الفعالية الذاتية لمستشاري التوجيه والإرشاد المدرس والمهني وعلاقتها بتربية الاختيارات لدى تلاميذ سنة أولى ثانوي

Abstract

تهدف الدراسة الحالية الى معرفة علاقة الفعالية الذاتية لدى مستشار التوجيه والارشاد المدرسي والمهني بتربية الاختيارات الدراسية لدى تلاميذ سنة اولى ثانوي، لهذا الغرض تم اختيار عينة من مستشاري التوجيه والارشاد المدرسي والمهني بثانويات وسط ولاية الوادي وقد تكونت العينة من (4) مستشارين، كما تم اعتماد الدراسة على المنهج الوصفي التحليلي ولتحقيق اهداف الدراسة تم تطبيق مقياس الفعالية الذاتية لبشرى اسماعيل ارنوط 2015 بالاضافة الى اعتماد بطاقة الرغبات لتحديد اختيارات ورغبات تلاميذ سنة اولى ثانوي، اما الاساليب الاحصائية المستخدمة فقد اقتصرت على النسب المؤوية (%) وتم من خلال ذلك الوصول الى نتيجة الدراسة والمتمثلة في ان فعلية الذات لدى مستشار التوجيه والارشاد المدرسي والمهني تؤثر بتربية الاختيارات الدراسية لدى تلاميذ سنة اولى ثانوي . The current study aims at investigating the phenomenon of learned helplessness and its relationship with poor academic achievement in the subject of French among a sample of fourth-grade middle-school pupils by identifying differences in learned helplessness as well as poor achievement according to the variables of gender and repetition. The study is conducted on a sample of fourth-grade middle-school pupils with poor achievement in the subject of French. It consists of (110) male and female pupils selected by a stratified random method from the middle schools of the Hassi Khalifa in the wilaya of El-Oued. To verify the objectives of the study, the two researchers use the Learned Helplessness Scale prepared by Nadia Ashour (2014( and student's results in the French language. The study shows the following results: - There is a statistically significant inverse correlation between learned helplessness and poor academic achievement in the subject of French among fourth-year middle-school pupils. - There are no statistically significant differences between fourth-year middle-school pupils males and females in poor academic achievement in the subject of French. - There are no statistically significant differences between fourth year middle-school pupils repetitive pupils and non-repetitive ones in poor academic achievement in the subject of French. - There are no statistically significant differences between fourth-year middle-school pupils with low academic achievement in the subject of French male and female in terms of learned helplessness. - There are no differences between fourth-year middle-school pupils with poor academic achievement in the subject of French repetitive and non-repetitive in terms of learned helplessness.