علاقة فاعلية الذات بالسلوك الفوضوي لدى تلاميذ السنة الأولى والثالثة ثانوي -دراسة ميدانية ببعض الثانويات بمدينة ورقلة

Résumé: The present study aims to identify the relationship between self-efficacy and disruptive behavior in the first and third year secondary students. It also seeks to know the differences between the students in each of the self-efficacy according to the disruptive behavior factor and some variables,. The study was conducted in the secondary schools of the town of Ouargla in a sample of 300 students studying in secondary schools from the first and third levels. The study was selected randomly. The study aims to answer to the following questions which were formulated as follows: 1- Is there a statistically significant relationship between self-efficacy and disruptive behavior among first and third year secondary students? 2 - Are these statistically significant differences between the first and third year secondary students in the level of self-efficacy according to the disruptive behavior and sex? 3 - Are these statistically significant differences between students in the first and third year’s secondary students in the level of self-efficacy according to the disruptive behavior and level of education? 4- Are these statistically significant differences between the first and third year secondary students in the level of self-efficacy according to the disruptive behavior factor and the socio-economic level of the family (acceptable - unacceptable)? 5- Are there statistically significant differences between the first and third year students in the level of self-efficacy according to the disruptive behavior factor and the cultural and educational level of the family (acceptable - unacceptable)? To answer these questions, the following hypotheses were suggested: 1 - Is there a statistically significant relationship between self - efficacy and disruptive behavior among students in the first and third years secondary? 2 - Are there statistically significant differences between the first and third year secondary students in the level of self - efficacy according to the disruptive behavior and sex? 3 - Are there statistically significant differences between the first and third year secondary students in the level of self-efficacy according to the disruptive behavior and the level of school? 4- Are there statistically significant differences between the first and third year secondary students in the level of self-efficacy according to the disruptive behavior factor and the economic and social level of the family (acceptable - unacceptable)? 5- Are there statistically significant differences between the first and third year secondary students in the level of self-efficacy according to the disruptive behavior factor and the cultural level of the family (acceptable - unacceptable)? This study was conducted according to comparative method, as it is the best suit to describe the characteristics of the phenomenon and to gather information about it and follow it in the field to obtain real data. This was done by applying two measurement tools that were built by the student researcher, the first to measure the variable of self-efficacy,and second measure the variable of disruptive behavior ,and after collecting and processing the data statistically we reached the following results: 1-There is a statistically significant relation between self-efficacy and disruptive behavior among high school students. 2 - There are no statistically significant differences between the secondary school students in the level of self - efficacy according to the disruptive behavior and sex. 3 - There are statistically significant differences between secondary school students in the level of self - efficacy according to the disruptive behavior and the level of school 4 - There are statistically significant differences between secondary school students in the level of self-efficacy according to the disruptive behavior and the social and economic level of the family (acceptable - unacceptable). 5- There are statistically significant differences between secondary school students in the level of self-efficacy according to the disruptive behavior factor and the cultural and educational level of the family (acceptable - unacceptable).

Publié dans la revue: