الفهرس 
الفصل الأول : مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The current study aimed to develop the self-confidence for improving the academic achievement among the underachievers in the primary stage through the reality counseling. The study participants comprised of (20) underachievers whose ages ranged between 9 and 12 years with an average age of (10.5) and a standard deviation of(0.35). The participants were divided into an experimental group and a control group with (10) pupils in primary five in Abo Al-Kasim Nasr primary School affiliated to Ihansia Educational District. The study instruments were comprised of Raven’s Progressive Matrices (standardized by Abo Hateb and Sayed Osman, 1979), Quick Neurological Screening Test(Arabized by Abd Al-Wahab Kamel, 2001), Scale of Contemporary Social, Economic and Cultural Level (prepared by Mohammed Baiomi Khalil, 2019), Scale of Self – Confidence of Underachievers (prepared by researcher),Academic Achievement Test(prepared by researcher) and Reality Counseling Program (prepared by researcher). The results concluded that there were statistically significant differences at 0.01 level between mean scores of the experimental group and the control group’s scores on the self –confidence scale and Academic Achievement Test in the post measurements in favor of the experimental group. ). There were statistically significant differences at 0.01 level between mean scores of the experimental group scores on the self –confidence scale and Academic Achievement Test in pre-post measurements in favor of the post measurement. Furthermore, there were no statistically significant differences between mean scores of the experimental group’s scores on scale and Academic Achievement Test in the post – follow up measurements.
Key words: Reality Counseling, Self - Confidence, Academic Achievement, Underachievers
English Summary
Introduction
Underachievement Problem is deemed one of the problems that has received the attention and care of education and psychology scholars for a long time. Furthermore, it is still considered one of the most significant modern problems that concern educators, parents and students themselves as a source of obstruction to growth and progress for a renewed life. It is worth mentioning that what increases severity of this the problem is that it is a complex phenomenon that stems as a result of multiple causes and factors, some of which are attributed to the student and his physical, mental and emotional conditions, and some of which are attributed to the school or home itself. Besides, the growing demand for education reduces the available opportunities of providing care and attention for underachievers. Consequently, this prevents school from conducting her duty completely. As a corollary, it was necessary to shed light upon this problem for achieving equal opportunities in education, owing to the fact that if underachievement is a problem in general, it is a problem in the primary stage in particular, not to mention the primary stage represents the most important stage of the student’s life ever, owing to its effective effect on other educational stages.
Underachievement is regarded as an educational, social and economic problem which attracts attention of psychology and education scholars. This problem appears approximately in each classroom, where we observe there are some students who aren’t able to come up with their peers in the classroom with regard to understanding and comprehending the set curriculum. Not to mention, in most cases this group represents a source of anxiety and worry; consequently there is a disruption in the educational process for the teacher and the normal learner. However, the underachievers suffer from feelings of inferiority, inefficiency and disability to come up with their peers in the classroom; not to mention weak self-confidence in their selves; in a way that pushes some students to express such passive feelings either through aggressive behaviors or introversion or truancy or joining deviated groups; in order to achieve their needs which they couldn’t achieve during the study time period, such as their need to self – actualization and self –esteem. With regard to the teacher, this category is deemed one of factors obstructing the class progress and the inability to manage them accurately.
Problem of Study: Problem of the current study could be formulated in the following questions:
1- Are there statistically significant differences between mean scores of the experimental group and the control group’s scores on the self –confidence after the program experimentation?
2- Are there statistically significant differences between mean scores of the experimental group on the self –confidence scale in the pre-post measurements?
3- Are there statistically significant differences between mean scores of the experimental group on the self –confidence in the post-follow up measurements?
4- Are there statistically significant differences between mean scores of the experimental group and the control group’s scores on the Academic achievement after the program experimentation?
5- Are there statistically significant differences between mean scores of the experimental group on the Academic achievement Test in the pre-post measurements?
6- Are there statistically significant differences between mean scores of the experimental group on the Academic achievement in the post-follow up measurements?
Aims of Study:-The study aimed to:
1- Identifying how effective the reality counseling was in developing the self –confidence among the underachievers in the primary stage.
2- Identifying to what extent the self – confidence among the underachievers in the primary stage will continue after the program experimentation later (a month and half a month).
3- Constructing a counseling program (reality counseling) for developing the self –confidence among the underachievers in the primary stage.
Significance of Study:
The study significance unfolded as following:
A. The Theoretical Significance
1) This study may provide those people studying the self –confidence with more information about self –confidence and how to develop thereof.
2) Keeping up with the current trend in psychology which is concerned with the positive psychology; due to the fact that the research handled the self –confidence variable.
