\u0627\u0644\u0645\u0644\u062e\u0635:<\/p>\n\n\n\n
\u0647\u062f\u0641\u062a \u0647\u0630\u0647 \u0627\u0644\u062f\u0631\u0627\u0633\u0629 \u0625\u0644\u0649 \u0627\u0644\u0643\u0634\u0641 \u0639\u0646 \u062f\u0644\u0627\u0644\u0627\u062a \u0635\u062f\u0642 \u0648\u062b\u0628\u0627\u062a \u0645\u0642\u064a\u0627\u0633 \u0627\u0644\u062a\u0641\u0627\u0624\u0644 \u0648\u0627\u0644\u062a\u0634\u0627\u0624\u0645 \u0644\u062f\u064a\u0645\u0628\u0631 \u0639\u0644\u0649 \u0639\u064a\u0646\u0629 \u0645\u0646 \u0637\u0644\u0628\u0629 \u0627\u0644\u0635\u0641 \u0627\u0644\u062d\u0627\u062f\u064a \u0639\u0634\u0631 \u062f\u0627\u062e\u0644 \u0627\u0644\u062e\u0637 \u0627\u0644\u0627\u062e\u0636\u0631 (48)\u060c \u0648\u0647\u062f\u0641\u062a \u0623\u064a\u0636\u0627\u064b \u0625\u0644\u0649 \u0648\u0636\u0639 \u0645\u0642\u064a\u0627\u0633 \u0645\u0642\u0646\u0646 \u0644\u0642\u064a\u0627\u0633 \u0627\u0644\u062a\u0641\u0627\u0624\u0644 \u0648\u0627\u0644\u062a\u0634\u0627\u0624\u0645\u060c \u0648\u0644\u062a\u062d\u0642\u064a\u0642 \u0647\u0630\u0627 \u0627\u0644\u0647\u062f\u0641 \u0627\u0633\u062a\u062e\u062f\u0645\u062a \u0627\u0644\u062f\u0631\u0627\u0633\u0629 \u0627\u0644\u0645\u0646\u0647\u062c \u0627\u0644\u0648\u0635\u0641\u064a \u0627\u0644\u062a\u062d\u0644\u064a\u0644\u064a \u0648\u0645\u0642\u064a\u0627\u0633 \u0627\u0644\u062a\u0641\u0627\u0624\u0644 \u0648\u0627\u0644\u062a\u0634\u0627\u0624\u0645\u060c \u0648\u0630\u0644\u0643 \u0645\u0639 \u0639\u064a\u0646\u0629 \u0637\u0628\u0642\u064a\u0629 \u0639\u0634\u0648\u0627\u0626\u064a\u0629 \u0628\u0644\u063a \u0639\u062f\u062f\u0647\u0627 (43) \u0637\u0627\u0644\u0628\u0627\u064b \u0648\u0637\u0627\u0644\u0628\u0629\u060c \u0648\u0628\u0639\u062f \u062a\u062d\u0644\u064a\u0644 \u0627\u0644\u0625\u062c\u0627\u0628\u0627\u062a \u0627\u062a\u0636\u062d \u0623\u0646 \u0645\u0642\u064a\u0627\u0633 \u0627\u0644\u062a\u0641\u0627\u0624\u0644 \u0648\u0627\u0644\u062a\u0634\u0627\u0624\u0645 \u064a\u062a\u0645\u062a\u0639 \u0628\u062f\u0631\u062c\u0629 \u0639\u0627\u0644\u064a\u0629 \u0645\u0646 \u0627\u0644\u062b\u0628\u0627\u062a\u060c \u0648\u0623\u0646 \u063a\u0627\u0644\u0628\u064a\u0629 \u0642\u064a\u0645 \u0645\u0635\u0641\u0648\u0641\u0629 \u0627\u0631\u062a\u0628\u0627\u0637 \u0641\u0642\u0631\u0627\u062a \u0623\u062f\u0627\u0629 \u0627\u0644\u062f\u0631\u0627\u0633\u0629 \u0645\u0639 \u0627\u0644\u062f\u0631\u062c\u0629 \u0627\u0644\u0643\u0644\u064a\u0629 \u0644\u0644\u0623\u062f\u0627\u0629 \u0643\u0627\u0646\u062a \u062f\u0627\u0644\u0629 \u0625\u062d\u0635\u0627\u0626\u064a\u064b\u0627. <\/p>\n\n\n\n
\u0648\u0628\u0646\u0627\u0621 \u0639\u0644\u0649 \u0647\u0630\u0647 \u0627\u0644\u0646\u062a\u0627\u0626\u062c \u0641\u0642\u062f \u062a\u0645 \u062d\u0630\u0641 \u0627\u0644\u0639\u0628\u0627\u0631\u0627\u062a: 1 \u06483 \u0648 23 \u0648 25 \u0648 30 \u0648 35 \u0648 56.<\/p>\n\n\n\n
