2007 ‫( ﻟﺴﻨﺔ‬1) ‫ ﺍﻟﻌﺩﺩ‬، (19) ‫ ﺍﻟﻤﺠﻠﺩ‬، ‫ﻤﺠﻠﺔ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﻌﻠﻡ‬

‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ )ﻁﺭﻴﻘﺔ ﺍﻟﻤﺤﺎﻭﺭ ﺍﻷﺴﺎﺴﻴﺔ( ﻟﺘﺸﺨﻴﺹ ﺃﻫﻡ‬

‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﻭﻻﺩﺍﺕ ﺍﻷﻁﻔﺎل ﺍﻟﺨﺩﺝ‬

‫ﺫﻨﻭﻥ ﻴﻭﻨﺱ ﺫﻨﻭﻥ ﺍﻟﺸﻜﺭﺠﻲ‬

‫ﻨﻴﻨﻭﻯ‬/‫ﻤﻌﻬﺩ ﺍﻟﺘﻘﻨﻲ‬/‫ﻗﺴﻡ ﺍﻟﻤﺼﺎﺭﻑ‬

‫ﺘﺎﺭﻴﺦ ﺍﻟﻘﺒﻭل‬ ‫ﺘﺎﺭﻴﺦ ﺍﻻﺴﺘﻼﻡ‬

2006/7/17 2006/3/23

Abstract
Measures of nine variables affect the births of the premature babies
have been taken . And also the principal axis method was used then the
factor analysis on the studied variables data to specify the importance of
these variables to births of the premature babies . As well as , "Varimax"
method was used to rotate the axis to get an easier and more specific
results.
Statistic analyses, have shown the importance off all variables
except the fifth variable (sex) ,and that for not showing ,this variable,any
significant effect upon any of the selected factors having less
communality among the variables .
For the other variables , they are the sequence of factors and the
variables loading with factors and the ratio of what explain each factor
from the total variance ,we find that the third variable " mother age "and
the seventh variable"Number of Births" and the eightth variable" number
of abortion cases "and the ninth variable "type of birth" in first place
.And the first variable "premature weight" and the second variable
"premature age" in second place.
Finally , the forth variable " the time that the premature has spent
in The nursemaid " and the sixth variable " type of disease" in third place.

‫ﺍﻟﺨﻼﺼﺔ‬
‫ﺃﺨﺫﺕ ﻗﻴﺎﺴﺎﺕ ﺘﺴﻌﺔ ﻤﺘﻐﻴﺭﺍﺕ ﻟﻬﺎ ﺘﺄﺜﻴﺭ ﻓﻲ ﻭﻻﺩﺍﺕ ﺍﻷﻁﻔﺎل ﺍﻟﺨﺩﺝ ﻭﻗـﺩ ﺍﺴـﺘﺨﺩﻤﺕ ﻁﺭﻴﻘـﺔ‬
‫ﺍﻟﻤﺤﺎﻭﺭ ﺍﻷﺴﺎﺴﻴﺔ ﺜﻡ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ ﻋﻠﻰ ﺒﻴﺎﻨﺎﺕ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺩﺭﻭﺴﺔ ﻟﺘﻌﻴـﻴﻥ ﺃﻫﻤﻴـﺔ ﻫـﺫﻩ‬
‫( ﻟﺘـﺩﻭﻴﺭ ﺍﻟﻤﺤـﺎﻭﺭ‬Varimax) ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﻭﻻﺩﺍﺕ ﺍﻷﻁﻔﺎل ﺍﻟﺨﺩﺝ ﻜﻤﺎ ﺍﺴﺘﺨﺩﻤﺕ ﻁﺭﻴﻘﺔ‬
. ‫ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺘﻔﺴﻴﺭ ﺃﺴﻬل ﻭﺃﺩﻕ ﻟﻠﻨﺘﺎﺌﺞ‬

221
 ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ )ﻁﺭﻴﻘﺔ ﺍﻟﻤﺤﺎﻭﺭ ﺍﻷﺴﺎﺴﻴﺔ( ﻟﺘﺸﺨﻴﺹ ﺃﻫﻡ‪..........‬‬

‫ﺃﻅﻬﺭﺕ ﺍﻟﺘﺤﺎﻟﻴل ﺍﻹﺤﺼﺎﺌﻴﺔ ﺃﻫﻤﻴﺔ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺠﻤﻴﻌﹰﺎ ﻤﺎﻋﺩﺍ ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﺨﺎﻤﺱ )ﺍﻟﺠﻨﺱ ( ﻭﺫﻟـﻙ‬
‫ﻟﻌﺩﻡ ﻅﻬﻭﺭ ﻫﺫﺍ ﺍﻟﻌﺎﻤل ﺒﻭﺼﻔﻪ ﺫﺍ ﺘﺄﺜﻴﺭ ﻤﻌﻨﻭﻱ ﻓﻲ ﺃﻱ ﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺨﺘﺎﺭﺓ ﻭﻟﻜﻭﻨﻪ ﻴﻤﺘﻠـﻙ‬
‫ﺍﻗل ﻜﻤﻴﺔ ﺸﻴﻭﻉ ﺒﻴﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ‪.‬‬
‫ﺃﻤﺎ ﻓﻴﻤﺎ ﻴﺨﺹ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺒﺎﻗﻴﺔ ﻤﻥ ﺤﻴﺙ ﺘﺴﻠﺴل ﺍﻟﻌﺎﻤل ﻭﺘﺸﺒﻊ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺒﺎﻟﻌﻭﺍﻤل ﻭﻨﺴﺒﺔ ﻤﺎ‬
‫ﻴﻔﺴﺭﻩ ﻜل ﻋﺎﻤل ﻤﻥ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﻜﻠﻲ ﻓﻨﺠﺩ ﺃﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺜﺎﻟﺙ ) ﻋﻤﺭ ﺍﻷﻡ ( ﻭﺍﻟـﺴﺎﺒﻊ ) ﻋـﺩﺩ‬
‫ﺍﻷﻭﻻﺩ ﺍﻟﺫﻴﻥ ﺃﻨﺠﺒﺘﻬﻡ ﺍﻷﻡ ﻗﺒل ﻭﻻﺩﺘﻬﺎ ﺍﻟﺨﺩﻴﺞ ( ﻭﺍﻟﺜﺎﻤﻥ ) ﻋﺩﺩ ﺤﺎﻻﺕ ﺍﻹﺠﻬـﺎﺽ ( ﻭﺍﻟﺘﺎﺴـﻊ‬
‫) ﻨﻭﻉ ﺍﻟﻭﻻﺩﺓ ( ﻗﺩ ﺠﺎﺀﺕ ﺒﺎﻟﻤﺭﺘﺒﺔ ﺍﻷﻭﻟﻰ ‪ ,‬ﻜﻤﺎ ﺠﺎﺀ ﺍﻟﻤﺘﻐﻴﺭﺍﻥ ﺍﻷﻭل ) ﻭﺯﻥ ﺍﻟﻤﻭﻟﻭﺩ ﺍﻟﺨﺩﻴﺞ (‬
‫ﻭﺍﻟﺜﺎﻨﻲ ) ﻋﻤﺭ ﺍﻟﻁﻔل ﺍﻟﺨﺩﻴﺞ ( ﺒﺎﻟﻤﺭﺘﺒﺔ ﺍﻟﺜﺎﻨﻴﺔ ‪ ,‬ﻭﺃﺨﻴﺭﹰﺍ ﺤل ﺍﻟﻤﺘﻐﻴﺭﺍﻥ ﺍﻟﺭﺍﺒﻊ ) ﻤـﺩﺓ ﺒﻘـﺎﺀ‬
‫ﺍﻟﺨﺩﻴﺞ ﺒﺎﻟﺤﺎﻀﻨﺔ ( ﻭﺍﻟﺴﺎﺩﺱ ) ﻨﻭﻉ ﺍﻟﻤﺭﺽ ﺍﻟﺫﻱ ﻴﻌﺎﻨﻲ ﻤﻨﻪ ﺍﻟﻁﻔل ﺍﻟﺨﺩﻴﺞ ( ﺒﺎﻟﻤﺭﺘﺒﺔ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬

