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The Relationship Between Intelligence,Achievement Motivation And Self-Esteem Among Grade Three In Basic Education

مستوى الذكاء و علاقته بدافعية الإنجاز و تقدير الذات لدى تلاميذ الصف الثالث الأساسي

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 Publication date 2016
and research's language is العربية
 Created by Shamra Editor




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The study aimed to identify the relationship between intelligence and achievement motivation and self-esteem, and gender differences in IQ and achievement motivation and self-esteem among a sample basic third-graders, has reached 105 students "and pupils in schools in the province of Homs, data were collected using the test fee guy (from preparation presence nose) and a measure of self Children estimate (prepared by Cooper Smith and the translation of Farouk Abdel-Fattah and Mohamed Ahmed Desouki) and test achievement motivation (preparation Harmanz and translation Abdel Fattah Musa), and resulted in the results of the current study, the presence of a positive correlation between intelligence and achievement motivation and self-esteem and the existence of gender differences in intelligence and self-esteem in favor of males, and the lack of .gender differences in achievement motivation.


Artificial intelligence review:
Research summary
تهدف هذه الدراسة إلى استكشاف العلاقة بين الذكاء ودافعية الإنجاز وتقدير الذات لدى تلاميذ الصف الثالث الأساسي في محافظة حمص. شملت العينة 105 تلميذًا وتلميذة، وتم جمع البيانات باستخدام اختبار رسم الرجل لقياس الذكاء، ومقياس تقدير الذات للأطفال، واختبار دافعية الإنجاز. أظهرت النتائج وجود علاقة إيجابية بين الذكاء ودافعية الإنجاز وتقدير الذات، مع وجود فروق بين الجنسين في الذكاء وتقدير الذات لصالح الذكور، وعدم وجود فروق في دافعية الإنجاز بين الجنسين. توصي الدراسة بضرورة مراعاة الفروق الفردية بين التلاميذ في البرامج التعليمية والإرشادية، وتوفير بيئات محفزة للذكاء ودافعية الإنجاز وتقدير الذات.
Critical review
تعد هذه الدراسة مهمة في مجال التربية وعلم النفس، حيث تسلط الضوء على عوامل مهمة تؤثر في التحصيل الدراسي والتطور الشخصي للتلاميذ. ومع ذلك، يمكن توجيه بعض الملاحظات النقدية لتحسين الدراسة. أولاً، تقتصر العينة على تلاميذ محافظة حمص، مما قد يحد من تعميم النتائج على باقي المناطق. ثانياً، قد يكون من المفيد تضمين متغيرات أخرى مثل البيئة الأسرية والاجتماعية بشكل أكثر تفصيلاً. ثالثاً، يمكن تعزيز الدراسة بإجراء مقابلات نوعية مع التلاميذ والمعلمين لفهم أعمق للعوامل المؤثرة. وأخيراً، يمكن أن تكون الدراسة أكثر شمولية إذا تم تضمين مراحل دراسية أخرى لفهم تطور هذه العلاقات عبر الزمن.
Questions related to the research
  1. ما هي العلاقة بين الذكاء ودافعية الإنجاز وتقدير الذات لدى تلاميذ الصف الثالث الأساسي؟

    أظهرت الدراسة وجود علاقة إيجابية بين الذكاء ودافعية الإنجاز وتقدير الذات لدى تلاميذ الصف الثالث الأساسي.

  2. هل توجد فروق بين الجنسين في الذكاء وتقدير الذات؟

    نعم، أظهرت الدراسة وجود فروق بين الجنسين في الذكاء وتقدير الذات لصالح الذكور.

  3. ما هي الأدوات المستخدمة في جمع البيانات في هذه الدراسة؟

    تم استخدام اختبار رسم الرجل لقياس الذكاء، ومقياس تقدير الذات للأطفال، واختبار دافعية الإنجاز.

  4. ما هي التوصيات التي قدمتها الدراسة بناءً على النتائج؟

    توصي الدراسة بضرورة مراعاة الفروق الفردية بين التلاميذ في البرامج التعليمية والإرشادية، وتوفير بيئات محفزة للذكاء ودافعية الإنجاز وتقدير الذات.


References used
Denissen , Jaap & et.al. (2007). I Like to Do It, I'm Able, and I Know I Am: Longitudinal Couplings Between Domain-Specific Achievement, Self-Concept, and Interest, Child velopment,Vol78,No2,430-447
Elan C.; Hope & et.al. (2013) . Connecting Self-Esteem and Achievement: Diversity in Academic Identification and Dis- Identification Patterns among Black College Students, American Educational Research
Gross, M. U. M., sleap., B. (2001) . Literature review on the education 9.of gifted and talented children. Australia, The University of New South Wales, Gifted Education Research, Resource and Information Center (GERRIC
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