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‬
‫ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺍﺴﺘﻨﺎﺩﹰﺍ ﺇﻟﻰ ﻤﺘﻐﻴﺭ ﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ)ﻋﻠﻤﻲ‪ -‬ﺃﺩﺒﻲ(‪.‬‬
‫ﺍﺘﺠﺎﻩ‬ ‫ﻗﻴﻤﺔ ﺕ‬ ‫ﺩ‪.‬ﺡ‬ ‫ﻉ‬ ‫ﻡ‬ ‫ﻥ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬
‫ﺍﻟﻔﺭﻭﻕ‬
‫ﻋﺩﻡ ﻭﺠﻭﺩ‬ ‫‪0,291‬‬ ‫‪328‬‬ ‫‪10.830‬‬ ‫‪80.15‬‬ ‫‪252‬‬ ‫ﻋﻠﻤﻲ‬ ‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‬
‫ﻓﺭﻭﻕ‬
‫‪8.864‬‬ ‫‪80.54‬‬ ‫‪78‬‬ ‫ﺃﺩﺒﻲ‬
‫ﻟﺼﺎﻟﺢ‬ ‫*‪1,98‬‬ ‫‪328‬‬ ‫‪15.989‬‬ ‫‪130.42‬‬ ‫‪252‬‬ ‫ﻋﻠﻤﻲ‬ ‫ﺍﻷﻤل‬
‫ﺍﻷﺩﺒﻲ‬ ‫‪17.742‬‬ ‫‪134.64‬‬ ‫‪78‬‬ ‫ﺃﺩﺒﻲ‬
‫ﻟﺼﺎﻟﺢ‬ ‫**‪4,34‬‬ ‫‪328‬‬ ‫‪6.656‬‬ ‫‪16.25‬‬ ‫‪252‬‬ ‫ﻋﻠﻤﻲ‬ ‫ﺍﻻﻜﺘﺌﺎﺏ‬
‫ﺍﻷﺩﺒﻲ‬ ‫‪7.878‬‬ ‫‪20.17‬‬ ‫‪78‬‬ ‫ﺃﺩﺒﻲ‬

‫* ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪** 0,05‬ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪0,01‬‬

‫ﻴﺘﻀﺢ ﻟﻨﺎ ﻤﻥ ﺨﻼل ﺍﻟﺠﺩﻭل)‪ (5‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻁﻠﺒﺔ ﺍﻟﻌﻠﻤـﻲ‬
‫ﻭﻁﻠﺒﺔ ﺍﻷﺩﺒﻲ ﻓﻲ ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟـﺔ‬
‫ﻓﻲ ﻤﻘﻴﺎﺱ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻟﺼﺎﻟﺢ ﻁﻠﺒﺔ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻷﺩﺒﻴﺔ‪ .‬ﻜﻤﺎ ﻅﻬﺭﺕ ﻓـﺭﻭﻕ ﺫﺍﺕ‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻁﻠﺒﺔ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻷﺩﺒﻴﺔ ﻓﻲ ﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﺤﻴﺙ ﻜﺎﻥ ﻁﻠﺒﺔ ﺍﻷﺩﺒﻲ‬
‫ﺃﻜﺜﺭ ﺍﻜﺘﺌﺎﺒﹰﺎ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﻌﻠﻤﻲ ﺒﻔﺎﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴﹰﺎ‪.‬‬
‫ﻭﻴﻔﺴﺭ ﺍﻟﺒﺎﺤﺜﺎﻥ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺒﺄﻥ ﻁﻠﺒﺔ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻷﺩﺒﻴﺔ ﻟﺩﻴﻬﻡ ﺩﺭﺠﺎﺕ ﻤﺘﻘﺎﺭﺒـﺔ‬
‫ﻻ ﺃﻥ‬
‫ﻓﻲ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻫﻲ ﺴﻤﺔ ﺇﻨﺴﺎﻨﻴﺔ ﻟﺩﻯ ﺠﻤﻴﻊ ﺍﻟﻨﺎﺱ‪ ،‬ﺇ ﹼ‬
‫ﺜﻤﺔ ﻓﺭﻭﻕ ﻓﺭﺩﻴﺔ ﺒﻴﻨﻬﻤﺎ ﻓﻲ ﺃﺒﻌﺎﺩ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﻓﺒﻌﻀﻬﻡ ﺘﻜﻭﻥ ﺩﺭﺠﺔ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻓﻲ ﺒ‪‬ﻌﺩ‬
‫ﺍﻟﻠﻁﻑ ﺒﺎﻟﺫﺍﺕ ﺃﻋﻠﻰ ﻤﻥ ﺍﻹﻨﺴﺎﻨﻴﺔ ﺍﻟﻌﺎﻤﺔ‪ ،‬ﻭﺒﻌﻀﻬﻡ ﻴﻜﻭﻥ ﻤﺴﺘﻭﻯ ﺍﻟﻴﻘﻅﺔ ﺍﻟﻌﻘﻠﻴﺔ ﺃﻋﻠﻰ ﻤـﻥ‬
‫ﺒﻌﻀﻬﻡ ﺍﻵﺨﺭ‪ ،‬ﻭﻫﺫﺍ ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﺘﺤﻠﻴل ﻤﺘﻌﻤﻕ ﻟﻤﻌﺭﻓﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻁﻠﺒﺔ ﺍﻟﺘﺨﺼﺹ ﺍﻷﺩﺒﻲ‬
‫ﻭﺍﻟﻌﻠﻤﻲ‪ .‬ﻭﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺃﻥ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﺘﻲ ﺘﺒﺩﻭ ﻤﻨﻁﻘﻴﺔ ﺇﻟﻰ ﺤﺩ ﻤﺎ ﻓﺈﻨﻬﺎ ﺘﺘﻔﻕ ﻤﻊ ﺍﻟﻌﺩﻴﺩ ﻤﻥ‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﺠﺎل‪ ،‬ﻓﺩﺭﺍﺴﺔ )‪ (Skoda,2008‬ﻟﻡ ﺘﻅﻬﺭ ﻓـﺭﻭﻕ ﺒـﻴﻥ ﻁﻠﺒـﺔ‬
‫ﺍﻟﺠﺎﻤﻌﺔ ﻤﻥ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻷﺩﺒﻴﺔ‪ ،‬ﻭﺇﻥ ﻭﺠﺩﺕ ﺒﻌﺽ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﺃﺒﻌـﺎﺩ ﺍﻟـﺸﻔﻘﺔ‬
