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‫ﺍﺧﺘﺒﺎﺭ ﺍﳌﺼﻔﻮﻓﺎﺕ ﺍﳌﺘﺘﺎﺑﻌﺔ ﺍﳌﻠﻮﻥ‬
‫ﻟـ "ﺟﻮﻥ ﺭﺍﻓﻦ" )‪(CPM‬‬

‫ﺗﻘﺪﻳﻢ‬

‫ﺇﺑﺮﺍﻫﻴـﻢ ﻣﺼﻄﻔـﻰ ﲪـﺎﺩ‬

‫ﺃﺧﺼﺎﺋﻲ �ﻔﺴﻲ‬

‫‪Ibraheem.M. Hammad- Psychologist‬‬ ‫‪1‬‬ ‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‪ -‬ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬

‫ﺍﺨﺘﺒﺎﺭ ﺍﻟﻤﺼﻔﻭﻓﺎﺕ ﺍﻟﻤﺘﺘﺎﺒﻌﺔ ﺍﻟﻤ‪‬ﻠﻭﻥ ‪(CPM) Coloured Progressive Matrices‬‬

‫ﺍﺳﻢ ﺍﳌﺆﻟﻒ‪ :‬ﺠﻭﻥ ﺭﺍﻓﻥ ‪John. Raven‬‬

‫ﺍﻟﻌﻤﺮ ﺍﻟﺬﻱ ﻳﻄﺒﻖ ﻋﻠﻴﻪ‪ (11.6 - 5.6) :‬ﺴﻨﺔ ﻤﻥ ﺍﻟﻌﺎﺩﻴﻴﻥ ﻭﺍﻟﻤﺘﺄﺨﺭﻴﻥ ﻋﻘﻠﻴـﺎﹰ‪ ،‬ﻭﻜـﺫﻟﻙ‬
‫ﻜﺒﺎﺭ ﺍﻟﺴﻥ ﺍﻟﺫﻴﻥ ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒﻴﻥ )‪ (85 - 65‬ﻋﺎﻤﹰﺎ‪.‬‬
‫ﺍﻟﻮﻗﺖ ﺍﻟﻼﺯﻡ ﻟﻠﺘﻄﺒﻴﻖ‪ :‬ﺃﻥ ﻴﻜﻭﻥ ﻭﻗﺘﹰﺎ ﻜﺎﻓﻴﹰﺎ ﻭﻤﻨﺎﺴﺒﹰﺎ ﻟﻠﺘﻁﺒﻴﻕ ﺤﺴﺏ ﻤﺎ ﻴﺭﺍﻩ ﺍﻟﻔﺎﺤﺹ‬

‫ﻣﻘﺪﻣﺔ‬
‫ﻅﻬﺭ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻷﻭل ﻤﺭﺓ ﻋﺎﻡ )‪ (1947‬ﻭﺘﻡ ﺘﻌﺩﻴﻠﻪ ﻋﺎﻡ )‪ .(1956‬ﺤﻴـﺙ ﺍﺴـﺘﻐﺭﻕ‬
‫‪John.‬‬ ‫ﺇﻋﺩﺍﺩ ﻭﺘﻁﻭﻴﺭ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﺤﻭﺍﻟﻲ )‪ (30‬ﻋﺎﻤﹰﺎ ﻤﻥ ﻋﻤﺭ ﺍﻟﻌﺎﻟﻡ ﺍﻹﻨﺠﻠﻴﺯﻱ "ﺠﻭﻥ ﺭﺍﻓـﻥ‬
‫‪." Raven‬‬

‫ﻭﻴﻌﺘﺒﺭ ﺍﺨﺘﺒﺎﺭ "ﺭﺍﻓﻥ ‪ "Raven‬ﻤﻥ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ )ﺍﻟﻌﺒـﺭ ﺤـﻀﺎﺭﻴﺔ ‪(Cross- Cultural‬‬

‫ﺍﻟﺼﺎﻟﺤﺔ ﻟﻠﺘﻁﺒﻴﻕ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻟﺒﻴﺌﺎﺕ ﻭﺍﻟﺜﻘﺎﻓﺎﺕ؛ ﻓﻬﻭ ﺍﺨﺘﺒﺎﺭ ﻻ ﺘﺅﺜﺭ ﻓﻴﻪ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺤﻀﺎﺭﻴﺔ –ﺃﻱ‬
‫ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻟﻬﺩﻑ ﻤﻥ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﺒﻌﺩ ﻋﻥ ﺃﺜﺭ ﺍﻟﻠﻐﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﻋﻠﻰ ﺍﻟﻤﻔﺤﻭﺹ‪ .-‬ﻤﻊ ﻤﻼﺤﻅـﺔ ﺃﻥ‬
‫"ﺭﺍﻓﻥ" ﻴﺤﺒﺫ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻘﺎﻴﻴﺱ ﻟﻔﻅﻴﺔ ﺒﺠﺎﻨﺏ ﺍﺨﺘﺒﺎﺭ )ﺍﻟﻤﺼﻔﻭﻓﺎﺕ( ﻟﻠﻭﺼﻭل ﺇﻟـﻰ ﺼـﻭﺭﺓ ﻜﺎﻤﻠـﺔ‬
‫ﻟﻠﻨﺸﺎﻁ ﺍﻟﻌﻘﻠﻲ ﻟﻠﻔﺭﺩ‪ .‬ﻭﺨﺎﺼﺔ ﺃﻥ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻴﻬﺩﻑ ﺇﻟﻰ ﻗﻴﺎﺱ ﺍﻟﻘـﺩﺭﺓ ﻋﻠـﻰ ﺇﺩﺭﺍﻙ ﺍﻟﻌﻼﻗـﺎﺕ‬
‫ﺍﻟﻤﻜﺎﻨﻴﺔ ﻟﻠﻔﺭﺩ‪.‬‬

