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‫اﻟﺨﻄﻮات اﻟﻤﻨﻬﺠﻴﺔ ﻟﺒﻨﺎء اﻻﺳﺘﺒﻴﺎن‬

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‫ﺍﻟﺨﻄﻮﺍﺕ ﺍﳴﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ ﺍﻻﺳﺘﺒﻴﺎﻥ‬

‫ﺑﺎﺣﺜﺔ �� ﻋﻠﻢ ﺍﻟﻨﻔﺲ �ﺳﺮﻱ‬

‫ﺟﺎﻣﻌﺔ ﻭهﺮﺍﻥ‪ ،‬ﺍ�ﺝﺰﺍﺋﺮ‬
‫‪aichsabah@yahoo.fr‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﺍﻟﺨﻄﻮﺍﺕ ﺍﳴﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ ﺍﻻﺳﺘﺒﻴﺎﻥ‬

‫ﺑﻘﻠﻢ – ﺍﻷﺳﺘﺎﺫﺓ ﻋﺎﻳﺶ ﺻﺒﺎﺡ‬

‫ﺍﳌﻘ ﹼﺪﻣﺔ‪:‬‬

‫�ﻌﺘ�� ﻣﺮﺣﻠﺔ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﺻﻌﺐ ﻣﺮﺍﺣﻞ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠ�ﻱ‪ ،‬ﻭﺃﺣﺪ ﻣﻨﺎ�ﻊ ﺻﻌﻮ�ﺔ ﺍﳌﺮﺣﻠﺔ هﻮ‬
‫ﺍﺧﺘﻴﺎﺭ )ﺃﻭ ﺗﺼﻤﻴﻢ( ﺃﺩﺍﺓ ﺟﻤﻊ ﺑﻴﺎﻧﺎﺕ ﻣﻨﺎﺳﺒﺔ ﻟهﺪﻑ ﻭﻣﺠﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺣﻴﺚ ��ﺘﻢ ﺍﻟﺒﺎﺣﺜﻮﻥ ��‬
‫ﻣﺠﺎﻻﺕ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟ��ﺑﻮ�ﺔ ﻭ�ﺟﺘﻤﺎﻋﻴﺔ ﺑﺎ�ﺡﺼﻮﻝ ﻋ�� ﻣﻌﻠﻮﻣﺎﺕ ﻭ�ﻴﺎﻧﺎﺕ ﺩﻗﻴﻘﺔ ﺣﻮﻝ‬
‫ً‬
‫ﺍﻟﻈﻮﺍهﺮ ﺍﻟﺴﻠﻮﻛﻴﺔ‪ ،‬ﻭ�� ﺳﺏﻴﻞ ﺍ�ﺡﺼﻮﻝ ﻋ�� ﺗﻠﻚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ �ﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻋﺪﺩﺍ‬
‫ﻣﻦ �ﺩﻭﺍﺕ ﺍﻟﺴﻴ�ﻮﻟﻮﺟﻴﺔ ﺍﳌﺘﻤﺜﻠﺔ �� �ﺳﺘﺏﻴﺎﻧﺎﺕ‪ ،‬ﻭﻗﻮﺍﺋﻢ ﺍﳌﻼﺣﻈﺔ‪ ،‬ﻭﻗﻮﺍﺋﻢ ﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﺬﺍ�ﻲ‪،‬‬
‫ﻭﻣﻘﺎﻳﻱﺲ ﺍﻟﺘﻘﺪﻳﺮ‪ ،‬ﻭﻏ��هﺎ‪.‬‬
‫ﺷﻴﻮﻋﺎ‪ ،‬ﺣﻴﺚ ﺍﺯﺩﺍﺩ ﺍﺳﺘﻌﻤﺎﻝ �ﺳﺘﺏﻴﺎﻥ‬ ‫ً‬ ‫�ﻌﺪ �ﺳﺘﺏﻴﺎﻥ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠ�ﻱ �ﻛ��‬
‫"‪ �� "Questionnaire‬ﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻋ�� ﻣﺪﻯ ﺍﻟﻌﻘﻮﺩ ﺍﳌﺎﺿﻴﺔ ﺑﺎﻋﺘﺒﺎﺭﻩ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﺒﺤﺚ �ﻛ��‬
‫ﺍﺳﺘﺨﺪﺍﻣﺎ‪ ،‬ﺣ�ﻯ ﺃﺻﺒﺢ �ﺩﺍﺓ �ﻭ�� ﺍﻟ�ﻱ ﺗﺠﻤﻊ ��ﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻟ�ﻱ ﻳﻤﻜﻦ ﻋ�� ﺿﻮ��ﺎ ﺍﺧﺘﺒﺎﺭ ﻓﺮﻭﺽ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﻓﺎﻻﺳﺘﺏﻴﺎﻥ ﺷﺄﻧﻪ ﺷﺄﻥ �ﻞ ﺃﺩﻭﺍﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠ�ﻱ‪ ،‬ﺫﻭ ﻃﺒﻴﻌﺔ ﻣﺘﻤﺎﺳﻜﺔ‪ ،‬ﺗ��ﺍﺑﻂ ﻓﻴﻪ ﺍﳌﻘﺪﻣﺎﺕ‬
‫ﺑﺎﻟﻨﺘﺎﺋﺞ‪ ،‬ﻳﺒﺪﺃ ﺑﺘﺤﺪﻳﺪ ﺍﻟﺒﺎﺣﺚ ﳌﺸ�ﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ً‬
‫ﺑﻨﺎﺀ ﻋ�� ﺗﺼﻮﺭﺍﺕ ﻧﻈﺮ�ﺔ‪ ،‬ﻭﻭﺿﻊ ﺗﺼﻤﻴﻢ ﻣ����‬
‫ﺩﻗﻴﻖ ﻟ�ﺎﻓﺔ ﺍ�ﺥﻄﻮﺍﺕ ﺍﻟ�ﻱ �ﺸﺘﻤﻞ ﻋﻠ��ﺎ ﺍﻟﺒﺤﺚ‪ ،‬ﺑﺪﺍﻳﺔ ﻣﻦ ﻭﺿﻊ ﺍﻟﻔﺮﻭﺽ ﻭﺍﻟﺕﺴﺎﺅﻻﺕ‪ ،‬ﻣﺮﻭﺭﺍ‬
‫ً‬
‫ﻭﺍﻧ��ﺎﺀ ﺑﺎﻟﻮﺻﻮﻝ ﺇ�� ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟ�ﻱ ﺗﺼﺐ �� ﻧﻔﺲ �ﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﺍﻟﺬﻱ ﺗﻢ‬ ‫ﺑﺠﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺤﻠ��ﺎ‬

‫)‪(300‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫�ﻧﻄﻼﻕ ﻣﻨﻪ‪ ،‬ﻭ�ﻞ ﻣﺮﺣﻠﺔ ﻳﺠﺐ ﺃﻥ ﺗﺼﻤﻢ �ﻌﻨﺎﻳﺔ ﻛﺒ��ﺓ ﻷﻥ ﺍﻟﻨﺕﻴﺠﺔ ﺍﻟ��ﺎﺋﻴﺔ �ﻌﺘﻤﺪ ﻋ�� ﻣﺪﻯ ﺗﺮﺍﺑﻂ‬
‫ﺟﻤﻴﻊ ﻣﺮﺍﺣﻠﻪ‪.‬‬
‫ﻳ�ﺥﺺ "ﺍﻟ�ﺡﻴﺎﻥ ﻭﺍﻟﺪﻟﻴ�ﻱ" هﺬﻩ ﺍﳌﺮﺍﺣﻞ �� ﺛﻼﺛﺔ ﺃ�ﻌﺎﺩ‪ ،‬ﻭ�� ﻛﺸﻒ ﺍﻟﻐﻤﻮﺽ ﺍﻟﺬﻱ ﻳﻜﺘﻨﻒ‬
‫ﺍﳌﺘﻐ�� ﺍﻟﺘﺎ�ﻊ)ﻣﺆﺷﺮﺍﺕ ﺍﳌﺸ�ﻠﺔ(‪ ،‬ﻭﺍﻟﺘﻌﺮﻑ ﻋ�� ﺍﳌﺘﻐ��ﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ �ﻛ�� ﺗﺄﺛ��ﺍ ﻋ�� ﺍﳌﺘﻐ��‬
‫ﺍﻟﺘﺎ�ﻊ)ﺍﳌﻌﺮﻓﺔ ﺍﻟﻨﻈﺮ�ﺔ(‪ ،‬ﻭﺍﻟﺘﻌﺮﻑ ﻋ�� ﺷﺪﺓ ﺍﺭﺗﺒﺎﻁ ﺍﳌﺘﻐ��ﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ ﺑﺎﳌﺘﻐ�� ﺍﻟﺘﺎ�ﻊ ﻭﺍﺗﺠﺎههﺎ‬
‫)ﺗﻔﺴ�� ﻭﺗﺤﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ(‪) .‬ﺍﻟ�ﺡﻴﺎﻥ ﻭﺍﻟﺪﻟﻴ�ﻱ‪.(90 ،1998 ،‬‬
‫هﺬﻩ ﺍﳌﺮﺍﺣﻞ ﻳﺠﺐ ﺃﻥ ﺗﺘﻢ ��ﺬﺍ ﺍﻟ��ﺗﻱﺐ ﻭﺍﻟ��ﺍﺑﻂ‪ ،‬ﺇﺫ �ﻌﺘﻤﺪ �ﻞ ﻣﺮﺣﻠﺔ ﻋ�� ﻧﺘﺎﺋﺞ ﺍﳌﺮﺣﻠﺔ ﺍﻟ�ﻱ‬
‫�ﺴﺒﻘهﺎ‪ .‬ﻟﻜﻦ ﻣﺎ ﻳﺒﺪﻭ �� ﻛﺜ�� ﻣﻦ ﺍﻟﺒﺤﻮﺙ هﻮ ﻋﺪﻡ �هﺘﻤﺎﻡ ��ﺬﺍ ﺍﻟ��ﺗﻱﺐ ﻭﺍﻟﺕﺴﻠﺴﻞ �� ﻣﺮﺍﺣﻞ‬
‫ﺇﻋﺪﺍﺩ �ﺳﺘﺏﻴﺎﻧﺎﺕ‪ ،‬ﺣﻴﺚ ﻳﺮﻯ "ﺡﺝﺮ" )‪ (2000‬ﺃﻥ ﺍﻟﺒﺎﺣﺜ�ﻥ �� ﻛﺜ�� ﻣﻦ �ﺣﻴﺎﻥ ﻻ ﻳﺘﻌﺎﻣﻠﻮﻥ ﻣﻊ‬
‫هﺬﻩ ﺍﳌﺮﺍﺣﻞ �ﺸ�ﻞ ﻭﺍﺣﺪ‪ ،‬ﻻ ﻣﻦ ﺣﻴﺚ ﻧﻈﺮ��ﻢ ﺇﻟ��ﺎ ﻭﻻ ﻣﻦ ﺣﻴﺚ ﺗﻄﺒﻴﻘهﻢ ﻟهﺎ‪) .‬ﺡﺝﺮ‪،2000 ،‬‬
‫‪.(121‬‬
‫ﺣﻴﺚ �ﻌﺘﻘﺪ ﺍﻟﻜﺜ��ﻭﻥ ﺃﻥ ﻣﻜﻤﻦ ﺍﻟﺼﻌﻮ�ﺔ هﻮ ﻛﻴﻔﻴﺔ ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺗﺮﺍهﻢ ﻳﺮﻛﺰﻭﻥ ﺟﻞ‬
‫ﺍهﺘﻤﺎﻣهﻢ ﺣﻮﻝ هﺬﺍ ﺍﳌﻮﺿﻮﻉ‪ �� ،‬ﺣ�ﻥ ��ﻤﻠﻮﻥ ﺍﳌﺮﺍﺣﻞ �ﻭ�� ﺍﻟ�ﻱ ﻳﺘﺄﺳﺲ ﻋﻠ��ﺎ ﺍﻟﺒﺤﺚ‪ ،‬ﺃﻭ ﺑﻨﺎﺀ‬
‫�ﺳﺘﺏﻴﺎﻥ‪.‬‬
‫ﻭ�ﺮﺟﻊ ﺫﻟﻚ ﺇ�� ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍ�ﺡﺪﻳﺜﺔ ﺍﻟ�ﻱ ﺃﺻﺒﺤﺖ �ﺴﺘﺨﺪﻡ �� ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺑﺮﺍﻣﺞ‬
‫ﺇﺣﺼﺎﺋﻴﺔ‪ ،‬ﺍﺧﺘﺼﺮﺕ ﺫﻟﻚ ﺍﻟﺘﻌﺐ ﺍﳌﻀ�ﻱ ﺍﻟﺬﻱ �ﺎﻥ ﻳﻘﻀﻴﻪ ﺍﻟﺒﺎﺣﺚ �� ﺍ�ﺡﺴﺎﺏ ﺍﻟﻴﺪﻭﻱ‪ ،‬ﻭﺍﻟﺬﻱ‬
‫�ﺎﻥ ﻳﺄﺧﺬ ﻣﻨﻪ ﺃﺣﻴﺎﻧﺎ ﻋﺪﺓ ﺃﻳﺎﻡ �� ﺣﺴﺎﺏ ﻣﻌﺎﺩﻟﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻣﻤﺎ ﺟﻌﻞ �ﻣﺮ ﺃﻛ�� ﺳهﻮﻟﺔ ﻭﺟﺎﺫﺑﻴﺔ‪ ،‬ﻭﻻ‬
‫�ﺴﺘﻐﺮﻕ ﻣﻦ ﺍﻟﺒﺎﺣﺚ ﺇﻻ ﺍﻟﻘﻠﻴﻞ ﻣﻦ ﺍﻟﻮﻗﺖ‪.‬‬
‫ﺣﻴﺚ �ﺴ�� ﺍﻟﻄﻠﺒﺔ �� ﺍﻟﻌﻠﻮﻡ �ﺟﺘﻤﺎﻋﻴﺔ ﻻﻣﺘﻼﻙ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺤﻠﻴﻞ �ﺣﺼﺎﺉﻲ ﻋ��‬
‫ﺍﺧﺘﻼﻓهﺎ‪ ،‬ﻭ�ﺒﺬﻟﻮﻥ ﻗﺼﺎﺭﻯ ﺟهﺪهﻢ ﻟﺘﻌﻠﻢ هﺬﻩ ﺍﻟ��ﻧﺎﻣﺞ ﻭﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻣهﺎ؛ ﺫﻟﻚ ﺃﻥ هﺬﻩ ﺍﻟ��ﺍﻣﺞ‬
‫ﺗﺕﻴﺢ ﻟﻠﺒﺎﺣﺚ ﺇﻣ�ﺎﻧﻴﺎﺕ ﺟﺪﻳﺪﺓ ﻭﻏ�� ﻣﺤﺪﻭﺩﺓ‪ ،‬ﻭﺗﻜﺴﺐ ﺃﻋﻤﺎﻟﻪ ﻋﻤﻘﺎ ﻭﺩﻗﺔ ﻭﺍﻛﺘﻤﺎﻻ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ‬
‫�ﺣﺼﺎﺋﻴﺔ‪.‬‬
‫ﻟﻜﻦ ﺑﻘﺪﺭ ﻣﺎ �ﻌﺘ�� هﺬﺍ �ﻣﺮ ﺟﻴﺪﺍ ﻭﻣﻔﻴﺪﺍ �� ﺗﻄﻮ�ﺮ �ﻣ�ﺎﻧﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﺗﻤﺎﺷﻴﺎ ﻣﻊ ﺍﻟﺘﻄﻮﺭ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮ�� ﺍ�ﺡﺎﺻﻞ ﺍﻟﻴﻮﻡ ﻭﻣﻊ ﻋﻮﳌﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠ�ﻱ ﺍﻟ�ﻱ ﺃﺻﺒﺤﺖ ﺿﺮﻭﺭ�ﺔ �� �ﺎﻓﺔ ﺍ�ﺝﺎﻻﺕ‪،‬‬

‫)‪(301‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﻭﺿﺮﻭﺭﺓ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍ�ﺡﺎﺳﻮﺏ ﻭﺍﻟ��ﺍﻣﺞ �ﺣﺼﺎﺋﻴﺔ ﺑﻜﻔﺎﺀﺓ ﻭﺍﻟﺘﺨﻠﺺ ﻣﻦ ﺍﻟﻴﺪﻭ�ﺔ �� ﺍﻟﺘﺤﻠﻴﻞ‬

‫�ﺣﺼﺎﺉﻲ‪ ،‬ﺑﻘﺪﺭ ﻣﺎ �ﻌﺘ�� هﺬﺍ ﻏ�� �ﺎﻑ‪ ،‬ﻭﻻ �ﻐ�ﻱ ﻋﻦ ﺍﻟﺘﻌﻤﻖ �� ﺍﻟﺒﺤﺚ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺑﻨﺎﺀ‬
‫�ﺳﺘﺏﻴﺎﻧﺎﺕ‪ ،‬ﻭﻛﺬﺍ ﻣﻌﺮﻓﺔ ﻣﺨﺘﻠﻒ ﻃﺮﻕ ﺣﺴﺎﺏ ﺍ�ﺥﺼﺎﺋﺺ ﺍﻟﺴﻴ�ﻮﻣ��ﻳﺔ ﻷﺩﻭﺍﺕ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﻟﻴﺘﻤﻜﻦ‬
‫ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺍﺧﺘﻴﺎﺭ �ﺳﻠﻮﺏ ﺍﳌﻨﺎﺳﺐ ﻷﺩﺍﺗﻪ ﻭﺗﻔﺴ�� ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﺗﻔﺴ��ﺍ ﻣﻨﻄﻘﻴﺎ‪ .‬ﻓﺎﻟﻜﻤﺒﻴﻮﺗﺮ‬
‫ﻭ�ﺮﺍﻣﺞ �ﺣﺼﺎﺀ ﺍﳌﺘﻨﻮﻋﺔ ﻭﺳﻴﻠﺔ ﻣﺴﺎﻋﺪﺓ ﻟﻺ�ﺴﺎﻥ‪ ،‬ﻭﻟﻱﺴﺖ ﺑﺪﻳﻠﺔ ﻋﻨﻪ‪ ،‬ﻛﻤﺎ ﺃ��ﺎ ﻟﻱﺴﺖ ﺃﺳﺎﺳﻴﺔ ��‬
‫ﺗ�ﻮ�ﻦ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﻓﺎﳌهﺎﺭﺍﺕ ﺗﺤﺘﺎﺝ ﺇ�� ﻋﻘﻞ ﻭﺍﻉ ﻳﺘﺤﻜﻢ ﻓ��ﺎ ﻭ�ﻮﺟههﺎ‪.‬‬
‫"ﺇﻥ ﺍ�ﺡﺎﺳﺐ ��� ﻳﻘﻮﻡ ��ﺬﻩ ﺍﻟﺘﺤﻠﻴﻼﺕ ﻣﺴﺘﺨﺪﻣﺎ ﺃﺭ�� ﻣﺎ ﺗﻮﺻﻞ ﺇﻟﻴﻪ ﻋﻠﻢ �ﺣﺼﺎﺀ ﻣﻦ ﺑﺮﺍﻣﺞ‪،‬‬
‫ﻭﻋ�� ﺩﺭﺟﺔ ﻛﺒ��ﺓ ﻣﻦ ﺍﻟﺪﻗﺔ‪ ،‬ﺃﻣﺎ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟ�ﻱ ﻳﺘﻢ ﺇﺧﻀﺎﻋهﺎ ﻟهﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻓﻜﺜ��ﺍ ﻣﺎ ﺗ�ﻮﻥ ﻣﻨﺘﻘﺎﺓ‬
‫ﻟﺘﻼﺋﻢ �ﺳﺎﻟﻴﺐ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﺍ�ﺡﺪﻳﺜﺔ ﺍﳌﺘﻮﻓﺮﺓ ﺣ�ﻯ ﺗﺄﺧﺬ ﺫﻟﻚ "ﺍﻟﺸ�ﻞ ﺍ�ﺝﺬﺍﺏ"‪ .‬ﺇﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻠﻚ‬
‫ﺍﻟﺪﻗﺔ �ﺣﺼﺎﺋﻴﺔ ﺍﻟﻌﺎﻟﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﺪﻗﻴﻘﺔ �� ﺑﻴﺎﻧﺎﺕ ﻟﻢ ﺗﻮﻓﺮ �ﺸ�ﻞ ﺳﻠﻴﻢ ﻳﺆﺩﻱ ﺇ�� ﻧﺘﺎﺋﺞ ﺧﺎﻃﺌﺔ‬
‫ﺑﺪﺭﺟﺔ ﻋﺎﻟﻴﺔ‪)".‬ﺡﺝﺮ‪(122 ،2000:‬‬
‫ﺇﻥ �ﺣﺼﺎﺀ هﻮ ﻭﺳﻴﻠﺔ �ﺥﺪﻣﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠ�ﻱ ﻭﻟﻱﺲ ﻏﺎﻳﺔ �� ﺣﺪ ﺫﺍﺗﻪ‪ ،‬ﻟﺬﺍ ﻻ ﺑﺪ ﻣﻦ‬
‫ﺍﻟﺘﻴﻘﻦ ﺃﻥ ﺍﻟ��ﺍﻣﺞ �ﺣﺼﺎﺋﻴﺔ ﻟﻱﺴﺖ �ﺎﻓﻴﺔ ﻭﺣﺪهﺎ �ﺡﻞ ﻣﺸﺎ�ﻞ ﺗﺤﻠﻴﻞ ﺑﻴﺎﻧﺎﺕ �ﺳﺘﺏﻴﺎﻥ ﻭﺍﻟﻮﺻﻮﻝ‬
‫ﺇ�� ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻄﻠﻮ�ﺔ‪ ،‬ﺑﻞ ﺇ�� ﺟﺎﻧﺐ ﺇﺗﻘﺎﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟ��ﺍﻣﺞ �ﺣﺼﺎﺋﻴﺔ‪ ،‬ﻻ ﺑﺪ ﻣﻦ ﺃﻥ ﻳ�ﻮﻥ ﺍﻟﺒﺎﺣﺚ‬
‫ﻋ�� ﻣﻌﺮﻓﺔ �ﺎﻓﻴﺔ ﻭﻭﺍﻓﻴﺔ ﺑﻜﻴﻔﻴﺔ ﺗﺼﻤﻴﻢ �ﺳﺘﺏﻴﺎﻥ ﻭﺍﳌﻘﺎﻳﻱﺲ �ﺟﺘﻤﺎﻋﻴﺔ ﺃﻭ ﺍﻟﻨﻔﺴﻴﺔ‪.‬‬
‫ﻟﺬﻟﻚ ﻋﻨﺪﻣﺎ �ﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﺳﺘﺏﻴﺎﻧﺎ ﻣﻦ ﺃﺟﻞ ﺍ�ﺡﺼﻮﻝ ﻋ�� ﻣﻌﻠﻮﻣﺎﺕ �ﺴﺎﻋﺪﻩ �� ﺍﺗﺨﺎﺫ‬
‫ﻗﺮﺍﺭ ﻣﺎ‪ ،‬ﻓﺈﻧﻪ ﻳﻮﺍﺟﻪ ﻣﺸ�ﻠﺔ ﺃﺳﺎﺳﻴﺔ ﺗﺘﻌﻠﻖ ﺑﻜﻴﻔﻴﺔ ﺗﺼﻤﻴﻢ �ﺳﺘﺏﻴﺎﻥ‪ .‬ﻟﺬﺍ �ﺎﻥ ﺍﻟهﺪﻑ ﻣﻦ هﺬﻩ‬
‫ﺍﻟﻮﺭﻗﺔ ﺍﻟﺒﺤﺜﻴﺔ ﺍﻟﺘﻌﺮﺽ ﻷهﻢ ﺧﻄﻮﺍﺕ ﻭﻣﺮﺍﺣﻞ ﺗﺼﻤﻴﻢ �ﺳﺘﺏﻴﺎﻥ‪.‬‬

‫ﺗﻌﺮﻳﻒ ﺍﻻﺳﺘﺒﻴﺎﻥ‪:‬‬

‫�� ﺣﻴﺎﺗﻨﺎ ﺍﻟﻴﻮﻣﻴﺔ ﺇﺫﺍ ﺃﺭﺩﻧﺎ ﻣﻌﺮﻓﺔ ��ﻱﺀ ﻣﺎ ﻋﻦ �ﺥﺺ ﻣﻌ�ﻥ‪ ،‬ﺃﻭ �ﺥﺼﻴﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻓﺈﻥ هﺬﺍ‬
‫ﻳﺘﻄﻠﺐ ﻣﻨﺎ ﻃﺮﺡ ﺃﺳﺌﻠﺔ ﻋ�� ﺍﻟ�ﺥﺺ ﺍﳌﻌ�ﻱ‪ ،‬ﻭﺍﻧﺘﻈﺎﺭ ﺭﺩﻩ ﳌﻌﺮﻓﺔ ﻣﺎ ﻛﻨﺎ ﻧﺮﻏﺐ �� ﻣﻌﺮﻓﺘﻪ‪ .‬ﻟﻜﻦ‬
‫ﻋﻨﺪﻣﺎ ﻳﺘﻢ ﻋﺮﺽ هﺬﻩ �ﺳﺌﻠﺔ �� �ﺴﻠﺴﻞ ﻣﻨﻈﻢ �� ﺷ�ﻞ ﻣﺠﻤﻮﻋﺔ ﺃﺳﺌﻠﺔ هﺎﺩﻓﺔ‪ ،‬ﺇ�� ﻭﺍﺣﺪ ﺃﻭ ﺃﻛ��‬

‫)‪(302‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫ﻣﻦ ﺍﻟﻨﺎﺱ ﺗﻢ ﺍﺧﺘﻴﺎﺭهﻢ ﻣﺴﺒﻘﺎ ﻣﻊ ﺗﻮﻗﻊ ﺃﻥ ﻧﺘﻠﻘﻰ ﺭﺩﺍ ﻛﺘﺎﺑﻴﺎ ﻋﻦ ﺟﻤﻴﻊ �ﺳﺌﻠﺔ ﺍﻟ�ﻱ ﻃﺮﺣﺖ ﻋﻠ��ﻢ‪،‬‬
‫ﻓﺈﻧﻪ ﻳﺼﻄ�ﺡ ﻋ�� هﺬﻩ ﺍ�ﺝﻤﻮﻋﺔ ﻣﻦ �ﺳﺌﻠﺔ "ﺍﺳﺘﺏﻴﺎﻥ" �� ﻣﺠﺎﻝ ﺍﻟﺒﺤﻮﺙ ﻭﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫�ﻠﻤﺔ ﺍﺳﺘﺏﻴﺎﻥ ﻣﺸﺘﻘﺔ ﻣﻦ ﺍﻟﻔﻌﻞ ﺍﺳﺕﺒﺎﻥ �ﻣﺮ‪ ،‬ﺑﻤﻌ�ﻯ ﺃﻭ�ﺡﻪ ﻭﻋﺮﻓﻪ‪ ،‬ﻭ�ﺳﺘﺏﻴﺎﻥ ﺑﺬﻟﻚ هﻮ‬
‫ﺍﻟﺘﻮﺿﻴﺢ ﻭﺍﻟﺘﻌﺮ�ﻒ ﻟهﺬﺍ �ﻣﺮ‪ ،‬ﻭهﻮ ﺗﺮﺟﻤﺔ ﻟﻠ�ﻠﻤﺔ ﺍﻟﻔﺮ�ﺴﻴﺔ "‪) "Questionnaire‬ﺇﺑﺮﺍهﻴﻢ‬
‫ﺧﻀﺮ‪ .(221 ،2013:‬ﻳﻘﺼﺪ ﺑﺎﻻﺳﺘﺏﻴﺎﻥ ﺗﻠﻚ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻟ�ﻱ �ﺴﺘﻌﻤﻞ �ﺝﻤﻊ ﺑﻴﺎﻧﺎﺕ ﺃﻭﻟﻴﺔ ﻭﻣﻴﺪﺍﻧﻴﺔ‬
‫ﺣﻮﻝ ﻣﺸ�ﻠﺔ ﺃﻭ ﻇﺎهﺮﺓ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠ�ﻱ")ﺍﻟﻨﻮﺡ‪ .(100 ،2004:‬ﻭﻱﻌﺮﻓﻪ �ﻞ ﻣﻦ "ﻏﻮﺩ ﻭ‬
‫هﺎﺕ""‪ (1952 ) " Goode& Hatt‬ﺑﺄﻧﻪ ﻣﻔهﻮﻡ �ﺸ�� ﺇ�� �ﺩﺍﺓ ﺍﻟ�ﻱ ﻧﺤﺼﻞ ﻣﻦ ﺧﻼﻟهﺎ ﻋ�� �ﺟﻮ�ﺔ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﻧﻤﻮﺫﺝ �ﺳﺌﻠﺔ‪ ،‬ﻭ�ﻤﻸ ﻣﻦ ﻗﺒﻞ ﺍﳌﺴﺘﺠﻴﺐ‪ .‬ﻛﻤﺎ �ﻌﺮﻓﻪ "ﺑﺎﺭ‪ ،‬ﺩﻳﻔﻱﺲ‪ ،‬ﻭﺟﻮ�ﺴﻮﻥ" " ‪Barr,‬‬
‫‪ (1953) "Davis and Johnso‬ﺑﺄﻧﻪ ﺗﺠﻤﻴﻊ ﻣ���� ﻟﻸﺳﺌﻠﺔ ﺍﻟ�ﻱ ﻳﺘﻢ ﺇﺭﺳﺎﻟهﺎ ﺇ�� ﻋﻴﻨﺔ ﻣﻦ ﺍﻟﻨﺎﺱ‪.‬‬

‫ﻭ�ﺮﻯ " �ﻮﻣﺎﺭ" "‪ (2005) "Kumar‬ﺃﻧﻪ ﻗﺎﺋﻤﺔ ﻣﻜﺘﻮ�ﺔ ﻣﻦ �ﺳﺌﻠﺔ‪ ،‬ﻳﺘﻢ ��ﺝﻴﻞ �ﺟﻮ�ﺔ ﻣﻦ ﻗﺒﻞ‬
‫ﺍﳌﺸﺎﺭﻛ�ﻥ ﺍﻟﺬﻳﻦ ﻳﻘﻮﻣﻮﻥ ﺑﻘﺮﺍﺀﺓ �ﺳﺌﻠﺔ ﻭ�ﺳﺘﻔﺴﺎﺭ ﻭ��ﺝﻴﻞ �ﺟﺎﺑﺎﺕ‪ .‬ﻭﺃﺧ��ﺍ �ﻌﺮﻓﻪ "ﺭﻭ�ﻥ�"‬
‫"‪ (2009)"Robbins‬ﺑﺄﻧﻪ ﺃﺩﺍﺓ �ﺴﺘﺨﺪﻣهﺎ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻟﻘﻴﺎﺱ ﻣﺘﻐ��ﺍﺕ ﻣﻔﻴﺪﺓ‪ ،‬ﺗﻘﻱﺲ ﻣﺎ ﻧﺮ�ﺪ ﻣﻌﺮﻓﺘﻪ‪.‬‬
‫ﻭﺗ�ﻮﻥ ﻟﻺﺟﺎﺑﺔ ﻋﻦ �ﺳﺌﻠﺔ‪ ،‬ﺃﻭ ﳌﻌﺮﻓﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻘﺎﻋﺪﻳﺔ ﻟﻠﻤﺴﺘﺠﻴﺒ�ﻥ ﻣﺜﻞ‪:‬‬
‫‪ -‬ﺍ�ﺥﺼﺎﺋﺺ ﺍﻟﻌﺎﻣﺔ‪� ،‬ﺎﻟﻌﻤﺮﻭﺍ�ﺝﻥﺲ ﺍﻟﻌﺮﻕ‪.‬‬
‫‪ -‬ﺍﳌﻌﺘﻘﺪﺍﺕ ﻭﺍﳌﻮﺍﻗﻒ ﺍ�ﺥﺎﺻﺔ ��ﻢ‪.‬‬
‫‪ -‬ﺍﻟﺴﻠﻮ�ﺎﺕ ﺍ�ﺥﺎﺻﺔ ��ﻢ‪.‬‬
‫‪ -‬ﺍﳌﻌﺎﺭﻑ ﺍ�ﺥﺎﺻﺔ ��ﻢ)‪.(2013,337 : Mangal‬‬
‫ﺑﺎﺧﺘﺼﺎﺭ ﻳﻤﻜﻨﻨﺎ �ﻌﺮ�ﻒ �ﺳﺘﺏﻴﺎﻥ ﺑﺄﻧﻪ ﺃﺣﺪ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟ�ﻱ �ﻌﺘﻤﺪ ﻋﻠ��ﺎ ﺍﻟﺒﺎﺣﺚ �� ﺗﺠﻤﻴﻊ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺃﻓﺮﺍﺩ ﺃﻭ ﺟﻤﺎﻋﺎﺕ ﻛﺒ��ﺓ ﺍ�ﺡﺝﻢ‪ ،‬ﺫﺍﺕ ﻛﺜﺎﻓﺔ ﺳ�ﺎﻧﻴﺔ ﻋﺎﻟﻴﺔ ﻋﻦ ﻃﺮ�ﻖ‬
‫ﻋﻤﻞ ﺍﺳﺘﻤﺎﺭﺓ ﺗﻀﻢ ﻣﺠﻤﻮﻋﺔ ﻣﻦ �ﺳﺌﻠﺔ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ‪� ،‬ﻐﻴﺔ ﺍﻟﻮﺻﻮﻝ ﺇ�� ﻣﻌﻠﻮﻣﺎﺕ ﻛﻴﻔﻴﺔ ﺃﻭ‬
‫ﻛﻤﻴﺔ‪ ،‬ﻭﻗﺪ �ﺴﺘﺨﺪﻡ ﺑﻤﻔﺮﺩهﺎ ﺃﻭ ﻗﺪ �ﺴﺘﺨﺪﻡ ﻣﻊ ﻏ��هﺎ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠ�ﻱ‪ ،‬ﻭﺫﻟﻚ ﻟﻠﻜﺸﻒ‬
‫ﻋﻦ ﺍ�ﺝﻮﺍﻧﺐ ﺍﻟ�ﻱ ﻳﺤﺪﺩهﺎ ﺍﻟﺒﺎﺣﺚ ﻭ�ﺼﻮﻏهﺎ �� ﺍﺳﺘﻔﺴﺎﺭﺍﺕ ﻣﺤﺪﺩﺓ‪.‬‬

‫)‪(303‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﺧﻄﻮﺍﺕ ﺗﺼﻤﻴﻢ ﺍﻻﺳﺘﺒﻴﺎﻥ‪:‬‬

