الجمود الفكري وعلاقته بتصنيف الذات لدى المرشدين التربويين
The Educational Guidance is one of the cornerstones task that helps to enable the individual to skip the stages of growth or the obstacles faced during passing through all of these stages, in addition to the social and cultural changes and tremendous development of means of communication, many problems have been founded in term of psychological, social, and cultural that an individual became in need of help by others. So, the more a person who qualified to provide such assistance is an educational guide who should be suited for scientifically and culturally gifted, as far as personal responsibility, acceptance and love of others, along with other necessary attributes in order to do his/her fullest potential priorities at his/her own unique pace, moreover, being away from the variables that may affect his/ her work and make it more harmful than wholesome. The current study attempts to find the variables in the educational guidance named; the intellectual stagnation and self-categorization. The intellectual stagnation is a knowledge system linked to the composition of social beliefs, ideas and opinions which are lead to irrational forms of behavior and emotional intransigent toward a group, sect or society as a whole fanaticism, authoritarianism, and discrimination. This clarification has been interpreted in accordance with the theory of open-mindedness and close-mindedness (Rokeachto,1960). While, is a self-aware process in which an individual may categorize the self as a singular “I” (personal identity), or as a more inclusive “we” (social identity) at other times through postulates that perceived at different times. This statement has been interpreted according to the theory of self-categorization (Turner, 1982(. The current research aims to: 1) Measuring the intellectual stagnation at educational guides. 2) Finding out the intellectual stagnation at educational guides according to the variables of gender and years of experiences range from, 1-5, 6-10, 11-15, and (16 or more years). 3) Measuring self-categorization of educational guides. 4) Finding out the differences in self-categorization among of the educational guides according to the variables of gender and years of experiences range from, 1-5, 6-10, 11-15, and (16 or more years). 5) Finding out the relationship between intellectual stagnation and self-categorization at educational guides. To achieve the aims, the researcher constructed two scales, one of them measured the intellectual stagnation, while the other measured self-categorization. Both of scales are applied on the sample of study which is 200 in both male and female educational guides. The current sample are chosen randomly according to gender and years of experiences from the population of study which is received 372 male and female educational guides at Directorate of Diyala Education for the academic year 2014 which represents the limits of the study. Data collected are analyzed using suitable statistical treatment methods such as; t-test formula for one sample and two independent samples and Pearson correlation coefficient formula. The researcher has reached to the following conclusions: 1) The educational guides are not characterized by intellectual stagnation. 2) There are no statistically significant differences in terms of intellectual stagnation at educational guides in accordance with gender variable, but there are statistically significant differences at educational guides according to years of experiences variable in favor of the guides with less than 10 years. 3) There are no statistically significant differences in terms of self-categorization at educational guides in accordance with gender and years of experiences variables. 4) There is an inverse relationship between the function of intellectual stagnation and self-categorization, in which the less of intellectual stagnation leads to increase the self-categorization irritability at educational guides. According to above results, the researcher has drawn number of recommendations including the necessity of attention in educational by authorities because they are doing the best roles to protect the growth and development of students who are under their custody with efficiency and responsibility, therefore, it must continue to conduct the necessary studies for educational guide and help him/her to overcome the obstacles which might face in providing assistance to students which are resulting an improvement in process of guidance as required. (Author’s abstract)