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Master Title

The prediction with assertive behavior of working women in educational section in the light of some psychological and social variables

Master Abstract

Cairo University - Beni suief Faculty of education Department of psychology The prediction with assertive behavior of working women in educational section in the light of some psychological and social variables Research thesis To submitted the obtainment Of master degree in education (mental health) By Walaa Rabeeh Mustafa Aly A demonstrator in psychology department Faculty of education- Beni suief Cairo University Supervised by Dr: Rashad Aly Abdel- AZIZ Professor and head of the department of mental health El Azhar University Dr:Mohamed Mohamed El Sayed Dr: Said Yoness AboElaeis Lecturer of mental health Lecturer of mental health Faculty of Education Faculty of Education Cairo university Cairo university 2005 Summary The prediction with assertive behavior of working women in educational section in the light of some psychological and social variables The Statement of The problem : The problem of this study can be stated in the following questions: 1-Are there statistically significant differences between female teachers in assertiveness according to marriage state (marriage -non marriage) ? 2- Are there statistically significant differences between female teachers in assertiveness according to type of qualification (educational-non educational)? 3- Are there statistically significant differences between female teachers in assertiveness according to chronological age(old age-young age)? 4-Is there positive correlation between assertive behavior of female teachers and type A pattern behavior? with variables (marriage state -qualification-age)? 5- Is there positive correlation between assertive behavior of female teachers and achievement motivation? With variables (marriage state -qualification-age)? 6- Is there positive correlation between assertive behavior of female teachers and self esteem with variables (marriage state -qualification-age)? 7-Can we predict about assertive behavior of working women in educational section in the light of some psychological and social variables ? The Aim of The Study: The present study aims to: 1- recognizing the difference between marriage female teachers and non marriage female teachers in assertive behavior. 2-recognizing the differences between educational female teachers and non educational female teachers in assertive behavior. 3 - recognizing the differences between old age female teachers and young age female teachers in assertive behavior. 4-Identifying the relationship between assertive behavior and type A pattern behavior for female teachers 5- Identifying the relationship between assertive behavior and achievement motivation for female teachers 6-Identifying the relationship between assertive behavior and self esteem. for female teachers 7-The prediction with assertive behavior of working women in educational section in the light of some psychological and social variables Hypotheses of The Study: 1- There aren't statistically significant differences between female teachers in assertiveness according to marriage state (marriage -non marriage). 2- There aren't statistical significance difference between female teachers in assertiveness according to kind of qualification (educational-non educational). 3- There aren't statistical significance difference between female teachers in assertiveness according to chronological age(big age-small age). 4- There isn't positive correlations between assertive behavior of female teachers and type A pattern behavior and this relation is difference with variables (marriage state -qualification-age). 5- There isn't positive correlation between assertive behavior of female teachers and achievement motivation and this relation is difference with variables (marriage state -qualification-age). 6- There isn't positive correlation between assertive behavior of female teachers and self esteem and this relation is difference with variables (marriage state -qualification-age). 7- We can predict about assertive behavior of working women in educational section in the light of some psychological and social variables. Sample of The Study: The sample of the study consists of: 1-standardization in subjects, (85) female teachers from difference schools in beni sueif . 2-basic subjects for experimental design comprises,(260) female teachers from difference schools in beni sueif . Research Instruments: The research utilized the following in the experimental design: 1-Assertive behavior scale By: Rashad Aly Abed el Aziz Moussa (2001) 2-Type A pattern behavior scale By: The Researcher 3- Achievement motivation scale By: Rashad Aly Abed el Aziz Moussa (2002) 4-Slef Esteem scale By: Hessian El driany &others Results: 1- There are no statistically significant differences between female teachers in assertiveness according to marriage state (marriage -non marriage). 2- There are no statistically significant differences between female teachers in assertiveness according to kind of qualification (educational-non educational). 3- There are no statistically significant differences between female teachers in assertiveness according to chronological age (old age-young age). 4- There is positive correlation between assertive behavior and type A pattern behavior of female teachers and this relation difference with variables (marriage state -qualification-age). 5- There is positive correlation between assertive behavior and achievement motivation of female teachers and this relation is difference with variables (marriage state -qualification-age). 6- There is positive correlation between assertive behavior and self esteem of female teachers and this relation is difference with variables (marriage state -qualification-age). 7- We can predict about assertive behavior of working women in educational section in the light of some psychological variables (type A behavior-achievement motivation- self esteem).

