التكييف المدرسي وعلاقتة بمركز الضبط بين المتفوقيين والمتأخريين تحصيلاً لدى طلبة الصف التاسع في مادة اللغة العربية في مدارس مديرية تربية جنوب الخليل
Date
2010-07-05
Authors
جهاد محمد أحمد رشيد
Jehad Mohammad Ahmad Rasheed
Journal Title
Journal ISSN
Volume Title
Publisher
جامعة القدس
Abstract
This study aimed at recognizing the relationship between scholastic
adjustment and locus of control among the high achieving and low
achieving students in the Arabic language in the schools of in the
directorate of southern Hebron. it also aimed at knowing whether there
were significant differences in scholastic adjustment and locus of control
due to the variables of sex, place of residence, type of school, and student
level of achievement , To achieve the objectives of the study,
0TThe population of the study consisted of all ninth grade students in the
schools of southern Hebron who were registered in the second semester's
of (2009 - 2010)(n=2586).the study sample consisted of (249) students.
(n=249). This sample was selected a stratified random sample it consisted
of (249) males who the either superior or retarded in the subject in
Arabic.
0TThe researcher built a scale to measure school. Adjustment. He also
Ratters scales to measure the locus of control of the sample.
This study, which has explored the degree of scholastic adjustment in
Arabic among the ninth-grade students at schools under the heading of
the Directorate of Education in Southern Hebron, concludes that:
The degree of adjustment is higher among overachievement-students than
those partners with underachievement, and that whereas the adjustment
among learners experiencing underachievement mostly corresponds to
the field of (learners), it refers to (teachers) among other students with
underachievement.
There is no significant statistic differences in averages of scholastic adjustment on variables of gender and the level of achievement and their interaction in one hand, and the variables of place of residence and achievement and their interaction on the other. Yet, the study conclusions show the occurrence of differences related to the variable of gender on the field of (teacher) only. Accordingly, these variables were higher
among female learners. Meanwhile, conclusions neither show differences on the overall degree nor on other scopes of scholastic adjustment. There are also differences in achievements that affect various fields of adjustment and the entire degree significantly higher among overachievement-students. The degree of the locus of control among the overachievement-students and their colleagues with underachievement shows that they all have got external control. There are statistic differences in averages of locus control according to the correlation between variables of gender and achievement which become higher on the part of overachievement-students. In addition, conclusions show that there are differences among underachievement-students in the level of achievement with higher scale. Still, no significant differences are shown in relation to the variable of gender. There are no statistic differences in averages of locus control according to the correlation between variables of gender and achievement on the entire degree and there no differences related to the place of residence. Meanwhile, there are differences among underachievement-students in the level of achievement with higher scale. There is an inverse relationship of statistic significance between averages of scholastic adjustment and locus control among students with underachievement. On the contrary, there is a weak inverse relation with insignificant statistics differences between averages of scholastic adjustment and locus control among overachievement-students.