‫ﻭﻴﻘﻭﻡ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻋﻠﻰ ﻨﻅﺭﻴﺔ "ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﺴﺒﻴﺭﻤﺎﻥ ‪"Spearman‬؛ ﺤﻴﺙ ﻭﺠﺩ ﻤﻥ ﺨﻼل‬
‫ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻷﺒﺤﺎﺙ ﺍﻟﺘﻲ ﻁﺒﻘﺕ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﺃﻨﻪ ﻤﺘﺸﺒﻌﹰﺎ )ﺒﺎﻟﻌﺎﻤل ﺍﻟﻌﺎﻡ(‪.‬‬

‫ﻣﻜﻮﻧﺎﺕ ﺍﳌﻘﻴﺎﺱ‬
‫ﻴﺘﻜﻭﻥ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻤﻥ )‪ (3‬ﻤﺠﻤﻭﻋﺎﺕ‪ ،‬ﻭﻫﻲ‪:‬‬
‫‪ .1‬ﺍﻟﻤﺠﻤﻭﻋﺔ )‪ :(A‬ﻭﺍﻟﻨﺠﺎﺡ ﻓﻴﻬﺎ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺇﻜﻤﺎل ﻨﻤﻁ ﻤﺴﺘﻤﺭ‪ ،‬ﻭﻋﻨﺩ ﻨﻬﺎﻴـﺔ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺔ ﻴﺘﻐﻴﺭ ﻫﺫﺍ ﺍﻟﻨﻤﻁ ﻤﻥ ﺍﺘﺠﺎﻩ ﻭﺍﺤﺩ ﺇﻟﻰ ﺍﺘﺠﺎﻫﻴﻥ ﻓﻲ ﻨﻔﺱ ﺍﻟﻭﻗﺕ‪.‬‬
‫‪ .2‬ﺍﻟﻤﺠﻤﻭﻋﺔ )‪ :(AB‬ﻭﺍﻟﻨﺠﺎﺡ ﻓﻴﻬﺎ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﺍﻷﺸﻜﺎل ﺍﻟﻤﻨﻔﺼﻠﺔ ﻓـﻲ‬
‫ﻨﻤﻁ ﻜﻠﻲ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻤﻜﺎﻨﻲ‪.‬‬
‫‪ .3‬ﺍﻟﻤﺠﻤﻭﻋﺔ )‪ :(B‬ﻭﺍﻟﻨﺠﺎﺡ ﻓﻴﻬﺎ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻓﻬﻡ ﺍﻟﻔﺭﺩ ﻟﻠﻘﺎﻋﺩﺓ ﺍﻟﺘﻲ ﺘﺤﻜﻡ ﺍﻟﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻷﺸﻜﺎل‬
‫ﺍﻟﻤﺭﺘﺒﻁﺔ ﻤﻨﻁﻘﻴﹰﺎ ﺃﻭ ﻤﻜﺎﻨﻴﺎﹰ‪ ،‬ﻭﻫﻲ ﺘﺘﻁﻠﺏ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﻤﺠﺭﺩ‪.‬‬
‫‪Ibraheem.M. Hammad- Psychologist‬‬ ‫‪2‬‬ ‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‪ -‬ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬
‫ﻭﻜل ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺘﺘﻜﻭﻥ ﻤﻥ )‪ (12‬ﻤﺼﻔﻭﻓﺔ‪ ،‬ﻭﻜل ﻤﺼﻔﻭﻓﺔ ﺘﺤﺘﻭﻱ‬
‫ﺒﺄﺴﻔﻠﻬﺎ ﻋﻠﻰ )‪ (6‬ﻤﺼﻔﻭﻓﺎﺕ ﺼﻐﻴﺭﺓ ﺒﺤﻴﺙ ﻴﺨﺘﺎﺭ ﺍﻟﻤﻔﺤﻭﺹ ﻤﺼﻔﻭﻓﺔ ﻭﺍﺤﺩﺓ ﻟﺘﻜﻭﻥ ﻫﻲ ﺍﻟﻤ‪‬ﻜﻤﻠـﺔ‬
‫ﻟﻠﻤﺼﻔﻭﻓﺔ ﺍﻟﺘﻲ ﺒﺎﻷﻋﻠﻰ‪ .‬ﻭﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﺜﻼﺜﺔ ﺍﻟﺴﺎﺒﻘﺔ ﻭﻀﻌﺕ ﻓﻲ ﺼﻭﺭﺓ ﻤﺭﺘﺒﺔ؛ ﻭﻫﺫﺍ ﺍﻟﺘﺭﺘﻴـﺏ‬
‫ﻴ‪‬ﻨﻤﻲ ﺨﻁ ﻤﻨﺴﻕ ﻤﻥ ﺍﻟﺘﻔﻜﻴﺭ ﻭﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﻤﻘﻨﻥ ﻋﻠﻰ ﻁﺭﻴﻘﺔ ﺍﻟﻌﻤل؛ ﻤﻤﺎ ﻴﺠﻌـل ﺍﻟﻔﺭﺼـﺔ ﻤﺘﺎﺤـﺔ‬
‫ﻟﻘﻴﺎﺱ ﺍﻟﻨﻤﻭ ﺍﻟﻌﻘﻠﻲ ﻟﻸﻁﻔﺎل ﺤﺘﻰ ﻴﺼﻠﻭﺍ ﺇﻟﻰ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺘﻲ ﻴﺴﺘﺨﺩﻤﻭﺍ ﻓﻴﻬﺎ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﻘﻴﺎﺴﻲ ﻜﻁﺭﻴﻘﺔ‬
‫ﻟﻼﺴﺘﻨﺘﺎﺝ؛ ﻭﻫﻲ ﻤﺭﺤﻠﺔ ﺍﻟﻨﻀﺞ ﺍﻟﻌﻘﻠﻲ‪ ،‬ﻭﺍﻟﺘﻲ ﺘﺒﺩﺃ ﻓﻲ ﺍﻻﻨﺤﺩﺍﺭ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻟﺸﻴﺨﻭﺨﺔ؛ ﻭﻫﺫﺍ ﻤـﺎ‬
‫ﻴﺠﻌل ﻤﺘﻭﺴﻁ ﺍﻷﺩﺍﺀ ﻟﻁﻔل ﺍﻟـ )‪ (8‬ﺴﻨﻭﺍﺕ ﻗﺭﻴﺒﹰﺎ ﻤﻥ ﺃﺩﺍﺀ ﺸﺨﺹ ﻓﻲ ﺍﻟـ )‪ (80‬ﻤﻥ ﻋﻤﺭﻩ‪.‬‬

