نوع المستند : المقالة الأصلية
المؤلفون
1 مدرس مساعد بقسم علم النفس التربوي
2 أستاذ علم النفس التربوي وعميد کلية التربية الأسبق جامعة دمنهور
3 أستاذ ورئيس قسم علم النفس التربوي وعميد کلية التربية السابق جامعة دمنهور
4 أستاذ علم النفس التربوي
المستخلص
الكلمات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
This research aims to know the differences in emotional self-regulation and positive social behavior according to the variables (gender, specialization, study group), in addition to predicting the contribution of different emotional self-regulation strategies in each dimension of positive social behavior for students of the College of Education. The research sample consists of ( 500) students from the Faculty of Education , Damanhour University from the four different study groups studying in Arabic, during the academic year 2021-2022 .The research tools were the Emotional self-regulation scale., Positive Social Behavior Estimation List, The research depend on statistical program SPSS, The findings of the research revealed that absence of statistically significant differences in emotional self-regulation and positive social behavior due to academic specialization, while there are statistically significant differences in emotional self-regulation and Positive social behavior. returns to the and the study group. The explanatory ability of the model that combines the sub-variables (cognitive reappraisal , attention deployment , rumination, and expressive supression) was the most contributory in predicting altruism and empathy. While the strategy (cognitive reappraisal was the most strategy contributed only to predict cooperation. the model that combines the sub-variables (rumination, attention deployment, cognitive reappraisal) was the most contributory in predicting forgivness.
الكلمات الرئيسية [English]
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