الصداقة من منظور علم النفس

94 اﻟﺼﺪاﻗﺔ ﻣﻦ ﻣﻨﻈﻮر ﻋﻠﻢ اﻟﻨﻔﺲ - أﺳﺎﻟﻴﺐ ﺣﻞ اﳋﻼف ﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻷﺻﺪﻗﺎء.٤ - اﻟﺪراﺳﺎت اﻟﺴﻮﺳﻴﻮﻣﺘﺮﻳﺔ ﳋﺼﺎﺋﺺ اﻟﺼﺪاﻗﺔ.٥ - ﻋﻼﻗﺔ ﺧﺼﺎﺋﺺ اﻟﺼﺪاﻗﺔ ﺑﺎﻟﻈﺮوف اﻻﺟﺘﻤﺎﻋﻴﺔ واﻷﺳﺮﻳﺔ.٦ وذﻟﻚ ﻋﻠﻰ اﻟﻨﺤﻮ اﻟﺘﺎﻟﻲ: أوﻻ: ارﺗﻘﺎء أﺳﺲ اﻟﺘﺠﺎذب وﺷﺮوط اﻟﺼﺪاﻗﺔ ﺑﲔ اﻷﺷﺨﺎص: ﻧﻌﺮض أوﻻ ﺑﺤﻮث ارﺗﻘﺎء أﺳﺲ اﻟﺼﺪاﻗﺔ ﻟﺪى اﻷﻃﻔﺎل ﺛﻢ ﻧـﻨـﺘـﻘـﻞ ﺑـﻌـﺪ ﺳﻨﺔ(ﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ واﻃﺋﺤﻜ ﺳﻨﺔ(:٢٢- ٦١)ﻣﻦ أ- دراﺳــﺎت ارﺗــﻘﺎء أﺳـــــﺲ اﻟـﺘـﺠـــــﺎذب وﺷـــــﺮوط اﻟـــﺼـــﺪاﻗـﺔ ﻓـﻲ ﻣـﺮﺣـﻠـﺔ اﻟﻄﻔﻮﻟﺔ: - ﺑﺤﻮث ﺳﻠﻤﺎن وزﻣﻼﺋﻪ ﻋﻦ ﺗﺼﻮرات اﻷﻃﻔﺎل ﺣﻮل اﻟﺼﺪاﻗﺔ:١ اﻫﺘﻢ ﺳﻠﻤﺎن selman ﺑﺪراﺳﺔ اﻃﺋﺤﻜ ﺣﻮل اﻟﺼﺪاﻗﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺗﺘﺼﻞ ﺑﺤﻮﺛﻪ اﺗﺼﺎﻻ وﺛﻴﻘﺎ ﺑﻨﻈﺮﻳﺎت اﻻرﺗﻘﺎء اﻃﺋﺤﻜ اﻋﺘﻤﺪ ﺳﻠﻤﺎن ﻓﻲ ﺑﺤﺜﻪ ﻟﻬﺬا اﻃﺋﺤﻜ اﻃﺋﺤﻜcross-sectional method٥٢٢ﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺣﻴﺚ أﺟﺮى ﻣﻘﺎﺑﻼت ﻣﻘﻨﻨﺔ ﻣﻊ ﺳﻨﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﻛﻤـﺎ٢٣-٤٬٥ﻣﺒﺤﻮﺛﺎ أﻣﺮﻳﻜﻴﺎ ﻣﻦ اﳉﻨﺴﻃﺋﺤﻜﻹﻖﳒﻼﺚﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺗﺘﺮاوح أﻋـﻤـﺎرﻫـﻢ ﻣـﺎ ﺑـﻃﺋﺤﻜﻹﻖﳒﻼﺚ ٥٥دﻋﻢ ﺑﺤﺜﻪ ﺑﺎﻃﺋﺤﻜlongitudinal methodﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ إذ ﻗﺎم ﺑﺈﺟﺮاء ﺳﻨﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺛـﻢ٢١- ٦ ﻣﺒﺤﻮﺛﺎ ذﻛﺮا ﻓﻲ اﻃﺋﺤﻜ (.٥٩: ص ٧٠١٬ ٥ ٨: ص ٧٩١ﻗﺎﺑﻠﻬﻢ ﻣﺮة ﺛﺎﻧﻴﺔ ﺑﻌﺪ ﻣﺮور ﻋﺎﻣﻃﺋﺤﻜﻹﻖﳒﻼﺚ ) وﻛﺸﻔﺖ ﺑﺤﻮﺛﻪ ﻋﻦ وﺟﻮد ﺗﻐﻴﺮات ارﺗﻘﺎﺋﻴﺔ واﺿﺤﺔ ﻓﻲ ﺗﺼﻮرات. اﻷﻃﻔﺎل واﻃﺋﺤﻜ وﺣﺘﻰ اﳋﺎﻣﺴﺔ ﻋﺸﺮةﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻗﺪ أﺷﺎر ﺳﻠﻤﺎن إﻟـﻰ أن ارﺗـﻘـﺎء اﻟـﺘـﺼـﻮرات ﺣـﻮل اﻟﺼﺪاﻗﺔ ﻃﺋﺤﻜﻹثﻻﺚﺮ ﺑﺨﻤﺲ ﻣﺮاﺣﻞ ارﺗﻘﺎﺋﻴﺔ ﻣﺘﻮازﻳﺔ ﻣﻊ ارﺗﻘـﺎء ﻗـﺪرات اﻷﻃـﻔـﺎل ﻋﻠﻰ ﻓﻬﻢ ﻣﻨﻈﻮر اﻟﺸﺨـﺺ اﻵﺧـﺮ Perrpective taking أي ﻗﺪرﺗﻬﻢ ﻋﻠﻰ وﺿﻊ أﻧﻔﺴﻬﻢ ﻣﻮﺿﻊ اﻟﺸﺨﺺ اﻵﺧﺮ واﻟﺘﻔﻜﻴﺮ ﻓﻲ اﻷﻣﻮر ﻛﻤﺎ ﻳﺮاﻫﺎ ﻫﺬا اﻟﺸﺨﺺ. وﻳﻜﺸﻒ اﳉﺪول ﻋﺠﺰ اﻟﻄﻔﻞ ﻓﻲ ﻃﻔﻮﻟﺘﻪ اﻃﺋﺤﻜ ﺳﻨﻮات( ﺑﺄﻧﻬﺎ ﺻﺪاﻗﺔ ﻣﺆﻗﺘـﺔ٧-٣وﻟﺬا ﺗﺘﺴﻢ اﻟﺼﺪاﻗﺔ ﻓﻲ اﻃﺋﺤﻜ

95 اﻟﺪراﺳﺎت اﻟﻨﻔﺴﻴﺔ ﻟﻠﺼﺪاﻗﺔ ﻋﺒﺮ ﺛﻘﺎﻓﺎت ﻣﺨﺘﻠﻔﺔ وﻓﻴﻬﺎ ﻳﺘﻢ اﺧﺘﻴﺎر اﻷﺻﺪﻗﺎء ﻋﻠﻰ أﺳﺎس اﻟﻘﺮب اﻃﺋﺤﻜ ﺿﻮء ﻃﺋﺤﻜﻻﺢهﺚﺘﻠﻜﺎﺗﻬﻢ اﻃﺋﺤﻜ ﻫﺬه اﻃﺋﺤﻜParallel ﺣﻴﺚ ﻳﻠﻌﺐ ﻛﻞ ﻃﻔﻞ ﻃﺋﺤﻜﻻﺠﻹضﺚـﻔـﺮده ﺑﺠﻮار ﻃﻔﻞ آﺧﺮ ﻳﻘﻮم ﺑﺎﻟﻠﻌﺒﺔ ﻧﻔﺴﻬﺎ ﺑﺪون ﻣﺸﺎرﻛﺔ ﻣـﺘـﺒـﺎدﻟـﺔ أو ﺗـﻌـﺎون ﻓـﻲ ﺳﻨﻮات( وﻫﻲ ﻣﺮﺣﻠﺔ اﻃﺋﺤﻜ واﺣﺪ ﻓﺘﺘﺴﻢ ﺑﻨﻤﻮ ﻗﺪرة اﻷﻃﻔﺎل ﻋﻠﻰ ﻓﻬﻢ ﻣﻨﻈﻮر اﻵﺧﺮﻳﻦ ﺑﺎﻃﺋﺤﻜ اﻟﺴﺎﺑﻘﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻓﻴﻬﺎ ﻳﻘﻴﻢ اﻷﻗﺮان ﻓـﻲ ﺿـﻮء ﻣـﺎ ﻃﺋﺤﻜﻹثﻻﺚـﻜـﻦ أن ﻳـﻘـﺪﻣـﻮه ﻟـﻠـﻄـﻔـﻞ دون إدراك ﻷﻫﻤﻴﺔ اﻷﺧﺬ واﻟﻌﻄﺎء ﻓﻲ ﻋﻼﻗﺎﺗﻬﻢ ﻣﻊ أﺻﺪﻗﺎﺋﻬﻢﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻳﺒﺪأ اﻷﻃﻔﺎل ﺳﻨﺔ(ﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻟﻜﻨﻬﻢ ﻳﺘﺼﻮرون٢١- ٦ﻓﻲ إدراك أﻫﻤﻴﺔ اﻟﺘﻌﺎون ﻓﻲ اﻃﺋﺤﻜ أن ﻫﺪف اﻟﺘﻌﺎون ﻫﻮ إﺷﺒﺎع اﻻﻫﺘﻤﺎﻣﺎت اﻟﺸﺨﺼﻴﺔ ﻓﺤﺴﺐ. وﻓﻲ ﻫﺬه اﻃﺋﺤﻜ ﻳﺒﺪأ اﻷﻃﻔﺎل ﻓﻲ ﻓﻬﻢ ﻣﺸﺎﻋﺮ اﻵﺧﺮﻳﻦ وﺗﻔﺴﻴﺮ ﺳﻠﻮﻛﻬﻢ وﻋﺰل اﻟﺴﻠﻮك ﻋﻦ ﻋﻮاﻗﺒﻪﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺗﺒﺪأ اﻟﺼﺪاﻗﺎت اﻟﺜﻨﺎﺋﻴﺔ ﻓﻲ اﻟﺘﻜﻮن ﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻷﻃﻔﺎل ﺑﻬﺪف اﻻﺳﺘﻤﺘﺎع ﺑﻨﺸﺎﻃﺎت ﻣﺘﺒﺎدﻟﺔ. ﺳﻨﺔ( ﻓﻬﻲ ﻣﺮﺣﻠﺔ اﻟﻌﻼﻗﺎت اﻟﺸﺨﺼﻴﺔ اﳊﻤﻴﻤﺔ٥١- ٩أﻣﺎ اﻃﺋﺤﻜ واﻃﺋﺤﻜ اﻃﺋﺤﻜ اﻟﺼﺪﻳﻖﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺣﻴﺚ ﻳﺸﻌﺮ اﻟﻄﻔﻞ وﻛﺄﻧﻪ ﻃﺋﺤﻜﻹثﳒثﺚﻠﻚ ﺻﺪﻳﻘﻪ إﻟﻰ اﻟﺪرﺟﺔ اﻟﺘﻲ ﺗﺸـﻌـﺮه ﺑﺎﳋﻮف ﻣﻦ ﻓﻘﺪه واﻟﻐﻴﺮة ﻋﻠﻴﻪﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﻣﻊ اﳊﺴﺎﺳﻴﺔ اﻃﺋﺤﻜ ﺳﻨﺔ ﻓﺄﻛﺜﺮ( ﻓﺘﺒﻠﻎ ﺻﺪاﻗﺎت اﻷﻃﻔﺎل٢١أﻗﺮاﻧﻪ ﻧﺤﻮهﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ أﻣﺎ اﻃﺋﺤﻜ aleffinal/hehinitial/alefisolated/rehfinal/yehinitial /aleffinal/meemmedial/kafinitial /tehmarbutafinal/qafinitial/alefisolated/dalfinal/sadmedial/laminitial/alefisolated /sadfinal/yehwithhamzaaboveinitial/aleffinal/sadmedial/khahinitial/rehisolated/wawfinal/zahmedial/noonmedial/meeminitial /meemfinal/hehmedial/fehinitial /alefmaksuraisolated/wawfinal/tehmedial/seenmedial/meeminitial /tehmarbutafinal/lammedial/hahinitial/rehfinal/lamwithmeeminitial/alefisolated/rehfinal/meemmedial/ainmedial/laminitial/alefisolated /alefmaksuraisolated/dalfinal/lamwithmeeminitial/alefisolated/lamisolated/aleffinal/fehmedial/tahinitial/lamwithalefhamzaaboveisolatedd/alefisolated/noonfinal/yehinitial/rehfinal/khahinitial/lamwithalefmaddaaboveisolatedd/alefisolated /rehfinal/fehmedial/sadinitial/tehisolated/alefisolated/wawfinal/noonmedial/seeninitial 7 _ 3/tehfinal/qafinitial/wawwithhamzaabovefinal/lamwithmeeminitial/alefisolated /qaffinal/yehmedial/fehinitial/rehfinal/laminitial/alefisolated/tehisolated/alefisolated/thalfinal/laminitial/alefisolated /lamisolated/wawfinal/hahinitial /zainfinal/kafinitial/rehfinal/meemmedial/tehmedial/meeminitial 1/tehisolated/alefisolated/wawfinal/noonmedial/seeninitial 9 _ 4/dalfinal/hahinitial/alefisolated/wawisolated /hehisolated/aleffinal/tehwithjeeminitial/alefwithhamzabelowisolated /fehwithyehisolated /tehmarbutaisolated/dalfinal/aininitial/aleffinal/seenmedial/lamwithmeeminitial/alefisolated/zainfinal/yehinitial/aleffinal/meemmedial/tehmedial/meeminitial / /tehwithyehisolated/alefisolated/thalisolated 2/tehmarbutafinal/noonmedial/seeninitial 12 _ 6/tehmarbutafinal/yehmedial/tehinitial/alefisolated/thalfinal/laminitial/alefisolated /tehmarbutafinal/hahmedial/lammedial/sadmedial/lamwithmeeminitial/alefisolated /lamfinal/yehmedial/behmedial/seeninitial /fehwithyehisolated /noonisolated/wawisolated/aleffinal/ainmedial/tehmedial/laminitial/alefisolated/tehisolated/alefisolated/thalfinal/laminitial/alefisolated /seenfinal/kafmedial/ainmedial/yehinitial / /lamisolated/dalisolated/aleffinal/behmedial/tehmedial/meeminitial