‫ﺒﺎﻟﺫﺍﺕ ﻟﺩﻯ ﻜل ﻤﻥ ﺘﻠﻙ ﺍﻟﺘﺨﺼﺼﺎﺕ‪ .‬ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﺘـﺎﺘﻴﻡ )‪ (Tatum,2014‬ﺃﻥ‬
‫ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﺃﻜﺜﺭ ﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﻴﺒﺭﺭ ﺍﻟﺒﺎﺤـﺙ ﻫـﺫﻩ‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﺒﺄﻥ ﻁﻠﺒﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻻ ﻴﺸﻔﻘﻭﻥ ﻋﻠﻰ ﺃﻨﻔﺴﻬﻡ ﻜﺜﻴﺭﹰﺍ ﻭﺨﺼﻭﺼﹰﺎ ﻓﻲ ﺍﻟﺘﺤﺼﻴل‬
‫ﺍﻟﻌﻠﻤﻲ ﺒﺎﻟﻤﻘﺎﺭﻨﺔ ﻤﻊ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‪ ،‬ﻜﻭﻥ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻟﺩﻴﻬﻡ ﻤﺴﺘﻭﻴﺎﺕ‬
‫ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻟﻁﻤﻭﺡ‪ ،‬ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺘﻨﺎﻓﺱ ﻤﻊ ﺃٌﻗﺭﺍﻨﻬﻡ ﻟﻠﻭﺼﻭل ﺇﻟﻰ ﺩﺭﺠﺔ ﻤﻥ ﺍﻟﺘﻤﻜﻥ ﺍﻟﻌﻠﻤﻲ‬
‫ﻓﻲ ﺘﺨﺼﺼﻬﻡ‪ ،‬ﺒﻴﻨﻤﺎ ﻁﻠﺒﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻓﺈﻨﻬﻡ ﻴﻨﻅﺭﻭﻥ ﺇﻟﻰ ﺩﺭﺍﺴﺘﻬﻡ ﺒﺄﻨﻬﺎ ﺃﺩﻨﻰ ﻓـﻲ‬
‫ﺍﻟﺴﻠﻡ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﺫﻟﻙ ﻓﺈﻨﻬﻡ ﻻ ﻴﺘﺄﺜﺭﻭﻥ ﻜﺜﻴﺭﹰﺍ ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﻔﺸل ﺃﻭ ﺍﻟﺘﺄﺨﺭ ﺍﻷﻜﺎﺩﻴﻤﻲ‬
‫ﻤﻘﺎﺭﻨﺔ ﺒﺎﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﺭﻏﻡ ﺫﻟﻙ ﻓﺈﻥ ﻟﺩﻴﻬﻡ ﻤﺴﺘﻭﻯ ﺃﻋﻠﻰ ﻤـﻥ ﺍﻷﻤـل ﺍﻷﻜـﺎﺩﻴﻤﻲ‬
‫ﻭﺍﻟﻨﺠﺎﺡ ﻓﻴﻪ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻟﺘﺨﺼﺹ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻜﻭﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻓﻲ ﺍﻟﺘﺨـﺼﺹ‬
‫ﺍﻟﻌﻠﻤﻲ ﺃﺼﻌﺏ ﻤﻥ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻷﺩﺒﻴﺔ‪ .‬ﻜﻤﺎ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻴﻬﻡ‬
‫ﺃﻋﻠﻰ ﻷﻨﻬﻡ ﻴﻠﻭﻤﻭﻥ ﺃﻨﻔﺴﻬﻡ ﻓﻲ ﺩﺨﻭﻟﻬﻡ ﻫﺫﺍ ﺍﻟﻔﺭﻉ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺔ ﻷﻨﻪ ﻴﻌﺩ ﻓﻲ ﻨﻅﺭ ﺍﻵﺨـﺭﻴﻥ‬
‫ﺘﺨﺼﺹ ﻋﺎﻡ ﻭﻻ ﻴﻔﻲ ﺒﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﻨﻅﺭ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻟﺫﻟﻙ ﻨﺠـﺩﻫﻡ‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫ﻴﺸﻌﺭﻭﻥ ﺒﺎﻟﺤﺯﻥ ﻭﺍﻟﻴﺄﺱ ﻟﻌﺩﻡ ﻗﺩﺭﺘﻬﻡ ﻋﻠﻰ ﺍﻟﺩﺨﻭل ﺇﻟﻰ ﺍﻟﻔﺭﻉ ﺍﻟﻌﻠﻤﻲ ﺍﻟﻤﺭﻏﻭﺏ ﻓﻲ ﻨﻅﺭ‬
‫ﻜﺜﻴﺭ ﻤﻥ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺴﻭﺭﻱ‪.‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺍﺒﻌﺔ ﻭﻨﺼﻬﺎ‪ :‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤـﺼﺎﺌﻴﹰﺎ ﺒـﻴﻥ ﺍﻟﻁﻠﺒـﺔ ﻤﺭﺘﻔﻌـﻲ‬
‫ﻭﻤﻨﺨﻔﺽ ﺒﺎﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ‪.‬ﺘـﻡ‬
‫ﺤﺴﺎﺏ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟـﺩﻯ ﺍﻟﻁﻠﺒـﺔ ﻤﺭﺘﻔﻌـﻲ ﻭﻤـﻨﺨﻔﺽ‬
‫ﺒﺎﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻫﻲ ﻓﻲ ﺍﻟﺠﺩﻭل)‪ ،(6‬ﻜﻤﺎ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒـﺎﺭ ‪One‬‬
‫‪way Anova‬ﻟﺒﻴﺎﻥ ﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﻤﺘﻔﻭﻗﻴﻥ ﻭﺍﻟﻤﺘﺄﺨﺭﻴﻥ ﺩﺭﺍﺴﻴﹰﺎ ﻓﻲ ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ‬