‫ﺍﻟﻤﻘﺩﻤﺔ‬
‫ﻋﻨﺩ ﺍﻟﻜﻼﻡ ﻋﻠﻰ ﻭﻓﻴﺎﺕ ﺍﻷﻁﻔﺎل ﺤﺩﻴﺜﻲ ﺍﻟﻭﻻﺩﺓ ﻓﻲ ﺍﻟﺒﻠﺩﺍﻥ ﺍﻟﻨﺎﻤﻴﺔ ‪ ,‬ﻻﺒﺩ ﺃﻥ ﻴﻜﻭﻥ ﺍﻷﻤﺭ ﻤﺨﺘﻠﻔـﹰﺎ‬
‫ﻋﻤﺎ ﻫﻭ ﻋﻠﻴﻪ ﻓﻲ ﺍﻟﺒﻠﺩﺍﻥ ﺍﻟﻤﺘﻘﺩﻤﺔ ‪ ,‬ﺇﺫ ﺘﻨﺘﺸﺭ ﻤﺨﺘﻠﻑ ﺍﻷﻤﺭﺍﺽ ﻓﻲ ﺍﻟﺒﻠﺩﺍﻥ ﺍﻟﻨﺎﻤﻴـﺔ ﻭﻴﺘﻌـﺭﺽ‬
‫ﻼ ﻋـﻥ ﺍﻟﻘـﺼﻭﺭ ﺍﻟـﺼﺤﻲ ﻭﺘـﺩﻨﻲ‬
‫ﺴﻜﺎﻨﻬﺎ ﻟﺴﻭﺀ ﺍﻟﺘﻐﺫﻴﺔ ﻭﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻟﻤﺴﺘﻠﺯﻤﺎﺕ ﺍﻟﻁﺒﻴﺔ ﻓﻀ ﹰ‬
‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺜﻘﺎﻓﻲ ﻭﻗﻠﺔ ﺍﻟﺩﺨل ﺒﻤﺎ ﻴﻨﻌﻜﺱ ﺴﻠﺒﹰﺎ ﻋﻠﻰ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺨﺎﺼﺔ ﺍﻟﻤﻭﺍﻟﻴـﺩ ﺒـﺼﻭﺭﺓ‬
‫ﻤﺒﺎﺸﺭﺓ ﺃﻭ ﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ﻋﻥ ﻁﺭﻴﻕ ﺍﻟﺤﻭﺍﻤل‪.‬‬
‫ﻭﻟﻠﻌﻨﺎﻴﺔ ﺒﺎﻷﻁﻔﺎل ﺤﺩﻴﺜﻲ ﺍﻟﻭﻻﺩﺓ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻭﺨﺎﺼﺔ ﺍﻟﻁﻔل ﺍﻟﺨـﺩﻴﺞ ) ‪(Premature baby‬‬
‫ﻼ ﻏﻴﺭ ﻜﺎﻤل ﺍﻟﻨﻀﻭﺝ ‪ ,‬ﻭﻗﺩ ﺃﺼﺒﺢ ﻫﺫﺍ ﺍﻟﻤﻭﻀﻭﻉ ﻤﻥ ﺃﻜﺜﺭ ﺍﻟﻤﺠـﺎﻻﺕ ﺍﻟﺘـﻲ ﺘﻠﻘـﻰ‬
‫ﻟﻜﻭﻨﻪ ﻁﻔ ﹰ‬
‫ﺍﻫﺘﻤﺎﻤﹰﺎ ﻁﺒﻴﹰﺎ ‪.‬‬
‫ﻭﻴﻤﻜﻥ ﺘﻌﺭﻴﻑ ﺍﻟﻁﻔل ﺍﻟﺨﺩﻴﺞ ﺒﺄﻨﻪ ﺫﻟﻙ ﺍﻟﻤﻭﻟﻭﺩ ﺍﻟﺫﻱ ﻴﻜﻭﻥ ﻭﺯﻨﻪ ﺍﻗل ﻤﻥ )‪ (2.5‬ﻜﻐﻡ ﻤﻬﻤﺎ ﻜﺎﻥ‬
‫ﻋﺩﺩ ﺍﻟﺸﻬﻭﺭ ﺍﻟﺭﺤﻤﻴﺔ )ﺍﻟﺩﺭﺍﺠﻲ ‪ , (1991,‬ﺃﻤﺎ ﺘﻌﺭﻴﻑ ﻤﻨﻅﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﻟﻤﻴﺔ ﻟﻠﻁﻔل ﺍﻟﺨـﺩﻴﺞ‬
‫ﻓﻬﻭ ﺫﻟﻙ ﺍﻟﻤﻭﻟﻭﺩ ﺍﻟﺤﻲ ﺍﻟﺫﻱ ﻴﻭﻟﺩ ﻗﺒل ‪ 37‬ﺃﺴﺒﻭﻋﹰﺎ ﺭﺤﻤﻴﹰﺎ ﻭﻴﺴﻤﻰ "‪ "Premature‬ﻭ ﺘﺩل ﻫﺫﻩ‬
‫ﺍﻟﺘﺴﻤﻴﺔ ﻋﻠﻰ ﻋﺩﻡ ﺍﻟﻨﻀﻭﺝ ﻭﺫﻟﻙ ﻻﻥ ﻫﻨﺎﻟﻙ ﻋﻤﻠﻴﺘﻴﻥ ﻜﺒﻴﺭﺘﻴﻥ ﺘﺘﺤﻜﻤﺎﻥ ﻓﻲ ﺍﻟﻭﺯﻥ ﻋﻨﺩ ﺍﻟـﻭﻻﺩﺓ‬
‫ﻭﻫﻤﺎ‪ :‬ﻤﺩﺓ ﺍﻟﺤﻤل ﻭﻤﻌﺩل ﺍﻟﻨﻤﻭ ﺩﺍﺨل ﺍﻟﺭﺤﻡ ) ﺃﻭ ﺍﻟﻌﺎﻤﻼﻥ ﻤﻌﹰﺎ( ‪) .‬ﺍﻟﺼﺎﻟﺢ ‪(2004 ,‬‬

‫ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ‬
‫ﺃﺨﺫﺕ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻤﻥ ﻤﺴﺘﺸﻔﻰ ﺍﻟﺒﺘﻭل ﺍﻟﺘﻌﻠﻴﻤﻲ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﻨﻴﻨﻭﻯ ﻭﻗﺩ ﺍﻋﺘﻤﺩﻨﺎ ﻋﻠـﻰ ﺍﻟـﺴﺠﻼﺕ‬
‫ﺍﻟﺨﺎﺼﺔ ﺒﺎﻷﻁﻔﺎل ﺤﺩﻴﺜﻲ ﺍﻟﻭﻻﺩﺓ ﻭﺍﻻﺴﺘﻤﺎﺭﺍﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﺒﺎﻷﻁﻔﺎل ﺍﻟﺨﺩﺝ ﻓﻲ ﺸـﻌﺒﺔ‬
‫ﺍﻟﺨﺩﺝ ﻓﻲ ﺍﻟﻤﺴﺘﺸﻔﻰ ﻟﺴﻨﺔ ‪ 1999‬ﻭﺃﺨﺫﺕ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﻨﺤﻭ ﻋﺸﻭﺍﺌﻲ ﻭﻜﺎﻥ ﺤﺠـﻡ ﺍﻟﻌﻴﻨـﺔ‬

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 ‫ﺫﻨﻭﻥ ﻴﻭﻨﺱ ﺫﻨﻭﻥ ﺍﻟﺸﻜﺭﺠﻲ‬

‫)‪ (100‬ﻁﻔل ‪ ,‬ﺃﻤﺎ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻲ ﺤﺩﺩﺕ ﺒﻌﺩ ﻤﺭﺍﺠﻌﺔ ﻋﺩﺩ ﻤﻥ ﺍﻷﻁﺒﺎﺀ ﺍﻟﻤﺨﺘﺼﻴﻥ ﺒﺎﻷﻁﻔـﺎل‬
‫ﺤﺩﻴﺜﻲ ﺍﻟﻭﻻﺩﺓ ﻭﺃﻤﺭﺍﺽ ﺍﻷﻤﻭﻤﺔ ﻭﺍﻟﻁﻔﻭﻟﺔ ﻓﻜﺎﻨﺕ ﻜﻤﺎ ﻴﺄﺘﻲ ‪) -:‬ﺍﻟﺼﺎﻟﺢ ‪(2004 ,‬‬