fisolated/tehisolated/alefisolated/thalfinal/laminitial/alefisolated /seenfinal/kafmedial/ainmedial/yehinitial / /lamisolated/dalisolated/aleffinal/behmedial/tehmedial/meeminitial 3/tehmarbutafinal/noonmedial/seeninitial 15 _ 9/lamisolated/dalisolated/aleffinal/behmedial/tehmedial/lamwithmeeminitial/alefisolated /meemfinal/yehmedial/meemmedial/lamwithhahinitial/alefisolated /meemfinal/hehmedial/fehmedial/laminitial/alefisolated /lamisolated/dalisolated/aleffinal/behmedial/tehmedial/meeminitial 4/rehfinal/thehmedial/kafinitial/alefwithhamzaabovefinal/fehinitial /tehmarbutafinal/noonmedial/seeninitial 12/tehmarbutafinal/laminitial/dalisolated/aleffinal/behmedial/tehmedial/lamwithmeeminitial/alefisolated /tehmarbutafinal/yehinitial/dalisolated/aleffinal/meemmedial/tehmedial/aininitial/lamwithalefisolated/alefisolated / /lamisolated/lamwithaleffinal/qafmedial/tehmedial/seeninitial/lamwithalefisolated/alefisolated/yehfinal/aininitial/aleffinal/meemmedial/tehmedial/jeeminitial/alefisolated / /qaffinal/yehmedial/meemmedial/aininitial /hehfinal/yehwithhamzaaboveinitial/lamwithaleffinal/meeminitial/zainisolated/wawisolated /noonisolated/aleffinal/meemmedial/lammedial/seeninitial /thehisolated/wawfinal/behwithhahinitial /aleffinal/hehinitial/zainisolated/behwithrehfinal/tehinitial /aleffinal/meemmedial/kafinitial /tehmarbutafinal/qafinitial/alefisolated/dalfinal/sadmedial/laminitial/alefisolated /lamisolated/wawfinal/hahinitial /lamisolated/aleffinal/fehmedial/tahinitial/lamwithalefhamzaaboveisolatedd/alefisolated /tehisolated/alefisolated/rehisolated/wawfinal/sadmedial/tehinitial /hamzaisolated/aleffinal/qafmedial/tehinitial/rehisolated/alefisolated /lamfinal/hahinitial/alefisolated/rehfinal/meeminitial (1) /meemfinal/qafinitial/rehisolated /lamisolated/wawisolated/dalfinal/lamwithjeeminitial/alefisolated

96 اﻟﺼﺪاﻗﺔ ﻣﻦ ﻣﻨﻈﻮر ﻋﻠﻢ اﻟﻨﻔﺲ ﻓـﻴـﻬـﺎ أﻋـﻠـﻰ درﺟـﺎت اﻟـﻨـﻀـﺞﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻫـﻲ ﻣـﺮﺣـﻠـﺔ ﲡـﻤـﻊ ﺑـﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻻﻋـﺘـﻤـﺎد اﻃﺋﺤﻜ واﻻﺳﺘﻘﻼل ﻋﻦ اﻵﺧﺮﻳﻦﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻓﻴﻬﺎ ﻳﺮﺗﺒﻂ اﻟﻄﻔﻞ أو اﻃﺋﺤﻜ (.٧٣١٬ ٥٩: ص ٧٠١ﻳﺸﺒﻊ ﻛﻞ ﻣﻨﻬﻢ رﻏﺒﺔ أو اﻫﺘﻤﺎﻣﺎ ﺧﺎﺻﺎ ) ٢- ﺑﺤﻮث ﺑﻴﺠﻠﻮ وﻻﺟﻴﺒﺎ ﻋﻦ اﳋﺼﺎل اﳌﺘﻮﻗﻌﺔ ﻓﻲ اﻟﺼﺪﻳﻖ: ﺗﻌﺪ ﺑﺤﻮث ﺑﻴﺠﻠﻮ Biglow وﻻﺟﻴﺒﺎLa gaipa ﻣﻦ اﻟﺒﺤﻮث اﻃﺋﺤﻜ اﻻرﺗﻘﺎء اﻃﺋﺤﻜ اﻷﻃﻔﺎل واﻃﺋﺤﻜ ﻳﺘﻮﻗﻌﻮﻧﻬﺎ ﻓﻲ أﺻﺪﻗﺎﺋﻬﻢﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻣﻈﺎﻫﺮ ارﺗﻘﺎﺋﻬﺎ ﻋﺒﺮ اﻟﻌـﻤـﺮﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺗـﺄﺛـﻴـﺮاﺗـﻬـﺎ ﻋـﻠـﻰ (.٥١: ص ٤٧اﻟﺼﺪاﻗﺔ اﻃﺋﺤﻜ وﻗﺪ اﻋﺘﻤﺪ اﻟﺒﺎﺣﺜﺎن ﻓﻲ دراﺳﺎﺗﻬﻤﺎ ﻻرﺗﻘﺎء ﺗﻮﻗﻌﺎت اﻷﻃﻔﺎل ﻣﻦ اﻷﺻﺪﻗﺎء ﻃﻔﻼ وﻣﺮاﻫﻘﺎ ﻛﻨـﺪﻳـﺎ٠٨٤ﻋﻠﻰ ﲢﻠﻴﻞ ﻣﻀﻤﻮن إﺟﺎﺑﺎت أدﻟﺖ ﺑﻬﺎ ﻋﻴﻨـﺔ ﻣـﻦ ﺳﻨﺔ )ﻓﻲ اﻟﺼﻔﻮف اﻟﺪراﺳﻴﺔ ﻣﻦ اﻷول وﺣﺘـﻰ٤١- ٦ﻓﻲ اﻃﺋﺤﻜ ﺗﻠﻤﻴﺬة ﻓﻲ ﻛﻞ ﺻﻒ دراﺳﻲﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﻃﻠﺐ٠٣ ﺗﻠﻤﻴﺬاﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ و٠٣اﻟﺜﺎﻣﻦ(. وﺗﻀﻤﻨﺖ اﻟﻌﻴﻨﺔ ﻣﻨﻬﻢ ﻛﺘﺎﺑﺔ ﻣﻘﺎﻻت ﻋﻦ اﳋﺼﺎل اﻟﺘﻲ ﻳﺘﻮﻗﻌﻮﻧـﻬـﺎ ﻓـﻲ أﻓـﻀـﻞ ﺻـﺪﻳـﻖ ﻟـﻬـﻢ. ﺗﻮﻗﻌﺎﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ١٢وأﻓﺼﺢ ﲢﻠﻴﻞ اﻃﺋﺤﻜ ﺗﺘﺒﺎﻳﻦ ﻣﻦ ﺣﻴﺚ اﻟﺜﺒﺎت أو اﻟﺘﻐﻴﺮ ﺑﺎﻟﻨﻘﺺ أو اﻟﺰﻳﺎدة ﻋﺒﺮ اﻃﺋﺤﻜ ﻓﻤﻦ ﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻟﺘﻮﻗﻌﺎت اﻟﺘﻲ ﲢﺘﻔﻆ ﺑﺎﻟﻨﺴﺐ اﻃﺋﺤﻜ ﻋﺒﺮ اﻃﺋﺤﻜself reinforcement واﶈﺒﺔ اﻃﺋﺤﻜ وﻳﻔﺴﺮ ﺑﻴﺠﻠﻮ ﺛﺒﺎت ﻫﺬﻳﻦ اﻟﺘﻮﻗﻌﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﺑﺎﻟﺮﺟﻮع إﻟﻰ اﻓﺘﺮاض دكﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ اﻟﺬي ﻳﺮﻣـﻲ إﻟﻰ أن وﻇﻴﻔﺔ اﻟﺼﺪاﻗﺔ اﻟﺮﺋﻴﺴﻴﺔ ﻓﻲ ﻛﻞ اﻷﻋﻤﺎر ﻫـﻲ اﻃﺋﺤﻜ وﻳﻀﻴﻒ ﺑﻴﺠﻠﻮ أن اﻟﻮﻇﺎﺋﻒ اﻃﺋﺤﻜ اﻟﻮﺟﺪاﻧﻴﺔ ﻟﻠﺼﺪاﻗﺔ ﻓﺘﻈﻞ ﻣﺴﺘﻘﺮة ﻓﻲ ﻛﻞ اﻷﻋﻤﺎرﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وزﻳﺎدة ﻋﻠﻰ ﻫﺬا وﺿﺢ أن اﻷﺑﻌﺎد اﻟﻮﺟﺪاﻧﻴﺔ ﺗﻈﻬﺮ ﻓﻲ ﻣﺮاﺣﻞ ﻣﺒﻜﺮة ﻓﻲ ﺣﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﻳﺘﺄﺧﺮ ﻇﻬﻮر اﻷﺑﻌﺎد اﻃﺋﺤﻜ اﻟﺘﻮﻗـﻌـﺎت expectation اﻟﺘﻲ ﻳﻨﺨﻔﺾ ﺷﻴﻮﻋﻬﺎ ﻣﻊ اﻟـﻌـﻤـﺮ. وزﻳـﺎدة ﻋـﻠـﻰ ﻫـﺬا ﻛﺸﻔﺖ ﺑﺤﻮث ﺑﻴﺠﻠﻮ وﻻﺟﻴﺒﺎ أن ﻫﻨﺎك ﺗﺴﻌﺔ ﺗﻮﻗﻌﺎت ﺗﻈﻬﺮ ﻃﺋﺤﻜﻜﲡﺤةﲡﺚﻮا ﻣﻄﺮدا ﻋﺒﺮ اﻃﺋﺤﻜ ارﺗﻘﺎﺋﻴﺔ ﻣﺘﺪرﺟﺔ ﺣﺴﺐ اﻟﺼﻒ اﻟﺪراﺳﻲ اﻟﺬي ﺗﺒﺰغ ﻓﻴﻪ.