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Abstract:<\/strong><\/p>\n\n\n\n This study aimed to reveal the indications of the validity and reliability of Demper’s optimism and pessimism scale on a sample of eleventh grade students within the Green Line (48). It also aimed to develop a standardized scale to measure optimism and pessimism. To achieve this goal, the study used the descriptive analytical approach and the optimism and pessimism scale, with a random stratified sample of (43) male and female students. After analyzing the answers, it became clear that the optimism and pessimism scale had a high degree of reliability, and that the majority of the values \u200b\u200bof the correlation matrix of the study tool paragraphs with the total score of the tool were statistically significant. Based on these results, the following statements were deleted: 1, 3, 23, 25, 30, 35, and 56. The remaining statements were distributed into three areas: the first area included paragraphs related to measuring optimism, the second included paragraphs related to measuring pessimism, and the third included paragraphs related to the factors affecting optimism and pessimism. The scale scores were changed to become, according to the five-point Likert scale: strongly agree, agree, neutral, disagree, and strongly disagree, where the number of paragraphs of the scale in its final form was (49) statements after it was (56). Then several points were recommended, including informing students that pressures and problems are normal things that any individual is exposed to, and can be dealt with from a positive perspective, and conducting studies related to the ability of the optimism and pessimism scale to identify the student’s social, psychological, and educational needs, and revealing the impact of external factors on them.<\/p>\n\n\n\n Keywords: Optimism, Pessimism, Eleventh Grade Students.<\/strong><\/p>\n\n\n\n \u0627\u0639\u062f\u0627\u062f : <\/p>\n\n\n\n\u0627\u0644\u0628\u0627\u062d\u062b\u0629 \u0623\u0646\u0648\u0627\u0631 \u0633\u0644\u064a\u0645 \u062c\u0628\u0627\u0631\u0629 \u062d\u0627\u062f\u064a<\/strong><\/td> \u0627\u0644\u0628\u0627\u062d\u062b\u0629 \u0645\u064a \u0645\u062d\u0645\u062f \u0645\u062d\u0645\u0648\u062f \u0639\u0627\u0632\u0645<\/strong><\/td><\/tr> Anwar Saleem Jbara Hadi<\/td> Mai Mohamed Mahmood Azem<\/td><\/tr> \u0627\u0644\u0628\u0627\u062d\u062b\u0629 \u0633\u0645\u0627\u0647\u0631 \u0645\u062d\u0645\u062f \u0639\u0644\u064a \u0645\u062d\u0627\u0645\u064a\u062f<\/strong><\/td> \u0627\u0644\u0628\u0627\u062d\u062b\u0629 \u062a\u0633\u0646\u064a\u0645 \u0635\u0628\u064a\u062d \u0643\u064a\u0644\u0627\u0646\u064a<\/strong><\/td><\/tr> Samaher Mohammed Ali Mahameed<\/td> Tassneem Sabeh Kelany<\/td><\/tr> \u0642\u0633\u0645 \u0627\u0644\u062a\u0631\u0628\u064a\u0629 \u0648\u0627\u0644\u062a\u0639\u0644\u064a\u0645- \u0643\u0644\u064a\u0629 \u0627\u0644\u062f\u0631\u0627\u0633\u0627\u062a \u0627\u0644\u0639\u0644\u064a\u0627-\u062c\u0627\u0645\u0639\u0629 \u0627\u0644\u0646\u062c\u0627\u062d \u0627\u0644\u0648\u0637\u0646\u064a\u0629-\u0646\u0627\u0628\u0644\u0633-\u0641\u0644\u0633\u0637\u064a\u0646<\/td><\/tr><\/tbody><\/table><\/figure>\n\r\n\t\t <\/h4>\r\n\t\t\t\t\t<\/div>\r\n\t\t\t\t\r\n\t\t\t\t