‫ﺇﻥ ﺑﺬﻝ ﺍ�ﺝهﺪ ﻹﺧﺮﺍﺝ ﺍﺳﺘﺏﻴﺎﻥ ﻗﻮﻱ ﺍﻟﺘﺼﻤﻴﻢ ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺳﺌﻠﺘﻪ ﺍﳌﻮﺿﻮﻋﺔ‪ ،‬ﻭﺡﺝﻤﻪ‪ ،‬ﻭﺷ�ﻞ‬
‫ﺇﺧﺮﺍﺟﻪ‪ ،‬ﺣﺘﻤﺎ ﺳﻴﻌﻄﻲ ﺑﻴﺎﻧﺎﺕ ﻳﻤﻜﻦ ﺃﻥ �ﺴﺘﻔﺎﺩ ﻣ��ﺎ ﻻﺗﺨﺎﺫ ﻗﺮﺍﺭ ﻣﻌ�ﻥ ﺣﻮﻝ ﺍﳌﻮﺿﻮﻉ ﺍﳌﺮﺍﺩ‬
‫ﺩﺭﺍﺳﺘﻪ‪.‬‬
‫�ﻌﺘ�� ﺇﻋﺪﺍﺩ �ﺳﺘﺏﻴﺎﻥ ﻣﻦ ﺃهﻢ ﻣﺮﺍﺣﻞ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠ�ﻱ‪ ،‬ﻭﻟﻱﺲ ﻣهﻤﺔ �ﺴﻴﻄﺔ �ﻌﺘﻤﺪ ﻋ�� ﺍﳌهﺎﺭﺓ‬
‫ﺍﻟﻠﻐﻮ�ﺔ ﻭ�ﻯﻱﺀ ﻣﻦ ﺍ�ﺡﺲ ﺍﻟﻌﺎﻡ ﻭﺍﻟﺘﻔﻜ�� ﺍﳌﻨﻄﻘﻲ‪" ،‬ﻓﺎﻟﻘﺎﺩﻡ ﺇ�� ﻣﻴﺪﺍﻥ ﺍﻟﺒﺤﺚ �ﺟﺘﻤﺎ�� ﻷﻭﻝ ﻣﺮﺓ‬
‫ﻗﺪ ﻳﺮﻯ ﺃﻥ هﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻱﺲ ﻟهﺎ ﻣﻦ ﺃﺳﺲ ﺗﺤﻜﻤهﺎ ﺃﻭ ﻗﻮﺍﻧ�ﻥ �ﺴﺕﻨﺪ ﻋﻠ��ﺎ ﺇﺟﺮﺀﺍ��ﺎ" )ﺡﺝﺮ‪،‬‬
‫‪.(126 ،2000‬‬
‫ﻣﻦ ﺍﳌهﻢ ﺇﻋﺪﺍﺩ �ﺳﺘﺏﻴﺎﻥ ﻋ�� ﻣﺮﺍﺣﻞ ﺗﺒﺪﺃ ﺑﺘﻌﺮ�ﻒ ﺑﻤ��ﺭﺍﺕ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺗﺤﺪﻳﺪ ﺃهﺪﺍﻓﻪ‬
‫ﺍﻟ�ﻱ ﺳﻱﺘﻢ ﺍﺧﺘﺒﺎﺭهﺎ ﻭ�ﻥﺘ�ﻱ ﺑﺎﺳﺘﺨﺮﺍﺝ ﺍﻟﻨﺘﺎﺋﺞ‪� .‬ﻞ ﻣﺮﺣﻠﺔ ﻳﺠﺐ ﺃﻥ ﺗﺼﻤﻢ �ﻌﻨﺎﻳﺔ ﻛﺒ��ﺓ ﻷﻥ ﺍﻟﻨﺕﻴﺠﺔ‬
‫ﺍﻟ��ﺎﺋﻴﺔ �ﻌﺘﻤﺪ ﻋ�� ﻣﺪﻯ ﺗﺮﺍﺑﻂ ﺟﻤﻴﻊ ﻣﺮﺍﺣﻠﻪ‪ .‬ﻭﻓﻴﻤﺎ ﻳ�� ﺃهﻢ ﻣﺮﺍﺣﻞ ﺗﺼﻤﻴﻢ �ﺳﺘﺏﻴﺎﻥ‪:‬‬

‫‪ -1‬ﻣﺒﺮﺭﺍﺕ ﺍﻻﺳﺘﺒﻴﺎﻥ‪:‬‬

‫�ﺳﺘﺏﻴﺎﻥ ﺃﺣﺪ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﻌﺪﻳﺪﺓ ﻟ�ﺡﺼﻮﻝ ﻋ�� ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺍﻟﺒﺎﺣﺚ ﺍﻟﺬﻱ ﻳﺮ�ﺪ ﺍﺳﺘﺨﺪﺍﻡ‬
‫�ﺳﺘﺏﻴﺎﻥ ﻳﺠﺐ ﺃﻥ ﻳ�ﻮﻥ ﻣﺘﺄﻛﺪﺍ ﻣﻦ ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﻭﺳﻴﻠﺔ ﺃﺧﺮﻯ ﺃﻛ�� ﺻﺪﻗﺎ ﻭﺛﺒﺎﺗﺎ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣهﺎ‬
‫�� ﺑﺤﺜﻪ‪ ،‬ﻭﻱﻌﺘﻤﺪ هﺬﺍ ﺍﻟﻘﺮﺍﺭ ﻋ�� ﻣﻌﺮﻓﺘﻪ ﺑﻨﻮﺍ�� ﻗﻮﺓ ﻭﺿﻌﻒ �ﻞ ﻭﺳﻴﻠﺔ)ﻣﺤﻤﻮﺩ ﻋﻼﻡ‪،2005 ،‬‬
‫‪.(405‬‬
‫ﺇﻥ ﻗﻠﺔ �ﺳﺘﺏﻴﺎﻧﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﳌﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪ ،‬ﺃﻭ ﺻﻌﻮ�ﺔ ﺍ�ﺡﺼﻮﻝ ﻋﻠ��ﺎ‪ ،‬ﺃﻭ ﻣﺮﻭﺭ ﺯﻣﻦ ﻃﻮ�ﻞ‬
‫ﻋ�� ﺑﻨﺎ��ﺎ �ﻌﻄﻲ ﺍﻟﺒﺎﺣﺚ ﻣ��ﺭﺍ ﻟﺒﻨﺎﺀ ﺍﺳﺘﺏﻴﺎﻥ ﺟﺪﻳﺪ ﺗﺘﻮﺍﻓﺮ ﻓﻴﻪ ﻣﻮﺍﺻﻔﺎﺕ �ﺳﺘﺏﻴﺎﻥ ﺍ�ﺝﻴﺪ‪ ،‬ﻛﻤﺎ‬
‫ﺃﻥ ﺍ�ﺡﺼﻮﻝ ﻋ�� هﺬﻩ �ﺳﺘﺏﻴﺎﻧﺎﺕ ﺑﺎﻟﻠﻐﺔ �ﺟﻨﺏﻴﺔ ﻳﺘﻄﻠﺐ ﻣﻨﻪ ﺟهﺪﺍ ﺃﻛ�� �� ﺗﺮﺟﻤ��ﺎ‪ ،‬ﻭﺗﻜﻴﻴﻔهﺎ ﻋ��‬
‫ﺍﻟﺒﻱﺌﺔ ﺍﻟ�ﻱ ﺳﻴﻄﺒﻘهﺎ ﻋﻠ��ﺎ‪ ،‬ﻭﺫﻟﻚ ﻻﺧﺘﻼﻑ ﺍﻟﺜﻘﺎﻓﺔ‪.‬‬
‫ﻻ ﺑﺪ ﻟﻠﺒﺎﺣﺚ ﻣﻦ ﺫﻛﺮ ﻣ��ﺭﺍﺕ ﺍﺳﺘﺨﺪﺍﻡ �ﺳﺘﺏﻴﺎﻥ‪ ،‬ﻭ�ﺈﻣ�ﺎﻥ ﺍﻟﺒﺎﺣﺚ �ﺳﺘﻌﺎﻧﺔ ﺑﺎﺳﺘﺏﻴﺎﻧﺎﺕ‬
‫ﺟﺎهﺰﺓ ﺇﺫﺍ ﺗﻮﻓﺮﺕ �� ﻣﺠﺎﻝ ﺑﺤﺜﻪ‪� ،‬ﺸﺮﻁ ﺗﻄﻮ�ﺮهﺎ‪ ،‬ﻭﺗﺠﺪﻳﺪهﺎ‪ ،‬ﻭﺍﻟﺘﺤﺴ�ﻥ ﻓ��ﺎ‪ ،‬ﺑﺤﻴﺚ ﺗﻼﺋﻢ‬

‫)‪(304‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫�ﺳﺘﺏﻴﺎﻥ ﺍ�ﺝﺪﻳﺪ‪ ،‬ﺃﻭ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﺳﻮﻑ ﻳﺘﻢ �ﺳﺘﻌﺎﻧﺔ ﺑﻪ ﻓﻴﻪ‪ .‬ﻭﺇﺫﺍ ﺍﺳﺘﻄﺎﻉ ﺍﻟﺒﺎﺣﺚ‬
‫ﺍ�ﺡﺼﻮﻝ ﻋ�� ﺍﺳﺘﺏﻴﺎﻥ ﺳﺒﻖ ﺍﺳﺘﺨﺪﺍﻣﻪ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﻳﻮﻓﺮ ﻟﻪ ﺍﻟﻮﻗﺖ‪ ،‬ﻭﺍ�ﺝهﺪ‪ ،‬ﻭﺍﳌﺎﻝ‪.‬‬

‫‪ -2‬ﺃﻫﺪﺍﻑ ﺍﻻﺳﺘﺒﻴﺎﻥ‪:‬‬

‫�ﻌﺪ ﺗﺤﺪﻳﺪ ﻣ��ﺭﺍﺕ ﺍﻟﺒﺤﺚ ﺗﺄ�ﻲ ﺍ�ﺥﻄﻮﺓ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭ�� �� ﺍﻟﻌﺎﺩﺓ ﺗﺪﻭﺭ ﺣﻮﻝ ﺃهﺪﺍﻑ ﺍﻟﺒﺤﺚ‪ ،‬ﺃﻭ‬
‫ﺃﺳﺌﻠﺔ ﺍﻟﺒﺤﺚ‪ .‬ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺈﻋﺪﺍﺩ ﻗﺎﺋﻤﺔ ﺑﺎﻷهﺪﺍﻑ ﺍ�ﺥﺎﺻﺔ ﺍﻟ�ﻱ ﺳﻮﻑ ﺗﺤﻘﻘهﺎ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﺍﻟ�ﻱ ﻳﺘﺤﺼﻞ ﻋﻠ��ﺎ ﻣﻦ �ﺳﺘﺏﻴﺎﻥ‪ ،‬ﻭ�ﺠﺐ ﺗﺤﺪﻳﺪ هﺬﻩ �هﺪﺍﻑ �� ﺿﻮﺀ ﺃﺳﺌﻠﺔ ﺍﻟﺒﺤﺚ ﻭﻣﺸﻜﻼﺗﻪ‪،‬‬
‫ﻣﻊ ﺗﻮﺿﻴﺢ ﻛﻴﻒ �ﺴﺘﺨﺪﻡ �ﻞ ﺟﺰﺋﻴﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪).‬ﻣﺤﻤﻮﺩ ﻋﻼﻡ‪(405 ،2005 ،‬‬
‫ﺇﺫ ﻋ�� ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻧﻨﺎ ﻧﺒﺪﺃ �� ﺑﻨﺎﺀ �ﺳﺘﺏﻴﺎﻥ ﻣﻦ ﻣﻔهﻮﻡ ﻋﻠ�ﻱ ﻣﻘﺒﻮﻝ ﻳﻤﻜﻦ ﺍﺧﺘﺒﺎﺭﻩ‪ ،‬ﺇﻻ ﺃﻥ‬
‫ﺗﺤﺪﻳﺪ ﺍﻟهﺪﻑ ﻣﻦ �ﺳﺘﺏﻴﺎﻥ ﻳﺘﻄﻠﺐ ﻣﺰ�ﺪﺍ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ )ﻓﺮﺝ‪ ،(131 ،2007 ،‬ﻭ�ﺆﺩﻱ ﺗﺤﺪﻳﺪ‬
‫ﺍﻟهﺪﻑ ﺇ�� ﺗﺤﺪﻳﺪ ﻧﻮﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟ�ﻱ ﻳﺮﻏﺐ ﺍﻟﺒﺎﺣﺚ �� ﺍ�ﺡﺼﻮﻝ ﻋﻠ��ﺎ‪ .‬ﻭﺇﺫﺍ ﻟﻢ �ﺴﺘﻄﻊ ﺍﻟﺒﺎﺣﺚ‬
‫ﺍﻟﻘﻴﺎﻡ ��ﺬﻩ ﺍ�ﺥﻄﻮﺓ ﻓهﺬﺍ �ﻌ�ﻱ ﺃﻥ ﻣﺸ�ﻠﺔ ﺍﻟﺒﺤﺚ ﻟﻱﺴﺖ ﻭﺍ�ﺡﺔ‪).‬ﻣﺤﻤﻮﺩ ﻋﻼﻡ‪(406 ،2006 ،‬‬
‫ﻭ�ﻠﻤﺎ �ﺎﻥ ﺍﻟﺒﺎﺣﺚ ﺩﻗﻴﻘﺎ �� ﺗﺤﺪﻳﺪ �هﺪﺍﻑ ﻭﺗﻮﺿﻴﺤهﺎ �ﻠﻤﺎ ﺳﺎﻋﺪﻩ ﺫﻟﻚ �� ﻛﺘﺎﺑﺔ �ﺳﺘﺏﻴﺎﻥ‬
‫ﺑﻮﺿﻮﺡ‪.‬‬
‫�ﺳﺘﺏﻴﺎﻥ هﻮ ﻭﺳﻴﻠﺔ �ﺴﺘﺨﺪﻣهﺎ ﺍﻟﺒﺎﺣﺚ ﻟﻠﻮﺻﻮﻝ ﺇ�� ﻧﺘﺎﺋﺞ ﺑﺤﺜﻪ‪ ،‬ﻭﻟﻱﺲ ﻏﺎﻳﺔ �� ﺣﺪ ﺫﺍﺗﻪ‪،‬‬
‫ﻓ�ﻠﻤﺎ �ﺎﻥ ﺍﺧﺘﻴﺎﺭ هﺬﻩ ﺍﻟﻮﺳﻴﻠﺔ ﻣﻼﺋﻤﺎ ﻟﻄﺒﻴﻌﺔ ﺍﻟﺒﺤﺚ ﻭﺃهﺪﺍﻓﻪ �ﺎﻧﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺩﻗﻴﻘﺔ‪.‬‬

‫‪ -3‬ﺍﻟﺘﻌﺮﻳﻒ ﺍﻹﺟﺮﺍﺋﻲ ﻟﻠﺴﻤﺔ ﺃﻭ ﺍﳋﺎﺻﻴﺔ ﺍﻟﺘﻲ ﻳﻘﻴﺴﻬﺎ ﺍﻻﺳﺘﺒﻴﺎﻥ‪:‬‬

‫ﻳﻥﺒ�� ﻋ�� ﺍﻟﺒﺎﺣﺚ �ﻌﺪ ﺃﻥ ﻳﻥﺘ�ﻱ ﻣﻦ ﺗﺤﺪﻳﺪ ﺍﻟهﺪﻑ ﺍﻟﺬﻱ ﻳﺮ�ﺪ ﺍﺧﺘﺒﺎﺭﻩ‪ ،‬ﻭﺍﻟﻮﻇﺎﺋﻒ ﺍﻟ�ﻱ ��ﺪﻑ‬
‫�ﺳﺘﺏﻴﺎﻥ ﻗﻴﺎﺳهﺎ‪ ،‬ﺃﻥ ﻳﺤﺪﺩ ﺑﻮﺿﻮﺡ �ﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﺍﻟﺬﻱ ﺳﻮﻑ ﻳﻠ��ﻣﻪ �� ﺗﺼﻮﺭﻩ ﺃﻭ ﻣﻌﺎ�ﺝﺘﻪ‬
‫ﻟ�ﺥﺎﺻﻴﺔ ﺃﻭ ﺍﻟﻘﺪﺭﺓ ﺃﻭ ﺍﻟﺴﻤﺔ ﺍﻟ�ﻱ �ﺴ��ﺪﻑ ﻗﻴﺎﺳهﺎ‪.‬‬
‫�ﻌﺒﺎﺭﺓ ﺃﺧﺮﻯ‪ ،‬ﻋﻠﻴﻪ ﺃﻥ �ﻌﺮﻑ ﻣﺎ ﻳﻮﺩ ﺃﻥ ﻳﻘﻱﺴﻪ �ﻌﺮ�ﻔﺎ ﺇﺟﺮﺍﺋﻴﺎ ﺩﻗﻴﻘﺎ‪ ،‬ﺣﻴﺚ ﺗﻠﻌﺐ ﺍﻟﺘﻌﺮ�ﻔﺎﺕ‬
‫ً‬ ‫ً‬
‫ﺩﻭﺭﺍ ﻛﺒ��ﺍ �� ﺍﻟﺒﺤﻮﺙ �ﻣﺒ��ﻳﻘﻴﺔ‪ ،‬ﻷ��ﺎ ﺍﳌﺴﺌﻮﻟﺔ ﻋﻦ ﺗﺤﺪﻳﺪ ﺃ�ﻌﺎﺩ ﺍﳌﺘﻐ��ﺍﺕ ﺍﻟﺒﺤﺜﻴﺔ‪ ،‬ﻭﺍﻟﺘﻌﺮ�ﻒ‬
‫�ﺟﺮﺍﺉﻲ ﻳﺨﺘﻠﻒ ﻋﻦ ﺍﻟﺘﻌﺮ�ﻒ ﺍﳌﻔﺎهﻴ�ﻱ ﺃﻭ ﺍﻟﺘ�ﻮ��ﻱ ﺃﻭ ﺍﻟﻘﺎﻣﻮ��ﻱ‪ .‬ﻭ�ﻜﻤﻦ ﺍﻟﻔﺮﻕ ﺑ�ﻥ هﺬﻳﻦ ﺍﻟﻨﻮﻋ�ﻥ‬

‫)‪(305‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﻣﻦ ﺍﻟﺘﻌﺮ�ﻔﺎﺕ �� ﻭﺟﻮﺩ ﻋﻨﺼﺮ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﻓﻔﻲ ﺍﻟﺘﻌﺮ�ﻒ �ﺟﺮﺍﺉﻲ ﻳﻮﺻﻒ ﺍﳌﺘﻐ�� ﻣﻦ ﺧﻼﻝ ﻛﻴﻔﻴﺔ‬
‫ﻗﻴﺎﺳﻪ‪ ،‬ﺃﻱ ﻭﺻﻒ ﻛﻴﻒ ﻳﻘﺎﺱ‪.‬‬
‫ﺇﻥ ﺍﻟﺘﻌﺮ�ﻒ �ﺟﺮﺍﺉﻲ ﻳﺤﺪﺩ ﻣﻌ�ﻯ ﺍﳌﺘﻐ��‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮ�ﻖ ﺍﻟﺘﻮﺿﻴﺢ ﺍﻟﺼﺮ�ﺢ ﳌﺎ ﻳﺠﺐ ﺃﻥ ﻳﻘﻱﺴﻪ‬
‫ﺍﳌﺴﺘﻘ��ﻱ‪ ،‬ﻭﺍﻟهﺪﻑ ﻣﻦ ﺫﻟﻚ ﺃﻥ ﺗ�ﻮﻥ ﺍ�ﺥﻄﻮﻁ ﻭﺍ�ﺡﺔ ﺃﻣﺎﻡ ﺍﻟﺒﺎﺣﺚ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ �ﻲ ﻳﻠ��ﻡ ��ﺎ ��‬
‫ﺧﻄﻮﺍﺗﻪ ﺍﳌﺘﺒﻘﻴﺔ ﺟﻤﻴﻌﺎ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻓﺈﻥ هﺬﺍ ﺍﻟﺘﺤﺪﻳﺪ ﻳﺕﻴﺢ ﻟﻠﺒﺎﺣﺜ�ﻥ �ﺧﺮ�ﻦ ﺇﻣ�ﺎﻧﻴﺔ ﻣﺘﺎ�ﻌﺔ‬
‫ﻣﺎ ﺃﻧﺠﺰﻩ ﺍﻟﺒﺎﺣﺚ ﺳﻮﺍﺀ ﺑﺎﻟﺘﻘﻴﻴﻢ ﺃﻭ ﺑﺎﻟﺘﻄﻮ�ﺮ‪ ).‬ﺣﻔ�ﻯ ﻭﺁﺧﺮﻭﻥ‪(29 ،1978 ،‬‬
‫ً‬
‫ﻣﺤﺪﺩﺍ‪ ،‬ﻭ ﻳﺰﻭﺩﻧﺎ‬ ‫ً‬
‫ﻣﺤﺴﻮﺳﺎ‬ ‫�ﻌﻄﻲ ﺍﻟﺘﻌﺮ�ﻒ �ﺟﺮﺍﺉﻲ‪ operational definition‬ﺍﳌﻔهﻮﻡ ً‬
‫ﻣﻌ�ﻯ‬
‫ﺑﺎﳌﻌﺎﻳ�� ﺃﻭ ﺍ�ﺥﻄﻮﺍﺕ ﺍ�ﺡﺴﻮﺳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻘﻴﺎﺱ ﺍﳌﻔهﻮﻡ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫‪ -4‬ﲢﺪﻳﺪ ﻃﺒﻴﻌﺔ ﻭﺧﺼﺎﺋﺺ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳﺼﻠﺢ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻟﻠﺘﻄﺒﻴﻖ ﻋﻠﻴﻬﻢ‬

‫�ﻌﺪ ﺗﺤﺪﻳﺪ ﺃهﺪﺍﻑ �ﺳﺘﺏﻴﺎﻥ‪ ,‬ﺗﺄ�ﻲ ﺧﻄﻮﺓ ﺍﺧﺘﻴﺎﺭ ﺍ�ﺝﺘﻤﻊ ﺍﻟﺬﻱ ﺳﺘﻄﺒﻖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻴﻪ‪ ،‬ﻭﺍﻟﺬﻱ‬
‫ﺳﺕﻨﻌﻜﺲ ﺍﻟﻨﺘﺎﺋﺞ ﻋﻠﻴﻪ‪.‬‬
‫ﻋ�� ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﺤﺪﺩ ﺗﺤﺪﻳﺪﺍ ﻭﺍ�ﺡﺎ ﻃﺒﻴﻌﺔ �ﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺳﻮﻑ ﻳﻄﺒﻖ ﻋﻠ��ﻢ �ﺳﺘﺏﻴﺎﻥ‪،‬‬
‫ﻭ�ﻌ�ﻱ ﺑﻄﺒﻴﻌﺔ �ﻓﺮﺍﺩ ﺃﺑﺮﺯ ﺍ�ﺥﺼﺎﺋﺺ ﺍﻟ�ﻱ ﺗﻤ��هﻢ ﻭﺗﺘﺤﺪﺩ ﺃﺑﺮﺯ هﺬﻩ ﺍ�ﺥﺼﺎﺋﺺ ﻋﺎﺩﺓ �� ﺛﻼﺙ‬
‫ﻣﺠﺎﻻﺕ‪ :‬ﺍﻟﺴﻦ‪ ،‬ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴ�ﻱ‪ ،‬ﻧﻮﺍ�� ﺍﻟ�ﺝﺰ ﺍﻟﺒﺪ�ﻲ ﻭﺍﻟﻘﺼﻮﺭ ﺍﻟﻌﻘ��‪ ) .‬ﺣﻔ�ﻱ ﻭﺁﺧﺮﻭﻥ‪،‬‬
‫‪.(29 ،1978‬‬

‫‪ -5‬ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ‪:‬‬

‫�ﻌﺪ ﺃﻥ ﺗﺘ�ﺡ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻨﻈﺮ�ﺔ ﻟﻼﺳﺘﺏﻴﺎﻥ �� ﺫهﻦ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻴﻪ ﺃﻥ ﻳﺮﺟﻊ ﺇ�� ﻣﺎ هﻮ ﻣﺘﻮﻓﺮ ﻣﻦ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻭ�ﻃﻼﻉ ﻋﻠ��ﺎ ﻭﻛﺬﺍ �ﺳﺘﺏﻴﺎﻧﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﳌﻮﺿﻮﻉ‪ ،‬ﻭﺫﻟﻚ‬
‫ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣ��ﺎ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﻓ��ﺎ‪ ،‬ﻭﻣﻨﺎﻗﺸﺔ ﺍﳌﺘﺨﺼﺼ�ﻥ ﺣﻮﻝ ﺍﻟﺴﻤﺔ ﺍﳌﺮﺍﺩ ﻗﻴﺎﺳهﺎ‪.‬‬
‫ﺇﺫ ﻻﺑﺪ ﻟ�ﺥﺎﺻﻴﺔ ﺍﳌﻘﺎﺳﺔ ﺃﻥ �ﺴﺕﻨﺪ ﺇ�� ﺃﺳﺎﺱ ﻧﻈﺮﻱ ﻳ��ﺭ ﻣﺸﺮﻭﻋﻴﺔ ﺗﻨﺎﻭﻟهﺎ ﻭﻱﻌﺮﻓهﺎ‪ ،‬ﻭﻗﺪ �ﻌﺪ‬
‫�ﺳﺘﺏﻴﺎﻥ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻣﺪﻯ ﺟﺪﻭﻯ ﺍﻟﻨﻈﺮ�ﺔ ﺍﻟ�ﻱ ﺗﻔﺴﺮ ﺍﻟﺴﻤﺔ ﺃﻭ ﺍ�ﺥﺎﺻﻴﺔ ﺍﳌﻘﺎﺳﺔ‪ ،‬ﻭﺍﻟﻨﺕﻴﺠﺔ‬
‫ﺍﳌﺴﺘﺨﻠﺼﺔ ﻗﺪ ﺗﻔﻴﺪ ﺍﻟﻨﻈﺮ�ﺔ ﺃﻭ �ﻌﺪﻟهﺎ‪.‬‬

‫)‪(306‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫‪ -6‬ﺍﺷﺘﻘﺎﻕ ﻓﻘﺮﺍﺕ ﺃﻭ ﺃﺳﺌﻠﺔ ﻓﺮﻋﻴﺔ ﺫﺍﺕ ﺻﻠﺔ ﺑﺄﻫﺪﺍﻑ ﺃﻭ ﺃﺳﺌﻠﺔ ﺍﻟﺒﺤﺚ‪:‬‬

‫ﺇﺫﺍ ﺗﻢ ﺗﺤﺪﻳﺪ ﺃهﺪﺍﻑ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﻟﻌﻴﻨﺔ ﺍﻟ�ﻱ ﺳﻱﺘﻢ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌهﺎ‪ ،‬ﻭﻛﺬﺍ ﺗﺤﺪﻳﺪ ﺍﻟﺘﻌﺮ�ﻒ �ﺟﺮﺍﺉﻲ‬
‫ﻟﻠﺴﻤﺎﺕ ﺍﻟ�ﻱ ﺳﻴﻘﻱﺴهﺎ �ﺳﺘﺏﻴﺎﻥ‪ ،‬ﻭﺗﻢ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﺃﺩﺍﺓ ﺟﺎهﺰﺓ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣهﺎ‪ ،‬ﻳﺒﺪﺃ‬
‫ﺍﻟﺒﺎﺣﺚ �� ﻛﺘﺎﺑﺔ ﻓﻘﺮﺍﺕ �ﺳﺘﺏﻴﺎﻥ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺟﺎﻧﺒ�ﻥ ﻣهﻤ�ﻥ هﻤﺎ‪:‬‬
‫‪ -1‬ﺃﻥ ﺗ�ﻮﻥ �ﺳﺌﻠﺔ ﻣﺮﺗﺒﻄﺔ ﺑﺄهﺪﺍﻑ �ﺳﺘﺏﻴﺎﻥ‪.‬‬
‫‪ -2‬ﺗﺤﺪﻳﺪ ﺃﺳﻠﻮﺏ ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ �ﻌﺪ ﺟﻤﻌهﺎ‪ ،‬ﺇﺫ ﻳﺘﻮﻗﻒ ﺷ�ﻞ �ﺳﺘﺏﻴﺎﻥ ﻭﺻﻮﺭﺗﻪ ﻋ�� هﺬﺍ‬
‫�ﻣﺮ‪).‬ﻣﺤﻤﻮﺩ ﻋﻼﻡ‪(406 ،،2005 ،‬‬
‫ﻳﺘﻢ ﺍﺷﺘﻘﺎﻕ هﺬﻩ ﺍﻟﻔﻘﺮﺍﺕ ﻣﻦ ﺣﻼﻝ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺼﺎﺩﺭ‪ ،‬ﻛﻄﺮﺡ ﺳﺆﺍﻝ ﻣﻔﺘﻮﺡ ﺃﻭ ﺃﻛ�� ﻋ��‬
‫ﻋﺪﺩ ﻣﻦ ﺍ�ﺝﺘﻤﻊ ﺍﻟﺬﻱ ﺃﻋﺪ �ﺳﺘﺏﻴﺎﻥ ﻣﻦ ﺃﺟﻠﻪ‪ ،‬ﻭﺗﺤﻠﻴﻞ �ﺳﺘﺠﺎﺑﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻨ�ﺝ ﺗﺤﻠﻴﻞ‬
‫ﺍﳌﻀﻤﻮﻥ‪ ،‬ﻭﺍ�ﺥﺮﻭﺝ ﺑﺒﻌﺾ ﺍﳌﺆﺷﺮﺍﺕ ﺍﻟ�ﻱ ﻳﻤﻜﻦ ﺻﻴﺎﻏﺔ ﺍﻟﻔﻘﺮﺍﺕ ﻣ��ﺎ‪ ،‬ﻭﻛﺬﺍ ﻣﻨﺎﻗﺸﺔ ﺍ�ﺥﺘﺼ�ﻥ ��‬
‫ﺍ�ﺝﺎﻝ �ﺸ�ﻞ ﻋﺎﻡ‪ ،‬ﻭﺍﻟﻌﺎﻣﻠ�ﻥ ﻓﻴﻪ ﻭﺍ�ﺥﺘﺼ�ﻥ ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﻟﺘﺤﺪﻳﺪ ﺃ�ﻌﺎﺩ ﻭﻣ�ﻮﻧﺎﺕ ﺍﻟﺼﻔﺔ ﺃﻭ‬
‫ﺍ�ﺥﺎﺻﻴﺔ ﺍﳌﺮﺍﺩ ﻗﻴﺎﺳهﺎ‪ .‬ﻛﻤﺎ ﻳﻤﻜﻦ �ﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻘﺎﻳﻱﺲ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﻻ ﻣﺎ�ﻊ ﻣﻦ �ﺳﺘﻌﺎﻧﺔ ﺑﺒﻌﺾ‬
‫ﺑﻨﻮﺩهﺎ ﺃﻭ ﻣﻔﺮﺩﺍ��ﺎ ﺧﺎﺻﺔ ﺇﺫﺍ �ﺎﻧﺖ ﻣﻌﺪﺓ �ﺝﺘﻤﻌﺎﺕ ﻣﺸﺎ��ﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﺬﻱ �ﻌﺪ ﻟﻪ �ﺧﺘﺒﺎﺭ‬
‫ﻭ�ﺷﺎﺭﺓ ﺇ�� ﺫﻟﻚ‪ .‬ﻭ�ﺳﺘﻌﺎﻧﺔ ﺑﺎﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ �� ﻧﻔﺲ ﺍﳌﻮﺿﻮﻉ ﻭﺍﻟ�ﻱ ﻳﻤﻜﻦ ﺃﻥ �ﺴﺎﻋﺪ ﻣﻌﺪ‬
‫�ﺳﺘﺏﻴﺎﻥ ﺑﺒﻌﺾ �ﻓ�ﺎﺭ ﻭﺍﳌﺆﺷﺮﺍﺕ ﺍﻟ�ﻱ ﻳﻤﻜﻦ ﺃﻥ ﺗ�ﻮﻥ ﺃﺳﺎﺳﺎ ﻣﻨﺎﺳﺒﺎ ﻟﻠﻔﻘﺮﺍﺕ‪.‬‬
‫ﻛﻤﺎ ﺃﻥ ﺍﳌﻼﺣﻈﺔ ﺍﻟﻌﻴﺎﺩﻳﺔ �ﺝﻤﻮﻋﺔ ﻣﻦ ﻷﻓﺮﺍﺩ �� ﺃﺛﻨﺎﺀ ﻋﻤﻠهﻢ ﺃﻭ ﺗﻔﺎﻋﻠهﻢ ﻣﻊ �ﻌﻀهﻢ ﺍﻟﺒﻌﺾ‪،‬‬
‫ﺇﺫﺍ �ﺎﻥ هﺬﺍ ﺍﻟﻌﻤﻞ ﺃﻭ ﺍﻟﺘﻔﺎﻋﻞ ﻟﻪ ﻋﻼﻗﺔ ﺑﺎﳌﻮﺿﻮﻉ‪ ،‬ﺗﻤﺪ ﻣﻌﺪ �ﺳﺘﺏﻴﺎﻥ ﺑﻤﻌﻠﻮﻣﺎﺕ ﻗﺪ ﻻ �ﺴﺘﻄﻴﻊ‬
‫ﺃﻥ ﻳﺤﺼﻞ ﻋﻠ��ﺎ ﻣﻦ ﻗﺮﺍﺀﺓ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪ ).‬ﺃﺣﻤﺪ ﻋﻮﻱﺲ‪.(36 ،‬‬
‫ﻭ ﺗﻮﺟﺪ ﺃﺷ�ﺎﻝ ﻋﺪﻳﺪﺓ ﻟﺼﻴﺎﻏﺔ ﺍﻟﻔﻘﺮﺍﺕ ﻳﻤﻜﻦ ﺗﻘﺴﻴﻤهﺎ ﺇ�� ﻣﺎ ﻳ��‪:‬‬

‫‪-1‬ﻓﻘﺮﺍﺕ ﺗﺘﻨﺎﻭﻝ ﺍﺧﺘﻴﺎﺭ ﺇﺟﺎﺑﺔ ﻣﻦ ﺇﺟﺎﺑﺘﲔ ﺃﻭ ﺇﺟﺎﺑﺎﺕ ﻣﺘﻌﺪﺩﺓ‪:‬‬

‫ﻭ�� �ﻌﺘﻤﺪ ﻋ�� ﺍﺧﺘﻴﺎﺭ �ﺟﺎﺑﺔ ﺍﻟ�ﺡﻴﺤﺔ ﺑ�ﻥ ﺑﺪﻳﻠ�ﻥ ﺃﻭ ﻋﺪﺓ ﺑﺪﺍﺋﻞ‪ ،‬ﻭ�ﺘﺄﺛﺮ هﺬﺍ ﺍﻟﻨﻮﻉ ﺑﺎﻟﺘﺨﻤ�ﻥ‬
‫ﺗﺄﺛﺮﺍ ﺷﺪﻳﺪﺍ‪ ،‬ﻭﻟﺬﺍ ﺗ�ﺡﺡ ﺍﻟﺪﺭﺟﺔ ﺍﻟ��ﺎﺋﻴﺔ ﺇﺣﺼﺎﺋﻴﺎ ﻟﻠﺘﺨﻠﺺ ﻣﻦ ﺃﺛﺮ هﺬﺍ ﺍﻟﺘﺨﻤ�ﻥ �ﻠﻤﺎ ﻗﻞ ﻋﺪﺩ‬
‫�ﺣﺘﻤﺎﻻﺕ ﺍ�ﺡﺪﺩﺓ ﻟ�ﻞ ﻓﻘﺮﺓ‪ ،‬ﻭ�ﻘﻞ �ﻠﻤﺎ ﺯﺍﺩ هﺬﺍ ﺍﻟﻌﺪﺩ‪ ،‬ﻭ�ﺒﻠﻎ ﺍﻟﺘﺨﻤ�ﻥ ﺃﻗﺼﺎﻩ ﻋﻨﺪﻣﺎ ﻳﺼﻞ ﺇ��‬

