الرضا عن التوجيه المدرسي وعلاقته بالدافعية للانجاز لدى طلبة الاولى ثانوي دراسة ميدانية لثانوية محمد الاخضر الفيلالي غارداية

Abstract

The present study aimed to identify the relationship between satisfaction with guidance and the motivation for Achievement by the first year secondary students of common leprosy (arts and languages, Science and technology), with different specialization and gender variables. At the high school with Mohammed Lakhdar Filali at ghardaia, the study was conducted on a sample of 101 individuals, of whom 51 were women during the 2018-2019 academic year. To answer the questions of the study and test its hypotheses, the analytical descriptive method was relied on because it fits the subject of our research, and we used two measures: school guidance prepared by researcher Barak Saliha (2008) and the motivation preparation of Alghamdi (2009). We also used a set of statistical methods: arithmetic averages, standard deviations, percentages, and test "t " for individual variances. Alpha Kroenbach coefficient. The aim of the research is to answer the following questions: Is there a statistically significant correlation between the degrees of satisfaction with school guidance and the degree of motivation of the two joint-trunk students (science, technology, literature and languages)? Are there statistically significant differences in the degree of satisfaction with the guidance of the students of the two joint torso (science, technology, literature and languages) with different sex variables? Are there statistically significant differences in the degree of motivation of the co-trunk students (arts, languages and technology with different sex variables)? Are there statistically significant differences in the degrees of satisfaction with the guidance of the students of the two joint torso (the technology, literature and languages) according to the type of specialization. The study concluded that: There is no statistically significant correlation between the degrees of satisfaction with school guidance and the degree of motivation of the two joint-trunk students (science, technology, literature and languages). There are no statistically significant differences in the degree of satisfaction with the guidance of the students of the two joint torso (science, technology, literature and languages) with different sex variables. There are no statistically significant differences in the degree of satisfaction with the guidance of the students of the two joint torso (science, technology, literature and languages) There are statistically significant differences in the degree of motivation of the co-trunk students (arts and languages, science and technology with different sex variables). The descriptive analytical approach has been used in this study as it is best suited to the subject of our research, the purpose of which is to identify the relationship between the degrees of satisfaction of school guidance and the degrees of motivation for achievement of secondary students as well as differences between the variables of specialization and sex for both.