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السلوك الاجتماعي للطالب الجامعي
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اهمية البحث والحاجة اليه:

       تكتسب الدراسات الخاصة بالتعليم العالي ، اهمية حيوية من حيث كونها تتطرق الى محور مهم من محاور العلم والثقافة في المجتمع الذي يحدد اتجاه ومدى حركة التقدم الاقتصادي والاجتماعي  والعلمي فيه ، فضلا عن كونه تعبيرا مباشرا عن آمال وطموحات المجتمع  وتوفير ماتحتاجه عملية البناء والتقدم والتطور في جميع مجالات الحياة وفي جميع التخصصات0

(اسماعيل ومرسي ،1974 ،ص2)

      ويعد التعليم الجامعي من اهم المراحل التعليمية حيث انه يمثل قمة الهرم التعليمي ويهدف الى اعداد الافراد بصورة منتظمة وموجهة للحياة ولذلك فالتعليم العالي وبمستوياته المختلفة وخاصة الجامعات ينال كثيرا من العناية والاهتمام في معظم الدول المتقدمة والنامية على حد سواء (القرالة  ،1998 ، ص2) وذلك للدور المهم الذي يلعبه في اعداد الطلبة بمستوى العصر بتزويدهم بأرقى المعارف والمهارات التي تساعد على تكوين مستقبلهم بروح من الاقدام والتفاعل والتوافق 0 0فتؤدي الجامعة دورا كبيرا في التوافق السليم وتعديل السلوك ولهذا اصبح الواجب الملقى على عاتق المربين كبيرا في هذا التوجيه ، فالطالب يقضي الجزء الاكبر من وقته في الدوام الجامعي كما ان بعض الصداقات التي تقوم بين الطلبة تختلف عما كانت عليه في المراحل الدراسية السابقة لان صداقاتهم تكون اكثر ثباتا ومبنية على اسس خلقية معينة تتلأم ورغباتهم 0 فضلا عن ان الكليات تحتوي على مجموعات من الطلبة جاءوا من بيئات مختلفة في عاداتها وتقاليدها 0 وضمن هذه البيئة المتفاوتة القيم والمعايير الاجتماعية يجب ان تلعب الجامعات دورها في الابقاء على السلوك المقبول اجتماعيا (الحوري ،سهيل ،2000،ص12) (Arpan,1996,P:3 ) 0

      ومن الجدير بالذكر ان للسلوك المقبول اجتماعيا قواعداً تمثل جزءاً من النظام الاجتماعي المتمثل بمجموعة من الناس الذين يشتركون معا في اداء عمل اجتماعي معين يتعلق بناحية معينة من البيئة التي يعيشون فيها ويستعينون في ذلك بأساليب فنية مرسومة كما يخضعون لفئة معينة من القواعد والقوانين (زيعور ،1986،ص56)0

      وتعد هذه القواعد والقوانين من بين اهم المكونات الاساسية للمعيار الاجتماعي لان المجتمع يقبلها دون رفض او اعتراض ، ومن الاسباب التي تؤدي الى التزام الفرد بالمعايير الاجتماعية هي حاجته للانتماء والانتماء لايتحقق بمجرد الرغبة فيه دون مسايرة معايير المجتمع التي تمنحه الكثير من الامتيازات التي قد يكون من اهمها التخلص من الضغوط النفسية الداخلية حينما يرى ان سلوكه مغاير لسلوك الجماعة ، واذا كانت معايير الجماعة قوية استطاعت ان تجذب الافراد من خلال وضوحها ، والتزام الغالبية العظمــــى بها ، وعدم مسامحة المخالفين ( السامرائي ،1988،ص93-94) 0

      ومن الجدير بالذكر ان الجماعة التربوية قد تختلف بعض الشيء عن الجماعات الاخرى في تشددها بأحكامها الاجتماعية لسبب بسيط هو انها جماعة تربوية وهدفها التربية والتعليم ولهذا لايسمح بالتفريط بمعاييرها 0

وعليه فأن دافعية المتعلم تتأثر بما تحدده الجماعة صراحة أو صمنا مما يدفعه الى اتخاذ موقف محدد تجاه معايير تلك الجماعة بما يوجه سلوكه او يزيد من قوته لما يلقاه من دعم وتأييد واذا كانت الجماعة تؤثر من خلال مواقف المسايرة والمغايرة في القيم والمعايير فأنها تؤثر ايضا في النشاط المعرفي والحكم الاداركي 0 ولعل مشكلة الضبط والنظام في الجامعة والمؤسسات التربوية عامة من اكثر المشكلات التي يمكن فهمها وتناولها وبحثها في ضوء ضغوط واساليب الجماعة الصغيرة للمسايرة والمغايرة اذ ان القواعد والمعايير لها قوة الضغط والتأثير بوصفها صادرة من الجماعة اكثر من وصفها جزاءات مفروضة في نظام صيغ من الخارج (عثمان ،1974،ص42-43) 0

      ولابد من الاشارة هنا الى ان السلوك الذي يتصف بالانحراف عن معايير الجماعة كلما كان ضد عدد اكبر من الافراد قل الاهتمام به والمحاسبة عليه والعكس صحيح فاذا كان السلوك موجها نحو قلة من الافراد او فرد واحد او انهم يهتمون به اكثر ويعطونه اوصافا تختلف من حيث قوتها وتأثيرها ( ميزنوف ،1972،ص42) 0

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