يهدف البحث الي اعداد برنامج ارشادي معرفي سلوکي لخفض السلوک الانسحابي لدي عينة من التلاميذ العاديين والمتأخرين دراسيا بالصف السادس الابتدائي , وتکونت عينة الدراسة من (30) تلميذا وتلميذة من المتأخرين دراسيا والعاديين بالمرحلة الأبتدائية واللذين حصلوا علي درجات مرتفعة علي مقياس السلوک الانسحابي للأطفال، وتم تقسيمهم الي مجموعتين تجريبيتين : الاولي (عاديين) وتتضمن (15) تلميذا وتلميذة ،والثانية (متأخرين دراسيا) وتتضمن (15) تلميذا وتلميذة ،ممن تتراوح أعمارهم الزمنية ما بين (11-12) عاما. وتمثلت أدوات البحث في مقياس القدرة العقلية إعداد: فاروق عبد الفتاح ،1989، ومقياس السلوک الانسحابي للأطفال (إعداد: الباحثة)، والبرنامج الإرشادي المعرفي السلوکي لخفض السلوک الانسحابي (إعداد: الباحثة) واستخدمت الباحثة الأساليب الإحصائية اللابارامترية الآتية باستخدام برنامج SPSS لاختبار فروض الدراسة، وهى:اختبار مان- ويتني لمجموعتين صغيرتين مستقلتين، وتحليل التباين للقياسات المتکررة ، واختباربون فيرون للمقارنات البعدية المتعددة، اختبار ولکوکسن – إشارة الرتب لمجموعتين صغيرتين مرتبطتين، مربع إيتا لحساب قوة تأثير البرنامج ..
Abstract:
The purpose of this study was to prepare a cognitive behavioral mentoring program to reduce the withdrawal behavior of a sample of normal students and low achievers in primary sixth and its role in improving the standard of their academic attainment and to reveal its efficiency in improving their academic attainment. The study sample consisted of (30) male/female normal students and those who suffer from Educational retaprimary school, divided into two experimental schools: the first one (normal) (15) male/female students,the second (low achievers), which includes 15 male/female students, aged 11-12 years. Study tools included: Mental capacity scale (prepared /by Farouk Abdel Fattah,1989), withdrawal behavior scale(prepared by the researcher), A cognitive behavioral mentoring program to reduce the withdrawal behavior(prepared by the researcher) The researcher used the following statistical methods: Mann-Whitney test upon two small independent groups, anova –repeated measures, Bonferroni test for multiple pre and post comparisons) and Lukoxen test - hierarchical reference to two small connected groups, the eta-squared to measure the effect size of the program regarding two connected groups (pre-post measurement).
The results of the present study can be summarized as follows:
1- There are statistically significant differences at the level of (0.01) between the average grades in the post-measurement using the scale of withdrawal behavior in favor of the normal .
2- There are statistically significant differences ranged (0.001) between the average grades of the first experimental group (normal) in the (pre-post-sequential) measurement of the to measure the withdrawal behavior.
3- There are statistically significant differences at the level (0.001) between the average grades of the second experimental group (low achievers) in the (pre-post-sequential) measurement to measure the withdrawal behavior.
4- There are statistically significant differences at the level (0.001) between the average grades of the first experimental group (normal) before and after applying the program regarding the academic achievement.
5- There were statistically significant differences at the level (0.001) between the average grades of the second experimental group (low achievers) before and after applying the program regarding the academic achievement.