‫ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﻜﻤﺎ ﺘﻡ ﺇﺠﺭﺍﺀ ﺍﺨﺘﺒﺎﺭ ﺸـﻴﻔﻴﻪ )‪ (Scheffe‬ﻟﻠﻤﻘﺎﺭﻨـﺎﺕ‬
‫ﺍﻟﺒﻌﺩﻴﺔ ﻟﺘﺠﺎﻨﺱ ﺍﻟﺘﺒﺎﻴﻥ ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻫﻲ ﻓﻲ ﺍﻟﺠﺩﻭل)‪.(7‬‬
‫ﺍﻟﺠﺩﻭل )‪ (6‬ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﺽ ﺒﺎﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‬
‫ﻓﻲ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺒﺤﺙ‬
‫ﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻤﺭﺘﻔﻌﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‬
‫ﻉ‬ ‫ﻡ‬ ‫ﻥ‬ ‫ﻉ‬ ‫ﻡ‬ ‫ﻥ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬
‫‪8,70‬‬ ‫‪83,10‬‬ ‫‪163‬‬ ‫‪11,13‬‬ ‫‪77,41‬‬ ‫‪167‬‬ ‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‬
‫‪14,02‬‬ ‫‪130,20‬‬ ‫‪163‬‬ ‫‪18,39‬‬ ‫‪132,80‬‬ ‫‪167‬‬ ‫ﺍﻷﻤل‬
‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬
‫‪7,57‬‬ ‫‪18,56‬‬ ‫‪163‬‬ ‫‪6,71‬‬ ‫‪16,85‬‬ ‫‪167‬‬ ‫ﺍﻻﻜﺘﺌﺎﺏ‬
‫ﻴ‪‬ﻼﺤﻅ ﻤﻥ ﺍﻟﺠﺩﻭل)‪ (6‬ﺍﻟﺴﺎﺒﻕ‪ ،‬ﺃﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ ،‬ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟـﺩﻯ‬
‫ﺍﻟﻁﻠﺒﺔ ﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﺃﻋﻠﻰ ﻤﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﺍﻟﺘﺤﺼﻴل‪ ،‬ﺒﻴﻨﻤﺎ‬
‫ﻜﺎﻨﺕ ﺩﺭﺠﺎﺕ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﺍﻟﺘﺤﺼﻴل ﺃﻓﻀل ﻤﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻁﻠﺒﺔ‬
‫ﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل‪ ،‬ﻭﺍﻟﺠﺩﻭل )‪ (7‬ﻴﺒﻴﻥ ﺍﻟﻔﺭﻭﻕ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺒﻴﻨﻬﻤﺎ ﻓﻲ ﺘﻠﻙ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‪.‬‬
‫ﺍﻟﺠﺩﻭل)‪ (7‬ﺍﺨﺘﺒﺎﺭ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ)‪ (ANOVA‬ﻟﺒﻴﺎﻥ ﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ‬
‫ﻭﻤﻨﺨﻔﺽ ﺒﺎﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻓﻲ ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ‬
‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ)‪(F‬‬ ‫ﻤﺭﺒﻊ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬ ‫ﻤﺼﺩﺭ ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬
‫‪965.441‬‬ ‫‪7‬‬ ‫‪6758.087‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺍﻟﺸﻔﻘﺔ‬
‫ﺫﺍﺕ‬ ‫‪.000‬‬ ‫‪10.817‬‬ ‫‪89.255‬‬ ‫‪322‬‬ ‫‪28740.001‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺒﺎﻟﺫﺍﺕ‬
‫ﺩﻻﻟﺔ‬ ‫‪329‬‬ ‫‪35498.088‬‬ ‫ﺍﻟﻜﻠﻲ‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﺫﺍﺕ‬ ‫‪0,000‬‬ ‫‪3,65‬‬ ‫‪938.99‬‬ ‫‪7‬‬ ‫‪6572.94‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺍﻷﻤل‬

‫ﺩﻻﻟﺔ‬ ‫‪257.43‬‬ ‫‪322‬‬ ‫‪82893.351‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬
‫‪329‬‬ ‫‪89466.291‬‬ ‫ﺍﻟﻜﻠﻲ‬
