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Register a new userالذكاء الانفعالي و علاقته بالتحصيل الدراسي لدى عينة من المتفوقين و العاديين (دراسة ميدانية على طلبة الصف العاشر من مدارس المتفوقين و العاديين في مدينة دمشق)
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سهاد المللي( باحث )
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هدفت الدراسة الحالية إلى الكشف عن العلاقة بين التحصيل الدراسي و الذكاء الانفعالي للطلبة الموهوبين و الطلبة العاديين لدى كل من الذكور و الإناث. تتلخص مشكلة الدراسة في فحص العلاقة الارتباطية بين الأداء على مقياس بار-أون للذكاء الانفعالي و التحصيل الدراسي لدى أفراد عينة الطلبة الموهوبين في مدارس المتفوقين و الطلبة العاديين في مدارس العاديين حسب متغير الجنس.
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References used
أبو علام، رجاء ونادية شريف ( 1989 ) الفروق الفردية وتطبيقاتها التربوية، الكويت، دار القلم.
أنديجاني، عبد الوهاب مشرب ( 2005 ) الحاجات النفسية لدى التلاميذ الموهوبين بمدينة مكة المكرمة، ورقة عمل مقدمة للمؤتمر العلمي الرابع لرعاية الموهوبين والمتفوقين، عمان، الأردن.
بدوي، منى حسن ( 2002 ) الذكاء الانفعالي، معهد الدراسات التربوية، جامعة القاهرة.
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The Present study aimed to define differences between gifted and
normal students with regard to the issues of the emotional intelligence by
using Bar- On Inventory. It checked the statistical differences in
emotional intelligence according to sex
(male/ Female), Gifted males, and
normal males, and Gifted females.
This research aimed at knowing the relation between casual attribution, and scholastic
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
attribution, and the mixed attribution, and scholastic Achievement Motivation. There are statistical
significant differences between the mean scores of ordinary students responses and superior
students ones according to casual attribution scale except for the mixed attribution, and there are
differences according to scholastic Achievement Motivation scale in favor of the superior students.
There are no a statistical significant differences between the mean scores of male students
responses and female students ones according to both scales the casual attribution and scholastic
Achievement Motivation.
This research aims to reveal the relationship between the
Self-efficacy and Academic Achievement among a sample of
Secondary Third Grade Students in Damascus City , and to
recognize the differences between the members of the study
sample in self-efficacy depending on the variables (gender ,
academic specialization ).
The research aims to identify the degree of emotional intelligence in a sample of
students of the Faculty of Education at the University of Damascus. And know the
level of self-efficacy. And know the correlation between emotional intelligence and
self-efficacy. And measure the level of significance of differences in the answers to the
research sample to measure social intelligence and self-efficacy scale according to
members of the variables of research: (sex, school year).
Aim of the research to identify the relationship between social fear and methods of
parental treatment in a sample of outstanding students in the province of Damascus, and
the know of the differences among a sample search individuals in the social
fear and
parental treatment methods according to the variables (sex, and number of family
members). The sample of the research (452) students from excelling selected purposely
from my school (secondary valiant for high achievers in Mezze, and secondary valiant for
high achievers in the channels), and dish them Standart social fear and methods of parental
treatment and are prepared by the researcher after they were tested for their validity and
reliability.
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