شبكة المعلومات العربية التربوية

يهدف هذا البحث الى التعرف على: 1) دافعية الإتقان لدى طلبة الجامعة. 2) دلالة الفروق في دافعية الإتقان لدى طلبة الجامعة تبعا لمتغيرات النوع الاجتماعي والصف والتخصص الدراسي. وقد اقتصـر البحث الحالي على عينة مكونة من (450) طالب وطالبة من الصفين (الثاني والرابع) والتخصص (العلمي، والإنساني) من كليات جامعة القادسية لعام الدراسي (2015-2016) للدراسة الصباحية، وقد تم اختيارهم بالطريقة الطبقية العشوائية، وعلى أساس التوزيع المتناسب ولتحقيق أهداف البحث الحالي اعتمده الباحث على الاتي: أولا: بناء مقياس دافعية الاتقان اعتمادا على نظرية موركان (Morgan & et al 1990 ) والمكون من (42) فقرة بصيغته النهائية وقد تم التحقق من الخصائص السيكومترية للمقياس، اذ استخرج الصدق بطريقتين هما الصدق الظاهري وصدق البناء، اما الثبات فقد تم الاستدلال عليه بطريقة اعادة الاختبار، بالاعتماد على معادلة الفا كرونباخ. وكانت درجات معامل ثبات مقياس دافعية الاتقان بطريقة اعادة الاختبار ككل (0.82)، اما بطريقة الفا كرونباخ للمقياس ككل (0.84)، وقد تم اجراء عمليات التحليل الإحصائي لمقياس البحث على عينة بلغت (300) طالبا وطالبة من طلبة جامعة القادسية اختيروا بالطريقة الطبقية العشوائية وعلى اساس التوزيع المتناسب، وبعد استكمال اعداد اداة البحث تم تطبيقها على عينة البحث النهائية، وقد تمت الاستعانة بالحقيبة الاحصائية للعلوم الاجتماعية (SPSS) في معالجة البيانات وقد توصل البحث الحالي الى النتائج الاتية: 1) يتمتع طلبة جامعة القادسية للصفوف الثانية والرابعة من الاختصاصين العلمي والانساني للدراسة الصباحية بدافعية اتقان. 2) هناك فروق ذات دلالة احصائية في دافعية الاتقان لمتغير النوع الاجتماعي وكان الفرق لصالح الذكور اكثر من الاناث كما انه لا توجد فروق ذات دلالة احصائية بين طلبة الصف الثاني والصف الرابع وكذلك توجد فروق بين التخصصين الانساني والعلمي في دافعية الاتقان بينما توجد فروق تبعا لتفاعل الصف والنوع الاجتماعي. اما دلالة الفرق تبعا لتفاعل التخصص الدراسي والنوع الاجتماعي وكذلك تبعا لتفاعل التخصص الدراسي والصف وتبعا لتفاعل النوع الاجتماعي والصف والتخصص الدراسي لا يرقى الى مستوى الدلالة الاحصائية. (الملخص المنشور)

The research aims to knowing the following: knowing the mastery motivation for the university's students. Knowing the differential indication in the mastery motivation for the university students according to the variables of the social kind, grade and specialization. Knowing the cognitional flexibility for university students. Knowing the differences in cognitional flexibility for university students according to the variables of the social kind, grade and specialization. Knowing the relation between mastery motivation and cognitional flexibility for university students. Knowing the extent of contribution of mastery motivation in cognitional flexibility for university students. To achieve the goals of the research, the researcher starts to create a scale of mastery motivation depending on the theory of Morgan & et al 1990 which consists of five spaces represented in (perseverance in cognitional – kinetic perseverance- amusement of mastery – negative reaction of failure- ability or general efficiency) consisted of (42) items by its final form after verifying of the psychiatric characteristics for the scale, he determined the truth by two methods are obvious truth and construction truth. While the consistency was discovered by re-test method, by relying on alpha Kronback equation. Scores of mastery motivation's stability coefficient by re-test way as each (0.82), while by using alpha Kronback equation was each (0.84). The researcher adopted the flexibility scale of (Fadhil, 2015) for university student depending on Spiro 1995 that consisted of four spaces realizing the opposite attitudes, creating alternatives, cognitional construction and modifying, strategic variety of knowledge) which is consisted of (29) items in its final form after verifying of psychiatric characteristics of the scale, he determined the truth via two methods, the obvious truth and construction truth while the consistency was discovered via re-test by using alpha Kronpack equation. Scores of cognitional flexibility consistency's scale by re-test method were as each (0.83) while in alpha Kronpack method for the scale as each (0.87). The research limited to a ( 450) students sample, male and female of 2nd and 4th grade of colleges of Al-Qadisiyah University for the year (2015- 2016) for the day-time study, the researcher has verified of the truth and consistency of the two scales and analyzing their items statistically on a sample of ( 300) students male and female of Al-Qadisiya University, were chosen by layers and randomly, by the appropriate distribution, after finishing the preparing of the two tools of research was applied on the final sample of research, by the assistance of statistical bag for social sciences (SPSS) in processing the data, the researcher has come up with the following conclusions: students of Al-Qadisiyah University 2nd and 4th in both specialization of scientific and humanitarian of day shift study, have mastery motivation and cognitional flexibility. There is a statistical indication on level (0.05) between mastery motivation and cognitional flexibility. That means the increasing mastery motivation, the increasing the flexible style for them in dealing with problems they confronted. There is a mastery motivation for the students of the university for both genders. There were differences have statistical evidence between males and females in mastery motivation, the difference was on the behalf of males, there were no differences with statistical evidence between the 2nd and 4th grade students, also there were no differences between the two specialties of humanitarian and scientific in mastery motivation while there were differences up to the interaction of the class and the social race. The differential evidence up to the interaction of educational specialization and the social race plus to the interaction of educational specialization and the class and up to the interaction of educational specialization and the class and up to the interaction of social race with the class and educational specialization which didn’t hit the level of the statistical evidence. Ensuring of university student with cognitional flexibility. There weren’t differences with statistical evidence up to the race, class and the educational specialization for the cognitional flexibility's variable. (Published abstract)