‫‪Premature weight‬‬ ‫‪ X1‬ﻭﺯﻥ ﺍﻟﻤﻭﻟﻭﺩ ﺍﻟﺨﺩﻴﺞ )ﻏﺭﺍﻡ(‬

‫‪Premature Age‬‬ ‫‪ X2‬ﻋﻤﺭ ﺍﻟﻁﻔل ﺍﻟﺨﺩﻴﺞ ) ﺃﺴﺒﻭﻉ(‬
‫‪Mother Age‬‬ ‫‪ X3‬ﻋﻤﺭ ﺍﻷﻡ )ﺴﻨﺔ(‬
‫‪The time that the premature has spent‬‬ ‫‪ X4‬ﻤﺩﺓ ﺒﻘﺎﺀ ﺍﻟﺨﺩﻴﺞ ﻓﻲ ﺍﻟﺤﺎﻀﻨﺔ )ﺃﻴﺎﻡ(‬
‫‪in the nursemaid‬‬

‫‪Sex‬‬ ‫‪ X5‬ﺍﻟﺠﻨﺱ ) ﺫﻜﺭ = ‪ : 1‬ﺃﻨﺜﻰ =‪(0‬‬

‫‪Type of Disease‬‬ ‫‪ X6‬ﻨﻭﻉ ﺍﻟﻤﺭﺽ ﺍﻟﺫﻱ ﻴﻌﺎﻨﻲ ﻤﻨﻪ ﺍﻟﻁﻔـل‬
‫ﺍﻟﺨﺩﻴﺞ‬

‫ﻭﻫﻲ ﻜﻤﺎ ﻴﺄﺘﻲ ‪-:‬‬

‫‪ : D1‬ﺃﻤﺭﺍﺽ ﺍﻟﺠﻬﺎﺯ ﺍﻟﺘﻨﻔﺴﻲ ]ﻤﺘﻼﺯﻤﺔ ﻋﺴﺭ ﺍﻟﺘﻨﻔﺱ ‪ ,‬ﺍﻻﺨﺘﻨﺎﻕ ﺍﻟﻭﻻﺩﻱ ‪ ,‬ﺫﺍﺕ ﺍﻟﺭﺌﺔ [‬
‫‪ : D2‬ﺃﻤﺭﺍﺽ ﺠﻬﺎﺯ ﺍﻟﺩﻭﺭﺍﻥ ]ﺍﻟﻴﺭﻗﺎﻥ ‪ ,‬ﺘﺴﻤﻡ ﺍﻟﺩﻡ ﺍﻟﺠﺭﺜﻭﻤﻲ ‪ ,‬ﻓﻘﺩﺍﻥ ﺍﻟﺴﻭﺍﺌل ‪ ,‬ﻋﺠـﺯ‬
‫ﺍﻟﻘﻠﺏ [‬
‫‪ : D3‬ﺃﻤﺭﺍﺽ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻬﻀﻤﻲ ] ﺍﻟﺘﻬﺎﺏ ﺍﻷﻤﻌﺎﺀ[‬
‫‪ : D4‬ﺃﻤﺭﺍﺽ ﺃﺨﺭﻯ ]ﺍﻟﺘﺸﻭﻫﺎﺕ ﺍﻟﺨﻠﻘﻴﺔ ﻭﺍﻷﻤﺭﺍﺽ ﺍﻟﻭ ﺭﺍﺜﻴﺔ [‬
‫‪ : X7‬ﻋﺩﺩ ﺍﻷﻭﻻﺩ ﺍﻟﺫﻴﻥ ﺃﻨﺠﺒـﺘﻬﻡ ﺍﻷﻡ ﻗﺒـل ﻭﻻﺩﺘﻬـﺎ‬
‫‪Number of Births‬‬
‫ﺍﻟﺨﺩﻴﺞ‬
‫‪Number of abortion‬‬ ‫‪ : X8‬ﻋﺩﺩ ﺤﺎﻻﺕ ﺍﻹﺠﻬﺎﺽ‬
‫‪cases‬‬
‫‪ : X9‬ﻨﻭﻉ ﺍﻟﻭﻻﺩﺓ )ﻁﺒﻴﻌﻴﺔ =‪ :1‬ﻗﻴﺼﺭﻴﺔ =‪(0‬‬
‫‪Type of Birth‬‬

‫ﻁﺒﻘﺕ ﻁﺭﻴﻘﺔ ﺍﻟﻤﺤﺎﻭﺭ ﺍﻷﺴﺎﺴﻴﺔ ﻭﻤﻥ ﺜﻡ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ ﻤﻊ ﺘﺩﻭﻴﺭ ﺍﻟﻤﺤـﺎﻭﺭ ﺒﻁﺭﻴﻘـﺔ‬
‫"‪ "Varimax‬ﻋﻠﻰ ﺒﻴﺎﻨﺎﺕ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺩﺭﻭﺴﺔ ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺘﻔـﺴﻴﺭ ﺃﺴـﻬل ﻭﺃﺩﻕ‬
‫ﻟﻠﻨﺘﺎﺌﺞ ‪.‬‬

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 ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ )ﻁﺭﻴﻘﺔ ﺍﻟﻤﺤﺎﻭﺭ ﺍﻷﺴﺎﺴﻴﺔ( ﻟﺘﺸﺨﻴﺹ ﺃﻫﻡ‪..........‬‬

‫ﻫﺩﻑ ﺍﻟﺒﺤﺙ‬
‫‪ -1‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺅﺜﺭ ﻓﻲ ﻭﻻﺩﺍﺕ ﺍﻷﻁﻔﺎل ﺍﻟﺨﺩﺝ‪.‬‬
‫‪ -2‬ﺘﻌﻴﻴﻥ ﺩﺭﺠﺔ ﺃﻫﻤﻴﺔ ﻜل ﻤﺘﻐﻴﺭ ﻤﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺨﺘﺎﺭﺓ ‪.‬‬

