b973c145-faa4-459c-992d-647fc1099d08

‫تسى اهلل وتعذ‪ :‬تى انرفع تحًذ اهلل يٍ طرف‬
‫تٍ عيسى قريسني يتخرج يٍ جايعة انًذية‬

‫تخصص‪ :‬إعالو آني‬
‫انتخصص انثاَي‪ :‬حفظ انتراث تُفس انجايعة‬
‫‪ 3821/82/82‬تانًذية – انجسائر‪-‬‬
‫انجُسية انجسائر ونيس ني وطٍ فأَا يسهى‬

‫نهتىاصم وطلب المذكرات يجاَا وتذوٌ يقاتم‬
‫هاتف ‪+831)8(7730820780.8 :‬‬
‫بريدي إلكتروني‪benaissa.inf@gmail.com :‬‬
‫‪benaissa.inf@hotmail.com :MSN‬‬
‫فيس تىك‪http://www.facebook.com/benaissa.inf :‬‬
‫سكاية‪benaissa20082:‬‬
‫دعىة صانحة تظهر انغية فرتًا يصهل يهفي وأَا في انتراب ‪....‬‬
‫أٌ يعفى عُا وأٌ يذخهُا جُته وأٌ يرزقُا اإلخالص في انقىل وانعًم‪..‬‬
‫مالحظة‪ :‬أي طالب أو باحث يضع نسخ لصق لكامل المذكرة ثم يزعم أن المذكرة له‬
‫فحسبنا اهلل وسوف يسأل يوم القيامة وما هدفنا إال النفع حيث كان ال أن نتبنى أعمال‬
‫الغير واهلل الموفق وهو نعم المولى ونعم الوكيل‪....‬‬
‫ال تنسوا الصالة على النبي صلى اهلل عليه وسلم‬
‫صل على النبي – سبحان اهلل وبحمدك سبحان اهلل العظيم‪-‬‬
‫بن عيسى قرمزلي ‪8838‬‬

( )
Attitudes of Kuwaiti University Students Towards

the Drama Series in Arab T.Vs
(A field study)
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‫ل‬
Attitudes of Kuwaiti University Students Towards the
Drama Series in Arab TVs
(A field Study)
A research concluded by: Abdullah Hussein Hasan Saffar
Supervised by: Dr- Sabah Yasin
The problem of the study is to identify attitudes of university youths
towards the drama Series which exposure at Arab satellite channels
which are seen in Kuwait, as well as to identify gratifications achieved
for young viewers.
In order to achieve the purpose of the study, the researcher adopted a
descriptive approach and the survey questionnaire distributed to a
sample of (600) individuals from the two universities for both females
and males, but the questionnaires were subjected to statistical analysis
was (477) as a percentage of (79.5%) individuals of the study sample,
compared to (123) individuals decided that they do not want to fill out
the questionnaire because they do not care about "translated foreign
drama" dubbed a rate (20.5%) of the total study sample.
The study found the total results including:

‫م‬
1 e That the females have levels of View drama Series more than males
in the State of Kuwait.
2 e The results show progress for females to males in most averages
gratifications realized from watching translated foreign drama, such as
the satisfaction of knowledge, fun and excitement, and gratifications
social, emotional, aesthetic, recreational, with a trend young people
more to satisfy the "escape from reality" to the reality of another.
3 e The results showed more positive attitudes for females than males
to series drama. It considered that the majority of drama Series "some
negative and some positive," and by (59%) Approx, answered with (2%)
that this series almost considered positive.
4 e Half of the respondents indicated that they dubbed with broadcast
TV, but "with the disposal" of any writeeoff, where some scenes or
translations. About (10%) of the sample responds that almost drama
Series "all negative", compared to (5.5%) considered almost "all
positive."
5 e The results revealed differences in the levels of view drama series
in favor of the private university students for more than the governmental
university students.
‫ن‬
6 e The results show for "the motives of seeing" differences in favor of
females more than males about foreign views of the drama Series.
There were also differences in the motives for the least amount of
income groups (1000 dinars or less).
7 e In the variable "attitudes toward of translated foreign drama," has
made the difference in favor of higher income groups (2501 and above)
that any of these groups more positive views about the series. This also
appeared in favor of private universities on the attitudes seen.
8 e The results show the most preferred TV channels to watch the
series drama that channels has achieved advanced positions are:
(MBC) first, second and fifth, while the (AbuDabi) achieved the third
rank. (ALRAY) Kuwait's achieved fourth rank, while the governmental
"satellite Kuwait achieved the tenth and last rank", Which means that
there is great competition among the many channels.

