المساندة الاجتماعية في جماعة الرفاق وعلاقتها بالتوافق الدراسي دراسة ميدانية على عينة من تلاميذ مرحلة التعليم الثانوي بمدينتي ورقلة وحاسي مسعود

Résumé: This study was prepared with the aim of identifying the relationship between social support in the peer group and school adjustment among secondary school pupils. In search of levels of social, support in the peer group, the level of school adjustment, and the two most important dimensions representation to them. As well as the differences between the two variables under a change: gender, schoolingspecialty, level of schooling, residence city, reward, and double. The study was conducted on a sample of (347) students from the first and second year, distributed into 9 secondary schools between the cities of Ouargla and Hassi Messaoud. Relying in this on the descriptive approach, and two tools, the first for measuring social support in the peer group. The second measuring school adjustment, after confirming the psychometric properties of the two tools;and after processing the collected evidence, the hypo. So that the results were analyzed, which reached the following:  There’s a high level of social support in the peer group among the pupils of secondary-school.  There’s also a high level of school adjustment among the pupils of secondary-school.  There’s a positive relationship between the social support in the peer group and school adjustment for the members of this sample.  There are statistically significant differences in both levels of social support in the peer group and school adjustment among secondary school students, according to the gender variable.  There are no statistically significant differences in both levels of social support in the peer group and school adjustment among secondary school students, according to the academic specialty variable (scientific - literary).  There are no statistically significant differences in both levels of social support in the peer group and school adjustment among secondary school students, according to level of schoolingvariable(first - second).  There are no statistically significant differences in both levels of social support in the peer group and school adjustment among secondary school students, according to the residence city variable (Ouargla - Hassi Messaoud).  There are statistically significant differences in both levels of social support in the peer group and school adjustment among secondary school students, according to the reward variable (rewarded – non rewarded).  There are statistically significant differences in both levels of social support in the peer group and school adjustment among secondary school students, according to the repetition variable (repeating - non-repeating). The results was discussed in light of the theoretical framework and previous studies, and at its end a set of proposals to enrich scientific research were presented.

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