3) Rarity of Studies – within the researcher’s knowledge – that handled the self –confidence generally and the underachievers specifically.
4) Rarity of Studies – within the researcher’s knowledge – that used the reality counseling for William Glasser in comparison with other counseling methods.
5) Caring about developing self –confidence is in line with the universal trends which call for necessity of communication and cooperation with others; especially with the abnormal students such as the underachievers.
B. The Applied Significance
1- Preparing a counseling program through using the reality counseling for developing the self –confidence of underachievers in the primary stage.
2- Constructing an instrument for measuring the self –confidence among a sample of underachievers in the primary stage.
3- Possibility of administering a relatively modern counseling method which is reality counseling for William Glasser; because it is one of the positive methods in the psychological counseling.
4- Possibility of using the counseling program in case it is reliable in many research and applied purposes with similar samples.
5- Benefitting the teachers and those in charge and helping them to identify how to deal with the underachievers in a way that raises their self –confidence.
6- Helping parents to know the best brining up methods of much assistance for them to gain their children self –confidence feeling; in addition to introducing them into counseling ways that help them to deal with the people with weak self –confidence in a way that helps them to restore their self –confidence once again.
Hypotheses of Study
1- There are statistically significant differences between mean scores of experimental and control groups on self –confidence scale and its dimensions on the post measurement.
2- There are statistically significant differences between mean scores of experimental group on self –confidence scale and its dimensions on the pre-post measurement.
3- There are no statistically significant differences between mean scores of experimental group on self –confidence scale and its dimensions on the post – follow up measurement.
4- There are statistically significant differences between mean scores of experimental and control groups on the Academic achievement Test and its dimensions on the post measurement.
5- There are statistically significant differences between mean scores of experimental group on the Academic achievement Test and its dimensions on the pre-post measurement.
6- There are no statistically significant differences between mean scores of experimental group on the Academic achievement Test and its dimensions on the post – follow up measurement.
Delimitations of Study
The current study was delimited to the following delimitations:
1-Approach of Study:The researcher used the quasi experimental approach; because it was appropriate for nature and objectives of the study where it depends on the two group design (experimental group and control group), as well as the pre-post and follow up measurements of the study variables owing to being appropriate for the current study.
2-Sample of Study:The study participants comprised of (20) underachievers. The participants were divided into an experimental group and a control group with (10) pupils in primary five in Abo Al-Kasim Nasr primary School affiliated to Ihansia Educational District, with an average age of (10.5) and a standard deviation of(0.35).
3-Instruments of Study: The current study instruments unfolded as following:Raven’s Progressive Matrices Test (standardized by Abo Hateb and Sayed Osman , 1979) ,Quick Neurological Screening Test (Arabized by Abd Al-Wahab Kamel, 2001) ,Scale of Contemporary Social, Economic and Cultural Level (prepared by Mohammed Baiomi Khalil, 2019) ,Scale of Self – Confidence of Underachievers (prepared by researcher) , the Academic achievement Test of Underachievers (prepared by researcher) ,Reality Counseling Program (prepared by researcher).
4-Time delimitations: the researcher conducted the counseling program as of 15th Nov., 2018s till 1st April, 2019s, namely; for three months. Each week included three sessions; when the researcher started the program with an introductory session, then the construction stage of the program started through the program sessions which included the basic concepts for reality counseling (three sessions starting from the session 2 till the session 4), self –dependence (ten sessions starting from session 5 till session 14), the physical appearance (seven sessions starting from session 15 tills session 21), self –realization with positivity (nine sessions stating from session 22 till session 30), interaction with other people (nine sessions starting from session 31 till session 390, then the program concluded with a concluding session, after that a follow up period started and lasted for a month.
5-Place delimitations: sessions of the counseling program were carried out in computer lab of Abo Al-Kasim Nasr primary School affiliated to Ihansia Educational District, Beni –Suef governorate.
The Statistical Methods
The researcher in the current study counted on some statistical methods appropriate for the study using SPSS as follows:
- Mann -Whitney Test for calculating significance of differences among the correlated and non-correlated means scores of groups.
- Wilcoxon Test for calculating significance of differences among mean scores of two correlated samples.
Results of Study
The current study resulted in the presence of statistically significant differences at (0.01) between the mean levels of the experimental and control groups’ scores on the self-confidence scale and the academic achievement test in the post-measurement for the benefit of the experimental group. It also resulted in the presence of statistically significant differences at (0.01) between the average levels of degrees The experimental group on the scale of self-confidence and the academic achievement test in the pre and post measurements in favor of the post measurement, and also resulted in no statistically significant differences between the average ranks of the degrees of the experimental group on the scale of self-confidence and the academic achievement test in the post and track measurements.