97 اﻟﺪراﺳﺎت اﻟﻨﻔﺴﻴﺔ ﻟﻠﺼﺪاﻗﺔ ﻋﺒﺮ ﺛﻘﺎﻓﺎت ﻣﺨﺘﻠﻔﺔ وﻳﻘﺪم ﺟﺪول رﻗﻢ )٢( اﻃﺋﺤﻜ ﻓﻲ ﻛﻞ ﻣﻨﻬﺎ )٧٠١: ص٦٩(. وﻳﺒﺮز اﳉﺪول ﺑﻮﺿﻮح اﲡﺎه ارﺗﻘﺎء ﺗﻮﻗﻌﺎت اﻟﺼﺪاﻗﺔ ﻣﻦ اﻟﻌﻴﺎﻧـﻴـﺔ إﻟـﻰ اﻟﺘﺠﺮﻳﺪﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﻓﻔﻲ اﻃﺋﺤﻜ ﺑﻄﺮﻳﻘﺔ ﻋﻴﺎﻧﻴﺔ وﺳﻄﺤﻴﺔ ﻓﻴﻜﻮن اﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻗﺮب اﻃﺋﺤﻜ ﻧﺸﺎﻃﺎت ﻣﻌﻴﻨﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ أﻣﺎ ﻓﻲ اﻃﺋﺤﻜ ﻋﻠﻰ أﺳﺎس ﻣﺪى اﻟﺘﺰاﻣﻪ ﺑﺎﻃﺋﺤﻜ اﻟﺜﺎﻟﺜﺔ اﻃﺋﺤﻜ اﻟﺘﻘﺒﻞ واﻹﺧﻼص واﻟﺼﺪق واﻻﻫﺘﻤﺎﻣﺎت اﻃﺋﺤﻜ اﳊﻤﻴﻤﺔ. وﻳﻀﻴﻒ ﺑﻴﺠﻠﻮ إﻟﻰ ﺧﺼﺎﺋﺺ ﺗﻠﻚ اﻃﺋﺤﻜ ﺗﻮﺻﻒ ﻓﻲ ﺿﻮء اﻹﺛﺎﺑﺔ واﻟﺘﻜﻠﻔﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺣﻴﺚ ﻳﺘﺼﻮر اﻷﻃﻔﺎل اﻟﺼﺪاﻗﺔ ﺧـﻼﻟـﻬـﺎ ﻓﻲ ﺿﻮء اﻃﺋﺤﻜ yehisolated/thalfinal/laminitial/alefisolated /fehfinal/sadmedial/laminitial/alefisolated /hehfinal/yehmedial/fehinitial /ghainisolated/zainfinal/behmedial/tehinitial : /lamwithalefmaksuraisolated/wawisolated/lamwithalefhamzaaboveisolatedd/alefisolated/tehmarbutafinal/kafinitial/rehfinal/tehmedial/sheenmedial/lamwithmeeminitial/alefisolated /tehisolated/aleffinal/tahinitial/aleffinal/sheenmedial/noonmedial/laminitial/alefisolated _ 12 /tehmarbutafinal/yehmedial/fehmedial/qafinitial/wawfinal/lamwithmeeminitial/alefisolated/yehwithmeemisolated/wawfinal/qafmedial/tehmedial/laminitial/alefisolated _ 23 /noonwithyehisolated/aleffinal/kafmedial/lamwithmeeminitial/alefisolated /behisolated/rehfinal/qafmedial/laminitial/alefisolated _ 33 : /tehmarbutafinal/yehmedial/nooninitial/aleffinal/thehmedial/laminitial/alefisolated /tehmarbutafinal/yehinitial/dalfinal/qafinitial/aleffinal/ainmedial/tehmedial/laminitial/alefisolated/behisolated/aleffinal/jeemmedial/aininitial/lamwithalefhamzabelowisolated/alefisolated _ 44 : /tehmarbutafinal/thehmedial/laminitial/aleffinal/thehmedial/laminitial/alefisolated/lamfinal/behmedial/qafmedial/tehmedial/laminitial/alefisolated _ 54 /tehmarbutafinal/yehmedial/lammedial/khahinitial/alefisolated/dalfinal/laminitial/alefisolated _ /tehmarbutafinal/yehmedial/seenmedial/fehmedial/noonmedial/laminitial/alefisolated/meemisolated/alefisolated/zainfinal/tehmedial/laminitial/lamwithalefisolated/alefisolated/wawisolated /sadisolated/lamwithaleffinal/khahinitial/lamwithalefisolated/alefisolated _ 65 /qafisolated/dalfinal/sadmedial/laminitial/alefisolated _ 76 /tehmarbutafinal/kafinitial/rehfinal/tehmedial/sheenmedial/lamwithmeeminitial/alefisolated /tehisolated/aleffinal/meeminitial/aleffinal/meemmedial/tehmedial/hehinitial/lamwithalefisolated/alefisolated _ 87 /tehmarbutafinal/qafinitial/alefisolated/dalfinal/sadmedial/laminitial/alefisolated _ 97 /behisolated/wawfinal/ghaininitial/rehfinal/lamwithmeeminitial/alefisolated /lamisolated/aleffinal/sadmedial/khahmedial/lammedial/laminitial /yehwithnoonfinal/qafmedial/hehinitial/alefisolated/rehfinal/lamwithmeeminitial/alefisolated/wawisolated /lamisolated/aleffinal/fehmedial/tahinitial/lamwithalefhamzaaboveisolatedd/alefisolated /tehisolated/aleffinal/ainmedial/qafinitial/wawfinal/tehinitial /hamzaisolated/aleffinal/qafmedial/tehinitial/rehisolated/alefisolated /lamfinal/hahinitial/alefisolated/rehfinal/meeminitial ( 2 ) /meemfinal/qafinitial/rehisolated /lamisolated/wawisolated/dalfinal/lamwithjeeminitial/alefisolated

lated/alefisolated /lamfinal/hahinitial/alefisolated/rehfinal/meeminitial ( 2 ) /meemfinal/qafinitial/rehisolated /lamisolated/wawisolated/dalfinal/lamwithjeeminitial/alefisolated /aleffinal/behmedial/yehmedial/jeeminitial/lamwithalefisolated/wawisolated /wawfinal/lammedial/jeemmedial/yehmedial/behinitial /thehisolated/wawfinal/behwithhahinitial /aleffinal/hehmedial/hahmedial/dadinitial/wawfinal/tehinitial /aleffinal/meemmedial/kafinitial /qaffinal/yehinitial/dalfinal/sadmedial/laminitial/alefisolated /fehwithyehisolated /aleffinal/hehmedial/yehmedial/fehinitial /tehmarbutafinal/lammedial/tatweel/tatweel/hahinitial/rehfinal/lamwithmeeminitial/alefisolated/tehisolated/aleffinal/tatweel/tatweel/ainmedial/qafinitial/wawfinal/tehmedial/laminitial/alefisolated /dalisolated/aleffinal/tatweel/tatweel/ainmedial/behinitial/alefwithhamzaaboveisolated

98 اﻟﺼﺪاﻗﺔ ﻣﻦ ﻣﻨﻈﻮر ﻋﻠﻢ اﻟﻨﻔﺲ اﻃﺋﺤﻜ اﻻﺟﺘﻤﺎﻋﻴﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻫﻲ ﻣﺮﺣﻠﺔ وﺳﻴﻄﺔ ﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻟﻌﻴﺎﻧﻴﺔ واﻟﺘﺠﺮﻳﺪﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺗﺘﺼﻒ اﻃﺋﺤﻜ اﻟﺜﺎﻟﺜﺔ ﺑﺄﻧﻬﺎ أﻋﻠﻰ اﻃﺋﺤﻜ (.١٧١: ص ٩٧١اﻃﺋﺤﻜ وﻳﺸﻴﺮ ﻻﺟﻴﺒﺎ إﻟﻰ أن اﻟﺘﻮﻗﻌﺎت اﻃﺋﺤﻜ ﺗﻘﻮى ﻣﻦ ﺧﻼﻟﻬﺎ ﻋﻼﻗﺔ اﻟﺼﺪاﻗﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺣﻴﺚ ﺗﻘﻮم اﻃﺋﺤﻜ ﺣﻮل اﻃﺋﺤﻜfiltration أو اﻟﺘﺼﻔﻴﺔ واﺳﺘﺒﻌـﺎد اﻷﻃﻔﺎل اﻟﺸﺎذﻳﻦ ﻋﻦ اﻃﺋﺤﻜ اﻷوﻟﻰ )ﻣﻦ ﺧﻼل اﻟﻨﺸﺎﻃﺎت اﻃﺋﺤﻜ اﻟﺜﺎﻟﺜﺔ ﺑﻮﻇﻴﻔﺘﻲ اﺧﺘﺒﺎر ﻋﻤﻖ اﻟﺼﺪاﻗﺔ ﻣﻦ ﺧﻼل اﻹﺧﻼص واﻻﻟﺘﺰامﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺗﻌﻤﻴﻖ :٩٧١اﻟﺼﺪاﻗﺔ وﺗﻮﺛﻴﻘﻬﺎ ﻣﻦ ﺧﻼل اﻟﻔﻬﻢ واﻟﺘﻌﺎﻃﻒ واﻻﻫﺘﻤﺎﻣﺎت اﻃﺋﺤﻜ .(٣٧١ص ٣- ﺑﺤﺚ ﻓﻮرﻣﺎن وﺑﻴﻴﺮﻣﺎن ﻋﻦ اﻟﺘﻐﻴﺮات اﻻرﺗﻘﺎﺋﻴﺔ ﻓﻲ ﺗﺼﻮرات اﻷﻃﻔﺎل ﺣﻮل اﻟﺼﺪاﻗﺔ: ﻳﻘﺘﺮب ﻣﻮﺿﻮع ﺑﺤـﺚ ﻓـﻮرﻣـﺎن Furman æBierman ﻣﻦ اﻫﺘﻤﺎﻣﺎت ﺑﻴـﺠـﻠـﻮ وﻻﺟﻴﺒﺎﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺣﻴﺚ ﻳﺘﺮﻛﺰ اﻻﻫﺘﻤﺎم ﻓﻲ اﻃﺋﺤﻜ اﻷﻃﻔﺎل ﺣﻮل اﻟﺼﺪاﻗﺔ ﻋﺒﺮ ﻣﺮاﺣﻞ ﻋﻤﺮﻳﺔ ﻣﺨﺘﻠﻔﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻟﻜﻦ ﻃﺋﺤﻜﻹثﻻﺚﻴﺰ ﺑﺤﺚ ﻓﻮرﻣﺎن وﺑﻴﻴﺮﻣﺎن ﺗﻮﺳﻴﻊ ﻣﺠﺎل اﻟﺪراﺳـﺔ ﻟـﻴـﺸـﻤـﻞ ﻋـﻼﻗـﺎت أﺧـﺮى ﺑـﺨـﻼف ﻋـﻼﻗـﺔ اﻟﺼﺪاﻗﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﻣﺜﻞ اﻟﻌﻼﻗﺎت اﻟﻌﺎﺑﺮة أو اﻃﺋﺤﻜ أﺳﻠﻮب واﺣﺪ ﻓﻲ ﺟﻤﻊ اﻟﺒﻴﺎﻧﺎت )وﻫﻮ اﻷﺳﺌﻠﺔ ﻣﻔﺘﻮﺣﺔ اﻟﻨﻬﺎﻳﺎت( ﺣﻴﺚ اﻋﺘﻤﺪا ﻋﻠﻰ ﻃﺮق أﺧﺮى ﺑﺎﻹﺿﺎﻓﺔ إﻟﻴﻪﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻫﻲ اﺧﺘﺒﺎر ﻟﻠﺘﻌﺮف ﻋﻠـﻰ اﻟـﺼـﻮر ﻳـﻘـﻴـﺲ ﺗﻮﻗﻌﺎت اﻟﺼﺪاﻗﺔ وﻣﻘﻴﺎس ﺗﻘﺪﻳﺮ ﻣﻘﻴﺪ اﻻﺧﺘﻴﺎرات .(٩٢١) ﻟﺪراﺳﺔ ارﺗﻘﺎء ﺗﺼﻮرات ﻋﻴﻨﺔ ﻣﻦ اﻷﻃﻔـﺎل٣٨٩١وﻃﺋﺤﻜﲡﻏثﳒزﺚ ﺗﻨﻔﻴﺬ اﻟﺒﺤﺚ ﻋﺎم ﺗﻠﻤﻴﺬةﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ٢٣ ﺗﻠﻤﻴﺬاﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ و ٢٣اﻷﻣﺮﻳﻜﻴﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﺣﻮل اﻟﺼﺪاﻗﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻗﺪ ﺗﻜﻮﻧﺖ اﻟﻌﻴﻨﺔ ﻣـﻦ ﺳﻨﻮاتﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻳﺘﺮاوح٥- ٤ﻣﻮزﻋﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﻋﺒﺮ ﻣﺴﺘﻮﻳﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﻋﻤﺮﻳﻃﺋﺤﻜﻹﻖﳒﻼﺚﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﻃﺋﺤﻜﻹثﻻﺚﺘﺪ اﻃﺋﺤﻜ ﺳﻨﻮاتﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺷﻤﻞ اﻟﺒﺤﺚ ﺛﻼﺛﺔ ﻇﺮوف ﲡﺮﻳﺒـﻴـﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻳـﺮوﻓـﻖ٧- ٦اﻟﺜﺎﻧﻲ ﻣﺎ ﺑـﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﺗﺮﺗﻴﺒﻬﺎ ﻓﻲ اﻹﺟﺮاءات: - اﻃﺋﺤﻜ

