هدف هذا البحث إلى الكشف عن الفرق بين معلمي المرحلة الثانوية في التواضع الفكري وذلك تبعا لبعض العوامل الديموغرافية، وهي النوع: (ذكور/ إناث) - التخصص: (أدبي/ علمي) – نوع عملهم: (خاص/ حكومي)، وقد تكونت عينة هذا البحث من (200) معلمًا ومعلمة من معلمي المرحلة الثانوية من مدرسة أم المؤمنين الثانوية بنات، ومدرسة إلياس للغات، ومدرسة العائلة المقدسة بنين ومدرسة عاطف السادات الثانوية ومدرسة صلاح سالم العسكرية الثانوية، التابعين لإدارة حلوان التعليمية، محافظة القاهرة. وقد تراوحت أعمارهم ما بين (23-45) سنة، وبواقع (91 ذكور، 109 إناث)، ولتحقيق هدف البحث تم استخدام مقياس التواضع الفكري من إعدادKrumrei-Mancuso & Rouse (2016) وترجمة الباحثة، وتكونت عبارات هذا المقياس من 22 عبارة موزعة على أربع أبعاد (استقلال الذات والفكر- الانفتاح على وجهات نظر الآخرين – احترام وجهات نظر الآخرين – عدم الثقة الزائدة في المعتقدات) ، أظهرت نتائج هذا البحث أن التواضع الفكري لم يختلف لدى معلمين المرحلة الثانوية سواء باختلاف نوعهم أو اختلاف تخصصهم أو اختلاف نوع عملهم.
The research aims to identify differences in positive self-talk among university students in light of some demographic variables. The research sample included (300) male and female students enrolled in colleges of social service, education, nursing, and engineering. The researcher used the positive self-talk scale (prepared by the researcher). The results of the study confirmed the presence of statistically significant differences between the average scores of university students on the self-talk scale and its sub-factors, which are attributed to gender (males, females), and the presence of statistically significant differences between the average scores of university students on the positive self-talk scale and its sub-factors, which are attributed to the effect of academic specialization. (scientific, literary), and the presence of statistically significant differences between the average scores of university students on the self-talk scale and its sub-factors due to the binary interaction between gender (male, female) and academic specialization (scientific, literary), and the absence of statistically significant differences between the average scores of university students In the total score of the positive self-talk scale, and the two factors (forgiveness and tolerance, self-confidence), which are attributed to academic specialization (scientific, literary), and the presence of statistically significant differences between the average scores of university students on the positive self-talk scale and its sub-factors, which are attributed to the bilateral interaction between gender (males, Females), and academic specialization (scientific, literary).
This research aimed to reveal the differences between secondary school teachers' intellectual humility according to the demographic factors of (gender: male/female) - (specialization: academic/scientific) - (type of work: private/governmental). A study sample consisted of (200) teachers from: Umm Al-Mu'minin Secondary School, Elias Language School, Holy Family School for girls, Atef Al-Sadat Secondary School, and Salah Salem Al-Askari School. The sample consisted of (91 males and 109 females) aged between 23-45. The research used the Intellectual Humility Scale prepared by Krumrie-Mancuso and Ross (2016) and translated by a researcher. The scale consisted of 22 items distributed in four dimensions (Independence of Intellect and Ego - Openness to Revising One's Viewpoint - Respect for Others' Viewpoints - Lack of Intellectual Overconfidence). The results of this research revealed that the intellectual humility did not differ with secondary school teachers' gender, specialization, or type of work.