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‫‪9!:5‬‬ ‫‪1.069‬‬ ‫‪3.24‬‬ ‫ا‪ 9!:‬ا‪4‬م ‪3@E0‬ة‬
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‫ ‪A(.994) r* ! # ,'" (3.39) r* > ' > G "$ 6 84‬‬
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‫‪72‬‬
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‫ا<;‪/‬‬ ‫ا‪IJKL‬ء‬
‫‪1‬‬ ‫‪9!:5‬‬ ‫‪.979‬‬ ‫‪3.49‬‬ ‫إث‬
‫‪2‬‬ ‫‪9!:5‬‬ ‫‪1.149‬‬ ‫‪3.20‬‬ ‫ذآ‪:‬ر‬
‫‪9!:5‬‬ ‫‪1.070‬‬ ‫‪3.36‬‬ ‫ا‪ 9!:‬ا‪4‬م ‪3@E0‬ة‬
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‫ ‪r* ! # ,'" (3.49) r* > ' > G "$ 6 84‬‬
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‫ا<;‪/‬‬
‫‪1‬‬ ‫‪9!:5‬‬ ‫‪1.239‬‬ ‫‪3.50‬‬ ‫إث‬
‫‪2‬‬ ‫‪9!:5‬‬ ‫‪1.255‬‬ ‫‪3.01‬‬ ‫ذآ‪:‬ر‬
‫‪9!:5‬‬ ‫‪1.268‬‬ ‫‪3.28‬‬ ‫ا‪ 9!:‬ا‪4‬م ‪3@E0‬ة‬
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‫ ‪84 A(1.239) r* ! # ,'" (3.50) r* ' > G "$ 6‬‬
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/;<‫ا‬
1 DEB35 1.012 3.84 ‫إث‬
2 9!:5 1.115 3.38 ‫ر‬:‫ذآ‬
1.084 3.63 ‫ة‬3@E0 ‫م‬4‫ ا‬9!:‫ا‬
. 5) 4 "- ".& . 8 + " 5 F 1 /:+
A(1.012) r* ! # ,'" (3.84) r* ' > G "$ 6 84
.(1.115) r* ! # ,'" (3.38) r* ' > * ." - . 84
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/;<‫ا‬
2 9!:5 1.225 2.53 ‫إث‬
1 9!:5 1.409 2.73 ‫ر‬:‫ذآ‬
9!:5 1.315 2.62 ‫ة‬3@E0 ‫م‬4‫ ا‬9!:‫ا‬
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.(1.225) r*
74
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1 59.4 265 456 23‫ و‬4 -.‫ ا‬23
3 6.0 27 ‫&ف‬1‫ أ‬7
4 4.7 21 56 26‫آ‬
100.0 477 ‫ع‬:>>‫ا‬
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(265) r* " &# * &# " *+ F" ! / : 84
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3 12.3 55 , " (

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4 10.3 46 'e ,+ E
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1 42.7 204 MBC4