99 اﻟﺪراﺳﺎت اﻟﻨﻔﺴﻴﺔ ﻟﻠﺼﺪاﻗﺔ ﻋﺒﺮ ﺛﻘﺎﻓﺎت ﻣﺨﺘﻠﻔﺔ اﻻﺣﺘﻴﺎج إﻟﻴﻪﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وأﻫﻢ ﺧﺼﺎﺋﺺ اﻟﺼﺪاﻗﺔ. - اﺧــﺘـﺒـﺎر اﻟـﺘـﻌـﺮف ﻋـﻠـﻰ اﻟـﺼـﻮر ﺣـﻴـﺚ ﻳـﻌـﺮض ﻋـﻠـﻰ ﻛـﻞ ﻃـﻔـﻞ ﻋـﺸـﺮ٢ ﻣﺠﻤﻮﻋﺎت ﻣﻦ اﻟﺼﻮرﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺗﺘﻜـﻮن ﻛـﻞ ﻣـﺠـﻤـﻮﻋـﺔ ﻣـﻦ ﺛـﻼث ﺻـﻮرﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺗـﻮﺿـﺢ ﻛـﻞ ﺻﻮرة ﻧﺸﺎﻃﺎ ﻳﻘﻮم ﺑﻪ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻷﻃﻔﺎل ﻣﺜﻞ اﻃﺋﺤﻜ ﻋﻦ ﻗﺮبﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻳﻄﻠﺐ ﻣﻦ اﻟﻄﻔﻞ اﺧﺘﻴﺎر اﻟﺼﻮرة اﻟﺘـﻲ ﺗـﺘـﻀـﻤـﻦ ﻧـﺸـﺎﻃـﺎ ﻳـﻴـﺴـﺮ اﻟﺼﺪاﻗﺔ ﻣﻦ وﺟﻬﺔ ﻧﻈﺮهﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺳﻤﺢ ﻟﻠﻄﻔﻞ ﺑﺎﺧﺘﻴﺎر ﻧﺸﺎط واﺣﺪ أو أﻛﺜﺮﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻛﺎن اﻟﻘﺼﺪ ﻣﻦ ﻫﺬا اﻷﺳﻠﻮب ﻫﻮ اﻟﺘﻐﻠﺐ ﻋﻠﻰ اﻟﺼﻌﻮﺑﺎت اﻟﻠﻐﻮﻳﺔ اﻟﺘﻲ ﻃﺋﺤﻜﻹثﻻﺚﻜﻦ أن ﺗﻌﻮق اﻷﻃﻔﺎل ﻋﻦ اﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺧﺼﺎﺋﺺ اﻟﺼﺪاﻗﺔ. زوﺟﺎ ﻣﻦ اﻟﺼﻮر ﻃﺋﺤﻜﲡﻏثﳒزﺚ٥٤- ﻣﻘﻴﺎس اﻟﺘﻘﺪﻳﺮ ﻣﻘﻴﺪ اﻻﺧﺘﻴﺎرات وﻫﻮ ﻳﺘﻀﻤﻦ ٣ ﺗﻘﺪﻃﺋﺤﻜﻹثﻻﺚﻬﺎ ﺑﻨﻔﺲ اﻷﺳﻠﻮب اﻟﺴﺎﺑﻖ ﺷﺮﺣﻪﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻃﻠﺐ ﻣﻦ اﻟﻄـﻔـﻞ اﺧـﺘـﻴـﺎر ﻧـﺸـﺎط واﺣﺪ ﻓﻘﻂ ﻳﻴﺴﺮ اﻟﺼﺪاﻗﺔ ﻣﻦ ﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻟﻨﺸﺎﻃﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻃﺋﺤﻜ وأرﻳﺪ ﺑﻬﺬا اﳉﺰء إﺑﺮاز أﻫﻢ ﻣﻼﻣﺢ اﻟﺼﺪاﻗﺔ ﺑﻴﻨﻤﺎ ﻳﻘﻴﺲ اﻟـﻈـﺮف اﻟـﺜـﺎﻧـﻲ ﻣﻼﻣﺢ اﻟﺼﺪاﻗﺔ ﺑﺸﻜﻞ ﻋﺎم. وﻗﺪ ﺗﻌﺮض ﻛﻞ ﻃﻔﻞ ﻟﻠﻈﺮوف اﻟﺘﺠﺮﻳﺒﻴﺔ اﻟﺜﻼﺛﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺛﻢ ﺻﻨﻔﺖ إﺟﺎﺑﺎﺗﻪ ﻓﻲ ﻛﻞ ﻇﺮف ﻣﻨﻬﺎ ﻓﻲ ﻓﺌﺔ ﻣﻦ ﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﺧﻤﺲ ﻓﺌﺎت وﻫﻲ: - اﻟﻮﺟﺪان: وﻳﺤﻮي اﻟﻌﺒﺎرات اﻟﺪاﻟﺔ ﻋﻠﻰ اﳊﺐﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ واﻟﻌﻨﺎﻳﺔ واﻹﻋﺠﺎب.١ - اﻃﺋﺤﻜ - اﻟﻨﺸﺎﻃﺎت اﻃﺋﺤﻜ ﻣﻌﺎﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ أو اﻻﺳﺘﻐﺮاق ﻓﻲ ﻧﺸﺎﻃﺎت ﺧﺎﺻﺔ. - اﻟﻘﺮب اﻟﻔﻴﺰﻳﻘﻲ ﺑﻜﺎﻓﺔ ﻣﻈﺎﻫﺮه ﺳﻮاء ﻓﻲ اﻃﺋﺤﻜ - اﳋﺼﺎﺋﺺ اﳉﺴﻤﻴﺔ واﻃﺋﺤﻜ وﻧﻜﺘﻔﻲ ﻫﻨﺎ ﺑﺘﻘﺪﻃﺋﺤﻜﻪﻻﳒﺠﻹمﺚ اﻟﻨﺴﺐ اﻃﺋﺤﻜ إﺟﺎﺑﺎت ﺗﺘﺼﻞ ﺑﻜﻞ ﻓﺌﺔ ﻣﻦ اﻟﻔﺌﺎت اﳋﻤﺲ ﻓﻲ اﻟـﻈـﺮف اﻟـﺘـﺠـﺮﻳـﺒـﻲ اﻷولﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺑﻬﺪف اﻟﻮﻗﻮف ﻋﻠـﻰ اﻟـﺘـﻐـﻴـﺮات اﻻرﺗـﻘـﺎﺋـﻴـﺔ ﻓـﻲ ﺧـﺼـﺎﺋـﺺ اﻟـﺼـﺪاﻗـﺔ ﻋـﺒـﺮ (.٣اﻟﻤﺠﻤﻮﻋﺘﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻟﻌﻤﺮﻳﺘﻃﺋﺤﻜﻹﻖﳒﻼﺚﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻫﻲ اﻟﻨﺘﺎﺋﺞ اﻟﺘﻲ ﻳﻘﺪﻣﻬﺎ اﳉﺪول رﻗﻢ ) وﻳﻮﺿﺢ اﳉﺪول أن اﻟﻨﺸﺎﻃﺎت اﻃﺋﺤﻜ ﻟﺪى اﻟﻤﺠﻤﻮﻋﺘﻃﺋﺤﻜﻹﻖﳒﻼﺚﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻓﻲ اﻃﺋﺤﻜ ارﺗﻔﺎع واﺿﺢ ﻓﻲ ﻧﺴـﺒﺘﻲ اﻟﻮﺟـﺪان واﻃﺋﺤﻜ