‫ﺫﺍﺕ‬ ‫‪0,000‬‬ ‫‪4.648‬‬ ‫‪220.414‬‬ ‫‪7‬‬ ‫‪1542.896‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺍﻻﻜﺘﺌﺎﺏ‬
‫ﺩﻻﻟﺔ‬ ‫‪47.419‬‬ ‫‪322‬‬ ‫‪15268.910‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬
‫‪329‬‬ ‫‪16811.806‬‬ ‫ﺍﻟﻜﻠﻲ‬

‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (7‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺒﻴﻥ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﻓـﻲ‬
‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﻭﺠﺎﺀﺕ ﻫﺫﻩ ﺍﻟﻔﺭﻭﻕ ﻟـﺼﺎﻟﺢ ﺍﻟﻁﻠﺒـﺔ ﻤﻨﺨﻔـﻀﻲ ﺍﻟﺘﺤـﺼﻴل‬
‫ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﺒﻴﻨﻤﺎ ﺤﺼل ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﺍﻟﺘﺤﺼﻴل ﻋﻠﻰ ﺩﺭﺠﺎﺕ ﺃﻓﻀل ﻓﻲ ﺍﻷﻤل ﺍﻷﻜـﺎﺩﻴﻤﻲ‬
‫ﻤﻘﺎﺭﻨﺔ ﺒﺎﻟﻁﻠﺒﺔ ﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﺒﻔﺎﺭﻕ ﺩﺍل ﺇﺤﺼﺎﺌﻴﹰﺎ‪.‬‬
‫ﻭﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴـﺎﺕ ﻜـل ﻤـﻥ )‪(skoda, et al.,2011,b‬؛ )‪(Raes,2010‬‬
‫)‪(akin,2008‬؛ )‪ (Snyder,et al.,2002‬ﻭﺍﻟﺘﻲ ﺃﺸﺎﺭﺕ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤـﺼﺎﺌﻴﹰﺎ ﻓـﻲ‬
‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﺍﻟﺘﺤﺼﻴل ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﻟﺼﺎﻟﺢ ﺍﻟﻁﻠﺒﺔ‬
‫ﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل‪.‬‬
‫ﻴﻔﺴﺭ ﺍﻟﺒﺎﺤﺜﺎﻥ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ‪ ،‬ﺒﺄﻨﻪ ﻤﻥ ﺍﻟﻤﺭﺠﺢ ﺃﻥ ﺘﻜﻭﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺫﺍﺕ ﺼﻠﺔ ﺒﺎﻟﻌﻭﺍﻤـل‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﻭﺨﺼﻭﺼﹰﺎ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﻋﻠـﻰ ﺍﻋﺘﺒـﺎﺭ ﺃﻥ‬
‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻫﻲ ﺴﻤﺔ ﻤﻥ ﺴﻤﺎﺕ ﺍﻟﺩﺍﻓﻌﻴﺔ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪ .‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﻩ ﺩﻴﺴﻲ ﻭﺭﻴﺎﻥ ‪(Beery,‬‬
‫)‪Katie,. 2007),(Deci&Ryan,1995‬ﺒﺄﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻤﺭﺘﺒﻁﺔ ﺒﺎﻟﺴﻠﻭﻙ ﺍﻟﺩﺍﻓﻌﻲ ﻟﻠﺘﻌﻠﻡ ﻭﺒﺎﻟﺜﻘﺔ‬
‫ﺒﺎﻟﺫﺍﺕ ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺍﻟﺘﺤﻜﻡ ﺍﻟﺫﺍﺘﻲ ﺒﺎﻨﻔﻌﺎﻻﺘﻪ ﻋﻨﺩ ﻤﻭﺍﺠﻬﺘﻪ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟـﻀﺎﻏﻁﺔ‪،‬‬
‫ﻷﻨﻪ ﻓﻲ ﺍﻟﻐﺎﻟﺏ ﻴﺘﺨﺫ ﻗﺭﺍﺭﺍﺘﻪ ﺒﻨﺎﺀ ﻋﻠﻰ ﺇﺩﺭﺍﻜﻪ ﺍﻟﺫﺍﺘﻲ ﻭﻟﻴﺱ ﻨﺘﻴﺠﺔ ﻟﻤﻭﺍﻗﻑ ﺨﺎﺭﺠﻴﺔ ﻷﺒﻌﺎﺩ‬
‫ﺍﻟﻤﻭﻗﻑ ﺍﻟﻀﺎﻏﻁ ﺍﻟﺫﻱ ﻴﻤﺭ ﺒﻪ ﺒﺤﻴﺙ ﻴﺘﻡ ﺘﻨﻔﻴﺫ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﻨﺎﺒﻌﺔ ﻤـﻥ ﺍﻫﺘﻤـﺎﻡ‬
‫ﺤﻘﻴﻘﻲ ﻭﻟﻴﺱ ﺍﺴﺘﺠﺎﺒﺔ ﻟﺘﻬﺩﻴﺩ ﺨﺎﺭﺠﻲ ﺃﻭ ﻤﻜﺎﻓﺄﺓ‪ ،‬ﻭﻫﺫﺍ ﺍﻷﻤﺭ ﻋﻜﺱ ﻤﺎ ﻴﻘـﻭﻡ ﺒـﻪ ﺍﻟﻁﻠﺒـﺔ‬
‫ﺍﻟﺤﺎﺼﻠﻴﻥ ﻋﻠﻰ ﺩﺭﺠﺎﺕ ﺃﻜﺎﺩﻴﻤﻴﺔ ﻤﻨﺨﻔﻀﺔ‪.‬ﻭﻫﺫﻩ ﺍﻟﻔﺭﻭﻕ ﺍﻟﺘﺤﻔﻴﺯﻴﺔ ﺒﻴﻥ ﻨﻤـﻭﺫﺠﻲ ﺍﻟﻁﻠﺒـﺔ‬
