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اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﯿﺔ اﻟﺴﻌﻮدﻳﺔ
وزارة اﻟﺘﻌﻠﯿﻢ اﻟﻌﺎﻟﻲ
ﺟﺎﻣﻌﺔ أم اﻟﻘﺮى
ﻗﺴﻢ ﻋﻠﻢ اﻟﻨﻔﺲ-ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ
ﺍﻟﻨﻤﻮ ﺍﻟﻨﻔﺲ– ﺍﺟﺘﻤﺎﻋﻲ ﻭﻓﻖ ﻧﻈﺮﻳﺔ ﺃﺭﻳﻜﺴﻮﻥ ﻭﻋﻼﻗﺘﻪ ﺑﺎﻟﺘﻮﺍﻓﻖ ﻭﺍﻟﺘﺤﺼﻴﻞ
ﺍﻟﺪﺭﺍﺳﻲ ﻟﺪﻯ ﻋﻴﻨﺔ ﻣﻦ ﻃﻼﺏ ﻭﻃﺎﻟﺒﺎﺕ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ
ﲟﺪﻳﻨﺔ ﺍﻟﻄﺎﺋﻒ
–
ب
Psychosocial Development according to Erikson’s Theory and its
relationship to School Adjustment and Academic achievement
among a sample of high school students in Tyfe City
Najmah A. M. AL-Zaharani
The main aim of the study was to explore the relationship between psychosocial
development , school adjustment, and academic achievement among random samples
of male and female high school students in Tyfe city.
.To achieve this goal. The Identity Formation Scale (Almonaizel, 1998), and the
School Adjustment Scale (Blabil, 1406) were applied to 150 female students, and to
150 male students. Also, their scores on the mid-term test in 1924 were used as an
indicator of their academic achievement.
1. In general, the appropriate statistical analysis proved the following results:
significant correlations between the psychosocial development , school adjustment,
and academic achievement.
2. No significant differences were found between males and females from different
majors and different levels in the mean scores of psychosocial development.
3. significant differences were found between males and females from different majors
in the mean scores of school adjustment. Main Differences were in favor of males,
and scientific major. No differences between students according to their Level of
education. The interaction between the three variables, and between the major and
the level of education were significant.
4. significant differences were found between males and females from different majors