100 اﻟﺼﺪاﻗﺔ ﻣﻦ ﻣﻨﻈﻮر ﻋﻠﻢ اﻟﻨﻔﺲ ﻋﻤﺮاﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺑــﻴﻨﻤﺎ ﺗﻨﺨﻔﺾ ﻧـﺴـﺒـﺘـﺎ ﺗـﻮﻗـﻊ اﻟـﻘـﺮب واﳋـﺼـﺎﺋـﺺ اﳉـﺴـﻤـﻴـﺔ ﻟـﺪى اﻟﻤﺠﻤﻮﻋﺔ اﻷﻛﺒﺮ ﻋﻤﺮا ﺑﺎﻃﺋﺤﻜ اﻟﻨﺸـﺎﻃﺎت اﻃﺋﺤﻜ اﻟﻤﺠﻤﻮﻋﺘﻃﺋﺤﻜﻹﻖﳒﻼﺚ. - ﺑﺤﺚ إﻳﺮﻓﲔ ﻋﻦ ﲤﺎﺛﻞ اﻻﲡﺎﻫﺎت وﺳﻤﺎت اﻟﺸﺨﺼﻴﺔ ﻓﻲ ﺻﺪاﻗﺎت٤ اﻷﻃﻔﺎل: أﺟﺮي إﻳﺮﻓـﻃﺋﺤﻜﻹﻖﳒﻼﺚ Erwin ﺑﺤﺜﻪ ﻻﺧﺘﺒﺎر ﻋﺪد ﻣﻦ اﻟﻔﺮوض ﻓﻲ ﻣﻘـﺪﻣـﺘـﻬـﺎ أن اﻷﻃﻔﺎل ﻳﺸﺒﻬﻮن أﺻﺪﻗﺎءﻫﻢ ﻓﻲ اﻻﲡﺎﻫﺎت وﻣﻜﻮﻧﺎت اﻟﺸﺨﺼﻴﺔ أﻛﺜﺮ ﻃﺋﺤﻜﻻﺢهﺚﺎ ﺗﻠﻤﻴـﺬا ﻣـﻦ٨٥. وﻗﺪ ﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ اﻟـﺒـﺤـﺚ ﻣـﻦ (٣٢١)ﻳﺸﺒﻬﻮن ﻏﻴـﺮ اﻷﺻـﺪﻗـﺎء اﻟﺼﻔﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻟﺪراﺳﻴﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻷول واﻟﺜﺎﻟﺚ ﻓﻲ ﻣﺪرﺳﺔ اﺑﺘﺪاﺋﻴﺔ إﳒﻠﻴـﺰﻳـﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺗـﺄﻟـﻔـﺖ ٨- ٧ ﺗﻠﻤﻴﺬة ﺗﺮاوﺣﺖ أﻋﻤﺎرﻫﻢ ﻣﺎ ﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ ٢١ ﺗﻠﻤﻴﺬا و ٧١ﻋﻴﻨﺔ اﻟﺼﻒ اﻷول ﻣﻦ ﺗﻠﻤﻴﺬة ﻓـﻲ اﻃﺋﺤﻜ ﺳﻨﻮاتﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻗﺪم ﻟﻜﻞ ﺗﻠﻤﻴﺬ ﻣﻘﻴﺎس ﻳﺘﻀﻤﻦ ﻋﺪدا ﻣﻦ ﻣﻜﻮﻧﺎت٠١- ٩اﻟﻌﻤﺮي ﻣﻦ اﻟﺸﺨﺼﻴﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻃﻠﺐ ﻣﻨﻪ ﺗﻘﺪﻳﺮ أﻫﻤﻴﺔ ﺗﻮاﻓﺮﻫﺎ أو ﻋﺪم ﺗﻮاﻓﺮﻫﺎ ﻓﻲ زﻣﻴﻠﻪ ﻟﻜﻲ ﻳﻌﻘﺪ ﺻﺪاﻗﺔ ﻣﻌﻪﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻣﻦ ﻫﺬه اﻃﺋﺤﻜ وﺟﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ أﻧﻪ ﻟﻢ ﻳﻄﺒﻖ ﻣﻘﻴﺎس ﻣﻜﻮﻧﺎت اﻟﺸﺨﺼﻴﺔ ﻧﻔﺴﻪ ﻋﻠﻰ ﺗﻼﻣﻴـﺬ اﻟﺼﻔﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻷول واﻟﺜﺎﻟﺚﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻟﻜﻦ ﻃﺒﻖ ﻣﻘﻴﺎس ﺧﺎص ﻋﻠﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻋﻤﺮﻳﺔ lamwithalefmaksuraisolated/wawisolated/lamwithalefhamzaaboveisolatedd/alefisolated/tehmarbutafinal/yehmedial/nooninitial/aleffinal/thehmedial/laminitial/alefisolated ( /tehisolated/alefisolated/wawfinal/noonmedial/seeninitial 5 _ 4 )( /tehisolated/alefisolated/wawfinal/noonmedial/seeninitial 7 _ 6 ) 1/tehmarbutafinal/kafinitial/rehfinal/tehmedial/sheenmedial/lamwithmeeminitial/alefisolated /tehisolated/aleffinal/tahinitial/aleffinal/sheenmedial/noonmedial/laminitial/alefisolated%94%97 2/noonisolated/alefisolated/dalfinal/jeeminitial/wawfinal/laminitial/alefisolated6384 3/tehmarbutaisolated/dalfinal/nooninitial/aleffinal/seenmedial/lamwithmeeminitial/alefisolated5372 4/behisolated/rehfinal/qafmedial/laminitial/alefisolated5031 5/tehmarbutafinal/meemmedial/yehmedial/seenmedial/lamwithjeeminitial/alefisolated /sadfinal/yehwithhamzaaboveinitial/aleffinal/sadmedial/lamwithkhahinitial/alefisolated6938 /tehisolated/aleffinal/tatweel/tatweel/tatweel/ainmedial/yehmedial/qafinitial/wawfinal/tehmedial/laminitial/alefisolated /meemisolated /tehmarbutafinal/yehinitial/rehfinal/tatweel/meemmedial/ainmedial/laminitial/alefisolated /tehmarbutafinal/tatweel/aininitial/wawfinal/meemmedial/lamwithmeemwithjeeminitial/alefisolated /noonisolated/aleffinal/meeminitial/yehwithrehfinal/yehmedial/behinitial/wawisolated /noonisolated/aleffinal/meeminitial/rehisolated/wawfinal/fehinitial /aleffinal/hehmedial/yehmedial/laminitial/alefwithhamzabelowisolated /lamfinal/sadinitial/wawfinal/tehinitial /aleffinal/meemmedial/kafinitial /lamisolated/aleffinal/fehmedial/tahinitial/lamwithalefhamzaaboveisolatedd/alefisolated /noonfinal/meeminitial /yehwithnoonfinal/tehmedial/yehinitial/rehfinal/meemmedial/aininitial

lamisolated/aleffinal/fehmedial/tahinitial/lamwithalefhamzaaboveisolatedd/alefisolated /noonfinal/meeminitial /yehwithnoonfinal/tehmedial/yehinitial/rehfinal/meemmedial/aininitial /yehwithnoonfinal/tehmedial/aininitial/wawfinal/meemmedial/meemwithjeeminitial /alefmaksuraisolated/dalfinal/laminitial /tehmarbutafinal/qafinitial/alefisolated/dalfinal/sadmedial/laminitial/alefisolated /tehisolated/aleffinal/ainmedial/qafinitial/wawfinal/tehinitial /rehisolated/alefisolated/rehfinal/kafmedial/tehmedial/laminitial /tehmarbutafinal/yehinitial/wawfinal/yehwithhamzaabovemedial/lamwithmeeminitial/alefisolated /behfinal/seenmedial/noonmedial/laminitial/alefisolated ( 3 ) /meemfinal/qafinitial/rehisolated /lamisolated/wawisolated/dalfinal/lamwithjeeminitial/alefisolated

101 اﻟﺪراﺳﺎت اﻟﻨﻔﺴﻴﺔ ﻟﻠﺼﺪاﻗﺔ ﻋﺒﺮ ﺛﻘﺎﻓﺎت ﻣﺨﺘﻠﻔﺔ ﻣﻨﻬﻤﺎﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻗﺪ ﺗﻜﻮن ﻣﻘﻴﺎس اﻟﻤﺠﻤﻮﻋﺔ اﻷوﻟﻰ ﻣﻦ ﻋﺸﺮة ﺑﻨﻮدﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ. وﺷﻤﻞ ﻣﻘﻴﺎس اﻟﻤﺠﻤﻮﻋﺔ اﻟﺜﺎﻧﻴﺔ ﺛﻼﺛﺔ ﻋﺸﺮ ﺑﻨﺪا. ﺛﻢ ﻃﺒﻖ ﻋﻠﻰ ﻛﻞ اﻟﺘﻼﻣﻴﺬ اﺳﺘﺨﺒﺎر ﻳﻘﻴﺲ اﲡﺎﻫﺎت ﻛﻞ ﻣﻨﻬﻢ ﻧﺤﻮ ﻧﺸﺎﻃﺎت وﻣﻮﺿﻮﻋﺎت اﺟﺘﻤﺎﻋﻴﺔ ﻣﻦ ﺑﻴﻨﻬﺎ اﻟﻘـﺮاءةﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻃﺋﺤﻜﻻﺢهﺚﺎرﺳﺔ اﻟﺮﻳﺎﺿﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻣﺸﺎﻫﺪة اﻟﺘﻠﻴﻔﺰﻳﻮن واﻻﺳﺘﺬﻛﺎر. وأﺧﻴﺮا ﻃﻠﺐ ﻣﻦ ﻛﻞ ﺗﻠﻤﻴﺬ ﻛﺘﺎﺑﺔ ﻗﺎﺋﻤﺔ ﺑﺄﺳﻤﺎء أﺣﺐ أﺻﺪﻗﺎﺋﻪ إﻟﻰ ﻧﻔﺴﻪﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺳﻤﺢ ﻟﻪ ﺑﻜـﺘـﺎﺑـﺔ أي ﻋﺪد ﻣﻦ اﻷﺻﺪﻗﺎء. وﺑﻨﺎء ﻋﻠﻰ ﺗﻠﻚ اﻟﻘﻮاﺋﻢ ﻃﺋﺤﻜﲡﻏثﳒزﺚ ﲢﺪﻳﺪ اﻟﺼﺪاﻗﺎت اﻃﺋﺤﻜ ﺛﻢ ﺣﺴﺒﺖ ﻣﺘﻮﺳﻄﺎت ﻣﻌﺎﻣﻼت اﻻرﺗﺒﺎط ﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ إﺟﺎﺑﺎت اﻟﺘﻠﻤﻴﺬ وإﺟﺎﺑﺎت ﻛـﻞ ﻣﻦ اﻷﺻﺪﻗﺎء وﻏﻴﺮ اﻷﺻﺪﻗﺎء ﻋﻠﻰ ﻣﻘﺎﻳﻴﺲ اﻻﲡﺎﻫﺎت وﻣﻜﻮﻧﺎت اﻟﺸﺨﺼﻴﺔ ﻟﻜﻞ ﺟﻨﺲ وﻟﻜﻞ ﺻﻒ ﻋﻠﻰ ﺣﺪة )ﺑﻌﺪ ﲢﻮﻳﻞ ﻣﻌﺎﻣﻼت اﻻرﺗﺒﺎط إﻟﻰ ارﺗﺒﺎﻃﺎت ﻣﻌﻴﺎرﻳـﺔ ZR(ﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ واﻋﺘﺒﺮت ﺗﻠﻚ اﻃﺋﺤﻜ ﻓﻲ اﻻﲡﺎﻫﺎت وﻣﻜﻮﻧﺎت اﻟﺸﺨﺼﻴﺔ ﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻷﺻﺪﻗﺎء وﻏﻴﺮ اﻷﺻﺪﻗﺎءﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻳﻘﺪم ( ﻣﺘﻮﺳﻄﺎت درﺟﺎت اﻟﺘﻤﺎﺛﻞ اﻃﺋﺤﻜ وﻳﻮﺿﺢ اﳉﺪول اﻃﺋﺤﻜ )ﺳﻮاء ﻣﻦ اﻟﺬﻛﻮر أو اﻹﻧﺎث( أﻛﺜﺮ ﻃﺋﺤﻜﻹثﳒثﺚﺎﺛﻼ ﻓﻲ ﻣﻜﻮﻧﺎت اﻟﺸﺨﺼﻴﺔ واﻻﲡﺎﻫﺎت ﻣﻘﺎرﻧﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﺑﻐﻴﺮ اﻷﺻﺪﻗﺎءﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺗﺸﻴﺮ اﻟﻨﺘﺎﺋﺞ أﻳـﻀـﺎ إﻟـﻰ أن اﻟـﺘـﻤـﺎﺛـﻞ أﻗـﻮى ﻟـﺪى اﻷﺻﺪﻗﺎء اﻷﺻﻐﺮ ﻋﻤﺮاﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﻃﺋﺤﻜﻻﺢهﺚﺎ ﻳﻮﺿﺢ أﻫﻤﻴﺔ اﻟﺘﻤﺎﺛﻞ ﻓﻲ اﻟﺼﺪاﻗﺎت اﻃﺋﺤﻜ وأﺧﻴﺮا وﺿﺢ أن اﻷﺻﺪﻗﺎء اﻟﺬﻛﻮر أﻛﺜﺮ ﺗﺸـﺎﺑـﻬـﺎ ﻓـﻲ اﲡـﺎﻫـﺎﺗـﻬـﻢ ﻣـﻘـﺎرﻧـﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﺑﺎﻹﻧﺎثﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ أﻣﺎ اﻟﺼﺪﻳﻘﺎت ﻓﻜﻦ أﻛﺜﺮ ﺗﺸﺎﺑﻬﺎ ﻓﻲ ﻣﻜﻮﻧﺎت اﻟﺸﺨﺼﻴﺔ ﻣﻘﺎرﻧﺎت ﺑﺎﻟﺬﻛﻮر. hamzaisolated/aleffinal/qafinitial/dalfinal/sadinitial/lamwithalefisolated/alefisolated/hamzaisolated/aleffinal/qafinitial/dalfinal/sadinitial/lamwithalefhamzaaboveisolatedd/alefisolated /yehwithrehfinal/ghaininitial/hamzaisolated/aleffinal/qafinitial/dalfinal/sadinitial/lamwithalefisolated/alefisolated/hamzaisolated/aleffinal/qafinitial/dalfinal/sadinitial/lamwithalefhamzaaboveisolatedd/alefisolated /yehwithrehfinal/ghaininitial 0.5810.2191.3040.675 0.1900.0670.7700.813 0.2060.0921.2550.838 0.5650.1940.8190.650 /hamzaisolated/aleffinal/qafinitial/dalfinal/sadinitial/lamwithalefhamzaaboveisolatedd/alefisolated /tehisolated/aleffinal/hehinitial/aleffinal/tehwithjeeminitial/lamwithalefisolated/alefisolated /rehisolated/wawfinal/kafinitial/thalfinal/laminitial/alefisolated /thehisolated/aleffinal/nooninitial/lamwithalefhamzabelowisolated/alefisolated /tehisolated/aleffinal/hehinitial/aleffinal/tehwithjeeminitial/lamwithalefisolated/alefisolated/wawisolated /tehmarbutafinal/yehmedial/sadmedial/khahmedial/sheenmedial/laminitial/alefisolated /tehisolated/aleffinal/nooninitial/wawfinal/kafmedial/meeminitial /fehwithyehisolated /hamzaisolated/aleffinal/qafinitial/dalfinal/sadinitial/lamwithalefhamzaaboveisolatedd/alefisolated /yehwithrehfinal/ghaininitial/wawisolated /hamzaisolated/aleffinal/qafinitial/dalfinal/sadinitial/lamwithalefhamzaaboveisolatedd/alefisolated /yehwithnoonfinal/behinitial /lamfinal/thehinitial/aleffinal/meemmedial/tehmedial/laminitial/alefisolated /tehisolated/aleffinal/jeeminitial/rehisolated/dalisolated /tehisolated/aleffinal/tahmedial/seeninitial/wawfinal/tehmedial/meeminitial ( 4 ) /meemfinal/qafinitial/rehisolated /lamisolated/wawisolated/dalfinal/jeeminitial /lamisolated/wawisolated/lamwithalefhamzaaboveisolatedd/alefisolated /fehfinal/sadmedial/laminitial/alefisolated /noonwithyehisolated/aleffinal/thehmedial/laminitial/alefisolated /fehfinal/sadmedial/laminitial/alefisolated