PHD Title

the effectiveness of using pictorial activity schedules in getting children with down syndrome acquire self regulation behavior

PHD Abstract

Summary Introduction : Expectations about the life course for children with Down syndrome and those with other intellectual disabilities have changed substantially over the past two decade , Many families and service providers now assume that those with Down syndrome will move out of the family home, at a time appropriate for them, and into an independent living situation. Such as move brings with it many new choices and responsibilities for the individual such as deciding what and how much to eat, whether to engage in regular exercise, which clothes to buy, whose company to keep. In order to fulfil these responsibilities adults will need to be able to set their own goals those children will be able to develop their academic , social and mental skills and behaviors which in turn will help them lead a suitable life according to their abilities . In order to help down syndrome children enhancing their social aspects , we have to develop modern training methods and strategies that suit their remaining abilities and skills . This may happen by using training programs that suit those children as they are based on realistic training activities . The present study aims to examine the effectiveness of pictorial activity schedules on acquire the Self regulation behavior in down syndrome children, which considered a main aspect in developing their behavior generally. Problem of the Study : The problem of the current study can be formulated as follows ; 1- Are there differences between the mean ranks of scores of the experimental and control groups in self regulation behavior level post test ? 2- Are there differences between the mean ranks of scores of the experimental group in self regulation behavior level pre/ post tests ? 3- Are there differences between the mean ranks of scores of the control group in self regulation behavior level pre/ post test? 4- Are there differences between the mean ranks of scores of the experimental group in self regulation behavior level post/follow up tests ? Significance of the study : The Significance of the study can be summarize in the following points : 1- using one of the most modern strategies used in bringing up and upgrading special need people . 2- rare Arabic studies that used this strategy in general 3- via picture activity schedules , we can get those children acquire self regulation behavior 4- there is no Arabic study ( according to the researcher's knowledge ) aimed at getting down syndrome Objectives of the study : This study aims at checking the effectiveness of using pictorial activity schedules in getting children with down syndrome acquire self regulation behavior Hypotheses of the study : 1-there are statistically significant differences between the mean ranks of scores of the experimental and control groups in self regulation behavior level post test in favour of experimental group 2-there are statistically significant differences between the mean ranks of scores of the experimental group in self regulation behavior level pre/ post tests in favour of experimental group 3-there are no statistically significant differences between the mean ranks of scores of the control group in self regulation behavior level pre/ post test 4-there are no statistically significant differences between the mean ranks of scores of the experimental group in self regulation behavior level post/follow up tests (after 8 weeks of the programme's termination) Limitations of the study : The following study is limited to 1- human limitation a sample of ten children of down syndrome divided into two equal groups one is the experimental group and the other is the control group and each has five children 2- place limitations : the present study is limited to the children of fekria school in Beni Sweif government Sample : 3- Sample of the study contains (10) educable of down syndrome divided into two equal groups: 1- The experimental group : (5) educable down syndrome children (received the training program ) . 2- The control group : (5) down syndrome children . The two groups are matched on the variables of age , intelligence and self regulation behavior . Instruments : 1- Stanford scale of intelligence ( the fourth picture) format into Arabic by Louis Kamel Mleikah 1998 2- Self regulation behavior scale prepared by the researcher 3- The training program based on pictorial activity schedules , by the researcher. Statistical methods : 1) Man – Whitney , Wilcoxon test and ( Z ) value for independent samples . 2) Wilcoxon test an ( Z ) value for paired samples . 3) Descriptive statistic scale ( mean, median, percentage ) . Results : a) There are statistically significant differences in self regulation behavior at 0.05 between experimental and control groups in post test favoring the experimental one. b) There are statistically significant differences in self regulation behavior at 0.05 between pre and post test for experimental group favoring the latter. c) No statistically significant differences in self regulation behavior were found between pre and post test for control group. d) No statistically significant differences in self regulation behavior were found between post test and follow-up for experimental group .