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Register a new userThe Social Interaction between MA Students and their Instructors and its Relevance to their Achievement Motivation '' a Field Study applied in the Faculty of Arts and Humanities in Tishreen University''
التّفاعل الاجتماعيّ بين طلبة الماجستير و مدرّسيهم و علاقته بدافعيّة الإنجاز لدى الطّلبة "دراسة ميدانيّة في كليّة الآداب بجامعة تشرين"
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عبير حاتم( باحث )
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يهدف البحث الحاليّ إلى تعرُّف العلاقة بين تفاعل طلبة الماجستير و مدرّسيهم و دافعيّة الإنجاز لدى الطّلبة. كما يهدف إلى الكشف عن الفروق في مستوى التّفاعل بين الطّلبة و المدرّسين وفق متغيّر الجنس لدى الطّلبة. بالإضافة إلى كشف الفروق في مستوى دافعيّة الإنجاز بين الطّلبة وفق متغيّر الجنس. استخدمت الباحثة المنهج الوصفيّ و ذلك لملاءمته لغرض البحث و طبيعته. طُبّق البحث في جامعة تشرين. و قد استخدمت الباحثة مقياسيّ "التّفاعل الاجتماعيّ" و"دافعيّة الإنجاز". و قد تمّ تطبيقهما على عيّنة من طلبة الماجستير في جامعة تشرين بلغ عددها (33) طالباً و طالبة.
This research aims at identifying the relevance of the MA students' interaction with their instructors to their achievement motivation. It also aims at exploring the differences in the student-instructor interactive level according to the student's sexual variable. In addition, these differences have also been examined among the students themselves according to the sexual variable. The researcher has applied the descriptive analytical method as it conforms with the aims and essence of the research. The research has been carried out in Tishreen University. "The social interaction" and "achievement motivation" are the two standards that have been used by the researcher with a mixed (male and female) sample which constituted of 33 MA students in Tishreen University.
Artificial intelligence review:
Research summary
تهدف هذه الدراسة إلى استكشاف العلاقة بين التفاعل الاجتماعي بين طلبة الماجستير ومدرسيهم ودافعية الإنجاز لدى الطلبة في كلية الآداب بجامعة تشرين. استخدمت الباحثة المنهج الوصفي وطبقت مقياسي 'التفاعل الاجتماعي' و'دافعية الإنجاز' على عينة من 33 طالباً وطالبة. توصلت الدراسة إلى ثلاث نتائج رئيسية: لا توجد علاقة ارتباطية موجبة بين درجات التفاعل الاجتماعي ودافعية الإنجاز، ولا توجد فروق ذات دلالة إحصائية بين الذكور والإناث في مستوى التفاعل الاجتماعي أو دافعية الإنجاز. تعزز هذه النتائج الفرضيات التي تم اختبارها، مما يشير إلى أن التفاعل الاجتماعي لا يؤثر بشكل كبير على دافعية الإنجاز لدى طلبة الماجستير في هذه العينة.
Critical review
دراسة نقدية: على الرغم من أهمية الموضوع الذي تناولته الدراسة، إلا أن هناك بعض النقاط التي تحتاج إلى مزيد من التوضيح. أولاً، حجم العينة صغير نسبياً (33 طالباً وطالبة)، مما قد يؤثر على تعميم النتائج. ثانياً، لم تتناول الدراسة تأثيرات أخرى محتملة مثل الخلفية الاجتماعية والاقتصادية للطلبة أو تأثيرات البيئة الأكاديمية بشكل أوسع. ثالثاً، كان من الممكن استخدام مناهج بحثية متنوعة مثل الدراسات الطولية أو التجريبية للحصول على نتائج أكثر دقة وشمولية. بشكل عام، تعتبر الدراسة خطوة مهمة في فهم العلاقة بين التفاعل الاجتماعي ودافعية الإنجاز، ولكنها تحتاج إلى مزيد من البحث والتوسع لتقديم صورة أكثر شمولية.
Questions related to the research
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ما هو الهدف الرئيسي من الدراسة؟
الهدف الرئيسي هو استكشاف العلاقة بين التفاعل الاجتماعي بين طلبة الماجستير ومدرسيهم ودافعية الإنجاز لدى الطلبة.