‫ﻜﻤﺎ ﻴﻼﺤﻅ ﺃﻥ ﻫﺫﻩ ﺍﻟﺒﻁﺎﻗﺎﺕ ﻗﺩ ﺼﻤﻤﺕ ﺒﺄﻟﻭﺍﻥ ﻤﺨﺘﻠﻔﺔ؛ ﺤﺘﻰ ﺘﺴﺘﻁﻴﻊ ﺘﻠﻙ ﺍﻟﺒﻁﺎﻗﺎﺕ ﺠﺫﺏ‬
‫ﻻ ﻤﻥ ﺘﺸﺘﺕ ﺍﻨﺘﺒﺎﻫﻪ ﻓﻲ ﺃﺸﻴﺎﺀ ﺃﺨﺭﻯ‪.‬‬
‫ﺍﻨﺘﺒﺎﻩ ﺍﻟﻁﻔل ﺍﻟﻤﻔﺤﻭﺹ ﺃﻜﺒﺭ ﻗﺩﺭ ﻤﻤﻜﻥ ﺒﺩ ﹰ‬

‫ﺗﻌﻠﻴﻤﺎﺕ ﺗﻨﻔﻴﺬ ﺍﻻﺧﺘﺒﺎﺭ ﺍﳌﻌﻄﺎﺓ ﻟﻠﻤﻔﺤﻮﺹ‬

‫• ﻴﻘﻭﻡ ﺍﻟﻔﺎﺤﺹ ﺒﻜﺘﺎﺒﺔ ﺍﺴﻡ ﺍﻟﻤﻔﺤﻭﺹ ﻓﻲ ﻭﺭﻗﺔ ﺍﻹﺠﺎﺒﺔ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻴﻔﺘﺢ ﻜﺘﻴـﺏ ﺍﻻﺨﺘﺒـﺎﺭ ﺃﻤـﺎﻡ‬
‫ﺍﻟﻤﻔﺤﻭﺹ ﻋﻠﻰ ﺸﻜل )‪ (A1‬ﻭﻴﻘﻭل ﻟﻪ‪) :‬ﺍﻨﻅﺭ ﺇﻟﻰ ﻫﺫﺍ ﺍﻟﺸﻜل –ﻭﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻟﺸﻜل ﺍﻷﺴﺎﺴـﻲ‬
‫ﻼ‪) :‬ﻜﻤﺎ ﺘﺭﻯ ﻓﺈﻥ ﻫﺫﺍ ﺍﻟﺸﻜل ﻗﻁﻊ ﻤﻨﻪ ﺠﺯﺀ؛ ﻭﻫﺫﺍ ﺍﻟﺠﺯﺀ ﺍﻟﻤﻘﻁـﻭﻉ‬
‫ﻓﻲ ﺃﻋﻠﻰ ﺍﻟﺼﻔﺤﺔ‪ -‬ﻗﺎﺌ ﹰ‬
‫ﻤﻭﺠﻭﺩ ﻓﻲ ﺃﺤﺩ ﺍﻷﺠﺯﺍﺀ ﺍﻟﻤﺭﺴﻭﻤﺔ ﺃﺴﻔل ﺍﻟﺸﻜل –ﻭﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻷﺠﺯﺍﺀ ﺃﺴﻔل ﺍﻟﺼﻔﺤﺔ ﻭﺍﺤـﺩﹰﺍ‬
‫ﺒﻌﺩ ﺍﻵﺨﺭ‪ (-‬ﺜﻡ ﻴﻘﻭل‪) :‬ﻻﺤﻅ ﺃﻥ ﻭﺍﺤﺩﹰﺍ ﻓﻘﻁ ﻤﻥ ﻫﺫﻩ ﺍﻷﺠﺯﺍﺀ ﻫﻭ ﺍﻟﺫﻱ ﻴﺼﻠﺢ ﻹﻜﻤﺎل ﺍﻟﺸﻜل‬
‫ﺍﻷﺼﻠﻲ(‪ ،‬ﻭﺒﻌﺩ ﺫﻟﻙ ﻴﻘﻭل‪) :‬ﺍﻨﻅﺭ ﺇﻟﻰ ﺍﻟﺸﻜل ﺍﻟﺼﻐﻴﺭ ﺭﻗﻡ )‪ (1‬ﻨﺠﺩ ﺃﻨﻪ ﻋﺒﺎﺭﺓ ﻋﻥ ﺨﻁـﻭﻁ‬
‫ﺴﻭﺩﺍﺀ ﻤﺎﺌﻠﺔ ﻋﻠﻰ ﻤﺴﺎﺤﺔ ﺨﻀﺭﺍﺀ؛ ﻭﻫﻭ ﻴﺨﺘﻠﻑ ﻋﻥ ﺍﻟﺸﻜل ﺍﻷﺼﻠﻲ؛ ﻭﻟﺫﻟﻙ ﻓﻬﻭ ﻻ ﻴـﺼﻠﺢ‬