‫ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‪،‬ﻤﻥ ﺍﻟﻤﺭﺠﺢ ﺃﻥ ﺘﻠﻌﺏ ﺩﻭﺭﹰﺍ ﻤﻬﻤـﹰﺎ ﻓـﻲ ﺍﻟـﺘﻌﻠﻡ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺃﻫﺩﺍﻓﻪ ﻭﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﺠﻴﺩ‪.‬ﻭﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻟﻁﻠﺒﺔ ﻟﺩﻴﻬﻡ ﺘﻭﺠﻪ ﻨﺤﻭ ﺇﺘﻘـﺎﻥ‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫ﺍﻟﺘﻌﻠﻡ‪ ،‬ﻭﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺘﻁﻭﻴﺭ ﻤﻬﺎﺭﺍﺕ ﺠﺩﻴﺩﺓ ﻭﻓﻬﻡ ﺠﺩﻴﺩ ﻟﻠﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ‪ ،‬ﻤﻥ ﺨﻼل ﺍﻟﻔﻀﻭل‬
‫ﻓﻲ ﺍﻟﺘﻌﻠﻡ ﻓﺈﻥ ﺍﻟﺩﺍﻓﻊ ﻟﺩﻴﻬﻡ ﻴﺘﻌﺯﺯ ﻭﻴﺯﻴﺩ ﻤﻥ ﺇﺤﺴﺎﺴﻬﻡ ﺒﻘﻴﻤﺘﻬﻡ ﺍﻟﺫﺍﺘﻴﺔ‪ ،‬ﻭﻴﺸﺒﻊ ﻟﺩﻴﻬﻡ ﺍﻟـﺩﻑﺀ‬
‫ﺍﻟﺫﺍﺘﻲ ﻤﻨﺨﻼل ﺘﺠﻨﺏ ﺍﻟﻔﺸل‪ .‬ﻭﻫﺫﺍ ﻴﻌﻨﻲ ﺃﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﻤﺘﻔﻭﻗﻴﻥ ﻟﺩﻴﻬﻡ ﻤﻭﺍﻗﻑ ﺇﻴﺠﺎﺒﻴـﺔ ﻨﺤـﻭ‬
‫ﺃﻨﻔﺴﻬﻡ ﻭﺇﺘﻘﺎﻥ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ‪ ،‬ﻭﻻ ﻴﺘﻭﻗﻑ ﻫﺫﺍ ﻋﻠﻰ ﺘﻘﻴﻴﻡ ﺃﻫﺩﺍﻑ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﻭﺒﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ‪ ،‬ﻓﺈﻥ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻴﻔﺴﺭﺍﻥ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﺘﺎﻟﻲ‪ :‬ﻓﺎﻟﻁﻠﺒﺔ‬
‫ﺍﻷﻜﺜﺭ ﺘﻔﻭﻗﹰﺎ ﻓﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻴﻤﻠﻜﹼﻭﻥ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﻤﺴﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﻴـﺭ ﻭﻗـﻭﺓ ﺍﻹﺭﺍﺩﺓ)‬
‫ﺍﻟﻁﺎﻗﺔ( ﺍﻟﺘﻲ ﺘﻤﻜﻨﻬﻡ ﻤﻥ ﻤﻭﺍﺠﻬﺔ ﺍﻟﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻲ ﺘﻌﺭﺽ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﻡ ﻓﻲ ﺍﻟﺤﺼﻭل ﻋﻠﻰ‬
‫ﺩﺭﺠﺎﺕ ﻤﺭﺘﻔﻌﺔ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺫﻟﻙ ﺒﻌﻜﺱ ﺍﻟﻁﻠﺒﺔ ﺍﻟﻤﺘﺄﺨﺭﻴﻥ ﺩﺭﺍﺴـﻴﺎﹰ‪ ،‬ﺇﺫ ﺘﻌـﻭﺯﻫﻡ ﺘﻠـﻙ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻔﻜﺭﻴﺔ ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﺴﻠﻴﻤﺔ ﻟﻤﻭﺍﺠﻬﺔ ﺍﻟﺘﺤﺩﻴﺎﺕ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ‪ ،‬ﻨﺘﻴﺠﺔ ﻟﺫﻟﻙ ﻓﺈﻨﻬﻡ‬
‫ﻴﺸﻌﺭﻭﻥ ﺒﺤﺎﻟﺔ ﻤﻥ ﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻟﻘﻨﻭﻁ ﺍﻟﻤﺭﺘﺒﻁ ﺒﺎﻟﺘﻘﺼﻴﺭ ﺍﻟﺩﺭﺍﺴﻲ‪.‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺨﺎﻤﺴﺔ ﻭﻨﺼﻬﺎ‪" :‬ﻻ ﻴﻭﺠﺩ ﺘﺄﺜﻴﺭ ﻟﻠﺘﻔﺎﻋل ﺒﻴﻥ ﻜل ﻤـﻥ ﺍﻟـﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ‬
‫ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻭﻤﺘﻐﻴﺭﻱ ﺍﻟﺠﻨﺱ ﻭﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ "‪.‬ﻟﻠﺒﺭﻫﺎﻥ ﻋﻠﻰ ﻫـﺫﻩ‬
‫ﺍﻟﻔﺭﻀﻴﺔ ﺘﻡ ﺤﺴﺎﺏ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﺘﺨﺼـﺼﺎﺕ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻷﺩﺒﻴﺔ ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻫـﻲ ﻓـﻲ ﺍﻟﺠـﺩﻭل )‪ ،(8‬ﻭﺃﺠـﺭﻱ ﺘﺤﻠﻴـل ﺍﻟﺘﺒـﺎﻴﻥ‬
‫ﺍﻟﻤﺘﻌﺩﺩ)‪ (Manova‬ﻟﺒﻴﺎﻥ ﺘﺄﺜﻴﺭ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻜـل ﻤـﻥ ﺍﻷﻤـل ﺍﻷﻜـﺎﺩﻴﻤﻲ‬
‫ﻭﺍﻻﻜﺘﺌﺎﺏ ﻭﻤﺘﻐﻴﺭﻱ ﺍﻟﺠﻨﺱ ﻭﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﻭﺘﻡ ﺇﺠﺭﺍﺀ ﺍﺨﺘﺒـﺎﺭ ﺸـﻴﻔﻴﻪ )‪(Scheffe‬‬