‫ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ‬
‫ﻁﺒﻘﺕ ﺍﻟﺘﺤﺎﻟﻴل ﺍﻹﺤﺼﺎﺌﻴﺔ ﻋﻠﻰ ﺒﻴﺎﻨﺎﺕ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺩﺭﻭﺴﺔ ﻭﻫﻲ ﺒﻴﺎﻨﺎﺕ ﺍﻷﻁﻔﺎل ﺍﻟﺨﺩﺝ ‪ ,‬ﺜﻡ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺠﺎﻫﺯ )‪ (Spss12.0‬ﻓﻲ ﺘﻁﺒﻴﻕ ﺍﻟﺘﺤﺎﻟﻴل ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻵﺘﻴﺔ ‪-:‬‬
‫‪ -1‬ﻁﺭﻴﻘﺔ ﺍﻟﻤﺤﺎﻭﺭ ﺍﻷﺴﺎﺴﻴﺔ )‪(Principal Axis Method‬‬
‫ﺘﻬﺩﻑ ﻫﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ ﺇﻟﻰ ﺘﻁﺒﻴﻕ ﺘﺤﻠﻴـل ﺍﻟﻤﻜﻭﻨـﺎﺕ ﺍﻟﺭﺌﻴـﺴﺔ ‪(Principal Component‬‬
‫"‪ Analysis‬ﻋﻠﻰ ﻤﺼﻔﻭﻓﺔ ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻤﺨﺘﺯﻟﺔ )‪ ) (Reduced Correlation Matrix‬ﺃﻱ‬
‫ﺍﻟﺤﺎﻭﻴﺔ ﻟﻠﺸﻴﻭﻉ ﺒﺩل ﺍﻟﻭﺍﺤﺩﺍﺕ ﻓﻲ ﺍﻟﻘﻁﺭ ﺍﻟﺭﺌﻴﺱ ( ‪.‬‬
‫ﺇﻥ ﺍﻟﻬﺩﻑ ﺍﻟﺭﺌﻴﺱ ﺍﻟﺫﻱ ﺘﻘﻭﻡ ﻋﻠﻴﻪ ﻁﺭﻴﻘﺔ ﺍﻟﻤﺤﺎﻭﺭ ﺍﻷﺴﺎﺴﻴﺔ ﻫﻭ ﺘﻘﻠﻴـل ﻋـﺩﺩ ﺍﻟﻤﺘﻐﻴـﺭﺍﺕ‬
‫ﻭﺘﻭﺯﻴﻌﻬﺎ ﻋﻠﻰ ﺸﻜل ﺘﻭﺍﻓﻴﻕ ﺨﻁﻴﺔ ﺒﻤﺎ ﻴﻜﻭﻥ ﻋﺩﺩ ﺍﻟﻌﻭﺍﻤل ﻤﻌﻪ ﺍﻗـل ﻤـﻥ ﺍﻟﺭﺘﺒـﺔ ﺍﻟﻜﻠﻴـﺔ‬
‫ﻟﻠﻤﺼﻔﻭﻓﺔ‪).‬ﻴﻠﺩﺍ‪ , (2000,‬ﻭﻟﻐﺭﺽ ﺇﻴﺠﺎﺩ ﻤﺼﻔﻭﻓﺔ ﺍﻻﺭﺘﺒﺎﻁﺎﺕ ﺍﻟﻤﺨﺘﺯﻟﺔ ﻻﺒﺩ ﻤﻥ ﺘﻘﺩﻴﺭ ﻗـﻴﻡ‬
‫ﺍﻟﺸﻴﻭﻉ )‪ (Communality‬ﻭﻤﻥ ﺃﻫﻡ ﻁﺭﺍﺌﻕ ﺘﻘﺩﻴﺭ ﻗﻴﻡ ﺍﻟﺸﻴﻭﻉ ﻫﻲ ﻁﺭﻴﻘﺔ ﻤﺭﺒﻊ ﺍﻻﺭﺘﺒـﺎﻁ‬
‫ﺍﻟﻤﺘﻌﺩﺩ ﻭﻫﻲ ﻜﻤﺎﻴﺎﺘﻲ ‪-:‬‬

‫ﻁﺭﻴﻘﺔ ﻤﺭﺒﻊ ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻤﺘﻌﺩﺩ ‪Square Multiple Correlation Method‬‬

‫)‪(SMC‬‬
‫ﺇﻥ ﻤﺭﺒﻊ ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻤﺘﻌﺩﺩ ﻟﻜل ﻤﺘﻐﻴﺭ ﻤﻊ )‪ (m-1‬ﻤﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺒﺎﻗﻴﺔ ﻴﻌﺩ ﻤﻥ ﺍﻟﺘﻘـﺩﻴﺭﺍﺕ‬
‫ﺍﻟﻤﻔﻀﻠﺔ ﻟﻘﻴﻡ ﺍﻟﺸﻴﻭﻉ ‪ ,‬ﻭﺘﺴﺘﺨﺭﺝ ﻗﻴﻡ ﺍﻟﺸﻴﻭﻉ ‪ h 2j‬ﻓﻲ ﻫﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻤـﺼﻔﻭﻓﺔ‬

‫ﺍﻻﺭﺘﺒﺎﻁ )‪ (R‬ﺜﻡ ﻴﺴﺘﺨﺭﺝ ﻤﻌﻜﻭﺱ ﻤﺼﻔﻭﻓﺔ ﺍﻻﺭﺘﺒﺎﻁ ‪ R −1‬ﻻﺴﺘﺨﺭﺍﺝ ﻗﻴﻡ ﺍﻟﺸﻴﻭﻉ ﻟﺫﻟﻙ ﻓﺎﻥ‬
‫‪ SMC‬ﻟﻠﻤﺘﻐﻴﺭ ‪ J‬ﻴﻌﻁﻰ ﻋﻠﻰ ﺍﻟﺼﻴﻐﺔ ﺍﻵﺘﻴﺔ ‪(Harman,1976) :‬‬
‫‪1‬‬
‫‪SMC = R 2 ( j = 1,2,3,..., m) = 1 −‬‬ ‫)‪..........(1‬‬
‫‪r jj‬‬
‫ﺇﺫ ﺇﻥ ‪ r jj‬ﻫﻭ ﻋﻨﺼﺭ ﻗﻁﺭﻱ ﻓﻲ ‪R −1‬‬

‫ﺇﻥ ﻤﺭﺒﻊ ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻤﺘﻌﺩﺩ ﻟﻪ ﺨﺎﺼﻴﺔ ﻤﻬﻤﺔ ﻫﻲ ﺃﻥ ﻫﺫﻩ ﺍﻟﻘﻴﻤﺔ ﺘﻤﺜل ﺍﻟﺤـﺩ ﺍﻷﺩﻨـﻰ ﻟﻜﻤﻴـﺔ‬
‫ﺍﻟﺸﻴﻭﻉ ﻓﻲ ﺤﻴﻥ ﺘﻤﺜل ‪ r jj‬ﺍﻟﺤﺩ ﺍﻷﻋﻠﻰ ﻟﻪ ‪-:‬‬
‫‪R 2j ( m − 1 ) ≤ h 2j ≤ R‬‬ ‫‪jj‬‬ ‫) ‪.......... ( 2‬‬

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 ‫ﺫﻨﻭﻥ ﻴﻭﻨﺱ ﺫﻨﻭﻥ ﺍﻟﺸﻜﺭﺠﻲ‬

‫‪ -2‬ﺍﺴﺘﺨﺩﻤﺕ ﻨﺘﺎﺌﺞ ﻁﺭﻴﻘﺔ ﺍﻟﻤﺤﺎﻭﺭ ﺍﻷﺴﺎﺴﻴﺔ ﻟﻠﺘﻭﺼل ﺇﻟﻰ ﺘﺤﻠﻴل ﺃﻜﺜﺭ ﺘﻘﺩﻤﹰﺎ ﻭﻫﻭ ﺍﻟﺘﺤﻠﻴـل‬
‫ﺍﻟﻌﺎﻤﻠﻲ )‪ (FA‬ﺍﻟﺫﻱ ﻴﻬﺩﻑ ﺇﻟﻰ ﺇﻴﺠﺎﺩ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻌﻭﺍﻤل )‪ (Factors‬ﻭﺍﻟﺘـﻲ ﺘﻜـﻭﻥ‬
‫ﻤﺴﻭﺅﻟﺔ ﻋﻥ ﺘﻭﻟﻴﺩ ﺍﻻﺨﺘﻼﻓﺎﺕ )‪ (Variations‬ﻓﻲ ﻤﺠﻤﻭﻋﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ﻋﺩﺩ ﻜﺒﻴﺭ ﻤـﻥ‬
‫ﻤﺘﻐﻴﺭﺍﺕ ﺍﻻﺴﺘﺠﺎﺒﺔ )‪ (Response Variables‬ﺇﺫ ﺘﻜﻭﻥ ﺍﻟﻌﻼﻗﺔ ﺩﺍﺨل ﺍﻟﻌﺎﻤل ﺍﻟﻭﺍﺤـﺩ‬
‫ﺃﻗﻭﻯ ﻤﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﻋﻭﺍﻤل ﺃﺨﺭﻯ )ﺒﺸﻴﺭ‪ (2003,‬ﺇﻥ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ ﻴﺴﺎﻋﺩ‬
‫ﻋﻠﻰ ﻓﻬﻡ ﺘﺭﻜﻴﺏ ﻤﺼﻔﻭﻓﺔ ﺍﻻﺭﺘﺒﺎﻁ ﺃﻭ ﻤﺼﻔﻭﻓﺔ ﺍﻟﺘﺒﺎﻴﻥ ﻭﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﻤﺸﺘﺭﻙ ﻤﻥ ﺨﻼل ﻋﺩﺩ‬
‫ﻗﻠﻴل ﻤﻥ ﺍﻟﻌﻭﺍﻤل ‪ ،‬ﻜﻤﺎ ﺍﻨﻪ ﻻﻴﺘﻁﻠﺏ ﻭﻀﻊ ﺃﻴﺔ ﻓﺭﻭﺽ ﺒـﺸﺄﻥ ﻁﺒﻴﻌـﺔ ﺍﻟﻤﺘﻐﻴـﺭﺍﺕ ﺃﻭ‬
‫ﺍﻟﻤﺸﺎﻫﺩﺍﺕ ﻗﻴﺩ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻫﺫﺍ ﻫﻭ ﺴﺒﺏ ﻤﺭﻭﻨﺘﻪ ﺇﺫ ﺴﻴﺘﻤﻜﻥ ﺍﻟﺒﺎﺤﺜﻭﻥ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻋﻠـﻰ‬
‫ﻨﻁﺎﻕ ﻭﺍﺴﻊ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻟﺘﺤﻠﻴل ﻋﺩﺩ ﻜﺒﻴﺭ ﻤﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻭﺇﺭﺠﺎﻋﻬﺎ ﺇﻟﻰ ﻋـﺩﺩ‬
‫ﺍﻗل ﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﻬﻤﺔ ﺍﻟﺘﻲ ﹸﺘﺸ ﹶﻜل ﻤﻨﻬﺎ ﺤﺴﺏ ﺍﻟﻤﺸﻜﻠﺔ ﺍﻟﻤﺩﺭﻭﺴﺔ ﺒﻤـﺎ ﻴﻔـﺴﺭ ﻤﻌﻅـﻡ‬
‫ﺍﻻﺨﺘﻼﻓﺎﺕ ﺍﻟﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﻤﺴﺘﺤﺼل ﻋﻠﻴﻬﺎ ﻭﺘﻌﻁﻲ ﺒﻌﺩ ﺫﻟﻙ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻤﻼﺌـﻡ‬
‫ﺍﻟﺫﻱ ﻴﻤﺜـل ﺘﻠـﻙ ﺍﻟﻤـﺸﻜﻠﺔ ﻭﺒﻭﺼـﻑ ﺍﻗﺘـﺼﺎﺩﻱ ﻭﻤﻭﻀـﻭﻋﻲ ﻟﻠﻅـﻭﺍﻫﺭ ﻤﺘﻌـﺩﺩﺓ‬
‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‪).‬ﺍﻟﺠﺒﻭﺭﻱ ﻭﻋﺒﺩ‪(2000،‬‬
‫‪X j = L j1 F1 + L j2 F2 + ... + L jp Fp + e j‬‬ ‫)‪.......... (3‬‬

