١٤١ ‫اﻟﻧوﻋﯾﺔ‬ ‫اﻟﺗرﺑﯾﺔ‬ ‫ﻟﻛﻠﯾﺔ‬ ‫اﻟﻌﻠﻣﯾﺔ‬ ‫اﻟﻣﺟﻠﺔ‬ ‫اﻟﻌدد‬ ‫ﻋﺷر‬ ‫اﻟﺳﺎدس‬ -‫اﻛﺗوﺑر‬ ٢٠١٨ ‫ج‬ ١ ‫ﺍﳉﺎﻣﻌﺔ‬ ‫ﻃﻼﺏ‬ ‫ﻟﺪﻯ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻻﳒﺎﺯ‬ ‫ﺑﺴﻠﻮﻙ‬ ‫ﻭﻋﻼﻗﺘﻪ‬ ‫ﺍﻷﻛﺎﺩﳝﻲ‬ ‫ﺍﻟﺘﺴﻮﻳﻒ‬ ‫ﺣﻣﺎد‬ ‫ﺳﻼﻣﻪ‬ ‫ﯾز‬ ‫اﻟﻌز‬ ‫ﻋﺑد‬ ‫أﯾﻣن‬ ‫د/‬ ‫اﻋداد‬ ‫اﻟﻣﻠﺧص‬ ‫ﺑﯾن‬ ‫ﺗﺑﺎطﯾﺔ‬ ‫اﻻر‬ ‫اﻟﻌﻼﻗﺔ‬ ‫ﻋﻠﻰ‬ ‫اﻟﺗﻌرف‬ ‫إﻟﻰ‬ ‫اﻟﺣﺎﻟﯾﺔ‬ ‫اﺳﺔ‬ ‫اﻟدر‬ ‫ﺗﺳﻌﻰ‬ ‫اﻷﻛﺎدﯾﻣﻲ‬ ‫اﻟﺗﺳوﯾف‬ ‫اﺳﺔ‬ ‫اﻟدر‬ ‫ﻋﯾﻧﺔ‬ ‫وﺗﻛوﻧت‬ ، ‫اﻟﺟﺎﻣﻌﺔ‬ ‫طﻼب‬ ‫ﻟدى‬ ‫اﻻﺟﺗﻣﺎﻋﻲ‬ ‫اﻻﻧﺟﺎز‬ ‫ﺳﻠوك‬ ) ‫ﻣن‬ ١٤٦ ‫ﻣن‬ ‫طﺎﻟب‬ ( ‫إﻋداد‬ ‫ﻣن‬ ‫اﻷﻛﺎدﯾﻣﻲ‬ ‫اﻟﺗﺳوﯾف‬ ‫ﻣﻘﯾﺎس‬ ‫اﻟﺑﺎﺣث‬ ‫اﺳﺗﺧدم‬

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... ‫و‬ ، ‫اﻟﺟﺎﻣﻌﺔ‬ ‫طﻼب‬ ‫ﯾق‬ ‫زر‬ ‫أﺑو‬ ‫اﻋداد‬ ) ‫ادات‬ ‫وﺟر‬ Abu Zureig,M.&Jardat,A.,2013 ‫)اﻋداد‬ ‫اﻻﺟﺗﻣﺎﻋﻲ‬ ‫اﻟﺳﻠوك‬ ‫وﻣﻘﯾﺎس‬ ، ( ‫اﻧﺗﺷﺎر‬ : ‫أﻫﻣﻬﺎ‬ ‫اﻟﻧﺗﺎﺋﺞ‬ ‫ﻣن‬ ‫ﻣﺟﻣوﻋﺔ‬ ‫إﻟﻰ‬ ‫ﺗوﺻﻠت‬ ‫اﺳﺔ‬ ‫اﻟدر‬ ‫ات‬ ‫أدو‬ ‫ﺗطﺑﯾق‬ ‫وﺑﻌد‬ ، ( ‫اﻟﺑﺎﺣث‬ ‫ا‬ ‫اﻟﺗﺳوﯾف‬ ‫ﺳﻠوك‬ ‫ﻣﺳﺗوى‬ ‫أن‬ ‫و‬ ، ‫ﻣﺗوﺳطﺔ‬ ‫ة‬ ‫ﺑﺻور‬ ‫اﻟﺟﺎﻣﻌﺔ‬ ‫طﻼب‬ ‫ﻣن‬ ‫اﺳﺔ‬ ‫اﻟدر‬ ‫ﻋﯾﻧﺔ‬ ‫ﺑﯾن‬ ‫ﻷﻛﺎدﯾﻣﻲ‬ ‫اﻟﺗﺳوﯾف‬ ‫ﺑﯾن‬ ‫ﻋﻛﺳﯾﺔ‬ ‫ﺗﺑﺎطﯾﺔ‬ ‫ار‬ ‫ﻋﻼﻗﺔ‬ ‫ووﺟود‬ ، ‫ﻣﺗوﺳط‬ ‫اﻟﻌﯾﻧﺔ‬ ‫اد‬ ‫أﻓر‬ ‫ﻟدى‬ ‫اﻻﺟﺗﻣﺎﻋﻲ‬ ‫اﻻﻧﺟﺎز‬ ‫اﻟﻌﯾﻧﺔ‬ ‫اد‬ ‫أﻓر‬ ‫ﻟدى‬ ‫اﻷﻛﺎدﯾﻣﻲ‬ ‫ﺑﺎﻟﺗﺳوﯾف‬ ‫اﻟﺗﻧﺑؤ‬ ‫وﯾﻣﻛن‬ ، ‫اﻻﺟﺗﻣﺎﻋﻲ‬ ‫اﻻﻧﺟﺎز‬ ‫وﺳﻠوك‬ ‫اﻷﻛﺎدﯾﻣﻲ‬ ‫ﻣ‬ ‫اﻟﺟﺎﻣﻌﺔ‬ ‫طﻼب‬ ‫ﻣن‬ . ‫اﻻﺟﺗﻣﺎﻋﻲ‬ ‫اﻻﻧﺟﺎز‬ ‫ﺳﻠوك‬ ‫ﻣﺳﺗوى‬ ‫ﺧﻼل‬ ‫ن‬ Abstract The paper attempts to identify the correlation between academic pro crastination and social achievement behavior among university students. The study sample consisted of (146) university students. The researcher used the academic procrastination scale designed by Abu Zureig,M.