‫)‪(307‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﺍﺧﺘﻴﺎﺭ�ﻦ ﻭ�ﻀﻌﻒ ﻋﻨﺪﻣﺎ ﻳﺼﻞ ﺇ�� ﺳﺘﺔ ﺍﺣﺘﻤﺎﻻﺕ‪ ،‬ﻭﻟﺘ�ﺡﻴﺢ ﺍﻟﺪﺭﺟﺔ ﻣﻦ ﺃﺛﺮ ﺍﻟﺘﺨﻤ�ﻥ ﻳﺘﻢ ﻃﺮﺡ‬
‫ﻋﺪﺩ �ﺟﺎﺑﺎﺕ ﺍ�ﺥﺎﻃﺌﺔ ﻣﻦ ﻋﺪﺩ �ﺟﺎﺑﺎﺕ ﺍﻟ�ﺡﻴﺤﺔ ﻭﺗﺼﺎﻍ ﺍﳌﻌﺎﺩﻟﺔ �� ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫�ﺸ��ﻁ �� ﺑﻨﺎﺀ هﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻔﻘﺮﺍﺕ ﺃﻥ ﺗ�ﻮﻥ �ﺟﺎﺑﺎﺕ ﺍ�ﺡﺘﻤﻠﺔ ﻟﻠﻔﻘﺮﺓ ﺗﺕﻨﺎﻭﻝ ﺇﺟﺎﺑﺔ ﻭﺍﺣﺪﺓ‬
‫�ﺡﻴﺤﺔ‪ ،‬ﻭﺃﻥ ﺗﺤﺘﻮﻱ ﺗﻠﻚ �ﺟﺎﺑﺎﺕ ﻋ�� ﺇﺟﺎﺑﺔ ﻗﺮ�ﺒﺔ ﻣﻦ ﺍﻟ�ﺡﻴﺤﺔ ﻛﻤﺎ ﻳﺠﺐ ﺃﻥ ﺗﺨﻀﻊ ﺗﺮﺗﻱﺐ‬
‫�ﺟﺎﺑﺎﺕ ﻟﻠﺘﻮﺯﻱﻊ ﺍﻟﻌﺸﻮﺍﺉﻲ‪) .‬ﷴ ﺣﺴﻦ‪(27 ،‬‬
‫‪-2‬ﻓﻘﺮﺍﺕ ﺍﳌﺰﺍﻭﺟﺔ ﺃﻭ ﺍﳌﻄﺎﺑﻘﺔ‪ :‬ﻳﺘ�ﻮﻥ ﻣﻦ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻔﻘﺮﺍﺕ ﺍﻟ�ﻱ ﻳﻘﺎﺑﻠهﺎ ﺃﻭ ﻳﻮﺍﺯ��ﺎ‬
‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﺪﺍﺋﻞ ﺃﻭ �ﺟﺎﺑﺎﺕ ﺍ�ﺡﺘﻤﻠﺔ ﻟهﺬﻩ �ﺳﺌﻠﺔ‪) .‬ﺍﻟﻐﺎﻣﺪﻱ‪(37 ،2008 ،‬‬
‫‪� -3‬ﺳﺘﺠﺎﺑﺔ ﺍ�ﺡﺮﺓ‪ :‬ﻭ�� هﺬﻩ ﺍ�ﺡﺎﻟﺔ ﻧﻜﺘﻔﻲ ﺑﺄﻥ ﻧﻘﺪﻡ ﻟﻠﻤﺴﺘﺠﻴﺐ ﻣﻨ��ﺎ‪ ،‬ﻭﻧ��ﻛﻪ �ﺴﺘﺠﻴﺐ ﻛﻤﺎ‬
‫�ﺸﺎﺀ‪ .‬ﻭﺗﻤﺘﺎﺯ هﺬﻩ ﺍﻟﻄﺮ�ﻘﺔ ﺑﺎﻟﺘﺨﻠﺺ ﻣﻦ ﺃﺛﺮ ﺍﻟﺘﺨﻤ�ﻥ ��ﺎﺋﻴﺎ‪ .‬ﻭﻟﻜ��ﺎ ﺗﻮﺍﺟﻪ ﺑﺼﻌﻮ�ﺎﺕ ﺃﺧﺮﻯ ﻭﺃهﻢ‬
‫ﺗﻠﻚ ﺍﻟﺼﻌﻮ�ﺎﺕ ﺫﺍﺗﻴﺔ ﺍﻟﺘ�ﺡﻴﺢ ﻭﻣﺸ�ﻠﺔ ﺍﻟﺘﻮﻗﻴﺖ‪ ،‬ﻭهﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻔﻘﺮﺍﺕ ﺃﻛ�� ﺷﻴﻮﻋﺎ ��‬
‫�ﺧﺘﺒﺎﺭﺍﺕ �ﺳﻘﺎﻃﻴﺔ‪) .‬ﻗﺪﺭﻱ ﺣﻔ�ﻯ ﻭﺁﺧﺮﻭﻥ‪(33 ،1978 ،‬‬
‫ﻻ ﺑﺪ ﻣﻦ �ﻟ��ﺍﻡ ﺑﺒﻌﺾ ﺍﻟﻘﻮﺍﻋﺪ �� ﺻﻴﺎﻏﺔ ﺍﻟﻔﻘﺮﺍﺕ‪ ،‬ﻣ��ﺎ ﻗﻮﺍﻋﺪ �ﻌﻠﻖ ﺑﺎﻟﺸ�ﻞ‪ ،‬ﺇﺫ ﻳﺠﺐ ﺃﻥ‬
‫ﺗﺕﺴﻢ ﻓﻘﺮﺍﺕ �ﺳﺘﺏﻴﺎﻥ �ﺴهﻮﻟﺔ ﻭ�ﺴﺎﻃﺔ ﺍﻟﺘﻌﺒ��‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﻠﻐﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟ�ﺝﻤهﻮﺭ ﺍﳌﺴ��ﺪﻑ‬
‫ﺑﺤﻴﺚ ﺗ�ﻮﻥ ﻣﻔهﻮﻣﺔ ﻭ�ﺴﺘﺨﺪﻡ ﻓ��ﺎ �ﻟﻔﺎﻅ ﻭﺍﻟﺘﻌﺒ��ﺍﺕ ﺍﳌﺘﺪﺍﻭﻟﺔ‪ .‬ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﺳﺘﺨﺪﺍﻡ ﻟﻐﺔ‬
‫ﺍ�ﺡﺪﻳﺚ �� ﺍ�ﺡﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻭﻟﻱﺲ ﺍﻟﻔﺼ�� ﺃﻭ ﺍﻟﺘﻌﺒ��ﺍﺕ ﺍﻟﺒﻼﻏﻴﺔ ﺍ�ﺝﺎﺯ�ﺔ‪.‬‬
‫ﺃﻳﻀﺎ ﺃﺣﺪ ﺍﻟﻌﻴﻮﺏ ﺍ�ﺝﻮهﺮ�ﺔ ﺍﻟ�ﻱ ﻳﻤﻜﻦ ﺃﻥ ﻳﻘﻊ ﻓ��ﺎ ﻣﺼﻤﻢ �ﺳﺘﺏﻴﺎﻥ �� ﺻﻴﺎﻏﺔ ﺑﻨﻮﺩ ﻃﻮ�ﻠﺔ‪،‬‬
‫ﻓﺎﳌﻔﺤﻮﺹ ﻗﺪ ﻻ ﻳﺘﻤﻜﻦ ﻣﻦ ﻣﺘﺎ�ﻌﺔ ﺍﻟﺼﻴﺎﻏﺔ ﺍﳌﻤﺘﺪﺓ ﻟﻔﻜﺮﺓ ﻣﻌﻴﻨﺔ ﺣ�ﻯ ��ﺎﻳ��ﺎ‪ ،‬ﻓﻴﻔﻘﺪ ﺍﻟﻨﻘﻄﺔ‬
‫ﺍﻟﺮﺋﻱﺴﻴﺔ �� ﺍﻟﻔﻘﺮﺓ ﻋﻨﺪ ﻭﺻﻮﻟﻪ ﺇ�� ��ﺎﻳ��ﺎ‪ ،‬ﻭهﺬﺍ ﻳﺆﺩﻱ ﺇ�� ﺇﺟﺎﺑﺎﺕ ﻋﺸﻮﺍﺋﻴﺔ ﻭﻏ�� ﻣﺕﺴﻘﺔ‪.‬‬
‫ﻛﻤﺎ ﻳﺠﺐ ﺗﺠﻨﺐ ﻛﺘﺎﺑﺔ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺃﻭ �ﺳﺌﻠﺔ ﺍﳌﺰﺩﻭﺟﺔ‪ ،‬ﻭﺃﻻ ﺗﺤﺘﻮﻱ ﺍﻟﻔﻘﺮﺍﺕ ﺇﻻ ﻋ�� ﻓﻜﺮﺓ‬
‫ﻭﺍﺣﺪﺓ ﻓﻘﻂ‪ .‬ﻓﺎﻷﺳﺌﻠﺔ ﺍﳌﺰﺩﻭﺟﺔ ﺍﻟ�ﻱ ﺗﺤﺘﻮﻱ ﻋ�� ﺃﻛ�� ﻣﻦ ﻓﻜﺮﺓ ﻗﺪ ﺗﺮ�ﻚ ﺍﳌﺴﺘﺠﻴﺐ ﺧﺼﻮﺻﺎ ﺇﺫﺍ‬

‫)‪(308‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫�ﺎﻥ ﻳﺮ�ﺪ �ﺳﺘﺠﺎﺑﺔ ﻋ�� �ﻞ ﻓﻜﺮﺓ ﺑﻄﺮ�ﻘﺔ ﻣﺨﺘﻠﻔﺔ ﻋﻦ �ﺧﺮﻯ‪) .‬ﻣﺤﻤﻮﺩ ﻋﻼﻡ‪ (406 ،2005 ،‬ﻣﻦ‬
‫ﺫﻟﻚ ﺃﻥ ﺑﻨﺪﺍ ﻣﺜﻞ‪ :‬ﺃﻧﺎ ﻻ ﺃﺣﺐ ﺃﻻ ﺍﺗﻔﻖ ﻣﻊ ﺃﺻﺪﻗﺎﺉﻲ‪.‬‬
‫ﻓﺎﻹﺟﺎﺑﺔ ﺑﻼ‪-‬ﻣﺜﻼ‪ -‬ﻋﻦ هﺬﺍ ﺍﻟﺒﻨﺪ ﻗﺪ ﺗﺜ�� ﺣ��ﺓ ﺍﳌﻔﺤﻮﺹ‪ ،‬ﻓﻴﻤﺎ ﺇﺫﺍ �ﺎﻧﺖ �ﻌ�ﻱ ﺃﻧﻪ ﻳﺤﺐ‬
‫ﺍﻟﻼﺍﺗﻔﺎﻕ ﺃﻡ ﻳﺤﺒﻪ )ﻓﺮﺝ‪(142 ،2007 ،‬‬
‫ﻛﻤﺎ ﺃﻥ هﻨﺎﻙ �ﻌﺾ ﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻀﻤﻮﻥ ﺃﻭ �ﻓ�ﺎﺭ ﺍﻟ�ﻱ ﺗﺼﺎﻍ �� ﻣﺤﺘﻮﻯ ﺍﻟﺒﻨﺪ‬
‫ﻭﻣ��ﺎ‪ :‬ﺍﻟ��ﻛ�� ﻋ�� ﻣﺎ ﻳﻘﺎﺱ‪ ‘ ،‬ﺇﺫ ﻳﺠﺐ ﺃﻥ ﺗﺘﻌﻠﻖ ﺍﻟﻔﻘﺮﺍﺕ ﺑﺠﺎﻧﺐ ﻣهﻢ ﻣﻦ ﺟﻮﺍﻧﺐ ﺍﻟﺴﻠﻮﻙ ﺍﳌﻘﻱﺲ‪،‬‬
‫ﻭﻟﻱﺲ ﺑﺎ�ﺝﻮﺍﻧﺐ ﺍﻟهﺎﻣﺸﻴﺔ ﻏ�� ﺍﳌﻤ��ﺓ ﺃﻭ �ﻋﺮﺍﺽ ﺳﺮﻱﻌﺔ ﺍﻟﺘﻐ��‪ ،‬ﺃﻭ ﺍ�ﺡﺎﻻﺕ ﺍﳌﺰﺍﺟﻴﺔ ﺍﻟﻮﻗﺘﻴﺔ ﺍﻟ�ﻱ‬
‫ﻻ ﺗﻜﺸﻒ ﻋﻦ ﻧﻤﻂ ﺳﻠﻮ�ﻲ ﺃﻭ ﺳﻠﻮﻙ ﻳﺕﺴﻢ ﺑﺎﻻﺳﺘﻘﺮﺍﺭ ﺍﻟﻥﺴ�ﻱ ﻋ�� ﻣﺪﻯ ﺯﻣ�ﻱ ﻣﻤﺘﺪ‪ .‬ﻭﺃﻥ ﺗ�ﻮﻥ �ﻞ‬
‫ﻓﻘﺮﺓ ﻣﺴﺘﻘﻠﺔ ﻋﻦ �ﺧﺮﻯ‪ ،‬ﺑﺤﻴﺚ ﻻ ﻳ��ﺗﺐ ﻋ�� ﺇﺟﺎﺑﺔ ﻣﺤﺪﺩﺓ ﻋﻦ ﻓﻘﺮﺓ ﻣﺎ ﺇﺟﺎﺑﺔ ﺃﺧﺮﻯ ﺑﺎﻟﻀﺮﻭﺭﺓ‬
‫ﻋ�� ﻓﻘﺮﺓ ﺃﺧﺮﻯ‪ .‬ﺃﻭ ﺃﻥ ﻳ��ﺗﺐ ﻋ�� ﻋﺪﻡ ﻣﻌﺮﻓﺔ �ﺟﺎﺑﺔ ﺍﻟ�ﺡﻴﺤﺔ ﻋﻦ ﻓﻘﺮﺓ ﻣﻌﻴﻨﺔ ﻋﺪﻡ ﻣﻌﺮﻓﺔ‬
‫�ﺟﺎﺑﺔ ﺍﻟ�ﺡﻴﺤﺔ ﻋﻦ ﻓﻘﺮﺓ ﺃﻭ ﻋﺪﺩ ﺁﺧﺮ ﻣﻦ ﺍﻟﻔﻘﺮﺍﺕ‪.‬‬
‫ﻳﺆﺩﻱ ﻣﺜﻞ هﺬﺍ ﺍﻟﺸ�ﻞ ﻣﻦ ﻋﺪﻡ �ﺳﺘﻘﻼﻝ ﺇ�� ﺍﻧﺨﻔﺎﺽ �� ﺛﺒﺎﺕ �ﺧﺘﺒﺎﺭ‪ ،‬ﻧﺎﺗﺞ ﻋﻦ ﺍﻧﺨﻔﺎﺽ‬
‫ﻃﻮﻟﻪ ﻣﺎﺩﺍﻣﺖ �ﺟﺎﺑﺔ ﻋﻦ ﻋﺪﺩ ﻣﻦ ﺍﻟﻔﻘﺮﺍﺕ ﻣﻌﺎ ﺗ�ﻮﻥ ﺑﻤﺜﺎﺑﺔ �ﺟﺎﺑﺔ ﻋ�� ﻓﻘﺮﺓ ﻭﺍﺣﺪﺓ‪ ).‬ﻓﺮﺝ‪،‬‬
‫‪(143 ،2007‬‬

‫‪ -7‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﻔﻘﺮﺍﺕ‪:‬‬
‫�ﻌﺪ ﺃﻥ �ﺴﺘﻘﺮ ﺍﻟﺒﺎﺣﺚ ﻋ�� ﺷ�ﻞ ﺍﻟﻔﻘﺮﺍﺕ‪ ،‬ﻋﻠﻴﻪ ﺃﻥ ﻳﺒﺪﺃ �� ﺍﺧﺘﻴﺎﺭهﺎ‪ ،‬ﻭﺍﳌﻔﺮﻭﺽ �� هﺬﻩ‬
‫ﺍﳌﺮﺣﻠﺔ ﺃﻥ ﻳﻘﻮﻡ ﺑﺼﻴﺎﻏﺔ ﺿﻌﻒ ﻋﺪﺩ ﺍﻟﻔﻘﺮﺍﺕ ﺍﳌﻄﻠﻮ�ﺔ ﻋ�� �ﻗﻞ‪ .‬ﺃﻱ ﺃﻥ ﺍﻟﺒﺎﺣﺚ ﺇﺫﺍ �ﺎﻥ ﻳﺘﺼﻮﺭ‬
‫ﺃﻥ �ﺳﺘﺏﻴﺎﻥ ﺍﻟ��ﺎﺉﻲ ﻣ�ﻮﻥ ﻣﻦ ‪ 50‬ﻓﻘﺮﺓ ﻣﺜﻼ‪ ،‬ﻓﻌﻠﻴﻪ ﺑﺼﻴﺎﻏﺔ ﻓﻘﺮﺍﺕ ﺗﺒﻠﻎ ﺍﳌﺎﺋﺔ ﺗﻘﺮ�ﺒﺎ‪ .‬ﺫﻟﻚ ﺃﻥ‬
‫ﺍ�ﺥﻄﻮﺍﺕ ﺍﻟﻘﺎﺩﻣﺔ ﺳﻮﻑ ﺗﺘﻄﻠﺐ ﺍﺳﺕﺒﻌﺎﺩ ﻋﺪﺩ ﻣﻦ هﺬﻩ ﺍﻟﻔﻘﺮﺍﺕ‪ ،‬ﻭ�ﺎﻟﺘﺎ�� ﻓﺈﻥ ﻣﻀﺎﻋﻔﺔ ﻋﺪﺩ‬
‫ﺍﻟﻔﻘﺮﺍﺕ ﻳﻀﻤﻦ ﻋﺪﻡ ﺗﺄﺛﺮ ﻓﻘﺮﺍﺕ �ﺳﺘﺏﻴﺎﻥ �ﻌﺪ ﺍﺳﺕﺒﻌﺎﺩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻏ�� ﺍﻟﺼﺎ�ﺡﺔ‪ .‬ﺣﻴﺚ ﻳﻘﻮﻡ‬
‫ﺑﺘﺤﺪﻳﺪ ﻣﺤﺎﻭﺭ �ﺳﺘﺏﻴﺎﻥ ﺍﻟﺮﺋﻱﺴﻴﺔ‪ ،‬ﺛﻢ ﻛﺘﺎﺑﺔ �ﺳﺌﻠﺔ ﻟ�ﻞ ﻣﺤﻮﺭ ﻣﻦ هﺬﻩ ﺍ�ﺡﺎﻭﺭ �� ﻣﺠﻤﻮﻋﺔ‬
‫ﻣﻨﻔﺼﻠﺔ ﻋﻦ ﺍ�ﺡﺎﻭﺭ �ﺧﺮﻯ‪ .‬ﻭﻋﻨﺪ ﻛﺘﺎﺑﺔ هﺬﻩ �ﺳﺌﻠﺔ ﻳﺮﺍ�� ﺍﻟﺒﺎﺣﺚ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺍﺧﺘﺼﺎﺭ ﺃﺳﺌﻠﺔ �ﺳﺘﺏﻴﺎﻧﺎﺕ ‪.‬‬

‫‪ -‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﺏﺴﻴﻄﺔ ﺃﻱ ﺍﻟﻠﻐﺔ ﺍﻟﺴﺎﺋﺪﺓ ﻭﺍﳌﻨﺎﺳﺒﺔ ﳌﺴﺘﻮ�ﺎﺕ ﺍﳌﺒﺤﻮﺛ�ﻥ ‪.‬‬

‫)‪(309‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫‪ -‬ﺃﻥ ﻻ ﺗ�ﻮﻥ ﺻﻴﻐﺔ ﺍﻟﺴﺆﺍﻝ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺄﻭ�ﻞ ‪.‬‬

‫‪ -‬ﺍﺳﺘﺨﺪﺍﻡ ﺃﺷ�ﺎﻝ �ﺴﻴﻄﺔ ﻟﻠﺮﺩﻭﺩ‪ ،‬ﻣﺜﻞ"�ﻌﻢ"ﺃﻭ"ﻻ"‪ ،‬ﻭﺍ�ﺥﻴﺎﺭﺍﺕ ﺍﳌﺘﻌﺪﺩﺓ ‪.‬‬

‫‪ -‬ﺗﻀﻤ�ﻥ ﺧﻴﺎﺭ"ﺭ�ﻤﺎ"ﺃﻭ"ﻻ ﺃﻋﺮﻑ"�� �ﻣﺎﻛﻦ ﺍﳌﻼﺋﻤﺔ ‪.‬‬

‫‪ -‬ﺗﺠﻨﺐ ﻃﺮﺡ �ﺳﺌﻠﺔ ﺍﻟ�ﺥﺼﻴﺔ ‪.‬‬

‫‪ -‬ﺗﺠﻨﺐ ﻃﺮﺡ �ﺳﺌﻠﺔ ﺍﻟ�ﻱ ﺗﻮ�� ﺑﺈﺟﺎﺑﺔ ﻣﻌﻴﻨﺔ ‪.‬‬

‫‪ -‬ﻃﺮﺡ ﺳﺆﺍﻝ ﻭﺍﺣﺪ ﻓﻘﻂ �� ﺍﻟﻔﻘﺮﺓ ‪.‬‬

‫‪ -‬ﺗﺮﻙ ﻣﺴﺎﺣﺔ �ﺎﻓﻴﺔ ﻟﻺﺟﺎﺑﺔ ‪.‬‬

‫‪ -‬ﻃﺮﺡ �ﺳﺌﻠﺔ ﻭﻓﻖ ﺗﺮﺗﻱﺐ ﻣﻨﻄﻘﻲ ﻣﻌ�ﻥ‪ ،‬ﻭﺗﺪﺭﺟهﺎ ﻣﻦ ﺍﻟﻌﺎﻡ ﺇ�� ﺍ�ﺥﺎﺹ ﺑﺤﻴﺚ ﺗﺜ�� ﺍهﺘﻤﺎﻡ‬
‫�ﻓﺮﺍﺩ‪.‬‬

‫‪ -8‬ﺗﻌﻠﻴﻤﺎﺕ ﺍﻻﺳﺘﺒﻴﺎﻥ‪:‬‬
‫ﻗﺒﻞ �ﻧﺘﻘﺎﻝ ﺇ�� ﻋﻤﻠﻴﺎﺕ ﺍﳌﻌﺎ�ﺝﺔ �ﺣﺼﺎﺋﻴﺔ ﻟﻠﻔﻘﺮﺍﺕ ﺍ�ﺥﺘﺎﺭﺓ ﻳﺠﺐ ﺃﻥ �ﻌﺪ �ﻌﻠﻴﻤﺎﺕ‬
‫�ﺳﺘﺏﻴﺎﻥ‪ .‬ﻭﺫﻟﻚ ﺑﺼﻴﺎﻏﺔ ﺗﻠﻚ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺻﻴﺎﻏﺔ ﻭﺍ�ﺡﺔ‪ ،‬ﻋﻦ ﻃﺮ�ﻖ �ﺧﺬ ﺑﺎﻻﻋﺘﺒﺎﺭ ﻃﺒﻴﻌﺔ‬
‫�ﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺳﻮﻑ ﻳﻄﺒﻖ ﻋﻠ��ﻢ �ﺳﺘﺏﻴﺎﻥ‪ ،‬ﻭ�ﻨﺎﺀﺍ ﻋ�� ﺫﻟﻚ ﺗﺘﺤﺪﺩ ﺻﻴﺎﻏﺔ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺇﺫﺍ �ﺎﻧﺖ‬
‫ﺳﺘﻠ��ﻡ ﺑﺎﻟﻔﺼ�� ﺃﻭ ﺍﻟﻌﺎﻣﻴﺔ‪ ،‬ﻛﻤﺎ ﺃ��ﺎ ﺳﻮﻑ ﺗﺤﺪﺩ ﻛﺬﻟﻚ ﺇﺫﺍ ﻣﺎ ﻛﻨﺎ ﺳﻮﻑ ﻧﻜﺘﻔﻲ ﺑﺘﻌﻠﻴﻤﺎﺕ‬
‫ﻣﻜﺘﻮ�ﺔ ﻳﻘﺮﺃهﺎ ﺍ�ﺝﻤﻴﻊ‪ ،‬ﺃﻡ �ﻌﻠﻴﻤﺎﺕ ﻳﻘﺮﺃهﺎ �ﺧﺼﺎﺉﻲ ﻋ�� ﺍﳌﻔﺤﻮﺻ�ﻥ‪.‬‬

‫‪ -9‬ﺇﺧﺮﺍﺝ ﺍﻻﺳﺘﺒﻴﺎﻥ‪:‬‬
‫�� هﺬﻩ ﺍ�ﺥﻄﻮﺓ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺘﻥﺴﻴﻖ �ﺳﺘﺏﻴﺎﻥ ﻭﺇﺧﺮﺍﺟﻪ �ﺸ�ﻞ ﺟﻴﺪ ﺑﺤﻴﺚ ﺗﺜ�� ﺍهﺘﻤﺎﻡ‬
‫ﺍﳌﺒﺤﻮﺛ�ﻥ‪ .‬ﻭهﻨﺎﻙ ﻋﺪﺓ ﻧﻘﺎﻁ ﻳﺘﻢ ﻣﺮﺍﻋﺎ��ﺎ �� ﻋﻤﻠﻴﺔ �ﺧﺮﺍﺝ‪:‬‬
‫‪ -‬ﻛﺘﺎﺑﺔ ﻋﻨﻮﺍﻥ ﺍﻟﺒﺤﺚ �� ﺃﻋ�� �ﺳﺘﺏﻴﺎﻥ ‪.‬‬

‫‪ -‬ﺗﺮﺗﻱﺐ �ﺳﺌﻠﺔ �� ﺍﻟﺼﻔﺤﺔ ﺑﻄﺮ�ﻘﺔ �ﺴﻤﺢ ﺑﺎﻹﺟﺎﺑﺔ ﺍﳌﻨﺎﺳﺒﺔ ‪.‬‬

‫ً‬
‫‪ -‬ﺃﻥ ﻳ�ﻮﻥ �ﺳﺘﺏﻴﺎﻥ ﻗﺼ��ﺍ ﻗﺪﺭ �ﻣ�ﺎﻥ ‪.‬‬

‫)‪(310‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫‪ -‬ﺃﻥ ﺗ�ﻮﻥ �ﻌﻠﻴﻤﺎﺕ ﻣﻞﺀ �ﺳﺘﺏﻴﺎﻥ ﻭﺍ�ﺡﺔ ﻭﻣﻮﺟﺰﺓ ‪.‬‬

‫ً‬
‫‪ -‬ﺃﻥ ﻳ�ﻮﻥ ﻧﻮﻉ ﺍﻟﻮﺭﻕ ﺟﻴﺪﺍ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻋ�� ﻭﺟﻪ ﻭﺍﺣﺪ ﻓﻘﻂ ‪.‬‬

‫‪ -‬ﻳﺠﺐ ﺗﻘﺴﻴﻢ �ﺳﺌﻠﺔ �� ﻣﺤﺎﻭﺭ ﻭﺗﻮﺿﻊ ﻟهﺎ ﻋﻨﺎﻭ�ﻦ ﻭﺍ�ﺡﺔ ‪.‬‬

‫‪ -‬ﻳﺠﺐ �� ��ﺎﻳﺔ �ﺳﺘﺏﻴﺎﻥ ﺷﻜﺮ ﺍ�ﺝﻴﺐ ﻋ�� �ﻌﺎﻭﻧﻪ‪.‬‬

‫‪ -10‬ﺿﺒﻂ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻗﺒﻞ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻔﻌﻠﻲ‪:‬‬

‫ﻳﻘﺼﺪ ﺑﻪ ﻋﻤﻠﻴﺔ ﺗﺤﻜﻴﻢ �ﺳﺘﺏﻴﺎﻥ‪ ،‬ﺃﻱ ﺃﻥ �ﺳﺘﺏﻴﺎﻥ ﻳﻘﻱﺲ ﻣﺎ ﻭﺿﻊ ﻟﻘﻴﺎﺳﻪ‪ ،‬ﻭﳌﻌﺮﻓﺔ ﺫﻟﻚ ﻳﺘﻢ‬
‫ﻋﺮﺽ �ﺳﺘﺏﻴﺎﻥ ﻋ�� ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍ�ﺥ��ﺍﺀ ﺍﳌﺘﻤﺮﺳ�ﻥ �� ﺍﻟﻘﻴﺎﺱ ﺍﻟﻨﻔ��ﻱ ﻭ�ﻨﺎﺀ �ﺧﺘﺒﺎﺭﺍﺕ‬
‫ﻭﺍﳌﻘﺎﻳﻱﺲ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﳌﺘﺨﺼﺼﻮﻥ �� ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺫﻟﻚ ﻹﻗﺮﺍﺭ ﺃﻭ ﺣﺬﻑ ﺃﻭ �ﻌﺪﻳﻞ ﺃﻭ ﺇﺿﺎﻓﺔ‬
‫ﻓﻘﺮﺍﺕ �ﺳﺘﺏﻴﺎﻥ ﺣ�ﻯ ﻳﺘﻢ ﺍ�ﺡﺼﻮﻝ ﻋ�� ﺍﻟﺼﻮﺭﺓ �ﻭﻟﻴﺔ ﻟﻼﺳﺘﺏﻴﺎﻥ‪.‬‬

‫‪ -11‬ﺗﻄﺒﻴﻖ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ‪:‬‬

‫�ﻌﺪ ﺿﺒﻂ �ﺳﺘﺏﻴﺎﻥ ﻳﺘﻢ ﺗﻄﺒﻴﻘﻪ ﻋ�� ﻋﻴﻨﺔ �ﺴﻴﻄﺔ ﻣﻦ �ﻓﺮﺍﺩ‪ ،‬ﺑﺤﻴﺚ ﺗ�ﻮﻥ هﺬﻩ ﺍﻟﻌﻴﻨﺔ ﺧﺎﺭﺝ‬
‫ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﻟﻜ��ﺎ ﻣﺘﻔﻘﺔ �� ﺧﻮﺍﺻهﺎ ﻣﻊ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺫﻟﻚ �ﺡﺴﺎﺏ ﺍ�ﺥﺼﺎﺋﺺ ﺍﻟﺴﻴ�ﻮﻣ��ﻳﺔ‬
‫ﻟﻼﺳﺘﺏﻴﺎﻥ)ﻣﻌﺎﻣﻞ ﺍﻟﺼﺪﻕ ﻭﺍﻟﺜﺒﺎﺕ(‪.‬‬

‫ﺃﻭﻻ‪ :‬ﺣﺴﺎﺏ ﻣﻌﺎﻣﻞ ﺍﻟﺼﺪﻕ‪:‬‬

‫�ﻌﺪ ﺟﻮﺍﻧﺐ ﺍﻟﺼﺪﻕ ﻣﻦ ﺃهﻢ ﺧﺼﺎﺋﺺ �ﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﳌﻘﺎﻳﻱﺲ ﺍﻟ��ﺑﻮ�ﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻓﺼﺪﻕ‬
‫�ﺧﺘﺒﺎﺭ ﻳﺘﻌﻠﻖ ﺑﺎﻟهﺪﻑ ﺍﻟﺬﻱ ﻳﺒ�ﻯ �ﺧﺘﺒﺎﺭ ﻣﻦ ﺃﺟﻠﻪ‪ ،‬ﻭ�ﺎﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﻳﺘﺨﺬ ﺍﺳﺕﻨﺎﺩﺍ ﺇ�� ﺩﺭﺟﺎﺗﻪ‪،‬‬
‫ﻓﺎﻻﺧﺘﺒﺎﺭ ﻳ�ﻮﻥ ﺻﺎﺩﻗﺎ ﻋﻨﺪﻣﺎ ﻳﻘﻱﺲ ﻣﺎ ﻭﺿﻊ ﻟﻘﻴﺎﺳﻪ‪.‬‬
‫�ﻌﺮﺽ ﻣﻔهﻮﻡ ﺍﻟﺼﺪﻕ ﻟﻠﻜﺜ�� ﻣﻦ ﺍﻟﺘﻌﺪﻳﻞ ﺗﺒﻌﺎ ﻻﻧﺕﺸﺎﺭ ﻭﺍ�ﺴﺎﻉ ﺣﺮﻛﺔ �ﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﳌﻘﺎﻳﻱﺲ ��‬
‫ﺍﻟﻌﻠﻮﻡ ��ﺴﺎﻧﻴﺔ ﺍ�ﺥﺘﻠﻔﺔ‪ ،‬ﻭﺃﺻﺒﺢ هﻨﺎﻙ ﺃﻧﻮﺍﻋﺎ ﻣﺨﺘﻠﻔﺔ ﻳﻤﻜﻦ ﺗﺠﻤﻴﻌهﺎ �� ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ ﺭﺋﻱﺴﻴﺔ‬
‫ﻭ��‪:‬‬
‫ﺍﻟﺼﺪﻕ ﺍﳌﺮﺗﺒﻂ ﺑﺎ�ﺡﻚ ‪ ،Criterion-Related Validity‬ﺻﺪﻕ ﺍ�ﺡﺘﻮﻯ ‪،Content Validity‬‬
‫ﻭﺍﻟﺼﺪﻕ ﺍﻟﺘ�ﻮ��ﻱ ‪.Construct Validity‬‬

‫)‪(311‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﺳﻨﻘﻮﻡ ﺑﺎﺳﺘﻌﺮﺍﺽ �ﻌﺾ ﺍﻟﻄﺮﻕ ﺍﻟ�ﻱ ﻳﻤﻜﻨﻨﺎ �ﻌﻴ�ﻥ ﻣﻌﺎﻣﻞ ﺍﻟﺼﺪﻕ ﻣﻦ ﺧﻼﻟهﺎ ﻛﻤﺎ ﻳ��‪:‬‬

‫ﺃ(‪ -‬ﺻﺪﻕ ﺍﶈﺘﻮﻯ ﻋﻦ ﻃﺮﻳﻖ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻄﻼﻉ ﺭﺃﻱ ﺍﳊﻜﺎﻡ‪:‬‬

