أثر التفاعل بين آنية المعلم اللفظية وغير اللفظية ومستوى الموثوقية فى المعلم على الرغبة فى التعلم لدى طلاب كلية التربية النوعية جامعة الإسكندرية

المؤلف    الفيل، حلمي محمد حلمي  علم النفس التربوي، كلية التربية النوعية، جامعة الإسكندرية  ^A52181
العنوان    أثر التفاعل بين آنية المعلم اللفظية وغير اللفظية ومستوى الموثوقية فى المعلم على الرغبة فى التعلم لدى طلاب كلية التربية النوعية جامعة الإسكندرية [مقال]
الصفحات    ص ص. 2-90
الملخص    This research aimed at identifying the relationship between verbal and nonverbal teacher immediacy and desire to learn, identifying the relationship between teacher credibility and desire to learn, discovering the differences at (teacher immediacy- teacher credibility- desire to learn) according to sex variable and discovering the impact of interaction between verbal and nonverbal teacher immediacy and teacher credibility on the desire to learn for faculty of specific education students Alexandria university. And this research was applied on a random sample consists of (377) students, (36) male and (341) female. Their average age was (19.36) years (SD=2.09). And this research depend on descriptive method (correlation studies), researcher used teacher immediacy scale, teacher credibility scale and desire to learn scale all was prepared by researcher. For statistical analysis researcher depend on Pearson correlation coefficient, t-test, and two-way ANOVA and Scheffe test. The results of the research indicated that: 1) there is a positive and statistically significant relationship at the level of significance (0.01) between verbal and nonverbal teacher immediacy and desire to learn. 2) There is a positive and statistically significant relationship at the level of significance (0.01) between teacher credibility and desire to learn. 3) there are no statistically significant differences at the level of significance (0.05) in the (teacher immediacy- teacher credibility- desire to learn) according to sex variable (male/ female), while there is statistically significant difference at the level of significance (0.01) in the verbal teacher immediacy according to sex variable (male/ female) in favor of females. 4) There is statistically significant impact at the level of significance (0.05) for interaction between verbal and nonverbal teacher immediacy and teacher credibility on the desire to teach for faculty of specific education students Alexandria University. Through this results research it recommended by the following: 1) interest in studying modern educational and psychological variables in Arab environment to consolidate these variables and identifying their relationship and its impact on cognitive learning outcomes; in order to keep up with the western development in educational and psychological science and benefit from it. 2) Prepare workshops for teachers aimed at improving verbal and nonverbal teacher immediacy behaviors; because these behaviors have a clear impact on the academic performance of the learners and desire to learn. 3) Awareness teachers by the importance of earn the credibility of the students in them; because the credibility has a clear impact on academic performance for learners, motivation for learning, self-efficacy and desire to learn. 4) Interest in identifying the factors that limited of the desire to learn for students and affecting on it, even become learning environments attractive environments for learners. (Published Abstract) http://search.shamaa.org/abstract_en.gif
الواصفات    جامعة الإسكندرية (مصر) كلية التربية النوعية    ^A51967
الواصفات    التفاعل    ^A2354
الواصفات    الطلاب الجامعيون    ^A1341
الواصفات    اللفظ    ^A14322
الواصفات    المصداقية    ^A14814
الواصفات    دافعية المعلمين    ^A5087
الواصفات    عمليات التعلم    ^A4797
المصدر    مجلة كلية التربية. 41765 مج. 33، ع. 2، ج. 2، أبريل 2017
رقم الوثيقة    125271