oveisolatedd/alefisolated /fehfinal/sadmedial/laminitial/alefisolated /noonwithyehisolated/aleffinal/thehmedial/laminitial/alefisolated /fehfinal/sadmedial/laminitial/alefisolated /tehmarbutafinal/yehmedial/sadmedial/khahmedial/sheenmedial/laminitial/alefisolated /tehisolated/aleffinal/nooninitial/wawfinal/kafmedial/meeminitial /tehisolated/alefisolated/yehwithrehfinal/ghainmedial/tehmedial/lamwithmeeminitial/alefisolated /tehisolated/aleffinal/noonmedial/yehmedial/ainmedial/laminitial/alefisolated

102 اﻟﺼﺪاﻗﺔ ﻣﻦ ﻣﻨﻈﻮر ﻋﻠﻢ اﻟﻨﻔﺲ )ب( دراﺳﺎت ارﺗﻘﺎء أﺳﺲ اﻟﺘﺠﺎذب وﺷﺮوط اﻟﺼﺪاﻗﺔ ﻓﻲ ﻣﺮﺣﻠﺔ اﻖ)ﻜ اﻖ)ﻜ - دراﺳﺔ أوﺑﺮﻳﻦ ١O’Brien وﺑﻴﻴﺮﻣﺎنBierman ﻋﻦ ﺗﺼﻮرات اﻟﺘﻼﻣﻴﺬ ﺣﻮل ﺗﺄﺛﻴﺮ ﺟﻤﺎﻋﺎت اﻷﻗﺮان: اﺳﺘﻬﺪﻓﺖ ﺗﻠﻚ اﻟﺪراﺳﺔ اﻟﻮﻗﻮف ﻋﻠﻰ اﻧﻄﺒﺎﻋﺎت اﻟﺘﻼﻣﻴﺬ ﻓﻲ ﻣﺮﺣﻠـﺘـﻲ ﻣﺎ ﻗﺒﻞ اﻃﺋﺤﻜ اﻟﺘﻐﻴﺮ ﻓﻲ ﻫﺬه اﻻﻧﻄﺒﺎﻋﺎت ﻋﺒﺮ ﻫﺎﺗﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻃﺋﺤﻜ ﻋﻴﻨﺎت ﻣﺨﺘﺎرة ﻋﺸﻮاﺋﻴﺎ ﻣﻦ ﺗﻼﻣﻴﺬ اﻃﺋﺤﻜ ﺗﻠﻤﻴﺬة٢١ ﺗﻠﻤﻴﺬا و ٢١اﻟﺪراﺳﻴﺔ: اﳋﺎﻣﺲ واﻟﺜﺎﻣﻦ واﳊﺎدي ﻋﺸﺮ )واﺧﺘﻴﺮ ٦١٬ ٥٬ ٣١٬ ٨٬ ٠١٬ ٩ﻣﻦ ﻛﻞ ﺻﻒ(ﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺑﻠﻐﺖ ﻣﺘﻮﺳﻄﺎت أﻋﻤـﺎر اﻟـﺘـﻼﻣـﻴـﺬ: ﺳﻨﺔ ﻋﻠﻰ اﻟﺘﻮاﻟﻲ. وأﺟﺮﻳﺖ ﻣﻘﺎﺑﻼت ﻓﺮدﻳﺔ ﻣﻊ ﻛﻞ ﺗـﻠـﻤـﻴـﺬ ﺳـﺌـﻞ ﻓـﻴـﻬـﺎ ﻋـﻦ اﻧﻄﺒﺎﻋﺎﺗﻪ ﻋﻦ ﺟﻤﺎﻋﺎت اﻷﻗﺮان وﺗﺄﺛﻴﺮ اﻷﻗﺮان ﻋﻠﻴﻪﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻣﺸﺎﻋﺮه إزاء ﻗﺒـﻮل اﳉﻤﺎﻋﺔ أو رﻓﻀﻬﺎ ﻟﻪ .(٧٠٢) وﻗﺪ أﻇﻬﺮت اﻟﻨﺘﺎﺋﺞ أن اﻟﺘﻼﻣﻴﺬ ﻓﻲ ﻣﺮﺣﻠﺔ ﻣﺎ ﻗﺒﻞ اﻃﺋﺤﻜ ﺗﺼﻮراﺗﻬﻢ ﺣﻮل ﺗﺄﺛﻴﺮ اﻟﺼﺪاﻗﺔ ﻋﻠﻰ ﺟﺎﻧﺒﻲ اﻟﻨﺸﺎﻃﺎت اﻃﺋﺤﻜ اﻻﺟﺘﻤﺎﻋﻲﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ووﺿﺢ أﻧﻬﻢ ﻳﻨﺴﺒﻮن ﺗﺄﺛﻴﺮا ﻣﺤﺪودا ﻟﻸﻗﺮان ﺑﺎﻃﺋﺤﻜ اﻟﺬﻳﻦ ﻋﺒﺮوا ﻋﻦ اﺣﺘﻴﺎﺟﻬﻢ اﻟﻌﻤﻴﻖ ﻟﻠﺼﺪاﻗﺔ وﺗﻘﺪﻳﺮﻫﻢ ﻟﺘﺄﺛﻴﺮاﺗﻬﺎ اﻟﻮاﺿﺤﺔ ﻓﻲ ﺣﻴﺎﺗﻬﻢ اﻟﺸﺨﺼﻴﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻗﺪ رﻛﺰوا ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﻋﻠـﻰ ﺗـﺄﺛـﻴـﺮات اﻟـﺼـﺪاﻗـﺔ اﻟﺘﻲ ﻃﺋﺤﻜﻹثﳒثﺚﺲ اﳉﻮاﻧﺐ اﻟﺘﺎﻟﻴﺔ: اﻟـﺘـﺼـﺮﻓـﺎت اﻷﺧـﻼﻗـﻴـﺔ واﻃﺋﺤﻜ واﻻﲡﺎﻫﺎتﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ واﻃﺋﺤﻜ ﻓﻲ ﻛﻞ اﻷﻋﻤﺎر ﻳﺪرﻛﻮن أﻫﻤﻴﺔ اﻟﺼﺪاﻗﺔ ﻓﻲ ﺗﻘﺪﻃﺋﺤﻜﻪﻻﳒﺠﻹمﺚ اﻃﺋﺤﻜ ﺑﻴﻨﻤﺎ ﻳﺰﻳﺪ إدراﻛﻬﻢ ﻣﻊ اﻟﺘﻘﺪم ﻓﻲ اﻟﻌﻤﺮ ﻷﺛﺮ اﻟﺼﺪاﻗﺔ ﻓﻲ ﺗﻨﻤـﻴـﺔ اﻟـﺸـﻌـﻮر ﺑﺎﻟﺮﺿﺎ ﻋﻦ اﻟﺬات. - ﺑﺤﺚ ﻣﺎﻧﺎرﻳﻨﻮ ﻋﻦ أﺛﺮ ﻋﻼﻗﺎت اﻟﺼﺪاﻗﺔ اﻟﻮﺛﻴﻘﺔ:٢ أﺟﺮﻳﺖ ﺑﺤـﻮث ﻋـﺪﻳـﺪة ﻻﺧـﺘـﺒـﺎر ﻓـﺮوض ﺳـﻮﻟـﻴـﻔـﺎن Sullivan وﺗﺼـﻮراﺗـﻪ ﻟﻼرﺗﻘﺎء اﻻﺟﺘﻤﺎﻋﻲﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻛﺎن اﻟﺘﺮﻛﻴﺰ ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﻋﻠﻰ آﺛﺎر ﻋﻼﻗﺎت اﻟﺼﺪاﻗﺔ اﻟﻮﺛﻴﻘﺔ ﻓﻲ ﺧﺼﺎﺋﺺ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ ﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻷﻗﺮان ﻓﻲ ﻣﺮﺣﻠﺘﻲ ﻣﺎ ﻗﺒﻞ