‫ً‬
‫�ﺴ�ﻯ هﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺼﺪﻕ ﺃﺣﻴﺎﻧﺎ ﺑﺎﻟﺼﺪﻕ ﺍﻟﻈﺎهﺮﻱ ﻭﺍﻟﺬﻱ �ﻌ�ﻱ ﻣﺪﻯ ﺗﻄﺎﺑﻖ ﺍﺳﻢ �ﺧﺘﺒﺎﺭ‬
‫ﻣﻊ ﻣﺤﺘﻮﺍﻩ‪ .‬ﺗﺬﻛﺮ ﺃﻏﻠﺐ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺻﺪﻕ ﺍ�ﺡﻜﻤ�ﻥ ﻛﻨﻮﻉ ﻣﻦ ﺃﻧﻮﺍﻉ ﺻﺪﻕ ﺍ�ﺡﺘﻮﻯ‬
‫‪ ،Content Validity‬ﺫﻟﻚ ﺃﻥ ﺻﺪﻕ ﺍ�ﺡﺘﻮﻯ �ﻌﺘﻤﺪ �� �ﻌﺾ ﻣﺮﺍﺣﻠﻪ ﻋ�� ﻣﺒﺪﺇ ﺍﻟﺘﺤﻜﻴﻢ‪ ،‬ﺣﻴﺚ ﻳﺮﻯ‬
‫"ﻣﺤﻤﻮﺩ ﻋﻼﻡ"‪" :‬ﺃﻥ ﻣﻌﻈﻢ ﺃﺳﺎﻟﻴﺐ ﺗﻘﺪﻳﺮ ﺻﺪﻕ ﺍ�ﺡﺘﻮﻯ �ﻌﺘﻤﺪ ﻋ�� �ﺣ�ﺎﻡ ﺍﻟﺘﻘﻴﻴﻤﻴﺔ �ﺥ��ﺍﺀ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﺪﺭﻱﺴﻴﺔ ﺃﻭ ﺍﳌهﺘﻤ�ﻥ ﺑﺕﻨﻤﻴﺔ ﺍﳌهﺎﺭﺍﺕ ﻭﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﳌهﻨﻴﺔ ﻭﺍﻟﻔﻨﻴﺔ‪ ،‬ﻭﺗﺘﻌﻠﻖ هﺬﻩ‬
‫�ﺣ�ﺎﻡ ﺑﺘﻘﺪﻳﺮ ﻣﺪﻯ ﺍﻟﺘﻨﺎﻇﺮ ﺑ�ﻥ ﻣﻔﺮﺩﺍﺕ �ﺧﺘﺒﺎﺭ ﻭﺍﻟﻨﻄﺎﻕ ﺍﻟﺴﻠﻮ�ﻲ ﺍﻟﺬﻱ ﺗﻤﺜﻠﻪ هﺬﻩ ﺍﳌﻔﺮﺩﺍﺕ‪،‬‬
‫ﻭ�ﻘﻮﻡ ﺍ�ﺡﻜﻢ ﺑﺘﻘﻴﻴﻢ �ﻞ ﻣﻔﺮﺩﺓ ﻣﻦ ﻣﻔﺮﺩﺍﺕ �ﺧﺘﺒﺎﺭ �� ﺿﻮﺀ هﺬﻩ ��ﻌﺎﺩ ﻋ�� ﻣ��ﺍﻥ ﺍﻟﺘﻘﺪﻳﺮ‬
‫ﺍﳌﻮ�ﺡ �� �ﺳﺘﻤﺎﺭﺓ‪ ،‬ﻭ�ﻔﻀﻞ �ﻋﺘﻤﺎﺩ ﻋ�� ﺃﻛ�� ﻣﻦ ﻣﺤﻜﻢ ﻟ�ﺡﺼﻮﻝ ﻋ�� ﺗﻘﺪﻳﺮﺍﺕ ﻣﺕﺴﻘﺔ ﺑﺪﺭﺟﺔ‬
‫ﺃﻓﻀﻞ" )ﻣﺤﻤﻮﺩ ﻋﻼﻡ‪(194 ،2000 :‬‬
‫ﻓﻴﻤﺎ ﺗﻢ �ﺷﺎﺭﺓ ﺇﻟﻴﻪ ﻛﻨﻮﻉ ﻣﻨﻔﺼﻞ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻟﺼﺪﻕ ﻣﻦ ﻗﺒﻞ �ﻌﺾ ﺍﻟﺒﺎﺣﺜ�ﻥ ﺃﻣﺜﺎﻝ "ﻋﺒﺪ‬
‫ﺍﻟﺮﺣﻤﻦ" )‪ (2008‬ﺍﻟﺬﻱ ﺃﺷﺎﺭ ﺇ�� ﻃﺮ�ﻘﺔ ﺍﺳﺘﻄﻼﻉ ﺁﺭﺍﺀ ﺍ�ﺡ�ﺎﻡ ﻛﻄﺮ�ﻘﺔ ﻣﻦ ﻃﺮﻕ �ﻌﻴ�ﻥ ﻣﻌﺎﻣﻞ‬
‫ﺻﺪﻕ �ﺧﺘﺒﺎﺭ‪.‬‬
‫�� هﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺼﺪﻕ ﻳﻘﺪﺭ ﺍ�ﺡﻜﻢ ﺍﳌﺘﺨﺼﺺ ﻣﺪﻯ ﻋﻼﻗﺔ �ﻞ ﻓﻘﺮﺓ ﻣﻦ ﻓﻘﺮﺍﺕ �ﺳﺘﺏﻴﺎﻥ‬
‫ﺑﺎﻟﺴﻤﺔ ﺃﻭ ﺍﻟﻘﺪﺭﺓ ﺍﳌﻄﻠﻮﺏ ﻗﻴﺎﺳهﺎ‪ ،‬ﻭﺫﻟﻚ �ﻌﺪ ﺗﻮﺿﻴﺢ ﻣﻌ�ﻯ ﺍﻟﺴﻤﺔ ﺃﻭ ﺍﻟﻘﺪﺭﺓ ﺑﺼﻮﺭﺓ ﺇﺟﺮﺍﺋﻴﺔ‪.‬‬
‫ﻭﺗﺘ�ﺥﺺ ﺧﻄﻮﺍﺕ هﺬﻩ ﺍﻟﻄﺮ�ﻘﺔ ﻣﻦ ﻃﺮﻕ ﺍﻟﺼﺪﻕ ﻓﻴﻤﺎ ﻳ��‪:‬‬
‫‪-‬ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺈﻋﺪﺍﺩ ﺍﻟﺒﻨﻮﺩ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟ�ﻱ ﻳﺤﺘﻤﻞ ﺃﻥ ﺗﻘﻱﺲ ﺍﻟﺴﻤﺔ ﺍﳌﻄﻠﻮ�ﺔ‪ ،‬ﻭ�ﻄﺒﻴﻌﺔ‬
‫ﺍ�ﺡﺎﻝ‪ ،‬ﻛﻤﺎ ﺫﻛﺮﻧﺎ ﺳﺎﺑﻘﺎ ﻓﺈﻥ ﻋ�� ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻀﻊ ﻋﺪﺩﺍ ﻣﻦ ﺍﻟﻔﻘﺮﺍﺕ ﻳﻔﻮﻕ ﺑﻜﺜ�� ﺍﻟﻌﺪﺩ ﺍﻟﺬﻱ ﻳﺮ�ﺪ‬
‫ﺃﻥ ﻳﺘ�ﻮﻥ ﻣﻨﻪ �ﺧﺘﺒﺎﺭ ﺍﳌﻄﻠﻮﺏ‪.‬‬
‫‪-‬ﻋﺮﺽ هﺬﻩ ﺍﻟﺒﻨﻮﺩ ﻋ�� ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍ�ﺡﻜﻤ�ﻥ ﺍﳌﺘﺨﺼﺼ�ﻥ‪ -‬ﻭهﻢ ﻣﻦ �ﺳﺎﺗﺬﺓ ﺍﳌﺘﺨﺼﺼ�ﻥ‬
‫�� ﻣﺠﺎﻝ ﺍﻟﺒﺤﺚ ‪-‬ﻭﻱﺴﺘﺤﺴﻦ ﺃﻥ ﻳﺰ�ﺪ ﻋﺪﺩ ﺍ�ﺡﻜﻤ�ﻥ ﻋ�� ﺛﻼﺛﺔ‪).‬ﺳﻌﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻤﻦ‪،2008 ،‬‬
‫‪(201‬‬

‫)‪(312‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫‪-‬ﺗﺠهﺰ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟ�ﻱ �ﺴﺒﻖ ﺍﻟﻔﻘﺮﺍﺕ‪ ،‬ﻭ�ﺠﺐ ﻋ�� ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻀﻊ �� ﺍﻋﺘﺒﺎﺭﻩ ﺍﻟﻨﻘﺎﻁ �ﺗﻴﺔ‬
‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﺳﺘﻤﺎﺭﺓ ﺍ�ﺡﻜﻤ�ﻥ ﻋ�� ﻭﺟﻪ ﺍ�ﺥﺼﻮﺹ‪:‬‬

‫‪ -‬ﺃﻥ ﻳﺒﺪﻱ ﺍ�ﺡﻜﻢ ﺭﺃﻳﻪ ﻓﻴﻤﺎ ﺇﺫﺍ �ﺎﻧﺖ ﺃﺳﺌﻠﺔ �ﺳﺘﺏﻴﺎﻥ �� �ﻞ ﻣﺠﻤﻮﻋﺔ �ﻐﻄﻲ ﺑﻄﺮ�ﻘﺔ �ﺡﻴﺤﺔ‬
‫ﺍ�ﺡﻮﺭ ﺍ�ﺥﺎﺹ ��ﺬﻩ ﺍ�ﺝﻤﻮﻋﺔ ﺃﻭ ﻻ �ﻐﻄﻴﻪ‪ ،‬ﻭﺃ��ﺎ ﺍ�ﻌ�ﺎﺱ �ﺡﻴﺢ ﺃﻭ ﻏ�� �ﺡﻴﺢ ﻟﻔﺮﻭﺽ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﻭ�ﺴﺎﺅﻻ��ﺎ‪.‬‬

‫‪ -‬ﺃﻥ ﻣﺘﻐ��ﺍﺕ �ﺳﺘﺠﺎﺑﺔ ﻟﻸﺳﺌﻠﺔ؛ ﻣﺜﻞ ‪�):‬ﻌﻢ ﺃﻭ ﻻ ‪ -‬ﺃﻭﺍﻓﻖ‪ ،‬ﺃﻭ ﻻ ﺃﻭﺍﻓﻖ(‪ ،‬ﺍﻟ�ﻱ ﺗﻘﺪﻡ ﻟﻠﻤﺒﺤﻮﺛ�ﻥ‬
‫ﻳﺠﺐ ﺃﻥ ﻳ�ﺡ��ﺎ ﻣﺘﻐ��ﺍﺕ ﺃﺧﺮﻯ ﺧﺎﺻﺔ ﺑﺎ�ﺡﻜﻢ ﺗﺤﺖ ﻋﻨﻮﺍﻥ)ﻳﻘﻱﺲ ‪-‬ﻻ ﻳﻘﻱﺲ‪ -‬ﺇ�� ﺣﺪ ﻣﺎ(‪ ،‬ﺑﻤﻌ�ﻯ‬
‫هﻞ ﻳﻘﻱﺲ ﺍﻟﺴﺆﺍﻝ ﻋﻨﺎﺻﺮ ﺍ�ﺡﻮﺭ ﺍﳌﺴﺘﺨﺮﺝ ﻣﻨﻪ ﺃﻡ ﻻ‪ ،‬ﻭﻟهﺬﺍ ﻳﺠﺐ ﺃﻥ ﺗ�ﺡﺐ ﺍﺳﺘﻤﺎﺭﺓ ﺍﻟﺘﺤﻜﻴﻢ‬
‫ﻭﺭﻗﺔ ﻣﻨﻔﺼﻠﺔ ﺗﻮ�ﺡ ﻟﻠﻤﺤﻜﻢ ﺃهﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻓﺮﻭﺿهﺎ ﻭ�ﺴﺎﺅﻻ��ﺎ‪ ،‬ﺣ�ﻯ ﻳﺒ�ﻱ ﻗﺮﺍﺭﻩ ﻋ�� ﺃﺳﺎﺱ‬
‫�ﺡﻴﺢ‪.‬‬

‫‪ -‬ﻳﺠﺐ ﺃﻥ ﺗﺨﺼﺺ ﻣﺴﺎﺣﺔ ﻟﻠﻤﺤﻜﻢ �� �ﺳﺘﻤﺎﺭﺓ ﻹﺑﺪﺍﺀ ﺁﺭﺍﺋﻪ ﻭﻣﻘ��ﺣﺎﺗﻪ �� ﺍﺳﺘﻤﺎﺭﺓ ﺍﻟﺒﺤﺚ‪،‬‬
‫ﻭﻣﺪﻯ ﺗﻤﺜﻴﻠهﺎ ﻟﻔﺮﻭﺽ ﻭ�ﺴﺎﺅﻻﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺇ�� ﻏ�� ﺫﻟﻚ ﻣﻦ ﻣﻼﺣﻈﺎﺗﻪ ﺍﳌﻔﻴﺪﺓ ﻟﻠﺒﺤﺚ ﻭﺍﻟﺒﺎﺣﺚ‪.‬‬

‫ﺇﻥ ﺻﺪﻕ ﺍ�ﺡﻜﻤ�ﻥ هﻮ ﻣﻔهﻮﻡ ﻗﺪﻳﻢ ﻧﻈﺮﺍ ﻟﺪﺧﻮﻟﻪ ﺗﺤﺖ ﻣﺴ�ﻯ "ﺻﺪﻕ ﺍ�ﺡﺘﻮﻯ"‪ ،‬ﺣﻴﺚ ﺃﺷﺎﺭ‬
‫ﺇ�� ﺫﻟﻚ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺒﺎﺣﺜ�ﻥ ﻣ��ﻢ‪" :‬ﺟﻴﻮﻥ" "‪" ،(1978) "Guion‬هﻤﺒﻠﺘﻮﻥ ﻭﺭﻭﺟﺮﺯ" " ‪Hambleton‬‬
‫‪" ،(1991) "& Rogers‬ﻻﻭﺵ" "‪" ،(1975) "Lawshe‬ﺗﻱﺘﻞ" "‪" "Lynn" ،(1982) "Tittle‬ﻟ�ﻥ"‬
‫)‪ (1986‬ﻭﺍﻋﺘ��ﻭﻩ ﻧﻮﻋﺎ ﻣﻦ ﺃﻧﻮﺍﻉ ﺻﺪﻕ ﺍ�ﺡﺘﻮﻯ‪.‬‬
‫ﻟﻜﻦ "ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺍﻧﻄﻮﺍﺋﻪ ﺗﺤﺖ ﺻﺪﻕ ﺍ�ﺡﺘﻮﻯ‪ ،‬ﺇﻻ ﺃﻥ ﺗﻄﺒﻴﻘﺎﺗﻪ ﻟﻱﺴﺖ ﻛﺜ��ﺓ‪ ،‬ﻭهﺬﻩ ﺍﻟﻄﺮ�ﻘﺔ‬
‫ﻻ �ﺴهﻞ ﺍﺳﺘﺨﺪﺍﻣهﺎ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋ�� ﺍﻟﺘﻜﻤﻴﻢ ﻭﻣﻦ هﻨﺎ ﻓﻘﺪ ﺍﺳﺘﺨﺪﻣﺖ هﺬﻩ ﺍﻟﻄﺮ�ﻘﺔ ﺑﻄﺮ�ﻘﺔ‬
‫ﻋﺸﻮﺍﺋﻴﺔ ﻏ�� ﻣﻤﻨ�ﺝﺔ")�ﺡﺎﺗﺔ‪(166 ،2011 :‬‬
‫ﻛﻤﺎ ﺃﻥ ﺍ�ﺡﻜﻤ�ﻥ ﻳﻘﻮﻣﻮﻥ ﻓﻘﻂ ﺑﺎﻻﻃﻼﻉ ﻋ�� ﺍﻟﺒﻨﻮﺩ ﻭﻣﺪﻯ ﻣﻼﺀﻣ��ﺎ ﻟﻠﺘﻌﺮ�ﻒ �ﺟﺮﺍﺉﻲ ﺍﻟﺬﻱ‬
‫ﻳﻀﻌﻪ ﺍﻟﺒﺎﺣﺚ‪� ،‬ﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻤﺎ ﺇﺫﺍ �ﺎﻥ هﺬﺍ ﺍﻟﺘﻌﺮ�ﻒ ﻣﻄﺎﺑﻘﺎ ﻟﻠﺴﻤﺔ ﺍﻟ�ﻱ ﻳﻘﻱﺴهﺎ ﺃﻡ ﻻ‪ ،‬ﻭ��‬
‫ﻏﺎﻟﺐ �ﺣﻴﺎﻥ ﻳﺘﻢ ﻋﺮﺽ �ﺳﺘﺏﻴﺎﻥ ﻋ�� ﺍ�ﺡﻜﻤ�ﻥ ﺍﻟﺬﻳﻦ �ﻌﺮﻓهﻢ ﺍﻟﺒﺎﺣﺚ ﻣﺴﺒﻘﺎ �ﻐﺮﺽ �ﺴهﻴﻞ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻜﻴﻢ ﺩﻭﻥ �ﺧﺬ �� ﻋ�ﻥ �ﻋﺘﺒﺎﺭ ﻣﺪﻯ ﻣﻼﺀﻣﺔ ﺗﺨﺼﺺ ﺍ�ﺡﻜﻤ�ﻥ ﻟﻠﻤﻮﺿﻮﻉ ﺍﻟﺬﻱ ﻳﺘﻢ‬
‫ﺗﺤﻜﻴﻤﻪ‪ ،‬ﻧﺎهﻴﻚ ﻋﻦ ﺍﻟﻼﻣﺒﺎﻻﺓ ﺍﻟ�ﻱ ﻳﺒﺪ��ﺎ �ﻌﺾ ﺍ�ﺡﻜﻤ�ﻥ ﺍﻟﺬﻳﻦ ﻻ ﻳﺄﺧﺬﻭﻥ ﺍﻟﻮﻗﺖ ﺍﻟ�ﺎ�� ﻹﺑﺪﺍﺀ‬
‫ﺁﺭﺍ��ﻢ‪ ،‬ﺣﻴﺚ ﻳﻜﺘﻔﻮﻥ ﺑﻮﺿﻊ ﻋﻼﻣﺎﺕ ﺍﳌﻮﺍﻓﻘﺔ ﺩﻭﻥ ﺍﻟﺘﺪﻗﻴﻖ �� ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﻣﺪﻯ ﻣﻼﺀﻣ��ﺎ ﻭﺍﻧﺘﻤﺎ��ﺎ‬

‫)‪(313‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﻟﻸ�ﻌﺎﺩ‪ ،‬ﻭﺃﺣﻴﺎﻧﺎ ﻳﻘﻮﻣﻮﻥ ﺑﺎﻟﺘﺤﻜﻴﻢ �� ﻏﻴﺎﺏ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﺫﻟﻚ ﺃﻥ ﻭﺟﻮﺩ ﺍﻟﺒﺎﺣﺚ ﻣﻊ ﺍ�ﺡﻜﻢ ﻳﺰ�ﻞ‬
‫ﺍﻟﻜﺜ�� ﻣﻦ ﺍﻟﻐﻤﻮﺽ ﻭﺍﻟﻠﺏﺲ ﺍﻟﺬﻱ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﺘﻨﻒ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻜﻴﻢ‪.‬‬
‫ﻛﻤﺎ ﺃﻥ هﺆﻻﺀ ﺍ�ﺡﻜﻤ�ﻥ ﺳﻮﻑ �ﻌﻜﺴﻮﻥ ﺧ��ﺍ��ﻢ ﺍﻟﺬﺍﺗﻴﺔ ﻭﺗﻮﺟهﺎ��ﻢ ﺍﻟﺒﺤﺜﻴﺔ �� ﺇﺻﺪﺍﺭ ﺃﺣ�ﺎﻣهﻢ‬
‫ﺣﻮﻝ هﺬﺍ �ﺳﺘﺏﻴﺎﻥ‪ ،‬ﻭ�ﻨﻌﻜﺲ هﺬﺍ �� ﺟﻮﺍﻧﺐ ﻛﺜ��ﺓ ﻣﻦ �ﺳﺘﺏﻴﺎﻥ‪ ،‬ﻛﺘﺤﺪﻳﺪ ��ﻌﺎﺩ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺃﻭ‬
‫ﺻﻴﺎﻏﺔ �ﺳﺌﻠﺔ ﺍﻟ�ﻱ ﻳﺘﻀﻤ��ﺎ �ﺳﺘﺏﻴﺎﻥ‪.‬‬
‫ﺇﻥ ﻗﻴﺎﺱ ﺍﻟﺼﺪﻕ ﻋﻦ ﻃﺮ�ﻖ ﺍﻟﺘﺤﻜﻴﻢ ﺃﻭ ﺁﺭﺍﺀ ﺍ�ﺡﻜﻤ�ﻥ ﻏ�� �ﺎﻑ ﻭﺣﺪﻩ ﻭﻻ �ﻌﺘ�� ﺻﺪﻗﺎ ﺑﻤﻌ�ﻯ‬
‫ﺍﻟ�ﻠﻤﺔ‪ ،‬ﺣﻴﺚ ﺃﻧﻪ ﻳﻘﻱﺲ ﺻﺪﻕ �ﺳﺘﺏﻴﺎﻥ ﻇﺎهﺮ�ﺎ ﺃﻭ ﺳﻄﺤﻴﺎ‪ ،‬ﻭﻱﻌﺘﻤﺪ ﻋ�� ﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﺬﺍ�ﻲ‬
‫ﻟﻠﻤﺤﻜﻤ�ﻥ‪ ،‬ﻭ��ﺘﻢ ﻓﻘﻂ ﺑﺮﺃﻱ ﺍ�ﺡﻜﻤ�ﻥ ﻓﻴﻤﺎ ﻳﻈهﺮ ﺃﻥ �ﺳﺘﺏﻴﺎﻥ ﺳﻴﻘﻱﺴﻪ ﻭﻟﻱﺲ ﻣﺎ ﻳﻘﻱﺴﻪ ﺑﺎﻟﻔﻌﻞ‪،‬‬
‫ﻣﻊ ﺃﻥ �هﻢ ﻣﻦ ﺫﻟﻚ هﻮ ﺭﺃﻱ ﺍﻟﻌﻴﻨﺔ ﺍﻟ�ﻱ ﺳﻱﺘﻢ ﺗﻄﺒﻴﻖ �ﺳﺘﺏﻴﺎﻥ ﻋﻠ��ﺎ �� ﺍﳌﻴﺪﺍﻥ ﺍﻟﻌﻤ�� ﺍﻟﺘﻄﺒﻴﻘﻲ‪،‬‬
‫ﻭﺍﻟﺬﻱ ﻗﺪ ﻳﻈهﺮ ﻋﻜﺲ ﻣﺎ ﺍﺗﻔﻖ ﺍ�ﺡﻜﻤﻮﻥ ﻣﻦ ﺑﻨﻮﺩ ﺗﻘﻱﺲ ﺍﻟﺴﻤﺔ ﻓﻌﻠﻴﺎ‪.‬‬

‫ﺏ(‪ -‬ﺍﻟﺼﺪﻕ ﺍﳌﺮﺗﺒﻂ ﺑﺎﶈﻚ‪:‬‬

‫ﻳﺪﻝ ﺍﻟﺼﺪﻕ ﺍﳌﺮﺗﺒﻂ ﺑﺎ�ﺡﻚ ﻋ�� ﻣﺪﻯ ﻛﻔﺎﺀﺓ �ﺧﺘﺒﺎﺭ �� ﺍﻟﺘﻥﺒﺆ ﺑﺄﺩﺍﺀ �ﻓﺮﺍﺩ �� ﺃ�ﺸﻄﺔ ﻣﺤﺪﺩﺓ‪،‬‬
‫ﻭﻟهﺬﺍ ﺍﻟﻐﺮﺽ ﻓﺈﻥ �ﺩﺍﺀ ﻋ�� �ﺧﺘﺒﺎﺭ ﺗﺘﻢ ﻣﺮﺍﺟﻌﺘﻪ ﺃﻭ ﺿﺒﻄﻪ ﺑﺎﻟﻥﺴﺒﺔ ﺇ�� ﻣﺤﻚ‪ ،‬ﺃﻱ ﻣﻘﻴﺎﺱ‬
‫ﻣﺒﺎﺷﺮ ﻭﻣﺴﺘﻘﻞ ﻳﻘﻱﺲ ﻣﺎ ﺻﻤﻢ �ﺧﺘﺒﺎﺭ ﻧﻔﺴﻪ ﻟﻠﺘﻥﺒﺆ ﺑﻪ‪ ،‬ﻓﺒﺎﻟﻥﺴﺒﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻌﺼﺎﺑﻴﺔ ﻣﺜﻼ‪ ،‬ﻳﻤﻜﻦ‬
‫ﺭ�ﻂ ﻧﺘﺎﺋﺠﻪ ﺑﻤﻘﺎﻳﻱﺲ ﺍﻟﺘﻘﺪﻳﺮ ﺃﻭ ﺃﻳﺔ ﺑﻴﺎﻧﺎﺕ ﻣﺘﺎﺣﺔ ﻋﻦ ﺳﻠﻮﻙ ﺍﻟﻔﺮﺩ �� ﻣﺨﺘﻠﻒ ﻣﻮﺍﻗﻒ ﺍ�ﺡﻴﺎﺓ‪ ،‬ﻭﻻ‬
‫ﺑﺪ ﺃﻥ ﺗﺘﺤﻘﻖ �� ﺍ�ﺡﻚ ﺍﳌﺴﺘﺨﺪﻡ ﺷﺮﻭﻁ ﻋﺪﺓ ﻭﺍﺣﺘﻴﺎﻃﺎﺕ ﻣهﻤﺔ ﺣ�ﻯ ﻻ �ﺸﻮﻩ‬
‫ﺍﻟﻨﺘﺎﺋﺞ)�ﻧﺼﺎﺭﻱ‪ ،(97 ،2000:‬ﻭ�ﻮﺟﺪ ﻧﻮﻋ�ﻥ ﻣﻦ ﺻﺪﻕ ﺍ�ﺡﻚ‪ ،‬ﺣﻴﺚ ﺗﻤ�� ﺟﻤﻌﻴﺔ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬
‫�ﻣﺮ�ﻜﻴﺔ ﺑ�ﻥ ﺍﻟﺼﺪﻕ ﺍﻟﺘﻼﺯﻣﻲ ﻭﺍﻟﺼﺪﻕ ﺍﻟﺘﻥﺒﺆﻱ ﺑﻨﺎﺀ ﻋ�� ﺍﻟﻔ��ﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﻔﺎﺻﻠﺔ ﺑ�ﻥ ﺗﻄﺒﻴﻖ‬
‫�ﺧﺘﺒﺎﺭ ﻭﺍ�ﺡﺼﻮﻝ ﻋ�� ﺍﻟﺪﻟﻴﻞ ﻣﻦ ﺍ�ﺡﻚ‪.‬‬
‫ﺍﻟﺼﺪﻕ ﺍﻟﺘﻼﺯﻣﻲ ﻳﻤﻜﻦ ﺣﺴﺎﺑﻪ ﻣﻦ ﺧﻼﻝ ﻣﻌﺎﻣﻞ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﺩﺭﺟﺎﺕ �ﻓﺮﺍﺩ ﻋ�� �ﺧﺘﺒﺎﺭ‬
‫ﻭﺩﺭﺟﺎ��ﻢ �� �ﺩﺍﺀ ﺍﻟﻔﻌ�� �� ﺟﻮﺍﻧﺐ ﺍﻟﺴﻠﻮﻙ ﺍﻟ�ﻱ ﻳﻘﻱﺴهﺎ �ﺧﺘﺒﺎﺭ‪� .‬ﺸﺮﻁ ﺃﻥ ﺗ�ﻮﻥ ﺩﺭﺟﺎﺕ ﺃﺩﺍﺀ‬
‫�ﻓﺮﺍﺩ ﺍﻟﻔﻌﻠﻴﺔ ﻗﺪ ﺗﻢ ﺟﻤﻌهﺎ ﻭﻗﺖ ﺇﺟﺮﺍﺀ �ﺧﺘﺒﺎﺭ ﺃﻭ ﻗﺒﻠﻪ‪ .‬ﻭﺍﻟﺼﺪﻕ ﺍﻟﺘﻼﺯﻣﻲ هﻮ ﺃﻛ�� ﺃﻧﻮﺍﻉ ﺍﻟﺼﺪﻕ‬
‫ﻣﻼﺀﻣﺔ ﻟﻼﺧﺘﺒﺎﺭﺍﺕ ﺍﻟ�ﻱ �ﺴﺘﺨﺪﻡ ﻷﻏﺮﺍﺽ ﺍﻟﺕ�ﺥﻴﺺ ﻻ ﺍﻟﺘﻥﺒﺆ ﺑﻥﺘﺎﺋﺞ ﺍﳌﺴﺘﻘﺒﻞ‪.‬‬

‫)‪(314‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫ﺃﻣﺎ ﺍﻟﺼﺪﻕ ﺍﻟﺘﻥﺒﺆﻱ ﻓﺈﻧﻪ ﻳﻘﻮﻡ ﻋ�� ﺃﺳﺎﺱ ﺣﺴﺎﺏ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻥﺒﺆ�ﺔ ﻟﻼﺧﺘﺒﺎﺭ‪ ،‬ﺃﻱ ﻣﻌﺮﻓﺔ ﻣﺪﻯ‬
‫�ﺡﺔ ﺍﻟﺘﻥﺒﺆﺍﺕ ﺍﻟ�ﻱ ﻧﺏﻨ��ﺎ ﻋ�� ﺩﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭ‪ .‬ﻭﺍﻟﺘﻥﺒﺆ هﻨﺎ ﻳﻘﻮﻡ ﻋ�� ﺃﺳﺎﺱ ﺃﻥ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻔﺮﺩ‬
‫ﺑﺎﻟﻥﺴﺒﺔ ﻟﺴﻤﺔ ﻣﻌﻴﻨﺔ‪" -‬ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻔﻈﻴﺔ‪-‬ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍ��ﻱ – ﺍﻟﻘﺪﺭﺓ ﺍﻟﻌﺪﺩﻳﺔ‪ " -‬ﺩﻟﻴﻞ ﻋ�� ﺃﺩﺍﺋﻪ‬
‫�� ﻣﺠﺎﻝ ﻣﻌ�ﻥ �ﻌﺪ ﻓ��ﺓ ﻣﻦ ﺍﻟﻮﻗﺖ ﻗﺪ ﺗ�ﻮﻥ ﺳﻨﺔ ﺃﻭ ﻋﺪﺓ ﺳﻨﻮﺍﺕ‪).‬ﺃﺑﻮ هﺎﺷﻢ‪(22 ،2006 ،‬‬
‫ﻭ�ﻤﻜﻦ ﺗ�ﺥﻴﺺ ﺃهﻢ ﺍ�ﺥﻄﻮﺍﺕ ﺍﻟ�ﻱ ﻳﻤﻜﻦ ﺇﺗﺒﺎﻋهﺎ ﻋﻨﺪ ﻭﺟﻮﺩ ﻣﺤﻚ ﺧﺎﺭ��‪:‬‬
‫‪-1‬ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﺧﺘﻴﺎﺭ ﺍ�ﺡﻚ ﺍﻟﺼﺎﺩﻕ ً‬
‫ﺑﻨﺎﺀ ﻋ�� ﺍﻟﺸﺮﻭﻁ ﻭﺍﳌﻌﺎﻳ�� ﺍﻟ�ﻱ ﻳﺠﺐ ﺃﻥ ﺗﺘﻮﻓﺮ ��‬
‫ﺍ�ﺡﻚ ﺍﻟﺼﺎﺩﻕ ﻣﻦ ﻛ��ﺓ �ﺳﺘﺨﺪﺍﻡ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ‪ ،‬ﻭﻣﻦ ﺣﻴﺚ ﻣﻨﺎﺳﺏﺘﻪ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻟﻌﻤﺮ�ﺔ ﺍﻟ�ﻱ ﺻﻤﻢ‬
‫ﻣﻦ ﺃﺟﻠهﺎ �ﺧﺘﺒﺎﺭ‪ ،‬ﻭﻃﺒﻴﻌﺔ ﺍ�ﺝﻤﻮﻋﺔ ﺍﻟ�ﻱ ﺳﻮﻑ ﻳﻄﺒﻖ ﻋﻠ��ﺎ‪.‬‬
‫‪ -2‬ﻳﺘﻢ ﺗﻄﺒﻴﻖ �ﺧﺘﺒﺎﺭ ﺍﳌﻄﻠﻮﺏ ﻭﺇﻳﺠﺎﺩ ﺻﺪﻗﻪ ﻋ�� ﺍﻟﻌﻴﻨﺔ ﺃﻭﻻ‪ ،‬ﺛﻢ ﻳﺘﻢ �ﻌﺪ ﺫﻟﻚ ﺗﻄﺒﻴﻖ‬
‫�ﺧﺘﺒﺎﺭ ﺍ�ﺡﻚ‪ -‬ﻣﻊ ﻣﻼﺣﻈﺔ ﺍﻟﻔ��ﺓ ﺍﻟﺰﻣﻨﻴﺔ‪ -‬ﻟﺘﻔﺎﺩﻱ ﻋﻮﺍﻣﻞ ﺍﳌﻠﻞ ﻭ�ﺟهﺎﺩ ﻭﻏ�� ﺫﻟﻚ‪.‬‬
‫‪ -3‬ﻳﺤﺴﺐ ﻣﻌﺎﻣﻞ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﺩﺭﺟﺎﺕ ﺍﻟﻌﻴﻨﺔ ﻋ�� �ﺧﺘﺒﺎﺭ ﺍ�ﺡﻚ ﻭﺩﺭﺟﺎ��ﻢ ﻋ�� �ﺧﺘﺒﺎﺭ‬
‫ﺍﳌﻄﻠﻮﺏ �ﻌﻴ�ﻥ ﻣﻌﺎﻣﻞ ﺻﺪﻗﻪ‪ ،‬ﻭ�ﺪﻝ هﺬﺍ ﺍﳌﻌﺎﻣﻞ ﻋ�� ﺻﺪﻕ �ﺧﺘﺒﺎﺭ‪).‬ﺳﻌﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻤﻦ‪،‬‬
‫‪(204 ،،2008‬‬

‫ﺝ(‪ -‬ﺻﺪﻕ ﺍﻟﺘﻜﻮﻳﻦ ﺍﻟﻔﺮﺿﻲ)ﺻﺪﻕ ﺍﳌﻔﻬﻮﻡ(‪:‬‬

‫ﻳﺕﻨﺎﻭﻝ هﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺼﺪﻕ ﺍﻟﻌﻼﻗﺔ ﺑ�ﻥ ﻧﺘﺎﺋﺞ �ﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﳌﻘﺎﻳﻱﺲ ﻭ��ﻥ ﺍﳌﻔهﻮﻡ ﺍﻟﻨﻈﺮﻱ‬
‫ﺍﻟﺬﻱ ��ﺪﻑ �ﺧﺘﺒﺎﺭ ﻟﻘﻴﺎﺳﻪ‪ ،‬ﻭ�ﻌﺒﺎﺭﺓ ﺃﺧﺮﻯ ﻓﺈﻥ ﺻﺪﻕ ﺍﻟﺘ�ﻮ�ﻦ ﺍﻟﻔﺮ��ﻱ ��ﺪﻑ ﻟﺘﺤﺪﻳﺪ ﺍﻟﺘ�ﻮ�ﻨﺎﺕ‬
‫ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟ�ﻱ �ﻌﺰﻯ ﺇﻟ��ﺎ ﺗﺒﺎﻳﻦ �ﺩﺍﺀ �� �ﺧﺘﺒﺎﺭﺍﺕ‪ ،‬ﺃﻱ ﺃﻥ هﺬﻩ ﺍﻟﺘ�ﻮ�ﻨﺎﺕ ﺍﻟﻔﺮﺿﻴﺔ �� ﺍﻟ�ﻱ ﻳ��ﻛﺰ‬
‫ﻋﻠ��ﺎ �هﺘﻤﺎﻡ ﻭﻟﻱﺲ ﺩﺭﺟﺎﺕ ﺍﺧﺘﺒﺎﺭ ﺍ�ﺡﻚ ﺃﻭ ﺳﻠﻮﻙ ﺍﻟﻔﺮﺩ‪).‬ﻣﺤﻤﻮﺩ ﻋﻼﻡ‪(215 ،2000 ،‬‬
‫هﻨﺎﻙ ﻋﺪﺩ ﻣﻦ �ﺳﺎﻟﻴﺐ ﻭ�ﺟﺮﺍﺀﺍﺕ ﺍﻟ�ﻱ ﻳﻤﻜﻦ ﻣﻦ ﺧﻼﻟهﺎ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺻﺪﻕ ﺍﳌﻔهﻮﻡ ﻣ��ﺎ‪:‬‬

‫ﺻﺪﻕ ﺍﳌﻘﺎﺭﻧﺔ ﺍﻟﻄﺮﻓﻴﺔ‪:‬‬

‫ﻳﻘﻮﻡ هﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺼﺪﻕ ﻋ�� ﺗﻘﺴﻴﻢ ﺩﺭﺟﺎﺕ �ﺳﺘﺏﻴﺎﻥ)ﺍ�ﺡﻚ( ﺇ�� ﻣﺴﺘﻮ��ﻥ‪ :‬ﻣﻤﺘﺎﺯ‬
‫ﻭﺿﻌﻴﻒ‪ ،‬ﺛﻢ ﻣﻘﺎﺭﻧﺔ ﺩﺭﺟﺎﺕ ﺍﻟﺴﺆﺍﻝ )ﺍﻟﻔﻘﺮﺓ( �� ﺍﳌﺴﺘﻮﻯ ﺍﻟﻀﻌﻴﻒ ﺑﺪﺭﺟﺎﺗﻪ �� ﺍﳌﺴﺘﻮﻯ ﺍﳌﻤﺘﺎﺯ‪،‬‬
‫ﻭ�ﻠﻤﺎ ﺯﺍﺩﺕ ﺩﺭﺟﺎﺕ ﺍﻟﻔﻘﺮﺓ �� ﺍﳌﺴﺘﻮﻯ ﺍﳌ��ﺍ�ﻲ ﺍﳌﻤﺘﺎﺯ ﻋﻦ ﺩﺭﺟﺎ��ﺎ �� ﺍﳌﺴﺘﻮﻯ ﺍﳌ��ﺍ�ﻲ ﺍﻟﻀﻌﻴﻒ �ﻠﻤﺎ‬

