شبكة المعلومات العربية التربوية

The aim of the current study is to identify the effect of the constructive confrontation style to develop, the self-discovery among students of intermediate stage. In order to achieve the aim of the research and choosing its hypothesis, the experimental approach with two groups (experimental and controlled group) has been used with pre-post-test}. The sample of this research includes (8) students were chosen intentionally of those who obtained the lowest score on the scale of self-discovery, The sample of this research is divided randomly into two groups: controlled and experimental with (4) students for each group, and the researchers have adopted (Maamori, 2017) scale of self-discovery, and the researchers built the pedagogical style according to the self-theory for the (Carl Rogers), which includes (12) sessions and two sessions a week, which aims to develop self-discovery among students of intermediate stage. The proposed style was applied to the experimental group, while the control group did not undergo any style. The results of the research show that the style of constructive confrontation has a clear impact on the development of self-discovery among students of intermediate stage. In the light of the results, this study has reached to some numbers of conclusions and led to some recommendations and suggestions. (Published Abstract)