J 2007 ‫( ﻟﺴﻨﺔ‬3) ‫( ﺍﻟﻌﺩﺩ‬14) ‫ ﺍﻟﻤﺠﻠﺩ‬- ‫ ﻤﺠﻠﺔ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﻌﻠﻡ‬K

‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ‬

‫ﺃﺴﺒﺎﺒﻬﺎ ﻭﺃﺴﺎﻟﻴﺒﻬﺎ ﻭﻁﺭﻕ ﻋﻼﺠﻬﺎ‬
‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬
‫ ﺠﺎﻤﻌﺔ ﺍﻟﻤﻭﺼل‬/ ‫ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‬/ ‫ﻗﺴﻡ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬
‫ﺍﻟﻘﺒﻭل‬ ‫ﺍﻻﺴﺘﻼﻡ‬
2007/05/09 2007/03/14

Abstract
This study aimed at perceiving the reasons, the incentives and the latent
techniques why students appeal to cheating in school examinations, and to set
up a medium to measure such cheating upon secondary stage students in Mosul
as well. It has been designed to measure cheating level in school examination
upon students of secondary stage in general, as well as recognizing the relation
between the variable of cheating reasons and sex variable (males and females).
The sample of the study consisted of (684) students (male and female)
representing a roughly percentage of (6.277%) from the original society
research. The researcher has deduced veracity of research medium via external
and subjective veracity. Invariability was deduced the re-test method upon a
sample of (50 male and female students), invariability coefficient of the
research medium was (0.84).
The researcher has applied suitable statistical means in statistical
analysis and data processing, including Person correlation coefficient, T-test
for a single sample and Baserial point correlation coefficient.
The study has attained the following findings :
Using small pieces of paper, looking at the wall and copy from it , writing on
seat where the students sits, copying from the textbook, resorting to pieces of
paper by a neighbor classmate, writing on the back of the copybook, writing on
the palm of the hand, writing Arabic letters in English, using hand or other
gestures, writing the first letters of some words, writing on the ruler, changing
book binding by another,
Asking for assistance from the teacher, writing on the back of the
classmate that sits in front of him, writing on the foot, exchanging some pieces
of paper with another classmate, using calculators ,claiming to go to the toilet
to get writings previously written on toilet’s doors and getting out papers-
already written- for reading, inserting pieces of paper within veils worn by
female students, copying from the school course, talking to a colleague and
using some gestures agreed upon previously with the classmates.
* Statistically indicative differences have been proved between the
actualized mean and the theoretical mean for the medium of cheating reasons in
examinations in favor of materialized value. Study findings have also shown an

271
271
 ‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‪....‬‬
‫‪un-indicative correlation between the variable of cheating reasons in‬‬
‫‪examinations and sex variable in favor of male students.‬‬
‫‪Necessary proposals and recommendations were introduced by the‬‬
‫‪researcher in the light of what have been brought about by the study findings.‬‬
‫ﺍﻟﻤﻠﺨﺹ‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ ﻁﻠﺒـﺔ ﺍﻟﻤﺭﺤﻠـﺔ‬
‫ﺍﻹﻋﺩﺍﺩﻴﺔ ﺒﺸﻜل ﻋﺎﻡ‪ ،‬ﻜﻤﺎ ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭ ﺃﺴﺒﺎﺏ ﺍﻟﻐﺵ ﻓﻲ‬
‫ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ ﻭﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ )ﻁﻼﺏ ﻭﻁﺎﻟﺒﺎﺕ (‪،‬ﻭﺘﺤﺩﻴﺩ‬
‫ﺃﺴﺒﺎﺒﻬﺎ ﻭﺃﺴﺎﻟﻴﺒﻬﺎ ﺍﻟﻜﺎﻤﻨﺔ ﻭﺭﺍﺀ ﻟﺠﻭﺀ ﺍﻟﻁﻠﺒﺔ ﺇﻟﻰ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ‪ ، ،‬ﺃﻤـﺎ ﻋﻴﻨـﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻓﻘﻁ ﺘﻜﻭﻨﺕ ﻤﻥ )‪ (‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ‪،‬ﻭﻴﻤﺜﻠﻭﻥ ﻨﺴﺒﺔ )‪ (%6.277‬ﺘﻘﺭﻴﺒﺎ ﻤـﻥ‬
‫ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ ﺍﻷﺼﻠﻲ ﺍﺴﺘﺨﺭﺠﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺼﺩﻕ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ ﻋﻥ ﻁﺭﻴﻕ ﺍﻟـﺼﺩﻕ ﺍﻟﻅـﺎﻫﺭﻱ‬
‫ﻭﺍﻟﺼﺩﻕ ﺍﻟﺫﺍﺘﻲ ﻭﺍﺴﺘﺨﺭﺝ ﺍﻟﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﺒﻠﻐﺕ )‪(‬‬
‫ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻭﻜﺎﻥ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﻷﺩﺍﺓ ﺍﻟﺒﺤﺙ )‪ (‬ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻭﺴـﺎﺌل‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻓﻲ ﺘﺤﻠﻴل ﺍﻟﺒﻴﺎﻨﺎﺕ ﻭﻤﻌﺎﻟﺠﺘﻬﺎ ﺇﺤﺼﺎﺌﻴﺎ ‪،‬ﻤﻨﻬﺎ ﻤﻌﺎﻤـل ﺍﺭﺘﺒـﺎﻁ ﺒﻴﺭﺴـﻭﻥ‬
‫ﻭﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﺘﺎﺌﻲ ﻟﻌﻴﻨﺔ ﻭﺍﺤﺩﺓ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻭﻴﻨﺕ ﺒﺎﺴﻴﺭﻴﺎل ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﻨﺘﺎﺌﺞ‬
‫ﺍﻵﺘﻴﺔ ‪:‬‬
‫‪ -‬ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺇﻥ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﻲ ﻴﺘﺒﻌﻬﺎ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻐﺵ ﻜﻤﺎ ﺫﻜﺭﻭﻫﺎ ﻜﺎﻥ ﻋـﺩﺩﻫﺎ‬
‫)‪ (22‬ﺃﺴﻠﻭﺒﺎ ﻭﻫﻲ ﻤﺭﺘﺒﺔ ﻜﺎﻷﺘﻲ‪) :‬ﺍﺴﺘﻌﻤﺎل ﻗﺼﺎﺼﺎﺕ ﻭﺭﻕ ﺼﻐﻴﺭﺓ ‪.‬ﺍﻟﻨﻅﺭ ﺍﻟـﻰ ﺍﻟﺠـﺩﺍﺭ‬
‫ﻭﺍﻟﻨﻘل ﻤﻨﻪ‪ ،‬ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻰ ﺍﻟﻤﻘﻌﺩ ﺍﻟﺫﻱ ﻴﺠﻠﺱ ﻋﻠﻴﻪ‪ ،‬ﺍﻟﻨﻘل ﻤﻥ ﺍﻟﻜﺘـﺎﺏ‪ ،‬ﺍﻻﺴـﺘﻌﺎﻨﺔ ﺒـﺄﻭﺭﺍﻕ‬
‫ﻤﻜﺘﻭﺒﺔ ﻤﻥ ﺯﻤﻴل ﻗﺭﻴﺏ‪ ،‬ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻰ ﻅﻬﺭ ﺍﻟﺩﻓﺘﺭ ﺍﻟﺫﻱ ﻴﻜﺘﺏ ﻋﻠﻴﻪ ﺍﻟﻁﺎﻟﺏ‪ ،‬ﺍﻟﻜﺘﺎﺒـﺔ ﻋﻠـﻰ‬
‫ﺭﺍﺤﺔ ﺍﻟﻴﺩ‪ ،‬ﻜﺘﺎﺒﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ ﺒﺄﺤﺭﻑ ﺇﻨﻜﻠﻴﺯﻴﺔ‪ ،‬ﺍﺴﺘﻌﻤﺎل ﺍﻹﺸﺎﺭﺍﺕ ﺒﺎﻟﻴـﺩ ﺍﻭ ﺒﻐﻴﺭﻫـﺎ ‪،‬‬
‫ﻜﺘﺎﺒﺔ ﺍﻟﺤﺭﻭﻑ ﺍﻷﻭﻟﻰ ﻟﺒﻌﺽ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻰ ﺍﻟﻤﺴﻁﺭﺓ ‪ ،‬ﺘﺒﺩﻴل ﺠﻠﺩ ﺍﻟﻜﺘﺎﺏ ﺒﺠﻠﺩ ﺁﺨﺭ‪،‬‬
‫ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﺎﻟﻤﺩﺭﺱ‪ ،‬ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻰ ﻅﻬﺭ ﺍﻟﺯﻤﻴل ﺍﻟﺫﻱ ﻴﺠﻠﺱ ﺃﻤﺎﻤﻪ‪ ،‬ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻰ ﺍﻟﻘﺩﻡ‪ ،‬ﺘﺒـﺎﺩل‬
‫ﺒﻌﺽ ﺍﻷﻭﺭﺍﻕ ﻤﻊ ﺯﻤﻴل ﺁﺨﺭ‪ ،‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻵﻻﺕ ﺍﻟﺤﺎﺴﺒﺔ ﺍﻟﻤﺒﺭﻤﺠﺔ‪ ،‬ﺍﻟﺫﻫﺎﺏ ﺍﻟـﻰ ﺍﻟﻤﺭﺍﻓـﻕ‬
‫ﺍﻟﺼﺤﻴﺔ ﺒﺤﺠﺔ ﻗﻀﺎﺀ ﺤﺎﺠﺔ ﻤﻊ ﺍﻟﻜﺘﺎﺒﺔ ﺍﻟﻤﺴﺒﻘﺔ ﻋﻠﻰ ﺃﺒﻭﺍﺏ ﺍﻟﻤﺭﺍﻓﻕ ﺍﻟـﺼﺤﻴﺔ ﺍﻭ ﺇﺨـﺭﺍﺝ‬
‫ﺃﻭﺭﺍﻕ ﻟﻘﺭﺍﺀﺘﻬﺎ ﻤﻭﺠﻭﺩﺓ ﺴﻠﻔﺎ‪ ،‬ﻭﻀﻊ ﺃﻭﺭﺍﻕ ﺩﺍﺨل ﺍﻟﺤﺠﺎﺏ ﺍﻟﺫﻱ ﺘﻠﺒﺴﻪ ﺍﻟﻁﺎﻟﺒﺎﺕ‪،‬ﺍﻟﻨﻘل ﻤـﻥ‬
‫ﺍﻟﻤﻘﺭﺭ ﺍﻟﻤﺩﺭﺴﻲ‪،‬ﺍﻟﺘﺤﺩﺙ ﻤﻊ ﺯﻤﻴل‪ ،‬ﺍﺴﺘﺨﺩﺍﻡ ﺒﻌﺽ ﺍﻹﺸﺎﺭﺍﺕ ﺍﻟﻤﺘﻔﻕ ﻋﻠﻴﻬﺎ ﻤﻊ ﺍﻟﺯﻤﻼﺀ ‪.‬‬

‫‪ -‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻤﺘﺤﻘﻕ ﻭﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻨﻅﺭﻱ ﻟـﻸﺩﺍﺓ ﺃﺴـﺒﺎﺏ‬
‫ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﻟﺼﺎﻟﺢ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﺤﻘﻘﺔ‪ ،.‬ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴـﺔ ﻭﺠـﻭﺩ ﻋﻼﻗـﺔ‬
‫ﺍﺭﺘﺒﺎﻁﻴﻪ ﺒﻴﻥ ﻤﺘﻐﻴﺭ ﺃﺴﺒﺎﺏ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻭﻟﺼﺎﻟﺢ ﺍﻟﺫﻜﻭﺭ‪.‬‬
‫ﻭﻓﻲ ﻀﻭﺀ ﻤﺎ ﺃﺴﻔﺭﺕ ﻋﻨﻪ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻗﺩﻤﺕ ﺍﻟﺘﻭﺼﻴﺎﺕ ﻭﺍﻟﻤﻘﺘﺭﺤﺎﺕ ﺍﻟﻼﺯﻤﺔ ‪.‬‬

‫‪272‬‬
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

‫ﻭﻤﻥ ﺃﻫﻡ ﺍﻟﺘﻭﺼﻴﺎﺕ ‪:‬‬

‫‪ -‬ﺇﻗﺎﻤﺔ ﺍﻟﻨﺩﻭﺍﺕ ﺍﻟﺩﻴﻨﻴﺔ ﻟﺘﻭﻀﻴﺢ ﻤﺨﺎﻁﺭ ﺍﻟﻐﺵ ﻭﺘﻌﺎﺭﻀﻪ ﻤﻊ ﻤﺒﺎﺩﺉ ﺍﻟﺩﻴﻥ ﻭﻤﻊ ﺍﻟﻘﻴﻡ ﻭﺍﻟﻐﺎﻴﺎﺕ‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺘﻭﻋﻴﺔ ﺍﻟﻁﻠﺒﺔ ﺒﺎﻻﻟﺘﺯﺍﻡ ﺒﺘﻌﺎﻟﻴﻡ ﺍﻟﺩﻴﻥ ﺍﻟﺤﻨﻴﻑ ﻭﺃﺨﻼﻗﻪ ﻭﺠﻌﻠﻬﺎ ﻤﻤﺎﺭﺴـﻪ ﻓـﻲ ﺤﻴﺎﺘـﻪ‬
‫ﺍﻟﻴﻭﻤﻴﺔ ﻭﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺘﻜﺭﻴﻡ ﺍﻟﻁﻠﺒﺔ ﺍﻟﻤﺘﻔﻭﻗﻴﻥ ﻓﻲ ﺃﺩﺍﺌﻬﻡ ﻭﺃﻨﺸﻁﺘﻬﻡ ﺩﺍﺨل ﺍﻟﺼﻑ ﻭﻟﻴﺱ ﻋﻠـﻰ‬
‫ﺃﺩﺍﺌﻬﻡ ﻓﻲ ﻭﺭﻗﺔ ﺍﻻﻤﺘﺤﺎﻥ ﻓﻘﻁ ‪.‬‬
‫‪ -‬ﻴﻨﺤﺼﺭ ﻋﻼﺝ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻷﺴﺒﺎﺏ ﺒﺤﻴﺙ ﻴﺩﺭﺱ ﻜل ﺴﺒﺏ ﻋﻠـﻰ ﺤـﺩﺓ‬
‫ﻟﻠﻭﺼﻭل ﺇﻟﻰ ﻋﻼﺝ ﻓﺈﺫﺍ ﺒﻁﻠﺕ ﺍﻟﻤﺴﺒﺒﺎﺕ ﻓﺴﺘﻨﺘﻬﻲ ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ ﺒﺎﻨﺘﻬﺎﺀ ﺃﺴﺒﺎﺒﻬﺎ ﻤﻊ ﺘﻜﺎﺘﻑ ﺠﻬﻭﺩ‬
‫ﻜل ﺍﻟﺠﻬﺎﺕ ﺍﻟﻤﻌﻨﻴﺔ ﻭﺒﺸﻜل ﺠﺎﺩ ﻓﻲ ﺘﻁﺒﻴﻕ ﻨﻅﺎﻡ ﻤﻨﻊ ﺍﻟﻐﺵ ‪.‬‬
‫ﻭﻤﻥ ﺃﻫﻡ ﺍﻟﻤﻘﺘﺭﺤﺎﺕ ‪:‬‬
‫‪ -‬ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﺘﺴﺘﻬﺩﻑ ﺍﻟﻜﺸﻑ ﻋﻥ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻐﺵ ﻭﻤﺘﻐﻴﺭﺍﺕ ﺃﺨﺭﻯ ﻤﻨﻬﺎ ﺍﻟﺴﻤﺎﺕ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ‪،‬ﻭﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ‪،‬ﻭ ﻤﻔﻬﻭﻡ ﺍﻟﺫﺍﺕ ‪ ،‬ﻭﺍﻟﻀﻐﻭﻁ ﺍﻟﻨﻔﺴﻴﺔ ‪.‬‬
‫‪ -‬ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﺃﺨﺭﻯ ﻴﺘﻡ ﻓﻴﻬﺎ ﺍﺴﺘﻁﻼﻉ ﺃﺭﺍﺀ ﻋﻴﻨـﺎﺕ ﺃﺨـﺭﻯ ﻜـﺂﺭﺍﺀ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﺘﺭﺒﻭﻴـﺔ‬
‫ﻭﺍﻟﻤﺩﺭﺴﻴﻥ ﻭﺍﻟﻤﺸﺭﻓﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻭﺍﻟﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻻﺨﺘﺼﺎﺼﻴﻴﻥ ‪.‬‬
‫ﺍﻟﺘﻌﺭﻴﻑ ﺒﺎﻟﺒﺤﺙ‬
‫ﻤﺸﻜﻠﺔ ﺍﻟﺒﺤﺙ ‪ :‬ﺘﻬﺘﻡ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﻋﻠﻰ ﺍﺨﺘﻼﻑ ﺩﺭﺠﺎﺕ ﺭﻗﻴﻬﺎ ﻓﻲ ﺍﻟﺤﻀﺎﺭﺓ ﺒﻁﻠﺒﺘﻬـﺎ ﻭﺸـﺒﺎﺒﻬﺎ‬
‫ﻷﻨﻬﺎ ﺘﻌﻘﺩ ﻋﻠﻴﻬﻡ ﺍﻵﻤﺎل ﻓﻲ ﺍﺴﺘﻘﺭﺍﺭﻫﺎ ﻭﺘﻁﻭﻴﺭﻫﺎ ﻭﺘﻘﺩﻤﻬﺎ ﻭﺘﺯﺩﺍﺩ ﺃﻫﻤﻴـﺔ ﻫـﺫﻩ ﺍﻟﻔﺌـﺔ ﻓـﻲ‬
‫ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﻨﺎﻤﻴﺔ ﻟﺴﺒﺒﻴﻥ ﺃﻭﻟﻬﻤﺎ ‪ :‬ﺤﺎﺠﺔ ﻫﺫﻩ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺇﻟﻰ ﺍﻹﺴﺭﺍﻉ ﻓـﻲ ﻋﻤﻠﻴـﺔ ﺍﻟﺘﻨﻤﻴـﺔ‬
‫ﺍﻟﻘﻭﻤﻴﺔ ﺍﻟﺸﺎﻤﻠﺔ ﺍﻟﺘﻲ ﺘﻘﻊ ﻤﺴﺅﻭﻟﻴﺘﻬﺎ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻷﻭﻟﻰ ﻋﻠﻰ ﺸﺒﺎﺒﻬﺎ ﻭﻁﻠﺒﺘﻬﺎ ‪ ،‬ﻭﺜﺎﻨﻴﻬﻤﺎ ‪ :‬ﺍﺭﺘﻔـﺎﻉ‬
‫ﻨﺴﺒﺔ ﻫﺫﻩ ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺭﻴﺔ ﺒﺎﻟﻘﻴﺎﺱ ﻋﻠﻰ ﺒﻘﻴﺔ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻌﻤﺭﻴﺔ ﺍﻷﺨﺭﻯ ﻭﻫﺫﺍ ﻤﺎ ﻴﺠﻌﻠﻨﺎ ﻨـﺭﻯ ﻓـﻲ‬
‫ﻭﺠﻭﻩ ﺍﻟﺠﻴل ﺍﻟﺠﺩﻴﺩ ﻤﺴﺘﻘﺒل ﺍﻷﻤﻡ ﻭﺍﻟﺤﻀﺎﺭﺍﺕ ﻭﻤﺴﺘﻘﺒل ﺍﻹﻨﺴﺎﻥ ﻨﻔﺴﻪ‪.‬‬
‫)ﺍﻟﺘﻤﻴﻤﻲ ‪(203: 1999،‬‬
‫ﺘﻌﺩ ﻤﺸﻜﻠﺔ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻤﻥ ﺍﺨﻁﺭ ﺍﻟﻤﺸﺎﻜل ﺍﻟﺘﻲ ﻴﻭﺍﺠﻬﻬﺎ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻤﺩﺭﺴـﻲ‬
‫ﻭﺃﻭﺴﻌﻬﺎ ﺘﺄﺜﻴﺭﻫﺎ ﻋﻠﻰ ﺤﻴﺎﺓ ﺍﻟﻁﺎﻟﺏ ﻭﺍﻟﻤﺠﺘﻤﻊ ﺤﻭﻟﻪ ﻭﺍﻟﻐﺵ ﺤﻠﻘﺔ ﻤﻥ ﻤﺘﻼﺯﻤﺔ ﺜﻼﺜﻴﺔ ﻤﻌﺭﻭﻓـﺔ‬
‫ﺘﺘﻜﻭﻥ ﻤﻥ ﺍﻟﻜﺫﺏ ﻭﺍﻟﺴﺭﻗﺔ ﻭﺨﻴﺎﻨﺔ ﺍﻷﻤﺎﻨﺔ ‪ ،‬ﺍﻟﻐﺵ ﺨﻴﺎﻨﺔ ﻟﻠﻨﻔﺱ ﻭﺨﻴﺎﻨﺔ ﻟﻶﺨﺭﻴﻥ ﻭﻫﻭ ﻴﺒﺩﺃ ﻓـﻲ‬
‫ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﻴﻨﺘﻬﻲ ﺍﻟﻰ ﻜل ﻤﻨﺎﺤﻲ ﺍﻟﺤﻴﺎﺓ ‪ ،‬ﻓﻼ ﺸﻙ ﺃﻥ ﺍﻟﻐﺵ ﻅﺎﻫﺭﺓ ﺨﻁﻴﺭﺓ ﻭﺴـﻠﻭﻙ ﻤـﺸﻴﻥ‬
‫ﻭﺍﻟﻐﺵ ﻟﻪ ﺼﻭﺭ ﻤﺘﻌﺩﺩﺓ ﻭﺃﺸﻜﺎﻻ ﻤﺘﻨﻭﻋﺔ ﺍﺒﺘﺩﺍﺀ ﻤﻥ ﻏﺵ ﺍﻟﺤﺎﻜﻡ ﻟﺭﻋﻴﺘﻪ ﻭﻤـﺭﻭﺭﺍ ﺒﻐـﺵ ﺍﻷﺏ‬
‫ﻷﻫل ﺒﻴﺘﻪ ﻭﺍﻨﺘﻬﺎﺀ ﺒﻐﺵ ﺍﻟﺨﺎﺩﻡ ﻓﻲ ﻋﻤﻠﻪ ﻭﺘﻌﺩ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﺍﻟﺫﻱ ﺃﺼﺒﺢ ﻴﺸﻜﻭ‬
‫ﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻤﺩﺭﺴﻴﻥ ﻭﺍﻟﺘﺭﺒﻭﻴﻴﻥ ﻤﻥ ﺍﻨﺘﺸﺎﺭﻩ ﻟﻴﺱ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻻﺒﺘـﺩﺍﺌﻲ ﻓﺤـﺴﺏ ﺒـل‬
‫ﺘﺠﺎﻭﺯﺘﻬﺎ ﺍﻟﻰ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻭ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻓﻜﻡ ﻤﻥ ﻁﺎﻟﺏ ﻗﺩﻡ ﺒﺤﺜﺎ ﻟﻴﺱ ﻟﻪ ﻓﻴﻪ ﺍﻻ ﺍﺴﻤﻪ ﻋﻠـﻰ‬
‫ﻏﻼﻓﻪ ﻭﻜﻡ ﻤﻥ ﻁﺎﻟﺏ ﻗﺩﻡ ﻤﺸﺭﻭﻋﺎ ﻭﻻ ﻴﻌﺭﻑ ﻋﻤﺎ ﻓﻴﻪ ﺸﻴﺌﺎ ﻭﻗﺩ ﺘﻌﺠﺏ ﻤﻥ ﺍﻨﺘﻜﺎﺱ ﺍﻟﻔﻁﺭ ﻋﻨﺩ‬
‫ﺒﻌﺽ ﺍﻟﻁﻠﺒﺔ ﻓﻴﺭﻤﻲ ﻤﻥ ﻟﻡ ﻴﻐﺵ ﺒﺄﻨﻪ ﻤﻌﻘﺩ ﻭﻤﺘﺨﻠﻑ ﻭﺠﺎﻤﺩ ﻭﻟﺭﺒﻤﺎ ﺘﻤﺎﺩﻯ ﺃﺤﺩﻫﻡ ﻓﺎﺘﻬﻡ ﺍﻟﻁﺎﻟﺏ‬
‫ﺍﻟﺫﻱ ﻻ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻟﻐﺵ ﺒﺄﻨﻪ ﻻ ﻴﻌﺭﻑ ﻤﻌﻨﻰ ﺍﻷﺨﻭﺓ ﻭﻻ ﺍﻟﺘﻌﺎﻭﻥ ‪.‬‬

‫‪273‬‬
 ‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‪....‬‬

‫ﻜﻤﺎ ﺃﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺤﺩﺓ ﻤﺘﺭﺍﺒﻁﺔ ﻻ ﻴﻤﻜﻥ ﻓﺼﻠﻬﺎ ﺃﻭ ﺘﺠﺯﺌﺘﻬﺎ ﻭﻫﻲ ﺘﻌﺘﻤﺩ ﺃﺴﺎﺴﺎ ﻋﻠـﻰ‬
‫ﺜﻼﺜﺔ ﺃﺭﻜﺎﻥ ) ﺍﻟﻤﺩﺭﺱ ﻭﺍﻟﻁﺎﻟﺏ ﻭﺍﻟﻤﻨﻬﺞ ( ﻭﺍﻟﻘﺼﻭﺭ ﻓﻲ ﺃﻱ ﻤﻨﻬﺎ ﻴﺅﺜﺭ ﻓﻲ ﺍﻵﺨﺭ ﺇﺫﺍ ﻓﺎﻟﻁﺎﻟﺏ‬
‫ﻟﻴﺱ ﺒﻤﻌﺯل ﻋﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻵﺨﺭﻴﻥ‪،‬ﻜﻤﺎ ﺃﻥ ﺍﻟﻁﻠﺒﺔ ﻻ ﻴﺜﺎﺒﻭﻥ ﻋﺎﺩﺓ ﻋﻠﻰ ﺃﻤﺎﻨﺘﻬﻡ ﻭﻟﻜﻥ ﻴﺜﺎﺒﻭﻥ ﻋﻠﻰ‬
‫ﺍﺠﺘﻴﺎﺯﻫﻡ ﻟﻼﻤﺘﺤﺎﻨﺎﺕ ﺒﺄﻴﺔ ﺼﻭﺭﺓ ﻤﻥ ﺍﻟﺼﻭﺭ ‪،‬ﻭﺍﻨﺘﺸﺎﺭ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﻏﻴﺭﻫﺎ ﺭﺫﻴﻠﺔ ﻤﻥ‬
‫ﺍﺨﻁﺭ ﺍﻟﺭﺫﺍﺌل ﻋﻠﻰ ﺍﻟﻤﺠﺘﻤﻊ ﺤﻴﺙ ﻴﺴﻭﺩ ﻓﻴﻪ ﺍﻟﺒﺎﻁل ﻭﻫﻭ ﻀﻴﺎﻉ ﻟﻸﻤﺎﻨﺔ ‪.‬‬
‫ﻴﻌﺩ ﺍﻟﻤﺩﺭﺱ ﺤﺠﺭ ﺍﻟﺯﺍﻭﻴﺔ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺒﻘﺩﺭ ﻜﻔﺎﺀﺘﻪ ﺘﺤﻘﻕ ﺍﻟﺘﺭﺒﻴـﺔ ﺃﻫـﺩﺍﻓﻬﺎ ﻭﺘﻘـﻭﻡ‬
‫ﺍﻟﻤﻨﺎﻫﺞ ﺒﺩﻭﺭ ﻜﺒﻴﺭ ﻓﻲ ﻨﻔﻭﺭ ﺒﻌﺽ ﺍﻟﻁﻠﺒﺔ ﻤﻥ ﺩﺭﺍﺴﺘﻬﻡ) ﺍﻟﺸﻴﺒﺎﻨﻲ ‪(146 : 1978 ،‬‬
‫ﻭﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﺴﻠﻭﻙ ﺍﻨﺤﺭﺍﻓﻲ ﻴﺨل ﺒﺎﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﻭﻴﻬـﺩﻡ ﺃﺤـﺩ‬
‫ﺃﺭﻜﺎﻨﻬﺎ ﺍﻷﺴﺎﺴﻴﺔ ﻭﻫﻭ ﺭﻜﻥ ﺍﻟﺘﻘﻭﻴﻡ ﺇﺫ ﻴﻌﺩ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺒﻤﺜﺎﺒﺔ ﺘﺯﻴﻴﻑ ﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻘـﻭﻴﻡ‬
‫ﻤﻤﺎ ﻴﻀﻌﻑ ﻤﻥ ﻓﺎﻋﻠﻴﺔ ﺍﻟﻨﻅﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻜﻜل ﻭﻴﻌﻭﻗﻪ ﻋﻥ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ ﺍﻟﺘﻲ ﻴﺴﻌﻰ ﺇﻟﻰ ﺘﺤﻘﻴﻘﻬﺎ‬
‫ﻭﻴﻔﺴﺭﻩ ﺍﻟﺒﻌﺽ ﻓﻲ ﺇﻁﺎﺭ ) ﺍﻟﻐﺎﻴﺔ ﺘﺒﺭﺭ ﺍﻟﻭﺴﻴﻠﺔ ( ﺒﻤﻌﻨﻰ ﺍﻀﻁﺭﺍﺭ ﺍﻟﻔﺭﺩ ﺇﻟﻰ ﺍﻟﻠﺠﻭﺀ ﺇﻟﻴﻪ ﺒﺴﺒﺏ‬
‫ﺍﻭ ﻵﺨﺭ ﻭﻴﻔﺴﺭﻩ ﺍﻵﺨﺭﻭﻥ ﺒﺄﻨﻪ ﺒﻤﺜﺎﺒﺔ ﺍﺴﺘﺠﺎﺒﺔ ﺘﺠﻨﺒﻴﻪ ﻴﺤﺎﻭل ﺍﻟﻔﺭﺩ ﻋﻥ ﻁﺭﻴﻘﻬﺎ ﺍﻟﺘﺨﻔﻴﻑ ﻤـﻥ‬
‫ﺍﻟﻀﻐﻁ ﺍﻟﺫﻱ ﻴﻭﺍﺠﻬﻪ ﺘﺠﻨﺒﺎ ﻟﻶﺜﺎﺭ ﺍﻟﺘﻲ ﺘﻨﺘﺞ ﻋﻥ ﻓﺸﻠﻪ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻥ ﻭﻴﻠﻘﻲ ﺍﻟﺒﻌﺽ ﻫﺫﺍ ﺍﻟـﺴﻠﻭﻙ‬
‫ﻋﻠﻰ ﻨﻤﻁ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﺘﻌﺭﺽ ﻟﻬﺎ ﺍﻟﻔﺭﺩ ﻁﻭﺍل ﻤﺭﺍﺤل ﺤﻴﺎﺘﻪ ﺒﻴﻨﻤﺎ ﻴﻠﻘﻴﻬـﺎ ﺍﻟـﺒﻌﺽ‬
‫ﺍﻵﺨﺭ ﻋﻠﻰ ﺍﻟﻨﻅﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﻟﻤﻌﻭل ﺒﻪ ﻓﻀﻼ ﻋﻥ ﻋﻨﺎﺼﺭ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻜﺎﻟﻤﺩﺭﺴﻴﻥ ﻭﺼﻌﻭﺒﺔ‬
‫ﺍﻟﻤﻨﻬﺞ ﺍﻟﺩﺭﺍﺴﻲ ﺍﻭ ﻟﻁﺒﻴﻌﺔ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻭﻴﻠﻘﻲ ﺍﻟﺒﻌﺽ ﺍﻵﺨﺭ ﺘﺒﻌﻪ ﺍﻟﻐﺵ ﺇﻟﻰ ﺍﻟﻁﻠﺒﺔ ﺃﻨﻔﺴﻬﻡ‬
‫ﺍﻟﺫﻱ ﻴﻠﺠﺅﻭﻥ ﺇﻟﻴﻪ ﺒﺴﺒﺏ ﺇﻫﻤﺎﻟﻬﻡ ﺍﻟﺩﺭﺍﺴﺔ) ﺍﻟﻨﻴﺭ ‪.(15 : 1980 ،‬‬
‫ﺇﻥ ﻤﺩﺍﺭﺴﻨﺎ ﺒﺸﻜل ﻋﺎﻡ ﺘﻌﺎﻨﻲ ﻤﻥ ﺴﻠﺒﻴﺔ ﻋﺩﺩ ﻤﻥ ﺍﻵﺒﺎﺀ ﻓﻲ ﻤﺘﺎﺒﻌﺔ ﺃﺒﻨﺎﺌﻬﻡ ﻭﺘﺭﻙ ﺍﻟﺤﺒـل ﻋﻠـﻰ‬
‫ﺍﻟﻐﺎﺭﺏ ﻹﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﺔ ﻟﺘﺘﺤﻤل ﺍﻟﺘﺭﺒﻴﺔ ﻤﻊ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻟﺤﻘﻴﻘﺔ ﻫﻲ ﺇﻥ ﻫﺅﻻﺀ ﺍﻵﺒﺎﺀ ﻻ ﻴـﺸﻌﺭﻭﻥ‬
‫ﺒﺎﻟﺨﻁﺭ ﺍﻟﺤﻘﻴﻘﻲ ﺍﻟﻨﺎﺠﻡ ﻋﻥ ﺴﻠﺒﻴﺘﻬﻡ ﺇﻻ ﺒﻌﺩ ﺤﺩﻭﺙ ﺃﻀﺭﺍﺭ ﺘﻤﺱ ﺍﻷﺒﻨﺎﺀ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﺍﻨﺤﺭﺍﻓـﺎﺕ‬
‫ﺴﻠﻭﻜﻴﺔ ﺍﻭ ﺭﺴﻭﺒﺎ ﺩﺭﺍﺴﻴﺎ ﻤﺘﻜﺭﺭﺍ‪،‬ﻭﺍﻟﻐﺭﻴﺏ ﻓﻲ ﺍﻷﻤﺭ ﺇﻥ ﺃﺼﺎﺒﻊ ﺃﻻﺘﻬﺎﻡ ﺘﺸﻴﺭ ﻓﻲ ﺍﻟﻤﻘـﺎﻡ ﺍﻷﻭل‬
‫ﻭﺍﻷﺨﻴﺭ ﺇﻟﻰ ﺇﻫﻤﺎل ﺍﻟﻤﺩﺭﺴﺔ ﻭﻋﺩﻡ ﺭﻋﺎﻴﺘﻬﺎ ﺍﻟﻜﺎﻤﻠﺔ ﻟﻸﺒﻨﺎﺀ ﻭﻨﺎﺴﻴﻥ ﺩﻭﺭﻫﻡ ﺍﻟﻤﻬﻡ ﻓـﻲ ﺍﻟﺘﺭﺒﻴـﺔ‬
‫ﻭﺍﻟﺭﻋﺎﻴﺔ ﻭﺍﻟﺘﻭﺍﺼل ﻤﻊ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻤﻥ ﺍﺠل ﺤﻤﺎﻴﺔ ﺍﻷﺒﻨﺎﺀ ﻭﺤﻤﺎﻴﺔ ﺍﻟﻤﺠﺘﻤﻊ ﻭﻻ ﺘﻨـﺴﻰ‬
‫ﻗﻭل ﺍﻟﺭﺴﻭل ﺍﻟﻜﺭﻴﻡ ﻤﺤﻤﺩ ﺼﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺴﻠﻡ) ﺃﺩﺒﻭﻫﻡ ﻟﺴﺒﻊ ﻭﻋﻠﻤـﻭﻫﻡ ﻟـﺴﺒﻊ ﻭﺼـﺎﺤﺒﻭﻫﻡ‬
‫ﻟﺴﺒﻊ( ‪.‬‬
‫ﺃﻫﻤﻴﺔ ﺍﻟﺒﺤﺙ ‪ :‬ﺍﻟﺘﺭﺒﻴﺔ ﻋﻤﻠﻴﺔ ﺒﻨﺎﺀ ﻭﺇﻋﺩﺍﺩ ﻟﻠﻔﺭﺩ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ‪ ،‬ﻭﺍﻟﻭﺴﻴﻠﺔ ﺍﻟﻭﺤﻴﺩﺓ ﺍﻟﺘـﻲ ﺘﻨﻘـل‬
‫ﺍﻹﻨﺴﺎﻥ ﻤﻥ ﻤﺠﺭﺩ ﻓﺭﺩ ﺇﻟﻰ ﺇﻨﺴﺎﻥ ﻴﺸﻌﺭ ﺒﺎﻻﻨﺘﻤﺎﺀ ﺇﻟﻰ ﺍﻟﻤﺠﺘﻤﻊ ‪ ،‬ﻭﻟﻪ ﻗﻴﻤﺘﻪ‪ ) ،‬ﻋﺭﻓﺎﺕ ‪1982،‬‬
‫‪ (21 :‬ﻭﻴﻨﺼﺏ ﺍﻻﻫﺘﻤﺎﻡ ﻋﻠﻰ ﺍﻟﺘﺭﺒﻴﺔ ‪ ،‬ﻷﻨﻬﺎ ﺘﺯﻭﺩ ﺍﻟﻔﺭﺩ ﺒﺄﻨﻤﺎﻁ ﺴﻠﻭﻜﻴﺔ ﺘﻤﻜﻨﻪ ﻤﻥ ﺍﻟﺘﻜﻴﻑ ﻤـﻊ‬
‫ﺍﻟﻤﺤﻴﻁ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﺫﻱ ﻴﻌﻴﺵ ﻓﻴﻪ ‪ ،‬ﻭﻫﻲ ﺘﺴﻌﻰ ﺩﺍﺌﻤﹰﺎ ﺇﻟﻰ ﺘﻌﺭّﻑ ﺤﺎﺠﺎﺕ ﺍﻟﻔـﺭﺩ ﻭﺍﻟﻤﺠﺘﻤـﻊ‬
‫ﻭﻤﺸﻜﻼﺘﻬﻡ ‪ ،‬ﻭﺇﻴﺠﺎﺩ ﺍﻟﺤﻠﻭل ﺍﻟﻤﻨﻁﻘﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﻬﺎ ﺒﻭﺴﺎﺌل ﻤﺨﺘﻠﻔﺔ ﺍﻨﻁﻼﻗﹰﺎ ﻤـﻥ ﺍﻟﻘـﻭل ‪ ):‬ﺃﻥ‬
‫ﺍﻟﺘﺭﺒﻴﺔ ﻫﻲ ﺍﻟﺤﻴﺎﺓ ﻨﻔﺴﻬﺎ ( ‪) .‬ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﺘﺭﺒﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﻌﻠﻭﻡ ‪( 1 : 1987،‬‬
‫ﻭﻫﺫﺍ ﻤﺎ ﻴﺭﺍﻩ ) ﺭﻭﺴﻭ ( ﻤﻥ ﺃﻥ ﺍﻟﺘﺭﺒﻴﺔ ﻻ ﺘﻘﺘﺼﺭ ﻋﻠﻰ ﻤﺩﺓ ﻤﺤﺩﺩﺓ ‪ ،‬ﻭﺇﻨﻤﺎ ﺘﺘﻴﺢ ﻟﻠﻔﺭﺩ ﺍﻟﻔﺭﺼﺔ‬
‫ﻷﻥ ﻴﻨﻤﻭ ﻭﻓﻘﹰﺎ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻟﻌﻤﺭﻴﺔ ﺍﻟﺘﻲ ﻴﻜﻭﻥ ﻓﻴﻬﺎ ‪) .‬ﺍﻟﻌﻤﺭ ‪(9 :1990 ،‬‬

