الـقدرة الـتنبؤيـة لـعادات الاسـتذكـار بمهارة حـل الـمشكلات لـدى طلبة الـمرحلة الأسـاسـية الـعُليا
DOI:
https://doi.org/10.35516/Edu.2025.12288الكلمات المفتاحية:
عـادات الاسـتذكار، مـهارة حـل الـمشكلات، طـلبـة الـمرحـلة الأسـاسـية الـعُليـاالملخص
الأهداف: هـدفـت الـدراسـة الـحاليـة إلى الكـشف عن الـقدرة الـتنبؤية لعادات الاستذكار بمهارة حـل المشكلات لـدى طلبة المرحلة الأساسية العُليا ، من خلال قياس مـسـتوى كل مـن عـادات الاسـتذكار ومهارة حل المشكلات، والـتعرف إلى أكـثر هذه الـعادات شيـوعًا لـدى الـطلبة، إضافةً إلى تحديد العادات الأكثر إسهامًا في التنبؤ بمهارة حل الـمشكلات.
المنهجية: اتـبعت الـدراسة الـمنهج الوصفي الارتباطي والتنبؤي، ولـجمع الـبيـانـات تـمَّ اسـتـخدام مقياس عـادات الاسـتذكار، إعـداد الـشلوي (2024)، وتـطوير مقيـاس مـهارة حـل الـمشكلات، بـعد التـأكـد مـن خـصائـصهمـا الـسـيكومتـريـة، وطبّقت على عينة مكونة من (700) طالبٍ وطالبة، تـم اختيارهم بالـطريقة الـمتيسرة.
النتائج: أظهرت الـنتائج أن عادة الـربط بين الـمعلومات كانت الأكثر شيوعًا، في حين جاءت عادة تنظيم المذاكرة في المرتبة الأخيرة مـن عـادات الاستـذكار، كـما أظـهرت النتائج أن الـمستوى الـعام لكل من عادات الاستذكار ومهارة حل المشكلات كان متوسطًا، وكشفت نتائـج تحليل الانـحدار الـمتعدد أن عـادتي الاسترجاع والمثابرة في الحصول على المعرفة أسهمتا بصورة دالة إحصائيًا في التنبؤ بمهارة حل المشكلات، حيث بلغت نسبة التباين المفسرة (8.7%).
الخلاصة: أوصـت الـدراسة بـتدريب معلمي المرحلة الأساسية العُليا على تنمية عادات الاستذكار الفعّالة لدى الطلبة، وذلك من خلال تقـديم برامج تـدريبية وإرشـادية تُعزز هذه العادات. كما أوصـت الـدراسـة بتضمين المناهج الـدراسية مـوضـوعات وأنشـطة، تُـحفز الطلـبة على ممـارسة مهـارات حـل المـشكلات ضـمن مواقـف تعليـمية متـنوعة.
التنزيلات
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