‫‪ : P‬ﻋﺩﺩ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺸﺘﺭﻜﺔ ﻭﺒﻁﺒﻴﻌﺔ ﺍﻟﺤﺎل ﻓﺎﻥ ‪ P‬ﻫﻲ ﺍﺼﻐﺭ ﺒﻜﺜﻴﺭ ﻤﻥ ﻋﺩﺩ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ‪m‬‬
‫‪ ,‬ﻭﻴﺨﺘﺎﺭ ﻫﺫﺍ ﺍﻟﻌﺩﺩ ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﻗﻴﻤﺔ ﺍﻟﺠﺫﺭ ﺍﻟﻤﻤﻴﺯ ﺍﻜﺒﺭ ﻤﻥ ﺍﻟﻭﺍﺤﺩ )‪. (λj > 1‬‬
‫‪ : FK‬ﻋﺩﺩ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺸﺘﺭﻜﺔ ﻭﻴﻼﺤﻅ ﺃﻥ ‪K=1,2,...,p‬‬
‫‪ : LJK‬ﺘﺸﺒﻌﺎﺕ ﺍﻟﻌﻭﺍﻤل ‪ Factor Loadings‬ﻭﻫﻲ ﺘﺸﺒﻌﺎﺕ ﺍﻟﻤﺘﻐﻴﺭ ‪ j‬ﻋﻠﻰ ﺍﻟﻌﺎﻤل ﺍﻟﻤﺸﺘﺭﻙ‬
‫‪ L‬ﻓﻬﺫﺍ ﻴﻌﻨﻲ ﺃﻥ ﻟﻬﺎ ﺃﻫﻤﻴﺔ ﻓﻲ ﺘﻔﺴﻴﺭ ﺍﻟﻅﺎﻫﺭﺓ ﺍﻟﻤﺩﺭﻭﺴﺔ ﻭﻫﺫﺍ‬ ‫‪jk‬‬ ‫‪ , k‬ﻓﺈﺫﺍ ﻜﺎﻨﺕ ﻗﻴﻤﺔ ‪> 0.5‬‬
‫ﻤﺎﺫﻜﺭﻩ )‪. ( Afifi & Clark,1984‬‬
‫‪ : e‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﻭﺤﻴﺩﺓ )‪ (Unique Factors‬ﺍﻟﺘﻲ ﺘﻌﻭﺩ ﺇﻟـﻰ ﺍﻟﻤﺘﻐﻴـﺭ ﺍﻷﺼـﻠﻲ ‪ , j‬ﻭﻻﻥ‬
‫‪j‬‬
‫ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺸﺘﺭﻜﺔ ﻏﻴﺭ ﻤﺭﺘﺒﻁﺔ ﺒﺒﻌﻀﻬﺎ ﻭﺒﺎﻟﻌﻭﺍﻤل ﺍﻟﻭﺤﻴﺩﺓ ﻓﺎﻥ ‪-:‬‬

‫‪Var (X j ) = 1 = L2j1 + L2j2 + ... + L2jp + U 2j‬‬ ‫)‪..........(4‬‬

‫ﺇﻥ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺫﻱ ﻴﻌﻭﺩ ﺇﻟﻰ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺸﺘﺭﻜﺔ ﻴﺴﻤﻰ ﻜﻤﻴﺎﺕ ﺍﻟﺸﻴﻭﻉ ﻭﻴﺭﻤﺯ ﻟﻪ ﺒـ ) ‪ ( h 2j‬ﻭﻫﻭ‬

‫ﻴﻤﺜل ﻤﺩﻯ ﺍﻟﺘﺩﺍﺨل ﺒﻴﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻭﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺨﺘﺎﺭﺓ ﻭﻷﻨﻪ ﺠﺯﺀ ﻤﻥ ﺍﻟﺘﺒﺎﻴﻥ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ )‪(4‬‬
‫ﻓﺎﻥ ﻗﻴﻤﺘﻪ ﺘﺭﺍﻭﺡ ﺒﻴﻥ ﺍﻟﺼﻔﺭ ﻭﺍﻟﻭﺍﺤﺩ ‪) -:‬ﻜﻴﻭﺭﻙ ‪(2002,‬‬

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 ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ )ﻁﺭﻴﻘﺔ ﺍﻟﻤﺤﺎﻭﺭ ﺍﻷﺴﺎﺴﻴﺔ( ﻟﺘﺸﺨﻴﺹ ﺃﻫﻡ‪..........‬‬

‫‪0 ≤ h 2j = L2j1 + L2j2 + ... + L2jp ≤ 1‬‬ ‫)‪...........(5‬‬

‫‪ : U 2j‬ﻴﺴﻤﻰ ﺘﺒﺎﻴﻥ ﺍﻟﻌﺎﻤل ﺍﻟﻭﺤﻴﺩ ﻭﻫﻭ ﻴﺘﻜﻭﻥ ﻤﻥ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺨﺎﺹ ﻭﺘﺒﺎﻴﻥ ﺍﻟﺨﻁﺄ ﺃﻱ ﺃﻥ ‪-:‬‬
‫‪U 2j = b 2j + e 2j‬‬ ‫)‪.......... (6‬‬

‫‪ : b 2j‬ﺘﻤﺜل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺨﺎﺹ ﺒﺎﻟﻤﺘﻐﻴﺭ ‪. j‬‬