and different levels in the mean scores of academic achievement. Main Differences
were found in favor of females, scientific major, and the third level.
5. The interaction between the three variables was non-significant, but the interaction
between sex and major, and also sex and level of education ware significant.
Accordingly, the researcher believes that parents as well as educators must pay more
attentions to the students’ psychosocial development, and provide healthy environments
in schools that help students to achieve better development, adjustment, and academic
achievement.
ج
ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ
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ﺍﻹﻫﺪﺍء
ﺇﻟﻰ ﺃﻤﻲ ﻭﺃﺒﻲ
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١
ﻣـﻘــــ ﺪﻣﺔ
}
.(٥٤ : آﯾﺔ،{ )ﺳﻮرة اﻟﺮومٱ
Ageing
Adulthood
Child in The Society Erikson (1963)
Epigenetic Principle
Ego Crisis
٢
Adams,. et al., 984; Marcia, 1988; Streitmatter, 1989; Waterman and
Waterman, 1972 ect. )
٣
٤
Psychosocial Developmental
Rasmusen
Academic Level
Academic Major
٥
Academic Adjustment
Academic Achievement
٦
٧
٨
٩
:( ﺍﳋﻠﻔﻴﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﻟﻔﻜﺮ ﺃﺭﻳﻜﺴﻮﻥ١ )
Erikson (1963, 1968)
– :
١٠
Epistemology Principle
Erikson, 1963, 1968
١١
:( ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﳕﻮ ﺍﻟﺬﺍﺕ٢ )
Erikson, 1963, 1968
١٢
:( ﻣﺮﺍﺣﻞ ﺍﻟﻨﻤﻮ ﺍﻟﻨﻔﺲ ﺍﺟﺘﻤﺎﻋﻲ )ﳕﻮ ﺍﻷﻧﺎ( ﻟﺪﻯ ﺃﺭﻳﻜﺴﻮﻥ٣ )
١٣
Erikson, 1963, 1968
١٤
Erikson, 1963, 1968
:Trust Versus Mistrust ﺍﻹﺣﺴﺎﺱ ﺑﺎﻟﺜﻘﺔ ﻣﻘﺎﺑﻞ ﻋﺪﻡ ﺍﻟﺜﻘﺔ.١
(Erikson, 1963, 1968)
١٥
: :
Hope
١٦
١٧
}
{
:Autonomy Vs. Shame & Doubt ﺍﻹﺣﺴﺎﺱ ﺑﺎﻻﺳﺘﻘﻼﻝ ﺍﻟﺬﺍﺗﻲ ﻣﻘﺎﺑﻞ ﺍﳋﺠﻞ ﻭﺍﻟﺸﻚ.٢
Erikson (1963, 1968)
١٨
:
١٩
Will
Shame and Doubt
٢٠
:Intuitive Vs. Sense of Guilt
ﺍﳌﺒﺎﺩﺭﺓ ﻣﻘﺎﺑﻞ ﺍ ﻟﺸﻌﻮﺭ ﺑﺎﻟﺬﻧﺐ
.٣
ٰﻠﹶﻰﻨﺎﹰ ﻋﻫ ﻭﻪ ﺃﹸﻣﻪﻠﹶﺘﻤ ﺣﻪﻳﺪٰﻟ ﺑﹺﻮـٰﻦﺴﺎ ﭐﻹِﻧﻨﻴﺻﻭ}ﻭ
{ﲑﺼ ﭐﻟﹾﻤ ﺇﹺﻟﹶﻰﻚﻳﺪٰﻟﻮﻟﻰ ﻭ ﻟﻜﹸﺮ ﭐﺷﻦﹺ ﺃﹶﻥﻴﺎﻣﻰ ﻋ ﻓﺎﻟﹸﻪﺼﻓﻦﹴ ﻭﻫﻭ