2 39.4 188 MBC1
3 30 144 AbuDabi
76
4 28.5 136 ALRAY

5 24.3 116 5‫درا‬MBC
6 14 68 LBC
7 11.7 56 /;‫د‬
8 19 48 RS:‫ا‬
9 7.0 36 Melody
10 6.7 32 TG:‫ن ا‬:GUE0B
8:* 5) # . *> &# 8" F 1 /:+
(204) r* . *+ 8 ' (MBC4) 5 "3 .* .
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r* (LBC) .7 6 . . 84 ,."# (%24.3) 8K*
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(%11.7) 8K* .7 . " 8 1 (56) r* ( ) .7 6
. " 8 1 (48) r* ( >) .7 6 ." - . 84 ,."#
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(32) r* (8 *) .7 6 51 5 # . 84 '
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77
: 6 F4 :AA
e f(e e e 4$e + - 0 + .w/ 6 #
e+ 5e u;e
A
8 8 3 *+ ,#* (Independent Sample T-test) 1 1
# . *> 5) 8 (0.05) T "+ .7 '$ .E
:C 6 (20) A+ E S" K # .* 8:**
(20)
8:** # . *> 5) 8 *+ ,#* Independent Sample T-test 1
+ E S"* T# .*
.E (T) .3 # ,'"E > 5) 8
.7 '$ ! # ' .* 8:*
1.231 241 0.34 1.87 -" B"
0.014 1.220 206 0.38 1.83
.E T "+ .7 ' .E 8 8 3 ? (20) 6
?*# (+ E S") K . " . ."+ 8 (0.05≥α)
6 ' > r* AG "$ 6 C A .* 8:* 5) T
r* ' > *+ ' " A(0.34) ! # ,'" A(1.87) G "$
5) 8 & G "$ *+ ) A(0.38) ! # ,'" A(1.83)
.8 . - .* 8:**

78
f( 4$ + - 0 + . A 6 #
e/ ?$e&+ ue u;
A
8 3 *+ ,#* (One Way ANOVA) ! ' 1 1
# . *> 5) 8 (0.05) T "+ .7 '$ .E 8
6 (21) A -' . *> ! 3E T* # .* 8:**
:C
,#* One Way ANOVA ! ' 1(21)
! 3E T K # .* 8:** . *> 5) 8 *+
F ) & 5

+ u $
(
0.212 3 0.635
0.178 1,645 8 +

0.129 443 57,020 1
8 +
446 57,655 *
(0.05) .E T "+ 7 ' . *

9" 8 & .7 ' .E 8 8 3 + ? (21) 6
A! 3E T K T# .* 8:* 5) T . ."+
+ + # ) A(0.05) .7 ' .E T (1.645) (F) .3 8K*
T G' . ."+ 8 9" 8 & 8 3
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79
f( 4$ + - 0 + .AA 6 #
eD G 5 u;
($> { ) .
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6 (22) A(. 1 A. ') .# S" K T# .* 8:**
:C
(22)
# . *> 5) 8 *+ ,#* Independent Sample T-test 1
.# S" T# .* 8:**
+ (T) & ' + f(

4$* ?
2.961 338 0.39 1.82 . ' S"
0.000 3.685 109 0.25 1.94 . 1 .#
.E T "+ .7 ' .E 8 8 3 /:+ (22) 6
?*# (.# S") K . " . ."+ 8 (0.05≥α)
' > r* A. 1 .# 6 C A .* 8:* 5) T
.# 8*' " A(0.25) ! # ,'" A(1.94) . 1 .# 6
*+ ) A(0.39) ! # ,'" A(1.82) r* ' > *+ . '
.# . *> - .* 8:** 5) 8 & . 1 .# . *>
.8 . . '

80
e f( E 4$ + - 0 + . 6 #
5e u;e Ae e e
. +
# . *> 5) ( (0.05) T "+ .7 '$ .E
:C 6 (23) A+ E S" K T# .* 8:**
(23)
. *> 5) ( *+ ,#* Independent Sample T-test 1

+ E S"* T# .* 8:** #
+ (T) & ' + f(
4$* ?
1.506 241 0.664 3.37 -" B"
0.000 1.528 206 0.541 2.29
.E T "+ .7 ' .E 8 8 3 /:+ (23) 6
?*# (+ E S") K . " . ."+ 8 (0.05≥α)
6 ' > r* AG "$ 6 C A .* 8:* 5) (
r* ' > *+ ' " A(0.664) ! # ,'" A(3.37) G "$
T3 G "$ ( & G "$ *+ ) A(0.541) ! # ,'" A(2.29)
..* . " 8:** 5) '"
f( E 4$ + - 0 + .> 6 #
ue u;e Ae
A / ?$&+
81
*+ ,#* (One Way ANOVA) ! ' 1 1
# . *> 5) ( (0.05) T "+ .7 '$ .E 8 8 3
(24) A! 3E T* T# . # 8" .* 8:**
:C 6
(24)
( *+ ,#* One Way ANOVA ! ' 1
! 3E T* # .* 8:* 5)