‫‪274‬‬
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

‫ﺇﻥ ﻤﺴﺅﻭﻟﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﻌﺎﺼﺭ ﻫﻲ ﺇﻋﺩﺍﺩ ﺍﻷﺠﻴﺎل ﻟﻌﺎﻟﻡ ﻤﺘﻐﻴّﺭ ‪ ،‬ﺘﺘﻁـﻭﺭ ﻓﻠـﺴﻔﺎﺘﻪ‬
‫ﻭﺃﻫﺩﺍﻓﻪ ﻭﻤﺅﺴﺴﺎﺘﻪ ﺒﺎﺴﺘﻤﺭﺍﺭ‪ ) .‬ﺍﻟﻔﻨﻴﺵ ‪. ( 54: 1979،‬‬
‫ﻭﺘﻨﺒـﻊ ﺃﻫﻤﻴﺔ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻟﺸﺒﺎﺏ ﻭ ﺩﻭﺭﻫﻡ ﺍﻟﻔﺎﻋل ﻓﻲ ﺍﻟﻤﺠﺘﻤـﻊ ﻓﺎﻟـﺸﺒﺎﺏ ﻫـﻡ‬
‫ﻋﺼﺏ ﺍﻟﺤﻴﺎﺓ ﻭﺇﻨﻬﻡ ﺍﻷﻤل ﺍﻟﻤﻨﺸﻭﺩ ﻓﻲ ﺘﺠﺩﻴﺩ ﺒﻨﺎﺀ ﺍﻷﻤﺔ ﻭﻨﻬﻀﺘﻬﺎ ‪ .‬ﻭﻫـﻡ ﺭﺠﺎل ﺍﻟﻐﺩ ﻭﺒﻨـﺎﺓ‬
‫ﺍﻟﻴﻭﻡ ﻭﺍﻟﻤﺴﺘﻘﺒل ‪ ) ،‬ﺍﻟﺨﺯﺭﺠﻲ ‪(4: 2003،‬‬
‫ﺇﻥ ﺍﻹﻨﺴﺎﻥ ﻤﻥ ﺒﻴﻥ ﺍﻟﻤﺨﻠﻭﻗﺎﺕ ﺠﻤﻴﻌﺎ ﺃﺤﻕ ﻤﻥ ﻴﺠﺏ ﺍﻥ ﺘﻭﺠﻪ ﺇﻟﻴﻪ ﺍﻟﻌﻨﺎﻴﺔ ﺃﻭﻻ ﻭﻫﻭ ﺃﺤﻕ ﻤﻥ‬
‫ﻴﺠﺏ ﺍﻥ ﺘﺭﺼﺩ ﻟﺘﻨﺸﺌﺔ ﺍﻟﺠﻬﻭﺩ ﻭﺍﻷﻤﻭﺍل ﻜﻲ ﻴﻨﻤﻭ ﻭﻴﺴﻠﻙ ﺍﻟﺴﺒل ﺍﻟﻘﻭﻴﻤﺔ ﻭﻴﻌﻁﻲ ﺃﻗﺼﻰ ﻤﺎ ﻋﻨﺩﻩ‬
‫)ﺍﻟﺸﻨﺎﻭﻱ ‪(1 :1983،‬ﻭﺘﻌﺘﺒﺭ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺃﺤﺩﻯ ﻭﺴﺎﺌل ﺍﻟﺘﻘﻭﻴﻡ ﺍﻟﺘﻲ ﺍﺒﺘﻜﺭﻫﺎ ﺍﻟﻤﺭﺒﻭﻥ ﺒﻐﻴﺔ ﺘﻘﻭﻴﻡ‬
‫ﺍﻟﻁﻠﺒﺔ ﻭﺍﻟﻭﻗﻭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺍﺴﺘﻔﺎﺩﺘﻬﻡ ﻤﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ )ﺍﻟﺩﻤﺭﺩﺍﺵ ﻭﻤﻨﻴﺭ‪ (3 : 1969،‬ﻭﺍﻥ‬
‫ﻤﻤﺎﺭﺴﺔ ﺍﻟﻁﺎﻟﺏ ﻟﺴﻠﻭﻙ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻻ ﻴﻌﺩ ﻤﻅﻬـﺭﺍ ﻤـﻥ ﻤﻅـﺎﻫﺭ ﻋـﺩﻡ ﺍﻟـﺸﻌﻭﺭ‬
‫ﺒﺎﻟﻤﺴﺅﻭﻟﻴﺔ ﻭﺤﺴﺏ ﺒل ﺇﻓﺴﺎﺩﺍ ﻟﻌﻤﻠﻴﺔ ﺍﻟﻘﻴﺎﺱ ﻭﺘﻠﻭﻴﺜﺎ ﻟﻨﺘﺎﺌﺞ ﺍﻻﺨﺘﺒﺎﺭ ﻭﺒﺎﻟﺘﺎﻟﻲ ﻋﺩﻡ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ‬
‫ﺍﻟﺘﻘﻭﻴﻡ ﻓﻲ ﻤﺠﺎل ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ) ﺍﻟـﺴﻌﺩ ‪ (148-147: 1996،‬ﻭﺨﻁـﻭﺭﺓ ﺍﻟﻐـﺵ ﻓـﻲ‬
‫ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻻ ﺘﻜﻤﻥ ﻓﻲ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻓﻘﻁ ﻜﻤﺎ ﻴـﺭﻯ ﺒﻌـﺽ ﺍﻟﺒـﺎﺤﺜﻴﻥ ﻤﺜـل ﺴـﻨﺘﻴﺭﺍ‬
‫) ‪ (Centra, 1970‬ﺒل ﻗﺩ ﻴﺘﻌﺩﺍﻫﺎ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭﻫﻡ ﺇﻟﻰ ﺠﻭﺍﻨﺏ ﺤﻴﺎﺘﻴﺔ ﺃﺨـﺭﻯ ﻏﻴـﺭ ﻫـﺫﻩ‬
‫ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﺩﺭﺴﻴﺔ ﺤﻴﺙ ﺇﻥ ﺃﻭﻟﺌﻙ ﺍﻟﺫﻴﻥ ﻴﺘﻌﻭﺩﻭﻥ ﻋﻠﻰ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻐﺵ ﻭﻴﻤﺎﺭﺴﻭﻥ ﻫﺫﺍ ﺍﻟـﺴﻠﻭﻙ‬
‫ﻁﻭﺍل ﺤﻴﺎﺘﻬﻡ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻴﺨﺸﻰ ﺍﻥ ﺘﺘﻜﻭﻥ ﻟﺩﻴﻬﻡ ﻋﺎﺩﺓ ﺍﻟﻐﺵ ﻭﺍﻟﺘﺯﻴﻴﻑ ﻓﻲ ﻜﺜﻴـﺭ ﻤـﻥ ﺠﻭﺍﻨـﺏ‬
‫ﺤﻴﺎﺘﻬﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺒﻌﺩ ﺘﺨﺭﺠﻬﻡ )‪(Centra, 1970, 366-367‬‬
‫ﻭﺍﻟﻤﺩﺭﺴﺔ ﺒﺎﺨﺘﻼﻑ ﻤﺴﺘﻭﻴﺎﺘﻬﺎ ﻫﻲ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺘﻌﻨﻲ ﺒﺒﻨﺎﺀ ﺸﺨﺼﻴﺎﺕ ﺍﻟﻁﻠﺒﺔ ﻭﺘﻁﻭﻴﺭﻫـﺎ‬
‫ﻓﻲ ﻨﻭﺍﺤﻴﻬﺎ ﺠﻤﻴﻌﺎ ‪،‬ﺒﻤﺎ ﻴﺠﻌﻠﻬﻡ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻻﻨﻔﻌﺎﻟﻲ ﻓﻀﻼ ﻋﻥ ﺇﻜـﺴﺎﺒﻬﻡ‬
‫ﺍﻟﻤﻌﺭﻓﺔ ‪ ،‬ﻭ ﺘﺘﺄﻜﺩ ﺃﻫﻤﻴﺔ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﻤﻥ ﺨﻼل ﺘﻨﺎﻭﻟﻪ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺩﻭﺭﺍ ﻤﺘﻤﻴﺯﺍ‬
‫ﻓﻲ ﺘﺸﻜﻴل ﺸﺨﺼﻴﺎﺕ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺴﻥ ﺍﻟﻤﺭﺍﻫﻘﺔ ﺇﺫ ﺘﺘﺒﻠﻭﺭ ﻓﻴﻬﺎ ﻤﻴﻭل ﺍﻟﻁﻠﺒﺔ ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﻭﻗـﻴﻤﻬﻡ‬
‫ﻭﻗﺩﺭﺍﺘﻬﻡ ﻟﺘﺄﺨﺫ ﺸﺨﺼﻴﺎﺘﻬﻡ ﺫﺍﺕ ﺍﻟﺘﺭﻜﻴﺏ ﺍﻟﻤﻌﻘﺩ ‪ ،‬ﺴﻤﺔ ﺍﻟﺜﺒﺎﺕ ﺍﻟﻨﺴﺒﻲ ‪ ،‬ﻓﺎﻟﻤﺩﺭﺴـﺔ ﺍﻹﻋﺩﺍﺩﻴـﺔ‬
‫ﻫﻲ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﻴﻜﺘﺸﻑ ﺍﻟﻁﻠﺒﺔ ﻓﻴﻬﺎ ﻋﻥ ﺃﻨﻔـﺴﻬﻡ ﻭﻴﺤﻘﻘـﻭﻥ ﺫﻭﺍﺘﻬـﻡ‬
‫ﻭﻴﺅﺩﻭﻥ ﺸﺨﺼﻴﺎﺘﻬﻡ ﻭﻴﺩﻋﻤﻭﻨﻬﺎ ﻓﻬﻡ ﺍﻥ ﻋﺎﺠﻼ ﺃﻡ ﺁﺠﻼ ﺴﻴﻤﺎﺭﺴﻭﻥ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺴـﻭﺍﺀ ﻓـﻲ‬
‫ﺇﻨﺠﺎﺯﺍﺘﻬﻡ ﺍﻟﻤﺩﺭﺴﻴﺔ ﺃﻭ ﺤﻴﻥ ﻨﺯﻭﻟﻬﻡ ﺇﻟﻰ ﺴﻭﻕ ﺍﻟﻌﻤل ﺃﻭ ﺍﻟﺘﺤﺎﻗﻬﻡ ﺒﺎﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺠﺎﻤﻌﻴﺔ ﺍﻷﻭﻟﻴﺔ ‪.‬‬
‫)ﺇﺴﻤﺎﻋﻴل ﻭﻤﺭﺴﻲ ‪(2 :1974 ،‬‬
‫ﻓﻀﻼ ﻋﻥ ﻤﺎ ﺘﻘﺩﻡ ﻓﺎﻥ ﻟﻠﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﺃﻫﻤﻴﺘﻪ ﻓﻲ ﺃﻨﻪ ﻴﺘﻨﺎﻭل ﻤﺭﺤﻠﺔ ﻤﻬﻤﺔ ﻤﻥ ﻤﺭﺍﺤل ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬
‫ﺃﻻ ﻭﻫﻲ ﻤﺭﺤﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ ﺇﺫ ﺘﺘﻘﺭﺭ ﻓﻴﻬﺎ ﻤﻴﻭﻟﻬﻡ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻤﻬﻨﻴﺔ ﻭﺘﺄﺨﺫ ﺸﺨﺼﻴﺘﻬﻡ ﺴﻤﺔ‬
‫ﺍﻟﺜﺒﻭﺕ ﺍﻟﻨﺴﺒﻲ ﻟﻭﻗﻭﻋﻬﺎ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ ﻭﺍﻟﺘﻲ ﻟﻬﺎ ﺨﺼﺎﺌﺹ ﻨﻔﺴﻴﺔ ﻭﺠﺴﻤﻴﺔ ﻤﺨﺘﻠﻔﺔ ﻋـﻥ‬
‫ﺘﻠﻙ ﺍﻟﺨﺼﺎﺌﺹ ﻓﻲ ﺍﻟﻤﺭﺍﺤل ﺍﻟﺴﺎﺒﻘﺔ ﻭﺍﻟﻼﺤﻘﺔ ﻟﺘﻠﻙ ﺍﻟﻤﺭﺤﻠﺔ‪ ).‬ﻋﺒﺩﺍﷲ ‪(2 : 1978،‬‬
‫ﻭﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ ﻭﻤﺎ ﻴﺼﺎﺤﺒﻬﺎ ﻤﻥ ﺘﻐﻴﺭﺍﺕ ﻴﻤﻜﻥ ﺘﺸﺒﻴﻬﻬﺎ ﺒﻌﺎﺼﻔﺔ ﺘﺤﻤل ﻜﺜﻴﺭﺍ ﻤﻥ ﺍﻷﺘﺭﺒـﺔ‬
‫ﻭﺍﻟﺭﻤﺎل ﺃﻭ ﺒﺜﻭﺭﺓ ﺒﺭﻜﺎﻥ ﻫﻭ ﻤﺯﻴﺞ ﻤﻥ ﻋﻭﺍﻤل ﻤﺘﻌﺩﺩﺓ ﻴﻤﻜﻥ ﺘﺤﻠﻴﻠﻬﺎ ﺇﻟﻰ ﻋﻨﺎﺼﺭ ﺃﺭﺒﻌﺔ ﺘﺘﻔﺎﻋل‬
‫ﻤﻊ ﺒﻌﻀﻬﺎ ﻫﻲ ﺍﻟﻌﻨﺼﺭ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻭﺍﻟﻌﻨﺼﺭ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻟﻌﻨﺼﺭ ﺍﻟﻌﻘﻠﻲ ﻭﺍﻟﻌﻨﺼﺭ ﺍﻟﺠﻨﺴﻲ‪.‬‬

‫‪275‬‬
 ‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‪....‬‬

‫) ﻤﻌﻭﺽ ‪، (344: 1983 ،‬ﻭﻴﻤﻜﻥ ﻋﺩ ﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ ﻤﺭﺤﻠﺔ ﻓﺎﺼﻠﺔ ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫‪،‬ﺇﺫ ﻴﺘﻌﻠﻡ ﻓﻴﻬﺎ ﺍﻟﻤﺭﺍﻫﻘﻭﻥ ﻤﺴﺅﻭﻟﻴﺎﺘﻬﻡ ﺒﺼﻔﺘﻬﻡ ﻤﻭﺍﻁﻨﻴﻥ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺘﻨﻤﻭ ﻗـﺩﺭﺍﺘﻬﻡ ﺍﻟﻤﻌﺭﻓﻴـﺔ‬
‫ﻭﻗﻴﻤﻬﻡ ﺍﻟﺠﻤﺎﻟﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺴﻴﺎﺴﻴﺔ ﻭﺫﻟﻙ ﻨﺘﻴﺠﺔ ﻟﺘﻔﺎﻋﻠﻬﻡ ﻤﻊ ﺍﻟﺒﻴﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬
‫) ﺯﻫﺭﺍﻥ ‪(411: 1981 ،‬‬
‫ﻜﻤﺎ ﻴﺒﺩﺃ ﺍﻟﻤﺭﺍﻫﻕ ﻓﻴﻬﺎ ﺒﺎﻟﻨﻅﺭ ﺍﻟﻰ ﻨﻅﻡ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺍﻟﺘﻘﺎﻟﻴﺩ ﻭﺍﻟﻌﺎﺩﺍﺕ ﻨﻅﺭﺓ ﻓﺎﺤﺼﺔ ﻭﺘﺘﻭﻗﻑ ﻫﺫﻩ‬
‫) ﺍﻟﺠﺒﺎﻟﻲ ‪(31: 1973،‬‬ ‫ﺍﻟﻨﻅﺭﺓ ﻋﻠﻰ ﺍﻟﻤﺅﺜﺭﺍﺕ ﺍﻟﺘﻲ ﺘﻠﻘﺎﻫﺎ ﻓﻲ ﺍﻟﻁﻔﻭﻟﺔ ‪.‬‬
‫ﻭﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺘﻌﺩ ﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ ﻤﺭﺤﻠﺔ ﺍﻨﺘﻘﺎل ﻤﻥ ﻁﻔل ﻴﻌﺘﻤﺩ ﺍﻻﻋﺘﻤﺎﺩ ﻜﻠـﻪ ﻋﻠـﻰ‬
‫ﺍﻵﺨﺭﻴﻥ ﺇﻟﻰ ﺭﺍﺸﺩ ﻤﺴﺘﻘل ﻤﻜﺘﻑ ﺒﺫﺍﺘﻪ ﻭﻫﺫﺍ ﺍﻻﻨﺘﻘﺎل ﻴﺘﻁﻠﺏ ﺘﺤﻘﻴـﻕ ﺘﻜﻴـﻑ ﺠﺩﻴـﺩ ﺘﻔﺭﻀـﻪ‬
‫ﻀﺭﻭﺭﺍﺕ ﺍﻟﺘﻤﻴﻴﺯ ﺒﻴﻥ ﺴﻠﻭﻙ ﺍﻟﻁﻔل ﻭﺴﻠﻭﻙ ﺍﻟﺭﺍﺸﺩ ) ﻫﺭﻤﺯ ﻭﻴﻭﺴﻑ ‪(564-563 : 1988،‬‬
‫ﻜﻤﺎ ﺃﻭﻀﺤﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻥ ﺍﻟﻤﺭﺍﻫﻘﺔ ﻟﻴﺴﺕ ﺤﻘﺒﺔ ﻤﻥ ﺍﻟﺤﻴﺎﺓ ﻤﺴﺘﻘﻠﺔ ﺃﻭ ﻤﻨﻌﺯﻟﺔ ﻋﻥ ﺒﻘﻴﺔ‬
‫ﺍﻟﻤﺭﺍﺤل ‪،‬ﺒل ﻫﻲ ﺠﺯﺀ ﻤﻥ ﻋﻤﻠﻴﺔ ﺍﻟﻨﻤﻭ ﻜﻠﻬﺎ ﺘﺘﺄﺜﺭ ﺒﻤﺎ ﺴﺒﻘﻬﺎ ﻤﻥ ﻤﺭﺍﺤل ﻭﺘﺅﺜﺭ ﻓﻴﻤـﺎ ﻴـﺄﺘﻲ‬
‫) ﺤﺴﻴﻥ ﻭﻤﺤﻤﺩ ‪.(127 : 1982،‬‬ ‫ﺒﻌﺩﻫﺎ‪.‬‬
‫ﻼ ﻴـﺼﺎﻍ ﻓﻴـﻪ ﺍﻟـﺴﻠﻭﻙ ﺜـﻡ ﺍﻟﺸﺨـﺼﻴﺔ ﺒﺄﻜﻤﻠﻬـﺎ‬ ‫) ﻜﻤﺎ ﺃﻥ ﺍﻟﺼﻑ ﺍﻟﺩﺭﺍﺴـﻲ ﻴﻌـﺩ ﻤﻌﻤـ ﹰ‬
‫) ﺍﻟﻌﺯﺍﻭﻱ ﻭﺁﺨﺭﻭﻥ ‪. ( 251: ، 1997 ،‬‬
‫ﻓﺎﻥ ﺍﻟﺘﺒﺎﻴﻥ ﻓﻲ ﺍﻟﺘﺤﺼﻴل ﻟﻪ ﺃﺴﺒﺎﺏ ﻋﺩﻴﺩﺓ ﺘﺘﻌﻠﻕ ﺒﺎﻟﻤﻨﻬﺞ ﻭﺒﺎﻟﻤـﺩﺭﺱ ﻭﺒﺎﻟﻁﺎﻟـﺏ ﻭﺒـﺎﻟﻤﺠﺘﻤﻊ‬
‫ﻭﺃﺴﺒﺎﺏ ﺃﺨﺭﻯ ﻻ ﻴﻤﻜﻥ ﺍﻟﺘﻜﻬﻥ ﺒﻬﺎ ﺇﻻ ﻤﻥ ﺨﻼل ﺍﻟﺩﺭﺍﺴﺔ ‪ ).‬ﺭﺅﻭﻑ ‪. (6 1978،‬‬
‫ﻭﺘﺸﻴﺭ ﻨﺘﺎﺌﺞ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺇﻟﻰ ﺍﻥ ﻤﺤﺎﻭﻻﺕ ﺍﻟﻐﺵ ﺘﺯﺩﺍﺩ ﻋﻨﺩ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻴﺘﻭﻗﻌﻭﻥ ﻨﺘﻴﺠﺔ‬
‫ﻤﻨﺨﻔﻀﺔ ﻓﻲ ﺍﻻﺨﺘﺒﺎﺭ ﻭﺍﻟﺫﻴﻥ ﻴﺸﻌﺭﻭﻥ ﺒﻌﺩﻡ ﻀﺒﻁﻬﻡ ﻓﻲ ﺃﺜﻨﺎﺀ ﻤﻤﺎﺭﺴﺘﻬﻡ ﻟﻬﺫﺍ ﻟـﺴﻠﻭﻙ ﻭﻜـﺫﻟﻙ‬
‫ﻋﻨﺩ ﺸﻌﻭﺭ ﺍﻟﻁﺎﻟﺏ ﺒﺄﻫﻤﻴﺔ ﺍﻻﻤﺘﺤﺎﻥ ﺒﺎﻟﻨـﺴﺒﺔ ﺇﻟـﻰ ﺍﻟـﺴﻠﻁﺔ ﺍﻭ ﺍﻟﻤﺅﺴـﺴﺔ ﺍﻟﻤـﺸﺭﻓﺔ ﻋﻠﻴـﻪ‪.‬‬
‫)‪ ( Jacobson, 1978 :50-51‬ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﺩﺭﺍﺴـﺔ ﺠﻭﻨـﺴﻭﻥ ﻭﻜﻠـﻭﺭﺱ) & ‪Jacobson‬‬
‫‪ (Klores , 1968‬ﺇﻟﻰ ﺍﻥ ﻋﺩﻡ ﺭﻀﺎ ﺍﻟﻁﻠﺒﺔ ﻋﻥ ﺴﻠﻭﻙ ﺍﻟﻤﺩﺭﺱ ﺩﺍﺨل ﺍﻟﺼﻑ ﺍﻟﺩﺭﺍﺴﻲ ﻴﺅﺩﻱ‬
‫ﺍﻟﻰ ﺯﻴﺎﺩﺓ ﺴﻠﻭﻙ ﺍﻟﻐﺵ ‪( Jacobson & Klores , 1968 ,60-64).‬‬
‫ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﺸﻴﻠﺩﻭﻥ ﻭﻫل ‪1969‬ﺍﻟﻰ ﺍﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺒﻴﻥ ﺩﺭﺠـﺔ ﻗﻠـﻕ ﺍﻟﻁﺎﻟـﺏ‬
‫ﻭﺘﺤﺼﻴﻠﻪ ﺍﻟﺩﺭﺍﺴﻲ ﻭﺒﻴﻥ ﻤﻤﺎﺭﺴﺔ ﻟﺴﻠﻭﻙ ﺍﻟﻐﺵ ﻓﺎﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻴﺘﺼﻔﻭﻥ ﺒﺩﺭﺠﺔ ﻗﻠـﻕ ﻤﺭﺘﻔﻌـﺔ‬
‫ﻋﻠﻰ ﺘﺤﺼﻴﻠﻬﻡ ﺍﻟﺩﺭﺍﺴﻲ ﻴﻤﻴﻠﻭﻥ ﺍﻟﻰ ﻤﻤﺎﺭﺴﺔ ﺍﻟﻐﺵ ﺒﺼﻭﺭﺓ ﺍﻜﺒﺭ ﻤﻥ ﻏﻴﺭﻫﻡ ﻤﻥ ﻤـﻥ ﺍﻟﻁﻠﺒـﺔ‬
‫ﺍﻟﺫﻴﻥ ﺘﻜﻭﻥ ﺩﺭﺠﺔ ﺍﻟﻘﻠﻕ ﻟﺩﻴﻬﻡ ﻤﺘﻭﺴﻁﺔ ﺍﻭ ﻤﻨﺨﻔﻀﺔ )‪(shidon&hill ,1969:549-550‬‬
‫ﻜﻤﺎ ﺃﺸﺎﺭ ﺍﻴﻔﺎﻨﺯ ﻭﻜﺭﺍﻴﻙ ﺍﻟﻰ ﺍﻥ ﻫﻨﺎﻙ )‪ (43‬ﺩﺭﺍﺴﺔ ﻨﺸﺭﺕ ﻤﻨﺫ ﻋـﺎﻡ )‪(1988-1976‬ﺤـﻭل‬
‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ )‪(69%‬ﻤﻨﻬﺎ ﺘﻀﻤﻨﺕ ﻋﻴﻨﺎﺕ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺎﺕ ﻭﻗﺩ ﺭﻜﺯﺕ ﺘﻠﻙ‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﻋﻠﻰ ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻴﺭﺘﻜﺒﻭﻥ ﺴﻠﻭﻙ ﺍﻟﻐﺵ ﻭﺘﺤﻠـﻴﻼﺕ ﺘﺠﺭﻴﺒﻴـﺔ‬
‫ﻟﻠﻌﻭﺍﻤل ﺍﻟﻤﺴﺎﻋﺩﺓ ﻋﻠﻰ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ )‪(Evans &Graig 1990 :1‬‬
‫ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﺩﺭﺍﺴﺔ ﻋﻭﺩﺓ ﻭﻤﻘﺎﺒﻠﺔ ‪ 1989‬ﺍﻟﻰ ﺍﻥ ﺤﺠﻡ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﺩﻭﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺤﻴﺙ ﻜﺎﻨـﺕ‬
‫ﻨﺴﺒﺔ ﻤﻥ ﻗﺩﺭﻭﻫﺎ ﺩﻭﻥ ﺍﻟﻤﺘﻭﺴﻁ )‪ (%78‬ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻭﻗﺩ ﺃﺸﺎﺭﺕ ﺃﻴﻀﺎ ﺍﻟﻰ ﺇﻥ ﺍﻹﺩﺭﺍﻙ ﺍﻟﺨﺎﻁﺊ‬
‫ﻟﺴﻠﻭﻙ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻥ ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﺍﻟﻰ ﺍﻥ ﺃﻫﻡ ﺍﻟﺩﻭﺍﻓﻊ ﻟﻠﻐﺵ ﺭﻏﺒﺔ ﺍﻟﻁﺎﻟﺏ ﺒﺎﻟﺤﺼﻭل ﻋﻠﻰ‬
‫ﻤﻌﺩل ﻤﺭﺘﻔﻊ ﻓﻲ ﺤﻴﻥ ﻜﺎﻥ ﻤﻌﺭﻓﺔ ﺍﻟﻁﺎﻟﺏ ﺒﺎﻟﺠﺯﺍﺀﺍﺕ ﺍﻟﺘﻲ ﺘﻭﻗﻊ ﻋﻠﻴﻪ ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﻐﺵ ﺍﻀـﻌﻑ‬