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ما هي المنهجية التي استخدمتها الباحثة في الدراسة؟
استخدمت الباحثة المنهج الوصفي وطبقت مقياسي 'التفاعل الاجتماعي' و'دافعية الإنجاز' على عينة من 33 طالباً وطالبة.
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ما هي النتائج الرئيسية التي توصلت إليها الدراسة؟
توصلت الدراسة إلى أنه لا توجد علاقة ارتباطية موجبة بين درجات التفاعل الاجتماعي ودافعية الإنجاز، ولا توجد فروق ذات دلالة إحصائية بين الذكور والإناث في مستوى التفاعل الاجتماعي أو دافعية الإنجاز.
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ما هي النقاط النقدية التي يمكن توجيهها للدراسة؟
النقاط النقدية تشمل حجم العينة الصغير، عدم تناول تأثيرات أخرى محتملة مثل الخلفية الاجتماعية والاقتصادية، واستخدام منهجية بحثية واحدة فقط.
References used
Petri. H; Govern, J.M. (2012). Motivation: Theory, Research, and applications. International Edition
Sutherland, S. (1996) The international dictionary of psychology, 2nd ed. New York: Crossroad Publish Co
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Achievement motivation is one of the important aspects of the human motivation system, as it determines the extent of the individual’s pursuit and perseverance in order to achieve and attain success. The level of achievement motivation is affected by
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This research aims at present to detective the correlation between psychological security the and Achievement Motivation, as well as to detect differences between the average scores students at the scale of psychological security and a measure of Ach
ievement Motivation among faculty members according to the (academic specialization) among the students of the Damascus university. To achieve this goal has been to use the following tools: Questionnaire to measure the psychological security of the preparation
of researcher, And a questionnaire to measure the phenomenon of Achievement Motivation of the preparation of Jdid(2009). The study sample consists of (581) male and female students from Damascus university. The most important findings of Search:
1- There were correlation statistically significant between the scores of students on the scale of psychological security and grades on a scale of Achievement Motivation.
2- There weren't differences between the mean scores of students on thescale of psychological security due to the academic specialization variable.
3- There were differences between the mean scores of students on the scale of Achievement Motivation due to the academic specialization variable favor application college.
This research aimed to know the Psychological Resilience and the Life Quality
Among the Education Preparation Diploma Students in faculty of Education of Tishreen
University, And realized the relationship between Psychological Resilience and the Li
fe
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the variables (six, specialty) the Students. The research used Descriptive analytical
method, The sample included (272) students in the academic year 2016/2017. The
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statistical methods were used: means, t – test, and Pearson Correlation. Validity of the
questionnaire was established though a jury of (7) of the teaching staff. Pilot sample
consisted of (50) students. Reliability was established by Cronbach – Alpha Reliability at
lest (0.88) for Life Quality measure, and (0.86) for Psychological Resilience measure.
The final results showed that the Psychological Resilience and Life Quality were
middle rated for the sample research. In fact, there are positivism relationship between
Psychological Resilience and the Life Quality for the Students.
There were no significant differences in resilience related to the specialty, and sex on
the Life Quality measure. Also there were no significant differences in resilience related to
the specialty, but there were significant differences related to the sex on the Psychological
Resilience measure in favor of the male.
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Achievement Motivation on a sample of superior And ordinary students, and at knowing the
differences between the two sorts of each sample the research depended o
n the descriptive and
analytic method by using casual attribution scale which has been designed by the researcher the
sample was (288) students of males and females from the eighth grade at schools of superior And
ordinary in Lattakia governorate: The results were as follows:
There is a statistical significant positive correlative relation between attribution of (effort
making) and scholastic Achievement Motivation of ordinary students students while there is no
statistical significant correlative relation between the other casual attributions (the ability, the luck
(chance), the task difficulty, (the mixed attribution) and scholastic Achievement Motivation. There
is a statistical significant positive correlative relation between each of (the ability attribution, the
effort attribution, the task difficulty attribution, and between scholastic Achievement Motivation of
superior students, while there is no statistical significant correlative relation between, the luck
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significant differences between the mean scores of ordinary students responses and superior
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differences according to scholastic Achievement Motivation scale in favor of the superior students.
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students, Reliability was established by Cronbach – Alpha Reliability (0.92(, and Spearman-Brown
(0.798) by Split- half.
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