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العجز النفسي وعلاقته ببعض المتغيرات
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يكون الفرد الذي يعاني من العجز النفسي عاجزاً عن التكيف مَعَ الضغوط النفسية الناتجة عن الظروف الشخصية والاجتماعية مما يؤدي إِلَى تعرض الفرد إِلَى مشاكل في إنجازه الدراسي وتعرضه لمشاكل في مجال علاقاته الاجتماعية بحيث يكون الفرد منزعجاً وناضباً في علاقاته مَعَ الناس وردود فعل الآخرين نحوه تتسم بالنفور والكراهية والغضب والحقد غير ذلك من المشاعر السلبية ، لذا استهدف البحث الحالي ما يأتي :

  1. بناء مقياس للعجز النفسي لطلبة جامعة بغداد .
  2. التعرّف على مستوى العجز النفسي لطلبة جامعة بغداد .
  3. التعرّف عَلَى الفروق مَا بَيْن المجالات عَلَى مقياس العجز النفسي وهي :
    • أ‌- الانزعاج الذاتي .
    • ب‌- العجز في الوظيفة الاجتماعية .
    • ت‌- العجز في الأداء الدراسي .
  4. الكَشْف عَنْ العجز النفسي لطلبة جامعة بغداد عَلَى وفق متغير الجنس ( ذكور ـ إناث ) .
  5. الكَشْف عَنْ العجز النفسي لطلبة جامعة بغداد على وفق متغير الحالة الاقتصادية ( ملك ـ إيجار ) .
  6. الكَشْف عن العجز النفسي لطلبة جامعة بغداد على وفق متغير المرحلة (الأولى ، الثانية ، الثالثة ، الرابعة ) .
  7. الكَشْف عن العجز النفسي لطلبة جامعة بغداد على وفق متغير التخصص (علمي ـ إنساني ) .
  8. الكَشْف عن العجز النفسي لطلبة جامعة بغداد على وفق متغير توقع حدوث الحرب أو عدم توقع حدوث الحرب .
  9. الكَشْف عن العجز النفسي لطلبة جامعة بغداد على وفق متغير تلقي التدريب لمواجهة كوارث الحرب أو عدم تلقي التدريب لمواجهة كوارث الحرب .
  10. الكَشْف عن العجز النفسي لطلبة جامعة بغداد على وفق متغير المرور بخبرة الحروب السابقة مثل الحرب مَعَ دولة إيران أو حرب الخليج الأولى 1991 ، أو عدم المرور بهاتين الخبرتين .

وتحدد مجتمع البحث الحالي بطلبة جامعة بغداد ، وللمراحل الدراسية الأربعة حيث اختيرت عينة البحث بالطريقة الطبقية العشوائية من كليات جامعة بغداد ، وبلغ حجم العينة ( 400 ) طالب وطالبة ، ولتحقيق أهداف البحث قامت الباحثة ببناء مقياس العجز النفسي الذي اعتمدت على عدد من الأدبيات والدراسات السابقة في بناءه وفي ضوء ذلك حددت ( 3 ) مجالات للمقياس  وهي :

مجال الانزعاج الذاتي ، مجال العجز في الوظيفة الاجتماعية ، مجال العجز في الأداء الدراسي ، ثم تمت صياغة الفقرات بحيث تغطي كل مجال من مجالات المقياس الثلاثة وَقَدْ تكوّن المقياس بصورته النهائية من ( 25 ) فقرة توزعت على مجالات المقياس الثلاثة.

كما تحقق في المقياس الصدق والثبات ، وبعد معالجة البيانات إحصائياً باستخدام مُعامل ارتباط بيرسون ومعادلة الفاكروتباخ أسفرت النتائج على ما   يلي :

  1. أن مستوى العجز النفسي لدى طلبة جامعة بغداد يعد منخفضاً .
  2. وجود فروق ذات دلالة إحصائية بين مجالات المقياس ولصالح المجال الثالث كالعجز في الأداء الدراسي .
  3. لا توجد فروق ذات دلالة إحصائية بين الذكور والإناث على مقياس العجز النفسي .
  4. ظهور فروق ذات دلالة إحصائية بين متغير الحالة الاقتصادية ( ملك ـ إيجار ) ولصالح الإيجار .
  5. لم تظهر فروق ذات دلالة إحصائية بين متغير المراحل الدراسية الأربعة .
  6. ظهور فروق ذات دلالة إحصائية بين متغير التخصص ( علمي ـ إنساني ) ولصالح العلمي .
  7. لم تظهر فروق ذات دلالة إحصائية بين توقع الطلبة لحدوث الحرب أو عدم توقعهم .
  8. ولم تظهر فروق ذات دلالة إحصائية بين الطلبة الذين تلقوا تدريباً والذين لم يتلقوا تدريباً .
  9. ظهور فروق ذات دلالة إحصائية بين الطلبة على متغير المرور بخبرة الحروب وبين عدم المرور بخبرة الحروب ولصالح المرور بخبرة الحروب .
  10. وفي ضوء هذه النتائج وضعت الباحثة بَعْض التوصيات والمقترحات .

 

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