‫‪276‬‬
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

‫ﺍﻟﺩﻭﺍﻓﻊ ‪ ).‬ﻋﻭﺩﺓ ﻭﻤﻘﺎﺒﻠﺔ ‪(1989:32،‬ﻜﻤﺎ ﺘﻭﺼﻠﺕ ﺩﺭﺍﺴﺔ ﺍﻟﺨﻁﻴﺏ ﺍﻟﻰ ﺍﻥ )‪ (%70‬ﻤﻥ ﺍﻟﻁﻼﺏ‬
‫ﻴﻌﺎﺭﻀﻭﻥ ﻤﺒﺩﺃ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻜﻤﺎ ﺘﺒﻴﻥ ﺍﻥ )‪(%80‬ﻤﻥ ﺍﻟﻁﻼﺏ ﻤﺎﺭﺴـﻭﺍ ﺍﻟﻐـﺵ ﻓـﻲ‬
‫ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ‪ ).‬ﺍﻟﺨﻁﻴﺏ ‪(34 : 1985،‬‬
‫ﺍﻥ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﺸﻤل ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ ﻭﻫﻡ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ ﻭﻴﻌﺩﻭﻥ ﻓﺌـﺔ ﺍﺠﺘﻤﺎﻋﻴـﺔ‬
‫ﻤﻬﻤﺔ ﺠﺩﻴﺭﺓ ﺒﺎﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺃﺴﺎﺱ ﺇﻨﻬﻡ ﻗﺎﺩﺓ ﺍﻟﻤﺴﺘﻘﺒل ‪،‬ﺍﻥ ﺇﺠﺭﺍﺀ ﻤﺜل ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻴﻌﺩ ﺒﺩﺍﻴـﺔ‬
‫ﺠﻴﺩﺓ ﻟﺘﺸﺨﻴﺹ ﺍﻟﻭﺍﻗﻊ ﺍﻟﺘﺭﺒﻭﻱ ﻭﺍﻟﺘﻌﻠﻴﻤﻲ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻹﻋﺩﺍﺩﻴﺔ ﻭﺼﻭﻻ ﺇﻟﻰ ﺇﻋﻁﺎﺀ ﺼـﻭﺭﺓ‬
‫ﻭﺍﻀﺤﺔ ﺘﺴﺎﻋﺩ ﺍﻟﻤﺨﻁﻁﻴﻥ ﻭﻤﺘﺨﺫﻱ ﺍﻟﻘﺭﺍﺭ ﻋﻠﻰ ﺍﺘﺨﺎﺫ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﺼﺎﺌﺒﺔ ﻤﻥ ﺍﺠـل ﺘﻐﻴﻴـﺭ‬
‫ﺍﻟﻌﻤل ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﺘﺭﺒﻭﻱ ﻭﺘﻁﻭﻴﺭﻩ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻹﻋﺩﺍﺩﻴـﺔ ﻤـﻥ ﺍﺠـل ﺇﻋـﺩﺍﺩ ﻁﻠﺒـﺔ ﺫﻭﻱ‬
‫ﻤﻭﺍﺼﻔﺎﺕ ﻤﻼﺌﻤﺔ ﺘﺭﻓﺩ ﺍﻟﺨﻁﻁ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺒﺎﻟﻌﻨﺼﺭ ﺍﻷﺴﺎﺱ ﻓﻤﻥ ﺩﻭﻥ ﺍﻹﻨﺴﺎﻥ ﻻ ﻴﻤﻜﻥ ﺘﺤﻘﻴﻕ ﺃﻱ‬
‫ﺘﻘﺩﻡ ﻓﻲ ﺃﻴﺔ ﺘﻨﻤﻴﺔ ﻤﻬﻤﺎ ﺃﻋﺩﺩﻨﺎ ﻟﻬﺎ ﻤﻥ ﻭﺴﺎﺌل ﻤﺎﺩﻴﺔ ﻓﺎﻟﺘﻨﻤﻴﺔ ﻭﺍﻟﺘﻘﺩﻡ ﻴﺭﺘﻜﺯﺍﻥ ﺒﺎﻷﺴـﺎﺱ ﻋﻠـﻰ‬
‫ﻤﺴﺘﻭﻯ ﺍﻹﻋﺩﺍﺩ ﻭﻨﻭﻋﻪ ﺍﻟﺫﻱ ﻴﺼل ﺇﻟﻴﻪ ﺍﻷﻓﺭﺍﺩ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ‪.‬‬
‫ﻭﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺴﻴﺘﻭﺼل ﺇﻟﻴﻬﺎ ﻴﻤﻜﻥ ﺃﻥ ﺘﺸﻜل ﺃﻫﻤﻴﺔ ﻤﻀﺎﻓﺔ ﻤﻥ ﺨﻼل ﺍﻟﻔﺎﺌـﺩﺓ ﺍﻟﺘـﻲ ﻴﻤﻜـﻥ ﺃﻥ‬
‫ﺘﻘﺩﻤﻬﺎ ﻟﻠﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻋﺎﻤﺔ ‪.‬‬
‫ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ ‪ :‬ﻴﺴﺘﻬﺩﻑ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﺘﺤﻘﻴﻕ ﻤﺎ ﻴﺄﺘﻲ ‪:‬‬
‫‪ .1‬ﻤﻌﺭﻓﺔ ﺍﻷﺴﺒﺎﺏ ﻭﺍﻟﺩﻭﺍﻓﻊ ﻭﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻜﺎﻤﻨﺔ ﻭﺭﺍﺀ ﻟﺠﻭﺀ ﺍﻟﻁﻠﺒﺔ ﺇﻟﻰ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨـﺎﺕ‬
‫ﺍﻟﻤﺩﺭﺴﻴﺔ ﻭﺍﻟﺘﻐﻠﺏ ﻋﻠﻴﻬﺎ ‪.‬‬
‫‪.2‬ﻗﻴﺎﺱ ﻤﺴﺘﻭﻯ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ ﺒﺸﻜل ﻋﺎﻡ ‪.‬‬
‫‪ .3‬ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴـﻴﺔ ﻟـﺩﻯ ﻁﻠﺒـﺔ ﺍﻟﻤﺭﺤﻠـﺔ‬
‫ﺍﻹﻋﺩﺍﺩﻴﺔ ﻭﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ )ﻁﻼﺏ ﻭﻁﺎﻟﺒﺎﺕ (‪.‬‬

‫ﺤﺩﻭﺩ ﺍﻟﺒﺤﺙ ‪ :‬ﻴﻘﺘﺼﺭ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ ﻟﻠﺼﻔﻴﻥ ﺍﻟﺭﺍﺒـﻊ‬
‫ﺍﻟﻌﺎﻡ ﻭﺍﻟﺨﺎﻤﺱ ﺍﻹﻋﺩﺍﺩﻱ ﺒﻔﺭﻋﻴﻪ ) ﺍﻟﻌﻠﻤﻲ ﻭﺍﻷﺩﺒﻲ ( ﻓﻲ ﻤﺩﻴﻨـﺔ ﺍﻟﻤﻭﺼـل ﻟﻠﻌـﺎﻡ ﺍﻟﺩﺭﺍﺴـﻲ‬
‫)‪ (2003-2002‬ﻤﻊ ﺍﺴﺘﺒﻌﺎﺩ ﻁﻠﺒﺔ ﻤﺩﺍﺭﺱ ﺍﻟﻤﺘﻤﻴﺯﻴﻥ‪.‬‬

‫ﺘﺤﺩﻴﺩ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ ‪ :‬ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺘﺤﺩﻴﺩ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺒﺤﺙ ﻭﻫﻲ ‪:‬‬

‫‪ -‬ﺍﻟﻐﺵ ‪ : Cheating‬ﻭﻗﺩ ﻋﺭﻓﻪ ﻜل ﻤﻥ ‪:‬‬

‫‪ -‬ﻓﻴﻨﻜﺱ ‪1965‬‬
‫ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﺸﻜل ﻤﻥ ﺃﺸﻜﺎل ﺍﻟﺨﻴﺎﻨﺔ ‪ ).‬ﻓﻴﻨﻜﺱ ‪(859 :1965،‬‬
‫‪ -‬ﺒﻜﻴﺵ ‪1979‬‬
‫ﺍﻟﻐﺵ ﺒﺄﻨﻪ ﺴﻠﻭﻙ ﻴﻬﺩﻑ ﺍﻟﻰ ﺘﺯﻴﻴﻑ ﺍﻟﻭﺍﻗﻊ ﻟﺘﺤﻘﻴﻕ ﻜﺴﺏ ﻏﻴﺭ ﻤﺸﺭﻭﻉ ﻤﺎﺩﻱ ﺍﻭ ﻤﻌﻨﻭﻱ ﺍﻭ‬
‫ﺇﺭﻀﺎﺀ ﻟﺤﺎﺠﺔ ﻨﻔﺴﻴﺔ ﻭﺍﻟﻐﺵ ﺍﻟﻤﺩﺭﺴﻲ ﻫﻭ ﺘﺯﻴﻴﻑ ﻨﺘﺎﺌﺞ ﺍﻟﺘﻘﻭﻴﻡ ﺍﻟﺫﻱ ﻫﻭ ﻤﻥ ﺃﻫﻡ ﻋﻨﺎﺼﺭ‬
‫ﺍﻟﻤﻨﻬﺞ )ﺒﻜﻴﺵ ‪(2 : 1979 ،‬‬

‫‪277‬‬
 ‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‪....‬‬

‫‪ -‬ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ ‪1980‬‬

‫ﻤﺤﺎﻭﻟﺔ ﺍﻟﻁﺎﻟﺏ ﻏﻴﺭ ﺍﻟﻤﺸﺭﻭﻋﺔ ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﻴﺩﻭﻨﻬﺎ ﻓﻲ ﻭﺭﻗﺔ ﺍﻹﺠﺎﺒﺔ ﻹﻴﻬﺎﻡ‬
‫ﺍﻷﺴﺘﺎﺫ ﺒﺄﻥ ﻤﺎ ﻜﺘﺒﻪ ﻓﻲ ﺍﻟﻭﺭﻗﺔ ﻫﻭ ﺤﺼﻴﻠﺔ ﺍﻟﻌﻠﻡ ﺍﻟﺫﻱ ﺍﺴﺘﻔﺎﺩﻩ ﺨﻼل ﺩﺭﺍﺴﺘﻪ ﻟﻬﺫﻩ ﺍﻟﻤﺎﺩﺓ‬
‫) ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ ‪(66 :1980 ،‬‬
‫‪ -‬ﺍﻟﻨﻴﺭ ‪1980‬‬
‫ﻫﻲ ﻜل ﺍﻟﻨﺸﺎﻁﺎﺕ ﻏﻴﺭ ﺍﻟﻤﺴﻤﻭﺡ ﺒﻬﺎ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺘﻘﺩﻴﺭﺍﺕ ﺠﻴﺩﺓ ﺍﻭ ﺘﺤﻘﻴﻕ‬
‫ﺒﻌﺽ ﺍﻟﻤﺘﻁﻠﺒﺎﺕ ﻭﻤﻥ ﺃﻤﺜﻠﺘﻬﺎ ﺍﻟﻨﻘل ﻤﻥ ﺍﻟﻜﺘﺏ ﺍﻭ ﻤﺴﺎﻋﺩﺓ ﻁﺎﻟﺏ ﺁﺨﺭ ﺍﻭ ﺍﺴﺘﺨﺩﺍﻡ ﻗﺼﺎﺼﺎﺕ‬
‫ﺍﻟﻭﺭﻕ ﺍﻟﻤﻨﻘﻭﻟﺔ ﺍﻭ ﺍﻻﻗﺘﺒﺎﺱ ﺍﻹﺸﺎﺭﺓ ﺍﻟﻰ ﺍﻟﻤﺅﻟﻑ ﺍﻷﺼﻠﻲ ﺍﻭ ﺴﺭﻗﺔ ﺒﺤﺙ ﺃﻋﺩﻩ ﻁﺎﻟﺏ ﺁﺨﺭ ﺍﻭ‬
‫ﻜﺘﺎﺒﺔ ﺒﻌﺽ ﻟﻁﺎﻟﺏ ﺁﺨﺭ ) ﺍﻟﻨﻴﺭ ‪. (16 : 1980 ،‬‬
‫‪ -‬ﺤﻤﺩﺍﻥ ‪1986‬‬
‫ﻴﺘﻤﺜل ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺒﺤﺼﻭل ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺍﻹﺠﺎﺒﺔ ﺍﻟﻤﻁﻠﻭﺒﺔ ﻟﺴﺅﺍل ﻤﺎ ﺒﻁﺭﻕ ﻏﻴﺭ‬
‫ﻤﺸﺭﻭﻋﺔ ﺍﻭ ﻏﻴﺭ ﻋﺎﺩﻴﺔ ﺍﻭ ﺒﻨﺎﺀﺓ ﻟﺘﻌﻠﻤﻪ ﻭﻨﻤﻭﻩ ﺍﻟﺸﺨﺼﻲ ﻓﻲ ﺍﻟﻐﺎﻟﺏ ﻜﺎﻥ ﻴﻨﻘﻠﻬﺎ ﻤﻥ ﻗﺭﻴﻥ ﻟﻪ ﺍﻭ‬
‫ﻜﺘﺎﺏ ﺍﻭ ﻤﺫﻜﺭﺓ ﺍﻭ ﺃﻭﺭﺍﻕ ﺨﺎﺼﺔ ﻋﺎﺩﻴﺔ ﺍﻭ ﻤﻥ ﻤﻘﻌﺩ ﺍﻭ ﻋﻠﻰ ﺠﺩﺍﺭ ﻟﻐﺭﺽ ﺘﻤﺭﻴﺭ ﺍﻟﻤﺎﺩﺓ‬
‫ﺍﻟﺩﺭﺍﺴﻴﺔ ﺩﻭﻥ ﺍﻋﺘﺒﺎﺭ ﻴﺫﻜﺭ ﻟﺘﻌﻠﻤﻬﺎ ﺍﻭ ﺩﻭﻥ ﻭﻋﻲ ﺒﺄﻫﻤﻴﺘﻬﺎ ﻟﺤﻴﺎﺘﻪ ﻭﻨﻤﻭﻩ ﻭﻤﺴﺘﻘﺒﻠﻪ ) ﺤﻤﺩﺍﻥ ‪،‬‬
‫‪(2: 1986‬‬
‫‪ -‬ﺍﺤﻤﺩ ﻭﺍﻟﻤﻐﻴﻀﻴﺏ‪1988‬‬
‫ﺴﻠﻭﻙ ﻴﻘﻭﻡ ﺒﻪ ﺍﻟﻁﺎﻟﺏ ﻭﻫﺫﺍ ﺍﻟﺴﻠﻭﻙ ﻏﻴﺭ ﻤﺸﺭﻭﻉ ﻻ ﺘﺒﻴﺤﻪ ﺍﻟﻘﻭﺍﻨﻴﻥ ﻭﻻ ﺘﺠﻴﺯﻩ ﺍﻷﻋﺭﺍﻑ ﻭﻤﻥ‬
‫ﺜﻡ ﻓﻬﻭ ﻴﻌﺘﺒﺭ ﺴﻠﻭﻜﺎ ﻏﻴﺭ ﻤﻘﺒﻭل ﺍﺠﺘﻤﺎﻋﻴﺎ ) ﺍﺤﻤﺩ ﻭﺍﻟﻤﻐﻴﻀﻴﺏ ‪(14 :1988 ،‬‬
‫‪ -‬ﺍﻟﺒﺎﺤﺜﺔ ‪ :‬ﻫﻭ ﺍﺴﺘﺨﺩﺍﻡ ﻭﺴﺎﺌل ﻏﻴﺭ ﻤﺸﺭﻭﻋﺔ ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺇﺠﺎﺒﺎﺕ ﺼﺤﻴﺤﺔ ﻴﻨﻘﻠﻬﺎ ﺍﻟﻁﺎﻟﺏ‬
‫ﺍﻭ ﺍﻟﻁﺎﻟﺒﺔ ﻤﻥ ﺩﻭﻥ ﻭﺠﻪ ﺤﻕ ﻓﻬﻭ ﻀﺭﺏ ﻤﻥ ﺍﻟﺴﺭﻗﺔ ﻭﺍﻻﺩﻋﺎﺀ ﺒل ﻫﻭ ﻀﺭﺏ ﻤﻥ ﺍﻟﻅﻠﻡ‬
‫ﻭﺍﻟﺘﺯﻴﻴﻑ ﻭﻫﻭ ﺇﻫﺩﺍﺭ ﻟﻘﻴﻤﺔ ﺍﻟﺘﻜﺎﻓﺅ ﺍﻟﻔﺭﺹ ﻭﻫﻭ ﻋﺩﻭﺍﻥ ﺼﺎﺭﺥ ﻋﻠﻰ ﺍﻷﻤﺎﻨﺔ ﻭﺍﻟﺼﺩﻕ ﻭﺍﻟﻤﺠﺘﻤﻊ‬
‫ﻜﻠﻪ ﻭﻫﻭ ﻤﺭﺽ ﺘﺭﺒﻭﻱ ﻴﺠﺏ ﻤﻘﺎﻭﻤﺘﻪ ﺒﺎﻟﻘﻭﺍﻨﻴﻥ ﺍﻟﻤﻨﻅﻤﺔ ﻟﻜﻥ ﺍﻷﻫﻡ ﻫﻲ ﺍﻟﺴﻌﻲ ﺍﻟﺠﺎﺩ ﻟﺘﻌﺩﻴل‬
‫ﺍﻟﻤﻨﻅﻭﻤﺔ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻟﻁﻠﺒﺔ ﻴﺤﺎﻭﻟﻭﻥ ﺍﻟﻐﺵ ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﻤﺠﻤﻭﻉ ﻜﺒﻴﺭ ﺍﻭ ﺘﻘﺩﻴﺭ ﻜﺒﻴﺭ ‪.‬‬

‫‪ -‬ﺍﻟﺘﻌﺭﻴﻑ ﺍﻹﺠﺭﺍﺌﻲ ﻟﻠﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ‪ :‬ﻫﻭ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻲ ﻴﺤﺼل ﻋﻠﻴﻬﺎ‬
‫ﺍﻟﻤﺴﺘﺠﻴﺏ )ﺍﻟﻁﺎﻟﺏ ﺍﻭ ﺍﻟﻁﺎﻟﺒﺔ ( ﻓﻲ ﻀﻭﺀ ﺍﺴﺘﺠﺎﺒﺘﻪ ﻟﻔﻘﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻤﻌﺩ ﻟﻬﺫﺍ ﺍﻟﻐﺭﺽ ‪.‬‬

‫‪ -‬ﺍﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ ‪:‬ﻫﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺘﻲ ﺘﻠﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻭﺍﻻﻨﺘﻤﺎﺀ ﺍﻟﻰ ﺍﻟﻤﺩﺭﺴﺔ‬
‫ﺍﻹﻋﺩﺍﺩﻴﺔ ﺤﻕ ﻤﻜﻔﻭل ﻟﻠﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﺠﻤﻴﻌﺎ ﺩﻭﻥ ﺘﻤﻴﻴﺯ‪ ) .‬ﻤﺯﻋل ‪(145 : 1991،‬‬

‫‪278‬‬
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬
‫ﻤﻘﺩﻤﺔ ‪:‬‬
‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻗﺩﻴﻤﺔ ﻭﺤﺩﻴﺜﺔ ﺒﺎﺘﺕ ﻤﻨﺘـﺸﺭﺓ ﺒـﻴﻥ ﻁﻠﺒﺘﻨـﺎ ﺒﻤﺨﺘﻠـﻑ‬
‫ﻤﺭﺍﺤﻠﻬﻡ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪،‬ﻭﺘﻨﺹ ﺍﻟﻤﻭﺍﺩ )‪(47-38‬ﻤﻥ ﻗﺎﻨﻭﻥ ﻨﻅﺎﻡ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻋﻠﻰ ‪:‬‬
‫‪-‬ﻋﻨﺩ ﺜﺒﻭﺕ ﻏﺵ ﺍﻟﻁﺎﻟﺏ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﺼﻔﻴﺔ ﺍﻭ ﺍﻟﺸﻬﺭﻴﺔ ﺍﻭ ﻓﻲ ﺍﻤﺘﺤﺎﻥ ﻨﺼﻑ ﺍﻟﺴﻨﺔ ﻴﻌـﺩ‬
‫ﺭﺍﺴﺒﺎ ﻓﻲ ﺍﻟﻤﻭﻀﻭﻉ ﺍﻟﺫﻱ ﺤﺼل ﺍﻟﻐﺵ ﻓﻲ ﺍﻤﺘﺤﺎﻨﻪ ﻭﺘﺨﺼﻡ ﺨﻤﺱ ﻋﺸﺭﺓ ﺩﺭﺠﺔ ﻤﻥ ﺩﺭﺠـﺎﺕ‬
‫ﺴﻠﻭﻜﻪ ﻭﻋﻨﺩ ﺜﺒﻭﺕ ﻏﺵ ﺍﻟﻁﺎﻟﺏ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻥ ﺍﻟﻨﻬﺎﺌﻲ ﺒﺩﻭﺭﻴﻪ ﺍﻷﻭل ﻭﺍﻟﺜﺎﻨﻲ ﻴﻌﺩ ﺭﺍﺴـﺒﺎ ﻓـﻲ‬
‫ﺠﻤﻴﻊ ﺍﻟﺩﺭﻭﺱ ‪ ) .‬ﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻌﺭﺍﻕ ‪(87-86 : 1977،‬‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ‪:‬‬
‫ﻴﻀﻡ ﻋﺭﻀﺎ ﻟﻌﺩﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺒﺤﺙ ﻭﻗﻴﻤﺎ ﻴﺄﺘﻲ ﻋﺭﻀﺎ ﻟﻬـﺫﻩ‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ‪:‬‬
‫ﺃﻭﻻ ‪ :‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺠﺎﺒﺭ ﻭﺍﻟﺨﻀﺭﻱ ‪1979‬‬
‫ﺍﺴﺘﻬﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺤﺠﻡ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨـﺎﺕ ﺍﻟﻤﺩﺭﺴـﻴﺔ ﻟـﺩﻯ‬
‫ﻁﻼﺏ ﻭﻁﺎﻟﺒﺎﺕ ﺃﺤﺩﻯ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﺨﻠﻴﺠﻴﺔ ﻭﻋﻼﻗﺔ ﺍﻟﻐﺵ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻤﻨﻬﺎ ﺍﻟﺠـﻨﺱ ‪،‬‬
‫ﻭﻤﺴﺘﻭﻯ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻭﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ﻭﺍﻟﻘﻴﻡ ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤـﻥ )‪( 132‬‬
‫ﻁﺎﻟﺒﺔ ﻭ)‪ (156‬ﻁﺎﻟﺒﺎ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺘﺘﻤﺜل ﻓﻲ‬
‫ﺍﺨﺘﺒﺎﺭ ﺘﺤﺼﻴﻠﻲ ﻓﻲ ﻤﺎﺩﺓ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﺨﺘﺒﺎﺭ ﺍﻟﺫﻜﺎﺀ ﺍﻟﻤﺼﻭﺭ ﻟﻠﺩﻜﺘﻭﺭ ﺍﺤﻤﺩ ﺯﻜـﻲ‬
‫ﻭﺍﺨﺘﺒﺎﺭ ﺍﻟﺫﻜﺎﺀ ﻟﻠﺩﻜﺘﻭﺭ ﺍﻟﺴﻴﺩ ﺨﻴﺭﻱ ﻭﺍﺨﺘﺒﺎﺭ ﺍﻟﻘﻴﻡ ﻟﻠﺩﻜﺘﻭﺭ ﻋﻁﻴﺔ ﻫﻨﺎ ﻭﻗﺩ ﻗﻴﺱ ﺍﻟﻐﺵ ﺨﻼل‬
‫ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺈﺘﺒﺎﻉ ﺃﺴﻠﻭﺏ ﺇﺘﺎﺤﺔ ﺍﻟﻔﺭﺼﺔ ﻟﻠﻁﻠﺒﺔ ﺒﺘﺼﺤﻴﺢ ﺍﺨﺘﺒﺎﺭ ﺍﻟﺘﺤﺼﻴل ﺒﺄﻨﻔﺴﻬﻡ ﻭﺘﻤﻠﻴﺔ‬
‫ﺍﻟﻤﺤﺎﻀﺭ ﺩﺭﺠﺔ ﺍﻟﺘﺼﺤﻴﺢ ﺍﻟﺨﺎﺹ ﺒﻜل ﻤﻨﻬﻡ ﺩﻭﻥ ﺃﻥ ﻴﺸﻌﺭﻭﺍ ﺃﻨﻪ ﺴـﺒﻕ ﺘـﺼﺤﻴﺢ ﺃﻭﺭﺍﻕ‬
‫ﺇﺠﺎﺒﺎﺘﻬﻡ ﻋﻥ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻤﺘﻘﺒل ﺩﻭﻥ ﺘﺭﻙ ﺃﻴﺔ ﻋﻼﻤﺎﺕ ﻋﻠـﻰ ﺃﻭﺭﺍﻕ ﺍﻹﺠﺎﺒـﺔ ﺒﺎﺴـﺘﺨﺩﺍﻡ‬
‫ﺍﻟﻭﺴﺎﺌل ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ‪:‬‬
‫‪ -‬ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻟﻡ ﻴﻐﺸﻭﺍ )‪(%26,2‬ﺒﻴﻨﻤﺎ ﺍﻟﺫﻴﻥ ﻏﺸﻭﺍ ﻓﻲ ﺍﺨﺘﺒﺎﺭ ﻭﺍﺤﺩ ﺒﻠﻐﺕ‬
‫ﻨﺴﺒﺘﻬﻡ )‪(%49,5‬ﻭﺍﻟﺫﻴﻥ ﻏﺸﻭﺍ ﻓﻲ ﺍﺨﺘﺒﺎﺭﻴﻥ ﺒﻠﻐﺕ ﻨﺴﺒﺘﻬﻡ )‪. (%24,3‬‬
‫‪ -‬ﺍﺯﺩﺍﺩﺕ ﻨﺴﺒﺔ ﺍﻟﻐﺵ ﻟﺩﻯ ﺍﻟﺫﻜﻭﺭ ﻋﻤﺎ ﻫﻭ ﻋﻠﻴﻪ ﻟﺩﻯ ﺍﻹﻨﺎﺙ ﺤﻴﺙ ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﻟﺫﻴﻥ ﻟـﻡ‬
‫ﻴﻐﺸﻭﺍ ﻤﻥ ﺍﻟﺫﻜﻭﺭ )‪ (%18‬ﻤﻘﺎﺒل )‪ (%31‬ﻤﻥ ﺍﻹﻨﺎﺙ ﻭﺍﻟﺫﻴﻥ ﻏﺸﻭﺍ ﻓﻲ ﺍﺨﺘﺒﺎﺭ ﻭﺍﺤـﺩ‬
‫ﻤﻥ ﺍﻟﺫﻜﻭﺭ)‪(%54‬ﻤﻘﺎﺒل )‪ (%47‬ﻤﻥ ﺍﻹﻨﺎﺙ ﻭﺍﻟﺫﻴﻥ ﻏﺸﻭﺍ ﻓﻲ ﺍﺨﺘﺒﺎﺭﻴﻥ ﻤـﻥ ﺍﻟـﺫﻜﻭﺭ‬
‫)‪ (%28‬ﻤﻘﺎﺒل )‪ (%22‬ﻤﻥ ﺍﻹﻨﺎﺙ ‪.‬‬

‫‪279‬‬
 ‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‪....‬‬

‫‪ -‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺍﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻴﻐﺸﻭﻥ ﻓـﻲ ﻤﻭﺍﻗـﻑ ﺍﻻﻤﺘﺤﺎﻨـﺎﺕ‬
‫ﻭﺍﻟﺫﻴﻥ ﻻ ﻴﻐﺸﻭﻥ ﻓﻴﻬﺎ ﻤﻥ ﺤﻴﺙ ﺩﺭﺠﺎﺕ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﺤﻴـﺙ ﺘـﺯﺩﺍﺩ ﺩﺭﺠـﺎﺕ‬
‫ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻟﻠﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻻ ﻴﻐﺸﻭﻥ ﻋﻥ ﻨﻅﺭﺍﺌﻬﻡ ﻤﻤﻥ ﻴﻐﺸﻭﻥ ‪.‬‬
‫ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺍﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻴﻐﺸﻭﻥ ﻓﻲ ﻤﻭﺍﻗـﻑ ﺍﻻﻤﺘﺤﺎﻨـﺎﺕ‬ ‫‪-‬‬
‫ﻭﺍﻟﺫﻴﻥ ﻻ ﻴﻐﺸﻭﻥ ﻓﻴﻬﺎ ﻤﻥ ﺤﻴﺙ ﺍﻟﺫﻜﺎﺀ ﻭﺘﺯﺩﺍﺩ ﺩﺭﺠﺎﺕ ﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ﻟﻠﻁﻠﺒﺔ ﺍﻟـﺫﻴﻥ ﻻ‬
‫ﻴﻐﺸﻭﻥ ﻋﻥ ﻨﻅﺭﺍﺌﻬﻡ ﻤﻤﻥ ﻴﻐﺸﻭﻥ ‪.‬‬
‫‪ -‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺍﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻴﻐﺸﻭﻥ ﻓﻲ ﻤﻭﺍﻗـﻑ ﺍﻻﻤﺘﺤﺎﻨـﺎﺕ‬
‫ﻭﺍﻟﺫﻴﻥ ﻻ ﻴﻐﺸﻭﻥ ﻓﻴﻬﺎ ﻤﻥ ﺤﻴﺙ ﺍﻟﻘﻴﻡ ) ﺍﻟﻨﻅﺭﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻟﺠﻤﺎﻟﻴـﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬
‫ﻭﺍﻟﺴﻴﺎﺴﻴﺔ ﻭﺍﻟﺩﻴﻨﻴﺔ ‪ ).‬ﺠﺎﺒﺭ ﻭﺍﻟﺨﻀﺭﻱ ‪(379-345 : 1979 ،‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺒﻜﻴﺵ ‪1979‬‬
‫ﺍﺴﺘﻬﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺒﻴﻥ ﻁﻼﺏ ﻭﻁﺎﻟﺒﺎﺕ ﺍﻟﻤﺭﺤﻠﺔ‬
‫ﺍﻟﺜﺎﻨﻭﻴﺔ ﻭﺃﻫﻡ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺴﺒﺒﺔ ﻟﻬﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻁﻠﺒﺔ ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤـﻥ‬
‫ﻋﺩﺩ ﻤﻥ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﺒﻤﺩﺍﺭﺱ ﺍﻟﻜﻭﻴﺕ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻟﻡ ﻴﺤﺩﺩ ﺍﻟﺒﺎﺤﺙ ﺃﻋﺩﺍﺩﻫﻡ ﻓﻘﺩ ﺼﻤﻡ ﺍﻟﺒﺎﺤﺙ‬
‫ﺍﺴﺘﻔﺘﺎﺀ ﻟﻘﻴﺎﺱ ﻭﻤﻌﺭﻓﺔ ﺃﺴﺒﺎﺏ ﺍﻟﻐﺵ ﺒﻌﻀﻬﺎ ﻴﺘﻌﻠﻕ ﺒﻌﻴﻭﺏ ﻓﻲ ﺍﻟﻤﻘﺭﺭ ﺍﻟﺩﺭﺍﺴـﻲ ﻭﺁﺨـﺭ ﻓـﻲ‬
‫ﺍﻟﺘﻘﻭﻴﻡ ﻭﺒﻌﻀﻬﺎ ﺍﻵﺨﺭ ﻴﻤﺜل ﺩﻭﺍﻓﻊ ﺸﺨﺼﻴﺔ ﻟﻠﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﻁﻠﺏ ﻤﻨﻬﻡ ﺘﺭﺘﻴﺏ ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﺤﺴﺏ‬
‫ﺃﻫﻤﻴﺘﻬﺎ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭﻫﻡ ﻭﺃﻫﻡ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ‪:‬‬
‫‪ -‬ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻏﺸﻭﺍ )‪ (%40,7‬ﺒﻴﻨﻤﺎ ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﻋﺩﺩ ﺍﻟﻁﺎﻟﺒﺎﺕ ﺍﻟﻼﺌﻲ ﻏﺸﻥ‬
‫)‪.(37,6‬‬
‫‪ -‬ﺠﺎﺀﺕ ﻓﻲ ﺍﻟﻤﻘﺩﻤﺔ ﺃﻫﻡ ﺜﻼﺜﺔ ﺃﺴﺒﺎﺏ ﻟﻠﻐﺵ ﻋﻠﻰ ﺍﻟﻨﺤـﻭ ﺍﻵﺘـﻲ ‪:‬ﺼـﻌﻭﺒﺔ ﺍﻻﻤﺘﺤـﺎﻥ‬
‫ﻭﻏﻤﻭﻀﻪ ‪،‬ﻤﻔﺎﺠﺄﺓ ﺍﻻﺨﺘﺒﺎﺭ ﻭﻋﺩﻡ ﺍﻹﻋﻼﻥ ﺍﻟﻤﺴﺒﻕ ﻋﻨﻪ ﻋﺩﻡ ﻜﻔﺎﻴﺔ ﺍﻟﻭﻗﺕ ﻜﻤﺎ ﺠـﺎﺀﺕ‬
‫ﺃﺴﺒﺎﺏ ﻓﻲ ﺍﻟﻤﺅﺨﺭﺓ ﻋﺩﻡ ﻭﺠﻭﺩ ﺇﺸﺭﺍﻑ ﺩﻗﻴﻕ ﻭﺠـﻭﺩ ﻓـﺭﺹ ﺴـﺎﻨﺤﺔ ﻟﻠﻐـﺵ ﺨﻠـﻭ‬
‫ﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﻤﻘﺭﺭ ﻤﻥ ﻋﻨﺎﺼﺭ ﺍﻟﺘﺸﻭﻴﻕ ‪).‬ﺒﻜﻴﺵ ‪(33 : 1979،‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺯﻫﺭﺍﻥ ﻭﺁﺨﺭﻴﻥ ‪1975‬‬
‫ﺍﺴﺘﻬﺩﻑ ﺍﻟﺒﺤﺙ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻻﺘﺠﺎﻩ ﺍﻟﻠﻔﻅﻲ )ﺍﻟﻤﻘﺎﺱ ( ﻨﺤﻭ ﺍﻟﻐﺵ ﻭﺒﻴﻥ ﺍﻟـﺴﻠﻭﻙ‬
‫ﺍﻟﻔﻌﻠﻲ ﻟﻠﻐﺵ ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻤﻥ ) ‪(650‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌـﺔ ﻭﺘـﻡ ﺇﺠـﺭﺍﺀ‬
‫ﺘﺠﺭﺒﺘﻴﻥ ﺃﻭﻟﻬﻤﺎ ﺘﺠﺭﺒﺔ ﺍﻟﺒﺤﺙ ﻭﺘﻡ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺴﻴﻥ ﺍﻷﻭل ﻟﻘﻴﺎﺱ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻁﻠﺒﺔ ﻨﺤـﻭ ﺍﻟﻐـﺵ‬
‫ﻜﺴﻠﻭﻙ ﻭﺍﻟﺜﺎﻨﻲ ﺍﺨﺘﺒﺎﺭ ﺘﺤﺼﻴﻠﻲ ﻤﻭﻀﻭﻋﻲ ﻓﻲ ﻤﺎﺩﺓ ﻤﻥ ﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻭﺤﺴﺒﺕ ﺩﺭﺠﺔ‬
‫ﺍﻻﺘﺠﺎﻩ ﺍﻟﻤﻘﺎﺱ ﻨﺤﻭ ﺍﻟﻐﺵ ﻭﺩﺭﺠﺔ ﺍﻟﻐﺵ ﺍﻟﻔﻌﻠﻲ ﻭﺩﻟﺕ ﻨﺘﺎﺌﺞ ﺘﺠﺭﺒﺔ ﺍﻟﺒﺤـﺙ ﻋﻠـﻰ ﺃﻥ ﻤﻌﺎﻤـل‬
‫ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻻﺘﺠﺎﻩ ﺍﻟﻠﻔﻅﻲ ﺍﻟﻤﻘﺎﺱ ﻭﺒﻴﻥ ﺍﻻﺘﺠﺎﻩ ﺍﻟﻔﻌﻠﻲ ﻟﻠﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻥ ﻀﻌﻴﻑ ﻭﻏﻴﺭ ﺩﺍل‬
‫ﺍﺤﺼﺎﺌﻴﺎ ﻭﺃﻥ ﻨﺴﺒﺔ ﺍﻟﻐﺵ ﻓﻲ ﻤﺠﺘﻤﻊ ﺍﻟﻁﻼﺏ ﺃﻜﺒﺭ ﻤﻨﻬﺎ ﻓﻲ ﻤﺠﺘﻤﻊ ﺍﻟﻁﺎﻟﺒﺎﺕ ‪.‬‬