‫ﺒﻌﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﻤﺩﺭﻭﺴـﺔ ﺴـﻴﺘﻡ ﺘـﺩﻭﻴﺭ ﺍﻟﻤﺤـﺎﻭﺭ ﺒﻁﺭﻴﻘـﺔ‬
‫)‪ (Varimax Rotation‬ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺘﻔﺴﻴﺭ ﺴﻬل ﻭﻭﺍﻀﺢ ﻟﻠﻨﺘﺎﺌﺞ ‪.‬‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﻭﺍﻟﻤﻨﺎﻗﺸﺔ‬
‫ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺤﺼﺎﺌﻲ )‪ (Spss V12.0‬ﺍﻟﺨﺎﺹ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌـﺎﻤﻠﻲ )ﻁﺭﻴﻘـﺔ‬
‫ﺍﻟﻤﺤﺎﻭﺭ ﺍﻷﺴﺎﺴﻴﺔ ( ﻭﻗﺩ ﺍﻓﺭﺯ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻵﺘﻴﺔ ‪-:‬‬
‫‪ -1‬ﺤﺩﺩﺕ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺍﻋﺘﺒﺎﺭﻫﺎ ﻤﻌﻨﻭﻴﺔ ﻟﺘﻔﺴﻴﺭ ﻁﺒﻴﻌـﺔ ﺍﻟﻌﻼﻗـﺔ ﻭﺍﺘﺠﺎﻫﻬـﺎ ﺒـﻴﻥ‬
‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺩﺭﻭﺴﺔ ﺒﺜﻼﺜﺔ ﻋﻭﺍﻤل ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻘﻴﻡ ﺍﻟﺫﺍﺘﻴـﺔ ﻟﻤـﺼﻔﻭﻓﺔ ﺍﻻﺭﺘﺒـﺎﻁ‬
‫)ﺍﻟـﺭﺍﻭﻱ‬ ‫ﺍﻟﻤﺨﺘﺯﻟﺔ ﺍﻟﺘﻲ ﺍﺨﺘﻴﺭﺕ ﻋﻠﻰ ﺃﺴﺎﺱ ﺃﻥ ﻫﺫﻩ ﺍﻟﻘﻴﻤﺔ ﺍﻜﺒﺭ ﻤﻥ ﺍﻟﻭﺍﺤﺩ )‪(λj>1‬‬
‫‪ (1987‬ﻭﻴﻼﺤﻅ ﺫﻟﻙ ﻤﻥ ﺍﻟﺠﺩﻭل ﺍﻵﺘﻲ ‪-:‬‬

‫ﺍﻟﺠﺩﻭل )‪ (1‬ﻴﺒﻴﻥ ﺍﻟﺠﺫﻭﺭ ﺍﻟﻤﻤﻴﺯﺓ ﺍﻟﻤﺨﺘﺎﺭﺓ ﻤﻥ ﻤﺼﻔﻭﻓﺔ ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻤﺨﺘﺯﻟﺔ‬

‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﻨﺴﺒﺔ ﺘﺒﺎﻴﻥ‬ ‫ﺍﻟﺠﺫﻭﺭ‬ ‫ﺍﻟﻤﻜﻭﻨﺎﺕ‬
‫ﺍﻟﻤﺘﺠﻤﻊ‬ ‫ﺍﻟﻤﻜﻭﻥ ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﻤﻤﻴﺯﺓ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ‬
‫‪31.121‬‬ ‫‪31.121‬‬ ‫‪2.801‬‬ ‫‪1‬‬
‫‪49.993‬‬ ‫‪18.872‬‬ ‫‪1.699‬‬ ‫‪2‬‬
‫‪61.278‬‬ ‫‪11.284‬‬ ‫‪1.016‬‬ ‫‪3‬‬

‫‪ -2‬ﻤﻴﺯﺕ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﻜل ﻋﺎﻤل ﻤﻥ ﺨﻼل ﻤﺼﻔﻭﻓﺔ ﺘﺸﺒﻌﺎﺕ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤـﺩﻭﺭﺓ‬

‫)ﻨﺨﺘﺎﺭ ﻫﺫﻩ ﺍﻟﻘﻴﻤﺔ ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺍﻜﺒﺭ ﻤﻥ ‪ 0.5‬ﺤﺘﻰ ﺘﻜﻭﻥ ﺫﺍﺕ ﺘﺄﺜﻴﺭ ﻤﻌﻨـﻭﻱ ( ﻭﻜﺎﻨـﺕ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﻜﺎﻷﺘﻲ‪-:‬‬

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 ‫ﺫﻨﻭﻥ ﻴﻭﻨﺱ ﺫﻨﻭﻥ ﺍﻟﺸﻜﺭﺠﻲ‬

‫ﺍﻟﺠﺩﻭل )‪ (2‬ﻴﺒﻴﻥ ﻤﺼﻔﻭﻓﺔ ﺘﺸﺒﻌﺎﺕ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺩﻭﺭﺓ‬

‫ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺩﻭﺭﺓ‬
‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫‪-0.075‬‬ ‫‪0.890‬‬ ‫‪0.081‬‬ ‫‪X1‬‬
‫‪-0.069‬‬ ‫‪0.887‬‬ ‫‪0.039‬‬ ‫‪X2‬‬
‫‪0.062‬‬ ‫‪0.106‬‬ ‫‪0.922‬‬ ‫‪X3‬‬
‫‪0.745‬‬ ‫‪-0.126‬‬ ‫‪-0.030‬‬ ‫‪X4‬‬
‫‪0.078‬‬ ‫‪-0.045‬‬ ‫‪-0.191‬‬ ‫‪X5‬‬
‫‪0.754‬‬ ‫‪0.001‬‬ ‫‪0.104‬‬ ‫‪X6‬‬
‫‪0.092‬‬ ‫‪-0.027‬‬ ‫‪0.840‬‬ ‫‪X7‬‬
‫‪0.051‬‬ ‫‪-0.057‬‬ ‫‪0.850‬‬ ‫‪X8‬‬
‫‪-0.089‬‬ ‫‪-0.074‬‬ ‫‪-0.634‬‬ ‫‪X9‬‬

‫ﺍﻤﺎ ﻓﻴﻤﺎ ﻴﺨﺹ ﻜﻤﻴﺎﺕ ﺍﻟﺸﻴﻭﻉ ﻓﺎﻥ ﺍﻟﺠﺩﻭل )‪ (3‬ﻴﺒﻴﻥ ﻜﻤﻴﺎﺕ ﺍﻟﺸﻴﻭﻉ ﺍﻟﻤﻘﺩﺭﺓ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل‬
‫ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻤﺘﻌﺩﺩ ﻭﻜﻤﻴﺎﺕ ﺍﻟﺸﻴﻭﻉ ﺍﻟﻤﺴﺘﺨﻠﺼﺔ ﻤﻥ ﻤﺼﻔﻭﻓﺔ ﺘﺸﺒﻌﺎﺕ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺩﻭﺭﺓ ‪.‬‬

‫ﺍﻟﺠﺩﻭل )‪(3‬‬
‫ﻴﺒﻴﻥ ﺍﻟﻘﻴﻡ ﺍﻷﻭﻟﻴﺔ ﻭﺍﻟﻤﺴﺘﺨﻠﺼﺔ ﻟﻜﻤﻴﺎﺕ ﺍﻟﺸﻴﻭﻉ‬
‫ﺍﻟﻘﻴﻡ ﺍﻟﻤﺴﺘﺨﻠﺼﺔ ﻟﻜﻤﻴﺎﺕ ﺍﻟﺸﻴﻭﻉ‬ ‫ﺍﻟﻘﻴﻡ ﺍﻷﻭﻟﻴﺔ ﻟﻜﻤﻴﺎﺕ ﺍﻟﺸﻴﻭﻉ‬
‫‪0.805‬‬ ‫‪0.669‬‬
‫‪0.792‬‬ ‫‪0.657‬‬
‫‪0.865‬‬ ‫‪0.804‬‬
‫‪0.572‬‬ ‫‪0.365‬‬
‫‪0.045‬‬ ‫‪0.062‬‬
‫‪0.579‬‬ ‫‪0.371‬‬
‫‪0.715‬‬ ‫‪0.723‬‬
‫‪0.727‬‬ ‫‪0.690‬‬
‫‪0.415‬‬ ‫‪0.453‬‬