F ) & 5
+ u $
(
5,963 3 17,890
0.000 17,725

0.336 443 149,046 1>

446 166,936
(0.05) + u i 4$ *
9" 8 & .7 ' .E 8 8 3 /:+ (24) 6
A! 3E T K ?*# .* 8:* 5) ( . ."+
,:1 *+ # ) A(0.05) 3 .7 ' .E T (17.725) (F) .3 8K*
A.* 8:* 5) ( . ."+ 8 9" 8 &
8 3 8" 1 8 7 .7 ! 6 9" 8 & 8 3 *+ ,#*
A8 3 /) *+ ,#* .# 8 " * (Scheffe Test) 1 G' 1 A
.C 6 (25)
.# 8 " * Scheffe Test % 1(25)

82
! 3E T K # .* 8:* 5) (

> ?@A‫ ا‬7/‫ا‬ ! ‫&ق‬:‫ا‬
‫< ت‬+=,‫( ا‬I-J)
(J) "/‫ا‬ (I) "/‫ا‬
0.000 -,5269 1001-2005 ! "#‫أ‬
‫ ر‬.‫ د‬1000
0.000 -,4882 2501-3000
0.000 -,4986 3000 ! &‫أآ‬
0.000 0,5269 1000 ! "#‫ أ‬1001-
2500 k.d
0.972 0.038 3000 -2501
0.6986 0.028 3000 ! &‫أآ‬
0.000 0,4882 1000 ! "#‫ أ‬-2501
3000
0.972 -0.038 500-1001
1,000 -0.010 3000 ! &‫أآ‬
0.000 ,4986 1000 ! "#‫أآ& ! أ‬
3000
0.986 -0.028 2500-1001
1,000 0.010 3000-2501
(0.05) ‫ى‬+= /1 > ?@‫* دا إ‬
9" 8 & .7 ' .E 8 8 3 /:+ (25) 6
T K T# .* 8:* 5) ( . ."+ 8 E
.( " 1000 3) 1 .7 6 8 3 8" A(1) ! 3E
e e e 4$ + - 0 + . 6 #
. + 5 u;
8:** # . *> 8 ) (0.05) T "+ .7 '$ .E
:C 6 (26) A+ E S" K # .*
(26)
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+ E S"* T# .* 8:** #
+ (T) & ' + f(
4$* ?
2.417 241 0.67 2.91 wA7 G
83
0.000 2.371 206 0.86 2.74 -
.E T "+ .7 ' .E 8 8 3 /:+ (26) 6
?*# (+ E S") K . " . ."+ 8 (0.05≥α)
' > r* G' AG "$ 6 C A .* 8:* 5) 8 )
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5) '" G "$ 8 ) *+ ) A(0.86) ! # ,'" A(2.74) r*
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e e e e 4$ + - 0 + . 6 #
A f / 1> u u;
8 3 *+ ,#* (One Way ANOVA) ! ' 1 1
5) # . *> 8 ) (0.05) T "+ .7 '$ .E 8
A -' . *> ! 3E T* # . # 8" .* 8:*
:C 6 (27)
(27)
8 ) *+ ,#* One Way ANOVA ! ' 1
! 3E T* T# .* 8:* 5)
F ) & 5
+ u $
(
2,954 3 8,861
0.002 5,160