103 اﻟﺪراﺳﺎت اﻟﻨﻔﺴﻴﺔ ﻟﻠﺼﺪاﻗﺔ ﻋﺒﺮ ﺛﻘﺎﻓﺎت ﻣﺨﺘﻠﻔﺔ اﻃﺋﺤﻜ (.٩٩١٬ ٦٩١ﻣﻦ ﺧﻼل ﺑﺤﻮث ﻣﺎﻧﺎرﻳﻨﻮﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻣﺎﻛﺠﻮﻳﺮ ووﻳﺴﺰ ) وﻧﻔﺬ ﻣﺎﻧﺎرﻳﻨﻮ ﻋﺪدا ﻣﻦ اﻟـﺒـﺤـﻮث ﻓـﻲ ﻫـﺬا اﻟـﺼـﺪدﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ اﺳـﺘـﻬـﺪف أﺣـﺪﻫـﺎ اﻟﺘﺤﻘﻖ ﻣﻦ ﻓﺮض ﺳﻮﻟﻴﻔﺎن واﻟﺬي ﻳﺬﻫﺐ إﻟﻰ أن ﻋﻼﻗﺎت اﻟﺼﺪاﻗﺔ اﻟﻮﺛﻴﻘﺔ ﻓﻲ ﻣﺮﺣﻠﺔ ﻣﺎ ﻗﺒﻞ اﻃﺋﺤﻜatriuistic behavior وﺗﻜﻮﻧﺖ ﺗﻠﻤﻴﺬا أﻣﺮﻳﻜﻴﺎ ﻣﻦ اﻟﺬﻛﻮر ﻓﻲ اﻟﺼﻒ اﻟﺴﺎدس اﻻﺑﺘﺪاﺋﻲﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ٢٩ﻋﻴﻨﺔ اﻟﺒﺤﺚ ﻣﻦ وﻃﺋﺤﻜﲡﻏثﳒزﺚ ﺗﻘﺪﻳﺮ ﻋﻼﻗﺔ اﻟﺼﺪاﻗﺔ اﻟﻮﺛﻴﻘﺔ اﻋﺘﻤﺎدا ﻋﻠﻰ ﺛﻼﺛﺔ ﻣﺤﻜﺎت وﻫﻲ: - اﻻﺧﺘﺒﺎر اﻟﺴﻮﺳﻴﻮﻣﺘﺮيﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺣﻴﺚ ﻃﻠﺐ ﻣﻦ ﻛﻞ ﺗﻠﻤﻴﺬ ﻛﺘﺎﺑﺔ أﺳﻤﺎء أﻗﺮب١ ﺛﻼﺛﺔ أﺻﺪﻗﺎء إﻟﻰ ﻧﻔﺴﻪ ﻣﺮﺗﺒﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﺣﺴﺐ درﺟﺔ ﺗﻔﻀﻴﻠﻪ ﻟﻬﻢﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺑﻌﺪ أﺳﺒﻮﻋﻃﺋﺤﻜﻹﻖﳒﻼﺚ أﻋﻴﺪ ﻋﻠﻴﻬﻢ اﻟﺴﺆال ﻧﻔﺴﻪ وﻛﺎن ﻣﺆﺷﺮ ﻋﻼﻗﺔ اﻟﺼﺪاﻗﺔ اﻟﻮﺛﻴـﻘـﺔ اﻃﺋﺤﻜ وﻗﻮع اﻻﺧﺘﻴﺎر ﻋﻠﻰ اﻟﺼﺪﻳﻖ ﻧﻔﺴﻪ ﻓﻲ اﻃﺋﺤﻜ - إﺟﺎﺑﺔ ﻛﻞ ﺗﻠﻤﻴﺬ ﻋﻦ ﻗﺎﺋﻤﺔ ﺻﻤﻤﻬﺎ اﻟﺒﺎﺣﺚ ﻟﺘﻘﺪﻳﺮ اﻟﺼﺪاﻗﺔ اﻟﻮﺛﻴﻘﺔ٢ ﺑﻨﺪا ﺗﻘﻴﺲ اﻟﺘﺨﺎﻃﺐ اﻟﺼﺮﻳﺢ ﻣﻊ اﻟﺼﺪﻳﻖﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ودرﺟﺔ اﳊﺴـﺎﺳـﻴـﺔ٧١وﲢﻮي ﻧﺤﻮ ﺣﺎﺟﺎﺗﻪ واﻫﺘﻤﺎﻣﺎﺗﻪ. - ﺳﺆال اﻟﺼﺪﻳﻖ ﻋﻦ ﺗﻔﻀﻴﻠﻪ ﻗﻀﺎء اﻟﻮﻗﺖ ﻣﻊ ﺻﺪﻳﻘﻪ اﻃﺋﺤﻜ ﺟﻤﺎﻋﺔ ﻣﻦ اﻷﻗﺮان أو اﻷﺻﺪﻗﺎءﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻛﺎن ﻣﺤﻚ اﻟﺼﺪاﻗﺔ اﻟﻮﺛﻴﻘﺔ ﻫﻮ ﺗﻔﻀﻴﻞ ﻗﻀﺎء اﻟﻮﻗﺖ ﻣﻊ اﻟﺼﺪﻳﻖ اﻃﺋﺤﻜ ﺗﻠﻤﻴﺬا ﻳﺘﻤﺘـﻌـﻮن٠٣وﻗﺪ أوﺿﺤﺖ اﻃﺋﺤﻜ ﺗﻠﻤﻴﺬا ﻻ٠٣ ﺗﻠﻤﻴﺬاﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺛﻢ اﺧﺘﻴﺮ ٢٩ﺑﻌﻼﻗﺔ ﺻﺪاﻗﺔ وﺛﻴﻘﺔ ﻣﻦ ﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﻋﻴﻨﺔ ﻗﻮاﻣﻬﺎ ﺗﺘﻮاﻓﺮ ﻟﻬﻢ ﺗﻠﻚ اﻟﻌﻼﻗﺔ وﻓﻖ اﶈـﻜـﺎت اﻃﺋﺤﻜ اﻟﻤﺠﻤﻮﻋﺘﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﻓﻲ ﻣﺴﺘﻮى اﻟﺘﻘﺒﻞ اﻻﺟﺘﻤﺎﻋﻲ واﻟﺬﻛﺎءﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻃﺒﻖ ﻋﻠﻰ اﻟﻤﺠﻤﻮﻋﺘﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﺧﺘﺒﺎران ﻟﻠﺴﻠﻮك اﻟﻐﻴﺮي أﺣﺪﻫﻤﺎ ﻟﻔﻈﻲ واﻵﺧﺮ أداﺋﻲ. وﺟﺎءت اﻟﻨﺘﺎﺋﺞ ﻓﻲ اﻻﲡﺎه اﻟﺬي ﻳﺤﻘﻖ ﻓﺮض ﻣﺎﻧﺎرﻳﻨﻮ ﺣﻴﺚ ﺗﺒﻃﺋﺤﻜﻹﻖﳒﻼﺚ أن اﻟﺼﺪاﻗﺔ اﻟﺸﺨﺼﻴﺔ اﻟﻮﺛﻴﻘﺔ ﺗﺸﺠﻊ اﻟﻔﺮد ﻋﻠﻰ إدراك اﻟﺘﻤﺎﺛﻞ ﺑﻴﻨﻪ وﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻵﺧﺮﻳﻦ وﺗﻨﻤـﻲ ﻟـﺪﻳـﻪ اﻃﺋﺤﻜ اﻹﻧﺴﺎﻧﻴﺔ ﻣﻦ ﺧﻼل اﻟﺘﻔﺎﻋﻞ اﻟﺼﺮﻳﺢ ﻣﻊ اﻵﺧﺮﻳﻦ ﻃﺋﺤﻜﻻﺢهﺚﺎ ﻳﺮﻏﺒﻪ ﻓﻲ اﻟﺒﺬل ﻟﻬﻢ واﻟﺘﻀﺤﻴﺔ ﻓﻲ ﺳﺒﻴﻠﻬﻢ .(٦٩١) - ﺑﺤﺚ ﻣﺎﻛﺠﻮﻳﺮ ووﻳﺴﺰ ﻋﻦ ﻣﺼﺎﺣﺒﺎت اﻟﺼﺪاﻗﺔ اﻟﻮﺛﻴﻘﺔ:٣ أﻣﺎ ﺑﺤﺚ ﻣﺎﻛﺠﻮﻳﺮ Mcguire ووﻳﺴﺰWeisz ﻓﻘﺪ أﺟﺮي ﻓﻲ إﺣﺪى اﻟﻮﻻﻳﺎت