‫)‪(315‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﺯﺍﺩ ﺻﺪﻕ ﺍﳌﻔﺮﺩﺓ‪ ،‬ﻭﺍﻟﻌﻜﺲ �ﺡﻴﺢ ﻓ�ﻠﻤﺎ ﻧﻘﺼﺖ ﺩﺭﺟﺎﺕ ﺍﳌﻔﺮﺩﺓ �� ﺍﳌﺴﺘﻮﻯ ﺍﳌ��ﺍ�ﻲ ﺍﳌﻤﺘﺎﺯ ﻋﻦ‬
‫ﺩﺭﺟﺎ��ﺎ �� ﺍﳌﺴﺘﻮﻯ ﺍﳌ��ﺍ�ﻲ ﺍﻟﻀﻌﻴﻒ ﻧﻘﺺ ﺻﺪﻕ ﺍﳌﻔﺮﺩﺓ‪).‬ﺍﺑﺮﺍهﻴﻢ ﻋﺜﻤﺎﻥ‪.(152 ،‬‬
‫ﻣﻦ ﺃ�ﺴﻂ ﺍﻟﻄﺮﻕ ﺍﻟ�ﻱ �ﺴﺘﺨﺪﻡ ﻟﺘﺤﻘﻴﻖ هﺬﻩ ﺍﻟﻔﻜﺮﺓ ﻣﻘﺎﺭﻧﺔ ﻣﺘﻮﺳﻄﺎﺕ ﺩﺭﺟﺎﺕ �ﻗﻮ�ﺎﺀ‬
‫ﺑﻤﺘﻮﺳﻄﺎﺕ ﺩﺭﺟﺎﺕ ﺍﻟﻀﻌﻔﺎﺀ ﺛﻢ ﺣﺴﺎﺏ ﺩﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑ�ﻥ هﺬﻩ ﺍﳌﺘﻮﺳﻄﺎﺕ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﺗﺼﺒﺢ ﻟﺘﻠﻚ‬
‫ﺍﻟﻔﺮﻭﻕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻭﺍ�ﺡﺔ �ﺴﺘﻄﻴﻊ ﺃﻥ ﻧﻘﺮﺭ ﺃﻥ �ﺧﺘﺒﺎﺭ ﻳﻤ�� ﺑ�ﻥ �ﻗﻮ�ﺎﺀ ﻭﺍﻟﻀﻌﻔﺎﺀ ��‬
‫ﺍﳌ��ﺍﻥ‪ ،‬ﻭ�ﺬﻟﻚ ﻧﻄﻤ�ﻥ ﺇ�� ﺻﺪﻗﻪ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻻ ﺗﺼﺒﺢ ﻟﺘﻠﻚ ﺍﻟﻔﺮﻭﻕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻭﺍ�ﺡﺔ ﻓﺈﻧﻨﺎ ﻻ‬
‫�ﺴﺘﻄﻴﻊ �ﻃﻤﺌﻨﺎﻥ ﺇ�� ﺻﺪﻕ ﻣﺜﻞ هﺬﺍ �ﺧﺘﺒﺎﺭ‪ .‬ﺇﻻ ﺃﻥ هﺬﻩ ﺍﻟﻄﺮ�ﻘﺔ ﺗﺪﻝ ﻋ�� ﺻﺪﻕ �ﺧﺘﺒﺎﺭ ﻭﻻ‬
‫ﺗﺪﻝ ﺑﻄﺮ�ﻘﺔ ﻋﺪﺩﻳﺔ ﺃﻛﻴﺪﺓ ﻋ�� ﻣﻘﺪﺍﺭ هﺬﺍ ﺍﻟﺼﺪﻕ‪.‬‬
‫ﻭ�ﻤﻜﻦ �ﺷﺎﺭﺓ هﻨﺎ ﺇ�� ﺃﻥ ﺍﳌﻘﺎﺭﻧﺔ ﺍﻟﻄﺮﻓﻴﺔ ﺗﺘﻢ ﺑﺄﺳﻠﻮ��ﻥ‪:‬‬
‫ﺃ‪ -‬ﻣﻘﺎﺭﻧﺔ �ﻃﺮﺍﻑ �� �ﺧﺘﺒﺎﺭ ﻭﺍ�ﺡﻚ ﺍ�ﺥﺎﺭ��‪:‬‬
‫ﻭﻓﻴﻪ ﻳﺘﻢ ﻣﻘﺎﺭﻧﺔ ﺍﻟﺜﻠﺚ �ﻋ�� �� ﺩﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭ ﺑﺎﻟﺜﻠﺚ �ﻋ�� �� ﺩﺭﺟﺎﺕ ﺍ�ﺡﻚ ﺍ�ﺥﺎﺭ��‪،‬‬
‫ﻭﺍﻟﺜﻠﺚ �ﺩ�ﻰ �� ﺩﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭ ﺑﺎﻟﺜﻠﺚ �ﺩ�ﻰ �� ﺩﺭﺟﺎﺕ ﺍ�ﺡﻚ ﺍ�ﺥﺎﺭ��‪ ،‬ﻭ�ﺴﺘﺨﺪﻡ ﻟهﺬﻩ ﺍﳌﻘﺎﺭﻧﺔ‬
‫ﺍﺧﺘﺒﺎﺭ"ﺕ"‪ .‬ﻓﺈﺫﺍ ﻟﻢ ﺗﻜﻦ هﻨﺎﻙ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻟﻠﻔﺮﻕ ﺑ�ﻥ ﺍﳌﺘﻮﺳﻄ�ﻥ �� ﺣﺎﻟﺔ ﻣﻘﺎﺭﻧﺔ ﺍﻟﺜﻠﺚ �ﻋ��‬
‫�� ﺩﺭﺟﺎﺕ ﺍ�ﺡﻚ ﺑﺎﻟﺜﻠﺚ �ﻋ�� �� ﺩﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭ‪ ،‬ﻭﺇﺫﺍ ﻟﻢ ﺗﻜﻦ هﻨﺎﻙ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻟﻠﻔﺮﻕ ﺑ�ﻥ‬
‫ﺍﳌﺘﻮﺳﻄ�ﻥ �� ﺣﺎﻟﺔ ﻣﻘﺎﺭﻧﺔ ﺍﻟﺜﻠﺚ �ﺩ�ﻰ �� ﺩﺭﺟﺎﺕ ﺍ�ﺡﻚ ﺑﺎﻟﺜﻠﺚ �ﺩ�ﻰ �� ﺩﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭ‪ �� .‬هﺬﻩ‬
‫ﺍ�ﺡﺎﻟﺔ ﻳﻤﻜﻦ ﺃﻥ ﻧﻘﻮﻝ ﺇﻥ �ﺧﺘﺒﺎﺭ ﺻﺎﺩﻕ – ﺑﻄﺒﻴﻌﺔ ﺍ�ﺡﺎﻝ ﻧﺤﻦ ﻧﻔ��ﺽ ﺻﺪﻕ ﺍ�ﺡﻚ ﺍ�ﺥﺎﺭ��‬
‫ﺍﻟﺬﻱ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭﻩ ﻣﻦ ﺃﺟﻞ �ﻌﻴ�ﻥ ﺻﺪﻕ �ﺧﺘﺒﺎﺭ – ﻛﻤﺎ ﻧﻔ��ﺽ ﺃﻳﻀﺎ ﺗ�ﺎﻓﺆ ﺍ�ﺡﻚ ﺍ�ﺥﺎﺭ�� ﻣﻊ‬
‫�ﺧﺘﺒﺎﺭ ﻣﻦ ﺣﻴﺚ ﺍﻟﺒﻨﺎﺀ‪.‬‬

‫ﺏ‪ -‬ﻣﻘﺎﺭﻧﺔ ﺍﻷﻃﺮﺍﻑ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭ ﻓﻘﻂ‪:‬‬

‫ﻭهﺬﺍ ﺃﺳﻠﻮﺏ ﺁﺧﺮ �ﻌﺘﻤﺪ ﻋ�� ﻣﻘﺎﺭﻧﺔ ﺩﺭﺟﺎﺕ ﺍﻟﺜﻠﺚ �ﻋ�� ﺑﺪﺭﺟﺎﺕ ﺍﻟﺜﻠﺚ �ﺩ�ﻰ ��‬
‫�ﺧﺘﺒﺎﺭ‪ ،‬ﻭﺗﺘﻢ هﺬﻩ ﺍﳌﻘﺎﺭﻧﺔ ﻋﻦ ﻃﺮ�ﻖ ﺣﺴﺎﺏ ﺍﻟﺪﻻﻟﺔ �ﺣﺼﺎﺋﻴﺔ ﻟﻠﻔﺮﻕ ﺑ�ﻥ ﺍﳌﺘﻮﺳﻄ�ﻥ‪ .‬ﻓﺈﺫﺍ‬
‫�ﺎﻧﺖ هﻨﺎﻙ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻭﺍ�ﺡﺔ ﻟﻠﻔﺮﻕ ﺑ�ﻥ ﻣﺘﻮﺳﻂ ﺍﻟﺜﻠﺚ �ﻋ�� ﻭﻣﺘﻮﺳﻂ ﺍﻟﺜﻠﺚ �ﺩ�ﻰ‬
‫ﻳﻤﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ �ﺧﺘﺒﺎﺭ ﺻﺎﺩﻕ‪.‬‬

‫)‪(316‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫ً‬
‫ﺍ�ﺡﻘﻴﻘﺔ ﺃﻥ هﺬﻩ ﺍﻟﻄﺮ�ﻘﺔ ﻋﻤﻮﻣﺎ ﻃﺮ�ﻘﺔ ﺳهﻠﺔ ﻭﺃﻗﻞ ﺩﻗﺔ ﻣﻦ ﻃﺮ�ﻘﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻌﺎﻣ�� ﺃﻭ‬
‫ً‬ ‫ً‬
‫ﺍ�ﺡﻚ ﺍ�ﺥﺎﺭ��‪ ،‬ﻭﻟﻜ��ﺎ �ﻌﻄﻰ ﻣﺆﺷﺮﺍ ﺳﺮﻱﻌﺎ ﻋﻦ ﺻﺪﻕ �ﺧﺘﺒﺎﺭ‪).‬ﺃﺑﻮ هﺎﺷﻢ‪(26 ،2006 ،‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﻓﻲ ﺣﺴﺎﺏ ﺻﺪﻕ ﺍﻻﺳﺘﺒﻴﺎﻥ )ﺍﻻﺗﺴﺎﻕ ﺍﻟﺪﺍﺧﻠﻲ(‬

‫�ﺴﺘﺨﺪﻡ هﺬﻩ ﺍﻟﻄﺮﻕ ﻟﻠﺘﺤﻘﻖ ﻣﻦ �ﺭﺗﺒﺎﻃﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻼﺧﺘﺒﺎﺭ‪ ،‬ﺳﻮﺍﺀ ﺑ�ﻥ ﺍﻟﻔﻘﺮﺍﺕ ﺑﺒﻌﻀهﺎ‬
‫ﺍﻟﺒﻌﺾ ﺃﻡ ﺑ�ﻥ ﺍﳌﻔﺮﺩﺍﺕ ﻭ��ﻌﺎﺩ ﺍﻟ�ﻱ ﻳﺘ�ﻮﻥ ﻣ��ﺎ ﺍﳌﻘﻴﺎﺱ‪ ،‬ﺃﻡ ﺑ�ﻥ ��ﻌﺎﺩ �ﻌﻀهﺎ ﺑﺒﻌﺾ ﻭهﺬﻩ‬
‫ﺍﻟﻄﺮﻕ ��‪:‬‬
‫ﺃ(‪ -‬ﺣﺴﺎﺏ ﻣﻌﺎﻣﻼﺕ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﻣﻔﺮﺩﺍﺕ �ﺳﺘﺏﻴﺎﻥ �ﻌﻀهﺎ ﺑﺒﻌﺾ‪ ،‬ﺣﻴﺚ ﻳﺘﻢ ﺣﺴﺎﺏ‬
‫�ﺭﺗﺒﺎﻃﺎﺕ ﺍﻟﺒﻴﻥﻴﺔ ﺑ�ﻥ ﻣﻔﺮﺩﺍﺕ �ﺧﺘﺒﺎﺭ‪ ،‬ﻭ�ﻥﺘﺞ ﻋﻦ هﺬﺍ �ﺟﺮﺍﺀ ﺍﻟﺘﻮﺻﻞ ﺇ�� ﻣﺼﻔﻮﻓﺔ ﻣﻌﺎﻣﻼﺕ‬
‫�ﺭﺗﺒﺎﻁ‪ .‬ﻭﺇﺫﺍ �ﺎﻧﺖ ﻣﻌﺎﻣﻼﺕ �ﺭﺗﺒﺎﻁ ﺫﺍﺕ ﻗﻴﻢ ﻣﻮﺟﺒﺔ ﻋﺎﻟﻴﺔ ﺑ�ﻥ ﻓﻘﺮﺍﺕ �ﺳﺘﺏﻴﺎﻥ هﺬﺍ ﻳﺪﻝ ﻋ��‬
‫ﺃ��ﺎ ﺟﻤﻴﻌﺎ ﺗﻘﻱﺲ ﻧﻔﺲ ﺍﻟهﺪﻑ‪ ،‬ﻭﺇﺫﺍ �ﺎﻧﺖ ﺍﻟﻘﻴﻢ ﻣﻨﺨﻔﻀﺔ ﻭﺗﻘ��ﺏ ﻣﻦ ﺍﻟﺼﻔﺮ ﻓهﺬﺍ ﻳﺪﻝ ﻋ�� ﻋﺪﻡ‬
‫ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺑ�ﻥ ﺍﻟﻔﻘﺮﺍﺕ ﻭ�ﺎﻟﺘﺎ�� ﺗﺤﺘﺎﺝ ﺇ�� ﺇﻋﺎﺩﺓ ﺻﻴﺎﻏ��ﺎ ﺃﻭ ﺇﻟﻐﺎ��ﺎ‪.‬‬

‫ﺏ(‪-‬ﺣﺴﺎﺏ ﻣﻌﺎﻣﻼﺕ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﺃ�ﻌﺎﺩ ﺍﳌﻘﻴﺎﺱ �ﻌﻀهﺎ ﺑﺒﻌﺾ‪ ،‬ﻭ�ﺘﻢ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺫﻟﻚ‬
‫ﺑﺤﺴﺎﺏ ﻣﻌﺎﻣﻼﺕ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ��ﻌﺎﺩ‪ ،‬ﻓﺈﺫﺍ �ﺎﻧﺖ ﻣﻌﺎﻣﻼﺕ �ﺭﺗﺒﺎﻁ ﻣﺮﺗﻔﻌﺔ ﺑﻴ��ﻢ هﺬﺍ �ﻌ�ﻱ ﺃ��ﺎ‬
‫ﺗﻘﻱﺲ ﻧﻔﺲ ﺍﻟهﺪﻑ ﻣﻤﺎ ﻳﺪﻝ ﻋ�� ﺻﺪﻕ ﺍﳌﻘﻴﺎﺱ ﳌﺎ ﻳﻘﻱﺴﻪ‪.‬‬
‫ﺝ(‪-‬ﺣﺴﺎﺏ ﻣﻌﺎﻣﻼﺕ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﺩﺭﺟﺔ �ﻞ ﻓﻘﺮﺓ ﻭﺍﻟﺪﺭﺟﺔ ﺍﻟ�ﻠﻴﺔ ﻟﻠﻤﻘﻴﺎﺱ‪ ،‬ﻭ�� هﺬﻩ ﺍﻟﻄﺮ�ﻘﺔ‬
‫ﺗﺤﺴﺐ ﻣﻌﺎﻣﻼﺕ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﺩﺭﺟﺔ �ﻞ ﻣﻔﺮﺩﺓ ﻭﺍﻟﺪﺭﺟﺔ ﺍﻟ�ﻠﻴﺔ ﻟﻠﻤﻘﻴﺎﺱ‪ ،‬ﻭ�ﻌﺘ�� �ﻞ ﻓﻘﺮﺓ ﺻﺎﺩﻗﺔ‬
‫ﻋﻨﺪﻣﺎ ﻳ�ﻮﻥ �ﺭﺗﺒﺎﻁ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻟ�ﻠﻴﺔ ﻟﻠﻤﻘﻴﺎﺱ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ‪ ،‬ﻭﻱﺴﺕﺒﻌﺪ ﺍﻟﺒﺎﺣﺚ ﺍﻟﻔﻘﺮﺍﺕ ﺍﻟﻀﻌﻴﻔﺔ‬
‫ﺍﻟ�ﻱ ﻻ ﺗﻈهﺮ ﺍﺭﺗﺒﺎﻃﺎ ﺩ� ﺑﺎﻟﺪﺭﺟﺔ ﺍﻟ�ﻠﻴﺔ ﻟﻠﻤﻘﻴﺎﺱ‪ ،‬ﻓﺎﺭﺗﺒﺎﻁ ﺩﺭﺟﺔ ﺍﻟﻔﻘﺮﺓ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻟ�ﻠﻴﺔ �ﻌ�ﻱ ﺃﻥ‬
‫ﺍﻟﻔﻘﺮﺓ ﺗﻘﻱﺲ ﻧﻔﺲ ﺍﻟهﺪﻑ ﺍﻟﺬﻱ ﻳﻘﻱﺴﻪ �ﺳﺘﺏﻴﺎﻥ‪ ،‬ﻭ�ﺎﻟﺘﺎ�� ﺗﺪﻝ ﻋ�� ﺃﻥ �ﺳﺘﺏﻴﺎﻥ ﻋ�� ﺩﺭﺟﺔ ﻣﻦ‬
‫��ﺴﺎﻕ ﺍﻟﺪﺍﺧ��‪.‬‬
‫ﺩ(‪ -‬ﺣﺴﺎﺏ ﻣﻌﺎﻣﻼﺕ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﺩﺭﺟﺔ ﺍﻟﻔﻘﺮﺍﺕ ﻭﺩﺭﺟﺔ �ﻞ �ﻌﺪ ﻣﻦ ﺃ�ﻌﺎﺩ �ﺳﺘﺏﻴﺎﻥ‪.‬‬
‫ه(‪ -‬ﺣﺴﺎﺏ ﻣﻌﺎﻣﻼﺕ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﺩﺭﺟﺔ �ﻞ �ﻌﺪ ﻭﺍﻟﺪﺭﺟﺔ ﺍﻟ�ﻠﻴﺔ ﻟﻠﻤﻘﻴﺎﺱ‪).‬ﻏﻨﻴﻢ‪،2004 ،‬‬
‫‪(115‬‬

‫)‪(317‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﺩ(‪ -‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻌﺎﻣﻠﻲ‪:‬‬

‫ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻌﺎﻣ�� هﻮ ﺃﺳﻠﻮﺏ ﺇﺣﺼﺎﺉﻲ �ﺴ��ﺪﻑ ﺗﻔﺴ�� ﻣﻌﺎﻣﻼﺕ �ﺭﺗﺒﺎﻁ ﺍﳌﻮﺟﺒﺔ ﺍﻟ�ﻱ ﻟهﺎ ﺩﻻﻟﺔ‬
‫ﺇﺣﺼﺎﺋﻴﺔ ﺑ�ﻥ ﻣﺨﺘﻠﻒ ﺍﳌﺘﻐ��ﺍﺕ‪ ،‬ﻭﻱﻌﺪ ﻣﻨ�ﺝﺎ ﺇﺣﺼﺎﺋﻴﺎ ﻟﺘﺤﻠﻴﻞ ﺑﻴﺎﻧﺎﺕ ﻣﺘﻌﺪﺩﺓ ﺍﺭﺗﺒﻄﺖ ﻓﻴﻤﺎ ﺑﻴ��ﺎ‬
‫ﺑﺪﺭﺟﺎﺕ ﻣﺨﺘﻠﻔﺔ ﻣﻦ �ﺭﺗﺒﺎﻁ �� ﺻﻮﺭﺓ ﺗﺼﻥﻴﻔﺎﺕ ﻣﺴﺘﻘﻠﺔ ﻗﺎﺋﻤﺔ ﻋ�� ﺃﺳﺲ ﻧﻮﻋﻴﺔ ﻟﻠﺘﺼﻥﻴﻒ‪.‬‬
‫ﺣﻴﺚ �ﻌﻤﻞ ﻋ�� ﺗ�ﺥﻴﺺ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺘﻐ��ﺍﺕ ﻟﻌﺪﺩ ﺃﻗﻞ �ﻌﺮﻑ ﺑﺎﻟﻌﻮﺍﻣﻞ )‪ (Factors‬ﻭ�ﻞ‬
‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺘﻐ��ﺍﺕ ﺗﺮ�ﻂ �ﻌﺎﻣﻞ ﻭﺍﺣﺪ ﻓﻘﻂ ﺑﻮﺍﺳﻄﺔ ﺩﺍﻟﺔ‪ ،‬ﻭ�ﺒﺪﺃ ﺑﺤﺴﺎﺏ ﻣﻌﺎﻣﻼﺕ �ﺭﺗﺒﺎﻃﺎﺕ‬
‫ﺑ�ﻥ ﻋﺪﺩ ﻣﻦ ﺍﳌﺘﻐ��ﺍﺕ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻳﺘﻢ ﺍ�ﺡﺼﻮﻝ ﻋ�� ﻣﺼﻔﻮﻓﺔ ﻣﻦ �ﺭﺗﺒﺎﻃﺎﺕ ﺑ�ﻥ هﺬﻩ ﺍﳌﺘﻐ��ﺍﺕ ﻟﺪﻯ‬
‫ً‬
‫ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﺍﻟ�ﻱ ﺗﻢ ﺇﺟﺮﺍﺀ ﺍﻟﻘﻴﺎﺱ ﻋﻠ��ﺎ‪ ،‬ﻳﺘﻢ ﺗﺤﻠﻴﻞ هﺬﻩ ﺍﳌﺼﻔﻮﻓﺔ �ﺭﺗﺒﺎﻃﻴﺔ ﺗﺤﻠﻴﻼ ﻋﺎﻣﻠﻴﺎ‬
‫ﻟﻨﺼﻞ ﺇ�� ﺃﻗﻞ ﻋﺪﺩ ﻣﻤﻜﻦ ﻣﻦ ﺍ�ﺡﺎﻭﺭ ﺃﻭ ﺍﻟﻌﻮﺍﻣﻞ ﻭﺍﻟ�ﻱ ﺗﻤﻜﻨﻨﺎ ﻣﻦ ﺍﻟﺘﻌﺒ�� ﻋﻦ ﺃﻛ�� ﻗﺪﺭ ﻣﻦ ﺍﻟﺘﺒﺎﻳﻦ‬
‫ﺑ�ﻥ هﺬﻩ ﺍﳌﺘﻐ��ﺍﺕ‪.‬‬

‫ﺛﺎﻧﻴﺎ‪ :‬ﺣﺴﺎﺏ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ‬

‫ﺣﻴﻨﻤﺎ ﻧﺤﻜﻢ ﻋ�� ﺍﺧﺘﺒﺎﺭ ﺑﺄﻧﻪ ﺛﺎﺑﺖ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ �ﻌ�ﻱ ﺃﻥ هﺬﺍ �ﺧﺘﺒﺎﺭ ﻋ�� ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺪﻗﺔ‬
‫ﻭ�ﺗﻘﺎﻥ ﻭ��ﺴﺎﻕ ﻭﺃﻧﻪ ﻣﻮﺛﻮﻕ ﻓﻴﻪ‪ ،‬ﻭﻱﻌﺘﻤﺪ ﻋﻠﻴﻪ‪ .‬ﻭهﺬﺍ هﻮ ﺍﳌﻌ�ﻯ ﺍﻟﻠﻐﻮﻱ ﻟﻠ�ﻠﻤﺔ �ﺟﻨﺏﻴﺔ‬
‫‪ Reliability‬ﻭهﻮ ﻗﺮ�ﺐ ﻣﻦ ﺍﳌﻌ�ﻯ �ﺻﻄﻼ��‪.‬‬
‫ﻓﺜﺒﺎﺕ �ﺧﺘﺒﺎﺭ �ﺸ�� ﺇ�� ﺍﳌﻄﺎﺑﻘﺔ ﺑ�ﻥ ﻧﺘﺎﺋﺞ �ﺧﺘﺒﺎﺭ �� ﺍﳌﺮﺍﺕ ﺍﳌﺘﻌﺪﺩﺓ ﺍﻟ�ﻱ ﻳﻄﺒﻖ ﻓ��ﺎ هﺬﺍ‬
‫�ﺧﺘﺒﺎﺭ ﻋ�� ﻧﻔﺲ �ﻓﺮﺍﺩ‪ ).‬ﺃﺣﻤﺪ ﻋﻮﻱﺲ‪ . (51 ،‬ﻛﻤﺎ ﻳﻘﺼﺪ ﺑﻪ ﻣﺪﻯ ﺧﻠﻮ ﺍﳌﻘﻴﺎﺱ ﻣﻦ �ﺧﻄﺎﺀ ﻏ��‬
‫ﺍﳌﻨﺘﻈﻤﺔ ﺍﻟ�ﻱ �ﺸﻮﺏ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﺃﻱ ﻣﺪﻯ ﻗﻴﺎﺱ �ﺧﺘﺒﺎﺭ ﻟﻠﻤﻘﺪﺍﺭ ﺍ�ﺡﻘﻴﻘﻲ ﻟﻠﺴﻤﺔ ﺍﻟ�ﻱ ��ﺪﻑ‬
‫ﻟﻘﻴﺎﺳهﺎ‪ ،‬ﻓﺪﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭ ﺗ�ﻮﻥ ﺛﺎﺑﺘﺔ ﺇﺫﺍ �ﺎﻥ �ﺧﺘﺒﺎﺭ ﻳﻘﻱﺲ ﺳﻤﺔ ﻣﻌﻴﻨﺔ ﻗﻴﺎﺳﺎ ﻣﺕﺴﻘﺎ ��‬
‫ﺍﻟﻈﺮﻭﻑ ﺍﳌﺘﺒﺎﻳﻨﺔ ﺍﻟ�ﻱ ﻗﺪ ﺗﺆﺩﻱ ﺇ�� ﺃﺧﻄﺎﺀ ﺍﻟﻘﻴﺎﺱ‪ .‬ﻭﺍﻟﺜﺒﺎﺕ ��ﺬﺍ ﺍﳌﻌ�ﻯ �ﻌ�ﻱ ��ﺴﺎﻕ ﺃﻭ ﺍﻟﺪﻗﺔ ��‬
‫ﺍﻟﻘﻴﺎﺱ‪.‬‬
‫�ﺧﻄﺎﺀ ﻏ�� ﺍﳌﻨﺘﻈﻤﺔ ﺍﻟ�ﻱ ﺗﺆﺛﺮ �� ﺩﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭﺍﺕ ﺗ�ﻮﻥ ﺃﺧﻄﺎﺀ ﻋﺸﻮﺍﺋﻴﺔ ﻳﺼﻌﺐ ﺍﻟﺘﻥﺒﺆ ��ﺎ‬
‫ﻣﻦ ﻣﻮﻗﻒ ﺇ�� ﺁﺧﺮ‪ ،‬ﻭﻟﺬﻟﻚ �ﻌﻤﻞ ﻋ�� ﺧﻔﺾ ﺛﺒﺎﺕ ﺍﻟﺪﺭﺟﺎﺕ‪ .‬ﻭهﺬﻩ �ﺧﻄﺎﺀ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺗﺮﺟﻊ ﺇ��‬
‫ﻋﻮﺍﻣﻞ �ﻌﻀهﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻻﺧﺘﺒﺎﺭ‪ ،‬ﻣﺜﻞ ﻋﺪﻡ ﻭﺿﻮﺡ ﻣﻔﺮﺩﺍﺗﻪ‪ ،‬ﻭﻏﻤﻮﺽ �ﻌﻠﻴﻤﺎﺗﻪ‪ ،‬ﻭﻋﺪﻡ ﺗﺤﺪﻳﺪ‬

‫)‪(318‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫ﻣﺤ�ﺎﺕ ﺗ�ﺡﻴﺢ ﻣﻔﺮﺩﺍﺗﻪ‪ ،‬ﻭﺍﻟﺒﻌﺾ �ﺧﺮ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻈﺮﻭﻑ ﺍﻟﺒﻴﺉﻴﺔ ﻣﺜﻞ �ﺿﺎﺀﺓ ﻭﺍﻟ��ﻮ�ﺔ‬
‫ﻭﺍﻟﻀﻮﺿﺎﺀ‪ ،‬ﻭﻣﻼﺋﻤﺔ ﻏﺮﻓﺔ �ﺧﺘﺒﺎﺭ‪).‬ﻣﺤﻤﻮﺩ ﻋﻼﻡ‪(131 ،2000 ،‬‬
‫ﻭهﻨﺎﻙ ﻣﻔﺎهﻴﻢ ﺛﻼﺛﺔ ﺃﺳﺎﺳﻴﺔ ﻟﺜﺒﺎﺕ ﺩﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭ��‪:‬‬
‫‪ -1‬ﺃﻥ �ﻌﻄﻲ �ﺧﺘﺒﺎﺭ ﻧﻔﺲ ﺍﻟﻨﺘﺎﺋﺞ ﺗﻘﺮ�ﺒﺎ ﺇﺫﺍ ﺃﻋﻴﺪ ﻋ�� ﻧﻔﺲ ﺍ�ﺝﻤﻮﻋﺔ ﻣﻦ �ﻓﺮﺍﺩ‪ :‬ﻭهﺬﺍ‬
‫�ﻌ�ﻱ ﺃﻥ �ﺧﺘﺒﺎﺭ‪ ،‬ﺃﻭ ﺑﻤﻌ�ﻯ ﺃﺩﻕ ﺩﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭ ﻻ ﺗﺘﺄﺛﺮ ﺑﺘﻐ�� ﺍﻟﻌﻮﺍﻣﻞ ﻭﺍﻟﻈﺮﻭﻑ ﺍ�ﺥﺎﺭﺟﻴﺔ‪ ،‬ﺣﻴﺚ‬
‫ﺃﻥ ﺇﻋﺎﺩﺓ ﺗﻄﺒﻴﻖ �ﺧﺘﺒﺎﺭ ﻭﺍ�ﺡﺼﻮﻝ ﻋ�� ﻧﻔﺲ ﺍﻟﻨﺘﺎﺋﺞ �ﻌ�ﻱ ﺩﻻﻟﺔ �ﺧﺘﺒﺎﺭ ﻋ�� �ﺩﺍﺀ ﺍﻟﻔﻌ�� ﺃﻭ‬
‫ﺍ�ﺡﻘﻴﻘﻲ ﻟﻠﻔﺮﺩ ﻣهﻤﺎ �ﻐ��ﺕ ﺍﻟﻈﺮﻭﻑ‪.‬‬
‫‪ً -2‬‬
‫ﺑﻨﺎﺀ ﻋ�� ﺍﳌﻔهﻮﻡ ﺍﻟﺴﺎﺑﻖ ﻓﺈﻥ ﺛﺒﺎﺕ �ﺧﺘﺒﺎﺭ �ﻌ�ﻱ ﺃﻳﻀﺎ ﺩﻻﻟﺔ �ﺧﺘﺒﺎﺭ ﻋ�� �ﺩﺍﺀ ﺍﻟﻔﻌ�� ﺃﻭ‬
‫�ﺩﺍﺀ ﺍ�ﺡﻘﻴﻘﻲ ﻟﻠﻔﺮﺩ‪ -‬هﺬﺍ �ﺩﺍﺀ �ﻌ�� ﻋﻨﻪ ﺑﺎﻟﺪﺭﺟﺔ ﺍ�ﺡﻘﻴﻘﻴﺔ )ﺩ ﺡ( ﺍﻟ�ﻱ ﻳﺤﺼﻞ ﻋﻠ��ﺎ ﺍﻟﻔﺮﺩ ��‬
‫ﺍﺧﺘﺒﺎﺭ ﻣﺎ‪).‬ﻭهﺬﻩ ﻏ�� ﻣﻌﻠﻮﻣﺔ(‪.‬‬
‫ﻭ�ﺩﺍﺀ ﺍ�ﺡﻘﻴﻘﻲ هﻮ ﺟﺰﺀ ﻣﻦ �ﺩﺍﺀ ﺍﻟﻌﺎﻡ ﺃﻭ ﺍﻟﻜ�� ﺍﻟﺬﻱ �ﻌ�� ﻋﻨﻪ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻟ�ﻠﻴﺔ )ﺩﻙ(‪ ،‬ﻭ��‬
‫ﺍﻟﺪﺭﺟﺔ ﺍﳌﻼﺣﻈﺔ ﺃﻭ ﺍﳌ�ﺝﻠﺔ ﻋ�� �ﺧﺘﺒﺎﺭ ﻭﺍﻟ�ﻱ ﺣﺼﻞ ﻋﻠ��ﺎ ﺍﻟﻔﺮﺩ‪ .‬ﺃﻣﺎ ﺍ�ﺝﺰﺀ �ﺧﺮ ﻓهﻮ �ﺩﺍﺀ ﺍﻟﺬﻱ‬
‫�ﻌﻮﺩ ﺇ�� ﺃﺧﻄﺎﺀ ﺍﻟﺼﺪﻓﺔ ﺃﻭ ﺍﻟﻈﺮﻭﻑ ﺍ�ﺥﺎﺭﺟﻴﺔ ﺍﻟﺒﻌﻴﺪﺓ ﻋﻦ ﻣﻮﺿﻮﻉ �ﺧﺘﺒﺎﺭ‪ ،‬ﻭﻱﻌ�� ﻋﻨﻪ ﺑﺪﺭﺟﺔ‬
‫ﺍ�ﺥﻄﺄ‪).‬ﺩﺥ( ﻭ�� ﻏ�� ﻣﻌﺮﻭﻓﺔ ﺃﻳﻀﺎ‪ .‬ﻭهﻜﺬﺍ ﻓﺈﻥ‪:‬‬

‫ﺃﻱ ﺃﻥ ﺍﻟﺪﺭﺟﺔ ﺍﻟ�ﻠﻴﺔ = ﺍﻟﺪﺭﺟﺔ ﺍ�ﺡﻘﻴﻘﻴﺔ ‪ +‬ﺩﺭﺟﺔ ﺍ�ﺥﻄﺄ‬

‫ﻭﻟهﺬﺍ ﻳﻤﻜﻦ ﺍﻟﻘﻮﻝ ﺇﻥ ﻣﻌ�ﻯ ﺩﻻﻟﺔ ﺛﺒﺎﺕ �ﺧﺘﺒﺎﺭ ﻋ�� �ﺩﺍﺀ ﺍ�ﺡﻘﻴﻘﻲ ﺇﻧﻤﺎ هﻮ ﺍﻟﺪﻻﻟﺔ ﻋ��‬
‫ﺍﻟﺘﺒﺎﻳﻦ ﺍ�ﺡﻘﻴﻘﻲ ﻭ�ﺭﺗﺒﺎﻁ ﺑﻪ‪ .‬ﺣﻴﺚ ﺃﻥ ﻣﻌﺎﻣﻞ ﺛﺒﺎﺕ ﺩﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭ �ﺴﺎﻭﻱ ﺍﻟﻥﺴﺒﺔ ﺑ�ﻥ ﺍﻟﺘﺒﺎﻳﻦ‬
‫ﺍ�ﺡﻘﻴﻘﻲ ﺇ�� ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻌﺎﻡ ﺃﻱ ﺃﻥ‪:‬‬