0.572 443 253,555 1>
84

446 262,416
(0.05) + u i 4$ *
9" 8 & .7 ' .E 8 8 3 /:+ (27) 6
A! 3E T K ?*# .* 8:* 5) 8 ) E . ."+
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8:* 5) 8 ) . ."+ 8 9" 8 & ,:1
8" 1 8 7 .7 ! 6 9" 8 & 8 3 *+ ,#* A.*
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.C 6 (28) A8 3
( 28 )
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! 3E T K T# .* 8:* 5) 8 )
> ?@A‫ ا‬7/‫ا‬ ! ‫ ت‬#‫&و‬:‫ا‬
(I-J) ‫< ت‬+=,‫ا‬
(J) "/‫ا‬ (I) "/‫ا‬
0,112 0,24 1001-2005 ! "#‫أ‬
‫ ر‬.‫ د‬1000
0,014 0,40 2501-3000
0,008 0,41 3000 ! &‫أآ‬
0,112 -0,24 1000 ! "#‫ أ‬1001-
2500 k.d
0,495 0,16 3000 -2501
0,415 0,17 3000 ! &‫أآ‬
0,014 -0,40 1000 ! "#‫ أ‬-2501
3000
0,495 -0,16 500-1001
1,000 0.0259 3000 ! &‫أآ‬
0,008 -0,41 1000 ! "#‫أآ& ! أ‬
3000
0,112 -0,17 2500-1001
0,014 -0.0259 3000-2501
(0.05) ‫ى‬+= /1 > ?@‫* دا إ‬
85
9" 8 & .7 ' .E 8 8 3 /:+ (28) 6
T K # .* 8:* 5) ( . ."+ 8 E
.(3000 - ) (3000 – 2501) .7 6 8 3 8" A(1) ! 3E
e 4$ + - 0 + .A 6 #
e {e ) A D G 5 u;
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.# S" T# .* 8:** #
+ (T) & ' + f(
4$* ?
2.205 338 0.79 2.79 5
0.016
2.394 109 0.67 2.97 $>
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?*# (.# S") K . " . ."+ 8 (0.05≥α)
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- Charles, S. (2003). The Quality of television program content and its
relationship to achievement and behavior in late- latency age student.
PhD. IRIC, Boston College.
- Klapper, J. T(2001) " The Effects of mass communication " , 2ed
(Glencoe : Free Press, P: 20-32.
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iric University of Illinois.
-Schiffman, Leon G. & Kanuk, Leslie L, (2004) Consumer Behavior,
Eighth edition. New Jersy: Prentice Hall.
- Wikie, William, L (1996) Consumer Behavior, Printed by Wiley &
sons, Inc. USA.

106
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http://tv.kuwait.tt/aboutus.aspx : "+/‫ ا‬67‫" و‬9: ;, -
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‫تسى اهلل وتعذ‪ :‬تى انرفع تحًذ اهلل يٍ طرف‬

‫تٍ عيسى قريسني يتخرج يٍ جايعة انًذية‬

‫انجُسية انجسائر ونيس ني وطٍ فأَا يسهى‬

‫بريدي إلكتروني‪benaissa.inf@gmail.com :‬‬

‫فيس تىك‪http://www.facebook.com/benaissa.inf :‬‬

‫ال تنسوا الصالة على النبي صلى اهلل عليه وسلم‬

‫صل على النبي – سبحان اهلل وبحمدك سبحان اهلل العظيم‪-‬‬

‫بن عيسى قرمزلي ‪8838‬‬

Attitudes of Kuwaiti University Students Towards

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Attitudes of Kuwaiti University Students Towards the

Drama Series in Arab TVs

A research concluded by: Abdullah Hussein Hasan Saffar

Supervised by: Dr- Sabah Yasin

The problem of the study is to identify attitudes of university youths

towards the drama Series which exposure at Arab satellite channels

which are seen in Kuwait, as well as to identify gratifications achieved

for young viewers.

In order to achieve the purpose of the study, the researcher adopted a

descriptive approach and the survey questionnaire distributed to a

and males, but the questionnaires were subjected to statistical analysis

was (477) as a percentage of (79.5%) individuals of the study sample,

the questionnaire because they do not care about "translated foreign

drama" dubbed a rate (20.5%) of the total study sample.

The study found the total results including:

in the State of Kuwait.

2 e The results show progress for females to males in most averages

gratifications realized from watching translated foreign drama, such as

the satisfaction of knowledge, fun and excitement, and gratifications

social, emotional, aesthetic, recreational, with a trend young people

more to satisfy the "escape from reality" to the reality of another.

to series drama. It considered that the majority of drama Series "some

that this series almost considered positive.

4 e Half of the respondents indicated that they dubbed with broadcast

translations. About (10%) of the sample responds that almost drama

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