104 اﻟﺼﺪاﻗﺔ ﻣﻦ ﻣﻨﻈﻮر ﻋﻠﻢ اﻟﻨﻔﺲ اﻷﻣﺮﻳﻜﻴﺔ ﺑﻬﺪف اﻟﺘﻤﻴﻴﺰ ﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻃﺋﺤﻜ ﻳﻌﺮﻓﻬﺎ ﺳﻮﻟﻴﻔﺎن( واﻟﺸﻌﺒﻴﺔ )ﻛﻤﺎ ﺗﺘﺤﺪد ﻣﻦ ﺧﻼل اﻃﺋﺤﻜ اﻃﺋﺤﻜ ﻣﺎﻧﺎرﻳﻨﻮ ﺣﻴﺚ اﺷﺘﺮط ﻓﻲ ﺗﻌﺮﻳﻒ اﻟﺼﺪﻳﻖ ﺗﻮاﻓﺮ ﺧﺎﺻﻴﺘﻲ ﺗﺒﺎدل اﻻﺧﺘـﻴـﺎر ﺗﻠﻤﻴﺬا وﺗﻠﻤﻴﺬة ﻃﺋﺤﻜﲡﻏثﳒزﺚ ﺗـﻮزﻳـﻌـﻬـﻢ ﻓـﻲ٠٨واﺳﺘﻘﺮارهﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺗﻜﻮﻧﺖ ﻋﻴـﻨـﺔ اﻟـﺒـﺤـﺚ ﻣـﻦ ﺗﺼﻤﻴﻢ ﲡﺮﻳﺒﻲ ﻳﺘﻀﻤﻦ ﺛﻤﺎﻧﻲ ﺧﻼﻳﺎ ﻣﻘﺴﻤﺔ ﻋﻠﻰ أﺳـﺎس اﳉـﻨـﺲ )ذﻛـﻮرﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ إﻧﺎث(ﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ واﻟﺼﺪاﻗﺔ اﻟﻮﺛﻴﻘﺔ )ﻣﺘﺒﺎدﻟﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﻏﻴﺮ ﻣﺘﺒﺎدﻟﺔ(ﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ودرﺟﺔ اﻟﺸﻌﺒﻴﺔ )ﻣﺮﺗﻔﻌﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺗﻼﻣﻴﺬ. ﺛﻢ ﻃﺒﻖ ﻋﻠﻰ ﻛﻞ اﻟﺘﻼﻣﻴﺬ اﺧـﺘـﺒـﺎر٠١ﻣﻨﺨﻔﻀﺔ(ﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﺣﻮت ﻛﻞ ﺧﻠـﻴـﺔ ﻳﻘﻴﺲ اﻟﻘﺪرة ﻋﻠﻰ ﻓﻬﻢ ﻣﻨﻈﻮر اﻵﺧﺮﻳﻦﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﻛﻤﺎ اﻋﺘﻤﺪا ﻋﻠﻰ أﺳﻠﻮب اﻃﺋﺤﻜ ﻟﺘﻘﺪﻳﺮ ﻣﻴﻞ اﻟﺘﻠﻤﻴﺬ إﻟﻰ إﺻﺪار اﻟﺴﻠﻮك اﻟﻐﻴﺮي. وأوﺿﺤﺖ اﻟﻨﺘـﺎﺋـﺞ ﺻـﺪق ﻓﺮوض ﺳﻮﻟﻴﻔﺎنﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﺣﻴﺚ ﻃﺋﺤﻜﻹثﳒثﺚﻴﺰ اﻷﻃﻔﺎل اﻟﺬﻳﻦ ﺗﺮﺑﻄﻬﻢ ﺻﺪاﻗﺔ ﻣﺘﺒﺎدﻟﺔ ﻣﺴﺘﻘﺮة ﻣﻊ زﻣﻼﺋﻬﻢ ﺑﻘﺪرات أﻛﻔﺄ ﻋﻠﻰ ﻓﻬﻢ ﻣﻨﻈﻮر اﻵﺧﺮﻳﻦ وأﺻﺪروا ﻣﻌﺪﻻت أﻋﻠﻰ ﻣﻦ اﻟﺴﻠﻮك اﻟﻐﻴﺮي ﻣﻘﺎرﻧﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﻃﺋﺤﻜﻻﺠﻹضﺚﻔﺘﻘﺪي ﺗﻠﻚ اﻟﻌﻼﻗﺎت. أﻣﺎ اﻟﺘﻼﻣﻴﺬ ﻣﺮﺗﻔﻌﻮ اﻟﺸﻌﺒﻴﺔ ﻓﻠﻢ ﻳﻈﻬﺮوا ﻧﻔﺲ اﻟﺘﻐﻴﺮات اﻃﺋﺤﻜ ﻃﺋﺤﻜﻻﺢهﺚﺎ ﻳﺪﻋﻮ إﻟﻰ اﻟﺘﻔﺮﻗﺔ ﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﺧﺼﺎﺋﺺ اﻟﺼﺪاﻗﺔ واﻟﺸﻌﺒﻴﺔ .(٩٩١) )ج( دراﺳﺎت ارﺗﻘﺎء أﺳﺲ اﻟﺘﺠﺎذب وﺷﺮوط اﻟﺼﺪاﻗﺔ ﻓﻲ ﻣﺮﺣﻠﺔ اﻖ)ﻜ اﻖ)ﻜ ١- دراﺳﺔ ﺳﻮﻳﻒ ﻋﻦ ﺧﺼﺎﺋﺺ ﺻﺪاﻗﺎت اﳌﺮاﻫﻘﲔ ﻓﻲ اﻟﻤﺠﺘﻤﻊ اﳌﺼﺮي: اﺳﺘﻬﺪف ﻫﺬا اﻟﺒﺤﺚ اﻟﻜﺸﻒ ﻋﻦ اﻟﻌﻮاﻣﻞ اﻟﺘﻲ ﺗﺴﻬﻢ ﻓﻲ اﺧﺘﻴﺎر ﺻﺪاﻗﺎت اﻃﺋﺤﻜ ﻣﺒﺤﻮﺛﺎ ﻓﻲ ﻣﺮﺣﻠﺔ٨٩٧ ﻣﺒﺤﻮﺛﻃﺋﺤﻜﻹﻖﳒﻼﺚﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﻣﻨﻬﻢ ٦٠١١اﻃﺋﺤﻜ ٨٥٣اﻃﺋﺤﻜ ﻣﺒﺤﻮﺛﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﻓﻲ ﻣﺮﺣﻠﺔ اﻟﺮﺷﺪﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻣﻌﻈﻤﻬﻢ ﻣﻦ ﻣﻮﻇﻔﻲ اﳊﻜﻮﻣﺔ وﺑﻌﻀﻬـﻢ ﻣـﻦ ﻃﻠﺒﺔ اﻟﻜﻠﻴﺎت واﻃﺋﺤﻜ ﺳﻨﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ أﻣـﺎ٩١- ٢١وﺗﺮاوﺣﺖ أﻋﻤﺎر اﻃﺋﺤﻜ -٧٤٢: ص ص ٤٢ ﺳﻨـﺔ )٦٤- ٠٢اﻟﺮاﺷﺪون ﻓﻮﻗﻌﺖ أﻋﻤـﺎرﻫـﻢ ﻓـﻲ اﻃﺋﺤﻜ (٥٧٢

105 اﻟﺪراﺳﺎت اﻟﻨﻔﺴﻴﺔ ﻟﻠﺼﺪاﻗﺔ ﻋﺒﺮ ﺛﻘﺎﻓﺎت ﻣﺨﺘﻠﻔﺔ وﺗﻀﻤﻨﺖ أدوات اﻟﺪراﺳﺔ اﺳﺘﺨﺒﺎرﻳﻦ: أوﻟﻬﻤﺎ اﺳﺘﺨﺒﺎر ﻣﻜﻮن ﻣـﻦ ﻋـﺪد ﻣﻦ اﻷﺳﺌﻠﺔ ﻣﻔﺘﻮﺣﺔ اﻟﻨﻬﺎﻳﺎت أرﻳﺪ ﺑﻪ اﻟﻜﺸﻒ ﻋﻦ ﺑﻌﺾ ﺟﻮاﻧﺐ اﻟـﺼـﺪاﻗـﺔ ﻣﺒﺤﻮﺛﺎ١٤ﺑﻌﺪ ﲢﻠﻴﻞ إﺟﺎﺑﺎت اﻃﺋﺤﻜ ﻓﻘﻂ ﻧﻈﺮا ﻟﻄﻮﻟﻪ. أﻣﺎ اﻻﺳﺘﺨﺒﺎر اﻟﺜﺎﻧﻲ وﻫﻮ اﺳﺘﺨﺒﺎر اﻟﺼﺪاﻗﺔ ﻓﻜﺎن اﻟﻬﺪف ﻣﻨﻪ ﺗﻘﺪﻳﺮ درﺟﺔ اﻟﺘﺼﻠﺐ اﻻﺟﺘﻤﺎﻋﻲ ﻟﻠﻤﺮاﻫﻘﻃﺋﺤﻜﻹﻖﳒﻼﺚ واﻟﺮاﺷﺪﻳﻦﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻗـﺪ ﺗـﻀـﻤـﻦ ﻗﺎﺋﻤﺔ ﻣﻦ ﺳﺒﻌﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﺻﻔﺔ ﺷﺨﺼﻴﺔ وﻃﻠﺐ ﻣﻦ اﻃﺋﺤﻜ ﻋﻨﺪ ﻋﻘﺪ ﺻﺪاﻗﺔ وﺛﻴﻘﺔ ﻣﻊ ﺷﺨﺺ آﺧﺮ ﻣﻦ ﻧﻔﺲ اﳉﻨﺲﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وذﻟﻚ ﺑﺎﺧـﺘـﻴـﺎر ﺑﺪﻳﻞ ﻣﻦ ﺑﻃﺋﺤﻜﻹﻖﳒﻼﺚ ﺧﻤﺴﺔ ﺑﺪاﺋﻞ وﻫﻲ ﻋﻠﻰ اﻟﺘﺮﺗﻴﺐ: اﻟﺼﻔﺎت اﻟﺘﻲ ﻻﺑﺪ ﻣﻦ ﺗﻮاﻓﺮﻫﺎ ﻟﻘﻴﺎم ﺻﺪاﻗﺔ.٢+ اﻟﺼﻔﺎت اﻃﺋﺤﻜ ﺻﻔﺮ اﻟﺼﻔﺎت ﻏﻴﺮ اﻃﺋﺤﻜ اﻟﺼﻔﺎت اﻟﺘﻲ ﻳﺤﺴﻦ أﻻ ﺗﻮﺟﺪ وﻟﻜﻨﻬﺎ ﻋﻠﻰ ﻛﻞ ﺣﺎل ﻣﺤﺘﻤﻠﺔ.١- اﻟﺼﻔﺎت اﻟﺘﻲ ﻳﺠﺐ أﻻ ﺗﻮﺟﺪﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وإذا وﺟﺪت ﻓﻼ ﻃﺋﺤﻜﻹثﻻﺚﻜﻦ ﻗﻴﺎم ﺻﺪاﻗﺔ .٢- وﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ ﻫﺬﻳﻦ اﻻﺳﺘﺨﺒﺎر ﻳﻦ ﻃﺒﻖ ﻣﻘـﻴـﺎس ﺳـﻮﺳـﻴـﻮﻣـﺘـﺮي ﻋـﻠـﻰ ﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ ﻛﺎن٢٥٩١- ١٥٩١أﻋﺪاد ﻣﻦ ﻃﻠﺒﺔ وﻃﺎﻟﺒﺎت ﻛﻠﻴﺔ اﻵداب ﻓﻲ اﻟﻌﺎم اﳉﺎﻣﻌﻲ ﻣﻌﻈﻤﻬﻢ ﻣﻦ اﻟﺮاﺷﺪﻳﻦ. ﺑﻬﺪف دراﺳﺔ ﻋﻼﻗﺔ درﺟﺔ اﻟﺘـﺼـﻠـﺐ اﻻﺟـﺘـﻤـﺎﻋـﻲ ﺑﻌﺪد ﻣﻦ اﻃﺋﺤﻜ ﺑﻴﻨﻬﻢ. وﻓﻴﻤﺎ ﻳﻠﻲ ﻧﻠﺨﺺ أﻫﻢ اﻟﻨﺘﺎﺋﺞ اﻃﺋﺤﻜ ﺗﻘﻮم اﻟﺼﺪاﻗﺔ ﻓﻲ ﻣﺮﺣﻠﺔ اﻃﺋﺤﻜ واﻟﺘﺤﺪث ﻣﻌﺎﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻟﻴﺲ ﻟﻬﺎ ﻫﺪف ﻣﺤﺪد وﻻ ﺧﻄﺔ ﻣﻨﻈﻤﺔ. - ﻫﻨﺎك ﻗﺪر ﻛﺒﻴﺮ ﻣﻦ اﻟﺘﻤﺎﺛﻞ ﻓﻲ ﻣﻮﺿﻮﻋﺎت اﳊﺪﻳـﺚ ﺑـﻃﺋﺤﻜﻹﻖﳒﻼﺚ اﻷﺻـﺪﻗـﺎءﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ واﻟﺘﻲ ﺗﺘﻄﺮق ﻓﻲ ﻣﻌﻈﻢ اﻷﺣﻴﺎن إﻟﻰ اﻃﺋﺤﻜ اﻃﺋﺤﻜ اﻷﻟﻌﺎب اﻟﺮﻳﺎﺿﻴﺔ ﻓﻲ أﺣﺎدﻳﺚ اﻟﺬﻛﻮر ﺑﺼﻔﺔ ﺧﺎﺻﺔ. - ﻳﻌﻠﻞ اﻃﺋﺤﻜ وﺗﻨﻌﻘﺪ اﻟﻌﻼﻗﺎت ﺑﺴﻬﻮﻟﺔﺋﻊﺳﻊﻹﻪﻻﺋﳒثﻏﺚ وﻳﻴﺴﺮﻫﺎ اﻟﺘﺠﺎور اﻃﺋﺤﻜ وﺗﺘﻔﺮق ﺑﺴﻬﻮﻟﺔ أﻳﻀﺎ ﻧﺘﻴﺠﺔ اﻟﺒﻌﺪ اﻃﺋﺤﻜ - ﻳﺘﻤﺎﺛﻞ اﻷﺻﺪﻗﺎء ﻓﻲ اﳉﻨﺲ واﻟـﺴـﻦ واﻟـﺪﻳـﻦ واﻃﺋﺤﻜ واﻻﺟﺘﻤﺎﻋﻲ وﺗﺘﻤﻴﺰ اﻟﺼﺪاﻗﺔ ﻓﻲ ﻣﺮﺣﻠﺔ اﻃﺋﺤﻜ