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اليقظة الذهنية لدى معلمي الدراسات الاجتماعية وعلاقتها ‏بمهاراتهم في حل مشكلات الغرفة الصفية

عبير الرفاعي

‏* جامعة اليرموك - الأردن.‏


JJES,17(3), 2021, 475-491

ملخص: يلقي البحث الحالي الضوء على اثر اليقظة الذهنية في حل مشكلات الغرفة الصفية. وبشكل أكثر تحديدًا، كشفت الدراسة عن العلاقة المحتملة بين اليقظة الذهنية لمعلمي الدراسات الاجتماعية وقدرتهم على حل مشكلات الغرفة الصفية. تكونت عينة الدراسة من (150) معلمًا ومعلمة من معلمي الدراسات الاجتماعية منهم (71) من الذكور و (79) من الإناث, تم اختيارهم من محافظة إربد باستخدام الطريقة العشوائية البسيطة. وتحقيقًا لذلك، تم استخدام مقياسين لجمع البيانات, الأول لقياس مستوى اليقظة الذهنية لدى معلمي الدراسات الاجتماعية. والثاني لقياس قدرتهم على حل مشكلات الغرفة الصفية. تم التأكد من صدق و ثبات أداتي الدراسة. وأشارت نتائج الدراسة إلى أن مستوى اليقظة الذهنية لدى معلمي الدراسات الاجتماعية جاء مرتفعًا بمتوسط حسابي مقداره ​​(4.26). كما أن مستوى قدرة معلمي الدراسات الاجتماعية على حل مشكلات الغرفة الصفية جاء أيضًا مرتفعًا بمتوسط حسابي مقداره ​​(3.80). كما تبين من النتائج وجود علاقة ارتباطية ذات دلالة إحصائية عند مستوى الدلالة (α = 0.001) بين مستوى اليقظة الذهنية لدى معلمي الدراسات الاجتماعية وقدرتهم على حل مشكلات الغرفة الصفية, حيث بلغ معامل ارتباط بيرسون (0.719).

الكلمات المفتاحية:
اليقظة الذهنية، حل مشكلة الغرفة الصفية، معلمو الدراسات الاجتماعية)‏


Mindfulness of Social Studies' Teachers and its Relationship to Their Skills of Solving Classroom Problems


Abeer Al-Refai ‎, Yarmouk Universirty, Jordan.


Abstract: The current research sheds light on whether mindfulness meditation would influence the ability to solve classroom problems. More specifically, the study explored the potential correlation between the mindfulness of social studies teachers and their ability to solve classroom problems. The sample of the study consisted of 150 social studies teachers (71 males and 79 females). They were drawn from the population of the study in Irbid Education governorate by using simple random sampling. To achieve that, two scales were used for gathering data; one to measure the mindfulness of social studies teachers and the other to measure their ability to solve classroom problems. Reliability and validity of the study scales were checked. Results of the study indicated that the level of mindfulness of social studies teachers was high with a mean of (4.26). Also, the level of social studies teachers' ability to solve classroom problems was high with a mean of (3.80). Moreover, there was a positive significant correlational relationship at (α = 0.001) between the level of mindfulness of social studies teachers and their ability to solve classroom problems. The Pearson correlation coefficient was (0.719).

Mindfulness, Solving Classroom Problems, Social Studies Teachers).‎



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