الخجل وعلاقته بأساليب المعاملة الوالدية كما تدركها طالبات المرحلة الثانوية المتفوقات وغير المتفوقات
| Author | ربيعه، شيخه عبدالله محمد | |
|---|---|---|
| metadata.dc.contributor.department | جامعة الخليج العربي، كلية الدراسات العليا | |
| metadata.dc.date.accessioned | 2026-09-20T15:50:41Z | |
| Publication date | 2002 | |
| Degree level | Master | |
| Abstract | Abstract : The study aimed at identifying the various levels of shyness among secondary school female students at various levels of intellectual and academic abilities. It also aimed at investigating the nature and strength of the relationship between shyness and parenting styles. In addition, it investigated the differences in the relationship between shyness and parenting styles according to giftedness and academic levels. The study attempted to achieve the objectives above by answering the following questions: 1. Does the shyness of secondary school female students differ according to their intellectual and academic levels? 2. Does secondary school female students' perceptions of parenting styles differ according to their intellectual and academic levels? 3. Does secondary school female students' shyness correlate with parenting styles as perceived by these students? 4. Does the correlation between secondary school female students' shyness and parenting styles differ according to students' intellectual and academic levels? The sample consisted of 493 female students who were categorized into four groups according to their academic levels in the previous year and Raven's Matrices: students with high intellectual and academic levels, students with high academic levels and lower intellectual levels, students with high intellectual levels and lower academic levels, and students with lower academic and intellectual levels. Measures of shyness and parenting styles were applied to all students. The study applied the following statistical procedures: MANOVA, Univariate ANOVA, Discriminant analysis, and multiple regression. The study results revealed that both students with high intellectual and academic levels and students with high academic levels and lower intellectual level had a low degree of shyness. All students, whether gifted or non-gifted, were moderately shy. Also, the two groups of students, one with both high academic and intellectual levels and the one with a high academic level and a lower intellectual level, received more positive parental treatment than the other groups of students, the one with a high intellectual level and a lower academic level and the group with low academic and intellectual levels. All parenting styles except the protective and consulting styles were discriminated among the various groups of students. As far as the relationship between shyness and the parenting style is concerned, the results showed that a negative relationship existed between the two. The more positive relationship existed in concurrence with the low level of shyness. When the common features among parenting styles were controlled for, the most essential styles were the coordination style between daughters and fathers and the independence style between mothers and daughters. The researcher concluded that academic achievement played an essential role in the level of shyness or the differences in parenting styles or in the relationship between shyness and parenting style | |
| metadata.dc.identifier.other | Drupal node 4227 | |
| metadata.dc.identifier.other | https://digitalrepository.uob.edu.bh/en/dar/alkhjl-wlaqth-basalyb-almamlt-alwaldyt-kma-tdrkha-talbat-almrhlt-althanwyt-almtfwqat-wghyr | |
| metadata.dc.identifier.uri | http://165.227.56.122/handle/123456789/7039 | |
| Language | ar | |
| Link | https://digitalrepository.uob.edu.bh/en/_flysystem/fedora/2025-10/001643_alkhjl_wlaqth_basalyb_almamlt_alwaldyt_kma_tdrkha_talbat_almrhlt_althanwyt_almtfwqat_wghyr_almtfwqat_-.pdf | |
| Subject | التحصيل الدراسي--رسائل جامعية | |
| Title | الخجل وعلاقته بأساليب المعاملة الوالدية كما تدركها طالبات المرحلة الثانوية المتفوقات وغير المتفوقات | |
| Type | Master's Thesis |
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