&Jardat, A (2013) and the social behavior scale that he designed. On implementing the study tools, the paper concludes with some major findings. The most significant of which are: academic procrastination was prevalent on average among the study sample of university students; the level of social achievement behavior among the respondents was on average; academic procrastination and social achievement behavior had inverse correlation; and academic procrastination among respondents was predictable through the level of the social achievement behavior. ١٤٢ ‫اﻟﻧوﻋﯾﺔ‬ ‫اﻟﺗرﺑﯾﺔ‬ ‫ﻟﻛﻠﯾﺔ‬ ‫اﻟﻌﻠﻣﯾﺔ‬ ‫اﻟﻣﺟﻠﺔ‬ ‫اﻟﻌدد‬ ‫ﻋﺷر‬ ‫اﻟﺳﺎدس‬ -‫اﻛﺗوﺑر‬ ٢٠١٨ ‫ج‬ ١ ‫وﺗﺣدﯾدﻫﺎ:‬ ‫ﺑﺎﻟﻣﺷﻛﻠﺔ‬ ‫اﻹﺣﺳﺎس‬ ‫ة‬ ‫ﻛﺛر‬ ‫ﻻﺣظ‬ ً ‫أﻛﺎدﯾﻣﯾﺎ‬ ً ‫وﻣرﺷدا‬ ‫ﺑﺎﻟﺟﺎﻣﻌﺔ‬ ‫ﯾس‬ ‫ﺗدر‬ ‫ﻫﯾﺋﺔ‬ ‫ﻛﻌﺿو‬ ‫اﻟﺑﺎﺣث‬ ‫ﻋﻣل‬ ‫ﺧﻼل‬ ‫ﻣن‬ ‫اد،‬ ‫اﻟﻣو‬ ‫وﺣذف‬ ‫اﻟﺗﺄﺟﯾل‬ ‫إﻟﻰ‬ ‫اﻟﻠﺟوء‬ ‫و‬ ‫اﻟطﻼب،‬ ‫اﻋﺗذار‬ ‫اﻧﺗﺷﺎر‬ ‫اﺳﻲ‬ ‫اﻟدر‬ ‫اﻟﻔﺻل‬ ‫ﺣذف‬ ‫ﺑﻣﺎ‬ ‫ور‬ ً ‫ﻛﺎﻣﻼ‬ ‫و‬ ‫ات‬ ‫اﻻﺧﺗﺑﺎر‬ ‫ﺗﺄﺟﯾل‬ ‫أو‬ ، ‫ﻓﻲ‬ ‫اﻟﻧﻬﺎﺋﯾﺔ‬ ‫ات‬ ‫ﻟﻼﺧﺗﺑﺎر‬ ‫اﻻﺳﺗﻌداد‬ ‫وﻛذﻟك‬ ‫اﻟﻔﺻﻠﯾﺔ،‬ ‫اﻷﻋﻣﺎل‬ ‫ﻋﻠﯾﻬﺎ‬ ‫ﯾطﻠق‬ ‫اﻟﺳﻠوﻛﯾﺎت‬ ‫وﻫذﻩ‬ ‫ﻣوﻋدﻫﺎ،‬ ‫ﻋن‬ ‫اﺟﺑﺎت‬ ‫اﻟو‬ ‫ﺗﺳﻠﯾم‬ ‫وﺗﺄﺧﯾر‬ ، ‫ة‬ ‫اﻷﺧﯾر‬ ‫اﻟﻠﺣظﺎت‬ ١٤٣ ‫اﻟﻧوﻋﯾﺔ‬ ‫اﻟﺗرﺑﯾﺔ‬ ‫ﻟﻛﻠﯾﺔ‬ ‫اﻟﻌﻠﻣﯾﺔ‬ ‫اﻟﻣﺟﻠﺔ‬ ‫اﻟﻌدد‬ ‫ﻋﺷر‬ ‫اﻟﺳﺎدس‬ -‫اﻛﺗوﺑر‬ ٢٠١٨ ‫ج‬ ١ ١٤٤ ‫اﻟﻧوﻋﯾﺔ‬ ‫اﻟﺗرﺑﯾﺔ‬ ‫ﻟﻛﻠﯾﺔ‬ ‫اﻟﻌﻠﻣﯾﺔ‬ ‫اﻟﻣﺟﻠﺔ‬ ‫اﻟﻌدد‬ ‫ﻋﺷر‬ ‫اﻟﺳﺎدس‬ -‫اﻛﺗوﺑر‬ ٢٠١٨ ‫ج‬ ١