‫‪280‬‬
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

‫ﺃﻤﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﺠﺭﺒﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻓﻘﺩ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺒﺄﻋﺩﺍﺩ ﺍﻤﺘﺤﺎﻥ ﻤﻭﻀﻭﻋﻲ ﺃﻋﻁﻰ ﻟﻠﻁﻠﺒﺔ ﻤﻥ ﺍﻟﺫﻜﻭﺭ‬
‫ﻭﺍﻹﻨﺎﺙ ﻭﺘﻡ ﺒﻌﺩ ﺫﻟﻙ ﺘﺤﺩﻴﺩ ﺍﻟﻐﺸﺎﺸﻴﻥ ﻭﻁﻠﺏ ﻤﻨﻬﻡ ﺘﻔﺴﻴﺭ ﺃﺴﺒﺎﺏ ﻫﺫﺍ ﺍﻟﺴﻠﻭﻙ ﻭﻗـﺩ ﺍﺴـﺘﺨﻠﺹ‬
‫ﺍﻟﺒﺎﺤﺜﻭﻥ ﺍﻥ ﻫﻨﺎﻙ ﺘﺒﺎﻋﺩﺍ ﻜﺒﻴﺭﺍ ﺒﻴﻥ ﺍﻻﺘﺠﺎﻩ ﺍﻟﻠﻔﻅﻲ ﻨﺤﻭ ﺍﻟﻐﺵ ﻭﺒﻴﻥ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻔﻌﻠﻴـﺔ ﻟﻬـﺫﺍ‬
‫ﺍﻟﺴﻠﻭﻙ ﺍﻟﻤﺴﺘﻬﺠﻥ ﺍﺠﺘﻤﺎﻋﻴﺎ ﻭﺩﻴﻨﻴﺎ ﻭﺃﺨﻼﻗﻴﺎ ﻜﻤﺎ ﺘﻭﺼﻠﻭﺍ ﺍﻟﻰ ﺃﻥ ﺍﻟﻀﻐﻭﻁ ﻭﺍﻟﺩﻭﺍﻓﻊ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﻫﻲ ﺍﻟﺴﺒﺏ ﻓﻲ ﺩﻓﻊ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﻟﻠﻘﻴﺎﻡ ﺒﻪ ‪ ).‬ﺯﻫﺭﺍﻥ ﻭﺁﺨﺭﻴﻥ ‪(124-122 : 1975،‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺍﺤﻤﺩ ﻭﺍﻟﻤﻴﻐﺼﻴﺏ ‪1988‬‬
‫‪ -‬ﺍﺴﺘﻬﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺤﺠﻡ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ‬
‫ﺒﺈﺤﺩﻯ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﺨﻠﻴﺠﻴﺔ ﻭﻋﻼﻗﺘﻪ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻤﻨﻬﺎ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴـﺔ‬
‫ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (353‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ) ‪114‬ﻁﺎﻟﺒﺎ ﻭ‪ 239‬ﻁﺎﻟﺒﺔ ﻤﻤﻥ ﺩﺭﺴﻭﺍ‬
‫ﻤﻘﺭﺭ ﻋﻠﻡ ﻨﻔﺱ ﺍﺠﺘﻤﺎﻋﻲ ﻭﻤﺒﺎﺩﺉ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ﺨﻼل ﺍﻟﻔﺼل ﺍﻟﺩﺭﺍﺴﻲ ﻭﻴﻨﺘﻤﻲ ﻫﺅﻻﺀ‬
‫ﺍﻟﻰ ﺒﺭﺍﻤﺞ ﺩﺭﺍﺴﻴﺔ ﻤﺨﺘﻠﻔﺔ ﺒﺎﻟﺠﺎﻤﻌﺔ ﺃﻤﺎ ﺍﻷﺩﻭﺍﺕ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻘﻴﺎﺱ ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﺫﺍﺕ ﻋﻥ ﺍﻟﻘﺩﺭﺓ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﻤﻥ ﺇﻋﺩﺍﺩ )ﺒﺭﻭﻜﻭﻓﺭ (ﻭﺍﺴﺘﺒﻴﺎﻥ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺭﺍﻫﺎ‬
‫ﺍﻵﺒﺎﺀ ﻭﺍﻷﻤﻬﺎﺕ ﻤﻥ ﺇﻋﺩﺍﺩ ﻋﻤﺎﺩ ﺍﻟﺩﻴﻥ ﻭﺇﺴﻤﺎﻋﻴل ﻭﺭﺸﺩﻱ ﺤﻴﺙ ﺍﺴﺘﺨﺩﻤﺕ ﻓﻘﻁ ﺍﻷﺒﻌﺎﺩ‬
‫ﺍﻷﺭﺒﻌﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﻟﺘﺴﻠﻁ ﻭﺍﻟﺤﻤﺎﻴﺔ ﺍﻟﺯﺍﺌﺩﺓ ﺍﻟﻘﺴﻭﺓ ﺍﻟﺘﻔﺭﻗﺔ ﻓﻀﻼ ﻋﻥ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤـﺼﻴل‬
‫ﺍﻟﺩﺭﺍﺴﻲ ﻓﻲ ﺍﻟﻤﻘﺭﺭﻴﻥ ﺍﻟﺩﺭﺍﺴﻴﻴﻥ ﺍﻟﻤﺫﻜﻭﺭﻴﻥ ﻭﺘﺘﻠﺨﺹ ﺨﻁﻭﺍﺕ ﺘﻨﻔﻴﺫ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ -‬ﻁﺒﻕ ﺍﺨﺘﺒﺎﺭ ﺘﺤﺼﻴل ﺩﺭﺍﺴﻲ ﻓﻲ ﺍﻟﻤﻘﺭﺭﻴﻥ ﺍﻟﺩﺭﺴﻴﻴﻥ ﺍﻟﻤﺫﻜﻭﺭﻴﻥ ﻓﻲ ﻤﻭﻗـﻑ ﺍﺨﺘﺒـﺎﺭ‬
‫ﻤﺘﺸﺩﺩ ﺜﻡ ﺼﻭﺭﺓ ﺃﺨﺭﻯ ﻓﻲ ﻤﻭﻗﻑ ﻤﺘﺴﺎﻫل ﻭﺃﻋﻁﻲ ﻟﻠﻁﻼﺏ ﺃﻨﻔﺴﻬﻡ ﻴﺼﺤﺤﻭﻥ ﺇﺠﺎﺒﺘﻬﻡ‬
‫ﺩﻭﻥ ﻋﻠﻤﻬﻡ ﺒﺫﻟﻙ ﻹﻏﺭﺌﻬﻡ ﻋﻠﻰ ﺘﺯﻴﻴﻑ ﺍﻟﻨﺘﻴﺠﺔ ﺇﺫﺍ ﺭﻏﺒﻭﺍ ‪.‬‬
‫‪ -‬ﺘﻡ ﻋﻤل ﻤﻘﺎﺭﻨﺔ ﻟﺩﺭﺠﺎﺕ ﻜل ﻁﺎﻟﺏ ﻭﺍﻟﺘﻲ ﺘﻤﺜﻠﺕ ﻓﻲ ﺜﻼﺙ ﺩﺭﺠﺎﺕ ‪:‬ﺍﻷﻭﻟﻰ ﻓﻲ ﺍﻟﻤﻭﻗﻑ‬
‫ﺍﻟﻤﺘﺸﺩﺩ ﻭﺍﻟﺜﺎﻨﻴﺔ ﻓﻲ ﺍﻟﻤﻭﻗﻑ ﺍﻟﻤﺘﺴﺎﻫل ﻜﻤﺎ ﺼﺤﺤﻬﺎ ﺍﻷﺴﺘﺎﺫ ﻭﺍﻟﺜﺎﻟﺜﺔ ﻓﻲ ﻨﻔﺱ ﺍﻟﻤﻭﻗـﻑ‬
‫ﻜﻤﺎ ﺃﻤﻼﻫﺎ ﺍﻟﻁﺎﻟﺏ ﻟﻸﺴﺘﺎﺫ ﻭﻓﻲ ﻀﻭﺀ ﻫﺫﻩ ﺍﻟﻤﻘﺎﺭﻨﺎﺕ ﺘﻡ ﺘﺤﺩﻴـﺩ ﺍﻟﻁـﻼﺏ ﺍﻟﻐـﺸﺎﺸﻴﻥ‬
‫ﻭﺍﻟﻁﻼﺏ ﻏﻴﺭ ﺍﻟﻐﺸﺎﺸﻴﻥ ﻭﻓﻕ ﻗﻭﺍﻋﺩ ﺤﺩﺩﻫﺎ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻟـﺩﺭﺠﺎﺕ‬
‫ﺍﻟﺜﻼﺙ ﻟﻠﻁﺎﻟﺏ ﻓﻲ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻻﺨﺘﺒﺎﺭ ﺼﺤﺔ ﺍﻟﻔﺭﻭﺽ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻟﺘﻲ ﻗﺎﻤﺕ‬
‫ﻋﻠﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺃﺴﻠﻭﺏ ﺤـﺴﻥ ﺍﻟﻤﻁﺎﺒﻘـﺔ ﺍﻟﻤﻌـﺭﻭﻑ ﺒﺎﺴـﻡ ﻤﺭﺒـﻊ‬
‫)ﻜﺎ‪(2‬ﻭﻜﺫﻟﻙ ﺘﻡ ﺘﻁﺒﻴﻕ ﻤﺎ ﻴﻌﺭﻑ ﺒﺄﺴﻡ ﻤﻌﺎﻤل ﺍﻟﺘﻭﺍﻓﻕ ﻟﻠﺘﺄﻜﺩ ﻤﺭﺓ ﺃﺨﺭﻯ ﻤـﻥ ﺼـﺤﺔ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﻭﺘﺸﻴﺭ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﺃﻫﻡ ﺍﻟﻨﺘﺎﺌﺞ ‪:‬‬
‫‪ -‬ﻴﻨﺘﺸﺭ ﺘﻜﺭﺍﺭ ﺴﻠﻭﻙ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﻋﻠﻰ ﺍﺨﺘﻼﻑ ﻨـﻭﻉ‬
‫ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﻲ ﻴﻨﺘﻤﻭﻥ ﺇﻟﻴﻬﺎ ﻭﺍﺨﺘﻼﻑ ﻤـﺴﺘﻭﻴﺎﺕ ﺘﺤـﺼﻴﻠﻬﻡ ﺍﻟﺩﺭﺍﺴـﻲ ﻭﺘﺨﺼـﺼﺎﺘﻬﻡ‬
‫ﺍﻟﺩﺭﺍﺴﻴﺔ ﻭﻤﻔﻬﻭﻡ ﺍﻟﺫﺍﺕ ﻋﻥ ﺍﻟﻘﺩﺭﺓ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﻟﺩﻴﻬﻡ ﻭﺃﻴﻀﺎ ﺒﺎﺨﺘﻼﻑ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠـﺔ‬
‫ﺍﻟﻭﺍﻟﺩﻴﺔ ﻜﻤﺎ ﻴﺭﺍﻫﺎ ﺍﻟﻁﻼﺏ ﺤﻴﺙ ﺘﺒﻴﻥ ﺇﻥ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﻠﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﺍﻟﺫﻴﻥ ﻏﺸﻭﺍ‬

‫‪281‬‬
 ‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‪....‬‬

‫ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻜﺄﻨﺕ ﻋﺎﻟﻴﺔ ﻤﻤﺎ ﻴﺅﻜﺩ ﺍﻨﺘﺸﺎﺭ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨـﺎﺕ ﺒـﺼﻭﺭﺓ‬
‫ﻜﺒﻴﺭﺓ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﻭﺒﺸﻜل ﻋﺎﻡ ‪.‬‬
‫‪ -‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻤﻥ ﺤﻴﺙ ﺘﻜﺭﺍﺭ ﺴﻠﻭﻙ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨـﺎﺕ ﺒـﻴﻥ‬
‫ﺍﻟﻁﻼﺏ ﻓﻲ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ‪)0,01‬ﻨﻭﻉ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺩﺭﺍﺴﻲ ‪،‬ﻨـﻭﻉ‬
‫ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ‪ ،‬ﻨﻭﻉ ﺍﻟﺘﺨﺼﺹ ﺍﻟﺩﺭﺍﺴﻲ ‪ ،‬ﻤﻔﻬﻭﻡ ﺍﻟﺫﺍﺕ ﻋﻥ ﺍﻟﻘﺩﺭﺓ ﺍﻷﻜﺎﺩﻴﻤﻴـﺔ ‪،‬‬
‫ﻨﻭﻉ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻟﺘﻲ ﻴﺘﻠﻘﺎﻫﺎ ﻤﻥ ﺍﻷﺒﻨﺎﺀ ﻤﻥ ﺍﻷﺏ ﻭﺍﻷﻡ ‪.‬‬
‫‪ -‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﻤﻥ ﺤﻴﺙ ﺘﻜـﺭﺍﺭ ﺤـﺩﻭﺙ‬
‫ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻜﺫﻟﻙ ﺍﻟﻔﺭﻭﻕ ﻏﻴﺭ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﻤﻥ ﺤﻴـﺙ ﺘﻜـﺭﺍﺭ‬
‫ﺤﺩﻭﺙ ﺴﻠﻭﻙ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺒﺎﻟﻨﺴﺒﺔ ﻟﺒﻌﺽ ﺃﺒﻌﺎﺩ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﺍﻟﺘـﻲ‬
‫ﻴﻠﻘﺎﻫﺎ ﺍﻷﺒﻨﺎﺀ ﻤﻥ ﺍﻷﺏ ﻭﺍﻷﻡ ‪.‬‬
‫‪ -‬ﻭﺍﻨﺘﻬﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺘﻘﺩﻴﻡ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻻﻗﺘﺭﺍﺤﺎﺕ ﻟﻠﺤﺩ ﻤـﻥ ﺁﺜـﺎﺭ ﻅـﺎﻫﺭﺓ ﺍﻟﻌـﺵ ﻓـﻲ‬
‫ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ‪ ).‬ﺍﺤﻤﺩ ﻭﺍﻟﻤﻐﻴﺼﻴﺏ ‪(154-151 :1988 ،‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺭﺍﺸﺩ ‪2002‬‬
‫ﺍﺴﺘﻬﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﻓﻨﻭﻨﻬـﺎ ﻭﺘـﺩﺍﻋﻴﺎﺘﻬﺎ ﻋﻠـﻰ‬
‫ﺴﻠﻭﻙ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻻﻤﺎﺭﺍﺕ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﻤﺘﺤﺩﺓ ﺃﺠﺭﻴﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ) ‪ (200‬ﻁﺎﻟـﺏ‬
‫ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ ﻭﺍﻟﺜﺎﻨﻭﻴﺔ ﻜﺸﻔﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ )‪ (%48,6‬ﻤﻥ ﻁﺎﻟﺒـﺎﺕ‬
‫ﺍﻟﻤﺭﺤﻠﺘﻴﻥ ﺍﻹﻋﺩﺍﺩﻴﺔ ﻭﺍﻟﺜﺎﻨﻭﻴﺔ ﻴﺭﻴﻥ ﺍﻥ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻨﻭﻉ ﻤﻥ ﺍﻟﺘﻌﺎﻭﻥ ﻻ ﻏﺒـﺎﺭ ﻋﻠﻴـﻪ‬
‫ﻭﺍﻋﺘﺒﺭﺕ ﺤﻭﺍﻟﻲ )‪ (%41,2‬ﻤﻨﻬﻥ ﺍﻨﻪ ﺃﺸﺒﻪ ﺒﻤﺭﺍﺠﻌﺔ ﺠﻤﺎﻋﻴﺔ ﻟﻤﺎ ﺘﻡ ﺍﺴـﺘﺫﻜﺎﺭﻩ ﻁـﻭﺍل ﺍﻟﻌـﺎﻡ‬
‫ﺍﻟﺩﺭﺍﺴﻲ ﺇﺫ ﺍﻥ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺫﻱ ﺍﺠﺘﻬﺩ ﻁﻴﻠﺔ ﺍﻟﻌﺎﻡ ﻴﻤﻜﻨﻪ ﺍﺴﺘﺭﺠﺎﻉ ﻤﺎ ﻨﺴﻴﻪ ﻤﻥ ﻤﻌﻠﻭﻤـﺎﺕ ﺍﺫﺍ ﻤـﺎ‬
‫ﺘﺸﺎﻭﺭ ﻤﻊ ﺯﻤﻼﺌﻪ ﺃﺜﻨﺎﺀ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﺒﺭﺭﻥ ﻤﻭﻗﻔﻬﻥ ﺒﺄﻥ ﺭﻫﺒﺔ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻤﺴﺅﻭﻟﺔ ﻋﻥ ﻨـﺴﻴﺎﻥ‬
‫ﻤﺎ ﺘﻡ ﺍﺴﺘﺫﻜﺎﺭﻩ ﻁﻭﺍل ﺍﻟﻌﺎﻡ ‪.‬‬
‫ﻭﻜﺸﻔﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻴﻀﺎ ﺍﻥ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺘﻜﺜﺭ ﺒﺼﻭﺭﺓ ﻻﻓﺘﻪ ﺒﻴﻥ ﻁﻼﺏ ﻭﻁﺎﻟﺒﺎﺕ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ ﺩﻭﻥ ﻏﻴﺭﻫﺎ ﻤﻥ ﻤﺭﺍﺤل ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺇﺫ ﺃﺠﻤﻌﺕ ﺍﻟﻁﺎﻟﺒﺎﺕ ﻋﻠﻰ ﺍﻥ ﺒﺩﺍﻴـﺔ‬
‫ﻋﻬﺩﻫﻥ ﺒﺎﻟﻐﺵ ﻜﺎﻨﺕ ﻓﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ ﻭﺃﺸﺎﺭﺕ ﺃﻴﻀﺎ ﺍﻟﻰ ﺍﻥ ﻨﺴﺒﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻟﻁﺎﻟﺒﺎﺕ ﻻ‬
‫ﻴﺠﺩﻥ ﺃﻱ ﺤﺭﺝ ﻓﻲ ﺘﺒﺎﺩل ﻭﺴﺎﺌل ﺍﻟﻐﺵ ﺍﻟﻤﺒﺘﻜﺭﺓ ﻤﻊ ﺯﻤﻴﻼﺘﻬﻥ ﺒﺎﻋﺘﺒﺎﺭﻩ ﻨﻭﻋﺎ ﻤﻥ ﺍﻟﺘﻌﺎﻭﻥ ﻤـﻥ‬
‫ﺍﺠل ﺍﻟﻨﺠﺎﺡ ﻭﻭﺍﺠﺏ ﺘﻔﺭﻀﻪ ﺍﻟﺯﻤﺎﻟﺔ ﻭﺍﻟﺼﺩﺍﻗﺔ ﻭﺒﻴﻨﻤﺎ ﺃﻜﺩﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻥ ﻨﺴﺒﺔ )‪57‬ﻭ‪ (%6‬ﻤـﻥ‬
‫ﺍﻟﻁﺎﻟﺒﺎﺕ ﻴﺸﻌﺭﻥ ﺒﺘﺄﻨﻴﺏ ﺍﻟﻀﻤﻴﺭ ﻋﻨﺩﻤﺎ ﻴﺘﺤﻘﻕ ﻨﺠﺎﺤﻬﻥ ﺒﺎﻟﻐﺵ ﺨﻠﺼﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﺍﻥ ﺍﻟﻁﻼﺏ‬
‫ﺍﻟﻤﺘﻭﺭﻁﻴﻥ ﻓﻲ ﺍﻟﻐﺵ ﻤﻌﺭﻀﻭﻥ ﻟﻺﺼﺎﺒﺔ ﺒﺎﻀﻁﺭﺍﺒﺎﺕ ﻨﻔﺴﻴﺔ ﻭﺴﻠﻭﻜﻴﺔ ﻤﺤﻘﻘﺔ ﺴﻭﺍﺀ ﺃﻭﻟﺌﻙ ﺍﻟﺫﻴﻥ‬
‫ﺍﺴﺘﻴﻘﻅﺕ ﻀﻤﺎﺌﺭﻫﻡ ﺍﻭ ﺍﻟﺫﻴﻥ ﻟﻡ ﻴﺴﺘﻭﻗﻔﻬﻡ ﺍﻟﻨﺠﺎﺡ ﺒﺎﻟﻐﺵ ﻭﺩﻭﻥ ﺠﻬﺩ ﺒﺫﻟﻭﻩ‪) .‬ﺭﺍﺸﺩ‪(1 :2002 ،‬‬

‫‪282‬‬
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

‫ﺜﺎﻨﻴﺎ ‪ :‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ ‪:‬‬

‫‪ -‬ﺩﺭﺍﺴﺔ ﻓﻴﻠﺩﻤﺎﻥ ﻭﻓﻴﻠﺩﻤﺎﻥ ‪Feldman &Feldman 1967‬‬
‫ﺍﺴﺘﻬﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺘﺴﺎﺅل ﺭﺌﻴﺱ ﻫﻭ) ﺃﻴﻬﻤﺎ ﺃﻜﺜﺭ ﻏﺸﺎ ﺍﻟﻁﻼﺏ ﺃﻡ ﺍﻟﻁﺎﻟﺒﺎﺕ ؟ (‬
‫ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (81‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﺍﻟﺼﻑ ﺍﻟﺴﺎﺒﻊ ﻭ)‪ (73‬ﻁﺎﻟﺒـﺎ ﻭﻁﺎﻟﺒـﺔ ﻤـﻥ‬
‫ﺍﻟﺼﻑ ﺍﻟﺜﺎﻨﻲ ﻋﺸﺭ ﻭﻟﻘﻴﺎﺱ ﺍﻟﻐﺵ ﺃﻋﻁﻲ ﻟﻠﻁﻠﺒﺔ ﺍﺨﺘﺒﺎﺭ ﺜﻡ ﻁﻠﺏ ﻤـﻨﻬﻡ ﺃﻥ ﻴﻘﻭﻤـﻭﺍ ﺒﺘـﺼﺤﻴﺢ‬
‫ﺇﺠﺎﺒﺎﺘﻬﻡ ﻋﻨﻪ ﻭﺇﺒﻼﻍ ﺩﺭﺠﺎﺕ ﺍﻹﺠﺎﺒﺔ ﻟﻠﻤﺩﺭﺱ ﺍﻟﺫﻱ ﻜﺎﻥ ﻗﺩ ﻗﺎﻡ ﺒﺘﺼﺤﻴﺢ ﺍﻹﺠﺎﺒﺎﺕ ﻗﺒـل ﻗﻴـﺎﻡ‬
‫ﺍﻟﻁﻠﺒﺔ ﺒﺎﻟﺘﺼﺤﻴﺢ ﺩﻭﻥ ﻋﻠﻡ ﻤﻥ ﺠﺎﻨﺒﻬﻡ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻵﺘﻴﺔ ‪:‬‬
‫‪ -‬ﻁﻼﺏ ﺍﻟﺼﻑ ﺍﻟﺜﺎﻨﻲ ﻋﺸﺭ ﻜﺎﻨﻭﺍ ﺃﻜﺜﺭ ﻏﺸﺎ ﻤﻥ ﻁﻼﺏ ﺍﻟﺼﻑ ﺍﻟﺴﺎﺒﻊ ﻓـﻲ ﺤـﻴﻥ ﻟـﻡ‬
‫ﺘﺨﺘﻠﻑ ﻁﺎﻟﺒﺎﺕ ﺍﻟﺼﻑ ﺍﻟﺜﺎﻨﻲ ﻋﺸﺭ ﻋﻥ ﻁﺎﻟﺒﺎﺕ ﺍﻟﺼﻑ ﺍﻟﺴﺎﺒﻊ ﻤﻥ ﺤﻴﺙ ﺩﺭﺠﺎﺕ ﺍﻟﻐﺵ‬
‫‪ -‬ﻜﺎﻨﺕ ﻤﻌﺩﻻﺕ ﺍﻟﻐﺵ ﻟﺩﻯ ﻁﻼﺏ ﻭﻁﺎﻟﺒﺎﺕ ﺍﻟﺼﻑ ﺍﻟﺜﺎﻨﻲ ﻋﺸﺭ ﻤﺘﻘﺎﺭﺒﺔ ﻤـﻊ ﻤﻌـﺩﻻﺕ‬
‫ﺍﻟﻐﺵ ﻟﺩﻯ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻟﺘﻲ ﺃﻅﻬﺭﺘﻬﺎ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺎﺕ ﺴﺎﺒﻘﺔ ﺃﺠﺭﺍﻫﺎ ﺍﻟﺒﺎﺤﺙ ﻤﻥ ﻗﺒـل‬
‫)‪(Feldman &Feldman 1967: 957-958‬‬ ‫ﻋﻠﻰ ﻁﻼﺏ ﺍﻟﺠﺎﻤﻌﺔ ‪.‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﻤﻴﻜﻨﺘﺎﻴﺭ ‪Mclntire ,1969‬‬
‫ﺍﺴﺘﻬﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻴﻐﺸﻭﻥ ﻓﻲ ﻤﻭﺍﻗﻑ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺒﺎﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻻ‬
‫ﻴﻐﺸﻭﻥ ﻓﻴﻬﺎ ﻤﻥ ﺤﻴﺙ ﺃﻨﻤﺎﻁ ﺸﺨﺼﻴﺎﺘﻬﻡ ﻭﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﺅﻟﻔﺔ ﻤﻥ )‪ (64‬ﻁﺎﻟﺒﺎ ﺘﻡ ﺘﻘﺴﻴﻤﻬﻡ ﺍﻟـﻰ‬
‫ﺜﻤﺎﻥ ﻤﺠﻤﻭﻋﺎﺕ ﺤﺴﺏ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻵﺘﻴﺔ ‪ :‬ﺴﻠﻭﻙ ﺍﻟﻐﺵ ) ﻴﻐﺵ ‪ /‬ﻻ ﻴﻐﺵ ( ﺍﻟﺠﻨﺱ‬
‫) ﺫﻜﻭﺭ ‪ /‬ﺇﻨﺎﺙ ( ﻭﺍﻟﻤﺤﺎﻀﺭ ﻭﺍﻟﻤﺩﺭﺱ ﻭﺫﻟﻙ ﺒﻌﺩ ﺇﻋﻁﺎﺌﻬﻡ ﺍﺨﺘﺒﺎﺭ ﻤﻊ ﺇﺘﺎﺤـﺔ ﺍﻟﻔﺭﺼـﺔ ﻟﻬـﻡ‬
‫ﺒﺎﻟﻐﺵ ﻓﻲ ﻨﺘﻴﺠﺔ ﺘﺼﺤﻴﺤﻪ ﺒﻤﻌﺭﻓﺘﻬﻡ ﺒﻌﺩ ﺃﻥ ﺴﺒﻕ ﺘﺼﺤﻴﺤﻪ ﻤﻥ ﻗﺒل ﺒﻤﻌﺭﻓﺔ ﺍﻟﻤﺩﺭﺱ ﺩﻭﻥ ﻋﻠﻡ‬
‫ﻤﻥ ﺠﺎﻨﺏ ﺍﻟﻁﻼﺏ ﻭﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﺃﻫﻡ ﺍﻟﻨﺘﺎﺌﺞ ‪:‬‬
‫ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺜﻤﺎﻥ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻌـﺸﺭﻴﻥ‬
‫ﻤﺘﻐﻴﺭﺍ ﻤﻤﺎ ﺘﻘﻴﺴﻪ ﺍﻷﺩﻭﺍﺕ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﺨﻼل ﺍﻟﺩﺭﺍﺴﺔ ‪.‬‬
‫ﺍﻟﻔﺭﻭﻕ ﺍﻟﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺠﺩﺕ ﻓﻲ ﺩﺭﺠﺎﺕ ﻤﻘﻴـﺎﺱ ﺇﺩﻭﺍﺭﺩﺯ ﻟﻠﺘﻔـﻀل‬
‫ﺍﻟﺸﺨﺼﻲ )‪ (EPPS‬ﻭﻤﻘﻴﺎﺱ ﻤﻴﻨﺴﻭﺘﺎ ﻟﻺﺭﺸﺎﺩ ﺍﻟﺫﻱ ﻴﻌﺭﻑ ﺒﺄﺴﻡ) ‪ (MCI‬ﺤﻴﺙ ﻜﺎﻨﺕ ﺍﻟﻔـﺭﻭﻕ‬
‫ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻴﻐﺸﻭﻥ ﻓﻲ ﻤﻭﺍﻗﻑ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﺍﻟﺫﻴﻥ ﻻ ﻴﻐـﺸﻭﻥ ﻓﻴﻬـﺎ ﻓـﻲ‬
‫ﺩﺭﺠﺎﺕ ﻫﺫﻴﻥ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ ﺒﺼﺭﻑ ﺍﻟﻨﻅﺭ ﻋﻥ ﺍﻟﻤﺘﻐﻴﺭﻴﻥ ﺍﻵﺨﺭﻴﻥ ﺍﻟﺠﻨﺱ ﻭﺍﻟﻤﺩﺭﺱ‪،‬ﻜﺎﻨﺕ ﺩﺭﺠﺎﺕ‬
‫ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻴﻐﺸﻭﻥ ﻓﻲ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺤﺎﺠﺔ ﺍﻟﻰ ﺍﻟﺘﺤﺼﻴل ﺍﻭ ﺍﻻﻨﺠﺎﺯ ﻜﻤﺎ ﻴﻘﺎﺱ ﺒﻤﻘﻴﺎﺱ ﺇﺩﻭﺍﺭﺩﺯ‬
‫ﻟﻠﺘﻔﻀﻴل ﺍﻟﺸﺨﺼﻲ ﻤﻨﺨﻔﻀﺔ ﻓﻲ ﺤﻴﻥ ﻜﺎﻨﺕ ﺩﺭﺠﺎﺕ ﻫﺅﻻﺀ ﺍﻟﻁـﻼﺏ ﻤﺭﺘﻔﻌـﺔ ﻓـﻲ ﺍﻟﺤﺎﻟـﺔ‬
‫‪(Mclntlire، 1969 :3079-3080‬‬ ‫ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻜﻤﺎ ﺘﻘﺎﺱ ﺒﻤﻘﻴﺎﺱ ﻤﻴﻨﺴﻭﺘﺎ ﻟﻺﺭﺸﺎﺩ ‪).‬‬
‫‪Leveque & Walker,1970‬‬ ‫‪ -‬ﺩﺭﺍﺴﺔ ﻟﻴﻔﻴﻙ ﻭﻭﻜﺭ‬