‫ﻭﻟﻨﻮ�ﺡ ﺫﻟﻚ ﺑﻤﺜﺎﻝ‪:‬‬

‫)‪(319‬‬
 ‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﻋﻨﺪﻣﺎ ﺗﺬهﺐ ﺇ�� ﺍﻟﺴﻮﻕ ﻟﺕﺸ��ﻱ ﺻﻨﺪﻭﻗﺎ ﻣﻦ ﺍﻟ��ﺗﻘﺎﻝ ﻣﻦ ﺑﺎﺉﻊ ﻣﻌ�ﻥ‪ ،‬ﻓﺈﻥ ﻭﺯﻥ ﺍﻟﺼﻨﺪﻭﻕ ﻟﻱﺲ‬
‫هﻮ ﻭﺯﻥ ﻣﺎ ﺗﺄ�ﻠﻪ ﻣﻦ ﺍﻟ��ﺗﻘﺎﻝ ﻓﻘﻂ‪ ،‬ﻭﻟﻜﻨﻪ ﺃﻳﻀﺎ �ﺸﻤﻞ ﻗﺸﺮ ﺍﻟ��ﺗﻘﺎﻝ ﻭﺍﻟﻮﺭﻕ ﺍﻟﺬﻱ �ﻐﻠﻒ ﺍﻟ��ﺗﻘﺎﻝ‬
‫ﻭﺍﳌﺎﺩﺓ ﺍﳌﺼﻨﻮﻉ ﻣ��ﺎ ﺍﻟﺼﻨﺪﻭﻕ‪.‬‬
‫ﻭهﺬﺍ ﻣﺎ ﻳﻘﺎﺑﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻜ�� ﺃﻭ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻌﺎﻡ)ﺍﻟﻮﺯﻥ ﺍﻟﻜ�� ﻟﻠﺼﻨﺪﻭﻕ(‪ ،‬ﺃﻣﺎ ﻭﺯﻥ ﻗﺸﺮ ﺍﻟ��ﺗﻘﺎﻝ‬
‫ﻭﺍﻟﻮﺭﻕ ﺍﳌﻐﻠﻒ ﻟﻠ��ﺗﻘﺎﻝ ﻭﺍﳌﺎﺩﺓ ﺍﳌﺼﻨﻮﻉ ﻣ��ﺎ ﺍﻟﺼﻨﺪﻭﻕ – ﻭهﺬﺍ ﻣﺎ ﺳﻮﻑ ﻧﺘﺨﻠﺺ ﻣﻨﻪ‪ ،-‬ﻭهﻮ‬
‫ﻳﺨﺘﻠﻒ ﻣﻦ ﺻﻨﺪﻭﻕ ﻵﺧﺮ‪ -‬ﻓهﻮ ﻳﻘﺎﺑﻞ ﺗﺒﺎﻳﻦ ﺍ�ﺥﻄﺄ‪ ،‬ﺃﻣﺎ ﻭﺯﻥ ﻣﺎ ﺳﻮﻑ ﻧﺄ�ﻠﻪ ﻣﻦ ﺑﺮﺗﻘﺎﻝ ﻓهﻮ ﻳﻘﺎﺑﻞ‬
‫ﺍﻟﺘﺒﺎﻳﻦ ﺍ�ﺡﻘﻴﻘﻲ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﻓﺈﻧﻪ �ﻠﻤﺎ ﺯﺍﺩﺕ �ﺴﺒﺔ ﻭﺯﻥ ﻣﺎ ﺳﻮﻑ ﺗﺄ�ﻠﻪ ﻣﻦ ﺑﺮﺗﻘﺎﻝ ﺇ�� �ﺴﺒﺔ ﻭﺯﻥ ﺍﻟﺼﻨﺪﻭﻕ ﻛ�ﻞ ﻛﻨﺖ‬
‫ﻣﻘﺘﻨﻌﺎ ﺗﻤﺎﻣﺎ ﺑﻤﺎ ﺩﻓﻌﺘﻪ ﻣﻦ ﺛﻤﻦ �� هﺬﺍ ﺍﻟﺼﻨﺪﻭﻕ ﻭﺍﻟﻌﻜﺲ �ﺡﻴﺢ‪ .‬ﻭ�ﺎﳌﺜﻞ ﻓﺈﻥ ﺩﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭ‬
‫ﺍﻟ�ﻱ ﺗﺮﺗﻔﻊ ﻓ��ﺎ �ﺴﺒﺔ ﺍﳌ�ﻮﻥ ﺍ�ﺡﻘﻴﻘﻲ ﻟﻠﺘﺒﺎﻳﻦ ﺍﻟﻌﺎﻡ ﺗ�ﻮﻥ ﺃﻛ�� ﺛﺒﺎﺗﺎ ﻣﻦ ﺗﻠﻚ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟ�ﻱ ﺗﻘﻞ ﻓ��ﺎ‬
‫هﺬﻩ ﺍﻟﻥﺴﺒﺔ‪.‬‬
‫ﻭﻟﻠﺘ�ﺥﻴﺺ ﻓﺈﻧﻨﺎ ﻧﻘﻮﻝ‪ :‬ﺇﻥ ﺩﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭ �ﻌﺘ�� ﺛﺎﺑﺘﺔ ﺇﺫﺍ ﺍﺭﺗﻔﻌﺖ �ﺴﺒﺔ ﺍﳌ�ﻮﻥ ﺍ�ﺡﻘﻴﻘﻲ ��‬
‫ﻉ‪ ²‬ﺥ‬ ‫ﻉ‪ ²‬ﺡ‬
‫ﺗ�ﻮﻥ ﺃﻗﻞ ﻣﺎ ﻳﻤﻜﻦ‪.‬‬ ‫ﺗ�ﻮﻥ ﺃﻋ�� ﻣﺎ ﻳﻤﻜﻦ‪ ،‬ﺑﻱﻨﻤﺎ‬ ‫ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻌﺎﻡ ﻟهﺬﻩ ﺍﻟﺪﺭﺟﺎﺕ ﺃﻱ ﺃ‪:‬‬
‫ﻉ‪²‬ﻙ‬ ‫ﻉ‪²‬ﻙ‬

‫‪ -3‬ﺃﻥ ﺗ�ﻮﻥ هﻨﺎﻙ ﻋﻼﻗﺔ ﻗﺎﻧﻮﻧﻴﺔ ﺑ�ﻥ ﻭﺣﺪﺍﺕ �ﺧﺘﺒﺎﺭ ﺃﻭ ﺑﻨﻮﺩﻩ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﻳﺪﻝ ﻋ�� ﺍﻟﺘﻨﺎﺳﻖ ��‬
‫ﺍﻟﺒﻨﺎﺀ ﺍﻟﺪﺍﺧ�� ﻟﻼﺧﺘﺒﺎﺭ‪ ،‬ﻭهﺬﺍ �ﻌ�ﻱ ﺃﻥ ﻣﻌﺎﻣﻞ ﺛﺒﺎﺕ �ﺧﺘﺒﺎﺭ ﺳﻮﻑ ﻳﺘﻮﻗﻒ ﻋ�� ﺍﻟﻌﻼﻗﺔ ﺃﻭ �ﺭﺗﺒﺎﻁ‬
‫ﺑ�ﻥ �ﻞ ﻭﺣﺪﺓ ﻭﻭﺣﺪﺓ ﺃﺧﺮﻯ )�ﺭﺗﺒﺎﻃﺎﺕ ﺍﻟﺒﻴﻥﻴﺔ(‪ ،‬ﻛﻤﺎ ﻳﺘﻮﻗﻒ ﺃﻳﻀﺎ ﻋ�� ﺍﺭﺗﺒﺎﻁ �ﻞ ﻭﺣﺪﺓ ﺑﺎﻻﺧﺘﺒﺎﺭ‬
‫ﻛ�ﻞ‪ .‬ﻭ�ﺘ�ﺡ ﻣﻦ هﺬﺍ ﺃﻥ ﺗﻤﺎﺳﻚ �ﺧﺘﺒﺎﺭ ﺃﻭ ﺗﻨﺎﺳﻖ ﺑﻨﺎﺋﻪ ﻳﺪﻝ ﻋ�� ﺛﺒﺎﺕ ﺩﺭﺟﺎﺗﻪ‪ ).‬ﻋﺒﺪ ﺍﻟﺮﺣﻤﻦ‪،‬‬
‫‪(166 ،164 ،1998‬‬

‫ﻃﺮﻕ ﺣﺴﺎﺏ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ‪:‬‬

‫ﻋﻨﺪﻣﺎ ﻧﻘﻮﻡ ﺑﺘﻄﺒﻴﻖ ﺃﺣﺪ �ﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻋ�� ﻋﻴﻨﺔ ﻣﻦ ﻣﺠﺘﻤﻊ ﻣﺎ‪ ،‬ﻓﺈﻥ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟ�ﻱ‬
‫ﻧﺤﺼﻞ ﻋﻠ��ﺎ ﻟ�ﻞ ﻓﺮﺩ ﻣﻦ ﺃﻓﺮﺍﺩ هﺬﻩ ﺍﻟﻌﻴﻨﺔ ﻋ�� هﺬﺍ �ﺧﺘﺒﺎﺭ ) �ﻌﺮﻑ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺍﳌﺸﺎهﺪﺓ(‪ .‬ﻭ‬
‫�ﺸﺘﻤﻞ ﺑﺪﺍﺧﻠهﺎ ﻋ�� ﺍﻟﺪﺭﺟﺎﺕ ﺍ�ﺡﻘﻴﻘﻴﺔ ﻭﻋ�� ﺟﺰﺀ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ﺍﳌﺸﺎهﺪﺓ ﺍﻟﺮﺍﺟﻌﺔ ﺇ�� ﺧﻄﺄ‬

‫)‪(320‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫ﺍﻟﻘﻴﺎﺱ‪ ،‬ﻭ ﻟﻱﺲ ﺑﻮﺳﻊ ﺍﻟﻔﺎﺣﺺ ﺃﻥ ﻳﻔﺼﻞ ﺑ�ﻥ ﺍﻟﺪﺭﺟﺔ ﺍ�ﺡﻘﻴﻘﻴﺔ ﻭﺩﺭﺟﺔ ﺍ�ﺥﻄﺄ‪ ،‬ﻟﻜﻦ ﻣﻦ ﺍﳌﻤﻜﻦ‬
‫ﺃﻥ ﻧﺤﺼﻞ ﻋ�� ﻣﻌﺎﻣﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻋﻦ ﻃﺮ�ﻖ ﻣﺠﻤﻮﻋﺔ ﻣﻦ �ﺳﺎﻟﻴﺐ ﺍ�ﺥﺘﻠﻔﺔ �ﻌﺮﺿهﺎ ﻓﻴﻤﺎ ﻳ��‪:‬‬
‫ﺍﻟﺸ�ﻞ ﺍﻟﺘﺨﻄﻴﻄﻲ ﺍﻟﺘﺎ�� ﻳﻮ�ﺡ هﺬﻩ �ﻧﻮﺍﻉ ﻣﻦ ﻣﻌﺎﻣﻼﺕ ﺍﻟﺜﺒﺎﺕ‪:‬‬

‫‪-1‬ﻃﺮﻳﻘﺔ ﺇﻋﺎﺩﺓ ﺗﻄﺒﻴﻖ ﺍﻻﺧﺘﺒﺎﺭ‬

‫ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟهﺎﻣﺔ ﺍﻟ�ﻱ ﺗﺆﺛﺮ �� ﺛﺒﺎﺕ ﺩﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭ "ﻋﺎﻣﻞ ﺍﻟﺰﻣﻦ"‪ ،‬ﻟﺬﻟﻚ ﻓﺈﻥ هﺬﻩ ﺍﻟﻄﺮ�ﻘﺔ‬
‫�ﻌﺘﻤﺪ ﻋ�� ﻓﺤﺺ ﻣﺪﻯ ﺛﺒﺎﺕ �ﺧﺘﺒﺎﺭ �� ﺿﻮﺀ ﻣﺘﻐ�� ﺍﻟﺰﻣﻦ‪ ،‬ﻭﺫﻟﻚ ﺑﺘﻄﺒﻴﻖ �ﺧﺘﺒﺎﺭ‪ ،‬ﺛﻢ ﺇﻋﺎﺩﺓ‬
‫ﺗﻄﺒﻴﻖ ﻧﻔﺲ �ﺧﺘﺒﺎﺭ ﻋ�� ﻧﻔﺲ ﺍﻟﻌﻴﻨﺔ ﻣﻦ �ﻓﺮﺍﺩ ﺗﺤﺖ ﻧﻔﺲ ﺍﻟﻈﺮﻭﻑ �ﻌﺪ ﻓ��ﺓ ﺯﻣﻨﻴﺔ‪ .‬ﺛﻢ ﺣﺴﺎﺏ‬
‫ﻣﻌﺎﻣﻞ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟ�ﻱ ﺗﺤﺼﻞ ﻋﻠ��ﺎ �� ﻣﺮ�ﻲ ﺍﻟﺘﻄﺒﻴﻖ‪ ،‬ﻭﻱﺴ�ﻯ ﻣﻌﺎﻣﻞ �ﺭﺗﺒﺎﻁ ﺍﻟﻨﺎﺗﺞ‬
‫"ﻣﻌﺎﻣﻞ �ﺳﺘﻘﺮﺍﺭ ﺑ�ﻥ ﻣﺮ�ﻲ ﺍﻟﺘﻄﺒﻴﻖ" "‪ ،"coefficient of stability‬ﺣﻴﺚ �ﻌ�� ﻋﻦ ﻣﺪﻯ ��ﺴﺎﻕ‬
‫ﺑ�ﻥ ﺩﺭﺟﺎﺕ ﻧﻔﺲ �ﺧﺘﺒﺎﺭ ﺇﺫﺍ ﻣﺎ ﺃﻋﻴﺪ ﺗﻄﺒﻴﻘﻪ ﻋ�� ﻧﻔﺲ �ﻓﺮﺍﺩ‪.‬‬
‫ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮ�ﻘﺔ ﺍﻟﻌﺎﻣﺔ �ﺡﺴﺎﺏ ﻣﻌﺎﻣﻞ �ﺭﺗﺒﺎﻁ )ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺪﺭﺟﺎﺕ ﺍ�ﺥﺎﻡ‬
‫ﻣﺒﺎﺷﺮﺓ(‪ ،‬ﻭﺍﳌﺸﻜﻼﺕ ﺍﻟ�ﻱ ﺗﻮﺍﺟﻪ هﺬﻩ ﺍﻟﻄﺮ�ﻘﺔ �� ﺣﺴﺎﺏ ﺍﻟﺜﺒﺎﺕ ��‪:‬‬

‫)‪(321‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﺃ(‪ -‬ﻃﻮﻝ ﺍﻟﻔ��ﺓ ﺍﻟﻮﺍﻗﻌﺔ ﺑ�ﻥ ﻣﺮ�ﻲ ﺍﻟﺘﻄﺒﻴﻖ ﺣﻴﺚ ﻳﺘﻮﻗﻒ ﻃﻮﻝ ﺍﻟﻔ��ﺓ ﺍﻟﺰﻣﻨﻴﺔ ﻋ��‪:‬‬
‫‪ -‬ﺍﻟﻌﻤﺮ ﺍﻟﺰﻣ�ﻱ ﻟﻠﻤﻔﺤﻮﺻ�ﻥ‪ :‬ﻓﺘ�ﻮﻥ ﻗﺼ��ﺓ �ﺴﺏﻴﺎ ﻣﻊ ﺍﻟﺼﻐﺎﺭ ﻋﻦ ﺍﻟﻜﺒﺎﺭ �ﺴﺏﺐ ﺗﺪﺧﻞ ﻋﺎﻣﻞ‬
‫ﺍﻟﻨ�ﺝ ﺍﻟﻌﻘ�� ﻭﺍ�ﺝﺴ�ﻱ ﻭ�ﺟﺘﻤﺎ�� �� ﺍﻟﺘﺄﺛ�� ﻋ�� ﺇﺟﺎﺑﺎﺕ ﺍﳌﻔﺤﻮﺻ�ﻥ �� ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﺜﺎ�ﻲ‪.‬‬
‫‪ -‬ﻃﺒﻴﻌﺔ �ﺧﺘﺒﺎﺭ‪ :‬ﻋﻨﺪ ﺗﻄﺒﻴﻖ �ﺧﺘﺒﺎﺭﺍﺕ ﺍﻟ�ﻱ ﺗﺘﻄﻠﺐ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﻓﺈﻥ ﺍﳌﻔﺤﻮﺹ ﺳﻮﻑ ﻳﺤﻞ‬
‫ﺍﳌﺸﻜﻼﺕ ﺑﻨﻔﺲ ﺍﻟﻄﺮ�ﻘﺔ ﺍﻟ�ﻱ ﺳﺒﻖ ﺃﻥ ﺗﻮﺻﻞ ﺇﻟ��ﺎ �� ﺍﳌﺮﺓ �ﻭ��‪.‬‬
‫‪ -‬ﻳﻨ�ﺡ ﺃﻥ ﻻ ﺗﻘﻞ ﺍﻟﻔ��ﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺑ�ﻥ ﻣﺮ�ﻲ ﺍﻟﺘﻄﺒﻴﻖ ﻋﻦ ﺃﺳﺒﻮﻋ�ﻥ ﻭﻻ ﺗﺰ�ﺪ ﻋﻦ ﺳﺘﺔ ﺃﺷهﺮ ﻋ��‬
‫ﺃﻥ ﺗﺤﺪﺩ �� ﺿﻮﺀ ﻋﻮﺍﻣﻞ ﻋﻤﺮ ﺍﳌﻔﺤﻮﺻ�ﻥ ﻭﻃﺒﻴﻌﺔ �ﺧﺘﺒﺎﺭ‪.‬‬
‫‪ -‬ﺿﻤﺎﻥ ﺃﻥ ﺗ�ﻮﻥ ﻇﺮﻭﻑ ﺗﻄﺒﻴﻖ �ﺧﺘﺒﺎﺭ �� ﺍﳌﺮﺓ ﺍﻟﺜﺎﻧﻴﺔ �� ﻧﻔﺴهﺎ ﻇﺮﻭﻑ ﺍﻟﺘﻄﺒﻴﻖ �ﻭﻝ ﻣﻦ‬
‫ﺣﻴﺚ ﺍﳌ�ﺎﻥ "ﺣﺎﻟﺔ ﺍﳌﻨﺎﺥ"‪" ،‬ﺍﻟﻀﻮﺿﺎﺀ"‪" ،‬ﺍﻟ��ﻮ�ﺔ"‪ ،. ..،‬ﻭﻏ��هﺎ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟ�ﻱ ﻳﻤﻜﻦ ﺃﻥ �ﺴهﻢ ��‬
‫ﺍﻟﺘﺒﺎﻳﻦ ﺍ�ﺥﻄﺄ ﻟﺪﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭ ﻋﻨﺪ ﺇﻋﺎﺩﺓ ﺍﻟﺘﻄﺒﻴﻖ‪.‬‬
‫‪ -‬ﻋﻨﺪﻣﺎ ﻳﺆﺩﻱ ﺍﳌﻔﺤﻮﺹ ﻣهﺎﻡ �ﺧﺘﺒﺎﺭ ﺑﺄﻗ�ﻯﻯ ﻗﻮﺓ ﺑﺪﻧﻴﺔ ﻟﻪ‪ �� -‬ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﳌهﺎﺭﺍﺕ ﺍ�ﺡﺮﻛﻴﺔ‪-‬‬
‫ﻓﺈﻥ ﺗﻜﺮﺍﺭ ﺃﺩﺍﺀ ﻧﻔﺲ ﺍﳌهﺎﻡ ﻋﻨﺪ ﺇﻋﺎﺩﺓ ﺍﻟﺘﻄﺒﻴﻖ ﺳﻮﻑ ﻳﺘﺄﺛﺮ ﺑﺤﺎﻟﺔ ﺍﻟﺘﻌﺐ ﺍﻟﺒﺪ�ﻲ ﻟﻠﻤﻔﺤﻮﺹ‪،‬‬
‫ﻭﺧﺎﺻﺔ ﺇﺫﺍ �ﺎﻧﺖ ﺍﻟﻔ��ﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺑ�ﻥ ﺍﻟﺘﻄﺒﻴﻘ�ﻥ ﻗﺼ��ﺓ �ﺴﺏﻴﺎ‪ ،‬ﻣﻤﺎ ﻳﺆﺩﻱ ﺇ�� �ﻐ�� ﺩﺭﺟﺎﺕ ﺍﳌﻔﺤﻮﺹ‬
‫�� �ﺧﺘﺒﺎﺭ ﺍﻟﺜﺎ�ﻲ‪ ،‬ﻭ�ﺎﻟﺘﺎ�� ﺍﻧﺨﻔﺎﺽ �� ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ‪) .‬ﻏﻨﻴﻢ‪(73 ،71 ،2004 ،‬‬

‫‪-2‬ﻃﺮﻳﻘﺔ ﺍﻟﺼﻮﺭ ﺍﳌﺘﻜﺎﻓﺌﺔ‬

‫هﻨﺎ ﻳﺘﻢ ﺇ�ﺸﺎﺀ ﺻﻮﺭﺗ�ﻥ ﻣﺘ�ﺎﻓﺌﺘ�ﻥ ﻣﻦ �ﺧﺘﺒﺎﺭ ﺍﻟﻮﺍﺣﺪ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺗﻤﺜﻴﻞ ﺟﺎﻧﺐ ﺍﻟﺴﻠﻮﻙ‬
‫ﺍﳌﻄﻠﻮﺏ ﻗﻴﺎﺳﻪ‪ .‬ﺃﻱ ﺃﻥ ﺍﻟﺘ�ﺎﻓﺆ ﻳﺠﺐ ﺃﻥ �ﺸﻤﻞ ﺍ�ﺝﻮﺍﻧﺐ �ﺗﻴﺔ‪:‬‬
‫‪ -1‬ﻋﺪﺩ ﺃﺳﺌﻠﺔ �ﺧﺘﺒﺎﺭ‪.‬‬
‫‪ -2‬ﻋﺪﺩ ﻣ�ﻮﻧﺎﺕ ﺍﻟﻮﻇﻴﻔﺔ ﺍﻟ�ﻱ ﻳﻘﻱﺴهﺎ �ﺧﺘﺒﺎﺭ‪.‬‬
‫‪� -3‬ﺴﺒﺔ ﺍﻟﺒﻨﻮﺩ ﺍﻟ�ﻱ ﺗﺨﺺ ﻛﻼ ﻣ��ﺎ‪.‬‬
‫‪ -4‬ﻣﺴﺘﻮﻯ ﺻﻌﻮ�ﺔ ﺍﻟﺒﻨﻮﺩ‪.‬‬
‫‪ -5‬ﻃﺮ�ﻘﺔ ﺻﻴﺎﻏﺔ ﺍﻟﺒﻨﻮﺩ‪.‬‬

‫)‪(322‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫‪ -6‬ﻃﻮﻝ �ﺧﺘﺒﺎﺭ ﻭﻃﺮ�ﻘﺔ ﺇﺟﺮﺍﺋﻪ ﻭﺗ�ﺡﻴﺤﻪ ﻭﺗﻮﻗﻴﺘﻪ‪.‬‬

‫‪� -7‬ﺴﺎﻭﻱ ﻣﺘﻮﺳﻂ ﺗﺒﺎﻳﻦ )ﻉ( ﺩﺭﺟﺎﺕ �ﻓﺮﺍﺩ ﻋ�� �ﻞ ﻣﻦ ﺍﻟﺼﻮﺭﺗ�ﻥ‪.‬‬
‫‪� -8‬ﻌﻠﻴﻤﺎﺕ ﺍﻟﺘﻄﺒﻴﻖ ﻭﺍﻟﺘ�ﺡﻴﺢ‪� ).‬ﻧﺼﺎﺭﻱ‪(123 ،2000 ،‬‬
‫ﺗﺘ�ﺥﺺ ﻃﺮ�ﻘﺔ ﺍﻟﺼﻴﻎ ﺍﳌﺘ�ﺎﻓﺌﺔ �� ﺍﺧﺘﺒﺎﺭ �ﻓﺮﺍﺩ ﺃﻧﻔﺴهﻢ ﺑﺈﺣﺪﻯ ﺍﻟﺼﻴﻎ �� ﺍﳌﺮﺓ �ﻭ��‪ ،‬ﺛﻢ‬
‫�ﺴﺘﺨﺪﻡ ﺻﻴﻐﺔ ﻣ�ﺎﻓﺌﺔ ﻟهﺎ �� ﺍﳌﺮﺓ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﻱﺴﺘﺨﺮﺝ ﻣﻌﺎﻣﻞ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﺍﻟﺪﺭﺟﺎﺕ �� ﺍﳌﺮﺗ�ﻥ‪ ،‬ﻭهﻮ‬
‫ﻳﻤﺜﻞ‪ -‬ﻋﻨﺪﺋﺬ‪ -‬ﻣﻌﺎﻣﻞ ﺛﺒﺎﺕ �ﺧﺘﺒﺎﺭ‪.‬‬
‫ﻓﻴﻤﺎ ﻳﺨﺘﺺ ﺑﺎﻟﻔﺎﺻﻞ ﺍﻟﺰﻣ�ﻱ ﺑ�ﻥ ﺍﻟﺼﻴﻐﺘ�ﻥ ﻓﻘﺪ ﻳ�ﻮﻥ ﺃﺣﺪ ﻧﻮﻋ�ﻥ هﻤﺎ‪:‬‬
‫‪ -1‬ﺗﻄﺒﻴﻖ ﺍﻟﺼﻴﻐﺘ�ﻥ �� ﺍ�ﺝﻠﺴﺔ ﺫﺍ��ﺎ ﺗﻄﺒﻴﻘﺎ ﻣﺘﻌﺎﻗﺒﺎ �� ﺍ�ﺡﺎﻝ‪.‬‬
‫‪ -2‬ﺗﻄﺒﻴﻖ ﺇﺣﺪﻯ ﺍﻟﺼﻴﻐﺘ�ﻥ �� ﺟﻠﺴﺔ‪ ،‬ﺛﻢ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ �� ﺟﻠﺴﺔ ﺃﺧﺮﻯ ﻣﻊ ﻓﺎﺻﻞ ﺯﻣ�ﻱ‬
‫ﺑﻴ��ﻤﺎ‪.‬‬
‫�ﺸ�� ﺍﻟﻨﻮﻉ �ﻭﻝ ﺇ�� ﺍﻟﺜﺒﺎﺕ ﻋ�� ﺍﻟﺼﻴﻐﺘ�ﻥ ﻓﻘﻂ‪ ،‬ﺃﻣﺎ ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎ�ﻲ ﻓﻴﻌﺪ ﻣﻘﻴﺎﺳﺎ ﺃﻭ ﺩﻟﻴﻼ ﻋ��‬
‫�ﻞ ﻣﻦ �ﺳﺘﻘﺮﺍﺭ ﻋ�� ﺍﻟﺰﻣﻦ ﻭﺍ�ﺴﺎﻕ �ﺳﺘﺠﺎﺑﺎﺕ ﻓﻴﻤﺎ ﻳﺨﺘﺺ �ﻌﻴﻨﺎﺕ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺒﻨﻮﺩ)ﺃﻭ ﺻﻴﻎ‬
‫�ﺧﺘﺒﺎﺭ(‪ ،‬ﻭﻣﻦ ﺛﻢ ﻓﺈﻥ هﺬﺍ ﺍﳌﻌﺎﻣﻞ ﻳﺠﻤﻊ ﺑ�ﻥ ﻧﻮﻋ�ﻥ ﻣﻦ ﺍﻟﺜﺒﺎﺕ ﻛﻼهﻤﺎ ﻣهﻢ ﳌﻌﻈﻢ ﺃﻏﺮﺍﺽ‬
‫ﺍﻟﻘﻴﺎﺱ‪ ،‬ﻭﻟﺬﻟﻚ ﻳﻤﺪﻧﺎ ﺛﺒﺎﺕ ﺍﻟﺼﻴﻎ ﺍﳌﺘﻌﺎﻗﺒﺔ ﺑﻤﻌﻴﺎﺭ ﻣﻔﻴﺪ ﻟﺘﻘﻴﻴﻢ ﻋﺪﻳﺪ ﻣﻦ �ﺧﺘﺒﺎﺭﺍﺕ‪) .‬ﻋﺒﺪ‬
‫ﺍ�ﺥﺎﻟﻖ‪.(46 ،1996 ،‬‬

‫‪ -3‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﺠﺰﺋﺔ ﺍﻟﻨﺼﻔﻴﺔ‪:‬‬

‫�� هﺬﻩ ﺍﻟﻄﺮ�ﻘﺔ ﻳﺘﻢ ﺗﺠﺰﺋﺔ ﺍﳌﻘﻴﺎﺱ ﺇ�� ﻧﺼﻔ�ﻥ‪ ،‬ﻭﻱﻌﻄﻰ �ﻞ ﻓﺮﺩ ﺩﺭﺟﺔ �� �ﻞ ﻧﺼﻒ‪ ،‬ﺃﻱ ﺃﻧﻨﺎ‬
‫�ﻌﺪ ﺗﻄﺒﻴﻖ ﺍﳌﻘﻴﺎﺱ ﻧﻘﺴﻤﻪ ﺇ�� ﺻﻮﺭﺗ�ﻥ ﻣﺘ�ﺎﻓﺌﺘ�ﻥ‪ .‬ﻭﺃﻓﻀﻞ ﺃﺳﺎﺱ ﻟﻠﺘﻘﺴﻴﻢ �� هﺬﻩ ﺍﻟﻄﺮ�ﻘﺔ ��‬
‫ﺃﻥ ﻳﺤﺘﻮﻱ ﺍﻟﻘﺴﻢ �ﻭﻝ ﻋ�� ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻔﺮﺩﻳﺔ )‪ ،(. ..،5 ،3 ،1‬ﻭﺍﻟﻘﺴﻢ ﺍﻟﺜﺎ�ﻲ ﻳﺤﺘﻮﻱ ﻋ�� ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﺍﻟﺰﻭﺟﻴﺔ )‪ ،(. ..،6 ،4 ،2‬ﺣ�ﻯ ﻧﻘﻠﻞ ﻣﺎ ﺃﻣﻜﻦ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ �� ﺃﺩﺍﺀ �ﻓﺮﺍﺩ‪ ،‬ﻣﺜﻞ ﺍﻟﻮﻗﺖ‪،‬‬
‫ﻭﺍ�ﺝهﺪ‪ ،‬ﻭﺍﻟﺘﻌﺐ‪ ،‬ﻭﺍﳌﻠﻞ‪ ،‬ﻭﻏ��هﺎ‪ ،‬ﻭﻣ��ﺓ هﺬﻩ ﺍﻟﻄﺮ�ﻘﺔ هﻮ ﺗﻮﺣﻴﺪ ﻇﺮﻭﻑ �ﺟﺮﺍﺀ ﺗﻮﺣﻴﺪﺍ ﺗﺎﻣﺎ‪ ،‬ﻭﻧﻈﺮﺍ‬
‫ﻷﻥ ﻣﻌﺎﻣﻞ �ﺭﺗﺒﺎﻁ �� هﺬﻩ ﺍ�ﺡﺎﻟﺔ ﻳ�ﻮﻥ ﺑ�ﻥ ﻧﺼﻔﻲ ﺍﳌﻘﻴﺎﺱ‪ .‬ﻓﻘﺪ ﻇهﺮﺕ ﻋﺪﺓ ﻣﻌﺎﺩﻻﺕ �ﻌﺪﻝ‬

‫)‪(323‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﻣﻌﺎﻣﻞ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﺍﻟﻨﺼﻔ�ﻥ‪ ،‬ﺑﺤﻴﺚ ﺗﺄﺧﺬ �� ﺍﻋﺘﺒﺎﺭهﺎ ﻣﻀﺎﻋﻔﺔ ﻃﻮﻝ �ﺧﺘﺒﺎﺭ‪ ،‬ﻭﻣﻦ ﺃهﻢ هﺬﻩ‬
‫ﺍﳌﻌﺎﺩﻻﺕ ﻣﻌﺎﺩﻟﺔ ﺳﺒ��ﻣﺎﻥ‪:‬‬

‫ﺣﻴﺚ‪:‬‬
‫ﺭ‪ ::11‬ﻣﻌﺎﻣﻞ ﺛﺒﺎﺕ �ﺧﺘﺒﺎﺭ �ﻠﻪ‬
‫ﺭﺱ‪ ::‬ﻣﻌﺎﻣﻞ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﻧﺼﻔﻲ �ﺧﺘﺒﺎﺭ‬
‫ﻓﺈﺫﺍ �ﺎﻥ ﻣﻌﺎﻣﻞ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﻧﺼﻔﻲ �ﺧﺘﺒﺎﺭ ‪ 0.60‬ﻓﺈﻥ‪:‬‬
‫‪1.20 (0.60)2‬‬
‫=‪0.75‬‬ ‫=‬ ‫ﺭ‪= 11‬‬
‫‪1.60 0.60+1‬‬
‫ﻭ�ﻼﺣﻆ ﺃﻥ ﻃﺮ�ﻘﺔ ﺍﻟﺘﺠﺰﺋﺔ ﺍﻟﻨﺼﻔﻴﺔ ﺗﺆﻛﺪ ﺣﻘﻴﻘﺔ ﻣهﻤﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺜﺒﺎﺕ ﻭ�� ﺃﻥ ﻣﻌﺎﻣﻞ‬
‫ﺛﺒﺎﺕ �ﺧﺘﺒﺎﺭ ﻳﺮﺗﺒﻂ ﺑﻄﻮﻟﻪ ﻓ��ﻳﺪ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ ﻋﻨﺪﻣﺎ ﻳﺰﺩﺍﺩ ﻃﻮﻝ �ﺧﺘﺒﺎﺭ‪.‬‬
‫ﻭ�ﻨﺪﺭ ﺃﻥ ﻳ�ﻮﻥ ﻣﻌﺎﻣﻞ ﺛﺒﺎﺕ �ﺧﺘﺒﺎﺭﺍﺕ ﺍﻟ�ﻱ ﺗﻘﻞ ﻋﻦ ﻋﺸﺮ ﻣﻔﺮﺩﺍﺕ ﻣﺮﺗﻔﻌﺎ‪ ،‬ﻭﻟﺬﻟﻚ �ﻌﺘ�� ‪10‬‬
‫ﻣﻔﺮﺩﺍﺕ هﻮ ﺍ�ﺡﺪ �ﺩ�ﻰ ﻟﻼﺧﺘﺒﺎﺭ ﺍﻟﺜﺎﺑﺖ‪).‬ﻣﺤﻤﻮﺩ ﻋﻼﻡ‪(473 ،،2008 ،‬‬

‫‪ -4‬ﻃﺮﻳﻘﺔ ﺍﻻﺗﺴﺎﻕ ﺍﻟﺪﺍﺧﻠﻲ ‪:Internal Consistency‬‬

‫�ﻌﺘﻤﺪ هﺬﻩ ﺍﻟﻄﺮ�ﻘﺔ ﻋ�� ﻣﺪﻯ ﺍﺭﺗﺒﺎﻁ ﺍﻟﻮﺣﺪﺍﺕ ﺃﻭ ﺍﻟﺒﻨﻮﺩ ﻣﻊ �ﻌﻀهﺎ ﺍﻟﺒﻌﺾ ﺩﺍﺧﻞ �ﺧﺘﺒﺎﺭ‪،‬‬
‫ً‬
‫ﻭﻛﺬﻟﻚ ﺍﺭﺗﺒﺎﻁ �ﻞ ﺑﻨﺪ ﻣﻊ �ﺧﺘﺒﺎﺭ ﻛ�ﻞ‪ ،‬ﻭﻣﻦ ﺃﻛ�� ﺍﳌﻌﺎﺩﻻﺕ ﺍﺳﺘﺨﺪﺍﻣﺎ ﻟﻘﻴﺎﺱ ��ﺴﺎﻕ ﺍﻟﺪﺍﺧ��‬
‫ﻧﺬﻛﺮ‪:‬‬

‫‪-1-4‬ﻣﻌﺎﺩﻟﺔ ﻛﻮﺩﺭ ﺭﻳﺘﺸﺎﺭﺩﺳﻮﻥ‪Kuder – Richardson: :‬‬

‫��ﺪﻑ ﻃﺮ�ﻘﺔ �ﻮﺩﺭ ﺭ�ﺕﺸﺎﺭﺩﺳﻮﻥ ﻟﻠﺘﻮﺻﻞ ﺇ�� ﻗﻴﻤﺔ ﺗﻘﺪﻳﺮ�ﺔ ﳌﻌﺎﻣﻞ ﺛﺒﺎﺕ �ﺧﺘﺒﺎﺭﺍﺕ ﻏ��‬
‫ﺍﳌﻮﻗﻮﺗﺔ ﺃﻱ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﻮﺓ‪ ،‬ﻭﺍﻟ�ﻱ ﺗ�ﻮﻥ ﺩﺭﺟﺎﺕ ﻣﻔﺮﺩﺍ��ﺎ ﺛﻨﺎﺋﻴﺔ ﺃﻱ ﺇﻣﺎ ﻭﺍﺣﺪ �ﺡﻴﺢ ﺃﻭ ﺻﻔﺮ‬
‫)ﻣﺤﻤﻮﺩ ﻋﻼﻡ‪ ،(160 ،2000 ،‬ﻭ�ﻌﺘﻤﺪ هﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ ﻋ�� ﺗﻮﻓﺮ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺗﺒﺎﻳﻦ �ﻞ ﻣﻔﺮﺩﺓ ﻣﻦ‬