‫ﻟﻠﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﺒﻌﺩﻴﺔ ﻟﺘﺠﺎﻨﺱ ﺍﻟﺘﺒﺎﻴﻥ ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻫﻲ ﻓﻲ ﺍﻟﺠﺩﻭل)‪.(9‬‬
‫ﺍﻟﺠﺩﻭل )‪ (8‬ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ‬
‫ﻭﺍﻻﻜﺘﺌﺎﺏ ﺍﺴﺘﻨﺎﺩﹰﺍ ﺇﻟﻰ ﻤﺘﻐﻴﺭ ﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ)ﻋﻠﻤﻲ‪ -‬ﺃﺩﺒﻲ(‪.‬‬
‫ﻉ‬ ‫ﻡ‬ ‫ﻥ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬
‫‪10.830‬‬ ‫‪80.15‬‬ ‫‪252‬‬ ‫ﻋﻠﻤﻲ‬ ‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‬
‫‪8.864‬‬ ‫‪80.54‬‬ ‫‪78‬‬ ‫ﺃﺩﺒﻲ‬
‫‪15.989‬‬ ‫‪130.42‬‬ ‫‪252‬‬ ‫ﻋﻠﻤﻲ‬ ‫ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ‬
‫‪17.742‬‬ ‫‪134.64‬‬ ‫‪78‬‬ ‫ﺃﺩﺒﻲ‬
‫‪6.656‬‬ ‫‪16.25‬‬ ‫‪252‬‬ ‫ﻋﻠﻤﻲ‬ ‫ﺍﻻﻜﺘﺌﺎﺏ‬
‫‪7.878‬‬ ‫‪20.17‬‬ ‫‪78‬‬ ‫ﺃﺩﺒﻲ‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﺍﻟﺠﺩﻭل )‪ (9‬ﺘﺄﺜﻴﺭ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ‬
‫ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‬
‫ﺍﻟﺘﺄﺜﻴﺭ‬ ‫ﻗﻴﻤﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺩ‪ .‬ﺡ‬ ‫ﻤﺠﻤﻭﻉ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬
‫)ﻑ(‬ ‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬
‫‪0.005‬‬ ‫‪2,32‬‬ ‫‪405,07‬‬ ‫‪17‬‬ ‫‪6886,2‬‬ ‫ﺍﻟﺸﻔﻘﺔ× ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ× ﺍﻟﺠﻨﺱ‬
‫‪0,028‬‬ ‫‪1,88‬‬ ‫‪63,06‬‬ ‫‪17‬‬ ‫‪1071,99‬‬ ‫ﺍﻟﺸﻔﻘﺔ×ﺍﻻﻜﺘﺌﺎﺏ× ﺍﻟﺠﻨﺱ‬
‫‪0,029‬‬ ‫‪1,87‬‬ ‫‪344,64‬‬ ‫‪17‬‬ ‫‪5858,86‬‬ ‫ﺍﻟﺸﻔﻘﺔ× ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ×‬
‫ﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ‬
‫‪0,022‬‬ ‫‪1,94‬‬ ‫‪65,19‬‬ ‫‪17‬‬ ‫‪1108,2‬‬ ‫ﺍﻟﺸﻔﻘﺔ×ﺍﻻﻜﺘﺌﺎﺏ× ﺍﻟﺘﺨﺼﺹ‬
‫ﺍﻟﺩﺭﺍﺴﻲ‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (9‬ﺃﻨﻪ ﻴﻭﺠﺩ ﺘﺄﺜﻴﺭ ﻟﻠﺘﻔﺎﻋل ﺒﻴﻥ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟـﺫﺍﺕ‬
‫ﻓﻲ ﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻟﺼﺎﻟﺢ ﺍﻟﻁﻠﺒﺔ ﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﺍﺴﺘﻨﺎﺩﹰﺍ ﺇﻟﻰ‬
‫ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ)ﺫﻜﻭﺭ‪-‬ﺇﻨﺎﺙ(‪ ،‬ﺤﻴﺙ ﻜﺎﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﻁﺎﻟﺒﺎﺕ ﻓﻲ ﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻷﻤـل‬
‫ﺍﻷﻜﺎﺩﻴﻤﻲ ﺃﻜﺒﺭ ﻤﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﻁﻼﺏ‪ .‬ﻜﻤﺎ ﻭﺠﺩ ﺘﺄﺜﻴﺭ ﻟﻠﺘﻔﺎﻋل ﺒـﻴﻥ ﻤﺭﺘﻔﻌـﻲ‬
‫ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻓﻲ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻟﺼﺎﻟﺢ ﻁﻠﺒﺔ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻷﺩﺒﻴﺔ‪ ،‬ﺤﻴﺙ‬
‫ﻜﺎﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﻁﻠﺒﺔ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻷﺩﺒﻴﺔ ﺃﻋﻠﻰ ﻤـﻥ ﻤﺘﻭﺴـﻁ ﺩﺭﺠـﺎﺕ ﻁﻠﺒـﺔ‬
‫ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻜﻤﺎ ﻅﻬﺭ ﺘﺄﺜﻴﺭ ﺫﺍ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻟﻠﺘﻔﺎﻋل ﺒﻴﻥ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ‬
‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻓﻲ ﺍﻻﻜﺘﺌﺎﺏ ﺍﺴﺘﻨﺎﺩﹰﺍ ﺇﻟﻰ ﻤﺘﻐﻴﺭ ﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴـﻲ )ﻋﻠﻤـﻲ‪ -‬ﺃﺩﺒـﻲ(‬
‫ﻟﺼﺎﻟﺢ ﻁﻠﺒﺔ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻷﺩﺒﻴﺔ‪.‬‬
‫ﺍﺴﺘﻨﺎﺩﹰﺍ ﺇﻟﻰ ﻤﺎ ﺘﻘﺩﻡ ﻤﻥ ﻨﺘﺎﺌﺞ ﻨﻅﺭﻴﺔ ﻭﺘﺠﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﻡ ﺒﻌﻀﻬﺎ ﻓﻲ ﻫﺫﺍ ﺍﻟﺒﺤﺙ‪ ،‬ﻨﺘﺒـﻴﻥ‬
‫ﺃﻫﻤﻴﺔ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻟﻠﻔﺭﺩ ﻓﻲ ﺍﻟﺤﺩ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﻓﻲ ﺤﻴﺎﺘـﻪ‬
‫ﺍﻟﻴﻭﻤﻴﺔ ﻭﺨﺼﻭﺼﹰﺎ ﻓﻲ ﺤﺎﻻﺕ ﺍﻟﻔﺸل ﺍﻷﻜﺎﺩﻴﻤﻲ‪ .‬ﻭﻗﺩ ﺍﺘﻔﻘﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤـﻥ‬
‫ﻨﺘﺎﺌﺞ ﺘﻠﻙ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺃﺸﺎﺭﺕ ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻷﻤل‬
‫ﺍﻷﻜﺎﺩﻴﻤﻲ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﺍﻟﺘﺤـﺼﻴل‬
‫ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﺤﻴﺙ ﻜﺎﻨﺕ ﺍﻹﻨﺎﺙ ﺃﻜﺜﺭ ﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻓﻲ ﺒﻌـﺽ ﺃﺒﻌـﺎﺩ ﺍﻟـﺸﻔﻘﺔ‬
‫ﺒﺎﻟﺫﺍﺕ ﻭﻜﺫﻟﻙ ﺍﻟﺤﺎل ﻓﻲ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ‪ ،‬ﻜﻤﺎ ﺃﻨﻬﻥ ﺃﻜﺜﺭ ﺍﻜﺘﺌﺎﺒﹰﺎ ﻤﻥ ﺍﻟﺫﻜﻭﺭ‪ .‬ﻜﻤـﺎ ﺃﻥ‬
‫ﻤﺴﺘﻭﻯ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻷﺩﺒﻴﺔ ﺃﻋﻠﻰ ﻤﻥ ﻤـﺴﺘﻭﻯ‬

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‫ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺒﻜل ﻤﻥ ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ‪...‬‬

‫ﺍﻷﻤل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﻋـﺩﻡ ﻭﺠـﻭﺩ‬
‫ﻼ ﻤﻨﺒﺌﹰﺎ ﺒﻜل ﻤﻥ ﺍﻷﻤـل‬
‫ﻓﺭﻭﻕ ﺒﻴﻨﻬﻤﺎ ﻓﻲ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ .‬ﻜﻤﺎ ﺃﻥ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﺘﻌﺩ ﻋﺎﻤ ﹰ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻻﻜﺘﺌﺎﺏ ﺍﺴﺘﻨﺎﺩﹰﺍ ﺇﻟﻰ ﻤﺘﻐﻴﺭﻱ ﺍﻟﺠﻨﺱ ﻭﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ ﻟـﺩﻯ ﺍﻟﻁﻠﺒـﺔ‬
‫ﻤﺭﺘﻔﻌﻲ ﻭﻤﻨﺨﻔﻀﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ‪.‬‬
‫ﺍﻟﻤﻘﺘﺭﺤﺎﺕ‪:‬‬
‫ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺘﻘﺩﻡ ﻤﻥ ﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻭﺼل ﺇﻟﻴﻬﺎ ﺍﻟﺒﺎﺤﺜﺎﻥ‪ ،‬ﻴﻘﺘﺭﺤﺎﻥ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ -‬ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﺤﻭل ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺒﻌﺽ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﺩﻯ ﺍﻟﻁﻠﺒـﺔ‬
‫ﺍﻟﻨﺎﺠﺤﻴﻥ ﻭﺍﻟﺭﺍﺴﺒﻴﻥ ﻓﻲ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻌﺎﻤﺔ‪.‬‬
‫‪ -‬ﺘﺼﻤﻴﻡ ﺒﺭﻨﺎﻤﺞ ﺇﺭﺸﺎﺩﻱ ﻗﺎﺌﻡ ﻋﻠﻰ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻟﺘﺨﻔﻴﻑ ﺍﻻﻜﺘﺌـﺎﺏ ﻟـﺩﻯ ﺍﻟﻁﻠﺒـﺔ‬
‫ﺍﻟﻤﻘﺼﺭﻴﻥ ﺩﺭﺍﺴﻴﹰﺎ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ‪.‬‬
