الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 32
Jordan. The data were collected in September of the academic year 2021–2022 using the academic
motivation scale. Mann–Whitney U test was performed to examine gender differences in
motivation type. Results demonstrated significant gender difference in motivation types. Females
had more self-determination (U = 19,106, p = .024), intrinsic motivation to experience stimulation
(U = 17,030, p = .000), identified regulation (U = 14,997, p = .000), and introjected regulation (U
= 17,557, p = .000), while males had more amotivation (U = 17,557, p = .000). Implications of this
study can inform online instructors and decision-makers to carefully consider online learning
settings and employ intrinsic motivation strategies to boost students’ self-determination and
enhance their motivation quality.
(4) Ajlouni1, A. & Rawadieh, S. (2022). Technophobia and Technophilia among
Undergraduates: Cross-national Research in Jordan, Qatar, and Egypt. JSSER. Vol. 13, No.4. 2455. file:///C:/Users/SR18674/Downloads/article_223006.pdf
The rising growth of integrating technology into education affects the psychological structure of
students, especially their technophobia and technophilia levels, playing a vital role in their
adaptation to new technology, bridging the digital divide, and achieving sustainable development
goals. Despite such influence, research lacks diagnostic theses among Arabian undergraduates.
This study is the first to assess technophobia and technophilia levels according to countries among
Jordanian, Egyptian, and Qatari undergraduates. The quantitative research approach and a
crossnational research design, with a web-based questionnaire, are adopted to explore the
technophobia and technophilia levels of Arabian undergraduates and investigate them concerning
the country. Additionally, A stratified multistage clustered random sampling is recruited. The study
sample comprised 1081 undergraduates; from Egypt (400), Jordan (375), and Qatar (301). The data
were collected in September of the academic year 2021–2022 using the Technophobia and
Technophilia Questionnaire. The results demonstrated a moderate level of technophilia among
Arabian undergraduates. Moreover, according to country, the ANCOVA test confirmed a nonsignificant (p>.05) difference in technophilia levels. Notably, a significant (p
ﻣﺪى ﺗﻀﻤﯿﻦ ﻣﻔﺎھﯿﻢ اﻟﺘﻨﻤﯿﺔ اﻟﻤﺴﺘﺪاﻣﺔ ﻓﻲ ﻛﺘﺐ اﻟﺪراﺳﺎت اﻻﺟﺘﻤﺎﻋﯿﺔ ﺑﺪوﻟﺔ.(2022) . ﺿﺤﻰ، وﺳﻠﯿﻢ، ﺻﺎﻟﺢ،( اﻟﺮواﺿﯿﺔ5)
.357-346 .(6) ع.49 م. اﻟﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ واﻻﺟﺘﻤﺎﻋﯿﺔ: ﻣﺠﻠﺔ دراﺳﺎت.ﻗﻄﺮ
http://hdl.handle.net/10576/21322
وذﻟﻚ ﺑﺎﺳﺘﺨﺪام،ھﺪﻓﺖ ھﺬه اﻟﺪراﺳﺔ إﻟﻰ ﻣﻌﺮﻓﺔ ﻣﺪى ﺗﻀﻤﯿﻦ ﻣﻔﺎھﯿﻢ اﻟﺘﻨﻤﯿﺔ اﻟﻤﺴﺘﺪاﻣﺔ ﻓﻲ ﻛﺘﺐ اﻟﺪراﺳﺎت اﻻﺟﺘﻤﺎﻋﯿﺔ ﺑﺪوﻟﺔ ﻗﻄﺮ
ﺗﻜﻮن ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ﻣﻦ ﻛﺘﺐ اﻟﺪراﺳﺎت اﻻﺟﺘﻤﺎﻋﯿﺔ اﻟﻤﻘﺮرة ﻋﻠﻰ طﻠﺒﺔ اﻟﺼﻔﻮف ﻣﻦ.أﺳﻠﻮب ﺗﺤﻠﯿﻞ اﻟﻤﺤﺘﻮى ﻓﻲ ﺟﻤﻊ اﻟﺒﯿﺎﻧﺎت
وﻟﺘﺤﻘﯿﻖ أھﺪاف اﻟﺪراﺳﺔ. ( ﻛﺘﺐ16 ) اﻟﺼﻒ اﻟﺜﺎﻟﺚ إﻟﻰ اﻟﺼﻒ اﻟﻌﺎﺷﺮ ﻓﻲ اﻟﻤﺪارس اﻟﺤﻜﻮﻣﯿﺔ ﻓﻲ دوﻟﺔ ﻗﻄﺮ واﻟﺬي ﺑﻠﻎ ﻋﺪدھﺎ
، اﻟﻤﺠﺎل اﻻﺟﺘﻤﺎﻋﻲ واﻟﺜﻘﺎﻓﻲ: ( ﻣﻔﮭﻮﻣﺎ ً ﺗﻢ ﺗﻮزﯾﻌﮭﻢ ﻋﻠﻰ ﺧﻤﺴﺔ ﻣﺠﺎﻻت ھﻲ140 ) ﻗﺎﻣﺖ اﻟﺒﺎﺣﺜﺔ ﺑﺒﻨﺎء ﻗﺎﺋﻤﺔ ﻣﻔﺎھﯿﻢ اﺷﺘﻤﻠﺖ ﻋﻠﻰ
وﺧﻠﺼﺖ اﻟﺪراﺳﺔ إﻟﻰ ﻋﺪد ﻣﻦ اﻟﻨﺘﺎﺋﺞ. واﻟﻤﺠﺎل اﻟﺴﯿﺎﺳﻲ، وﻣﺠﺎل اﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ واﻟﻤﻌﻠﻮﻣﺎت، واﻟﻤﺠﺎل اﻟﺒﯿﺌﻲ،واﻟﻤﺠﺎل اﻻﻗﺘﺼﺎدي
،(% 53.84 ) اﻟﻤﺠﺎل اﻻﺟﺘﻤﺎﻋﻲ واﻟﺜﻘﺎﻓﻲ: ﺗﻮزﻋﺖ ﻣﻔﺎھﯿﻢ اﻟﺘﻨﻤﯿﺔ اﻟﻤﺴﺘﺪاﻣﺔ ﻋﻠﻰ ﻣﺠﺎﻻت اﻷداة ﺣﺴﺐ اﻟﻨﺴﺐ اﻵﺗﯿﺔ:ﻛﺎن أھﻤﮭﺎ
وأﺧﯿﺮا ً ﻣﺠﺎل اﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ،(% 10.84 ) واﻟﻤﺠﺎل اﻟﺴﯿﺎﺳﻲ،(% 16.38 ) واﻟﻤﺠﺎل اﻻﻗﺘﺼﺎدي،(% 17.93 ) واﻟﻤﺠﺎل اﻟﺒﯿﺌﻲ
،(% 6.79 ) ﻛﺘﺎب اﻟﺼﻒ اﻟﺜﺎﻟﺚ: وﻛﺎن ﺗﻀﻤﯿﻦ اﻟﻤﻔﺎھﯿﻢ ﻓﻲ اﻟﻜﺘﺐ ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ﻋﻠﻰ اﻟﻨﺤﻮ اﻵﺗﻲ،(% 1.01 ) واﻟﻤﻌﻠﻮﻣﺎت
( وﻛﺘﺎب اﻟﺼﻒ% 11.79 ) وﻛﺘﺎب اﻟﺼﻒ اﻟﺴﺎدس،(% 10.24 ) وﻛﺘﺎب اﻟﺼﻒ اﻟﺨﺎﻣﺲ،(% 9.77 ) وﻛﺘﺎب اﻟﺼﻒ اﻟﺮاﺑﻊ
20.67 ) وﻛﺘﺎب اﻟﺼﻒ اﻟﻌﺎﺷﺮ،(% 9.47 ) وﻛﺘﺎب اﻟﺼﻒ اﻟﺘﺎﺳﻊ،(% 19.54 ) وﻛﺘﺎب اﻟﺼﻒ اﻟﺜﺎﻣﻦ،(% 11.73 ) اﻟﺴﺎﺑﻊ
( 46 ) ﻓﻲ ﺣﯿﻦ ﺑﻠﻎ ﻋﺪد ﺗﻠﻚ اﻟﺘﻲ ﻟﻢ ﯾﺮد ﻟﮭﺎ أي ذﻛﺮ،ً ( ﻣﻔﮭﻮﻣﺎ94 ) ﻛﻤﺎ ﺑﻠﻎ ﻋﺪد اﻟﻤﻔﺎھﯿﻢ اﻟﺘﻲ ﺗﻢ ﺗﻀﻤﯿﻨﮭﺎ ﻓﻲ ﺳﺎﺋﺮ اﻟﻜﺘﺐ.(%
وﻓﻲ ﺿﻮء ﻧﺘﺎﺋﺞ اﻟﺒﺤﺚ أوﺻﺖ اﻟﺪراﺳﺔ ﺑﺎﻟﻌﺪﯾﺪ ﻣﻦ اﻟﺘﻮﺻﯿﺎت ﻛﺎن أھﻤﮭﺎ ﺿﺮورة ﺗﺤﻘﯿﻖ اﻟﺘﻮازن ﺑﯿﻦ ﻣﻔﺎھﯿﻢ اﻟﺘﻨﻤﯿﺔ.ًﻣﻔﮭﻮﻣﺎ
ﺑﻤﺎ ﯾﺤﻘﻖ ﺗﻜﺎﻣﻼً ﻓﻲ ﻣﻨﻈﻮﻣﺔ اﻟﺘﻨﻤﯿﺔ اﻟﻤﺴﺘﺪاﻣﺔ،اﻟﻤﺴﺘﺪاﻣﺔ ﻓﻲ اﻟﻤﺠﺎﻻت اﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﻣﻨﺎھﺞ وﻛﺘﺐ اﻟﺪراﺳﺎت اﻻﺟﺘﻤﺎﻋﯿﺔ ﺑﺪوﻟﺔ ﻗﻄﺮ
.اﻟﺘﻲ ﺳﯿﻜﺘﺴﺒﮭﺎ اﻟﻤﺘﻌﻠﻤﻮن ﻓﻲ اﻟﻤﺮاﺣﻞ اﻟﻤﺪرﺳﯿﺔ اﻟﻤﺨﺘﻠﻔﺔ
32
ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
