فاعلية التدخل الإيجابي والتفضيل الاحتمالي للذات في خفض الانغمار بالألعاب الإلكترونية لدى طالبات المرحلة الإعدادية
In the era of electronics and smartphones, everything has become available, especially in these times, opportunities have become more available and easier to try games to spend free time and get busy and immersed in their experience. This has become a sensitive problem for all segments of society, especially the adolescent community, as it distracts them from their studies, defining their future goals and engaging in social relations. Therefore, this study aims to identify the Efficacy of (positive intervention and best possible self) in reducing game immersion among middle school students. The researcher adopted game immersion scale by (Jennett, 2010), which consists of 31 items with a five alternatives for each response, as well as the positive intervention method of (Seligman & Rashid, 2013) consisting of 14 sessions and Best possible-self adopted by (King, 2001) consisting of 6 sessions; The research tools were applied to a sample of the (250) middle school students, and after analyzing scale's data by SPSS, they were applied to the experiment sample consist of 15 students for an experimental design with the two experimental groups and the control group with 5 individuals for each group. Parity was calculated for the three groups according to the variables (students' scores on the scale of game immersion and intelligence). The results showed that both positive intervention and best possible-self were effective in reducing game immersion in adolescents, and this was confirmed by the follow-up. And in the light of the results the researcher had reached to a group of conclusions, recommendations and suggestions. (Author’s abstract)