‫ﺇﻥ ﺃﻫﻤﻴﺔ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻜﺎﻓﺔ ﺘﻼﺤﻅ ﻋﻠﻰ ﻨﺤﻭ ﻋﺎﻡ ﻓﻲ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻷﻁﻔﺎل ﺍﻟﺨﺩﺝ ﻤﺎﻋﺩﺍ ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻟﺨﺎﻤﺱ )ﺍﻟﺠﻨﺱ( ﺍﻟﺫﻱ ﻟﻡ ﻴﻅﻬﺭ ﺒﻭﺼﻔﻪ ﺫﺍ ﺘﺄﺜﻴﺭ ﻤﻌﻨﻭﻱ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺜﻼﺜﺔ ‪ .‬ﺃﻤـﺎ‬
‫ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺅﺜﺭﺓ ﺘﺄﺜﻴﺭﹰﺍ ﻤﻌﻨﻭﻴﹰﺎ ﻓﻘﺩ ﺍﺨﺘﻠﻔﺕ ﺃﻫﻤﻴﺘﻬﺎ ﻓﻤﻥ ﺤﻴﺙ ﺘﺴﻠـﺴل ﺍﻟﻌﺎﻤـل‬
‫ﻭﺘﺸﺒﻊ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺒﺎﻟﻌﻭﺍﻤل ﻴﺘﺒﻴﻥ ﺒﺎﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺜﺎﻟﺙ )ﻋﻤﺭ ﺍﻷﻡ( ﻭﺍﻟـﺴﺎﺒﻊ )ﻋـﺩﺩ ﺍﻷﻭﻻﺩ‬

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 ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ )ﻁﺭﻴﻘﺔ ﺍﻟﻤﺤﺎﻭﺭ ﺍﻷﺴﺎﺴﻴﺔ( ﻟﺘﺸﺨﻴﺹ ﺃﻫﻡ‪..........‬‬

‫ﺍﻟﺘﻲ ﺃﻨﺠﺒﺘﻬﻡ ﺍﻷﻡ ﻗﺒل ﻭﻻﺩﺘﻬﺎ ﺍﻟﺨﺩﻴﺞ( ﻭﺍﻟﺜﺎﻤﻥ ) ﻋﺩﺩ ﺤﺎﻻﺕ ﺍﻹﺠﻬﺎﺽ( ﻭﺍﻟﺘﺎﺴـﻊ ) ﻨـﻭﻉ‬
‫ﺍﻟﻭﻻﺩﺓ ( ﻟﻬﺎ ﺍﻷﻫﻤﻴﺔ ﺍﻷﻭﻟﻰ ﻓﻲ ﻭﻻﺩﺍﺕ ﺍﻷﻁﻔﺎل ﺍﻟﺨﺩﺝ ﻭﺫﻙ ﻻﻥ ﻫﺫﻩ ﺍﻟﻤﺘﻐﻴـﺭﺍﺕ ﻅﻬـﺭﺕ‬
‫ﻀﻤﻥ ﺍﻟﻌﺎﻤل ﺍﻷﻭل ﻭﺍﻟﺫﻱ ﻓﺴﺭ ﻤﺎ ﻨﺴﺒﺘﻪ ‪ 30.398%‬ﻤﻥ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﻜﻠﻲ ‪ ,‬ﻭﻋﻠﻰ ﻫﺫﺍ ﺍﻷﺴﺎﺱ‬
‫ﻴﻭﻀﻊ ﺍﻟﻤﺘﻐﻴﺭﺍﻥ ﺍﻷﻭل ) ﻭﺯﻥ ﺍﻟﻤﻭﻟﻭﺩ ﺍﻟﺨﺩﻴﺞ( ﻭﺍﻟﺜﺎﻨﻲ ) ﻋﻤﺭ ﺍﻟﻁﻔل ﺍﻟﺨـﺩﻴﺞ ( ﺒﺎﻟﻤﺭﺘﺒـﺔ‬
‫ﺍﻟﺜﺎﻨﻴﺔ ‪ ,‬ﻭﻓﻲ ﺍﻟﻤﺭﺘﺒﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻷﺨﻴﺭﺓ ﻨﺠﺩ ﺍﻟﻤﺘﻐﻴﺭﻴﻥ ﺍﻟﺭﺍﺒﻊ )ﻤﺩﺓ ﺒﻘﺎﺀ ﺍﻟﺨﺩﻴﺞ ﻓﻲ ﺍﻟﺤﺎﻀﻨﺔ(‬
‫ﻭﺍﻟﺴﺎﺩﺱ ) ﻨﻭﻉ ﺍﻟﻤﺭﺽ ﺍﻟﺫﻱ ﻴﻌﺎﻨﻲ ﻤﻨﻪ ﺍﻟﻁﻔل ﺍﻟﺨﺩﻴﺞ (‪.‬‬

‫ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ‬
‫ﻓﻲ ﻀﻭﺀ ﻨﺘﺎﺌﺞ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ ﻴﻤﻜﻥ ﺘﺸﺨﻴﺹ ﺃﻫﻡ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﻭﻻﺩﺍﺕ ﺍﻷﻁﻔﺎل ﺍﻟﺨﺩﺝ‬
‫ﺒﺜﻼﺜﺔ ﻋﻭﺍ ﻤل ﻓﺴﺭﺕ ﺤﻭﺍﻟﻲ ‪ 60%‬ﻤﻥ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﻜﻠﻲ ﻭﻜﺎﻨﺕ ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤـل ﺒﺤـﺴﺏ ﺃﻫﻤﻴﺘﻬـﺎ‬
‫ﻜﺎﻵﺘﻲ ‪-:‬‬
‫ﺍﻟﻌﻭﺍﻤل ﺍﻟﺸﺨﺼﻴﺔ ﻭﺘﻤﺜل ﺍﻟﺭﺘﺒﺔ ﺍﻷﻭﻟﻰ ﻤﻥ ﺤﻴﺙ ﺍﻷﻫﻤﻴﺔ ﻭﺒﻠﻐﺕ ﻨﺴﺒﺔ ﻤﺴﺎﻫﻤﺘﻬﺎ ﺤﻭﺍﻟﻲ ‪31%‬‬
‫ﺘﻘﺭﻴﺒﹰﺎ ﻤﻥ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﻜﻠﻲ ﻭﻫﻲ ﺘﻤﺜل ﻋﺩﺓ ﻤﺘﻐﻴﺭﺍﺕ ﺨﺎﺼﺔ ﺒﻌﻤﺭ ﺍﻷﻡ ﻭﻋﺩﺩ ﺍﻷﻭﻻﺩ ﺍﻟﺫﻴﻥ ﺃﻨﺠﺒﺘﻬﻡ‬
‫ﺍﻷﻡ ﻗﺒل ﻭﻻﺩﺘﻬﺎ ﺍﻟﺨﺩﻴﺞ ﻭﻋﺩﺩ ﺤﺎﻻﺕ ﺍﻹﺠﻬﺎﺽ ﻭﻨﻭﻉ ﺍﻟﻭﻻﺩﺓ ‪ ,‬ﻭﺠﺎﺀﺕ ﺃﻫﻤﻴـﺔ ﻭﺯﻥ ﺍﻟﻁﻔـل‬
‫ﺍﻟﺨﺩﻴﺞ ﻭﻋﻤﺭﻩ ﺒﺎﻟﻤﺭﺘﺒﺔ ﺍﻟﺜﺎﻨﻴﺔ ﺇﺫ ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﻤﺴﺎﻫﻤﺔ ﻫﺫﺍ ﺍﻟﻌﺎﻤل ﺤـﻭﺍﻟﻲ ‪ 18%‬ﺘﻘﺭﻴﺒـﹰﺎ ﻤـﻥ‬
‫ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﻜﻠﻲ ‪ ,‬ﻭﺃﺨﻴﺭﹰﺍ ﻨﺠﺩ ﺃﻥ ﺍﻟﻌﺎﻤل ﺍﻟﺜﺎﻟﺙ ﺍﻟﺫﻱ ﺸﻐل ﺍﻟﻤﺭﺘﺒﺔ ﺍﻷﺨﻴﺭﺓ ﻓﻬﻭ ﺍﻟﺫﻱ ﺍﺤﺘﻭﻯ ﻋﻠﻰ‬
‫ﻤﺘﻐﻴﺭﺍﺕ ﺨﺎﺼﺔ ﺒﺎﻟﺨﺩﻴﺞ ﻭﻤﻨﻬﺎ ﻤﺩﺓ ﺒﻘﺎﺀ ﺍﻟﺨﺩﻴﺞ ﻓﻲ ﺍﻟﺤﺎﻀﻨﺔ ﻭﻨﻭﻉ ﺍﻟﻤﺭﺽ ﺍﻟﺫﻱ ﻴﻌﺎﻨﻲ ﻤﻨـﻪ‬
‫ﺍﻟﻁﻔل ﺍﻟﺨﺩﻴﺞ ﻭﻗﺩ ﻓﺴﺭ ﻫﺫﺍ ﺍﻟﻌﺎﻤل ﺤﻭﺍﻟﻲ ‪ 13%‬ﺘﻘﺭﻴﺒﹰﺎ ﻤﻥ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﻜﻠﻲ ‪.‬‬