‫)‪(324‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫ﻣﻔﺮﺩﺍﺕ �ﺧﺘﺒﺎﺭ ‪ ٠‬ﻭ�� ﺣﺎﻟﺔ ﻋﺪﻡ ﺗﻮﻓﺮ هﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﻴﻐﺔ ﺭﻗﻢ ) ‪( 21‬‬
‫ﺑﻨﻔﺲ ﺍﳌﻌﺎﺩﻟﺔ ﻭ�� ﺗﺘﻤ�� ﺑﺎﻟﺴهﻮﻟﺔ ﻭﺍﻟﺴﺮﻋﺔ �� ﺣﺴﺎ��ﺎ ﺣﻴﺚ ﺃ��ﺎ ﻻ ﺗﺤﺘﺎﺝ ﺇ�� ﻣﻌﺮﻓﺔ ﺗﺒﺎﻳﻦ‬
‫ً‬
‫ﺍﻟﺒﻨﻮﺩ‪ ،‬ﻭﻟﻜﻦ �ﻌﻴ��ﺎ ﺃ��ﺎ ﺃﻗﻞ ﺩﻗﺔ ﻣﻦ ﺍﻟﺼﻴﻎ ﺍﻟﺴﺎﺑﻘﺔ ‪ ٠‬ﻭﻗﺪ ﻭﺿﻊ ﻛﻴﻮﺩﺭ ﺭ�ﺕﺸﺎﺭﺩ ﺳﻮﻥ ﺷﺮﻭﻃﺎ‬
‫ﻻﺳﺘﺨﺪﺍﻡ هﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ ﻭ��‪:‬‬
‫‪ -‬ﺃﻥ ﺗ�ﻮﻥ ﺩﺭﺟﺔ ﺃﺳﺌﻠﺔ �ﺧﺘﺒﺎﺭ ) ﺻﻔﺮ ﺃﻭ ﻭﺍﺣﺪ ( ‪٠‬‬
‫‪ -‬ﺃﻻ ﻳ�ﻮﻥ ﻋﺪﺩ �ﺳﺌﻠﺔ ﺍﳌ��ﻭﻛﺔ ﻛﺒ�� ‪٠‬‬
‫‪ -‬ﺗﻘﺎﺭﺏ ﻣﺴﺘﻮﻯ ﺻﻌﻮ�ﺔ �ﺳﺌﻠﺔ ‪٠‬‬
‫‪� -‬ﺴﺎﻭﻯ ﻣﻌﺎﻣﻼﺕ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﺩﺭﺟﺎﺕ �ﺳﺌﻠﺔ ) ﺃﺑﻮ هﺎﺷﻢ‪(08 ،2006 ،‬‬

‫‪ -2-4‬ﻣﻌﺎﺩﻟﺔ ﺃﻟﻔﺎ ﻛﺮﻭﻧﺒﺎﺥ ‪:Cronbach Alpha‬‬

‫�ﻌﺘ�� ﻣﻌﺎﻣﻞ ﺃﻟﻔﺎ ﺣﺎﻟﺔ ﺧﺎﺻﺔ ﻣﻦ ﻣﻌﺎﺩﻟﺔ ﻛﻴﻮﺩﺭﺭ�ﺕﺸﺎﺭﺩﺳﻮﻥ‪ ،‬ﺍﻗ��ﺣﻪ ﻛﺮﻭﻧﺒﺎﺥ‪،1951‬‬
‫ﻭ�ﻤﺜﻞ ﻣﻌﺎﻣﻞ ﺃﻟﻔﺎ ﻣﺘﻮﺳﻂ ﺍﳌﻌﺎﻣﻼﺕ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺗﺠﺰﺋﺔ �ﺧﺘﺒﺎﺭ ﺑﻄﺮﻕ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﻭ�ﺬﻟﻚ ﻓﺈﻧﻪ ﻳﻤﺜﻞ‬
‫ﻣﻌﺎﻣﻞ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﺃﻱ ﺟﺰﺃﻳﻦ ﻣﻦ ﺃﺟﺰﺍﺀ �ﺧﺘﺒﺎﺭ‪.‬‬

‫ﺣﻴﺚ ﻉ‪ ²‬ﺏ هﻮ ﻣﺠﻤﻮﻉ ﺗﺒﺎﻳﻦ ﺍﻟﺒﻨﻮﺩ ﺃﻭ �ﺳﺌﻠﺔ‪ ،‬ﺑﻤﻌ�ﻯ ﺃﻥ ﻳﺤﺴﺐ ﺗﺒﺎﻳﻦ �ﻞ ﺑﻨﺪ ﻣﻦ ﺑﻨﻮﺩ‬
‫�ﺧﺘﺒﺎﺭ)ﻣﻦ ﺩﺭﺟﺎﺕ �ﻓﺮﺍﺩ �� هﺬﺍ ﺍﻟﺒﻨﺪ(‪ ،‬ﺛﻢ ﻳﻮﺟﺪ ﻣﺠﻤﻮﻉ هﺬﻩ ﺍﻟﺘﺒﺎﻳﻨﺎﺕ ﻟﻨﺤﺼﻞ ﻋ�� ﻣﺞ ﻉ‪²‬ﺏ‪،‬‬
‫ﻥ= ﻋﺪﺩ ﺍﻟﺒﻨﻮﺩ‪ ،‬ﻉ‪²‬ﻙ ﺗﺒﺎﻳﻦ �ﺧﺘﺒﺎﺭ ﻛ�ﻞ‪ ،‬ﻭ�ﺸ��ﻁ ﺃﻥ ﺗﻘﻱﺲ ﺑﻨﻮﺩ �ﺧﺘﺒﺎﺭ ﺳﻤﺔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ‪،‬‬
‫ﻭ�ﺴﺘﺨﺪﻡ هﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ �� ﺍﳌﻘﺎﻳﻱﺲ ﻭ�ﺧﺘﺒﺎﺭﺍﺕ ﻣﺘﻌﺪﺩﺓ �ﺧﺘﻴﺎﺭﺍﺕ ﻭﻟﻱﺴﺖ ﺍﻟﺜﻨﺎﺋﻴﺔ‪).‬ﺳﻌﺪ ﻋﺒﺪ‬
‫ﺍﻟﺮﺣﻤﻦ‪(172 ،1998 ،‬‬
‫ﻳﺘﻢ ﺗﻔﺴ�� ﻣﻌﺎﻣﻞ ﺍﻟﻨﺎﺗﺞ �� ﺿﻮﺀ ﻣﻌﺎﻣﻞ �ﺭﺗﺒﺎﻁ ﺍﻟﻨﺎﺗﺞ‪ ،‬ﻭﺃﻋ�� ﻗﻴﻤﺔ ﻳﻤﻜﻦ ﺃﻥ ﻳﺼﻞ ﺇﻟ��ﺎ‬
‫ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ �� )‪ ،(1‬ﻭ�� ﻗﻴﻤﺔ ﻻ ﻧﺼﻞ ﺇﻟ��ﺎ �� ﺃﻏﻠﺐ �ﺣﻮﺍﻝ ﻭﺧﺎﺻﺔ ﻋ�� ﺍﳌﺴﺘﻮﻯ ��ﺴﺎ�ﻲ‪.‬‬

‫)‪(325‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﻋ�� هﺬﺍ �ﺳﺎﺱ ﺇﺫﺍ ﺣﺼﻠﻨﺎ ﻋ�� ﻣﻌﺎﻣﻞ ﺛﺒﺎﺕ ﻗﻴﻤﺘﻪ)‪ (0.95‬ﻓﺈﻥ هﺬﺍ �ﻌ�ﻱ ﺃﻥ ‪ 0.95‬ﻣﻦ ﺗﺒﺎﻳﻦ‬
‫ﺩﺭﺟﺎﺕ �ﺧﺘﺒﺎﺭ هﻮ ﺣﻘﻴﻘﻲ‪ ،‬ﻭﺃﻥ ﻣﺎ ﺗﺒﻘﻰ )‪ (0.05‬هﻮ ﻣﻦ ﻧﻮﻉ ﺍﻟﺘﺒﺎﻳﻦ ﺍ�ﺥﻄﺄ‪).‬ﻏﻨﻴﻢ‪.(70 ،2004 ،‬‬
‫ﻭ�ﺘﺄﺛﺮﺗﻘﺪﻳﺮﺍﻟﺜﺒﺎﺕ ﺑﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﻣ��ﺎ‪:‬‬

‫‪ -‬ﻃﻮﻝ ﺍﻻﺧﺘﺒﺎﺭ‪:‬‬
‫ﺣﻴﺚ ﺗﺰﺩﺍﺩ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ ﺑﺰ�ﺎﺩﺓ ﻋﺪﺩ �ﺳﺌﻠﺔ ﺃﻭ ﺑﻨﻮﺩ �ﺧﺘﺒﺎﺭ‪ ،‬ﻭ�ﺮﺟﻊ ﺫﻟﻚ ﺇ�� ﺃﻥ ﺯ�ﺎﺩﺓ‬
‫ﻋﺪﺩ �ﺳﺌﻠﺔ ﻳﺆﺩﻯ ﺇ�� ﺷﻤﻮﻝ ﺃﻛ�� ﻟﻠﻤﺤﺘﻮﻯ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺻﺪﻕ ﻣﺤﺘﻮﻯ ﻣﺮﺗﻔﻊ‪٠‬‬
‫هﻨﺎ ﻳﻤﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﻟﻌﻼﻗﺔ ﺑ�ﻥ ﻋﺪﺩ ﺑﻨﻮﺩ �ﺧﺘﺒﺎﺭ ﻭﻣﻌﺎﻣﻞ ﺛﺒﺎﺗﻪ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ‪ ،‬ﺑﻤﻌ�ﻯ ﺃﻧﻪ ﺇﺫﺍ‬
‫ﺯﺍﺩ ﻋﺪﺩ ﺍﻟﺒﻨﻮﺩ ﺍﺭﺗﻔﻊ ﻣﻌﺎﻣﻞ ﺛﺒﺎﺕ �ﺧﺘﺒﺎﺭ‪ ،‬ﻭﻣﻦ ﺛﻢ ﻋﻨﺪﻣﺎ ﻳﺰﺩﺍﺩ ﻃﻮﻝ �ﺧﺘﺒﺎﺭ ﻓﺈﻥ ﺃﺧﻄﺎﺀ ﺍﻟﻘﻴﺎﺱ‬
‫ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺍﻟﺼﺪﻓﺔ ﻳﺨ��ﻝ �ﻌﻀهﺎ �ﻌﻀﺎ‪ ،‬ﻭ�ﻌﺘﻤﺪ ﺍﻟﺪﺭﺟﺎﺕ ﺃﻛ�� ﻓﺄﻛ�� ﻋ�� ﺧﺼﺎﺋﺺ ﺍﻟ�ﺥﺺ‬
‫ﺍ�ﺥﺘ��‪ ،‬ﻭﺗ�ﻮﻥ ﺍﻟﻨﺕﻴﺠﺔ ﺍ�ﺡﺼﻮﻝ ﻋ�� ﺗﻘﺪﻳﺮ ﺃﻛ�� ﺩﻗﺔ ﻟهﺬﻩ ﺍ�ﺥﺼﺎﺋﺺ‪٠‬‬
‫ﺑﺎﻟﻄﺒﻊ ﺗﻮﺟﺪ ﺍﻋﺘﺒﺎﺭﺍﺕ ﻋﻤﻠﻴﺔ ﺗﺤﺪﺩ ﻣﻘﺪﺍﺭ ﺍﻟﺰ�ﺎﺩﺓ ﺍﳌﻤﻜﻨﺔ �� ﻃﻮﻝ �ﺧﺘﺒﺎﺭ‪ ،‬ﻣ��ﺎ ﺃﻥ ﺍﻟﻮﻗﺖ‬
‫ﺍﻟﺬﻱ ﻳﺘﻮﻓﺮ ﻟﺘﻄﺒﻴﻖ �ﺧﺘﺒﺎﺭ ﻣﺤﺪﻭﺩ‪ ،‬ﻭﻣ��ﺎ ﻣﺎ ﻳﺘﻌﻠﻖ �ﻌﻮﺍﻣﻞ ﺍﻟﺘﻌﺐ ﻭﺍﳌﻠﻞ ﻋﻨﺪ‬
‫ﺍﳌﻔﺤﻮﺻ�ﻥ‪٠‬ﻭﺗﺘﺤﺪﺩ�� �ﻌﺾ �ﺣﻴﺎﻥ �ﻌﺪﻡ ﻗﺪﺭﺗﻨﺎ ﻋ�� ﻛﺘﺎﺑﺔ ﻓﻘﺮﺍﺕ ﺟﺪﻳﺪﺓ ﺑﻨﻔﺲ ﺟﻮﺩﺓ ﺍﻟﻔﻘﺮﺍﺕ‬
‫�ﺻﻠﻴﺔ‪٠‬ﻭﻟﻜﻦ‪ �� ،‬ﺣﺪﻭﺩ هﺬﻩ �ﻋﺘﺒﺎﺭﺍﺕ‪ ،‬ﻳﻤﻜﻨﻨﺎ ﺃﻥ ﻧﺮﻓﻊ ﺛﺒﺎﺕ �ﺧﺘﺒﺎﺭ‪ ،‬ﺑﺎﻟﻘﺪﺭ ﺍﻟﺬﻱ ﻧﺮ�ﺪﻩ‪،‬‬
‫ﺑﺰ�ﺎﺩﺓ ﻃﻮﻝ �ﺧﺘﺒﺎﺭ)ﺃﺑﻮ هﺎﺷﻢ‪(11 ،2006 ،‬‬

‫ﺗﺒﺎﻳﻦ ﺩﺭﺟﺎﺕ ﺍﻷﻓﺮﺍﺩ‪:‬‬

‫ﻋﻨﺪ ﺣﺴﺎﺏ ﻣﻌﺎﻣﻞ �ﺭﺗﺒﺎﻁ ﺑ�ﻥ ﻣﺘﻐ��ﻳﻦ ﻓﺈﻥ هﺬﺍ ﺍﳌﻌﺎﻣﻞ ﻳﺘﺄﺛﺮ ﺑﻤﺪﻯ �ﻞ ﻣﺘﻐ�� ﻣ��ﻤﺎ‪ ،‬ﻭﻣﻦ ﺛﻢ‬
‫ﻓﺈﻥ ﺿﻴﻖ ﺍﳌﺪﻯ ﺃﻭ ﺍ�ﺴﺎﻋﻪ ﻳﺆﺛﺮ ﻋ�� ﻣﻌﺎﻣﻞ �ﺭﺗﺒﺎﻁ‪ ،‬ﺃﻭ ﺑﻤﻌ�ﻯ ﺁﺧﺮ ﻣﻌﺎﻣﻞ ﺛﺒﺎﺕ �ﺧﺘﺒﺎﺭ‪٠‬ﻳﻘﻞ‬
‫ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ ﺑﺰ�ﺎﺩﺓ ﺗﺠﺎ�ﺲ ﺍ�ﺝﻤﻮﻋﺔ ﺍﳌﻄﺒﻖ ﻋﻠ��ﺎ ﻭ�ﻠﻤﺎ ﺍﺭﺗﻔﻊ ﺗﺒﺎﻳﻦ �ﻓﺮﺍﺩ �ﻠﻤﺎ ﺍﺭﺗﻔﻊ ﻣﻌﺎﻣﻞ‬
‫ﺍﻟﺜﺒﺎﺕ‪ ،‬ﻟﺬﻟﻚ ﻳﺠﺐ ﺃﻥ ﻳﺼﺎﺣﺐ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ ﻭﺻﻒ ﺩﻗﻴﻖ ﻟﻨﻮﻉ ﺍ�ﺝﻤﻮﻋﺔ ﺍﻟ�ﻱ ﺣﺴﺐ ﻣﻦ ﺩﺭﺟﺎﺕ‬
‫ﺃﻓﺮﺍﺩهﺎ‪٠‬‬
‫هﺬﺍ �ﻌ�ﻯ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ ﻳﻘﻞ ﻋﻨﺪﻣﺎ ﻳﻘﻞ ﺍﻟﺘﺒﺎﻳﻦ �� ﻣﺠﻤﻮﻋﺔ ﻣﺎ‪ ،‬ﻭﻋﻠﻴﻪ ﻧﻘﻮﻝ ﺇﻥ ﺍﻟﻌﻼﻗﺔ‬
‫ﺑ�ﻥ ﺍﻟﺘﺒﺎﻳﻦ ﻭﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ �� ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ‪ ،‬ﻣﻊ ﻣﻼﺣﻈﺔ ﺃﻧﻨﺎ ﻧﺘﺤﺪﺙ ﻋﻦ ﺍﻟﺘﺒﺎﻳﻦ ﺍ�ﺡﻘﻴﻘﻲ‬

‫)‪(326‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫ﻛﺴﺏﺐ ﻟﺰ�ﺎﺩﺓ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻌﺎﻡ‪ .‬ﺃﻣﺎ ﺇﺫﺍ ﺍﻓ��ﺿﻨﺎ ﺃﻥ ﺍﻟﺘﻐ�� �� ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻌﺎﻡ ﺃﺩﻯ ﺇ�� ﺍﻟﺘﻐ�� �� ﺗﺒﺎﻳﻦ‬
‫ﺍ�ﺥﻄﺄ‪ ،‬ﻭﻟﻱﺲ ﺇ�� ﺍﻟﺘﺒﺎﻳﻦ ﺍ�ﺡﻘﻴﻘﻲ‪ ،‬ﻓﺈﻥ ﺍﻟﻌﻼﻗﺔ ﺑ�ﻥ ﺗﺒﺎﻳﻦ ﺍﻟﺪﺭﺟﺎﺕ ﻭﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ ﺗﺼﺒﺢ ﻏ��‬
‫ً‬
‫ﺫﻟﻚ ﺗﻤﺎﻣﺎ ﺣﻴﺚ ﺗﺼﺒﺢ ﻋﻼﻗﺔ ﻋﻜﺴﻴﺔ‪) .‬ﺃﺑﻮ هﺎﺷﻢ‪(12 ،2006 ،‬‬

‫ﻣﺴﺘﻮﻯ ﺻﻌﻮﺑﺔ‪/‬ﺳﻬﻮﻟﺔ ﻓﻘﺮﺍﺕ ﺍﻻﺧﺘﺒﺎﺭ‪:‬‬

‫�ﺸ�ﻞ ﻣﺴﺘﻮﻯ ﺻﻌﻮ�ﺔ‪/‬ﺳهﻮﻟﺔ ﻣﻔﺮﺩﺍﺕ �ﺧﺘﺒﺎﺭ ﻋﺎﻣﻞ ﻣهﻢ �� ﺍﻟﺘﺄﺛ�� ﻋ�� ﺛﺒﺎﺗﻪ‪ ،‬ﺇﺫ �� ﺣﺎﻟﺔ‬
‫�ﺧﺘﺒﺎﺭ ﺍﻟﺬﻱ ﻳﺘﻀﻤﻦ ﺃﺳﺌﻠﺔ ﺷﺪﻳﺪﺓ ﺍﻟﺼﻌﻮ�ﺔ ﺗﻨﺨﻔﺾ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ‪ ،‬ﻭ�ﺮﺟﻊ ﺫﻟﻚ ﺇ�� �ﺝﻮﺀ‬
‫ﺍﻟﻄﺎﻟﺐ ﻟﻠﺘﺨﻤ�ﻥ ﺣ�ﻯ ﻳﺘﻤﻜﻦ ﻣﻦ �ﺟﺎﺑﺔ ﻋ�� �ﺳﺌﻠﺔ‪ ،‬ﺃﻭ ﻗﺪ ﻳ�ﺝﺄ ﺇ�� ﺍﻟﻐﺶ‪ ،‬ﻭ�ﻠهﺎ ﺃﺳﺎﻟﻴﺐ ﺗﺆﺩﻱ‬
‫ﺇ�� ﺍﺧﺘﻼﻑ ﺩﺭﺟﺎﺕ ﺍﻟﻄﺎﻟﺐ ﻋ�� ﻣﺮﺍﺕ ﺗﻄﺒﻴﻖ �ﺧﺘﺒﺎﺭ‪ ،‬ﻭ�ﺎﻟﺘﺎ�� ﺗﺆﺩﻱ ﺇ�� ﻋﺪﻡ ��ﺴﺎﻕ ﻓﻴﻤﺎ ﻧﺤﺼﻞ‬
‫ﻋﻠﻴﻪ ﻣﻦ ﻧﺘﺎﺋﺞ‪ .‬ﻛﻤﺎ ﺗﺆﺩﻱ ﺍﻟﺼﻌﻮ�ﺔ ﺍﻟﺸﺪﻳﺪﺓ ﻟﻼﺧﺘﺒﺎﺭ ﺇ�� ﺧﻔﺾ ﺍﻟﺘﺒﺎﻳﻦ ﺑ�ﻥ ﺩﺭﺟﺎﺕ ﺍﻟﻄﻼﺏ‬
‫ﻭ�ﺼﺒﺢ ﺍﳌﺪﻯ ﺑﻴ��ﺎ ﺻﻐ��ﺍ ﺣﻴﺚ ﺃﻥ ﺍﻟﻄﺎﻟﺐ ﺍﳌﺘﻔﻮﻕ ﻭﺍﻟﻄﺎﻟﺐ ﺍﻟﻀﻌﻴﻒ ﺳﻮﻑ ﻳﺤﺼﻠﻮﻥ ﻋ��‬
‫ﺩﺭﺟﺎﺕ ﻣﺘﻘﺎﺭ�ﺔ‪ ،‬ﻣﻤﺎ ﻳﺆﺩﻱ ﺇ�� ﺍﻧﺨﻔﺎﺽ ﻗﻴﻤﺔ ﺍﻟﺘﺒﺎﻳﻦ ﺍ�ﺡﻘﻴﻘﻲ ﻭ�ﺎﻟﺘﺎ�� ﺍﻧﺨﻔﺎﺽ �� ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ‬
‫ﺛﺒﺎﺕ �ﺧﺘﺒﺎﺭ‪.‬‬
‫ﻛﻤﺎ ﺃﻥ �ﺧﺘﺒﺎﺭﺍﺕ ﺍﻟ�ﻱ ﺗﺘﻀﻤﻦ ﺃﺳﺌﻠﺔ ﺳهﻠﺔ ﺟﺪﺍ �ﺴﺘﻄﻴﻊ ﺟﻤﻴﻊ ﺍﻟﻄﻼﺏ �ﺟﺎﺑﺔ ﻋﻠ��ﺎ �ﺴهﻮﻟﺔ‬
‫ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ ﻣﺴﺘﻮﺍهﻢ ﺍﳌﻌﺮ��‪ ،‬ﻣﻤﺎ ﻳﺆﺩﻱ ﺇ�� ﺿﻴﻖ ﻣﺪﻯ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﻧﺨﻔﺎﺽ ﻗﻴﻤﺔ‬
‫ﺍﻟﺘﺒﺎﻳﻦ ﺍ�ﺡﻘﻴﻘﻲ‪ ،‬ﻭ�ﺎﻟﺘﺎ�� ﺍﻧﺨﻔﺎﺽ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ ﺍﻟﻨﺎﺗﺞ‪) .‬ﻏﻨﻴﻢ‪.(83 ،82 ،2004 ،‬‬
‫ﻣﻦ ﺧﻼﻝ هﺬﻩ ﺍﻟﻄﺮﻕ ﺍ�ﺥﺘﻠﻔﺔ �ﺡﺴﺎﺏ ﺻﺪﻕ ﻭﺛﺒﺎﺕ �ﺳﺘﺏﻴﺎﻥ ﻳ�ﻮﻥ ﺍﻟﺒﺎﺣﺚ ﻗﺪ ﺗﺄﻛﺪ ﻣﻦ‬
‫ﺻﺪﻕ ﻭﺛﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ �ﻌﺪ ﺗﻄﺒﻴﻘهﺎ ﻋ�� ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ �ﺳﺘﻄﻼﻋﻴﺔ ﻭﺃﺻﺒﺤﺖ ﺟﺎهﺰﺓ‬
‫ﻟﺘﻄﺒﻴﻘهﺎ ﻋ�� ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ �ﺳﺎﺳﻴﺔ‪.‬‬
‫ً‬
‫ﺑﻨﺎﺀ ﻋ�� ﻣﺎ ﺗﻘﺪﻡ ﺫﻛﺮﻩ ﻣﻦ ﻃﺮﻕ ﻟﺘﻘﺪﻳﺮ ﺍﻟﺼﺪﻕ ﻭﺍﻟﺜﺒﺎﺕ‪ ،‬ﻳﻤﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺗﻔﺴ�� ﺍﻟﻨﺘﺎﺋﺞ‬
‫ﻭﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺒﻥﻴﺔ ﻋ�� ﺣﺴﺎ��ﻤﺎ �ﺴﺘﻤﺪ ﻗﻮ��ﺎ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟ�ﻱ ﺟﻤﻌهﺎ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﻭﻟﻱﺲ ﻣﻦ �ﺩﺍﺓ ��‬
‫ﺣﺪ ﺫﺍ��ﺎ‪ ،‬ﻓﺎﻟﺼﺪﻕ ﻭﺍﻟﺜﺒﺎﺕ �� �ﺳﺎﺱ ﻣﻮﺟﻪ ﻟﻠﺴﻠﻮﻙ ﺍﳌﻘﺎﺱ ﻭﻟﻱﺲ ﻷﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ ﻭﻣﺎ ﺗﺤﻮ�ﻪ ﻣﻦ‬
‫ﺑﻨﻮﺩ‪ ،‬ﻻﻥ ﺩﻭﺭ �ﺳﺘﺏﻴﺎﻥ �� �ﺳﺎﺱ هﻮ �ﺡﺐ ﻋﻴﻨﺎﺕ ﻣﻦ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺬﻱ ﻳﺮ�ﺪ ﺍﻟﺒﺎﺣﺚ ﻗﻴﺎﺳﻪ ﻭﻣﻦ‬
‫ﺛﻢ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺪﻗﻪ ﻭﺛﺒﺎﺗﻪ‪.‬‬

‫)‪(327‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﺇﺫﺍ ﻋ�� ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻻ ﻳﺘﻠﻘﻰ ﺑﻴﺎﻧﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ �ﺸ�ﻞ ﺳﻠ�ﻱ ﺛﻢ ﻳﻘﻮﻡ ﺑﺘﺨﻠﻴﻠهﺎ ﻭ�ﻌﺒﺌ��ﺎ �� ﺃﻃﺮ‬
‫ﻧﻈﺮ�ﺔ‪ ،‬ﻭﺇﻧﻤﺎ ﻳﺘﺤﺼﻞ ﻋﻠ��ﺎ �ﺸ�ﻞ ﻭﺍﻉ ﻭﻣﻘﺼﻮﺩ ﻭ�ﻨﺎﺀ ﻭ�ﻘﻮﻡ ﺑﺘ�ﻮ���ﺎ ﻋﻦ ﻃﺮ�ﻖ ﺍﻟﻌﻨﺎﻳﺔ ﺑﺎﻧﺘﻘﺎﺀ‬
‫ﻭﺗﺼﻤﻴﻢ ﻭﺗﻨﻔﻴﺬ ﺍﻟﻄﺮﻕ ﺍﻟ�ﻱ ﻳﺘﻢ ��ﺎ ﺍ�ﺡﺼﻮﻝ ﻋ�� ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫"ﻓﺎﻻﺭﻗﺎﻡ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﺘﻤ�� ﺑﻘﺎﺑﻠﻴ��ﺎ ﻻﻥ ﺗﻘﻮﻝ �ﻞ ﻣﺎ ﻧﺮ�ﺪ ﺃﻥ ﻧﺠﻌﻠهﺎ ﺗﻘﻮﻟﻪ"‪).‬ﺡﺝﺮ‪،2000 :‬‬
‫‪(123‬‬

‫ﺧﻼﺻﺔ ﻭﺗﻮﺻﻴﺎﺕ‪:‬‬

‫�ﻌﺘ�� �ﺳﺘﺏﻴﺎﻥ ﻭﺳﻴﻠﺔ ﻣﻦ ﻭﺳﺎﺋﻞ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ �� ﺍﻟﺪﺭﺍﺳﺎﺕ �ﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺍﳌﺴﺘﻌﻤﻠﺔ ﻋ�� ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﻭﺷﺎﺉﻊ‪ ،‬ﻭﺭﻏﻢ �ﻧﺘﻘﺎﺩﺍﺕ ﺍﻟﻜﺜ��ﺓ ﺍﳌﻮﺟهﺔ ﻟهﺬﻩ �ﺩﺍﺓ ﺇﻻ ﺃﻥ ﺃهﻤﻴ��ﺎ‬
‫ﺗﻜﻤﻦ �� ﺳﻤﺔ �ﻗﺘﺼﺎﺩ �� ﺍ�ﺝهﺪ ﻭﺍﻟﻮﻗﺖ ﺇﺫﺍ ﻣﺎ ﻗﻮﺭﻧﺖ �ﻐ��هﺎ ﻣﻦ ﻭﺳﺎﺋﻞ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﻟﺬﺍ ﻧﺠﺪ ﺃﻏﻠﺐ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﺮ�ﻴﺔ �ﻌﺘﻤﺪ ﻋ�� �ﺳﺘﺏﻴﺎﻥ �ﻮﺳﻴﻠﺔ �ﺝﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪،‬‬
‫ﺑﺎﻟﺮﻏﻢ ﻣﻤﺎ ﺗﻨﻄﻮﻱ ﻋﻠﻴﻪ هﺬﻩ ﺍﻟﻮﺳﻴﻠﺔ ﻣﻦ ﻋﻴﻮﺏ ﻳﻤﻜﻦ ﺃﻥ ﺗﺆﺛﺮ ﻋ�� ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺃﻭﻝ ﻋﺎﺋﻖ‬
‫ﻋﺪﻡ �ﺳﺘﺠﺎﺑﺔ ﻋ�� �ﺳﺌﻠﺔ ﻣﻦ ﻗﺒﻞ ﺍﳌﺒﺤﻮﺛ�ﻥ ﻭﺍﻟ�ﻱ ﻗﺪ ﺗ�ﻮﻥ �ﻠﻴﺔ ﺃﻭ‬ ‫ﻳﻮﺍﺟهﻪ ﺍﻟﺒﺎﺣﺚ هﻮ‬
‫ﺟﺰﺋﻴﺔ‪ ،‬ﺇﻣﺎ ﺑﺪﺍﻓﻊ ﺍ�ﺥﻮﻑ ﺃﻭ ﺍ�ﺥﺝﻞ ﺃﻭ ﺃﻭ �ﺴﺏﺐ ﺍ�ﺝهﻞ ﻭﺍﻟﻼﻣﺒﺎﻻﺓ‪ ،‬ﻣﻤﺎ ﻳﺆﺩﻱ ﺇ�� ﺯ�ﺎﺩﺓ �� ﺡﺝﻢ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﻘﻮﺩﺓ ﺍﻟ�ﻱ ﺗﺆﺛﺮ ﻋ�� ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬
‫ُ‬
‫�� ﺍﻟﻐﺎﻟﺐ ﻳﺘﻢ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ �ﺳﺌﻠﺔ ﻏ�� ﺍ�ﺝﺎﺑﺔ‪ ،‬ﺃﻭ ﺍﻟﻘﻴﻢ ﺍﳌﻔﻘﻮﺩﺓ‪ ،‬ﺑﺎﻹهﻤﺎﻝ ﻭﺍﻟﺘﺠﺎهﻞ‪ ،‬ﻣﻤﺎ‬
‫ﻗﺪ ﻳﺆﺩﻱ ﺇ�� ﺗﻘﺪﻳﺮﺍﺕ ﺫﺍﺕ ﻛﻔﺎﺀﺓ ﺃﻗﻞ‪ ،‬ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺑﺈﻟﻐﺎﺀ هﺬﻩ �ﺳﺘﻤﺎﺭﺍﺕ ﻭهﺬﺍ ﺑﺪﻭﺭﻩ‬
‫ﻳﺆﺩﻱ ﺇ�� ﺿﻴﺎﻉ ﺍﻟﻜﺜ�� ﻣﻦ ﺍ�ﺝهﺪ‪ ،‬ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﻭﺟﻮﺩ �ﻌﺾ ﺍﻟﻄﺮﻕ �ﺣﺼﺎﺋﻴﺔ ﺍﻟ�ﻱ ﺗﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﻘﻮﺩﺓ‪.‬‬
‫ﻛﻤﺎ ﺃﻧﻪ ﻣﻦ ﺍﳌﺸﺎ�ﻞ ﺍﻟﻌﻮ�ﺼﺔ �� ﺍﻟﺒﺤﻮﺙ ﺍﻟ�ﻱ �ﻌﺘﻤﺪ ﻋ�� ﺃﺩﺍﺓ �ﺳﺘﺏﻴﺎﻥ �� ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ هﻮ‬
‫ﻣﻴﻞ �ﻌﺾ ﺍﳌﺴﺘﺠﻴﺒ�ﻥ ﺇ�� ﺗﻘﺪﻳﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻏ�� ﺩﻗﻴﻘﺔ ﺃﻭ ﻣﻌﻠﻮﻣﺎﺕ ﺟﺰﺋﻴﺔ‪ ،‬ﺃﻭ ﻗﺪ ﻳﺨﺸﻮﻥ ﻣﻦ‬
‫ﺍﻟﺘﻌﺒ�� ﺍﻟﺼ ــﺮ�ﺢ ﻋﻦ ﺁﺭﺍ��ﻢ ﻭﻣﻮﺍﻗﻔهﻢ ﻧﺕﻴﺠﺔ ﻻﻋﺘﺒﺎﺭﺍﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﻣﺎ ﻳﺆﺛﺮ ﻋ�� �ﺟﺎﺑﺔ ﺍﳌﻌﻄﺎﺓ ﻟﺒﻌﺾ‬
‫ﺍﻟﻨﻤﺎﺫﺝ ﻣﻦ �ﺳﺌﻠﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﻃﺒﻴﻌﺔ ﺍﻟ�ﺥﺺ ﺍﳌﺒﺤﻮﺙ ﻭﻇﺮﻭﻓﻪ ﺍﻟﻨﻔﺴﻴﺔ ﺗﺆﺛﺮ �� ﺍﺳﺘﺠﺎﺑﺘﻪ ﻭﺭﻏﺒﺘﻪ‬
‫�� �ﺟﺎﺑﺔ ﻋ�� �ﺳﺌﻠﺔ ﺃﻭ �� ﺻﺪﻗﻪ �� ﺇﻋﻄﺎﺀ �ﺟﺎﺑﺎﺕ‪.‬‬