‫‪283‬‬
 ‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‪....‬‬

‫ﺍﺴﺘﻬﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ) ﺘﺤﺩﻴﺩ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﻤﻭﺍﻗﻑ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺒﻴﻥ ﻋﻴﻨـﺔ ﻤـﻥ ﻁـﻼﺏ‬
‫ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻜﺫﻟﻙ ﺩﺭﺍﺴﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻐﺵ ﻓﻲ ﻤﻭﺍﻗﻑ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻠﻁﻼﺏ ﻜﺫﻟﻙ ﺍﻟﺘﺤﻘﻕ ﻤﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺍﻟﻤﺩﺭﺱ ﻴﻤﻜﻨﻪ ﺍﻟﺘﻨﺒﺅ ﺒﺴﻠﻭﻙ ﺍﻟﻐﺵ ﻟﺩﻯ ﻁﻼﺒـﻪ‬
‫ﺘﻜﺭﺍﺭ ﺍﻟﺘﺄﻜﺩ ﻤﻤﺎ ﺴﺒﻕ ﺍﻟﺘﻭﺼل ﺇﻟﻴﻪ ﻓﻲ ﺩﺭﺍﺴﺎﺕ ﺴﺎﺒﻘﺔ ﻤﻥ ﻨﺘﺎﺌﺞ ﺨﺎﺼﺔ ﺘﺘﻌﻠﻕ ﺒﻌﻼﻗﺔ ﺍﻟﻐﺵ ﻓﻲ‬
‫ﻤﻭﺍﻗﻑ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺒﻜل ﻤﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻭﻤﺴﺘﻭﻯ ﺍﻟﺫﻜﺎﺀ ( ‪.‬‬
‫ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪(336‬ﻁﺎﻟﺒﺎ ﻤﻥ ﻁﻼﺏ ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻁﺒﻕ ﻋﻠﻴﻬﻡ ﺍﺨﺘﺒـﺎﺭ ﻓـﻲ‬
‫ﺍﻟﻬﻨﺩﺴﺔ ﺘﻡ ﺘﺼﺤﻴﺤﻪ ﺒﻤﻌﺭﻓﺔ ﺍﻟﻤﺩﺭﺱ ﺩﻭﻥ ﻋﻠﻡ ﺍﻟﻁﻼﺏ ﺜﻡ ﻁﻠﺏ ﻤﻥ ﺍﻟﻁﻼﺏ ﺍﻟﻘﻴﺎﻡ ﺒﺘـﺼﺤﻴﺤﻪ‬
‫ﻷﻨﻔﺴﻬﻡ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﻔﺘﺎﺡ ﻟﻠﺘﺼﺤﻴﺢ ﻭﺫﻟﻙ ﻟﺘﻘﺩﻴﺭ ﺩﺭﺠﺔ ﺍﻟﻐﺵ ﻭﺘﺅﻜﺩ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻤﺎ ﺴﺒﻕ‬
‫ﻟﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﺘﻭﺼل ﺇﻟﻴﻪ ﻤﻥ ﻨﺘﺎﺌﺞ ﺍﻟﻐﺵ ﻭﺍﻟﺘﻲ ﻤﻥ ﺃﻫﻤﻬﺎ ﺃﻨﻪ ﺤﻴﻨﻤﺎ ﺘﺘﺎﺡ ﺍﻟﻔﺭﺼﺔ‬
‫ﺃﻤﺎﻡ ﺍﻟﻁﻼﺏ ﻟﻠﻐﺵ ﻓﻲ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻓﺈﻨﻬﻡ ﻴﻐﺸﻭﻥ ﻓﻌﻼ ﻭﻜﺎﻥ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒـﺎﻁ ﺒـﻴﻥ ﺍﻟـﺩﺭﺠﺎﺕ‬
‫ﺍﻟﺨﺎﺼﺔ ﺒﺄﻤﺎﻨﺔ ﺍﻟﻁﻼﺏ ﻜﻤﺎ ﻴﻘﺩﺭﻫﺎ ﺍﻟﻤﺩﺭﺱ ﻋﻥ ﻁﻼﺒـﻪ ﻭﺩﺭﺠـﺎﺘﻬﻡ ﺍﻟﺨﺎﺼـﺔ ﺒـﺎﻟﻐﺵ ﻓـﻲ‬
‫ﺍﻻﻤﺘﺤﺎﻨﺎﺕ )‪(Leveque & Walker ,1970: 159-163) (0.42‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺯﺍﺴﺘﺭﻭ ‪Zastrow 1970‬‬
‫‪ -‬ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﺘﺤﺩﻴﺩ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺒﻴﻥ ﻁـﻼﺏ ﺍﻟﺩﺭﺍﺴـﺎﺕ‬
‫ﺍﻟﻌﻠﻴﺎ ﻹﺤﺩﻯ ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﺠﺎﻤﻌﻴﺔ ﺒﺎﻟﻭﻻﻴﺎﺕ ﺍﻟﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ ﻭﻗﺩ ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴـﺔ‬
‫ﻤﻥ ) ‪ (45‬ﻁﺎﻟﺒﺎ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﺨﺘﺒـﺎﺭﺍﺕ ﺘﺤـﺼﻠﻴﺔ ﺘـﺭﺘﺒﻁ‬
‫ﺒﺎﻟﻤﻘﺭﺭ ﺍﻟﺩﺭﺍﺴﻲ ﺍﻟﺫﻱ ﻴﻘﻭﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺘﺩﺭﻴﺴﻪ ﻟﻬﻡ ﻭﺍﺨﺘﺒﺎﺭ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻤﺘﻌـﺩﺩ ﺍﻷﻭﺠـﻪ‬
‫ﺍﻟﻤﻌﺭﻭﻑ ﺒﺎﺴﻡ ) ‪ ( mmpl‬ﻭﺍﺴﺘﺒﻴﺎﻥ ﻻﺴﺘﻁﻼﻉ ﺁﺭﺍﺀ ﺍﻟﻁـﻼﺏ ﺤـﻭل ﺍﻟﻐـﺵ ﻓـﻲ‬
‫ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﻜﺎﻨﺕ ﺃﻫﻡ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻫﻲ ‪:‬‬
‫‪ -‬ﻴﻜﺜﺭ ﺴﻠﻭﻙ ﺍﻟﻐﺵ ﺍﻟﻔﻌﻠﻲ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺒﻴﻥ ﻁﻼﺏ ﺇﺫ ﺒﻠﻎ ﻋﺩﺩ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻏـﺸﻭﺍ‬
‫)‪ (18‬ﻁﺎﻟﺒﺎ ﻤﻥ ﺠﻤﻠﺔ )‪ (45‬ﻁﺎﻟﺏ ﺒﻨﺴﺒﺔ )‪ (%40‬ﻜﻤﺎ ﻴﻌﺩ ﺍﻟﻀﻐﻁ ﻋﻠﻰ ﺍﻟﻁﻼﺏ ﻤـﻥ‬
‫ﺠﺎﻨﺏ ﺍﻵﺨﺭﻴﻥ ﻟﺤﺼﻭﻟﻬﻡ ﻋﻠﻰ ﺩﺭﺠﺎﺕ ﻋﺎﻟﻴﺔ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻫﻭ ﺍﻟﺴﺒﺏ ﺍﻟﺭﺌﻴﺱ ﺍﻟـﺫﻱ‬
‫ﻴﺩﻓﻊ ﺍﻟﻰ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ‪.‬‬
‫‪ -‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﻓﻲ ﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺒـﻴﻥ ﺍﻟﻁـﻼﺏ ﺍﻟﻐـﺸﺎﺸﻴﻥ ﻭﻏﻴـﺭ‬
‫ﺍﻟﻐﺸﺎﺸﻴﻥ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻜﻤﺎ ﻻ ﻴﻭﺠﺩ ﺇﺠﻤﺎﻉ ﻋﺎﻡ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﻋﻠﻰ ﺍﻷﺴـﺎﻟﻴﺏ ﺍﻟﺘـﻲ‬
‫ﻴﺘﺒﻌﻭﻨﻬﺎ ﻟﻠﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺃﻱ ﺃﻥ ﺴﻠﻭﻙ ﺍﻟﻐﺵ ﻻ ﻴﺭﺘﺒﻁ ﺒﺴﻠﻭﻙ ﻤﺎ ﻤﺤـﺩﺩ ﻴﺘﺒﻌـﻪ‬
‫ﺠﻤﻴﻊ ﺍﻟﻁﻼﺏ ﻜﻤﺎ ﺘﺅﻜﺩ ﻨﺘﺎﺌﺞ ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻤﺘﻌﺩﺩ ﺍﻷﻭﺠﻪ ﺍﻟﺫﻱ ﻁﺒﻕ ﻋﻠﻰ‬
‫ﺍﻟﻁﻼﺏ ﻋﻠﻰ ﻤﺒﺩﺃ ﺨﺼﻭﺼﻴﺔ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺨﻠﻘﻲ ﺃﻱ ﺃﻥ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺨﻠﻘﻲ ﻫﻭ ﺴﻠﻭﻙ ﻤﺘﻔـﺭﺩ‬
‫ﻴــﺼﻌﺏ ﺘﻌﻤﻴﻤــﻪ ﻤــﻥ ﺤﻴــﺙ ﺍﺭﺘﺒﺎﻁــﻪ ﺒــﺴﻤﺎﺕ ﺍﻟﺸﺨــﺼﻴﺔ ﺍﻷﺨــﺭﻯ ‪.‬‬
‫)‪( Zastrow,1970:157-160‬‬

‫‪284‬‬
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

‫‪ -‬ﺩﺭﺍﺴﺔ ﻤﻭﻨﺘﻭﺭ ‪Montor 1971‬‬

‫ﺍﺴﺘﻬﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻤـﻊ ﻁـﻼﺏ ﺍﻟﻤﺩﺭﺴـﺔ‬
‫ﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻷﻤﺭﻴﻜﻴﺔ ﻭﻁﺭﺡ ﻋﻠﻴﻬﻡ ﻋﺩﺓ ﺃﺴﺌﻠﺔ ﻟﻴﻨﺎﻗﺸﻬﺎ ﻤﻌﻬﻡ ﺒﺼﺭﺍﺤﺔ ﻭﻫﺫﻩ ﺍﻷﺴﺌﻠﺔ ﻫﻲ ‪:‬‬
‫‪-‬ﻤﺎ ﻫﻭ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ؟ ﻭﻤﺘﻰ ﻴﻌﺘﺒﺭ ﺍﻟﻁﺎﻟﺏ ﻏﺸﺎﺸﺎ ﻭﻤﺘﻰ ﻴﻌﺘﺒﺭ ﻏﻴﺭ ﻏﺸﺎﺵ ؟‬
‫‪ -‬ﻫل ﻨﻅﺎﻡ ﻤﻨﺢ ﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﻤﺘﺒﻊ ﺤﺎﻟﻴﺎ ﻓﻲ ﺍﻟﺘﻘﻭﻴﻡ ﻫﻭ ﺍﻟﺫﻱ ﻴﺩﻓﻊ ﺍﻟﻁﻼﺏ ﺃﺴﺎﺴﺎ ﺍﻟﻰ ﺍﻟﻐﺵ ﻓـﻲ‬
‫ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ؟‬
‫‪ -‬ﻫل ﻴﻤﻜﻥ ﺃﻥ ﻴﺼﺒﺢ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻋﺎﺩﺓ ﺴﻠﻭﻜﻴﺔ ﻟﺩﻯ ﺍﻟﻁﻼﺏ ﻭﻫل ﻴﺼﻌﺏ ﺍﻟـﺘﺨﻠﺹ‬
‫ﻤﻥ ﻫﺫﻩ ﺍﻟﻌﺎﺩﺓ ﻓﻴﻤﺎ ﺒﻌﺩ ؟‬
‫‪ -‬ﻫل ﻴﻤﻜﻥ ﻋﻤل ﺸﻲﺀ ﻤﺎ ﺘﺠﺎﻩ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﻤﺎ ﺍﻟﺫﻱ ﻴﻤﻜﻨﻨﺎ ﻋﻤﻠﻪ ﺘﺠﺎﻫﻪ ؟‬
‫‪ -‬ﻭﻜﻴﻑ ﻨﻌﺎﻟﺞ ﻤﺜل ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻏﻴﺭ ﺍﻟﻤﺭﻏﻭﺏ ﻓﻴﻬﺎ ؟ ﻭﻤﺎ ﻫﻲ ﺍﻟﻤﻘﺘﺭﺤﺎﺕ ﺍﻟﻜﻔﻴﻠـﺔ‬
‫ﺒﺎﻟﻘﻀﺎﺀ ﻋﻠﻴﻬﺎ ﻭﺍﻟﺘﺨﻔﻴﻑ ﻤﻥ ﺁﺜﺎﺭﻫﺎ ﻋﻠﻰ ﺍﻷﻗل ؟ ﻓﻘﺩ ﺃﺠﻤﻊ ﺍﻟﻁﻼﺏ ﻋﻠﻰ ﺃﻨﻬﺎ ﻤﺸﻜﻠﺔ ﺘﺭﺒﻭﻴـﺔ‬
‫ﺨﻁﻴﺭﺓ ﺘﻌﺎﻨﻲ ﻤﻨﻬﺎ ﻜﺎﻓﺔ ﺍﻟﻨﻅﻡ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﻭﻗﺩ ﻗﺩﻤﺕ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻭﺠﺯ ﻟﻤﺨﺘﻠﻑ ﺍﻷﻓﻜﺎﺭ‬
‫ﻭﺍﻵﺭﺍﺀ ﺍﻟﺘﻲ ﺃﺒﺩﺍﻫﺎ ﺍﻟﻁﻼﺏ ﺒﺸﺄﻥ ﻫﺫﻩ ﺍﻷﺴﺌﻠﺔ ﺴﺎﻟﻔﺔ ﺍﻟﺫﻜﺭ ‪( Montor,1971:96-98 ).‬‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺃﺭﻴﻜﺴﻭﻥ ﻭﺴﻤﻴﺙ ‪Erickson & Smith 1974‬‬
‫ﺍﺴﺘﻬﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻨﻭﻋﻴﺔ ﺍﻟﺴﻠﻭﻙ ﺍﻹﻨﺤﺭﺍﻓﻲ ﺍﻟﻔﻌﻠﻲ ﻟﻠﻁﻠﺒﺔ ﻜﻤـﺎ‬
‫ﺘﺘﻡ ﻤﻼﺤﻅﺘﻪ ﻭﺍﻗﻌﻴﺎ ﻭﺍﻟﺴﻠﻭﻙ ﻜﻤﺎ ﻴﻘﺭﻭﻥ ﻫﻡ ﺒﻪ ﺒﺈﺘﺒﺎﻉ ﺃﺴﻠﻭﺏ ﺍﻟﺘﻘﺭﻴﺭ ﺍﻟﺫﺍﺘﻲ ﻋﻴﻨـﺔ ﺍﻟﺩﺭﺍﺴـﺔ‬
‫ﻤﺅﻟﻔﺔ ﻤﻥ )‪ (‬ﻁﺎﻟﺒﺎ ﺠﺎﻤﻌﻴﺎ ﺃﻋﻁﻭﺍ ﺍﻟﻔﺭﺼﺔ ﻟﻠﻐﺵ ﺒﺎﻟـﺴﻤﺎﺡ ﻟﻬـﻡ ﺒﺘـﺼﺤﻴﺢ ﺃﻭﺭﺍﻕ‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺒﺄﻨﻔﺴﻬﻡ ﺒﻌﺩ ﺘﺼﻭﻴﺭﻫﺎ ﺩﻭﻥ ﻋﻠﻤﻬﻡ ﻭﻜﺎﻨﺕ ﺃﻫﻡ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻫﻲ‬
‫‪ -‬ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﻋﺩﺩ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻏﺸﻭﺍ ‪ %‬ﻤﻥ ﺠﻤﻠﺔ ﻁﻼﺏ ﺍﻟﻌﻴﻨﺔ )‪ (%‬ﻤﻥ‬
‫ﺍﻟﺫﻜﻭﺭ ﻭ)‪ (%‬ﻤﻥ ﺍﻹﻨﺎﺙ ﻜﻤﺎ ﻟﻡ ﺘﻜﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﻜﺒﻴﺭﺓ ﺒﻴﻥ ﻤﻌﺩل ﺍﻟﻐﺵ ﺍﻟﻔﻌﻠﻲ‬
‫ﻜﻤﺎ ﻗﻴﺱ ﻤﻥ ﺨﻼل ﻤﻼﺤﻅﺔ ﻭﺍﻗﻌﻴﺔ ﻭﺇﻗﺭﺍﺭ ﺍﻟﺫﻴﻥ ﻴﻐﺸﻭﻥ ﺒﺄﻨﻪ ﻗﺩ ﻏـﺸﻭﺍ ﻤـﻥ ﺨـﻼل‬
‫ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﻘﺭﻴﺭ ﺍﻟﺫﺍﺘﻲ ﻜﻤﺎ ﻟﻡ ﻴﻘﺭﺭ ﻭﻻ ﻁﺎﻟﺏ ﻭﺍﺤﺩ ﻤﻥ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ‬
‫ﻟﻡ ﻴﻐﺸﻭﺍ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺒﺄﻨﻪ ﻗﺩ ﻏﺵ ﻭﻜل ﺍﻟﺫﻴﻥ ﺃﻗﺭﻭﺍ ﺒﺄﻨﻬﻡ ﻗﺩ ﻏﺸﻭﺍ ﻫﻡ ﻤـﻥ ﺒـﻴﻥ‬
‫ﺃﻭﻟﺌﻙ ﺍﻟﺫﻴﻥ ﻏﺸﻭﺍ ﻓﻌﻼ ‪(Erickson & Smith,1974: 106-113) .‬‬

‫ﺇﺠﺭﺍﺀﺍﺕ ﺍﻟﺒﺤﺙ‬
‫ﺃﻭﻻ‪ .‬ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ ﻭﻋﻴﻨﺘﻪ ‪:‬‬
‫‪ .1‬ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ ‪ :‬ﻴﺘﺄﻟﻑ ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟـﺼﻔﻴﻥ ﺍﻟﺭﺍﺒـﻊ ﺍﻟﻌـﺎﻡ ﻭﺍﻟﺨـﺎﻤﺱ‬
‫ﺍﻹﻋﺩﺍﺩﻱ ﺒﻔﺭﻋﻴﻪ ﺍﻷﺩﺒﻲ ﻭﺍﻟﻌﻠﻤﻲ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻨﻬﺎﺭﻴﺔ ﻓﻲ ﻤﺭﻜـﺯ ﻤﺤﺎﻓﻅـﺔ ﻨﻴﻨـﻭﻯ‬
‫ﺒﺎﺴﺘﺜﻨﺎﺀ ﻤﺩﺍﺭﺱ ﺍﻟﻤﺘﻤﻴﺯﻴﻥ ﻤﻥ ﺍﻟﻤﺴﺘﻤﺭﻴﻥ ﻋﻠﻰ ﺍﻟـﺩﻭﺍﻡ ﻟﻠﻌـﺎﻡ ﺍﻟﺩﺭﺍﺴـﻲ ) ‪-2002‬‬

‫‪285‬‬
 ‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‪....‬‬

‫‪ (2003‬ﻭﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ ) ‪ (10896‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻭﺯﻋﻴﻥ ﻋﻠﻰ ) ‪ (46‬ﻤﺩﺭﺴﺔ ﺜﺎﻨﻭﻴـﺔ‬

‫ﻭﺇﻋﺩﺍﺩﻴﺔ ﺒﻭﺍﻗﻊ ) ‪ (24‬ﻤﺩﺭﺴﺔ ﻟﻠﺒﻨﺎﺕ ﻭ)‪ (22‬ﻤﺩﺭﺴﺔ ﻟﻠﺒﻨﻴﻥ ﺒﺎﺴﺘﺜﻨﺎﺀ ﻁﻠﺒـﺔ ﻤـﺩﺍﺭﺱ‬
‫ﺍﻟﻤﺘﻤﻴﺯﻴﻥ ‪،‬ﻜﻤﺎ ﻓﻲ ﺍﻟﺠﺩﻭل )‪(1‬‬
‫ﺠﺩﻭل )‪(1‬‬
‫ﻴﺒﻴﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ ﻤﻭﺯﻋﺎ ﺒﺤﺴﺏ ﺍﻟﻤﺩﺍﺭﺱ ﻭﺍﻟﺼﻑ ﺍﻟﺩﺭﺍﺴﻲ‬
‫ﻤﺠﻤﻭﻉ ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﺼﻑ ﺍﻟﺨﺎﻤﺱ‬ ‫ﺍﻟﺼﻑ ﺍﻟﺭﺍﺒﻊ ﺍﻟﻌﺎﻡ‬ ‫ﻋﺩﺩ ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻨﻭﻉ ﺍﻟﻤﺩﺭﺴﺔ‬

‫ﺍﻷﺩﺒﻲ‬ ‫ﺍﻟﻌﻠﻤﻲ‬
‫‪5140‬‬ ‫‪704‬‬ ‫‪1485‬‬ ‫‪2951‬‬ ‫‪24‬‬ ‫ﺒﻨﺎﺕ‬
‫‪5756‬‬ ‫‪818‬‬ ‫‪1515‬‬ ‫‪3423‬‬ ‫‪22‬‬ ‫ﺒﻨﻭﻥ‬
‫‪10896‬‬ ‫‪1522‬‬ ‫‪3000‬‬ ‫‪6374‬‬ ‫‪46‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪ -2‬ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ‪:‬‬

‫ﺃ ‪ -‬ﻋﻴﻨﺔ ﺍﻟﻤﺩﺍﺭﺱ ‪:‬ﺒﻠﻐﺕ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻤﻥ ﺍﻟﻤﺩﺍﺭﺱ ) ‪ (26‬ﻤﺩﺭﺴﺔ ﺇﻋﺩﺍﺩﻴﺔ ﻭﺜﺎﻨﻭﻴﺔ ﻭﻫﻲ ﺘﻤﺜل‬
‫ﻨﺴﺒﺔ ) ‪ (%56.52‬ﻤﻥ ﻤﺠﻤﻭﻉ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻹﻋﺩﺍﺩﻴﺔ ﻭﺍﻟﺜﺎﻨﻭﻴﺔ ﺍﻟﻤﻭﺠﻭﺩﺓ ﻓـﻲ ﻤﺭﻜـﺯ ﻤﺤﺎﻓﻅـﺔ‬
‫ﻨﻴﻨﻭﻯ ﻭﺒﻭﺍﻗﻊ )‪ (12‬ﻤﺩﺭﺴﺔ ﻟﻠﺒﻨﻴﻥ ﻭ ) ‪ (14‬ﻤﺩﺭﺴﺔ ﻟﻠﺒﻨﺎﺕ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ‪.‬‬
‫ﺏ ‪ -‬ﻋﻴﻨﺔ ﺍﻟﻁﻠﺒﺔ ‪:‬‬
‫‪ .1‬ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﺍﻷﻭﻟﻰ ‪ :‬ﺘﻡ ﺇﻋﺩﺍﺩ ﺍﺴﺘﺒﻴﺎﻥ ﺍﺴﺘﻁﻼﻋﻲ ﻤﻔﺘﻭﺡ ﺘﺘﻀﻤﻥ ﻤﺠﻤﻭﻋـﺔ‬
‫ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺤﻭل ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻭﺃﺴﺎﻟﻴﺒﻬﺎ ﻭﻁﺭﻕ ﻋﻼﺠﻬﺎ ﺘﻡ ﺘﻭﺯﻴﻊ ﺍﺴﺘﻤﺎﺭﺍﺕ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻥ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (250‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﺃﺭﺒﻊ ﻤﺩﺍﺭﺱ ﺇﻋﺩﺍﺩﻴﺔ ﻭﻫﻲ ) ﺇﻋﺩﺍﺩﻴﺔ‬
‫ﺍﻟﻤﺭﺒﺩ ﻟﻠﺒﻨﺎﺕ ﻭﺇﻋﺩﺍﺩﻴﺔ ﺍﻟﺤﺭﻴﺭﻱ ﻟﻠﺒﻨﺎﺕ ﻭﺇﻋﺩﺍﺩﻴﺔ ﺍﻟﻜﻨﺩﻱ ﻟﻠﺒﻨﻴﻥ ﻭﺇﻋﺩﺍﺩﻴﺔ ﺍﻟﺭﺴﺎﻟﺔ ﺍﻹﺴـﻼﻤﻴﺔ‬
‫ﻟﻠﺒﻨﻴﻥ( ﻭﺠﺭﻯ ﺘﺤﻠﻴل ﻭﺘﺠﻤﻴﻊ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﻭﺘﻭﺤﻴﺩﻫﺎ ﻭﺍﻟﺘﻲ ﺸﻜﻠﺕ ﻤﻀﻤﻭﻥ ﻟﻌﺩﺩ ﻤﻥ ﺍﻟﻔﻘﺭﺍﺕ ‪.‬‬
‫‪.2‬ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﺍﻷﺴﺎﺴﻴﺔ ‪:‬ﺍﺨﺘﺎﺭﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻋﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ ﺍﻟﺼﻑ ﺍﻟﺭﺍﺒﻊ ﺍﻟﻌﺎﻡ ﻭﺍﻟـﺼﻑ‬
‫ﺍﻟﺨﺎﻤﺱ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻷﺩﺒﻲ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻹﻋﺩﺍﺩﻴﺔ ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ ﻤﻤﻥ ﻁﺒﻘﺕ ﻋﻠﻴﻬﻡ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ‬
‫) ‪ (684‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻭﺯﻋﻴﻥ ﻋﻠﻰ ﺼﻔﻴﻥ ﺍﻟﺭﺍﺒﻊ ﺍﻟﻌﺎﻡ ﻭﺍﻟﺨﺎﻤﺱ ﺍﻹﻋﺩﺍﺩﻱ ﺒﻔﺭﻋﻴـﻪ ﺍﻟﻌﻠﻤـﻲ‬
‫ﻭﺍﻷﺩﺒﻲ ﻭﻴﺸﻜﻠﻭﻥ ﻨﺴﺒﺔ )‪ (%6.277‬ﺘﻘﺭﻴﺒﺎ ﻤﻥ ﺤﺠﻡ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ ‪.‬‬
‫ﺜﺎﻨﻴﺎ‪ .‬ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ ‪ :‬ﺘﻁﻠﺏ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ ﺇﻋﺩﺍﺩ ﺃﺩﺍﺓ ﺍﺴﺘﺒﻴﺎﻥ ﺘﻘﻴﺱ ﺃﺴﺒﺎﺏ ﺍﻟﻐﺵ ﻓﻲ‬
‫ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻭﻗﺩ ﺤﺼﻠﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻋﻠﻰ ﻓﻘﺭﺍﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻋﻥ ﻁﺭﻴﻕ ﺍﺴﺘﺒﻴﺎﻥ‬
‫ﺍﺴﺘﻁﻼﻋﻲ ﻤﻔﺘﻭﺡ ﻤﻭﺠﻪ ﺍﻟﻰ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﺤﻭل ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻓﻀﻼ ﻋﻥ‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﻤﻭﻀﻭﻉ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻤﻨﻬﺎ ﺩﺭﺍﺴﺔ )ﺒﻜﻴﺵ ‪ (1979،‬ﻭﺩﺭﺍﺴﺔ‬
‫)ﺍﺤﻤﺩ ﻭﺍﻟﻤﻐﻴﺼﻴﺏ ‪ (1988‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ ﻭﺍﻷﺠﻨﺒﻴﺔ ﺍﻷﺨﺭﻯ ﺩﻤﺠﺕ ﺍﻟﻔﻘﺭﺍﺕ‬

‫‪286‬‬
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

‫ﻭﻭﺤﺩﺕ ﻭﺃﻋﻴﺩﺕ ﺼﻴﺎﻏﺘﻬﺎ ﻭﻋﺭﻀﺕ ﻋﻠﻰ ﻤﻘﻭﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ‪ ،‬ﻭﻟﺯﻴﺎﺩﺓ ﺍﻻﻁﻤﺌﻨﺎﻥ ﻋﻠﻰ ﺍﻷﺩﺍﺓ‬
‫ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺎﻹﺠﺭﺍﺀﺍﺕ ﺍﻵﺘﻴﺔ ‪:‬‬
‫‪ -‬ﺍﻟﺼﺩﻕ ‪: The Validity‬‬
‫ﻴﻤﺜل ﺍﻟﺼﺩﻕ ﻭﺍﺤﺩﺍ ﻤﻥ ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﻀﺭﻭﺭﻴﺔ ﻭﺍﻷﺴﺎﺴﻴﺔ ﻟﻼﺨﺘﺒﺎﺭ‬
‫)‪ . (Cronbach, 1964: 48‬ﻭﻴﻌﺩ ﺨﻁﻭﺓ ﻤﻬﻤﺔ ﻭﺃﺴﺎﺴﻴﺔ ﻻ ﺒﺩ ﻤﻥ ﺘﻭﻓﺭﻫﺎ ﻭﺍﻟﺘﺤﺭﻱ ﻋﻨﻬﺎ ﻗﺒل‬
‫ﺘﻁﺒﻴﻕ ﺍﻷﺩﺍﺓ ﺃﻭ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻭﺍﻥ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﺼﺎﺩﻕ ﻫﻭ ﺫﻟﻙ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﻘﺎﺩﺭ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻅﺎﻫﺭﺓ‬
‫ﻗﻴﺩ ﺍﻟﺒﺤﺙ ﻭﺍﻟﺩﺭﺍﺴﺔ ‪).‬ﺍﻟﺯﻭﺒﻌﻲ ‪ (39 : 1981 ،‬ﻭﻗﺩ ﺘﺤﻘﻘﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻤﻥ ﺼﺩﻕ ﺍﻷﺩﺍﺓ ﻅﺎﻫﺭﻴﺎ‬
‫ﻋﻥ ﻁﺭﻴﻕ ﻋﺭﺽ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﻟﺠﻨﺔ ﻤﻥ ﺍﻟﺨﺒﺭﺍﺀ ﺍﻟﻤﺨﺘﺼﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‬
‫ﻭﺍﻟﻨﻔﺴﻴﺔ ﻓﻲ ﺒﻌﺽ ﻜﻠﻴﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻤﻭﺼل ﻭﻗﺩ ﻁﻠﺒﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻤﻥ ﻜل ﺨﺒﻴﺭ ﺒﻴﺎﻥ ﺭﺃﻴﻪ ﻓﻲ ﻤﺩﻯ‬
‫ﺼﻼﺤﻴﺔ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ‪،‬ﻭﻜﺎﻨﺕ ﻨﺴﺒﺔ ﺍﺘﻔﺎﻕ ﺍﻟﺨﺒﺭﺍﺀ ‪ %85‬ﻭﻫﺫﻩ ﺍﻟﻨﺴﺒﺔ ﺘﻌﺩ ﻤﻌﻴﺎﺭﺍ ﻤﻘﺒﻭﻻ‬
‫ﻋﻨﺩ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻴﺘﻡ ﻓﻲ ﻀﻭﺌﻪ ﻗﺒﻭل ﺍﻟﻔﻘﺭﺓ ﺃﻭ ﺘﻌﺩﻴﻠﻬﺎ ‪)،‬ﻤﺤﻤﺩ ‪. (89 : 1983 ،‬ﻭﻋﻠﻴﻪ‬
‫ﻭﻓﻲ ﻀﻭﺀ ﻤﻼﺤﻅﺎﺕ ﺍﻟﺨﺒﺭﺍﺀ ﺤﺫﻓﺕ ﻭﻋﺩﻟﺕ ﺒﻌﺽ ﻓﻘﺭﺍﺕ ﺍﻷﺩﺍﺓ‪ .‬ﻜﺫﻟﻙ ﺍﺴﺘﺨﺭﺝ ﺍﻟﺼﺩﻕ‬
‫ﺒﻁﺭﻴﻕ ﺍﻟﺼﺩﻕ ﺍﻟﺫﺍﺘﻲ ﻭﻴﻌﺭﻑ ﺍﻟﺼﺩﻕ ﺍﻟﺫﺍﺘﻲ ﺒﺄﻨﻪ ﺼﺩﻕ ﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺩﺭﺠﺎﺕ‬
‫ﺍﻟﺤﻘﻴﻘﻴﺔ ﺍﻟﺘﻲ ﺨﻠﺼﺕ ﻤﻥ ﺸﻭﺍﺌﺏ ﺃﺨﻁﺎﺀ ﺍﻟﺼﺩﻓﺔ ﻭﺒﺫﻟﻙ ﺘﺼﺒﺢ ﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻟﻼﺨﺘﺒﺎﺭ ﻫﻲ‬
‫ﺍﻟﻤﻴﺯﺍﻥ ﺍﻟﺫﻱ ﺘﻨﺴﺏ ﺇﻟﻴﻪ ﺼﺩﻕ ﺍﻻﺨﺘﺒﺎﺭ ﻭﻟﻤﺎ ﻜﺎﻥ ﺜﺒﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﻴﺅﺴﺱ ﻋﻠﻰ ﺍﺭﺘﺒﺎﻁ ﺍﻟﺩﺭﺠﺎﺕ‬
‫ﺍﻟﺤﻘﻴﻘﻴﺔ ﻟﻼﺨﺘﺒﺎﺭ ﺒﻨﻔﺴﻬﺎ ﺇﺫﺍ ﺃﻋﻴﺩ ﺍﻻﺨﺘﺒﺎﺭ ﻋﻠﻰ ﻨﻔﺱ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﻲ ﺍﺠﺭﻱ ﻋﻠﻴﻬﺎ ﻓﻲ ﺃﻭﻻ ﻷﻤﺭ‬
‫ﻟﻬﺫﺍ ﻜﺎﻨﺕ ﺍﻟﺼﻠﺔ ﻭﺜﻴﻘﺔ ﺒﻴﻥ ﺍﻟﺜﺒﺎﺕ ﻭﺍﻟﺼﺩﻕ ﺍﻟﺫﺍﺘﻲ‪) .‬ﺃﺒﻭﺤﻭﻴﺞ ﻭﺁﺨﺭﻭﻥ‪(137 : 2002:‬‬
‫ﻟﺫﺍ ﻴﻘﺎﺱ ﺍﻟﺼﺩﻕ ﺍﻟﺫﺍﺘﻲ ﺒﺤﺴﺎﺏ ﺍﻟﺠﺫﺭ ﺍﻟﺘﺭﺒﻴﻌﻲ ﻟﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ ‪،‬ﺒﻤﺎ ﺃﻥ ﻤﻌﺎﻤل ﺜﺒﺎﺕ‬
‫ﻤﻘﻴﺎﺱ ﺍﻟﻐﺵ ﺒﻁﺭﻴﻘﺔ ﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ ﻴﺴﺎﻭﻱ )‪ (0,924‬ﺩﺭﺠﺔ ﺇﺫﻥ ﻤﻌﺎﻤل ﺍﻟﺼﺩﻕ ﺍﻟﺫﺍﺘﻲ ﻟﻠﻤﻘﻴﺎﺱ‬
‫ﻴﺴﺎﻭﻱ )‪ (0,961‬ﺩﺭﺠﺔ ﻁﺎﻟﻤﺎ ﻜﺎﻥ ﺍﻟﺼﺩﻕ ﺍﻟﺫﺍﺘﻲ ﻟﻤﻘﻴﺎﺱ ﺍﻟﻐﺵ )‪ (0,961‬ﻓﺎﻥ ﺫﻟﻙ ﻴﻌﻨﻲ ﺇﻥ‬
‫ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﺤﺎﻟﻲ ﺇﺫ ﻭﺠﺩ ﺒﺄﻴﺔ ﻁﺭﻴﻘﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﺎﻨﻪ ﺴﻴﻜﻭﻥ ﻤﻥ ﺍﻟﻤﺤﺘﻤل ﺃﻥ ﻴﺴﺎﻭﻱ ﺃﻭ‬
‫)ﺍﻟﻌﺠﻴﻠﻲ ﻭﺁﺨﺭﻭﻥ ‪( 139: 1990:‬‬ ‫ﻴﻘل ﻋﻥ )‪.(0.961‬‬
‫ﺍﻟﺜﺒﺎﺕ ‪: The reliability‬‬ ‫‪-‬‬
‫ﻴﻌﺩ ﺜﺒﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﺸﺭﻁﹰﺎ ﺃﺴﺎﺴﻴﺎ ﻤﻥ ﺸﺭﻭﻁ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ ‪) .‬ﺍﻟﺭﻭﺴﺎﻥ ‪(33 :1999،‬‬
‫ﻭﻴﻘﺼﺩ ﺒﺎﻟﺜﺒﺎﺕ ﺍﻥ ﻴﻌﻁﻲ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻨﺘﺎﺌﺞ ﻨﻔﺴﻬﺎ ﺃﻭ ﻗﺭﻴﺒﺎ ﻤﻨﻬﺎ ﺇﺫﺍ ﻤﺎ ﺃﻋﻴﺩ ﺘﻁﺒﻴﻘﻪ ﻋﻠﻰ ﺍﻷﻓﺭﺍﺩ‬
‫)ﺍﻟﻐﺭﻴﺏ ‪(653 : 1977 ،‬‬ ‫ﺃﻨﻔﺴﻬﻡ ﻓﻲ ﺍﻟﻅﺭﻭﻑ ﻨﻔﺴﻬﺎ ‪.‬‬
‫ﻭﻗﺩ ﺍﻋﺘﻤﺩﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻓﻲ ﺍﺴﺘﺨﺭﺍﺝ ﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ ‪:‬ﻁﺭﻴﻘﺔ ﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ )‪(Test Retest‬‬
‫ﻭﻟﻐﺭﺽ ﺇﻴﺠﺎﺩ ﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ ﺍﺨﺘﻴﺭﺕ ﻋﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ )‪ (4‬ﻤﺩﺍﺭﺱ ﺇﻋﺩﺍﺩﻴﺔ ﻭﻫﻲ)ﺇﻋﺩﺍﺩﻴﺔ‬
‫ﺍﻟﺭﺴﺎﻟﺔ ﻟﻠﺒﻨﻴﻥ‪ ،‬ﺇﻋﺩﺍﺩﻴﺔ ﺍﻟﻜﻨﺩﻱ ﻟﻠﺒﻨﻴﻥ‪ ،‬ﺇﻋﺩﺍﺩﻴﺔ ﺍﻷﻨﺩﻟﺱ ﻟﻠﺒﻨﺎﺕ‪ ،‬ﺇﻋﺩﺍﺩﻴﺔ ﻗﺭﻁﺒﺔ ﻟﻠﺒﻨﺎﺕ( ﻓﻲ‬
‫ﻤﺭﻜﺯ ﻤﺤﺎﻓﻅﺔ ﻨﻴﻨﻭﻯ ﺒﻠﻐﺕ )‪ (50‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻭﻗﺩ ﺃﻋﺎﺩﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺘﻁﺒﻴﻕ ﺍﻷﺩﺍﺓ ﺒﻔﺎﺼل ﺯﻤﻨﻲ‬