‫ﺍﻟﻤﺼﺎﺩﺭ‬
‫أ‪ -‬ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﻌﺭﺒﻴﺔ‬
‫‪ -1‬ﺍﻟﺠﺒﻭﺭﻱ ‪ ،‬ﺸﻼل ﺤﺒﻴﺏ ﻭﻋﺒﺩ ‪ ،‬ﺼﻼﺡ ﺤﻤﺯﺓ )‪ ":(2000‬ﺘﺤﻠﻴل ﻤﺘﻌﺩﺩ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ "‪ .‬ﺩﺍﺭ‬

‫ﺍﻟﻜﺘﺏ ﻟﻠﻁﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺭ ‪ ،‬ﺒﻐﺩﺍﺩ ‪.‬‬

‫‪ -2‬ﺍﻟﺩﺭﺍﺠﻲ ‪ ،‬ﺴﻌﺎﺩ ﻋﺒﺩ ﺍﻟﺭﻀﺎ )‪ "، (1991‬ﺼﺤﺔ ﺍﻷﻁﻔﺎل ﻭﺇﺴﻌﺎﻓﻪ ﺍﻷﻭﻟﻴﺔ " ‪ ،‬ﻤﻁـﺎﺒﻊ ﺩﺍﺭ‬

‫ﺍﻟﻁﺒﺎﻋﺔ ﺍﻟﺤﻜﻤﺔ ﻟﻠﻁﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺭ ‪ ،‬ﺍﻟﻤﻭﺼل ‪ ،‬ﺍﻟﻌﺭﺍﻕ‪.‬‬

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 ‫ﺫﻨﻭﻥ ﻴﻭﻨﺱ ﺫﻨﻭﻥ ﺍﻟﺸﻜﺭﺠﻲ‬

‫‪ -3‬ﺍﻟﺭﺍﻭﻱ‪ ،‬ﺨﺎﺸﻊ ﻤﺤﻤﻭﺩ )‪":(1987‬ﺍﻟﻤﺩﺨل ﺇﻟﻰ ﺘﺤﻠﻴل ﺍﻻﻨﺤـﺩﺍﺭ "‪ .‬ﻤﺩﻴﺭﻴـﺔ ﺩﺍﺭ ﺍﻟﻜﺘـﺏ‬

‫ﻟﻠﻁﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺭ –ﺠﺎﻤﻌﺔ ﺍﻟﻤﻭﺼل –ﺍﻟﻁﺒﻌﺔ ﺍﻷﻭﻟﻰ‪.‬‬

‫‪ -4‬ﺍﻟﺼﺎﻟﺢ ‪ ,‬ﻓﺭﺡ ﻋﺒﺩ ﺍﻟﻐﻨﻲ ﻴﻭﻨﺱ )‪": (2004‬ﺩﺭﺍﺴﺔ ﺍﻷﺨﻁﺎﺀ ﻭﺘﺄﺜﻴﺭﻫﺎ ﻋﻠﻰ ﻨﺘـﺎﺌﺞ ﺘﺤﻠﻴـل‬

‫ﺍﻻﻨﺤﺩﺍﺭ ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﻭﺍﻟﻴﺩ ﺍﻟﺨﺩﺝ " ‪ .‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ,‬ﻜﻠﻴﺔ ﻋﻠﻭﻡ ﺍﻟﺤﺎﺴـﺒﺎﺕ ﻭﺍﻟﺭﻴﺎﻀـﻴﺎﺕ ‪,‬‬

‫ﺠﺎﻤﻌﺔ ﺍﻟﻤﻭﺼل ‪.‬‬

‫‪ -5‬ﺒﺸﻴﺭ ‪ ،‬ﺴﻌﺩ ﺯﻏﻠﻭل )‪ ":(2003‬ﺩﻟﻴﻠﻙ ﺇﻟﻰ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺤـﺼﺎﺌﻲ )‪ ." (SPSS‬ﺍﻟﻤﻌﻬـﺩ‬

‫ﺍﻟﻌﺭﺒﻲ ﻟﻠﺘﺩﺭﻴﺏ ﻭﺍﻟﺒﺤﻭﺙ ﺍﻹﺤﺼﺎﺌﻴﺔ – ﺍﻹﺼﺩﺍﺭ ﺍﻟﻌﺎﺸﺭ‪.‬‬

‫‪ -6‬ﺤﺴﻴﻥ ‪،‬ﺴﻌﺎﺩ )‪"،(1984‬ﺭﻋﺎﻴﺔ ﺍﻟﺤﻀﻴﻥ "‪ ،‬ﺍﻟﻁﺒﻌﺔ ﺍﻟﺜﺎﻨﻴﺔ ‪ ،‬ﻤﺅﺴﺴﺔ ﺍﻟﻜﻭﻴﺕ ﻟﻠﺘﻘﺩﻡ ﺍﻟﻌﻠﻤﻲ ‪،‬‬

‫ﺍﻟﻜﻭﻴﺕ‪.‬‬

‫‪ -7‬ﻜﻴﻭﺭﻙ ‪ ,‬ﻟﻭﺴﻴﻥ ﻋﻤﺎﻨﻭﺌﻴل )‪ ": (2002‬ﺃﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻤﺘﻌﺩﺩ ﻓﻲ ﺩﺭﺍﺴﺔ ﺃﻫﻡ ﺍﻟﻌﻭﺍﻤـل‬

‫ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺃﻤﺭﺍﺽ ﺍﻟﻤﺭﺍﺭﺓ " ‪ .‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻤﻘﺩﻤﺔ ﺇﻟﻰ ﻗـﺴﻡ ﺍﻹﺤـﺼﺎﺀ –ﻜﻠﻴـﺔ ﺍﻹﺩﺍﺭﺓ‬

‫ﻭﺍﻻﻗﺘﺼﺎﺩ‪ -‬ﺠﺎﻤﻌﺔ ﺼﻼﺡ ﺍﻟﺩﻴﻥ ‪.‬‬

‫‪ -8‬ﻴﻠﺩﺍ ‪ ،‬ﻫﺩﻯ ﻗﺭﺩﺍﻍ )‪ ": (2000‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ ﻟﺩﺭﺍﺴﺔ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻟﺒﻌﺽ‬

‫ﺃﻤﺭﺍﺽ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ " ‪ .‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻤﻘﺩﻤـﺔ ﺇﻟـﻰ ﻗـﺴﻡ ﺍﻹﺤـﺼﺎﺀ –ﻜﻠﻴـﺔ ﺍﻹﺩﺍﺭﺓ‬

‫ﻭﺍﻻﻗﺘﺼﺎﺩ‪ -‬ﺠﺎﻤﻌﺔ ﺼﻼﺡ ﺍﻟﺩﻴﻥ ‪.‬‬

‫ﺐ‪ -‬اﻟﻤﺼﺎدر اﻹﻧﻜﻠﻴﺰﻳﺔ‬

‫‪9- Afifi ,A.A, an V.Clark (1984):"Computer-AidedMultivariate‬‬
‫‪Analysis" .life time learning publications.California, USA.‬‬
‫‪10- Harman,H.H.(1976):"Modern Factor Analysis" .3rd –Edition-‬‬
‫‪University of Chicago press –Chicago .‬‬

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