عادل سمير محمد حمدان https://orcid.org/0000-0002-1006-0360

الملخص

هدفت الدراسةُ إلى مقارنة بين نموذج التقدير الجزئي ونموذج سلَّم التقدير لمقياس الكفاءة الذاتية في الإدارة الصفية على الطلبة المعلمين. تمثلت أداةُ الدراسة في مقياس الكفاءة الذاتية في الإدارة الصفية للطالب المعلم من إعداد (Slater & Main, 2020) وترجمة الباحث، وطُبِّق المقياس على عينة قدرُها (741) من طلبة كلية التربية (بالفرقتين الثالثة والرابعة) بجامعة أسيوط. وقد بينت نتائج الدراسة مطابقة فقرات مقياس الكفاءة الذاتية في الإدارة الصفية للطالب المعلم لنموذج سلم التقدير، ونموذج التقدير الجزئي؛ فقد كانت قيم المطابقة الداخلية والخارجية للفقرات تقع ضمن المدى المقبول، وتراوحت بين (0.5 و1.5)، كما أن قيم معاملات الثبات كانت مقبولة؛ إذ كانت جميع قيم معاملات الثبات أكبر من 0.80. كما دلت النتائجُ على الترتيب التصاعدي لقيم العتبات لمعاملات الصعوبة للفقرات، وذلك بالنسبة إلى نموذج سُلم التقدير ونموذج التقدير الجزئي. وبيَّنت النتائج وجود فرق دال إحصائيًا عند مستوى (0.01) بين النموذجين، ولصالح نموذج التقدير الجزئي، مما يدل على أن نموذجَ التقدير الجزئي هو الأكثر دقة ومناسَبةً لمقياس الكفاءة الذاتية في الإدارة الصفية.

المقاييس

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الكلمات المفتاحية

نموذج التقدير الجزئي
نموذج سلم التقدير
الكفاءة الذاتية
الإدارة الصفية
الطالب المعلم

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كيفية الاقتباس
حمدان عادل سمير محمد. 2025. "مقارَنةٌ بين نموذجَي ’التَّقدير الجُزئي’ و’سُلَّم التقدير’ لمقياسِ الكفاءةِ الذاتيَّة في الإدارةِ الصفِّية للطالبِ المعلِّم". مجلة العلوم التربوية – جامعة قطر 25 (1). https://doi.org/10.29117/jes.2025.0213.
القسم
الأبحاث باللغة العربية