٢١
(Erikson, 1963, 1968)
٢٢
Erikson (1963, 1968)
Purpose
Erikson, 1963, 1968
٢٣
:Industry Vs. Sense of Inferiority ﺍﳌﺜﺎﺑﺮﺓ ﻣﻘﺎﺑﻞ ﺍﻹﺣﺴﺎﺱ ﺑﺎﻟﻨﻘﺺ.٤
Erikson (1963, 1968)
٢٤
ﻮﺍﻨ ﺁﻣﻳﻦﺎ ﺍﻟﱠﺬﻬﺎ ﺃﹶﻳ} ﻳ
ﲔﺣﺮﹺ ﻭ ﺍﻟﻔﹶﺠﻼﺓﻞﹺ ﺻﻦ ﻗﹶﺒ ﻣﺍﺕﺮ ﺛﹶﻼﺙﹶ ﻣﻨﻜﹸﻢ ﻣﻮﺍ ﺍﳊﹸﻠﹸﻢﻠﹸﻐﺒ ﻳ ﻟﹶﻢﻳﻦﺍﻟﱠﺬ ﻭﻜﹸﻢﺎﻧﻤ ﺃﹶﻳﻠﹶﻜﹶﺖ ﻣﻳﻦ ﺍﻟﱠﺬﻧﻜﹸﻢﺄﹾﺫﺘﺴﻴﻟ
ﺎﺡﻨ ﺟﻬﹺﻢﻠﹶﻴﻻﹶ ﻋ ﻭﻜﹸﻢﻠﹶﻴ ﻋﺲ ﻟﹶﻴ ﻟﱠﻜﹸﻢﺍﺕﺭﻮﺎﺀِ ﺛﹶﻼﺙﹸ ﻋﺸ ﺍﻟﻌﻼﺓ ﺻﺪﻌ ﺑﻦﻣ ﻭﺓ ﺍﻟﻈﱠﻬﹺﲑﻦﻜﹸﻢ ﻣﺎﺑﻴﻮﻥﹶ ﺛﻌﻀﺗ
{ ﻴﻢﻜ ﺣﻴﻢﻠ ﻋﺍﻟﻠﱠﻪ ﻭﺎﺕ ﺍﻵﻳ ﻟﹶﻜﹸﻢ ﺍﻟﻠﱠﻪﻦﻴﺒ ﻳﻚﺾﹴ ﻛﹶﺬﹶﻟﻌﻠﹶﻰ ﺑ ﻋﻜﹸﻢﻀﻌﻜﹸﻢ ﺑﻠﹶﻴﺍﻓﹸﻮﻥﹶ ﻋ ﻃﹶﻮﻦﻫﺪﻌﺑ
٢٥
Competence
٢٦
:Ego Identity Vs. Role Confusion ﻫﻮﻳﺔ ﺍﻷﻧﺎ ﻣﻘﺎﺑﻞ ﺗﺸﺘﺖ ﻭﻋﺪﻡ ﻭﺿﻮﺡ ﺍﻟﺪﻭﺭ.٥
Erikson (1963, 1968)
}
٢٧
{ ٰ
:Intimacy vs. Isolation ﺍﻹﺣﺴﺎﺱ ﺑﺎﻟﻮﺩ ﻭﺍﻟﺘﺂﻟﻒ.٦
٢٨
–
ﻰٰ ﺇﹺﺫﹶﺍﺘﻰٰ ﺣـٰﻤﺘﻠﹸﻮﺍﹾ ﭐﻟﹾﻴﺘﭐﺑ} ﻭ
{ﻢٰﻟﹶﻬﻮ ﺃﹶﻣﻬﹺﻢﻮﺍﹾ ﺇﹺﻟﹶﻴﻓﹶﻌﺪﺍﹰ ﻓﹶـﭑﺩﺷ ﺭﻢﻬّﻨ ﻣﻢﺘﺴ ﻓﹶﺈﹺﻥﹾ ﺀَﺍﻧﻮﺍﹾ ﺍﻟﻨﹺّﻜﹶﺎﺡﻠﹶﻐﺑ
{ }
Erikson (1963, 1968)
٢٩
:Generativity Vs. Stagnation ﻣﺮﺣﻠﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻣﻘﺎﺑﻞ ﺍﻟﺮﻛﻮﺩ.٧
Erikson (1963, 1968)
{ﻜﹸﻡﻠﹸﻐﹸ ﻭۤﺍﹾ ﺃَﺸﹸﺩ ﻟِﺘﹶ ﺒﻔﹾﻼﹰ ﺜﹸﻡ ﻁﻜﹸﻡ ﻨﹸﺨﹾﺭﹺﺠ} ﺜﹸﻡ
{ﻨﹶﺔﹰ ﺴﻴﻥﻌﺒﻠﹶ ﻎﹶ ﺃَﺭﺒ ﻭﻩﻠﹶﻎﹶ ﺃَ ﺸﹸﺩﺘﱠﻰٰ ﺇِﺫﹶﺍ ﺒ}ﺤ
٣٠
:Integrity Vs. Despair ﺍﻟﺘﻜﺎﻣﻞ ﻣﻘﺎﺑﻞ ﺍﻟﻴﺄﺱ-
Erikson (1963, 1968)
٣١
{ }
Erikson (1963, 1968)
Wisdom
٣٢
Erikson, 1963,
1968
ٱ }
{
: ﻣﺮﺍﺣﻞ ﺍﻟﻨﻤﻮ ﺍﻟﻨﻔﺲ ﺍﺟﺘﻤﺎﻋﻲ:(١) ﺟﺪﻭﻝ ﻣﻌﻠﻮﻣﺎﰐ ﺭﻗﻢ
Hope
Trust vs. Mistrust
Will
Autonomy vs. Shame and Doubt
Purpose
Intuitive vs. Guilt
Industry vs.. Inferiority
Competence
Fidelity
Ego Identity vs. Role Confusion
Love
Intimacy vs. Isolation
Care
Generativity vs. Stagnation
Wisdom
Integrity vs. Despair
( ﲢﺖ ﺍﻹﻋﺪﺍﺩ، ﲢﺖ ﺍﻟﻄﺒﻊ؛ ﺍﻟﻐﺎﻣﺪﻱ،)ﺍﻟﻐﺎﻣﺪﻱ
٣٣
:( ﻣﻌﲎ ﺍﳌﺮﺍﻫﻘﺔ١ )
–
٣٤
٣٥
Erikson (1963,
1968)
:Identity Formation ( ﺗﺸﻜﻞ ﺍﳍﻮﻳﺔ٢ )
Erikson (1963, 1968)
Erikson, 1963
Individuation
Inner Wholeness and Synthesis
٣٦
Sameness and Continuity
Inner and Social Solidarity
Identity Crisis
٣٧
Crisis
:( ﺃﺯﻣﺔ ﺍﳍﻮﻳﺔ ﰲ ﺍﳌﺮﺍﻫﻘﺔ٣ )
٣٨
:( ﺗﺸﻜﻞ ﺍﳍﻮﻳﺔ ﰲ ﻣﺮﺣﻠﺔ ﺍﳌﺮﺍﻫﻘﺔ٤ )
Erikson, 1963, 1968
٣٩
Erikson, 1963, 1968
٤٠