‫‪287‬‬
 ‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‪....‬‬

‫ﻗﺩﺭﻩ )‪ (15‬ﻴﻭﻤﺎ ﺤﻴﺙ ﻴﺸﻴﺭ ﺁﺩﻤﺯ ‪ Adams‬ﺇﻟﻰ ﺍﻥ ﺍﻟﻤﺩﺓ ﺍﻟﺯﻤﻨﻴﺔ ﺒﻴﻥ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻷﻭل ﻟﻠﻤﻘﻴﺎﺱ‬
‫ﻭﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﺜﺎﻨﻲ ﻟﻪ ﻴﺠﺏ ﺃﻻ ﻴﺘﺠﺎﻭﺯ ﺃﺴﺒﻭﻋﻴﻥ ﺃﻭ ﺜﻼﺜﺔ ﺃﺴﺎﺒﻴﻊ )‪.(Adams, 1966: 85‬‬
‫ﻭﺍﺴﺘﺨﺭﺠﺕ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﻟﻸﺩﺍﺓ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ )‪(Pearson coefficient‬‬
‫ﻭﻗﺩ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ)‪(0,924‬ﺩﺭﺠﺔ ﺘﺒﻴﻥ ﻟﻠﺒﺎﺤﺜﺔ ﺍﻥ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﻟﻸﺩﺍﺓ ﻋﺎﻟﻴﺎ ‪ ،‬ﻋﻠﻴﻪ ﻴﻤﻜﻥ‬
‫ﺘﻁﺒﻴﻘﻬﺎ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ‪.‬‬
‫ﺜﺎﻟﺜﺎ‪ .‬ﺘﻁﺒﻴﻕ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ ﻭﺘﺼﺤﻴﺤﻬﺎ ‪:‬ﺒﻌﺩ ﺍﻥ ﺘﺄﻜﺩﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻤﻥ ﺼﻼﺤﻴﺔ ﺍﻷﺩﺍﺓ ﻟﻠﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ‬
‫ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺘﻁﺒﻴﻘﻬﺎ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﺍﻷﺴﺎﺴﻴﺔ ﻤﻊ ﺍﺴﺘﻤﺎﺭﺓ ﻟﻺﺠﺎﺒﺔ ﻟﻜل ﻤﻨﻬﺎ ﻭﺩﻭﻨﺕ ﻓﻴﻬﺎ‬
‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺒﺤﺙ‪ ..‬ﻭﺒﻌﺩ ﺍﻻﻨﺘﻬﺎﺀ ﻤﻥ ﺍﻟﺘﻁﺒﻴﻕ ﺘﻡ ﻓﺤﺹ‬
‫ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﻭﺍﺭﺩﺓ ‪ ،‬ﺇﺫ ﺍﺴﺘﺒﻌﺩﺕ ﺍﻟﺒﺎﺤﺜﺔ )‪ (4‬ﺍﺴﺘﻤﺎﺭﺓ ﺇﺠﺎﺒﺔ ﻭﺫﻟﻙ ﻟﻌﺩﻡ ﺍﻜﺘﻤﺎل ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺍﻟﻤﻁﻠﻭﺒﺔ ﻓﻴﻬﺎ ‪.‬‬
‫ﺘﺼﺤﻴﺢ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ ‪:‬ﻤﻥ ﺍﺠل ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺤﺩﺩﺕ ﺃﻤﺎﻡ‬
‫ﻜل ﻓﻘﺭﺓ ﺜﻼﺜﺔ ﺒﺩﺍﺌل ﻭﺃﻋﻁﻴﺕ ﺍﻟﺩﺭﺠﺎﺕ ﻟﻜل ﺒﺩﻴل ﻤﻥ ﺍﻟﺒﺩﺍﺌل ﺍﻟﺜﻼﺜﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻷﺘﻲ ‪):‬ﻤﻭﺍﻓﻕ‬
‫‪ ،‬ﻤﺤﺎﻴﺩ )‪ ، (2‬ﻏﻴﺭ ﻤﻭﺍﻓﻕ )‪( (1‬‬ ‫) ‪(3‬‬
‫ﻴﺘﻡ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻐﺵ ﻋﻥ ﻁﺭﻴﻕ ﺠﻤﻊ ﺩﺭﺠﺎﺕ ﻓﻘﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ﺠﻤﻴﻌﺎ ﻭﻟﻤﺎ‬
‫ﻜﺎﻥ ﺍﻟﻤﻘﻴﺎﺱ ﻓﻲ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﻴﺘﻜﻭﻥ ﻤﻥ )‪ (56‬ﻓﻘﺭﺓ ﻓﺎﻥ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻜل ﻤﺴﺘﺠﻴﺏ ﺘﺘﺭﺍﻭﺡ‬
‫ﺒﻴﻥ )‪ (168‬ﺩﺭﺠﺔ ﺤﺩﺍ ﺃﻋﻠﻰ ﻭ )‪ (56‬ﺩﺭﺠﺔ ﺤﺩﺍ ﺃﺩﻨﻰ ‪.‬‬

‫ﺭﺍﺒﻌﺎ‪ .‬ﺍﻟﻭﺴﺎﺌل ﺍﻹﺤﺼﺎﺌﻴﺔ ‪:‬ﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺒﺤﺙ ﺍﻟﻭﺴﺎﺌل‬
‫ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻵﺘﻴﺔ ‪:‬‬
‫‪ .1‬ﻤﻌﺎﻤــــل ﺍﺭﺘﺒــــﺎﻁ ﺒﻴﺭﺴــــﻭﻥ ﻟﺤــــﺴﺎﺏ ﺜﺒــــﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺒﺤــــﺙ‬
‫‪ ، Pearson correlation coefficient‬ﻭﻤﻌﺎﺩﻟﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻫﻲ ‪:‬‬
‫ﻥ ﻤﺞ ﺱ ﺹ – ) ﻤﺞ ﺱ ( ) ﻤﺞ ﺹ (‬
‫ﺭ=‬
‫} ﻥ ﻤﺞ ﺱ‪) – 2‬ﻤﺞ ﺱ(‪) 2‬ﻥ ﻤﺞ ﺹ‪) – 2‬ﻤﺞ ﺹ(‪{ 2‬‬
‫)ﻋﻭﺩﺓ ‪ ،‬ﺍﻟﺨﻠﻴﻠﻲ ‪(141 : 2000 ،‬‬
‫‪ .2‬ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﺘﺎﺌﻲ )‪: (T – Test‬‬
‫)‪( N − 2‬‬
‫‪t=r‬‬ ‫ﺃ ‪ .‬ﻹﻴﺠﺎﺩ ﺩﻻﻟﺔ ﺍﻻﺭﺘﺒﺎﻁ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻵﺘﻴﺔ ‪:‬‬
‫‪1− r 2‬‬
‫)‪(Ferguson, 1981 : 195‬‬
‫ﺏ ‪ .‬ﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﺘﺎﺌﻲ ﻟﻌﻴﻨﺔ ﻭﺍﺤﺩﺓ ﻟﻐﺭﺽ ﺇﻴﺠﺎﺩ ﺩﻻﻟﺔ ﺍﻟﻔﺭﻕ ﺒـﻴﻥ ﺍﻟﻤﺘﻭﺴـﻁ‬
‫ﺍﻟﻤﺘﺤﻘﻕ ﻟﻠﻐﺵ ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻜﻜل ﻭﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻨﻅﺭﻱ ﻟﻠﻤﻘﻴﺎﺱ ﻋﻠﻰ ﻭﻓﻕ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻵﺘﻴﺔ ‪:‬‬

‫‪288‬‬
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

‫‪X −M‬‬
‫=‪t‬‬
‫‪S/ n‬‬
‫)ﺍﻟﺭﺍﻭﻱ ‪(327 : 1989 ،‬‬
‫‪.3‬ﺍﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻭﻴﻨﺕ ﺒﺎﻴﺴﻴﺭﻴل ‪ ،‬ﻹﻴﺠﺎﺩ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭ ﺍﻟﻐﺵ ﻭﻤﺘﻐﻴﺭ ﺍﻟﺠـﻨﺱ‬
‫ﻋﻠﻰ ﻭﻓﻕ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻵﺘﻴﺔ ‪:‬‬
‫ﻥ‪ 1‬ﻥ‪2‬‬ ‫ﺹ‪2‬‬ ‫ﺹ‪– 1‬‬
‫×‬ ‫ﺭﺏ =‬
‫ﻥﻉ‬
‫)ﺃﺒﻭ ﺯﻴﻨﺔ ﻭﺁﺨﺭﻭﻥ ‪(159 : 1981 ،‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﺒﺤﺙ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬
‫ﻴﺘﻀﻤﻥ ﻫﺫﺍ ﺍﻟﻔﺼل ﻋﺭﻀﺎ ﻟﻤﺎ ﺘﻭﺼل ﺇﻟﻴﻪ ﺍﻟﺒﺤﺙ ﻤﻥ ﻨﺘﺎﺌﺞ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ ﻭﻓﻘﺎ ﻷﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ‬
‫ﻭﻜﻤﺎ ﻴﺄﺘﻲ‪:‬‬

‫ﻨﺘﺎﺌﺞ ﺍﻟﻬﺩﻑ ﺍﻷﻭل ‪:‬ﻋﻨﺩ ﺘﺤﻠﻴل ﻨﺘﺎﺌﺞ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻟﻤﻔﺘﻭﺡ ﺍﻟﺫﻱ ﺘﻡ ﺘﻁﺒﻴﻘﻬﺎ ﻋﻠﻰ ﻋﻴﻨﺔ‬
‫ﺍﻟﺒﺤﺙ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﺍﻟﻤﻜﻭﻨﺔ ﻤﻥ )‪ (250‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﺘﺒﻴﻥ ﻤﺎ ﻴﺄﺘﻲ ‪:‬‬

‫ﻨﺘﺎﺌﺞ ﺍﻟﺴﺅﺍل ﺍﻷﻭل ‪ :‬ﻫل ﺘﻠﺠﺄ ﺍﻟﻰ ﺍﻟﻐﺵ ﻓﻲ ﺍﻤﺘﺤﺎﻨﺎﺘﻙ ﺍﻟﻤﺩﺭﺴﻴﺔ؟‬

‫ﺘﺒﻴﻥ ﻤﻥ ﻨﺘﻴﺠﺔ ﺘﺤﻠﻴل ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻥ )‪ ((110‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﺃﺼل )‪ (250‬ﻁﺎﻟﺒـﺎ ﻭﻁﺎﻟﺒـﺔ‬

‫ﺃﺠﺎﺒﻭﺍ ﺒﻜﻠﻤﺔ ﻨﻌﻡ ﺃﻱ ﺃﻨﻬﻡ ﻴﻠﺠﺅﻭﻥ ﺇﻟﻰ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﺃﻱ ﺒﺎﻟﻨـﺴﺒﺔ)‪(%44‬‬
‫ﻤﻥ ﺍﻟﻁﻠﺒﺔ ﺍﻟﻤﺫﻜﻭﺭﻴﻥ‪ ،‬ﻭﺃﻥ)‪( 140‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻓﻘﻁ ﻤﻥ ﺃﺼل )‪ (250‬ﻁﺎﻟﺒﺔ ﻭﻁﺎﻟﺒﺔ ﺃﺠﺎﺒﻭﺍ‬
‫ﺒﻜﻠﻤﺔ ﻻ ﺃﻱ ﺃﻫﻡ ﻻ ﻴﻠﺠﺅﻭﻥ ﺇﻟﻰ ﺍﻟﻐﺵ ﻗﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﺃﻱ ﺒﻨـﺴﺒﺔ )‪ (%56‬ﻤـﻥ‬
‫ﺍﻟﻁﻠﺒﺔ ﺍﻟﻤﺫﻜﻭﺭﻴﻥ ‪.‬‬

‫ﻨﺘﺎﺌﺞ ﺍﻟﺴﺅﺍل ﺍﻟﺜﺎﻨﻲ ‪ :‬ﻤﺎ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﻲ ﺍﺘﺒﻌﺘﻬﺎ ﻓﻲ ﺍﻟﻐﺵ ؟‬

‫ﺘﺒﻴﻥ ﻤﻥ ﻨﺘﻴﺠﺔ ﺘﺤﻠﻴل ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻥ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﻲ ﻴﺘﺒﻌﻬﺎ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻐﺵ ﻜﻤﺎ ﺫﻜﺭﻭﻫـﺎ ﻜـﺎﻥ‬
‫ﻋﺩﺩﻫﺎ )‪ (22‬ﺃﺴﻠﻭﺒﺎ ﻤﺸﺘﺭﻜﺔ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﻭﻴﻭﻀـﺢ ﺠـﺩﻭل )‪ (2‬ﺃﺴـﺎﻟﻴﺏ ﺍﻟﻐـﺵ‬
‫ﺍﻟﻤﺸﺘﺭﻜﺔ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﻜﻤﺎ ﻭﺭﺩﺕ ﻓﻲ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻋﻠﻰ ﺍﻻﺴﺘﻔﺘﺎﺀ ﺍﻟﻤﻔﺘﻭﺡ ﻭﺘﻜﺭﺍﺭ ﻜل‬
‫ﺃﺴﻠﻭﺏ ﻭﻨﺴﺒﺘﻪ ﺍﻟﻤﺌﻭﻴﺔ ﻤﺭﺘﺒﺔ ﺘﺭﺘﻴﺒﺎ ﺘﻨﺎﺯﻟﻴﺎ ‪:‬‬

‫‪289‬‬
 ‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‪....‬‬

‫ﺠﺩﻭل )‪(2‬‬
‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﻐﺵ ﺍﻟﻤﺸﺘﺭﻜﺔ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﻭﺘﻜﺭﺍﺭﺍﺘﻬﺎ ﻭﻨﺴﺒﻬﺎ ﺍﻟﻤﺌﻭﻴﺔ ﻤﺭﺘﺒﺔ ﺘﺭﺘﻴﺒﺎ ﺘﻨﺎﺯﻟﻴﺎ‬
‫‪%‬‬ ‫ﺍﻟﺘﻜﺭﺍﺭ‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﺍﻟﺘﺭﺘﻴﺏ‬
‫‪89.6‬‬ ‫‪224‬‬ ‫ﺍﺴﺘﻌﻤﺎل ﻗﺼﺎﺼﺎﺕ ﻭﺭﻕ ﺼﻐﻴﺭﺓ‪.‬‬ ‫‪1‬‬
‫‪88‬‬ ‫‪220‬‬ ‫ﺍﻟﻨﻅﺭ ﺇﻟﻰ ﺍﻟﺠﺩﺍﺭ ﻭﺍﻟﻨﻘل ﻤﻨﻪ‪.‬‬ ‫‪2‬‬
‫‪84‬‬ ‫‪210‬‬ ‫ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻰ ﺍﻟﻤﻘﻌﺩ ﺍﻟﺫﻱ ﻴﺠﻠﺱ ﻋﻠﻴﻪ‪.‬‬ ‫‪3‬‬
‫‪83‬‬ ‫‪208‬‬ ‫ﺍﻟﻨﻘل ﻤﻥ ﺍﻟﻜﺘﺎﺏ‪.‬‬ ‫‪4‬‬
‫‪82‬‬ ‫‪205‬‬ ‫ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﺄﻭﺭﺍﻕ ﻤﻜﺘﻭﺒﺔ ﻤﻥ ﺯﻤﻴل ﻗﺭﻴﺏ ‪.‬‬ ‫‪5‬‬
‫‪79‬‬ ‫‪198‬‬ ‫ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻰ ﻅﻬﺭ ﺍﻟﺩﻓﺘﺭ ﺍﻟﺫﻱ ﻴﻜﺘﺏ ﻋﻠﻴﻪ ﺍﻟﻁﺎﻟﺏ ‪.‬‬ ‫‪6‬‬
‫‪74‬‬ ‫‪185‬‬ ‫ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻰ ﺭﺍﺤﺔ ﺍﻟﻴﺩ ‪.‬‬ ‫‪7‬‬
‫‪68‬‬ ‫‪170‬‬ ‫ﻜﺘﺎﺒﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ ﺒﺄﺤﺭﻑ ﺇﻨﻜﻠﻴﺯﻴﺔ ‪.‬‬ ‫‪8‬‬
‫‪62‬‬ ‫‪155‬‬ ‫ﺍﺴﺘﻌﻤﺎل ﺍﻹﺸﺎﺭﺍﺕ ﺒﺎﻟﻴﺩ ﺍﻭ ﺒﻐﻴﺭﻫﺎ ‪.‬‬ ‫‪9‬‬
‫‪60‬‬ ‫‪151‬‬ ‫ﻜﺘﺎﺒﺔ ﺍﻟﺤﺭﻭﻑ ﺍﻷﻭﻟﻰ ﻟﺒﻌﺽ ﺍﻟﻜﻠﻤﺎﺕ‪.‬‬ ‫‪10‬‬
‫‪58‬‬ ‫‪146‬‬ ‫ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻰ ﺍﻟﻤﺴﻁﺭﺓ ‪.‬‬ ‫‪11‬‬
‫‪56‬‬ ‫‪140‬‬ ‫ﺘﺒﺩﻴل ﺠﻠﺩ ﺍﻟﻜﺘﺎﺏ ﺒﺠﻠﺩ ﺁﺨﺭ‪.‬‬ ‫‪12‬‬
‫‪54‬‬ ‫‪135‬‬ ‫ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﺎﻟﻤﺩﺭﺱ‪.‬‬ ‫‪13‬‬
‫‪48‬‬ ‫‪120‬‬ ‫ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻰ ﻅﻬﺭ ﺍﻟﺯﻤﻴل ﺍﻟﺫﻱ ﻴﺠﻠﺱ ﺃﻤﺎﻤﻪ‪.‬‬ ‫‪14‬‬
‫‪47‬‬ ‫‪118‬‬ ‫ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻰ ﺍﻟﻘﺩﻡ‪.‬‬ ‫‪15‬‬
‫‪46‬‬ ‫‪115‬‬ ‫ﺘﺒﺎﺩل ﺒﻌﺽ ﺍﻷﻭﺭﺍﻕ ﻤﻊ ﺯﻤﻴل ﺁﺨﺭ‪.‬‬ ‫‪16‬‬
‫‪43‬‬ ‫‪108‬‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻵﻻﺕ ﺍﻟﺤﺎﺴﺒﺔ ﺍﻟﻤﺒﺭﻤﺠﺔ‪.‬‬ ‫‪17‬‬
‫‪43‬‬ ‫‪108‬‬ ‫ﺍﻟﺫﻫﺎﺏ ﺍﻟﻰ ﺍﻟﻤﺭﺍﻓﻕ ﺍﻟﺼﺤﻴﺔ ﺒﺤﺠﺔ ﻗﻀﺎﺀ ﺤﺎﺠﺔ ﻤﻊ ﺍﻟﻜﺘﺎﺒﺔ ﺍﻟﻤﺴﺒﻘﺔ ﻋﻠﻰ ﺃﺒـﻭﺍﺏ ﺍﻟﻤﺭﺍﻓـﻕ‬ ‫‪18‬‬
‫ﺍﻟﺼﺤﻴﺔ ﺍﻭ ﺇﺨﺭﺍﺝ ﺃﻭﺭﺍﻕ ﻟﻘﺭﺍﺀﺘﻬﺎ ﻤﻭﺠﻭﺩﺓ ﺴﻠﻔﺎ‪.‬‬
‫‪43‬‬ ‫‪108‬‬ ‫ﻭﻀﻊ ﺃﻭﺭﺍﻕ ﺩﺍﺨل ﺍﻟﺤﺠﺎﺏ ﺍﻟﺫﻱ ﺘﻠﺒﺴﻪ ﺍﻟﻁﺎﻟﺒﺎﺕ‪.‬‬ ‫‪19‬‬
‫‪42‬‬ ‫‪104‬‬ ‫ﺍﻟﻨﻘل ﻤﻥ ﺍﻟﻤﻘﺭﺭ ﺍﻟﻤﺩﺭﺴﻲ‬ ‫‪20‬‬
‫‪40‬‬ ‫‪100‬‬ ‫ﺍﻟﺘﺤﺩﺙ ﻤﻊ ﺯﻤﻴل‪.‬‬ ‫‪21‬‬
‫‪39‬‬ ‫‪98‬‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﺒﻌﺽ ﺍﻹﺸﺎﺭﺍﺕ ﺍﻟﻤﺘﻔﻕ ﻋﻠﻴﻬﺎ ﻤﻊ ﺍﻟﺯﻤﻼﺀ‪.‬‬ ‫‪22‬‬

‫ﻭﺘﻀﻴﻑ ﺍﻟﺒﺎﺤﺜﺔ ﺃﺴﺎﻟﻴﺏ ﺃﺨﺭﻯ ﻤﻨﻬﺎ ﺍﻟﻬﺎﺘﻑ ﺍﻟﺠﻭﺍل ﺒﺄﻜﺜﺭ ﻤﻥ ﻁﺭﻴﻕ ﻋﻥ ﻁﺭﻴﻕ ﺇﺨﻔﺎﺌـﻪ ﻓـﻲ‬
‫ﺍﻟﻤﻼﺒﺱ ﻭﺘﻭﺼﻴﻠﻪ ﺒﺴﻤﺎﻋﺔ ﻭﻗﺕ ﺍﻟﺤﺎﺠﺔ ﻭﺘﺤﻭﻴل ﺭﻨﻴﻨﻪ ﺍﻟﻰ ﻁﺭﻴﻕ ﺍﻻﻫﺘﺯﺍﺯ ﺤﺘـﻰ ﻻ ﻴـﺴﻤﻊ‬
‫ﺍﻟﺭﻨﻴﻥ ﺃﺤﺩ ﻜﻤﺎ ﻫﻨﺎﻙ ﻁﺭﻴﻘﺔ ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻰ ﺍﻷﻭﺭﺍﻕ ﺍﻟﻬﻨﺩﺴﻴﺔ ﻜﺎﻟﻤﺴﺎﻁﺭ ﻭﺍﻟﻤﺜﻠﺜـﺎﺕ ﺍﻟﺒﻼﺴـﺘﻴﻜﻴﺔ‬
‫ﺍﻟﺸﻔﺎﻓﺔ ﺍﻟﺘﻲ ﻻ ﺘﻅﻬﺭ ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻴﻬﺎ ﺇﻻ ﺇﺫﺍ ﻭﻀﻌﺕ ﻋﻠﻰ ﺍﻟﻭﺭﻕ ﺍﻷﺒﻴﺽ ﺒﻁﺭﻴﻘﺔ ﺘـﺸﺒﻪ ﺍﻟﺤﺒـﺭ‬
‫ﺍﻟﺴﺭﻱ ‪.‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﺴﺅﺍل ﺍﻟﺜﺎﻟﺙ ‪ :‬ﻤﺎ ﺍﻷﺴﺒﺎﺏ ﺍﻟﺘﻲ ﺘﺩﻓﻌﻙ ﺍﻟﻰ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ؟‬
‫ﺘﺒﻴﻥ ﻤﻥ ﻨﺘﻴﺠﺔ ﺘﺤﻠﻴل ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻟﻰ ﻋﺩﺩ ﻤﻥ ﺍﻷﺴﺒﺎﺏ ﺘﺩﻓﻊ ﺍﻟﻁﺎﻟﺏ ﺍﻟﻰ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨـﺎﺕ‬
‫ﻭﻴﻭﻀﺢ ﺠﺩﻭل )‪ (3‬ﺃﺴﺒﺎﺏ ﺍﻟﻐﺵ ﺍﻟﻤﺸﺘﺭﻜﺔ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﻜﻤﺎ ﻭﺭﺩﺕ ﻓﻲ ﺍﺴـﺘﺠﺎﺒﺎﺘﻬﻡ‬
‫ﻋﻠﻰ ﺍﻻﺴﺘﻔﺘﺎﺀ ﺍﻟﻤﻔﺘﻭﺡ ﻭﺘﻜﺭﺍﺭ ﻜل ﺴﺒﺏ ﻭﻨﺴﺒﺘﻪ ﺍﻟﻤﺌﻭﻴﺔ ﻤﺭﺘﺒﺔ ﺘﺭﺘﻴﺒﺎ ﺘﻨﺎﺯﻟﻴﺎ ‪:‬‬

‫‪290‬‬
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

‫ﺠﺩﻭل )‪(3‬‬
‫ﺃﺴﺒﺎﺏ ﺍﻟﻐﺵ ﺍﻟﻤﺸﺘﺭﻜﺔ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﻭﺘﻜﺭﺍﺭﺍﺘﻬﺎ ﻭﻨﺴﺒﻬﺎ ﺍﻟﻤﺌﻭﻴﺔ ﻤﺭﺘﺒﺔ ﺘﺭﺘﻴﺒﺎ ﺘﻨﺎﺯﻟﻴﺎ‬

‫‪%‬‬ ‫ﺍﻟﺘﻜﺭﺍﺭ‬ ‫ﺍﻟﺴﺒﺏ‬ ‫ﺍﻟﺘﺭﺘﻴﺏ‬

‫‪99‬‬ ‫‪248‬‬ ‫ﺼﻌﻭﺒﺔ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ‪.‬‬ ‫‪1‬‬
‫‪96‬‬ ‫‪240‬‬ ‫ﻋﺩﻡ ﻓﻬﻡ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺩﺭﺍﺴﻴﺔ‪.‬‬ ‫‪2‬‬
‫‪89.6‬‬ ‫‪224‬‬ ‫ﻋﺩﻡ ﺍﻻﺴﺘﻌﺩﺍﺩ ﺍﻟﻜﺎﻓﻲ‪.‬‬ ‫‪3‬‬
‫‪88.8‬‬ ‫‪222‬‬ ‫ﻋﺩﻡ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ‪.‬‬ ‫‪4‬‬
‫‪88‬‬ ‫‪220‬‬ ‫ﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﻤﻌﺩﻻﺕ ﻋﺎﻟﻴﺔ‬ ‫‪5‬‬
‫‪87‬‬ ‫‪218‬‬ ‫ﻀﻌﻑ ﺍﻟﻭﺍﺯﻉ ﺍﻟﺩﻴﻨﻲ ﻋﻨﺩ ﺒﻌﺽ ﺍﻟﻁﻠﺒﺔ ‪.‬‬ ‫‪6‬‬
‫‪84‬‬ ‫‪210‬‬ ‫ﺘﻘﺎﺭﺏ ﺍﻟﻤﻘﺎﻋﺩ ﻓﻲ ﺼﻔﻭﻑ ﺍﻻﻤﺘﺤﺎﻥ ‪.‬‬ ‫‪7‬‬
‫‪84‬‬ ‫‪210‬‬ ‫ﺘﻬﺎﻭﻥ ﺍﻟﻤﺭﺍﻗﺏ ‪.‬‬ ‫‪8‬‬
‫‪79‬‬ ‫‪198‬‬ ‫ﻜﺭﻩ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺩﺭﺍﺴﻴﺔ‪.‬‬ ‫‪9‬‬
‫‪37‬‬ ‫‪93‬‬ ‫ﻀﻌﻑ ﻤﺴﺘﻭﻯ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻟﻠﻁﺎﻟﺏ ‪.‬‬ ‫‪10‬‬

‫ﻨﺘﺎﺌﺞ ﺍﻟﻬﺩﻑ ﺍﻟﺜﺎﻨﻲ ‪ -:‬ﻗﻴﺎﺱ ﻤﺴﺘﻭﻯ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟـﺩﻯ ﻁﻠﺒـﺔ ﺍﻟﻤﺭﺤﻠـﺔ‬
‫ﺍﻹﻋﺩﺍﺩﻴﺔ ﺒﺸﻜل ﻋﺎﻡ‪.‬‬
‫ﻭﻟﺘﺤﻘﻴﻕ ﺫﻟﻙ ﺘﻡ ﻗﻴﺎﺱ ﻤﺴﺘﻭﻯ ﺍﻟﻐﺵ ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺒﺎﻟﻎ ﻋـﺩﺩﻫﻡ )‪ (684‬ﻁﺎﻟﺒـﺎ ﻭﻁﺎﻟﺒـﺔ‬
‫ﺒﻭﺴﺎﻁﺔ ﺍﻷﺩﺍﺓ ) ﺍﻟﺘﻲ ﺃﻋﺩﺘﻬﺎ ﺍﻟﺒﺎﺤﺜﺔ ( ﻓﺄﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺒـﺸﻜل ﻋـﺎﻡ‬
‫ﺘﺭﺍﻭﺤﺕ ﺒﻴﻥ )‪ ( 168-56‬ﺩﺭﺠﺔ ﺒﻤﺘﻭﺴﻁ ﻗﺩﺭﻩ )‪ (126.646‬ﺩﺭﺠﺔ ﻭﺍﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻗـﺩﺭﻩ‬
‫)‪ (30.842‬ﺩﺭﺠﺔ ﻭﻟﻤﻌﺭﻓﺔ ﺩﻻﻟﺔ ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻤﺘﺤﻘﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﻐﺵ ﻟﺩﻯ ﺃﻓـﺭﺍﺩ‬
‫ﺍﻟﻌﻴﻨﺔ ﻜﻜل ﻭﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻨﻅﺭﻱ ﻟﻠﻤﻘﻴﺎﺱ ﺍﻟﺒﺎﻟﻎ ) ‪ (112‬ﺩﺭﺠﺔ‪،‬ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﺘﺎﺌﻲ ﻟﻌﻴﻨـﺔ‬
‫ﻭﺍﺤﺩﺓ ﻓﺄﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺎﺌﻴﺔ ﺍﻟﻤﺤﺴﻭﺒﺔ ﺒﻠﻐﺕ )‪ (12.422‬ﺩﺭﺠﺔ ﻭﻫﻲ ﺃﻋﻠـﻰ ﻤـﻥ‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺎﺌﻴﺔ ﺍﻟﺠﺩﻭﻟﻴﺔ ﺍﻟﺒﺎﻟﻐﺔ )‪ (1.960‬ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (%5‬ﻭﺩﺭﺠﺔ ﺤﺭﻴﺔ )‪ (683‬ﻭﻴﺸﻴﺭ‬
‫ﻫﺫﺍ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻕ ﺩﺍل ﻤﻌﻨﻭﻴﺎ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻤﺘﺤﻘﻕ ﻭﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻨﻅﺭﻱ ﻟﻠﻤﻘﻴـﺎﺱ ﻭﻟـﺼﺎﻟﺢ‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﺤﻘﻘﺔ ﻭﻫﺫﺍ ﻴﻌﻨﻲ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻟﻐﺵ ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺒﺸﻜل ﻋﺎﻡ ﻋﺎل ﻭﺍﻥ ﺍﻟﻔﺭﻕ ﺒـﻴﻥ‬
‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻤﺘﺤﻘﻕ ﻭﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻨﻅﺭﻱ ﻟﻠﻤﻘﻴﺎﺱ ﺤﻘﻴﻘﻲ ﻭﻟﻴﺱ ﻨﺎﺠﻤﺎ ﻋـﻥ ﻋﻭﺍﻤـل ﺍﻟـﺼﺩﻓﺔ ﺃﻭ‬
‫ﺍﻟﻌﺸﻭﺍﺌﻴﺔ ‪ .‬ﻭﺍﻟﺠﺩﻭل )‪ (4‬ﻴﺒﻴﻥ ﺫﻟﻙ‪.‬‬

‫‪291‬‬
 ‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‪....‬‬

‫ﺠـﺩﻭل )‪(4‬‬
‫ﻴﺒﻴﻥ ﻨﺘﺎﺌﺞ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﺘﺎﺌﻲ ﻟﻠﻔﺭﻕ ﺒﻴﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻤﺘﺤﻘﻕ ﻭﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻨﻅﺭﻱ ﻟﻠﻤﻘﻴﺎﺱ ﺍﻟﻐﺵ ﻟﻠﻌﻴﻨﺔ‬
‫ﺒﺸﻜل ﻋﺎﻡ‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻨﻅﺭﻱ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬
‫ﺍﻟﺠﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻤﺘﺤﻘﻕ‬
‫‪(*)0.05‬‬
‫‪1.960‬‬ ‫‪12.422‬‬ ‫‪112‬‬ ‫‪683‬‬ ‫‪30.842‬‬ ‫‪126.646‬‬

