| LEADER |
07492nam a22003377a 4500 |
| 001 |
1434652 |
| 041 |
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|a ara
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| 100 |
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|9 126799
|a الشريف، سعد سلطان عبدالله
|e مؤلف
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| 245 |
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|a أثر برنامج تدريبي لتنمية الذكاء الاجتماعي في بعض مهارات حل المشكلات لدى عينة من مرشدي الطلاب في المملكة العربية السعودية
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| 260 |
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|c 2009
|m 1430
|a القاهرة
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| 300 |
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|a 1 - 227
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| 336 |
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|a رسائل جامعية
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| 502 |
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|b رسالة دكتوراه
|c جامعة الازهر
|f كلية التربية
|g مصر
|o 0429
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| 520 |
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|a School counselor is considered to be an important component of the pillars of the school work system. It cannot be believed that a school in this complicated society lacks a school counselor who can investigate the students’ problems and is concerned with what engages them and hinders their study path. As modern life is too complicated, its problems became more complicated than before. The problems that the students suffer from became various. Therefore, the school counselor is required to own particular skills to deal with the students’ problems and try to solve them and overcoming them in order for the school counselor to perform his counseling role in a perfect way. This requires identifying the skills of students’ problem solving that are needed by the students’ counselor, then training him on dealing with and solving them. If those problem solving skills specially the students’ problems are significant for the students’ counselor in order to do his job in the best way then there is an urgent need to find out techniques or approaches by which those problems can be developed. As the students’ problems are complex and various, so the students’ counselor needs to have social intelligence which involves social knowledge, social perception and social flexibility. Ahmed Elghoul(1993) states that there are some traits which should be obtained by a school counselor among which are the following: 1. He should be a social one who is able to treat the school community and the local community. 2. He should have suitable social intelligence. 3. He should be able to analyze and behave in a suitable way. 4. He should be able to make intact social relations. 5. He should know habits, values, and social traditions. (Ahmed Elghoul,1993) Purpose of the study: The main aim of the current study is to probe the effect of a training program for developing social intelligence on some problem solving skills in a sample of students’ counselors in the Kingdom of Saudi Arabia. Statement of the problem: The study was specifically intended to answer the following question: What is the effect of a training program for developing social intelligence on some problem solving skills in students’ counselors.
|a The question is analyzed into the following questions: - Are there statistically significant differences between the mean scores of the experimental group in the total score of the pre- and post- test of The Social Intelligence Test? - Are there statistically significant differences between the mean scores of the experimental group in the pre- and post- test of The Three Dimensions Of The Social Intelligence Test? - Are there statistically significant differences between the mean scores of the experimental group in the total score of the pre- and post- test of The Students Problem Solving Skills Scale? - Are there statistically significant differences between the mean scores of the experimental group in the pre- and post- test of The Six Dimensions Of The Students Problem Solving Skills Scale? Hypotheses of the study: The current study seeks to test the following hypotheses: - There will be no statistically significant differences between the mean scores of the experimental group in the total score of the pre and post test of The Social Intelligence Test. - There will be no statistically significant differences between the mean scores of the experimental group in the pre and post test of The Three Dimensions Of The Social Intelligence Test. - There will be no statistically significant differences between the mean scores of the experimental group in the total score of the pre and post test of The Students Problem Solving Skills Scale. - There will be no statistically significant differences between the mean scores of the experimental group in the pre and post test of The Six Dimensions of The Students Problem Solving Skills Scale. Participants: The sample of the present study consisted of (35) school counselors in The Kingdom of Saudi Arabia. The participants work in all of the instructional stages (Elementary-Middle- Secondary) Instruments of the study: 1- A Training Program for developing Social Intelligence. (by the author). 2- Checklists For Evaluating The Training Sessions Goals. 3- Self Evaluation Checklists.( by the author). 4- The Social Intelligence Test. ( by the author). 5- The Students Problem Solving Skills Scale. (by the author).
|a Data Analysis: The author used the following statistical data analysis techniques: 1- Repeated Measures Analysis of Variance. 2- T-Test. 3- Means and Standard Deviations. Results of the Study: The study found out the following results: - There were statistically significant differences at (0.01) between the mean scores of the experimental group in the total score of the pre and post test of The Social Intelligence Test in favor of the post test. - There were statistically significant differences at (0.01) between the mean scores of the experimental group in the pre and post test of the three dimensions of The Social Intelligence Test (Social Self Efficacy-Social Perception-Social Knowledge) in favor of the post test. - There were statistically significant differences at (0.01) between the mean scores of the experimental group in the total score of the pre and post test of The Students Problem Solving Skills Scale in favor of the post test. - There were statistically significant differences at (0.01 and 0.05) between the mean scores of the experimental group in the pre and post test of The Six Dimensions of The Students Problem Solving Skills Scale in favor of the post test. Discussion of results: The results of the study were discussed in the light of the study hypotheses making use of the theoretical concepts, the training program used, and the previous studies.
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| 653 |
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|a الذكاء الاجتماعي
|a مرشدو الطلاب
|a السعودية
|a المهارات التعليمية
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| 700 |
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|9 53709
|a إبراهيم، رضا رزق
|e مشرف
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| 700 |
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|a إدريس، عبدالفتاح عيسى
|g Idris, Abdel Fattah Issa
|e مشرف
|9 71061
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| 856 |
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|u 9801-006-012-0429-T.pdf
|y صفحة العنوان
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| 856 |
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|u 9801-006-012-0429-A.pdf
|y المستخلص
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| 856 |
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|u 9801-006-012-0429-C.pdf
|y قائمة المحتويات
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| 856 |
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|u 9801-006-012-0429-F.pdf
|y 24 صفحة الأولى
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| 856 |
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|u 9801-006-012-0429-1.pdf
|y 1 الفصل
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| 856 |
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|u 9801-006-012-0429-2.pdf
|y 2 الفصل
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| 856 |
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|u 9801-006-012-0429-3.pdf
|y 3 الفصل
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| 856 |
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|u 9801-006-012-0429-4.pdf
|y 4 الفصل
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| 856 |
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|u 9801-006-012-0429-5.pdf
|y 5 الفصل
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| 856 |
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|u 9801-006-012-0429-R.pdf
|y المصادر والمراجع
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| 856 |
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|u 9801-006-012-0429-S.pdf
|y الملاحق
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| 930 |
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|d n
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| 995 |
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|a Dissertations
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| 999 |
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|c 551940
|d 551940
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