‫ﻹﻜﻤﺎﻟﻪ‪ .‬ﻭﺇﺫﺍ ﻨﻅﺭﻨﺎ ﺇﻟﻰ ﺍﻟﺸﻜل ﺍﻟﺼﻐﻴﺭ ﺭﻗﻡ )‪ (2‬ﻨﺠﺩ ﺃﻨﻪ ﻴﻤﺜل ﻤﺴﺎﺤﺔ ﺨﻀﺭﺍﺀ ﻟﻴﺱ ﺒﻬﺎ ﺃﻱ‬
‫ﺸﻜل؛ ﻓﻬﻭ ﻻ ﻴﺼﻠﺢ ﺃﻴﻀﹰﺎ ﻹﻜﻤﺎل ﺍﻟﺸﻜل ﺍﻷﺼﻠﻲ‪ .‬ﻭﺇﺫﺍ ﺍﻨﺘﻘﻠﻨﺎ ﺇﻟﻰ ﺍﻟﺸﻜل ﺍﻟﺼﻐﻴﺭ ﺭﻗـﻡ )‪(3‬‬
‫ﻨﺠﺩ ﺃﻨﻪ ﻋﺒﺎﺭﺓ ﻋﻥ ﻤﺭﺒﻌﺎﺕ ﺼﻐﻴﺭﺓ ﺒﻴﻀﺎﺀ ﻭﺴﻭﺩﺍﺀ؛ ﻭﻟﺫﻟﻙ ﻓﻬﻭ ﻴﺨﺘﻠﻑ ﻋﻥ ﺍﻟﺸﻜل ﺍﻷﺼﻠﻲ‪.‬‬
‫ﻭﺃﻤﺎ ﺍﻟﺸﻜل ﺍﻟﺼﻐﻴﺭ ﺭﻗﻡ )‪ (6‬ﻓﺈﻨﻪ ﻴﺸﺒﻪ ﺍﻟﺸﻜل ﺍﻷﺼﻠﻲ ﻓﻲ ﺍﻷﻟﻭﺍﻥ ﻭﺍﻟـﺸﻜل؛ ﻭﻟﻜﻨـﻪ ﻏﻴـﺭ‬
‫ﻜﺎﻤل‪ .‬ﺇﺫﻥ ﻴﻭﺠﺩ ﺠﺯﺀ ﻭﺍﺤﺩ ﻫﻭ ﺍﻟﺫﻱ ﻴﻜﻤل ﺍﻟﺸﻜل ﺍﻷﺼﻠﻲ؛ ﻀﻊ ﺃﺼﺒﻌﻙ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﺠﺯﺀ((‪.‬‬
‫• ﺒﻌﺩ ﺫﻟﻙ ﻴﺘﺄﻜﺩ ﺍﻟﻔﺎﺤﺹ ﺒﺄﻥ ﺍﻟﻤﻔﺤﻭﺹ ﻭﻀﻊ ﺃﺼﺒﻌﻪ ﻋﻠﻰ ﺍﻟﺸﻜل ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻭﺇﺫﺍ ﻟـﻡ ﻴـﻀﻊ‬
‫ﺃﺼﺒﻌﻪ ﻋﻠﻰ ﺍﻟﺠﺯﺀ ﺍﻟﺼﺤﻴﺢ ﻴﻘﻭﻡ ﺍﻟﻔﺎﺤﺹ ﺒﺯﻴﺎﺩﺓ ﺍﻟﺸﺭﺡ ﺤﺘﻰ ﻴﻀﻊ ﺍﻟﻁﻔل ﺃﺼـﺒﻌﻪ ﻋﻠـﻰ‬
‫ﺍﻟﺸﻜل ﺍﻟﺼﺤﻴﺢ‪.‬‬
‫• ﺜﻡ ﻴﻘﻭﻡ ﺍﻟﻔﺎﺤﺹ ﺒﺘﺴﺠﻴل ﺍﻹﺠﺎﺒﺔ ﻓﻲ ﺍﻟﻭﺭﻗﺔ ﺍﻟﻤﻌﺩﺓ ﻟﺫﻟﻙ –ﻭﻫﺫﻩ ﺍﻟﻭﺭﻗﺔ ﻤﺭﻓﻘﺔ ﻤﻊ ﺍﻟﻜﺭﺍﺴـﺔ‬
‫ﺍﻟﺤﺎﻟﻴﺔ‪.-‬‬

‫‪Ibraheem.M. Hammad- Psychologist‬‬ ‫‪3‬‬ ‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‪ -‬ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬

‫• ﺜﻡ ﻴﻨﺘﻘل ﺍﻟﻔﺎﺤﺹ ﺇﻟﻰ ﺍﻟﺸﻜل )‪ (A2‬ﻭﻴﻘﻭل‪) :‬ﺍﻵﻥ ﻀﻊ ﺃﺼﺒﻌﻙ ﻋﻠﻰ ﺍﻟﺠـﺯﺀ ﺍﻟـﺫﻱ ﻴﻤﻜـﻥ‬
‫ﻭﻀﻌﻪ ﻓﻲ ﺍﻟﻔﺭﺍﻍ ﻹﻜﻤﺎل ﺍﻟﺸﻜل ﺍﻷﺼﻠﻲ(؛ ﻭﺇﺫﺍ ﻟﻡ ﻴﺴﺘﻁﻊ ﺍﻟﻤﻔﺤﻭﺹ ﺍﻹﺠﺎﺒﺔ؛ ﻴﻘﻭﻡ ﺒﺎﻟﺭﺠﻭﻉ‬
‫ﺇﻟﻰ ﺍﻟﺸﻜل )‪ (A1‬ﻭﻴﻌﻴﺩ ﺍﻟﺸﺭﺡ ﺤﺘﻰ ﻴﻔﻬﻡ ﺍﻟﻤﻔﺤﻭﺹ ﺍﻟﻔﻜﺭﺓ؛ ﻓﺈﺫﺍ ﺘﻡ ﺍﻟﺤل ﺒﺎﻟﻨـﺴﺒﺔ ﻟﻠـﺸﻜل‬
‫)‪ (A2‬ﻓﺈﻨﻪ ﻴﻨﺘﻘل ﺇﻟﻰ ﺍﻟﺸﻜل )‪ (A3‬ﻭﻴﻘﻭل‪) :‬ﻀﻊ ﺃﺼﺒﻌﻙ ﻋﻠﻰ ﺍﻟﺠﺯﺀ ﺍﻟﺼﺤﻴﺢ(‪ ،‬ﺜﻡ ﻴﻘـﻭل‪:‬‬
‫)ﻻﺤﻅ ﺃﻥ ﺠﺯﺀﹰﺍ ﻭﺍﺤﺩﹰﺍ ﻓﻘﻁ ﻤﻥ ﺒﻴﻥ ﻫﺫﻩ ﺍﻷﺠﺯﺍﺀ ﻫﻭ ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻜﻥ ﻤﻨﺘﺒﻬﹰﺎ ﻭﺍﻨﻅﺭ ﺇﻟـﻰ ﻜـل‬
‫ﺠﺯﺀ ﻤﻨﻬﺎ ﻗﺒل ﺃﻥ ﺘﺨﺘﺎﺭ ﺍﻟﺠﺯﺀ ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻜﻥ ﺤﺭﻴﺼﹰﺎ ﺒﺄﻥ ﺘﺘﺄﻜﺩ ﺃﻨـﻙ ﻗـﺩ ﻭﺠـﺩﺕ ﺍﻟﺠـﺯﺀ‬
‫ﺍﻟﺼﺤﻴﺢ ﻗﺒل ﺃﻥ ﺘﺸﻴﺭ ﺇﻟﻴﻪ ﺒﺄﺼﺒﻌﻙ؛ ﻭﺇﺫﺍ ﻜﻨﺕ ﻏﻴﺭ ﻤﺘﺄﻜﺩ ﻤﻥ ﺍﻹﺠﺎﺒﺔ ﺍﻨﻅﺭ ﺇﻟﻰ ﺍﻟﺸﻜل ﻤـﺭﺓ‬
‫ﺃﺨﺭﻯ(‪ .‬ﺜﻡ ﻴﻨﺘﻘل ﺍﻟﻔﺎﺤﺹ ﺒﻌﺩ ﺫﻟﻙ ﺇﻟﻰ ﺍﻷﺸﻜﺎل ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﻭﻴﻠﻘﻲ ﻨﻔﺱ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‪.‬‬