‫)*(‬
‫ﺫﻭ ﺩﻻﻟﺔ ‪.‬‬

‫ﻭﻋﻠﻴﻪ ﻓﺎﻥ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻬﺎ ﺍﻟﺒﺎﺤﺜﺔ ﻨﺘﻴﺠﺔ ﻁﺒﻴﻌﻴﺔ ﻭﺍﻥ ﻨﺴﺒﺔ ﺍﻟﻐﺵ ﻤﺘﻭﺴﻁﺔ ‪،‬‬
‫ﻹﻥ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻤﻥ ﺍﻷﻤﻭﺭ ﺍﻟﺘﻲ ﻋﺭﻓﻬﺎ ﺍﻹﻨﺴﺎﻥ ﻓﻲ ﺃﻜﺜﺭ ﻤﻥ ﻤﻜﺎﻥ ﻭﺯﻤـﺎﻥ ﻭﻫـﻲ‬
‫ﻤﻼﺯﻤﺔ ﻷﻱ ﻨﻅﺎﻡ ﺘﻌﻠﻴﻤﻲ ﻭﻻ ﺍﻨﻔﻜﺎﻙ ﻋﻨﻬﺎ ﺤﺘﻰ ﻓﻲ ﺃﻜﺜﺭ ﺒﻼﺩ ﺍﻟﻌﺎﻟﻡ ﺘﻘﺩﻤﺎ ‪.‬‬
‫ﻓﻘﺩ ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺇﻟﻰ ﺜﻼﺙ ﻓﺌﺎﺕ ﺘﺒﻌﺎ ﻟﺩﺭﺠﺎﺘﻬﻡ ﺍﻟﺘﻲ ﺤﺼﻠﻭﺍ ﻋﻠﻴﻬـﺎ ﻓـﻲ‬
‫ﻀﻭﺀ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﻡ ﻋﻠﻰ ﺍﻷﺩﺍﺓ ﺍﻟﻐﺵ ﻭﻭﻓﻘﺎ ﻟﻤﺅﺸﺭ ) ﺍﻟﻤﺘﻭﺴـﻁ ‪ -‬ﺍﻻﻨﺤـﺭﺍﻑ () ﺍﻟﻤﺘﻭﺴـﻁ ‪+‬‬
‫ﺍﻻﻨﺤﺭﺍﻑ( ﺇﺫ ﺘﻜﻭﻨﺕ ﺍﻟﻔﺌﺔ ﺍﻷﻭﻟﻰ ﻤﻥ ﻤﺠﻤـﻭﻉ ﺍﻟﻁﻠﺒـﺔ ﺍﻟـﺫﻴﻥ ﺤـﺼﻠﻭﺍ ﻋﻠـﻰ ﺩﺭﺠـﺎﺕ‬
‫ﺍﻗل ﻤﻥ ) ﺍﻟﻤﺘﻭﺴﻁ –ﺍﻻﻨﺤﺭﺍﻑ( ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (96‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻭﻴﺸﻜﻠﻭﻥ ﻨﺴﺒﺔ)‪(%14.035‬‬
‫ﻤﻥ ﺍﻟﻌﻴﻨﺔ ﻭﻫﻡ ﻓﺌﺔ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﻨﺨﻔﺽ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﻐﺵ ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺘﻜﻭﻨﺕ ﺍﻟﻔﺌﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻭﻫﻡ‬
‫ﺍﻷﻏﻠﺒﻴﺔ ﻤﻥ ﻤﺠﻤﻭﻉ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺫﻴﻥ ﺤﺼﻠﻭﺍ ﻋﻠﻰ ﺩﺭﺠﺎﺕ ﺘﺘﺭﺍﻭﺡ ﺒﻴﻥ ) ﺍﻟﻤﺘﻭﺴﻁ – ﺍﻻﻨﺤﺭﺍﻑ(‬
‫) ﻭﺍﻟﻤﺘﻭﺴﻁ ‪ +‬ﺍﻻﻨﺤﺭﺍﻑ (‪،‬ﻭﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (445‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﻭﻴﺸﻜﻠﻭﻥ ﻨﺴﺒﺔ)‪(%65.058‬‬
‫ﻤﻥ ﺍﻟﻌﻴﻨﺔ ﻭﻴﻤﺜﻠﻭﻥ ﻓﺌﺔ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﺘﻭﺴﻁ ﻓﻲ ﺍﻟﻐﺵ ‪ ،‬ﻭﺘﻜﻭﻨﺕ ﺍﻟﻔﺌﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻤﻥ ﺍﻷﻓـﺭﺍﺩ ﺍﻟـﺫﻴﻥ‬
‫ﺤﺼﻠﻭﺍ ﻋﻠﻰ ﺩﺭﺠﺎﺕ ﺃﻋﻠﻰ ﻤﻥ ) ﺍﻟﻤﺘﻭﺴﻁ ‪ +‬ﺍﻻﻨﺤﺭﺍﻑ ( ﻭﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (143‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒـﺔ‬
‫ﻭﻴﺸﻜﻠﻭﻥ ﻨﺴﺒﺔ )‪ (%20.906‬ﻤﻥ ﺍﻟﻌﻴﻨﺔ ﻭﻴﻤﺜﻠﻭﻥ ﻓﺌﺔ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻌﺎﻟﻲ ﻓﻲ ﺍﻟﻐـﺵ ‪ .‬ﻭﺍﻟﺠـﺩﻭل‬
‫)‪ (5‬ﻴﺒﻴﻥ ﺫﻟﻙ ‪.‬‬
‫ﺠـﺩﻭل )‪(5‬‬
‫ﻴﺒﻴﻥ ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺘﺒﻌﺎ ﻟﻤﺴﺘﻭﻯ ﺍﻟﻐﺵ ﻟﺩﻴﻬﻡ‬
‫ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻐﺵ‬
‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺍﻟﻤﺅﺸﺭ‬
‫ﻋﺎﻟﻲ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻤﻨﺨﻔﺽ‬
‫‪684‬‬ ‫‪143‬‬ ‫‪445‬‬ ‫‪96‬‬ ‫ﺍﻟﻌﺩﺩ‬
‫‪% 100‬‬ ‫‪%20.906‬‬ ‫‪%65.058‬‬ ‫‪%14.035‬‬ ‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ‬

‫ﻭﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﻓﻲ ﺍﻟﺠﺩﻭل )‪ (4‬ﺇﻟﻰ ﺇﻥ ﺃﻜﺜﺭ ﻤﻥ)‪ (%65.058‬ﻫﻡ ﻓﻲ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﺘﻭﺴـﻁ‬

‫ﻟﻠﻐﺵ ﻭﺍﻥ ﻨﺴﺒﺔ)‪ (%20.906‬ﻴﺸﻌﺭﻭﻥ ﺒﻤﺴﺘﻭﻯ ﻋﺎل ﻤﻥ ﺍﻟﻐﺵ ﻭﻓﻲ ﺍﻟﻤﻘﺎﺒل ﻜﺎﻥ ﻤﺴﺘﻭﻯ ﺍﻟﻐﺵ‬
‫ﻤﻨﺨﻔﻀﺎ ﻟﺩﻯ )‪ (%14.035‬ﻤﻥ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﻟﺩﻯ ﻤﻨﺎﻗﺸﺔ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻴﻤﻜﻥ ﺍﻟﻘﻭل ﺇﻥ ﺍﻟﻅـﺭﻭﻑ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻟﺴﻴﺎﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﻴﻤﺭ ﺒﻬﺎ ﺍﻟﺒﻠﺩ ﻫﻭ ﺍﻟﺴﺒﺏ ‪.‬‬

‫‪292‬‬
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

‫‪ -‬ﻨﺘﺎﺌﺞ ﺍﻟﻬﺩﻑ ﺍﻟﺜﺎﻟﺙ ‪:‬‬

‫‪ -‬ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭ ﺍﻟﻐﺵ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ ﺒﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‬
‫)ﻁﻼﺏ ﻭﻁﺎﻟﺒﺎﺕ (‪.‬‬
‫ﻷﺠل ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒـﻴﻥ ﺍﻟﻐﻴـﺎﺏ ﻭﻤﺘﻐﻴـﺭ ﺍﻟﺠـﻨﺱ ﺘـﻡ ﺇﻴﺠـﺎﺩ ﺍﻟﻤﺘﻭﺴـﻁ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﺩﺭﺠﺎﺕ ﺍﻟﺘﻲ ﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﻁﻼﺏ ﻓﻲ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‪ ،‬ﺤﻴﺙ ﺒﻠـﻎ ﻤﺘﻭﺴـﻁ ﺩﺭﺠـﺎﺕ‬
‫ﺍﻟﻁﻼﺏ ﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ )‪ (353‬ﻁﺎﻟﺒﺎ ﻋﻠﻰ ﺃﺩﺍﺓ ﺍﻟﻐﺵ)‪(125.716‬ﺩﺭﺠﺔ ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻗﺩﺭﻩ‬
‫)‪ (30.789‬ﺩﺭﺠﺔ ﻓﻲ ﺤﻴﻥ ﺒﻠﻎ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﻁﺎﻟﺒﺎﺕ ﺍﻟﻼﺘﻲ ﺒﻠﻎ ﻋـﺩﺩﻫﻥ )‪ (331‬ﻁﺎﻟﺒـﺔ‬
‫)‪ (125.652‬ﺩﺭﺠﺔ ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻗﺩﺭﻩ )‪ (32.077‬ﺩﺭﺠﺔ ﻭﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤـل ﺍﺭﺘﺒـﺎﻁ‬
‫ﺒﻭﻴﻨﺕ ﺒﺎﻴﺴﺭﻴﺎل )‪ ) Point Piserial‬ﺃﺒﻭ ﺯﻴﻨﺔ ﻭﺁﺨﺭﻭﻥ ‪ . ( 159 : 1981 ،‬ﻹﻴﺠﺎﺩ ﺍﻟﻌﻼﻗـﺔ‬
‫ﺒﻴﻥ ﻤﺘﻐﻴﺭ ﺍﻟﻐﺵ ﻭﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ‪،‬‬
‫ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭ ﺍﻟﻐﺵ ﻭﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ‬
‫ﺇﺫ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻨﻬﻤﺎ )‪ (0.001‬ﻭﻷﺠل ﺍﺨﺘﺒﺎﺭ ﺩﺍﻟﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻟﺠﺄﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺇﻟﻰ‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﺌﻴﺔ ﻓﺄﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﺘﺎﺌﻲ ﺇﻟﻰ ﺍﻥ ﺍﻻﺭﺘﺒﺎﻁ ﻏﻴﺭ ﺩﺍل ﻋﻨﺩ ﻤـﺴﺘﻭﻯ‬
‫)‪ (0.05‬ﺇﺫ ﻜﺎﻨﺕ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺎﺌﻴﺔ ﺍﻟﻤﺤﺴﻭﺒﺔ ﺘﺴﺎﻭﻱ )‪ (0.026‬ﺩﺭﺠﺔ ﻭﻫﻲ ﺃﻗل ﻤﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺎﺌﻴـﺔ‬
‫ﺍﻟﺠﺩﻭﻟﻴﺔ ﺍﻟﺒﺎﻟﻐﺔ )‪ (1.960‬ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (0.05‬ﻭﺩﺭﺠﺔ ﺤﺭﻴﺔ )‪ (682‬ﻭﻴﻌﻨـﻲ ﺫﻟـﻙ ﺍﻥ‬
‫ﺍﻟﻌﻼﻗﺔ ﻏﻴﺭ ﺩﺍﻟﺔ ﺒﻴﻥ ﺍﻟﻤﺘﻐﻴﺭﻴﻥ ‪.‬ﻭﺍﻟﺠـﺩﻭل )‪ (6‬ﻴﺒﻴﻥ ﺫﻟﻙ‬
‫ﺠـﺩﻭل )‪(6‬‬
‫ﻴﺒﻴﻥ ﻨﺘﺎﺌﺞ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻭﻴﻨﺕ ﺒﺎﻴﺴﺭﻴﺎل ﻟﻠﻌﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻱ ﺍﻟﻐﺵ ﻭﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪.‬‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻭﻴﻨﺕ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﺠﻨﺱ‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﺠﺩﻭﻟﻴﺔ‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺒﺎﻴﺴﺭﻴﺎل‬ ‫ﻟﻠﻌﻴﻨﺔ ﻜﻜل‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬
‫‪353‬‬ ‫‪125.716‬‬ ‫ﺫﻜﻭﺭ‬
‫‪(*) 0.05‬‬ ‫‪1.960‬‬ ‫‪0.026‬‬ ‫‪0.001‬‬ ‫‪30.842‬‬
‫‪331‬‬ ‫‪125.652‬‬ ‫ﺇﻨﺎﺙ‬
‫)*(‬
‫ﻏﻴﺭ ﺩﺍل ‪.‬‬

‫ﻴﺒﻴﻥ ﺍﻟﺠﺩﻭل )‪ (6‬ﺍﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻟﺫﻜﻭﺭ ﺃﻋﻠﻰ ﻤﻥ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺎﺕ ﺍﻹﻨﺎﺙ ﻋﻤﻭﻤﺎ ﻭﻫـﺫﺍ‬
‫ﻴﻌﻨﻲ ﺍﻥ ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ ﻏﺸﺎ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻤﻥ ﺍﻹﻨﺎﺙ ‪،‬ﻜﻤﺎ ﺃﺴﻔﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻥ ﺃﻜﺜﺭ‬
‫ﺃﺴﺒﺎﺏ ﺍﻟﻐﺵ ﺘﻜﺭﺍﺭﺍ ﻭﺃﻫﻤﻴﺔ ﻋﻨﺩ ﺍﻟﻁﻠﺒﺔ ) ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ( ﻜﻤﺎ ﻓﻲ ﺍﻟﺠﺩﻭل )‪.(7‬ﻴﺒﻴﻥ ﺃﺴـﺒﺎﺏ‬
‫ﺍﻟﻐﺵ ﺍﻟﻤﺸﺘﺭﻜﺔ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﻭﺩﺭﺠﺔ ﺍﻟﺤﺩﺓ ﻭﺍﻟﻭﺯﻥ ﺍﻟﻤﺌﻭﻱ ﻤﺭﺘﺒﺔ ﺘﻨﺎﺯﻟﻴﺎ ﻤﻥ ﺍﻷﻋﻠﻰ‬
‫ﺇﻟﻰ ﺍﻷﺩﻨﻰ ‪:‬‬

‫‪293‬‬
 ‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‪....‬‬

‫ﺠﺩﻭل )‪(7‬‬
‫ﻴﺒﻴﻥ ﺃﺴﺒﺎﺏ ﺍﻟﻐﺵ ﺍﻟﻤﺸﺘﺭﻜﺔ ﺒﻴﻥ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻁﺎﻟﺒﺎﺕ ﻭﺩﺭﺠﺔ ﺍﻟﺤﺩﺓ ﻭﺍﻟﻭﺯﻥ ﺍﻟﻤﺌﻭﻱ ﻤﺭﺘﺒﺔ ﺘﻨﺎﺯﻟﻴﺎ ‪.‬‬

‫ﺍﻟﻭﺯﻥ ﺍﻟﻤﺌﻭﻱ‬ ‫ﺩﺭﺠﺔ ﺍﻟﺤﺩﺓ‬ ‫ﺘﺴﻠﺴل ﺍﻟﻔﻘﺭﺓ ﺍﻟﺠﺩﻴﺩ‬ ‫ﺘﺴﻠﺴل ﺍﻟﻔﻘﺭﺓ ﻓﻲ ﺍﻟﻤﻘﻴﺎﺱ‬

‫‪%99.83‬‬ ‫‪2.995‬‬ ‫‪1‬‬ ‫‪7‬‬

‫‪%99.83‬‬ ‫‪2.995‬‬ ‫‪2‬‬ ‫‪21‬‬
‫‪%98.83‬‬ ‫‪2.995‬‬ ‫‪3‬‬ ‫‪39‬‬
‫‪%85.721‬‬ ‫‪2.571‬‬ ‫‪4‬‬ ‫‪40‬‬
‫‪%85.721‬‬ ‫‪2.571‬‬ ‫‪5‬‬ ‫‪41‬‬
‫‪%85.916‬‬ ‫‪2.577‬‬ ‫‪6‬‬ ‫‪38‬‬
‫‪%85.916‬‬ ‫‪2.577‬‬ ‫‪7‬‬ ‫‪37‬‬
‫‪%84.60‬‬ ‫‪2.538‬‬ ‫‪8‬‬ ‫‪13‬‬
‫‪%84.551‬‬ ‫‪2.536‬‬ ‫‪9‬‬ ‫‪12‬‬
‫‪%84.161‬‬ ‫‪2.524‬‬ ‫‪10‬‬ ‫‪47‬‬
‫‪%83.674‬‬ ‫‪2.510‬‬ ‫‪11‬‬ ‫‪49‬‬
‫‪%82.66‬‬ ‫‪2.461‬‬ ‫‪12‬‬ ‫‪56‬‬
‫‪%79.873‬‬ ‫‪2.396‬‬ ‫‪13‬‬ ‫‪55‬‬
‫‪%79.044‬‬ ‫‪2.371‬‬ ‫‪14‬‬ ‫‪36‬‬
‫‪%76.705‬‬ ‫‪2.301‬‬ ‫‪15‬‬ ‫‪29‬‬
‫‪%76.51‬‬ ‫‪2.295‬‬ ‫‪16‬‬ ‫‪31‬‬
‫‪%74.025‬‬ ‫‪2.22‬‬ ‫‪17‬‬ ‫‪34‬‬
‫‪%74.025‬‬ ‫‪2.22‬‬ ‫‪18‬‬ ‫‪9‬‬
‫‪%72.612‬‬ ‫‪2.178‬‬ ‫‪19‬‬ ‫‪45‬‬
‫‪%72.612‬‬ ‫‪2.178‬‬ ‫‪20‬‬ ‫‪28‬‬
‫‪%72.319‬‬ ‫‪2.169‬‬ ‫‪21‬‬ ‫‪11‬‬
‫‪%72.319‬‬ ‫‪2.169‬‬ ‫‪22‬‬ ‫‪30‬‬
‫‪%72.275‬‬ ‫‪2.168‬‬ ‫‪23‬‬ ‫‪42‬‬
‫‪%71.345‬‬ ‫‪2.145‬‬ ‫‪24‬‬ ‫‪23‬‬
‫‪%71.345‬‬ ‫‪2.145‬‬ ‫‪25‬‬ ‫‪33‬‬
‫‪%71.345‬‬ ‫‪2.145‬‬ ‫‪26‬‬ ‫‪43‬‬
‫‪%71.345‬‬ ‫‪2.145‬‬ ‫‪27‬‬ ‫‪17‬‬
‫‪%71.345‬‬ ‫‪2.145‬‬ ‫‪28‬‬ ‫‪22‬‬
‫‪%70.467‬‬ ‫‪2.114‬‬ ‫‪29‬‬ ‫‪10‬‬
‫‪%70.272‬‬ ‫‪2.108‬‬ ‫‪30‬‬ ‫‪19‬‬
‫‪%70.272‬‬ ‫‪2.108‬‬ ‫‪31‬‬ ‫‪24‬‬
‫‪%70.272‬‬ ‫‪2.108‬‬ ‫‪32‬‬ ‫‪25‬‬
‫‪%70.272‬‬ ‫‪2.108‬‬ ‫‪33‬‬ ‫‪16‬‬
‫‪%69.883‬‬ ‫‪2.096‬‬ ‫‪34‬‬ ‫‪50‬‬
‫‪%69.883‬‬ ‫‪2.096‬‬ ‫‪35‬‬ ‫‪35‬‬

‫‪294‬‬
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

‫ﺍﻟﻭﺯﻥ ﺍﻟﻤﺌﻭﻱ‬ ‫ﺩﺭﺠﺔ ﺍﻟﺤﺩﺓ‬ ‫ﺘﺴﻠﺴل ﺍﻟﻔﻘﺭﺓ ﺍﻟﺠﺩﻴﺩ‬ ‫ﺘﺴﻠﺴل ﺍﻟﻔﻘﺭﺓ ﻓﻲ ﺍﻟﻤﻘﻴﺎﺱ‬
‫‪% 69.785‬‬ ‫‪2.093‬‬ ‫‪36‬‬ ‫‪32‬‬
‫‪% 69.785‬‬ ‫‪2.093‬‬ ‫‪37‬‬ ‫‪18‬‬
‫‪% 69.785‬‬ ‫‪2.093‬‬ ‫‪38‬‬ ‫‪54‬‬
‫‪%67.641‬‬ ‫‪2.029‬‬ ‫‪39‬‬ ‫‪53‬‬
‫‪%67.641‬‬ ‫‪2.029‬‬ ‫‪40‬‬ ‫‪51‬‬
‫‪%67.641‬‬ ‫‪2.029‬‬ ‫‪41‬‬ ‫‪52‬‬
‫‪%67.641‬‬ ‫‪2.029‬‬ ‫‪42‬‬ ‫‪14‬‬
‫‪%67.056‬‬ ‫‪2.011‬‬ ‫‪43‬‬ ‫‪15‬‬
‫‪%65.497‬‬ ‫‪1.964‬‬ ‫‪44‬‬ ‫‪26‬‬
‫‪%65.497‬‬ ‫‪1.964‬‬ ‫‪45‬‬ ‫‪12‬‬
‫‪%64.5‬‬ ‫‪1.935‬‬ ‫‪46‬‬ ‫‪27‬‬
‫‪%63.60‬‬ ‫‪1.891‬‬ ‫‪47‬‬ ‫‪19‬‬
‫‪%63.60‬‬ ‫‪1.891‬‬ ‫‪48‬‬ ‫‪20‬‬
‫‪%58.674‬‬ ‫‪1.760‬‬ ‫‪49‬‬ ‫‪1‬‬
‫‪%58.674‬‬ ‫‪1.760‬‬ ‫‪50‬‬ ‫‪2‬‬
‫‪%57.212‬‬ ‫‪1.716‬‬ ‫‪51‬‬ ‫‪4‬‬
‫‪%57.1‬‬ ‫‪1.713‬‬ ‫‪52‬‬ ‫‪3‬‬
‫‪%55.033‬‬ ‫‪1.651‬‬ ‫‪53‬‬ ‫‪15‬‬
‫‪%55.033‬‬ ‫‪1.651‬‬ ‫‪54‬‬ ‫‪6‬‬
‫‪%53.313‬‬ ‫‪1.599‬‬ ‫‪55‬‬ ‫‪5‬‬
‫‪%50.5‬‬ ‫‪1.515‬‬ ‫‪56‬‬ ‫‪8‬‬

‫ﻴﻤﻜﻥ ﺘﻔﺴﻴﺭ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ‪ :‬ﻷﻥ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺘﻌﻁﻲ ﺍﻟـﺫﻜﻭﺭ ﺃﺩﻭﺍﺭﺍ ﺍﺠﺘﻤﺎﻋﻴـﺔ‬
‫ﻭﻗﻴﺎﺩﻴﺔ ﻤﺘﻨﻭﻋﺔ ﺃﻜﺜﺭ ﻤﻥ ﺍﻹﻨﺎﺙ‬
‫ﺍﻟﺘﻭﺼﻴﺎﺕ ﻭﺍﻟﻤﻘﺘﺭﺤﺎﺕ‬
‫ﺍﻟﺘﻭﺼﻴﺎﺕ‪ :‬ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻭﺼل ﺍﻟﺒﺤﺙ ﺇﻟﻴﻬﺎ ﻓﺄﻥ ﺍﻟﺒﺎﺤﺜﺔ ﺘﻭﺼﻲ ﺒﻤﺎ ﻴﺄﺘﻲ ‪:‬‬
‫‪ -‬ﺘﻔﻌﻴل ﺩﻭﺭ ﻤﺠﺎﻟﺱ ﺍﻵﺒﺎﺀ ﻭﺍﻷﻤﻬﺎﺕ ﻤﻊ ﺍﻟﻤﺩﺭﺴﻴﻥ ﻭﺍﻹﺩﺍﺭﺓ ﻭﺘﺒﺎﺩل ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﻌﺯﻴﺯ ﺍﻟﺜﻘـﺔ‬
‫ﺒﻴﻥ ﺍﻟﺒﻴﺕ ﻭﺍﻟﻤﺩﺭﺴﺔ ﻤﻥ ﺍﺠل ﺍﻟﺘﺨﻔﻴﻑ ﻭﺍﻟﺤﺩ ﻤﻥ ﺍﻨﺘﺸﺎﺭ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﺨﺎﻁﺌﺔ ﻟﺩﻯ ﺍﺒﻨﺎﺌﻨﺎ ﺍﻟﻁﻠﺒﺔ‬
‫ﻭﺍﻟﺘﺨﻠﺹ ﻤﻨﻬﺎ ‪.‬‬
‫‪ -‬ﺘﻔﻌﻴل ﺩﻭﺭ ﺍﻟﻤﺭﺸﺩ ﺍﻟﺘﺭﺒﻭﻱ ﻭﺍﻟﻨﻔﺴﻲ ﻓﻲ ﻤﺴﺎﻋﺩﺓ ﺍﻟﻁﻠﺒﺔ ﻋﻠﻰ ﻜﻴﻔﻴـﺔ ﺍﻻﺴـﺘﻌﺩﺍﺩ ﻟﻼﻤﺘﺤـﺎﻥ‬
‫ﻭﺍﻟﺘﺨﻔﻴﻑ ﻤﻥ ﺍﻟﻘﻠﻕ ﺍﻟﻨﺎﺠﻡ ﻋﻨﻪ ﻟﻤﺎ ﻟﺫﻟﻙ ﻤﻥ ﺃﺜﺭ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻁﺎﻟﺏ ﻓﻲ ﺍﻟﻤﻭﻗﻑ ﺍﻻﺨﺘﺒﺎﺭﻱ ‪.‬‬
‫‪ -‬ﺃﺤﻴﺎﺀ ﺍﻟﻭﺍﺯﻉ ﺍﻷﺨﻼﻗﻲ ﻭﺘﻨﻤﻴﺔ ﺍﻟﻀﻤﻴﺭ ﺍﻟﺩﺍﺨﻠﻲ ﺒﺄﻥ ﺍﷲ ﺭﻗﻴﺏ ﻋﻠﻰ ﻋﺒﺎﺩﻩ ﺤﺴﻴﺏ ﻟﻬﻡ ﻓﻴﻤـﺎ‬
‫ﻴﺄﺘﻭﻥ ﻤﻥ ﺃﻋﻤﺎل ‪.‬‬
‫‪ -‬ﻗﻴﺎﻡ ﻤﺩﻴﺭ ﺍﻟﻤﺩﺭﺴﺔ ﺒﺎﻟﺘﻌﺎﻭﻥ ﻤﻊ ﺃﻋﻀﺎﺀ ﺍﻟﻬﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ﺒﻭﻀﻊ ﺒﺭﺍﻤﺞ ﻨﻭﻋﻴﺔ ﻤﻨﺫ ﺒﺩﺍﻴﺔ ﺍﻟﻌﺎﻡ‬
‫ﺍﻟﺩﺭﺍﺴﻲ ﺤﻭل ﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﺒﺨﺎﺼﺔ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻌﺎﻤﺔ‪.‬‬

‫‪295‬‬
 ‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‪....‬‬

‫‪ -‬ﺘﺒﺼﻴﺭ ﺍﻟﻁﻠﺒﺔ ﺒﺎﻷﻀﺭﺍﺭ ﺍﻟﻨﺎﺠﻤﺔ ﻤﻥ ﻫﺫﻩ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﺨﺎﻁﺌﺔ ﻤﻥ ﺃﺠل ﺍﻟﻭﺼﻭل ﺍﻟﻰ ﻤﺴﺘﻭﻯ‬
‫ﻋﺎﻟﻲ ﻤﻥ ﺍﻷﺨﻼﻕ ﻭﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻻﻴﺠﺎﺒﻴﺔ ‪.‬‬
‫‪ -‬ﺇﻗﺎﻤﺔ ﺍﻟﻨﺩﻭﺍﺕ ﺍﻟﺩﻴﻨﻴﺔ ﻟﺘﻭﻀﻴﺢ ﻤﺨﺎﻁﺭ ﺍﻟﻐﺵ ﻭﺘﻌﺎﺭﻀﻪ ﻤﻊ ﻤﺒﺎﺩﺉ ﺍﻟﺩﻴﻥ ﻭﻤﻊ ﺍﻟﻘﻴﻡ ﻭﺍﻟﻐﺎﻴﺎﺕ‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺘﻭﻋﻴﺔ ﺍﻟﻁﻠﺒﺔ ﺒﺎﻻﻟﺘﺯﺍﻡ ﺒﺘﻌﺎﻟﻴﻡ ﺍﻟﺩﻴﻥ ﺍﻟﺤﻨﻴﻑ ﻭﺃﺨﻼﻗﻪ ﻭﺠﻌﻠﻬﺎ ﻤﻤﺎﺭﺴـﻪ ﻓـﻲ ﺤﻴﺎﺘـﻪ‬
‫ﺍﻟﻴﻭﻤﻴﺔ ﻭﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺘﻜﺭﻴﻡ ﺍﻟﻁﻠﺒﺔ ﺍﻟﻤﺘﻔﻭﻗﻴﻥ ﻓﻲ ﺃﺩﺍﺌﻬﻡ ﻭﺃﻨﺸﻁﺘﻬﻡ ﺩﺍﺨل ﺍﻟﺼﻑ ﻭﻟﻴﺱ ﻋﻠـﻰ‬
‫ﺃﺩﺍﺌﻬﻡ ﻓﻲ ﻭﺭﻗﺔ ﺍﻻﻤﺘﺤﺎﻥ ﻓﻘﻁ ‪.‬‬
‫‪ -‬ﺘﺫﻜﻴﺭ ﺍﻟﻁﻠﺒﺔ ﺒﻘﺩﻭﺘﻨﺎ ﻭﺤﺒﻴﺒﻨﺎ ﺭﺴﻭل ﺍﷲ ﻤﺤﻤﺩ ﺼﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺴﻠﻡ ‪.‬‬
‫‪ -‬ﺇﻤﻜﺎﻨﻴﺔ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻭﺴﺎﺌل ﺍﻷﻋﻼﻡ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺇﻋﺩﺍﺩ ﺒﺭﺍﻤﺞ ﻫﺎﺩﻓﺔ ﺘﻌﺎﻟﺞ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ‬
‫ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻭﺘﺄﺜﻴﺭﻫﺎ ﻋﻠﻰ ﺍﻟﻁﺎﻟﺏ ﻭﻋﻠﻰ ﻤﺴﺘﻭﺍﻩ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﺘﺤـﺼﻴﻠﻲ ﻭﺍﻟـﺴﻠﻭﻜﻲ‬
‫ﻭﺘﻌﺭﻴﻑ ﺍﻵﺒﺎﺀ ﺒﺎﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﺘﻲ ﻴﺘﻌﺭﺽ ﻟﻬﺎ ﺍﻟﻁﺎﻟﺏ ﻓﻲ ﺤﺎﻟﺔ ﻏﺸﻪ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ‪.‬‬
‫‪-‬ﺇﻗﺎﻤﺔ ﺍﻟﻨﺩﻭﺍﺕ ﺩﺍﺨل ﺍﻟﻤﺩﺭﺴﺔ ﻤﻊ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻤﻭﺭ ﻭﺘﻜﺭﻴﻡ ﺍﻟﻁﻠﺒﺔ ﻭﺍﻷﺴﺭ ﺍﻟﺘﻲ ﺘﻌﺯﺯ ﻤﻥ ﺘﻭﺍﺼل‬
‫ﺃﺒﻨﺎﺌﻬﺎ ﻭﺍﻨﺘﻅﺎﻤﻬﻡ ﻋﻠﻰ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺫﻟﻙ ﺒﺸﻬﺎﺩﺍﺕ ﺘﻜﺭﻴﻡ ﻤﻌﻨﻭﻴﺔ ﻭﻤﺎﺩﻴﺔ ﻤﻤﺎ ﻗﺩ ﻴﺴﻬﻡ ﻓﻲ ﺍﻟﺤﺩ ﻤﻥ‬
‫ﺘﻔﺸﻲ ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ ‪.‬‬
‫‪ -‬ﺘﺸﺠﻴﻊ ﺍﻟﻤﺩﺭﺴﻴﻥ ﻋﻠﻰ ﺍﻻﺒﺘﻌﺎﺩ ﻋﻥ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﺍﻟﻤﻔﺎﺠﺌﺔ ﻷﻨﻬﺎ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻨﺘـﺸﺎﺭ‬
‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﻓﻀﻼ ﻋﻥ ﺍﻋﺘﻤﺎﺩ ﺍﻷﺴﺌﻠﺔ ﺍﻟﻤﻘﺎﻟﻴﺔ ﺫﺍﺕ ﺍﻟﻤـﺴﺘﻭﻴﺎﺕ ﺍﻟﻌﻠﻴـﺎ ﻜﺎﻟﺘﺤﻠﻴـل‬
‫ﻭﺍﻟﺘﺭﻜﻴﺏ ﻭﺍﻟﺘﻤﻴﻴﺯ ﻭﺍﻟﺘﻘﻭﻴﻡ ﻭﺍﻟﻨﻘﺩ ‪ ،‬ﻭﺘﺒﺎﻋﺩ ﻤﻘﺎﻋﺩ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻥ ﻤﻊ ﻭﺠﻭﺩ ﻓﺎﺼل ﺯﻤﻨﻲ‬
‫ﺒﻴﻥ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ‪.‬‬
‫‪ -‬ﻴﻨﺤﺼﺭ ﻋﻼﺝ ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻷﺴﺒﺎﺏ ﺒﺤﻴﺙ ﻴﺩﺭﺱ ﻜل ﺴﺒﺏ ﻋﻠـﻰ ﺤـﺩﺓ‬
‫ﻟﻠﻭﺼﻭل ﺍﻟﻰ ﻋﻼﺝ ﻓﺈﺫﺍ ﺒﻁﻠﺕ ﺍﻟﻤﺴﺒﺒﺎﺕ ﻓﺴﺘﻨﺘﻬﻲ ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ ﺒﺎﻨﺘﻬﺎﺀ ﺃﺴﺒﺎﺒﻬﺎ ﻤﻊ ﺘﻜﺎﺘﻑ ﺠﻬﻭﺩ‬
‫ﻜل ﺍﻟﺠﻬﺎﺕ ﺍﻟﻤﻌﻨﻴﺔ ﻭﺒﺸﻜل ﺠﺎﺩ ﻓﻲ ﺘﻁﺒﻴﻕ ﻨﻅﺎﻡ ﻤﻨﻊ ﺍﻟﻐﺵ ‪.‬‬
‫‪ -‬ﺘﻁﻭﻴﺭ ﻨﻅﺎﻡ ﺍﻟﺘﻘﻭﻴﻡ ﺍﻟﺘﺭﺒﻭﻱ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺒﺤﻴﺙ ﻴﺭﺘﻜﺯ ﻋﻠﻰ ﻗﻭﺍﻋﺩ ﺼﻠﺒﺔ ﻻ ﻤﻜﺎﻥ ﻟﻠﻐﺵ ﻓﻴﻬﺎ‬
‫ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻟﺘﻘﻭﻴﻡ ‪.‬‬
‫‪ -‬ﺍﻟﻤﻘﺘﺭﺤﺎﺕ ‪ :‬ﺘﻘﺘﺭﺡ ﺍﻟﺒﺎﺤﺜﺔ ﺇﻜﻤﺎﻻ ﻟﻠﻔﺎﺌﺩﺓ ﺍﻟﻤﺭﺠﻭﺓ ﻟﻠﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻤﺎ ﻴﺄﺘﻲ ‪:‬‬
‫‪ -‬ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﺘﺴﺘﻬﺩﻑ ﺍﻟﻜﺸﻑ ﻋﻥ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻐﺵ ﻭﻤﺘﻐﻴﺭﺍﺕ ﺃﺨﺭﻯ ﻤﻨﻬﺎ ﺍﻟﺴﻤﺎﺕ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ‪،‬ﻭﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ‪،‬ﻭ ﻤﻔﻬﻭﻡ ﺍﻟﺫﺍﺕ ‪ ،‬ﻭﺍﻟﻀﻐﻭﻁ ﺍﻟﻨﻔﺴﻴﺔ ‪.‬‬
‫‪ -‬ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﺃﺨﺭﻯ ﻴﺘﻡ ﻓﻴﻬﺎ ﺍﺴﺘﻁﻼﻉ ﺃﺭﺍﺀ ﻋﻴﻨـﺎﺕ ﺃﺨـﺭﻯ ﻜـﺂﺭﺍﺀ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﺘﺭﺒﻭﻴـﺔ‬
‫ﻭﺍﻟﻤﺩﺭﺴﻴﻥ ﻭﺍﻟﻤﺸﺭﻓﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻭﺍﻟﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻻﺨﺘﺼﺎﺼﻴﻴﻥ ‪.‬‬

