شبكة المعلومات العربية التربوية

هدفت الدراسة إلى التعرف على أهم العوامل التي يعزو بها التلاميذ المتفوقين والمتأخرين دراسيا نجاحهم وفشلهم في مرحلة التعليم الثانوي، ومعرفة الفروق بين الجنسين في عزو النجاح والفشل لدى أفراد العينة، وعلاوة إلى معرفة الفروق بين التلاميذ المتفوقين والمتأخرين وفق التخصص علمي - أدبي. تكونت عينة الدراسة من (857) تلميذ منهم (421) تلميذ متفوق، و(437) تلميذ متأخر، استخدم الباحثان المنهج الوصفي لتحليل الظاهرة كما ونوعا. وأسفرت نتائج الدراسة على ما يلي: 1) يعزو التلاميذ المتأخرين فشلهم إلى العوامل الصحية والنفسية، أما التلاميذ المتفوقين يعزون نجاحهم إلى العوامل المدرسية، 2) لا توجد فروق دالة إحصائيا بين الجنسين لدى التلاميذ المتأخرين، 3) توجد فروق دالة إحصائيا بين الجنسين بين التلاميذ المتفوقين لصالح الذكور، 4) توجد فروق ذات دلالة إحصائية في عوامل عزو الفشل والنجاح لدى أفراد عينة الدراسة. (الملخص المنشور)

This study aimed to identify the most important factors that students attributed to the high school stage exclusively attribute their success and those who are late due to failure. It also aimed to know the differences between the sample members in attributing success and failure according to gender and specialization variable. To achieve this, the study attributed the measure of attribution of success and academic failure, prepared by the researchers (2019) to (857) male and female students from secondary education, among them (421) late students and (437) superior students; They were chosen intentionally and several statistical methods were used, such as: arithmetic mean, standard deviation, and "T" test for the significance of differences. The results of the study revealed that the students who are in secondary education, who are studying late, attribute their failure first to health and psychological factors, then secondly to family, social and media factors, and in the end to school factors. Whereas high school students who are excelling in secondary education attribute their success first to family, social and media factors, then second to school factors, and finally to health and psychological factors. The results also showed that there are no differences between secondary school students who are late in school, with respect to all factors attributable to failure, due to gender and specialization variables. While there are differences between the sexes (male and female students in secondary education who are exclusively scholastic), with regard to health, psychological, family, social and media factors, in favor of males. There are also differences between high school pupils who are excelling in scholastic education, and pupils in high school education, who excel in scholastic studies with regard to all factors attributing success, for the benefit of literary pupils. (Published abstract)