‫ﺗﻌﻠﻴﻤﺎﺕ ﺍﻻﺧﺘﺒﺎﺭ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻔﺎﺣﺺ‬

‫• ﺇﺫﺍ ﺘﻌﺜﺭ ﺍﻟﻤﻔﺤﻭﺹ ﻭﻟﻡ ﻴﺴﺘﻁﻊ ﻓﻬﻡ ﺍﻻﺨﺘﺒﺎﺭ ﻭﺤﻠﻪ ﺤﺘﻰ ﺍﻟﺸﻜل )‪ (A5‬ﻭﺠﺏ ﺇﻴﻘﺎﻑ ﺍﻻﺨﺘﺒـﺎﺭ‬
‫ﻭﺍﻋﺘﺒﺎﺭﻩ ﻏﻴﺭ ﺼﺎﻟﺢ ﻟﻠﺘﻁﺒﻴﻕ ﻤﻊ ﻫﺫﺍ ﺍﻟﻤﻔﺤﻭﺹ‪.‬‬
‫ﻑ ﻟﻠﺘﻔﻜﻴﺭ ﻭﺍﻻﺨﺘﻴﺎﺭ ﻭﻋﺩﻡ ﺍﻟﺘﻌﻠﻴﻕ ﻋﻠﻰ ﺍﻹﺠﺎﺒﺔ ﺴﻭﺍﺀ ﻜﺎﻨﺕ‬
‫• ﻴﺠﺏ ﺇﻋﻁﺎﺀ ﺍﻟﻤﻔﺤﻭﺹ ﻭﻗﺕ ﻜﺎ ‪‬‬
‫ﺼﺤﻴﺤﺔ ﺃﻭ ﺨﺎﻁﺌﺔ‪.‬‬
‫• ﻤﻥ ﺍﻟﻤﻤﻜﻥ ﻟﻠﻔﺎﺤﺹ ﺃﻥ ﻴﺴﺘﺨﺩﻡ ﺍﻟﺸﻜل )‪ (A1‬ﻓﻲ ﺍﻟﺸﺭﺡ ﻟﻠﻤﻔﺤﻭﺹ ﻭﻫﻭ ﻴﻨﺘﻘـل ﻤـﺎ ﺒـﻴﻥ‬
‫ﺍﻷﺸﻜﺎل ﺤﺘﻰ ﺍﻟﺸﻜل )‪.(A5‬‬
‫• ﺤﺘﻰ ﻻ ﻴﺩﺨل ﺍﻟﻤﻠل ﺇﻟﻰ ﺍﻟﻤﻔﺤﻭﺹ؛ ﻓﻤﻥ ﺍﻟﻤﻤﻜﻥ ﻋﺩﻡ ﺘﻜﺭﺍﺭ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻤﻥ ﻗ‪‬ﺒل ﺍﻟﻔـﺎﺤﺹ ﺇﺫﺍ‬
‫ﻭﺠﺩ ﺃﻥ ﺍﻟﻤﻔﺤﻭﺹ ﻤﺘﺠﺎﻭﺏ ﻓﻲ ﺤل ﺃﺸﻜﺎل ﺍﻻﺨﺘﺒﺎﺭ‪.‬‬

‫ﺛﺒﺎﺕ ﻭﺻﺪﻕ ﺍﳌﻘﻴﺎﺱ‬

‫ﻴﺘﻤﺘﻊ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﺒﺜﺒﺎﺕ ﻭﺼﺩﻕ ﺠﻴﺩ‪ ،‬ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺘﺘﺒﻊ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬
‫ﺍﻟﺘﻲ ﻗﺎﻤﺕ ﺒﺎﺴﺘﺨﺩﺍﻤﻪ‪ ،‬ﺤﻴﺙ ﺘﺭﺍﻭﺤﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻤـﺎ ﺒـﻴﻥ )‪ ،(0.91 -0.62‬ﻭﺒﺩﺭﺍﺴـﺎﺕ‬
‫ﺃﺨﺭﻯ ﺘﺭﺍﻭﺤﺕ ﻤﺎ ﺒﻴﻥ )‪ ،(0.99 -0.44‬ﻭﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﺘﺭﺍﻭﺤﺕ ﻤﺎ ﺒﻴﻥ )‪.(0.82 -0.55‬‬

‫ﻧﻈﺎﻡ ﺍﻟﺘﺼﺤﻴﺢ‬

‫‪ .1‬ﺒﻌﺩ ﺍﻨﺘﻬﺎﺀ ﺍﻟﻤﻔﺤﻭﺹ ﻤﻥ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻷﺴﺌﻠﺔ؛ ﻴﺘﻡ ﺴﺤﺏ ﻜﺭﺍﺴﺔ ﺍﻻﺨﺘﺒﺎﺭ ﻭﻭﺭﻗﺔ ﺍﻹﺠﺎﺒﺔ ﻤﻨﻪ‪.‬‬
‫‪ .2‬ﺜﻡ ﻴﺤﺴﺏ ﻟﻜل ﺴﺅﺍل ﺼﺤﻴﺢ ﺃﺠﺎﺒﻪ ﺍﻟﻤﻔﺤﻭﺹ )‪ (1‬ﺩﺭﺠﺔ‪ ،‬ﻭﺍﻟﺴﺅﺍل ﺍﻟﺫﻱ ﻟﻡ ﻴﺠﻴﺏ ﻋﻨﻪ ﻴﻭﻀﻊ‬
‫ﻟﻪ )‪.(0‬‬
‫‪ .3‬ﻭﻟﻤﻌﺭﻓﺔ ﺍﻹﺠﺎﺒﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ‪ :‬ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﻭﺭﻗﺔ ﻤﻔﺘﺎﺡ ﺍﻟﺘﺼﺤﻴﺢ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻔﺎﺤﺹ ‪-‬ﻭﻫـﻲ‬
‫ﻤﺭﻓﻘﺔ ﺒﻬﺫﻩ ﺍﻟﻜﺭﺍﺴﺔ‪.-‬‬
‫‪Ibraheem.M. Hammad- Psychologist‬‬ ‫‪4‬‬ ‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‪ -‬ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬
‫‪ .4‬ﺜﻡ ﺘﺠﻤﻊ ﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﺘﻲ ﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﻤﻔﺤﻭﺹ ﻟﻤﻌﺭﻓﺔ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﻔﺤـﻭﺹ‬
‫ﻓﻲ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ‪.‬‬