‫‪ -‬ﺇﺠﺭﺍﺀ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ‪ -‬ﺇﺭﺸﺎﺩﻴﺔ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻴﻘﻭﻡ ﺒﻬﻡ ﺍﻟﻤﺭﺸـﺩ ﺍﻟﻨﻔـﺴﻲ‬
‫ﻟﺘﻭﻀﻴﺢ ﺃﻫﻤﻴﺔ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺤﺎﻻﺕ ﺍﻟﻔﺸل ﺍﻟﺩﺭﺍﺴﻲ‪.‬‬
‫‪ -‬ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺎﺕ ﺤﻭل ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺍﻟﺘﻌﺎﻁﻑ ﻭﺍﻟﺘﺴﺎﻤﺢ ﻤﻊ ﺍﻟﺫﺍﺕ ﻭﺍﻵﺨﺭﻴﻥ ﻟـﺩﻯ‬
‫ﻁﻠﺒﺔ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻨﻅﺎﻤﻲ ﻭﺍﻟﻤﻔﺘﻭﺡ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﺴﻭﺭﻴﺔ ‪.‬‬

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‫ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﺯﻋﺒﻲ‪ -‬ﺭﻴﺎﺽ ﺍﻟﻌﺎﺴﻤﻲ‬ ‫ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ – ﺍﻟﻤﺠﻠﺩ ‪ – 31‬ﺍﻟﻌﺩﺩ ﺍﻷﻭل ‪2015‬‬

‫ﺍﻟﻤﺭﺍﺠﻊ‪:‬‬
‫ﺃﻭ ﹰﻻ‪ -‬ﺍﻟﻤﺭﺍﺠﻊ ﺍﻟﻌﺭﺒﻴﺔ‪:‬‬
‫ﺃﻨﺠﻠﺭ‪ ،‬ﺒﺎﺭﺒﺎﺭﺍ )‪ .(1992‬ﻤﺩﺨل ﺇﻟﻰ ﻨﻅﺭﻴﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﺘﺭﺠﻤـﺔ ﻓﻬـﺩ ﺍﻟـﺩﻟﻴﻡ‪.‬‬ ‫•‬
‫ﺍﻟﻁﺎﺌﻑ‪ :‬ﺩﺍﺭ ﺍﻟﺤﺎﺭﺜﻲ ﻟﻠﻁﺒﺎﻋﺔ‪.‬‬
‫ﺍﻟﺩﺍﻏﺭ‪ ،‬ﺃﺭﻭﻯ ﺃﺤﻤﺩ )‪ .(2014‬ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻻﻜﺘﺌﺎﺏ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤـﻥ‬ ‫•‬
‫ﺍﻟﻨﺴﺎﺀ ﺍﻟﻤﻨﺠﺒﺎﺕ ﻭﻏﻴﺭ ﺍﻟﻤﻨﺠﺒﺎﺕ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺩﻤﺸﻕ‪ .‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ ﻟﻠﺒﺤﻭﺙ‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ )،‬ﺒﺤﺙ ﻗﻴﺩ ﺍﻟﻨﺸﺭ(‪.‬‬
‫ﺴﻴﺩ ﺴﻠﻴﻤﺎﻥ‪ ،‬ﻋﺒﺩ ﺍﻟﺭﺤﻤﻥ؛ ﺤﺴﻥ‪ ،‬ﺍﻟﺴﻴﺩ ﺃﺒﻭ ﻫﺎﺸﻡ )‪ .(2005‬ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫•‬
‫ﺍﻟﻤﻤﻴﺯﺓ ﻟﻠﻤﺘﻔﻭﻗﻴﻥ ﻜﻤﺎ ﻴﺩﺭﻜﻬﺎ ﺍﻟﻤﻌﻠﻤﻭﻥ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ ﺒﻤﺭﺍﺤل ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻡ‪ .‬ﻤﺠﻠـﺔ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﺘﺭﺒﻴﺔ ﺍﻟﺨﺎﺼﺔ‪ ،‬ﺍﻟﻌﺩﺩ)‪ :(6‬ﺹ‪.46- 1:‬‬
‫ﺍﻟﻌﺎﺴﻤﻲ‪ ،‬ﺭﻴﺎﺽ )‪، 2014‬ﺃ(‪ .‬ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺴﻤﺎﺕ ﺍﻟﺸﺨـﺼﻴﺔ ﻟـﺩﻯ‬ ‫•‬
‫ﻋﻴﻨﺔ ﻤﻥ ﻁﻼﺏ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ‪ .‬ﻤﺠﻠﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺠﺎﻤﻌﺔ ﺩﻤـﺸﻕ‪،‬‬
‫ﺍﻟﻌﺩﺩ)‪ ،(23‬ﺹ‪234 :‬ـ ‪.254‬‬
‫ﺍﻟﻌﺎﺴﻤﻲ‪ ،‬ﺭﻴﺎﺽ )‪ (2011‬ﺩﻟﻴل ﻤﻘﻴﺎﺱ ﺍﻟﺸﻔﻘﺔ ﺒﺎﻟﺫﺍﺕ‪ .‬ﺩﻤﺸﻕ‪ :‬ﻤﻜﺘﺒﺔ ﺍﻟﻌﺎﺌﺩﻱ‪.‬‬ ‫•‬
‫ﻋﺒﻴﺩ‪ ،‬ﻤﺎﺠﺩﺓ )‪ .(2008‬ﺍﻟﻀﻐﻁ ﺍﻟﻨﻔﺴﻲ ﻭﺃﺜﺭﻩ ﻋﻠﻰ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ .‬ﻋﻤ‪‬ـﺎﻥ‪ :‬ﺩﺍﺭ‬ ‫•‬
‫ﺼﻔﺎﺀ‪.‬‬
‫ﻏﺭﻴﺏ‪ ،‬ﻏﺭﻴﺏ ﻋﺒـﺩ ﺍﻟﻔﺘـﺎﺡ )‪ .(2000‬ﻤﻘﻴـﺎﺱ ﺍﻻﻜﺘﺌـﺎﺏ)ﺩ‪ .(2 -‬ﺍﻟﺘﻌﻠﻴﻤـﺎﺕ‬ ‫•‬
‫ﻭﺩﺭﺍﺴﺎﺕ ﺍﻟﺜﺒﺎﺕ ﻭﺍﻟﺼﺩﻕ ﻭﻗﻭﺍﺌﻡ ﺍﻟﻤﻌﺎﻴﻴﺭ ﻭﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﻔﺎﺼﻠﺔ‪ .‬ﺍﻟﻘـﺎﻫﺭﺓ‪ :‬ﻤﻜﺘﺒـﺔ‬
‫ﺍﻷﻨﺠﻠﻭ ﺍﻟﻤﺼﺭﻴﺔ‪.‬‬
‫ﺜﺎﻨﻴ ﹰﺎ‪ -‬ﺍﻟﻤﺭﺍﺠﻊ ﺍﻷﺠﻨﺒﻴﺔ‪:‬‬
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