الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
2 - _Introduction:
As sertiveness, as itis positive in social relations, does rto include surface and dealing with others only; but
it is an extrnal appearance for
a deepest °rational stability
( EL - 1986 - B - P. 86 )
Geshtalt scholares point out that what is included in-si e
0 -
is also revealed fram outside ( Baul Geuam, 1963, P. 25 ).
-Assertiveness is not just an aspect of what is outside; but i is - at the same tine- the core of the emotional adjustment process; as it is an emotional stability at the deepest level
There is no doubt that madern societies with their _:duc tional institutes, methodsand media, do their best ef4Drts t assure that their citizens grow up az assertive people as noz. ible. A cextaLl concern has been to childhood sin
it has a paramount imprtance in shaping the character o its
early stage of development. Jinco it resembles the essence of the whole character. -
The late stage of childhood, or the pre-maturation stage as some theorists prefer to call it, is the best stages for
socialization process and for acquiring values and attitudes. Th,ugh the importance of -Lis stage, it has been neglected as a field of study where most studies gave a great deal of impo---
rtance to other stages whether after or before the late childh.i. ood stage. ( Hamed Zahran - 1977- P . 246 ) .
- In this stage, the child is directly subjected to various cultural variables with theirextnsive effects to the whole
s ociety.
- 3 -
In both_ rural and urban commUni ties th child faces a conflict between the traditional values and the ncw-enes
with res bee t to the social and cnviranmentr,1 o’;’fec to which interfer
’SID to this puint can conclude that the cul tural force
affe t - the coo n hch.avi our in both rur,-l Jur bah society.
Hence, the tiloortance of thiv.. study is dez:ived from the foll tins fact..
s tudi es have t---4 •
rd •
Secand
•.
To de. n- the vo..1
.L.
assertiveness -.,hich
a dcp-• -- • ioioral-tr
and J.. b.,
fcmde pupils ia adurb:- n co :71caur2.-1 ti c s .
Ljt vhs
- To conc.-s.cpt’d tr.° the thc.Dro tical fro:new-or!: of the topic under investii6;),
--To d-tea::11’h- the level
of assertiv-ness s Ci41d2.-2 4
both rurid and urban coacau:litics using through the co:lipare-.
ative approach.
Includes the follovzi •
_.„ •
•intro duc,• tion to the study,. its imoortancetalms, ’jochn-
_
•
z• eal_ torras ohd the Units of the study. Second Chapter:,
Deals with logic structure of the thelareical fra:no-
.
uark of the study .
toa lit le bit differo_lcos.(Elfanzary - 1987-P.123)
- 4 -
The thesii includes the main concepts: Assertiveness and-childhood. Third Chapter:
Deals witil both prviDus Arabic and Foreigh studies
that directly or indirectly or indirectly related to the topic under investigation.
The revfeAlof-literaturc led to the follouing clas,:dfict ation:
1)Studies dealt with assertvehess ;;ith relation to sex variable.
2)Studies dealt with assertiveness with.relaton to some other variable.
3)Studies dealt -;:ith assertiveness with relation to some other variable.
After introducin the relevant literature, tLe following hypothesis could be formulatd:
1.There is a significant statistical differences in the main score of the level-of assertivencs6-between rural
male group .and rural female group. This difference is in favour of rural female group.
2.There is a significant statistical differences of the level of assertivehess in the main scores between
uraan male group arid urban fe-male group. This difference is in faVour of ur..ban.thale group.
3.There is a significant statistical differences-in the main score of-the level of
_ Rural male group and urban- male group and that is in favor of urban male Group.
4.There is a significant atatistica differences in the
main scores of the level of Ltssertiveness between rural female group and urban female group and it is in favou If’ of the urban female group. Fourth Chapter:
D6als with methods and procedures that have bean foll-owed in the empirical pant of the sludy. The following steps hdve been followed.
Sample:
120 mule and fem.de pupils of 10, to 12 age have be.61
randamly chosn from among the first- eycle of hasic edubational stage pupil°.
Thiss pie as beer: divided iato the following groups:
-First group: consists of 30 rural mle pupils.
-Second group: Consists of 30 rural female pupils.
-Third Group: consiSts of 30 urban male pupils.
-Fourth group:c-onsists of 30 urban female pupils. Tools:
-1 --.collecting data questionnaire
Prepard by the researcher .
2-Economic socidl blank:
prepaVed by Samia El Kattan.
3-Primary mental abilities test: Prepared by Zaky Saleh.
4-Ghiled - assertiveness scale:
Prepared by the researcher.
Stepo: -P the study:
A comparison had been made between the vslibus groups in.-
- Zane
bath in rural and urban coain:wities-. Statistical methods:,
The following statistical methods have been used: - Person-coef.,:icient of relation equation.
- Analysis of variance. Fifth ,,nap.e:c.
Deals with the results of the study which inditlate
there is a -c) incidence between the hyp.tthesis of the reserc and between tne final results.
These results can be summed up follows : First group:
- Rural male group is more assertive in comparison to rural female group.
- Urban male group is more assertive in compariaan to urban. female group. Second group:
Deals with residence variable the results indicate that both urban male and female groups are more assertive than both m•ae and female groups.