‫ﺣﺴﺎﺏ ﻧﺴﺒﺔ ﺍﻟﺬﻛﺎء‬

‫‪ .1‬ﺒﻌﺩ ﻤﻌﺭﻓﺔ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻲ ﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﻤﻔﺤﻭﺹ؛ ﻨﺫﻫﺏ ﻟـ )ﻗﺎﺌﻤﺔ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻤﺌﻴﻨﻴﺔ( –‬
‫ﻭﻫﻲ ﻤﺭﻓﻘﺔ ﻤﻊ ﺍﻟﻜﺭﺍﺴﺔ‪ -‬ﻟﻤﻌﺭﻓﺔ ﻤﺎ ﻴﻘﺎﺒل ﻫﺫﻩ ﺍﻟﺩﺭﺠﺔ ﺍﻟﺨﺎﻡ ﻤﻥ ﺩﺭﺠﺔ ﻤﺌﻴﻨﻴﺔ‪ ،‬ﻭﺫﻟﻙ ﻤﻊ ﻤﺭﺍﻋﺎﺓ‬
‫ﺃﻥ ﻴ‪‬ﻨﻅﺭ ﻟﺩﺭﺠﺘﻪ ﺘﺤﺕ ﺍﻟﺴﻥ ﺍﻟﺫﻱ ﻴﻨﺩﺭﺝ ﻓﻴﻪ ﺍﻟﻤﻔﺤﻭﺹ‪.‬‬
‫‪ .2‬ﻭﺒﻌﺩ ﻤﻌﺭﻓﺔ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻤﺌﻴﻨﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﻌﻤﺭ ﺍﻟﻤﻔﺤﻭﺹ؛ ﻨﻨﺘﻘل ﻟﻤﻌﺭﻓﺔ ﻤﺎ ﻴﻘﺎﺒل ﻫـﺫﻩ ﺍﻟﺩﺭﺠـﺔ‬
‫ﺍﻟﻤﺌﻴﻨﻴﺔ ﻤﻥ ﺘﻭﺼﻴﻑ ﻟﻠﻤﺴﺘﻭﻯ ﺍﻟﻌﻘﻠﻲ ﻭﻨﺴﺒﺔ ﺫﻜﺎﺀ‪.‬‬

‫ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﺴﻨﻌﺭﺽ ﺒﻁﺎﻗﺎﺕ ﺍﺨﺘﺒـﺎﺭ ﺍﻟﻤـﺼﻔﻭﻓﺎﺕ ﺍﻟﻤﻠﻭﻨـﺔ ﺍﻟــ )‪(36‬‬

‫ﻤﺼﻔﻭﻓﺔ‬

‫‪Ibraheem.M. Hammad- Psychologist‬‬ ‫‪5‬‬ ‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‪ -‬ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬

Ibraheem.M. Hammad- Psychologist 6 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 7 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 8 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 9 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 10 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 11 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 12 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 13 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 14 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 15 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 16 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 17 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 18 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 19 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 20 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 21 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 22 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 23 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 24 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 25 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 26 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 27 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 28 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 29 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 30 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 31 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 32 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 33 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 34 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 35 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 36 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 37 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 38 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 39 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 40 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
Ibraheem.M. Hammad- Psychologist 41 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
 ‫ﻭﺭﻗﺔ ﺇﺠﺎﺒﺔ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻤﺼﻔﻭﻓﺎﺕ ﺍﻟﻤﺘﺘﺎﺒﻌﺔ ﺍﻟﻤﻠﻭﻥ ﻟـ "ﺠﻭﻥ ﺭﺍﭭﻥ"‬

‫‪Ibraheem.M. Hammad- Psychologist 42‬‬ ‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‪ -‬ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬

 ‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‪ -‬ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬
‫ﻤﻔﺘﺎﺡ ﺘﺼﺤﻴﺢ ﻭﺭﻗﺔ ﺇﺠﺎﺒﺔ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻤﺼﻔﻭﻓﺎﺕ ﺍﻟﻤﺘﺘﺎﺒﻌﺔ ﺍﻟﻤﻠﻭﻥ ﻟـ "ﺠﻭﻥ ﺭﺍﭭﻥ"‬

‫‪Ibraheem.M. Hammad- Psychologist 43‬‬

Ibraheem.M. Hammad- Psychologist 44 ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬
 ‫ﻣﻌﺎﻳﲑ ﺍﺧﺘﺒﺎﺭ ﺍﳌﺼﻔﻮﻓﺎﺕ ﺍﳌﺘﺘﺎﺑﻌﺔ ﺍﳌﻠﻮﻥ ﰲ ﺍﻟﺒﻴﺌﺔ‬
‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‬
‫ﺘﻘﻨﻴﻥ‪ :‬ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬

‫ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻤﺌﻴﻨﻴﺔ ﻻﺨﺘﺒﺎﺭ ﺍﻟﻤﺼﻔﻭﻓﺎﺕ ﺍﻟﻤﺘﺘﺎﺒﻌﺔ ﺍﻟﻤﻠﻭﻥ )ﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﻔﺭﺩﻱ(‬

‫ﺍﻟﻤﺌﻴﻨﺎﺕ‬ ‫ﺍﻟﻌﻤﺭ ﺍﻟﺯﻤﻨﻲ ﺒﺎﻟﺴﻨﻭﺍﺕ‬
‫‪95‬‬ ‫‪90‬‬ ‫‪75‬‬ ‫‪50‬‬ ‫‪25‬‬ ‫‪10‬‬ ‫‪5‬‬
‫‪32‬‬ ‫‪31‬‬ ‫‪25‬‬ ‫‪21‬‬ ‫‪16‬‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪6‬‬
‫‪32‬‬ ‫‪31‬‬ ‫‪25‬‬ ‫‪21‬‬ ‫‪17‬‬ ‫‪15‬‬ ‫‪12‬‬ ‫‪7‬‬
‫ﺍﻟﺩﺭﺠﺎﺕ‬
‫‪32‬‬ ‫‪31‬‬ ‫‪28‬‬ ‫‪22‬‬ ‫‪18‬‬ ‫‪15‬‬ ‫‪13‬‬ ‫‪8‬‬
‫ﺍﻟﺨﺎﻡ‬
‫‪33‬‬ ‫‪32‬‬ ‫‪31‬‬ ‫‪25‬‬ ‫‪19‬‬ ‫‪16‬‬ ‫‪14‬‬ ‫‪9‬‬
‫‪33‬‬ ‫‪33‬‬ ‫‪31‬‬ ‫‪26‬‬ ‫‪19‬‬ ‫‪16‬‬ ‫‪14‬‬ ‫‪10‬‬
‫‪35‬‬ ‫‪34‬‬ ‫‪32‬‬ ‫‪27‬‬ ‫‪20‬‬ ‫‪18‬‬ ‫‪16‬‬ ‫‪11‬‬
‫‪35‬‬ ‫‪35‬‬ ‫‪32‬‬ ‫‪29‬‬ ‫‪23‬‬ ‫‪18‬‬ ‫‪16‬‬ ‫‪11.6‬‬

‫ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻤﺌﻴﻨﻴﺔ ﻻﺨﺘﺒﺎﺭ ﺍﻟﻤﺼﻔﻭﻓﺎﺕ ﺍﻟﻤﺘﺘﺎﺒﻌﺔ ﺍﻟﻤﻠﻭﻥ )ﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﺠﻤﻌﻲ(‬

‫ﺍﻟﻤﺌﻴﻨﺎﺕ‬ ‫ﺍﻟﻌﻤﺭ ﺍﻟﺯﻤﻨﻲ ﺒﺎﻟﺴﻨﻭﺍﺕ‬
‫‪95‬‬ ‫‪90‬‬ ‫‪75‬‬ ‫‪50‬‬ ‫‪25‬‬ ‫‪10‬‬ ‫‪5‬‬
‫‪19‬‬ ‫‪19‬‬ ‫‪14‬‬ ‫‪11‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪8‬‬ ‫‪5.6‬‬
‫‪19‬‬ ‫‪19‬‬ ‫‪16‬‬ ‫‪14‬‬ ‫‪11‬‬ ‫‪8‬‬ ‫‪8‬‬ ‫‪6‬‬
‫‪20‬‬ ‫‪19‬‬ ‫‪17‬‬ ‫‪14‬‬ ‫‪12‬‬ ‫‪11‬‬ ‫‪9‬‬ ‫‪6.6‬‬
‫‪25‬‬ ‫‪22‬‬ ‫‪18‬‬ ‫‪15‬‬ ‫‪13‬‬ ‫‪11‬‬ ‫‪9‬‬ ‫‪7‬‬
‫‪25‬‬ ‫‪22‬‬ ‫‪19‬‬ ‫‪16‬‬ ‫‪14‬‬ ‫‪11‬‬ ‫‪9‬‬ ‫‪7.6‬‬
‫‪27‬‬ ‫‪25‬‬ ‫‪22‬‬ ‫‪16‬‬ ‫‪14‬‬ ‫‪11‬‬ ‫‪9‬‬ ‫‪8‬‬
‫‪29‬‬ ‫‪26‬‬ ‫‪23‬‬ ‫‪18‬‬ ‫‪14‬‬ ‫‪12‬‬ ‫‪10‬‬ ‫ﺍﻟﺩﺭﺠﺎﺕ‬ ‫‪8.6‬‬
‫‪32‬‬ ‫‪29‬‬ ‫‪24‬‬ ‫‪19‬‬ ‫‪15‬‬ ‫‪13‬‬ ‫‪11‬‬ ‫ﺍﻟﺨﺎﻡ‬ ‫‪9‬‬
‫‪33‬‬ ‫‪32‬‬ ‫‪27‬‬ ‫‪20‬‬ ‫‪16‬‬ ‫‪13‬‬ ‫‪11‬‬ ‫‪9.6‬‬
‫‪33‬‬ ‫‪32‬‬ ‫‪28‬‬ ‫‪23‬‬ ‫‪17‬‬ ‫‪13‬‬ ‫‪11‬‬ ‫‪10‬‬
‫‪33‬‬ ‫‪32‬‬ ‫‪29‬‬ ‫‪24‬‬ ‫‪18‬‬ ‫‪14‬‬ ‫‪12‬‬ ‫‪10.6‬‬
‫‪34‬‬ ‫‪32‬‬ ‫‪29‬‬ ‫‪24‬‬ ‫‪18‬‬ ‫‪14‬‬ ‫‪13‬‬ ‫‪11‬‬
‫‪34‬‬ ‫‪33‬‬ ‫‪30‬‬ ‫‪25‬‬ ‫‪20‬‬ ‫‪15‬‬ ‫‪13‬‬ ‫‪11.6‬‬

‫‪Ibraheem.M. Hammad- Psychologist 45‬‬ ‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‪ -‬ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬

 ‫ﻤﻌﺎﻴﻴﺭ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻤﺼﻔﻭﻓﺎﺕ ﺍﻟﻤﺘﺘﺎﺒﻌﺔ ﺍﻟﻤﻠﻭﻥ ﻟـ "ﺠﻭﻥ ﺭﺍﭭﻥ"‬

‫‪Ibraheem.M. Hammad- Psychologist 46‬‬ ‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‪ -‬ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬

 Ibraheem.M. Hammad- Psychologist ‫ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ‬-‫ﺍﺒﺭﺍﻫﻴﻡ ﻤﺼﻁﻔﻰ ﺤﻤﺎﺩ‬

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