‫‪296‬‬
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

‫ﺍﻟﻤﺼـــــﺎﺩﺭ ﺍﻟﻌﺭﺒﻴﺔ ﻭﺍﻷﺠﻨﺒﻴﺔ ‪:‬‬

‫ﺍﻟﻤﺼـــــﺎﺩﺭ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﺍﻟﻘﺭﺁﻥ ﺍﻟﻜﺭﻴﻡ ‪.‬‬
‫‪ -1‬ﺃﺒﻭ ﺤﻭﻴﺞ ‪ ،‬ﻤﺭﻭﺍﻥ ‪ ،‬ﻭﺁﺨﺭﻭﻥ‪ :‬ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﻘﻭﻴﻡ ﻓﻲ ﺍﻟﺘﺭﺒﻴﺔ ﻭﻋﻠـﻡ ﺍﻟـﻨﻔﺱ ‪ ،‬ﻁ‪ ،1‬ﺩﺍﺭ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺩﻭﻟﻴﺔ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ ﻭﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ‪ ،‬ﻋﻤﺎﻥ ‪ ،‬ﺍﻷﺭﺩﻥ‪.(2002 ) ،‬‬
‫‪-2‬ﺃﺒﻭ ﺯﻴﻨﺔ ‪ ،‬ﻓﺭﻴﺩ ﻭﺁﺨﺭﻭﻥ‪ :‬ﺍﻟﻁﺭﻕ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﻠﺘﺭﺒﻴـﺔ ﻭﺍﻟﻌﻠـﻭﻡ ﺍﻹﻨـﺴﺎﻨﻴﺔ ‪ ،‬ﺝ‪ ، 1‬ﺩﺍﺭ‬
‫ﺍﻟﻔﺭﻗﺎﻥ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ ‪ ،‬ﻋﻤﺎﻥ ‪ ،‬ﺍﻷﺭﺩﻥ ‪.(1981) ،‬‬
‫‪ -3‬ﺃﺒﻭ ﺯﻴﻨﺔ ‪ ،‬ﻓﺭﻴﺩ ﻭﺁﺨﺭﻭﻥ ‪ :‬ﺍﻟﻁﺭﻕ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﻠﺘﺭﺒﻴﺔ ﻭﺍﻟﻌﻠﻭﻡ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ ‪ ،‬ﺝ‪ ،2‬ﺩﺍﺭ‬
‫ﺍﻟﻔﺭﻗﺎﻥ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ ‪ ،‬ﻋﻤﺎﻥ ‪ ،‬ﺍﻷﺭﺩﻥ‪. (1984) ،‬‬
‫‪ -4‬ﺍﺤﻤﺩ ‪ ،‬ﺸﻜﺭﻱ ﺴﻴﺩ ‪،‬ﻭ ﺍﻟﻤﻐﻴﺼﻴﺏ ‪ ،‬ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ ﻋﺒﺩ ﺍﻟﻘﺎﺩﺭ ‪ :‬ﺴﻠﻭﻙ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ‬
‫ﻭﻋﻼﻗﺘﻪ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﺩﻯ ﺒﻌﺽ ﻁﻠﺒﺔ ﺍﻟﺘﻌﻠـﻴﻡ ﺍﻟﻌـﺎﻟﻲ ‪،‬‬
‫ﻗﻁﺭ ‪ ،‬ﻤﺠﻠﺔ ﻤﺭﻜﺯ ﺍﻟﺒﺤﻭﺙ ﺍﻟﺘﺭﺒﻭﻴﺔ ‪ ،‬ﺍﻟﻤﺠﻠﺩ ‪ ،24‬ﺍﻟﻌﺩﺩ‪, ( 1988 ) ،3‬‬
‫‪ -5‬ﺇﺴﻤﺎﻋﻴل ‪ ،‬ﻤﺤﻤﺩ ﻋﻤﺎﺩ ﺍﻟﺩﻴﻥ ﻭ ﻤﺭﺴﻲ ‪،‬ﺴﻴﺩ ﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ‪ :‬ﺒﻁﺎﻗﺔ ﺘﻘﻴﻴﻡ ﺍﻟﺸﺨﺼﻴﺔ ‪ ،‬ﻁ‪، 2‬‬
‫ﺍﻟﻘﺎﻫﺭﺓ ‪.1974 ،‬‬
‫‪ -6‬ﺒﻜﻴﺵ ‪ ،‬ﻋﻤﺭ ﺴﻠﻴﻤﺎﻥ ‪ :‬ﺩﺭﺍﺴﺔ ﺤﻭل ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﺜﺎﻨﻭﻴـﺔ ‪،‬‬
‫ﻤﺠﻠﺔ ﺃﺴﺒﻭﻉ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺴﺎﺒﻊ ‪ ،‬ﺠﻤﻌﻴﺔ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻟﻜﻭﻴﺕ ‪.(1979) ،‬‬
‫‪ -7‬ﺍﻟﺘﻤﻴﻤﻲ‪،‬ﻤﺤﻤﻭﺩ ﻜﺎﻅﻡ‪:‬ﻤﺭﻜﺯ ﺍﻟﺴﻴﻁﺭﺓ ﻭﻋﻼﻗﺘﻪ ﺒﺘﺤﻤل ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟـﺩﻯ ﻁﻠﺒـﺔ‬
‫ﺍﻟﺠﺎﻤﻌﺔ ‪ ،‬ﻤﺠﻠﺔ ﺁﺩﺍﺏ ﺍﻟﻤﺴﺘﻨﺼﺭﻴﺔ ﺍﻟﻌﺩﺩ)‪ (33‬ﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ‪،‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻟﻤﺴﺘﻨﺼﺭﻴﺔ‪.(1999 ) ،‬‬
‫‪ -8‬ﺍﻟﺠﺒﺎﻟﻲ ‪ ،‬ﺼﻼﺡ‪ :‬ﺍﻟﻤﺭﺍﻫﻘﺔ) ﺃﺯﻤﺔ ﺍﻟﺸﺒﺎﺏ ﻤﻊ ﺍﻟﻤﺠﺘﻤﻊ (‪،‬ﺩﺍﺭ‪،‬ﻁ‪ ،1‬ﻤﻜﺘﺒﺔ ﺍﻟﻔﻜﺭ‪،‬‬
‫ﻟﻴﺒﻴﺎ‪. (1973 ) ،‬‬
‫‪ -9‬ﺠﺎﺒﺭ ‪،‬ﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﺠﺎﺒﺭ ‪ ،‬ﻭﺍﻟﺨﻀﺭﻱ ‪ ،‬ﺴﻠﻴﻤﺎﻥ ‪ :‬ﺒﻌـﺽ ﺍﻟﻌﻭﺍﻤـل ﺍﻟﻤﺭﺘﺒﻁـﺔ ﺒـﺎﻟﻐﺵ‬
‫ﺍﻟﻤﺩﺭﺴﻲ‪ ،‬ﻓﻲ ﺠﺎﺒﺭ ﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﺩﺭﺍﺴﺎﺕ ﻓﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﺘﺭﺒﻭﻱ ﻋﺎﻟﻡ ﺍﻟﻜﺘﺏ ‪.(1980) ،‬‬
‫‪ -10‬ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ ‪ :‬ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ ‪ ،‬ﺍﻟﻜﻭﻴﺕ ‪(1980 )،‬‬
‫‪ -11‬ﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻌﺭﺍﻕ ‪ ,‬ﻭﺯﺍﺭﺓ ﺍﻟﺘﺭﺒﻴﺔ ‪ ,‬ﻨﻅﺎﻡ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺭﻗﻡ )‪:(2‬ﺍﻟﻤـﻭﺍﺩ )‪(47-38‬‬
‫ﻤﺩﻴﺭﻴﺔ ﺍﻟﺸﺅﻭﻥ ﺍﻟﻔﻨﻴﺔ‪.(1977) ،‬‬
‫‪ -12‬ﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻌﺭﺍﻕ ‪ ,‬ﻭﺯﺍﺭﺓ ﺍﻟﺘﺭﺒﻴﺔ ‪،‬ﻨﻅﺎﻡ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺭﻗﻡ )‪ ، (2‬ﻤﺩﻴﺭﻴﺔ ﺍﻟﺸﺅﻭﻥ‬
‫ﺍﻟﻔﻨﻴﺔ‪. (1981) ،‬‬
‫‪ -13‬ﺤﺴﻴﻥ ‪ ،‬ﻤﻨﺼﻭﺭ ‪،‬ﻭﻤﺤﻤﺩ ﻤﺼﻁﻔﻰ ﺯﻴﺩﺍﻥ ‪ :‬ﺍﻟﻁﻔل ﻭﺍﻟﻤﺭﺍﻫﻕ ‪ ،‬ﻁ‪ ،1‬ﻤﻜﺘﺒـﺔ ﺍﻟﻨﻬـﻀﺔ‬
‫ﺍﻟﻤﺼﺭﻴﺔ ‪ ،‬ﻤﺼﺭ‪. (1982) ،‬‬

‫‪297‬‬
 ‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‪....‬‬

‫‪ -14‬ﺤﻤﺩﺍﻥ ‪ ،‬ﻓﺎﺌﻕ ﻋﺎﻤﺭ ‪ :‬ﺍﻟﻁﻼﺏ ﻭﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ‪ ،‬ﻤﺠﻠﺔ ﺭﺴﺎﻟﺔ ﺍﻟﻤﻌﻠـﻡ‬
‫ﺍﻟﻌﺩﺩ)‪ (2‬ﻭﺯﺍﺭﺓ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻡ‪ ،‬ﻋﻤﺎﻥ )‪(1986‬‬
‫‪ -15‬ﺤﻤﺩﺍﻥ ‪ ،‬ﻤﺤﻤﺩ ﺯﻴﺎﺩ ‪ :‬ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﺃﺩﺍﺀ ﺍﻟﻭﺍﺠﺒﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ‪،‬ﻤﺎﻫﻴﺘﻪ ﻭﺃﺼـﻭﻟﻪ‬
‫ﻭﺘﺸﺨﻴﺼﻪ ﻭﻋﻼﺠﻪ ‪ ،‬ﺴﻠﺴﻠﺔ ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻟﺴﺭﻴﻌﺔ ‪ ،‬ﺩﺍﺭ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺤﺩﻴﺜـﺔ‬
‫ﻋﻤﺎﻥ ‪ ،‬ﺍﻷﺭﺩﻥ ) ‪. (1986‬‬
‫‪ -16‬ﺍﻟﺨﺯﺭﺠﻲ ‪ ،‬ﻋﻠﻲ ﻋﺒﺩ ﺍﻟﻠﻁﻴﻑ ﺤﻤﻭﺩﻱ‪ :‬ﺍﻟﺤﺎﺠﺔ ﺍﻟﻰ ﺍﻟﻤﻌﺭﻓﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺤل ﺍﻟﻤـﺸﻜﻼﺕ‬
‫ﻟﺩﻯ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﺒﻐﺩﺍﺩ ‪ )،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ ( ﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ‪،‬ﺠﺎﻤﻌﺔ‬
‫ﺒﻐﺩﺍﺩ‪. (2003) ،‬‬
‫‪ -17‬ﺨﻠﻑ ‪ ،‬ﻓﻠﻴﺢ ﺤﺴﻥ‪ :‬ﺍﻟﻅﻭﺍﻫﺭ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﻟﺨﺎﻁﺌﺔ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﻭﺘﺄﺜﻴﺭﻫﺎ ﻋﻠـﻰ ﺍﻟﻤـﺴﺘﻭﻯ‬
‫ﺍﻟﻌﻠﻤﻲ‪ ،‬ﺍﻻﺘﺤﺎﺩ ﺍﻟﻌﺎﻡ ﻟﻁﻠﺒﺔ ﻭﺸﺒﺎﺏ ﺍﻟﻌﺭﺍﻕ ‪ ،‬ﺒﻐﺩﺍﺩ‪.(1983 ) ،‬‬
‫‪ -18‬ﺍﻟﺨﻁﻴﺏ ‪ ،‬ﻤﺤﻤﺩ ﺇﺒﺭﺍﻫﻴﻡ ‪ :‬ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻁﻠﺒﺔ ﻨﺤﻭ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ‪ ،‬ﻤﺠﻠـﺔ‬
‫ﺭﺴﺎﻟﺔ ﺍﻟﻤﻌﻠﻡ ﺍﻟﻌﺩﺩ)‪ (2‬ﻭﺯﺍﺭﺓ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻡ‪ ،‬ﻋﻤﺎﻥ)‪(1985‬‬
‫‪ -19‬ﺍﻟﺩﻤﺭﺩﺍﺵ ‪ ،‬ﺴﺭﺤﺎﻥ ‪،‬ﻭﻤﻨﻴﺭ ﻜﺎﻤل ‪ :‬ﺍﻟﻤﻨﺎﻫﺞ ‪ ،‬ﻁ‪ ،2‬ﺩﺍﺭ ﺍﻟﻬﻨﺎ ﻟﻠﻁﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺭ ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‬
‫‪. (1969) ،‬‬
‫‪ -20‬ﺭﺍﺸﺩ ‪ ،‬ﻨﻭﺭ ‪ :‬ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﻓﻨﻭﻨﻬﺎ ﻭﺘﺩﺍﻋﻴﺎﺘﻬﺎ ﻋﻠـﻰ ﺴـﻠﻭﻙ ﺍﻟﻁﻠﺒـﺔ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ‪ ،‬ﺇﺴﻼﻡ ﺃﻭﻴﻥ ﻻﻴﻥ ﻨﺕ )‪ (2002‬ﺍﻟﻤﻭﻗﻊ ‪htt www. Islam online.net :‬‬
‫‪ -21‬ﺍﻟﺭﺍﻭﻱ ‪ ،‬ﺨﺎﺸﻊ ﻤﺤﻤﻭﺩ ‪ :‬ﺍﻟﻤﺩﺨل ﺇﻟﻰ ﺍﻹﺤﺼﺎﺀ ‪ ،‬ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻟﻲ ﻭﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ‪،‬‬
‫ﺩﺍﺭ ﺍﻟﻜﺘﺏ ﻟﻠﻁﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺭ ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻤﻭﺼل‪. (1989) ،‬‬
‫‪ -22‬ﺭﺅﻭﻑ‪ ،‬ﺍﺒﺭﺍﻫﻴﻡ ﻋﺒﺩ ﺍﻟﺨﺎﻟﻕ‪ :‬ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺘﺤﺼﻴل ﺍﻟﻤﺩﺭﺴﻲ‬
‫ﻓﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ‪ ،‬ﺠﺎﻤﻌﺔ ﺒﻐﺩﺍﺩ ) ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ ( ﺒﻐﺩﺍﺩ‪.(1978 ) ،‬‬
‫‪ -23‬ﺍﻟﺭﻭﺴﺎﻥ ‪ ،‬ﻓﺎﺭﻭﻕ ‪ :‬ﺃﺴﺎﻟﻴﺏ ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﺸﺨﻴﺹ ﻓﻲ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺨﺎﺼﺔ ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺭ‬
‫ﻟﻠﻁﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ ‪ ،‬ﻁ‪ ، 1‬ﺍﻷﺭﺩﻥ‪. (1999) ،‬‬
‫‪ -24‬ﺯﻫﺭﺍﻥ ‪ ،‬ﺤﺎﻤﺩ ﻋﺒﺩ ﺍﻟﺴﻼﻡ‪ :‬ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﻨﻤﻭ ) ﺍﻟﻁﻔﻭﻟﺔ ﻭﺍﻟﻤﺭﺍﻫﻘﺔ( ‪ ،‬ﺩﺍﺭ ﺍﻟﻌﻭﺩﺓ ‪،‬‬
‫ﺒﻴﺭﻭﺕ ‪.(1981) ،‬‬
‫‪ -25‬ﺯﻫﺭﺍﻥ ‪ ،‬ﺤﺎﻤﺩ ﻋﺒﺩ ﺍﻟﺴﻼﻡ ﻭﺁﺨﺭﻭﻥ ‪ :‬ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻥ ﺒﺤﺙ ﺘﺠﺭﻴﺒﻲ ﻟﻠﻌﻼﻗـﺔ‬
‫ﺒﻴﻥ ﺍﻻﺘﺠﺎﻩ ﺍﻟﻠﻔﻅﻲ ﻨﺤﻭ ﺍﻟﻐﺵ ﻭﺒﻴﻥ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻔﻌﻠﻲ ﻟﻠﻐﺵ ‪ ،‬ﻋﺎﻟﻡ ﺍﻟﻜﺘﺏ ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ ‪.(1975) ،‬‬
‫‪ -26‬ﺍﻟﺯﻭﺒﻌﻲ ‪ ,‬ﻋﺒﺩ ﺍﻟﺠﻠﻴل ‪ ,‬ﻭﺁﺨﺭﻭﻥ ‪ :‬ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﺍﻟﻤﻘﺎﻴﻴﺱ ﺍﻟﻨﻔﺴﻴﺔ ‪ ,‬ﺩﺍﺭ ﺍﻟﻜﺘﺏ ﻟﻠﻨﺸﺭ‬
‫ﻭﺍﻟﺘﻭﺯﻴﻊ ‪ ,‬ﺍﻟﻤﻭﺼل ‪1981 ,‬ﻡ ‪.‬‬
‫‪ -27‬ﺍﻟﺴﻌﺩ ‪ ،‬ﺍﺤﻤﺩ ‪:‬ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻌﺎﻤﺔ ﻭﺍﻟﻤﺩﺭﺴﻴﺔ ‪ ،‬ﻤﺠﻠﺔ ﺍﻟﺘﺭﺒﻴـﺔ ‪،‬ﺍﻟﻌـﺩﺩ‬
‫)‪ (126‬ﻗﻁﺭ ‪ ،‬ﻤﺎﺭﺱ ) ‪.158-147 (1996‬‬

‫‪298‬‬
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

‫‪ -28‬ﺍﻟﺸﻨﺎﻭﻱ ‪ ،‬ﺴﻠﻴﻤﺎﻥ ﻤﺤﻤﺩ ‪ :‬ﺍﻟﻐﺵ‪ ،‬ﻤﺠﻠﺔ ﺍﻟﺘﺭﺒﻴﺔ ‪،‬ﺍﻟﻌﺩﺩ )‪ (58‬ﻗﻁﺭ )‪، 37-30 (1983‬‬
‫‪ -29‬ﺍﻟﺸﻴﺒﺎﻨﻲ ‪ ،‬ﻋﻤﺭ ﺍﻟﺘﻭﻤﻲ‪ :‬ﻓﻠﺴﻔﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ‪ ،‬ﺍﻟﻤﻨﺸﺄﺓ ﺍﻟﻌﺎﻤﺔ ﻟﻠﺘﻭﺯﻴﻊ ‪.1978 ،‬‬
‫‪ -30‬ﻋﺒﺩ ﺍﷲ ‪ ،‬ﻓﻴﺼل ﻨﻭﺍﻑ‪ :‬ﺒﻨﺎﺀ ﻤﻘﻴﺎﺱ ﻟﻠﺘﻜﻴﻑ ﺍﻻﺠﺘﻤـﺎﻋﻲ ﺍﻟﻤﺩﺭﺴـﻲ ﻟﻁﻠﺒـﺔ ﺍﻟﻤﺭﺤﻠـﺔ‬
‫ﺍﻹﻋﺩﺍﺩﻴﺔ ‪)،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ‪ ،‬ﺠﺎﻤﻌﺔ ﺒﻐﺩﺍﺩ ‪.(1978) ،‬‬
‫‪ -31‬ﺍﻟﻌﺠﻴﻠﻲ ‪ ،‬ﺼﺒﺎﺡ ﺤﺴﻴﻥ ﻭﺁﺨﺭﻭﻥ ‪ :‬ﺍﻟﺘﻘﻭﻴﻡ ﻭﺍﻟﻘﻴﺎﺱ ﺍﻟﻨﻔـﺴﻲ ‪ ،‬ﻤﻁﺒﻌـﺔ ﺩﺍﺭ ﺍﻟﺤﻜﻤـﺔ‬
‫ﻟﻠﻁﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺭ ‪،‬ﺠﺎﻤﻌﺔ ﺒﻐﺩﺍﺩ ‪،‬ﺒﻐﺩﺍﺩ‪. (1990 ) ،‬‬
‫‪ -32‬ﻋﺭﻓﺎﺕ ‪ ،‬ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ ﺴﻠﻴﻤﺎﻥ ‪ :‬ﺍﻟﻤﻌﻠﻡ ﻭﺍﻟﺘﺭﺒﻴﺔ ‪ ،‬ﻁ ‪ ، 2‬ﻤﻜﺘﺒﺔ ﺍﻻﻨﺠﻠﻭ – ﺍﻟﻤـﺼﺭﻴﺔ ‪،‬‬
‫‪1982‬ﻡ ‪.‬‬
‫‪ -33‬ﺍﻟﻌﺯﺍﻭﻱ ﻤﺤﻤﺩ ﺍﻟﻴﺎﺱ ﺒﻜﺭ ﻭﺁﺨﺭﻭﻥ ‪ : ،‬ﺍﻟﻤﻨﺎﺥ ﺍﻟﻨﻔﺴﻲ ﻓﻲ ﺍﻟﻤﻭﻗﻑ ﺍﻟﺼﻔﻲ ﻤﻥ ﺨـﻼل‬
‫ﺭﺴﻭﻡ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﻭﺘﻌﻠﻴﻘﺎﺘـﻬﻡ ‪ ،‬ﺠﺎﻤﻌﺔ ﺒﻐﺩﺍﺩ‪. (1997) ،‬‬
‫‪ -34‬ﺍﻟﻌﻤﺭ ‪ ،‬ﺒﺩﺭ ﻋﻤﺭ ‪ :‬ﺍﻟﻤﺘﻌﻠﻡ ﻓﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﺘﺭﺒﻭﻱ ‪ ،‬ﻁ ‪ ، 1‬ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴـﺕ ‪ ،‬ﻜﻠﻴـﺔ‬
‫ﺍﻟﺘﺭﺒﻴﺔ ‪1990 ،‬ﻡ ‪.‬‬
‫‪ -35‬ﻋﻭﺩﺓ ‪ ،‬ﺍﺤﻤﺩ ﺴﻠﻴﻤﺎﻥ ‪،‬ﻭﺍﻟﺨﻠﻴﻠﻲ ‪ ،‬ﻭﺨﻠﻴل ﻴﻭﺴﻑ‪ :‬ﺍﻹﺤﺼﺎﺀ ﻟﻠﺒﺎﺤﺙ ﻓﻲ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﻌﻠـﻭﻡ‬
‫ﺍﻹﻨﺴﺎﻨﻴﺔ ‪ ،‬ﻁ‪ ،2‬ﺩﺍﺭ ﺍﻟﻔﻜﺭ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ ‪ ،‬ﺍﻷﺭﺩﻥ‪. (1988) ،‬‬
‫‪ -36‬ﻋﻭﺩﺓ ‪ ،‬ﺍﺤﻤﺩ ﺴﻠﻴﻤﺎﻥ ‪،‬ﻭﺍﻟﺨﻠﻴﻠﻲ‪ ،‬ﻭﺨﻠﻴل ﻴﻭﺴﻑ‪ :‬ﺍﻹﺤﺼﺎﺀ ﻟﻠﺒﺎﺤﺙ ﻓﻲ ﺍﻟﺘﺭﺒﻴـﺔ ﻭﺍﻟﻌﻠـﻭﻡ‬
‫ﺍﻹﻨﺴﺎﻨﻴﺔ ‪ ،‬ﻁ‪ ،2‬ﺩﺍﺭ ﺍﻷﻤل ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ ‪ ،‬ﺍﻷﺭﺩﻥ‪. (2000) ،‬‬
‫‪ -37‬ﻋﻭﺩﺓ ‪ ،‬ﺍﺤﻤﺩ ﺴﻠﻴﻤﺎﻥ ‪،‬ﻭﻤﻘﺎﺒﻠﺔ ﻨﺼﺭ ‪ :‬ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺤﺠﻤﻬﺎ ﻭﺃﺴﺒﺎﺒﻬﺎ ﻜﻤﺎ‬
‫ﻴﺩﺭﻜﻬﺎ ﻁﻠﺒﺔ ﺠﺎﻤﻌﺔ ﺍﻟﻴﺭﻤﻭﻙ ﻓﻲ ﺍﻷﺭﺩﻥ ‪ ،‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﺘﺭﺒﻭﻴﺔ ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴـﺕ‬
‫ﺍﻟﻌﺩﺩ) ‪ (216‬ﺍﻟﻜﻭﻴﺕ ) ‪. (1985‬‬
‫‪ -38‬ﺍﻟﻐﺭﻴﺏ ‪ ،‬ﺭﻤﺯﻴﺔ ‪ :‬ﺍﻟﺘﻘﻭﻴﻡ ﻭﺍﻟﻘﻴﺎﺱ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﺘﺭﺒﻭﻱ ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻻﻨﺠﻠﻭ – ﺍﻟﻤﺼﺭﻴﺔ ‪،‬‬
‫) ‪. (1977‬‬
‫‪ -39‬ﺍﻟﻔﻨﻴﺵ ‪ ،‬ﺍﺤﻤﺩ ﻋﻠﻲ ‪ :‬ﺃﺼﻭل ﺍﻟﺘﺭﺒﻴﺔ ‪ ،‬ﺍﻟﺩﺍﺭ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻜﺘﺎﺏ ‪ ،‬ﻟﻴﺒﻴﺎ ‪1979 ،‬ﻡ ‪.‬‬
‫‪ -40‬ﻓﻴﻨﻜﺱ ‪ ،‬ﻓﻴﻠﻴﺏ ‪ :‬ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﺼﺎﻟﺢ ﺍﻟﻌﺎﻡ ‪ ،‬ﺘﺭﺠﻤﺔ ﻤﺤﻤﺩ ﻟﺒﻴﺏ ﺍﻟﺘﺠﻴﺤـﻲ ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﻬـﻀﺔ‬
‫ﺍﻟﻌﺭﺒﻴﺔ ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ ‪.(1965) ،‬‬
‫‪ -41‬ﻤﺤﻤﺩ ‪ ،‬ﻋﻭﺍﺩ ﺠﺎﺴﻡ ‪ :‬ﺒﻨﺎﺀ ﻤﺭﺠﻊ ﻭﺤﺩﺓ ﻓﻲ ﻤﺎﺩﺓ ﺍﻟﻌﻠﻭﻡ ﻭﻤﻌﺭﻓﺔ ﺍﺜـﺭ ﺍﺴـﺘﺨﺩﺍﻡ ﻓـﻲ‬
‫ﺘﺤﺼﻴل ﻁﻼﺏ ﺍﻟﻤﺭﺤﻠﺘﻴﻥ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻭﺍﻻﺒﺘﺩﺍﺌﻴﺔ ) ﺃﻁﺭﻭﺤﺔ ﺩﻜﺘﻭﺭﺍﻩ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ (‪ ،‬ﺠﺎﻤﻌﺔ‬
‫ﺒﻐﺩﺍﺩ ‪.(1983) ،‬‬
‫‪ -42‬ﻤﺯﻋل ‪ ،‬ﺠﻤﺎل ﺍﻷﺴﺩ ‪ :‬ﻨﻅﺎﻡ ﺍﻟﺘﻌﻠﻴﻡ ﻓﻲ ﺍﻟﻌـﺭﺍﻕ ‪ ،‬ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠـﻴﻡ ﺍﻟﻌـﺎﻟﻲ ‪ ،‬ﺠﺎﻤﻌـﺔ‬
‫ﺍﻟﻤﻭﺼل ‪ ،‬ﻁﺒﻊ ﺒﻤﻁﺎﺒﻊ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻟﻲ ﻓﻲ ﺍﻟﻤﻭﺼل‪. (1991 ) ،‬‬
‫‪ -43‬ﻤﻌﻭﺽ‪،‬ﺨﻠﻴل ﻤﻴﺨﺎﺌﻴل‪:‬ﺴﻴﻜﻭﻟﻭﺠﻴﺔ ﺍﻟﻨﻤﻭ)ﺍﻟﻁﻔﻭﻟﺔ ﻭﺍﻟﻤﺭﺍﻫﻘﺔ (‪،‬ﻁ‪ ، 2‬ﺩﺍﺭ ﺍﻟﻔﻜﺭ ﺍﻟﺠﺎﻤﻌﻲ‬

‫‪299‬‬
 ....‫ﻅﺎﻫﺭﺓ ﺍﻟﻐﺵ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻟﺩﻯ‬

. (1983) ،‫ ﺍﻟﻘﺎﻫﺭﺓ‬،
‫ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﻴﺌﻴﺔ ﻓﻲ ﻤﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻌﺎﻡ ﺒﺎﻟﻭﻁﻥ‬: ‫ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﺘﺭﺒﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﻌﻠﻭﻡ‬-44
(1987) ، ‫ ﺘﻭﻨﺱ‬, ‫ ﻤﻁﺒﻌﺔ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻌﺭﺒﻴﺔ‬, ‫ﺍﻟﻌﺭﺒﻲ‬
‫ ﺍﻟﻐﺎﻴﺔ ﺘﺒﺭﺭ ﺍﻟﻭﺴﻴﻠﺔ ﺩﺭﺍﺴﺔ ﺍﺠﺘﻤﺎﻋﻴـﺔ ﻟﻅـﺎﻫﺭﺓ ﺍﻟﻐـﺵ ﻓـﻲ‬: ‫ ﻤﺼﻁﻔﻰ ﻋﻤﺭ‬، ‫ ﺍﻟﻨﻴﺭ‬-45
. ( 1980 ) ،1‫ ﻁ‬، ‫ﺍﻻﻤﺘﺤﺎﻨﺎﺕ‬
‫ ﻋﻠـﻡ ﺍﻟـﻨﻔﺱ ﺍﻟﺘﻜـﻭﻴﻨﻲ) ﺍﻟﻁﻔﻭﻟـﺔ‬: ‫ ﻴﻭﺴﻑ ﺤﻨـﺎ‬، ‫ ﻭﺇﺒﺭﺍﻫﻴﻡ‬، ‫ ﺼﺒﺎﺡ ﺤﻨﺎ‬، ‫ ﻫﺭﻤﺯ‬-46
. (1988 ) ، ‫ ﺍﻟﻤﻭﺼل‬، ‫ ﺩﺍﺭ ﺍﻟﻔﻜﺭ ﻟﻠﻁﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺭ‬، ( ‫ﻭﺍﻟﻤﺭﺍﻫﻘﺔ‬
:‫ﺍﻟﻤﺼﺎﺩﺭ ﺍﻷﺠﻨﺒﻴﺔ‬
47- Adams, G.S.: Measurement and Evaluation Psychology Guidance,
New York, Holt , (1966).
48- Centra , John , A : College Freshman Attitudes Toward Cheating
, Personnel Guidance Journal ,Vol (48) , No 95) pp366-
374January , (1970) .
49- Cronbach Lee, J : Essentials of psychological testing. Harper
Brothers Publisher. New York, (1964).
50- Ellenburg , F , C : Cheating on Tests Are Hihg Achievers
Greater Offenders Than Low Achievers? Clearring House Vol (47) No
(7) March Pp427-229Ej 074119 ,(1973) .
51 - Erickson , Maynard ,L & Smith ,Walton, B, : on The Relationship
Between Self Reported and Actual Deviance , an Empirical Test
Humboldt journal of Social Relations Vol ( 1) No ( 8) Spring Summer ,
pp 106- 113( 1974).
52-Evans.E.D &Graig .D: Teacher and STUDENT Perception of
Academic cheating in middle and Senior high Schools , The journal of
Educational Research , September –Oct0ber Vol (84) No (1) ( 1990) .
53- Fakouri , M E, : Achievement Motivation and Cheating
Psychological Reports Vol (31) No (2)pp 629-631October (1974) .
54- Feldman Solomon , E & Feldman , Martin , T : Transition of Sex
Differences in Cheating , Psychological Reports Vol (20) No (3)Pt 1 ,
pp957-958( 1967) .
55-31. Fergusen, G.A.: Statistical analysis in psychology and
education, 5th edition. Kosaide printing Co. Ltd. Tokyo, Japan. (1981)
56- Fiordaliso, R. Lordeman , A.Filipczak ,J& Friedman ,R. M : Effects
Of Feedback on Absenteeism in the Junior High School , the
Journal of Educational Researchm, (1977) p189-191 .
57- Fogelman , K : School Attendance ,Attainment and Behavior,
British , Journal of Educational, Psychology, ,(1978) .
58- Good , C.V : Dictionary of Education , 3rd , ed., Mc Grow , Hill

300
 ‫ﻓﻀﻴﻠﻪ ﻋﺭﻓﺎﺕ ﻤﺤﻤﺩ ﺍﻟﺴﺒﻌﺎﻭﻱ‬

book Company , New York ,p 533, .( 1973).

59- Jacobson ,L ,F Berger .S ,E & Millham, J : individual differences
in cheating during a temptation period when confronting failure,
journal personality and social psychology ,(15) 48-56,(1978) .
60- Jacobson ,L ,F & Klores ,M ,S : Attitudes toward cheating as a
function of classroom dissatisfaction and peer norms , journal of Ed
ucational Research , ( 62) 60-64)( 1968) .
61- Leveque , Kenneth , L & Walker ,Ronald : Correlates of High
School Cheating Behavior , psychology in the Schools , Vol (7) No
(2) pp 158-163, Ej018313 April ( 1970).
62-Mclntire , Walter , G: A Comparative Study of Selected
personality Characteristics of Students Who Cheat and Do Not
Cheat in an Academic Situation Dal Vol(29) No (8B) , pp3079-3080
(1969).
63- Montor , Karel : Cheating in High School and Society , Vol( 99)
pp 96-98, Fer (1971).
64- Sheldon, E , B & Hill ,F.: why college students cheat, journal of
college student personal (22) 545-552),(1969) .
Grade , the Journal of Educational Research (1967).
65- Zastrow , Charles ,H : Cheating Among College Graduate
Students .Journal of Educational Research Vol( 64) No (4) , pp156-
160 , DEC (1970) .

301