‫)‪(328‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫ﻛﻤﺎ �ﻌﺘﻤﺪ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ �ﺳﺘﺏﻴﺎﻥ ﻋ�� ﺍﻟﻘﻴﺎﻡ ﺑﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍ�ﺥﻄﻮﺍﺕ ﺍﳌﺕﺴﻠﺴﻠﺔ ﺍﻟ�ﻱ ﺗﺆﺩﻱ ��‬
‫ﺍﻟ��ﺎﻳﺔ ﺇ�� ﺗﺠﻨﺐ ﻛﺜ�� ﻣﻦ �ﺧﻄﺎﺀ‪ ،‬ﻭﺗﺕﻴﺢ ﺇﻣ�ﺎﻧﻴﺔ ﺇﻋﺪﺍﺩ ﺍﺳﺘﺏﻴﺎﻥ ﺟﻴﺪ �ﻌﺘﻤﺪ ﻋﻠﻴﻪ‪ .‬ﻭﺗﺘﻮﻗﻒ ﺳﻼﻣﺔ‬
‫ﺑﻨﺎﺀ �ﺳﺘﺏﻴﺎﻥ ﻋ�� ﺿﻤﺎﻥ ﺻﺪﻕ �ﺩﺍﺓ ﻭﺛﺒﺎ��ﺎ‪ ،‬ﻓﺈﺫﺍ ﻟﻢ ﻳﺘﻢ ﺗﺤﺪﻳﺪ ﺩﺭﺟﺔ ﺻﺪﻕ ﻭﺛﺒﺎﺕ �ﺳﺘﺏﻴﺎﻥ‬
‫ﺍﻟﺬﻱ ﻳﺘﻢ ﺑﻨﺎﺅﻩ ﻓﺈﻥ ﺫﻟﻚ ﺳﻴﻘﻠﻞ ﻣﻦ ﻗﻴﻤﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟ�ﻱ ﻳﺘﻢ ﺍﻟﺘﻮﺻﻞ ﺇﻟ��ﺎ �� ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﺇﻻ ﺃﻥ هﻨﺎﻙ �ﻌﺾ �ﺧﻄﺎﺀ ﺍﻟ�ﻱ ﻳﻘﻊ ﻓ��ﺎ ﺍﻟﻜﺜ��ﻭﻥ ﻋﻨﺪ ﺗﻘﺪﻳﺮ ﺻﺪﻕ ﻭ ﺛﺒﺎﺕ �ﺳﺘﺏﻴﺎﻥ ﻣ��ﺎ‬
‫ً‬
‫ﺷﻴﻮﻋﺎ ﻭﺳهﻮﻟﺔ‪ ،‬ﻭﺃﺷهﺮهﺎ‬ ‫�ﻛﺘﻔﺎﺀ ﺑﺼﺪﻕ ﺍ�ﺡﻜﻤ�ﻥ ﻓﻘﻂ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻩ ﻣﻦ ﺃﻛ�� ﻃﺮﻕ ﺍﻟﺼﺪﻕ‬
‫ﻣﺨﻠﺼﺎ ً‬
‫ﺃﻣﻴﻨﺎ ��‬ ‫ً‬ ‫ً‬
‫ﺍﺳﺘﺨﺪﺍﻣﺎ ﻟﺪﻯ ﺍﻟﺒﺎﺣﺜ�ﻥ‪ ،‬ﻟﻜ��ﺎ ﻟﻱﺴﺖ ﺩﻗﻴﻘﺔ‪ ،‬ﻷﻥ �ﻌﺾ ﺍ�ﺡﻜﻤ�ﻥ ﻗﺪ ﻻ ﻳ�ﻮﻥ‬
‫ﺗﺤﻜﻴﻢ �ﺳﺘﺏﻴﺎﻥ‪ ،‬ﻟﺬﺍ ﻻ ﺑﺪ ﻣﻦ ﺗﺪﻋﻴﻤﻪ ﺑﺄﻧﻮﺍﻉ ﺃﺧﺮﻯ ﻣﻦ ﺃﻧﻮﺍﻉ ﻗﻴﺎﺱ ﺍﻟﺼﺪﻕ ﺍﻟ�ﻱ ﻗﻤﻨﺎ ﺑﺬﻛﺮهﺎ‬
‫ﺳﺎﻟﻔﺎ‪.‬‬
‫ﻛﻤﺎ ﻗﺪ ﻳﻘﻮﻡ �ﻌﺾ ﺍﻟﺒﺎﺣﺜ�ﻥ ﺑﺈﻋﺎﺩﺓ ﺗﺤﻜﻴﻢ ﻣﻘﺎﻳﻱﺲ ﻣﻘﻨﻨﺔ ﻋ�� ﻧﻔﺲ ﺍﻟﺒﻱﺌﺔ ﺍﻟ�ﻱ ﺳﻱﺘﻢ‬
‫ﺍﻟﺘﻄﺒﻴﻖ ﻋﻠ��ﺎ‪ ،‬ﻭ�ﻓﻀﻞ ﺃﻥ ﻳﻜﺘﻔﻲ ﺑﺬﻛﺮ ﺍ�ﺥﺼﺎﺋﺺ ﺍﻟﺴﻴ�ﻮﻣ��ﻳﺔ ﻟﻼﺳﺘﺏﻴﺎﻥ‪ ،‬ﺫﻟﻚ ﺃﻥ ﺍﻟﺘﺤﻜﻴﻢ‬
‫ﻳ�ﻮﻥ ﻓﻘﻂ ﻟﻼﺳﺘﺏﻴﺎﻧﺎﺕ ﺍﻟ�ﻱ ﺗﺘﺄﺛﺮ ﺑﺎﻟﺜﻘﺎﻓﺔ ﻭ�ﺘﻢ ﺗﻄﺒﻴﻘهﺎ ﻋ�� ﺑﻱﺌﺔ ﻣﺨﺘﻠﻔﺔ ﻋﻦ ﺍﻟﺒﻱﺌﺔ ﺍﻟ�ﻱ ﻃﺒﻘﺖ‬
‫ﻓ��ﺎ ﺃﻭﻝ ﻣﺮﺓ‪.‬‬
‫ﻳﻘﻮﻡ �ﻌﺾ ﺍﻟﺒﺎﺣﺜ�ﻥ ﺃﻳﻀﺎ ﺑﺤﺴﺎﺏ ﺍ�ﺥﺼﺎﺋﺺ ﺍﻟﺴﻴ�ﻮﻣ��ﻳﺔ ﻟﻼﺳﺘﺏﻴﺎﻥ ﻋ�� ﺍﻟﻌﻴﻨﺔ‬
‫�ﺳﺘﻄﻼﻋﻴﺔ �ﻌﺪ ﺗﻄﺒﻴﻘهﺎ ﻋ�� ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ �ﺳﺎﺳﻴﺔ‪ .‬ﺣﻴﺚ ﻳﻘﻮﻣﻮﻥ ﺑﺎﻗﺘﺼﺎﺹ ﺟﺰﺀ ﻣﻦ ﺍﻟﻌﻴﻨﺔ‬
‫ﺍﻟ��ﺎﺋﻴﺔ ﺍﻟ�ﻱ ﻃﺒﻖ ﻋﻠ��ﺎ �ﺳﺘﺏﻴﺎﻥ‪ ،‬ﻭﺣﺴﺎﺏ ﺍ�ﺥﺼﺎﺋﺺ ﺍﻟﺴﻴ�ﻮﻣ��ﻳﺔ‪ ،‬ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ هﻨﺎﻙ ﺧﻄﻮﺍﺕ‬
‫ﻋﻠﻤﻴﺔ ﻳﺠﺐ ﺇﺗﺒﺎﻋهﺎ‪ ،‬ﻭﻗﺪ ﺗﻢ ﺫﻛﺮهﺎ ﺁﻧﻔﺎ‪.‬‬
‫ﻳ�ﺝﺄ ﺍﻟﺒﻌﺾ ﺇ�� ﺗﻄﺒﻴﻖ �ﺳﺘﺏﻴﺎﻧﺎﺕ ﻋ�� ﻋﻴﻨﺔ ﻛﺒ��ﺓ ﻣﻦ ﺃﺟﻞ ﺍ�ﺡﺼﻮﻝ ﻋ�� ﺛﺒﺎﺕ ﻋﺎﻝ‪ ،‬ﻣﻊ ﺃﻥ‬
‫ﺍﻟﺼﺪﻕ ﻭﺍﻟﺜﺒﺎﺕ ﻻ ﻳﺘﺄﺛﺮﺍﻥ ﺑﺡﺝﻢ ﺍﻟﻌﻴﻨﺔ ﻓﻘﻂ‪ ،‬ﺑﻞ هﻨﺎﻟﻚ ﻋﻮﺍﻣﻞ ﻣﺠﺘﻤﻌﺔ ﺗﺆﺛﺮ ﻋ�� ﺍﻟﺼﺪﻕ‬
‫ﻭﺍﻟﺜﺒﺎﺕ‪ ،‬ﻛﺬﻟﻚ ﻋﺪﻡ ﺍﺧﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻋﻤﺪﻳﺔ ﺑﻞ ﻳﺠﺐ ﺃﻥ ﺗ�ﻮﻥ ﺍﻟﻌﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ‪.‬‬
‫�� ﻃﺮ�ﻘﺔ ﺍﳌﻘﺎﺭﻧﺔ ﺍﻟﻄﺮﻓﻴﺔ ﻳﺘﻢ ﺗﻘﺴﻴﻢ ﺍﻟﻌﻴﻨﺔ ﺇ�� ﻣﺮﺗﻔﻌ�ﻥ ﻭﻣﻨﺨﻔﻀ�ﻥ ﻭﺣﺴﺎﺏ ﺍﻟﻔﺮﻕ‬
‫ﺑﻴ��ﻤﺎ‪ ،‬ﺣﻴﺚ ﺃﻥ ﺗﻘﺴﻴﻢ ﻋﻴﻥﺘ�ﻥ ﺇ�� ﻣﺮﺗﻔﻌ�ﻥ ﻭﻣﻨﺨﻔﻀ�ﻥ ﺣﺘﻤﺎ ﺳﻴﻌﻄﻴﻨﺎ ﻓﺮﻗﺎ‪ ،‬ﻭ�ﺎﻟﺘﺎ�� ﺍﻋﺘﺒﺎﺭ‬
‫�ﺧﺘﺒﺎﺭ ﺻﺎﺩﻗﺎ‪ ،‬ﻟﺬﺍ ﻳﻔﻀﻞ ﺣﺴﺎﺏ ﺍﳌﻘﺎﺭﻧﺔ ﺍﻟﻄﺮﻓﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﺤﻚ ﺁﺧﺮ‪ ،‬ﻛﻤﺎ ﻭ�ﺡﻨﺎ �� ﺣﺴﺎﺏ‬
‫ﺻﺪﻕ ﺍﳌﻘﺎﺭﻧﺔ ﺍﻟﻄﺮﻓﻴﺔ‪.‬‬

‫)‪(329‬‬
‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫ﺯ�ﺎﺩﺓ ﻋﺪﺩ ﺍﻟﺒﻨﻮﺩ ﺭﻏﺒﺔ �� ﺍ�ﺡﺼﻮﻝ ﻋ�� ﺛﺒﺎﺕ ﻣﺮﺗﻔﻊ‪ ،‬ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ هﻨﺎﻙ ﺣﺪﺍ ﻣﻌﻴﻨﺎ ﻻ ﻳﺠﺐ‬
‫�ﻌﺪﻳﻪ‪ ،‬ﻓﺎﻟ�ﺥﺺ ﺍ�ﺝﻴﺐ ﻗﺪ ﻳﺼﺎﺏ ﺑﺎﳌﻠﻞ‪ .‬ﻟﺬﺍ ﻳﺠﺐ ﺃﻥ �ﻐﻄﻲ �ﺳﺌﻠﺔ ﺟﻤﻴﻊ ﻣﺤﺎﻭﺭ �ﺳﺘﺏﻴﺎﻥ‬
‫ﻭﺧﺼﺎﺋﺼﻪ ﻭﺳﻤﺎﺗﻪ‪ ،‬ﻛﻤﺎ ﻳﺠﺐ ﺃﻥ ﻳ�ﻮﻥ هﻨﺎﻙ ﺗﻮﺍﺯﻥ �� ﺗﻮﺯﻉ �ﺳﺌﻠﺔ ﻋ�� ��ﻌﺎﺩ‪.‬‬
‫ﺯ�ﺎﺩﺓ ﻋﺪﺩ ﺧﻴﺎﺭﺍﺕ �ﺟﺎﺑﺔ‪ :‬ﻳﻤﻜﻦ ﺯ�ﺎﺩﺓ ﻋﺪﺩ ﺧﻴﺎﺭﺍﺕ �ﺟﺎﺑﺔ ﻣﻦ ﻗﻴﺎﺱ ﺛﺒﺎﺕ �ﺳﺘﺏﻴﺎﻥ ﺑﺪﺭﺟﺔ‬
‫ً‬
‫ﺃﻛ��‪ ،‬ﻓﺒﺪﻻ ﻣﻦ �ﻋﺘﻤﺎﺩ ﻋ�� ﺑﺪﻳﻠ�ﻥ ﻓﻘﻂ ﺑـ)�ﻌﻢ ﺃﻭ ﻻ(‪ ،‬ﻳﻤﻜﻦ �ﻋﺘﻤﺎﺩ ﻣﻦ ﺧﻼﻝ ﻣﻘﻴﺎﺱ ﺫﻱ ﺃﺭ�ﻊ‬
‫ﺩﺭﺟﺎﺕ‪ ،‬ﺃﻭ ﺧﻤﺲ ﺩﺭﺟﺎﺕ‪ ،‬ﺃﻭ ﺳﺒﻊ‪.‬‬

‫ﻭﻣﻦ ﺧﻼﻝ ﺍﻟﻌﺮﺽ ﺍﻟﺬﻱ ﺗﻢ ﺗﻘﺪﻳﻤﻪ ﻳﻤﻜﻦ ﺍﻟﺘﻘﺪﻡ �ﻌﺪﺩ ﻣﻦ ﺍﻟﺘﻮﺻﻴﺎﺕ ﻟﻠﺒﺎﺣﺜ�ﻥ ﻣ��ﺎ‪:‬‬
‫ً‬
‫ﺗﺼﻤﻴﻤﺎ ﺩﻗﻴﻘﺎ ﻳﻤﻜﻦ‬ ‫‪ -‬ﺇﺗﺒﺎﻉ ﺍ�ﺥﻄﻮﺍﺕ ﺍﳌﻨ�ﺝﻴﺔ �� ﺑﻨﺎﺀ �ﺳﺘﺏﻴﺎﻥ‪ ،‬ﻓﻌﺪﻡ ﺗﺼﻤﻴﻢ �ﺳﺘﺏﻴﺎﻥ‬
‫ﺃﻥ ﻳﺆﺩﻱ ﺇ�� ﻋﺪﻡ ﺩﻗﺔ ﺇﺟﺎﺑﺎﺕ ﺍﳌﻔﺤﻮﺹ‪.‬‬
‫‪ -‬ﻻ ﺑﺪ ﻣﻦ ﺍﺧﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻣﻤﺜﻠﺔ ﻭﻣﻨﺎﺳﺒﺔ ﻟﺒﻨﻮﺩ ﻭﻋﺒﺎﺭﺍﺕ �ﺳﺘﺏﻴﺎﻥ ﺣ�ﻯ ﺗ�ﻮﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﺤﺼﻞ‬
‫ﻋﻠ��ﺎ ﺫﺍﺕ ﻓﺎﺋﺪﺓ‪.‬‬
‫‪ -‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺛﺒﺎﺕ �ﺳﺘﺏﻴﺎﻥ ﻭﺻﺪﻗﻪ ﻣﻦ ﺃﺟﻞ ﺿﻤﺎﻥ ﺍﺳﺘﻘﺮﺍﺭ ﺍﻟﻨﺘﺎﺋﺞ ﻻﺳﺘﺨﺪﺍﻣهﺎ �� ﻗﺮﺍﺭﺍﺕ‬
‫ﺩﻗﻴﻘﺔ ﻭﻣﻮﺛﻮﻕ ﻣ��ﺎ‪.‬‬
‫‪ -‬ﻳﺠﺐ ﺃﻥ ﻳﺪﺭﻙ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻟﺼﺪﻕ ﻭﺍﻟﺜﺒﺎﺕ �ﻌﻮﺩ ﺇ�� ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟ�ﻱ ﻳﺠﻤﻌهﺎ‪ ،‬ﻭ�ﺎﻟﺘﺎ��‬
‫ﻓﺎﻟﺼﺪﻕ ﻭﺍﻟﺜﺒﺎﺕ ﻣﺮﺗﺒﻄ�ﻥ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﻧﻔﺴهﺎ ﻭﻟﻱﺲ ﺑﺄﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ‪.‬‬
‫‪ -‬ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﻳﻄﻠﻊ ﺍﻟﺒﺎﺣﺚ ﻋ�� ﺃﺳﺎﻟﻴﺐ ﺗﻘﺪﻳﺮ ﺍﻟﺼﺪﻕ ﻭﺍﻟﺜﺒﺎﺕ ﺍ�ﺥﺘﻠﻔﺔ �ﻲ ﻳﺘﻢ‬
‫ﺍﺳﺘﻌﻤﺎﻟهﺎ ﺍﺳﺘﻌﻤﺎﻻ ﺳﻠﻴﻤﺎ‪ ،‬ﺑﺪﻻ ﻣﻦ �هﺘﻤﺎﻡ ﺑﺎﻟ��ﺍﻣﺞ �ﺣﺼﺎﺋﻴﺔ ﺩﻭﻥ ﺃﻱ ﺧﻠﻔﻴﺔ ﺳﻴ�ﻮﻣ��ﻳﺔ‪.‬‬
‫ﺧﻼﺻﺔ ﳌﺎ ﺳﺒﻖ ﻳﻤﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ �ﺳﺘﺏﻴﺎﻥ �ﻌﺪ ﻣﻦ ﺑ�ﻥ ﺃهﻢ ﺃﺩﻭﺍﺕ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ �� ﺍﻟﺒﺤﻮﺙ‬
‫�ﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭ�ﺎﻟﺮﻏﻢ ﻣﻦ ﻛ��ﺓ ﺍﺳﺘﺨﺪﺍﻣﻪ ﺇﻻ ﺃﻥ ﻛ��ﺓ ﻋﻴﻮ�ﻪ ﺗﻔﺮﺽ ﻋ�� ﺍﻟﺒﺎﺣﺚ ﺃﻥ �ﺴﺘﺨﺪﻣﻪ ﺑﻨﻮﻉ‬
‫ﻣﻦ ﺍ�ﺡﺬﺭ ﻭﺍﻟﺘﻥﺒﻪ ﺣ�ﻯ ﻻ ﻳﻘﻠﻞ ﻣﻦ ﻣﺼﺪﺍﻗﻴﺔ ﺑﻴﺎﻧﺎﺗﻪ ﺍﻟ�ﻱ ﺟﻤﻌهﺎ ﻋﻦ ﻃﺮ�ﻖ �ﺳﺘﺏﻴﺎﻥ‪ ،‬ﻭ�ﺒﻘﻰ‬
‫ﺍﻟﺴﺆﺍﻝ ﺍﳌﻄﺮﻭﺡ هﻮ‪ :‬ﻛﻴﻒ ﻳﻤﻜﻨﻨﺎ ﺍﻟﻮﺻﻮﻝ ﺑﺎﺳﺘﺨﺪﺍﻡ �ﺳﺘﺏﻴﺎﻥ ﺇ�� ﻣﺴﺘﻮ�ﺎﺕ ﺃﻋ�� ﻣﻦ ﺍﻟﺪﻗﺔ‬
‫ﻭﺍﳌﺼﺪﺍﻗﻴﺔ �� ﺍﻟﺒﺤﻮﺙ �ﺟﺘﻤﺎﻋﻴﺔ؟‪ ،‬ﻭﺇﺫﺍ �ﺎﻥ �ﺳﺘﺏﻴﺎﻥ ﻏ�� ﻗﺎﺩﺭ ﻋ�� ﺗﻘﺪﻳﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺩﻗﻴﻘﺔ‬
‫ﻭﻣﻮﺛﻮﻗﺔ‪ ،‬هﻞ ﺑﺎﻹﻣ�ﺎﻥ ﺍﻟﻴﻮﻡ ﺗﻘﺪﻳﻢ ﺃﺩﻭﺍﺕ ﺟﺪﻳﺪﺓ ﺗﻤﻜﻨﻨﺎ ﻣﻦ �ﺳﺘﻐﻨﺎﺀ ﻋﻦ هﺬﻩ �ﺩﻭﺍﺕ‬
‫ﺍﳌﺴﺘﺨﺪﻣﺔ �� ﺑﺤﻮﺛﻨﺎ ﺍﻟﻴﻮﻡ؟‬

‫)‪(330‬‬
 ‫اﻟﺨﻄﻮات اﳌﻨﻬﺠﻴﺔ ﻟﺘﺼﻤﻴﻢ اﻻﺳﺘﺒﻴﺎن ‪ -----------------------------------‬ﺑﻘﻠﻢ اﻷﺳﺘﺎذة ﻋﺎﻳﺶ ﺻﺒﺎح‬

‫‪:‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ ﻭﺍﻟﻬﻮﺍﻣﺶ‬

‫‪ -‬زﻳﺎد ﺑﻦ ﻋﲇ ﺑﻦ ﻣﺤﻤﻮد اﻟﺠﺮﺟﺎوي )‪ :(2010‬اﻟﻘﻮاﻋﺪ اﳌﻨﻬﺠﻴﺔ اﻟﱰﺑﻮﻳﺔ ﻟﺒﻨﺎء اﻻﺳﺘﺒﻴﺎن‪،‬‬

‫اﻟﻄﺒﻌﺔ اﻟﺜﺎﻧﻴﺔ‪ ،‬ﻣﻄﺒﻌﺔ أﺑﻨﺎء اﻟﺠﺮاح‪ ،‬اﻟﻘﺪس‪.‬‬
‫‪ -‬أﺣﻤﺪ إﺑﺮاﻫﻴﻢ ﺧﴬ )‪ :(2013‬ﻋﺪاد اﻟﺒﺤﻮث واﻟﺮﺳﺎﺋﻞ اﻟﻌﻠﻤﻴﺔ ﻣﻦ اﻟﻔﻜﺮة ﺣﺘﻰ اﻟﺨﺎﻤﺗﺔ‪،‬‬
‫ﻗﺴﻢ اﻟﺨﺪﻣﺔ اﻻﺟﺘ�ﻋﻴﺔ وﺗﻨﻤﻴﺔ اﳌﺠﺘﻤﻊ‪ ،‬ﺟﺎﻣﻌﺔ اﻷزﻫﺮ‪.‬‬
‫‪ -‬اﻟﺴﻴﺪ ﻣﺤﻤﺪ أﺑﻮ ﻫﺎﺷﻢ ﺣﺴﻦ)‪ :(2006‬اﻟﺨﺼﺎﺋﺺ اﻟﺴﻴﻜﻮﻣﱰﻳﺔ ﻷدوات اﻟﻘﻴﺎس ﰱ اﻟﺒﺤﻮث‬
‫اﻟﻨﻔﺴﻴﺔ واﻟﱰﺑﻮﻳﺔ ﺑﺎﺳﺘﺨﺪام‪ ، SPSS‬ﻛﻠﻴﺔ اﻟﱰﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ اﳌﻠﻚ ﺳﻌﻮد‪.‬‬
‫‪ -‬اﻟﻀﺤﻴﺎن‪ ،‬ﺳﻌﻮد ﺑﻦ ﺿﺤﻴﺎن‪ ،‬اﻟﺪﻟﻴﻤﻲ‪ ،‬ﻋﺒﺪ ﷲ ﺣﻤﺪ)‪ :(1998‬اﳌﻨﻬﺠﻴﺔ واﻟﺮﺳﺎﺋﻞ اﻟﺠﺎﻣﻌﻴﺔ‬
‫اﻟﻌﺮﺑﻴﺔ دراﺳﺔ ﺣﺎﻟﺔ ﻣﺠﻠﺔ اﻟﻌﻠﻮم اﻻﺟﺘ�ﻋﻴﺔ ‪-‬اﻟﻜﻮﻳﺖ ‪ ,‬ﻣﺞ ‪26,‬ع ‪ ،4‬ص ص ‪. 87 – 109‬‬
‫‪ -‬ﺑﺪر ﻣﺤﻤﺪ اﻷﻧﺼﺎري)‪ :(2000‬ﻗﻴﺎس اﻟﺸﺨﺼﻴﺔ‪ ،‬دون ﻃﺒﻌﺔ‪ ،‬دار اﻟﻜﺘﺎب اﻟﺤﺪﻳﺚ‪ ،‬اﻟﻜﻮﻳﺖ‪.‬‬
‫‪ -‬ﺣﺠﺮ‪ ،‬ﺧﺎﻟﺪ أﺣﻤﺪ ﻣﺼﻄﻔﻰ )‪ :(2000‬ﺑﻨﺎء اﻻﺳﺘﺒﻴﺎن ﰱ اﻟﺒﺤﺚ اﻻﺟﺘ�ﻋﻰ‪ :‬ﺑﻌﺾ اﻻﻋﺘﺒﺎرات‬
‫اﳌﻨﻬﺠﻴﺔ واﻟﻔﻨﻴﺔ‪ ،‬ﻣﺠﻠﺔ آداب ‪ -‬ﻛﻠﻴﺔ اﻵداب ‪ -‬ﺟﺎﻣﻌﺔ اﻟﺨﺮﻃﻮم ‪ -‬اﻟﺴﻮدان ‪ ,‬ع ‪ ،18‬ص ص‬
‫‪.119 – 153‬‬
‫‪ -‬رﺟﺎء ﻣﺤﻤﻮد أﺑﻮ ﻋﻼم)‪ :(2005‬ﻣﻨﺎﻫﺞ اﻟﺒﺤﺚ ﰲ اﻟﻌﻠﻮم اﻟﻨﻔﺴﻴﺔ واﻟﱰﺑﻮﻳﺔ‪ ،‬اﻟﻄﺒﻌﺔ‬
‫اﻟﺨﺎﻣﺴﺔ‪ ،‬دار اﻟﻨﴩ ﻟﻠﺠﺎﻣﻌﺎت‪ ،‬اﻟﻘﺎﻫﺮة‪.‬‬
‫‪ -‬ﺳﻌﺪ ﻋﺒﺪ اﻟﺮﺣﻤﻦ)‪:(1998‬اﻟﻘﻴﺎس اﻟﻨﻔﴘ )اﻟﻨﻈﺮﻳﺔ واﻟﺘﻄﺒﻴﻖ(‪ ،‬اﻟﻄﺒﻌﺔ اﻟﺜﺎﻟﺜﺔ‪ ،‬دار اﻟﻔﻜﺮ‬
‫ﻟﻌﺮﻲﺑ‪ ،‬اﻟﻘﺎﻫﺮة‪.‬‬
‫‪ -‬ﺷﺤﺎﺗﺔ‪ ،‬ﺳﺎﻣﻴﺔ ﺳﻤ�)‪ :(2011‬ﻣﺪى ﻓﻌﺎﻟﻴﺔ ﺻﺪق اﳌﺤﻜﻤ� ﺑﺎﳌﻘﺎرﻧﺔ ﺑﺄﻧﻮاع اﻟﺼﺪق اﻷﺧﺮى‪:‬‬
‫دراﺳﺔ ﺗﺤﻠﻴﻠﻴﺔ‪ ،‬ﻋﻠﻢ اﻟﻨﻔﺲ‪ ،‬ﻣﴫ‪.‬‬
‫‪ -‬ﺻﻔﻮت ﻓﺮج)‪:(2007‬اﻟﻘﻴﺎس اﻟﻨﻔﴘ‪ ،‬اﻟﻄﺒﻌﺔ اﻟﺴﺎدﺳﺔ‪ ،‬ﻣﻄﺒﻌﺔ ﻣﺤﻤﺪ ﻋﺒﺪ اﻟﻜﺮﻳﻢ ﺣﺴﺎن‪،‬‬
‫اﻟﻘﺎﻫﺮة‪.‬‬
‫‪ -‬ﺻﻼح أﺣﻤﺪ ﻣﺮاد‪ ،‬أﻣ� ﻋﲇ ﺳﻠﻴﻢ) ‪ :(2005‬اﻻﺧﺘﺒﺎرات واﳌﻘﺎﻳﻴﺲ ﰲ اﻟﻌﻠﻮم اﻟﻨﻔﺴﻴﺔ‬
‫واﻟﱰﺑﻮﻳﺔ‪ ،‬دار اﻟﻜﺘﺎب اﻟﺤﺪﻳﺚ‪ ،‬اﻟﻄﺒﻌﺔ اﻟﺜﺎﻧﻴﺔ‪.‬‬
‫‪ -‬ﺻﻼح اﻟﺪﻳﻦ ﻣﺤﻤﻮد ﻋﻼم )‪ :(2000‬اﻟﻘﻴﺎس واﻟﺘﻘﻮﻳﻢ اﻟﱰﺑﻮي واﻟﻨﻔﴘ‪ ،‬اﻟﻄﺒﻌﺔ اﻷوﱃ دار‬
‫ﻟﻔﻜﺮ اﻟﻌﺮﻲﺑ‪ ،‬اﻟﻘﺎﻫﺮة‪.‬‬
‫‪ -‬ﻋﺒﺎس ﻣﺤﻤﻮد ﻋﻮض) ‪ :(1998‬اﻟﻘﻴﺎس اﻟﻨﻔﴘ ﺑ� اﻟﻨﻈﺮي واﻟﺘﻄﺒﻴﻖ‪ ،‬دار اﳌﻌﺮﻓﺔ اﻟﺠﺎﻣﻌﻴﺔ‬
‫اﻹﺳﻜﻨﺪرﻳﺔ‪.‬‬
‫‪-‬ﻋﺒﺪ ﷲ ﻣﺤﻤﺪ اﻟﴩﻳﻒ )‪:(1996‬ﻣﻨﺎﻫﺞ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ‪ ،‬دﻟﻴﻞ اﻟﻄﺎﻟﺐ ﰲ ﻛﺘﺎﺑﻪ اﻷﺑﺤﺎث‬
‫واﻟﺮﺳﺎﺋﻞ اﻟﻌﻠﻤﻴﺔ‪ ،‬دون ﻃﺒﻌﺔ‪ ،‬ﻣﻜﺘﺒﺔ اﻹﺷﻌﺎع ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﴩ واﻟﺘﻮزﻳﻊ‪ ،‬اﻹﺳﻜﻨﺪرﻳﺔ‪.‬‬

‫)‪(331‬‬
 ‫ﺷﺘﺎﺀ )ﺩ�ﺴﻤ��‪/‬ﻳﻨﺎﻳﺮ‪/‬ﻓ��ﺍﻳﺮ( ‪2015‬‬ ‫ﻧﻘﺪ ﻭﺗﻨﻮ�ﺮ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‬

‫‪ -‬ﻋﻔﺎف أﺣﻤﺪ ﻋﻮﻳﺲ)‪ :(2000‬اﳌﻘﺎﻳﻴﺲ واﻻﺧﺘﺒﺎرات اﻟﻨﻔﺴﻴﺔ‪ ،‬دون ﻃﺒﻌﺔ‪ ،‬اﻟﻘﺎﻫﺮة‪.‬‬

‫‪ -‬ﻗﺪري ﺣﻔﻨﻲ‪ ،‬ﺳﻠﻴ�ن ﺧﻠﻴﻞ )‪:(1978‬اﻟﻘﻴﺎس اﻟﻨﻔﴘ‪ ،‬دار ﻓﻴﻨﻮس ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﴩ‪ ،‬اﻟﻘﺎﻫﺮة‪..‬‬
‫‪-‬ﻣﺤﻤﺪ ﻋﺒﺪ اﻟﺴﻼم ﻏﻨﻴﻢ )‪:(2004‬ﻣﺒﺎدئ اﻟﻘﻴﺎس واﻟﺘﻘﻮﻳﻢ اﻟﻨﻔﴘ واﻟﱰﺑﻮي‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﻮان‪.‬‬
‫‪-‬ﻣﺤﻤﻮد اﻟﺴﻴﺪ أﺑﻮ اﻟﻨﻴﻞ)‪ :(1987‬اﻹﺣﺼﺎء اﻟﻨﻔﴘ واﻻﺟﺘ�ﻋﻲ واﻟﱰﺑﻮي‪ ،‬دار اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ‪،‬‬
‫ﺑ�وت‪.‬‬
‫‪ -‬ﻣﺴﺎﻋﺪ ﺑﻦ ﻋﺒﺪ ﷲ اﻟﻨﻮح )‪ :(2004‬ﻣﺒﺎدئ اﻟﺒﺤﺚ اﻟﱰﺑﻮي‪ ،‬اﻟﻄﺒﻌﺔ اﻷوﱃ‪ ،‬ﻛﻠﻴﺔ اﳌﻌﻠﻤ�‪،‬‬
‫اﻟﺮﻳﺎض‪.‬‬
‫‪ -‬ﻧﺎﺟﻰ ﻣﺤﻤﺪ ﺣﺴﻦ دروﻳﺶ‪:‬اﻟﺘﻘﻮﻳﻢ واﻟﻘﻴﺎس اﻟﻨﻔﴘ‪ ،‬ﺟﺎﻣﻌﺔ ‪ 6‬أﻛﺘﻮﺑﺮ‪ ،‬ﻛﻠﻴﺔ ﻋﻠﻮم‬
‫اﺟﺘ�ﻋﻴﺔ‪ ،‬ﻗﺴﻢ ﻋﻠﻢ اﻟﻨﻔﺲ‪.‬‬
‫‪-‬أﺣﻤﺪ ﻋﺒﺪ اﻟﺮﺣﻤﻦ إﺑﺮاﻫﻴﻢ ﻋﺜ�ن‪ :‬ﺗﻘﻮﻳﻢ اﻟﺘﺤﺼﻴﻞ اﻟﺪراﳼ ﻟﻠﻄﺎﻟﺐ اﻟﺠﺎﻣﻌﻲ ﰲ ﺿﻮء‬
‫اﻻﺗﺠﺎﻫﺎت اﻟﻌﺎﳌﻴﺔ اﳌﻌﺎﴏة‪ ،‬ﺟﺎﻣﻌﺔ اﻟﺰﻗﺎزﻳﻖ‪ ،‬ﻣﴫ‪.‬‬
‫‪-‬أﺣﻤﺪ ﻣﺤﻤﺪ ﻋﺒﺪ اﻟﺨﺎﻟﻖ)‪ :(1996‬ﻗﻴﺎس اﻟﺸﺨﺼﻴﺔ‪ ،‬اﻟﻄﺒﻌﺔ اﻷوﱃ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﻜﻮﻳﺖ‪ ،‬اﻟﻜﻮﻳﺖ‪.‬‬
‫‪-‬ﺳﻌﺪ ﻋﺒﺪ اﻟﺮﺣﻤﻦ )‪ :(2008‬اﻟﻘﻴﺎس اﻟﻨﻔﴘ اﻟﻨﻈﺮﻳﺔ واﻟﺘﻄﺒﻴﻖ‪ ،‬اﻟﻄﺒﻌﺔ اﻟﺨﺎﻣﺴﺔ‪ ،‬ﻫﺒﺔ اﻟﻨﻴﻞ‬
‫اﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﴩ واﻟﺘﻮزﻳﻊ‪ ،‬اﻟﺠﻴﺰة‪.‬‬
‫ﻋﺒﺪ ﷲ ﺑﻦ أﺣﻤﺪ آل ﺷﻮﻳﻞ اﻟﻐﺎﻣﺪي)‪ :(2008‬أﺛﺮ ﻋﺪد اﻟﺒﺪاﺋﻞ ﰲ اﻟﺨﺼﺎﺋﺺ اﻟﺴﻴﻜﻮﻣﱰﻳﺔ‬
‫ﻟﻼﺧﺘﺒﺎر اﻟﺘﺤﺼﻴﲇ ﰲ اﻟﺮﻳﺎﺿﻴﺎت‪ ،‬ﻣﺘﻄﻠﺐ ﺗﻜﻤﻴﲇ ﻟﻠﺤﺼﻮل ﻋﲆ درﺟﺔ اﳌﺎﺟﺴﺘ� ﰲ ﻋﻠﻢ‬
‫اﻟﻨﻔﺲ ﺗﺨﺼﺺ )ﻗﻴﺎس وﺗﻘﻮﻳﻢ(‪ .‬ﺟﺎﻣﻌﺔ أم اﻟﻘﺮى‪.‬‬
‫‪-‬ﻣﺮوان ﻋﺒﺪ اﳌﺠﻴﺪ إﺑﺮاﻫﻴﻢ )‪ :(2000‬أﺳﺲ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ﻹﻋﺪاد اﻟﺮﺳﺎﺋﻞ اﻟﺠﺎﻣﻌﻴﺔ‪ ،‬اﻟﻄﺒﻌﺔ‬
‫اﻷوﱃ‪ ،‬ﻣﺆﺳﺴﺔ اﻟﻮراق‪ ،‬ﻋ�ن‪.‬‬
‫‪-Hambleton, R. K. & Rogers, H. J. (1991). Advances in criterion-references mea-‬‬
‫‪surement.(In R. K. Hambleton & J. N. Zaal (Eds.), Advances in educational and psycho-‬‬
‫‪logical testing: Theory and applications (pp. 3—43). Boston: Kluwer Academic.‬‬
‫‪-Lawshe, C. H. (1975). The quantitative approach to content validity ,Personnel Psycholo-‬‬
‫‪gy, 28, 563—575.‬‬
‫‪-Lynn, M. R. (1986). Determination and quantification of content validity .Nursing‬‬
‫‪Research, 35, 382—385‬‬
‫‪-MANGAL S. K. , SHUBHRA MANGAL(2013): Research methodology in behavioural‬‬
‫‪sciences, PHI Learning Pvt. Ltd.‬‬
‫‪-Tittle, C. K. (1982). Use of judgmental methods in item bias studies.(In R. A. Berk (Ed.),‬‬
‫‪Handbook of methods for detecting bias (pp. 31—63), Baltimore: Johns Hopkins Univer-‬‬
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