الملخص الإنجليزي
The purpose of this study was to identify the levels of the dimensions of school behavioural adjustment and the levels of the dimensions of self-concept among students deprived of parents or one of them due to death, divorce, illegitimacy and students who are not deprived of parents in the Sultanate of Oman. It also aimed to explore the differences between the two groups, and whether there are statistically significant differences in the dimensions of self-concept as well as in the dimensions of school behavioural adjustment between the deprived students and non-deprived students. Additionally, the study aims to identify the dimensions of self-concept which can predict the school behavoiural adjustment in the sample.
The sample of the study consisted of (1126) students from the seventh to the tenth grade. The number of illegitimate students was (25), the number of students who are deprived of parents due to death was (217), while the number of students who are deprived of parents due to divorce was (94), and the number of non-deprived students was (790). The researcher used two scales, namely: Self-Concept Scale (Piers- Harries Children Self- Concept Scale, 1964) in a codified version based on the society of Saudi Arabia (Al-Zahrani, 1995), and School Behavioral Adjustment (Risi, 2010).
The findings of the study can be summarized as follows: - The dimensions of self-concept showed high level of self-concept and its sixth dimensions for the non- deprived students, while the levels of these dimensions were varied between deprived students. The levels of behavioural and physical dimensions were high for deprived students due to death, divorce and illegitimacy, while the levels of achievement and mental dimension high for deprived students due to death, divorce and average for illegitimate students. On the other hand the levels of anxiety, social and happiness and satisfaction dimensions were average for the deprived students due to death, illegitimacy and divorce, except the level of happiness and satisfaction, which was high among students of divorced parents. The self-concept as a whole was average among deprived students because of the death and lack of legitimacy, while it was high in deprived students because of divorce.
The dimensions of school behavioural adjustment showed the high levels of the following dimensions (social accompanimen, psychological calm and selfsatisfaction) for the deprived students due to death, divorce, illegitimacy and nondeprived students, while the positive trend towards others was average. The school behavioural adjustment as a whole was high for all the sample except illegitimate students which was average. - There were significant differences between the four categories of the sample in some dimensions of self-concept. There were statistically significant differences appeared in the mental and achievement dimension among non-dipreved students and dipreved students due to death and due to illegitimacy in favour of the first group. There were statistically significant differences between dipreved students due to death and nondipreved students in the anxiety and the social and happiness and satisfaction dimensions in favour of the second group. It also found statistically significant differences in happiness and satisfaction between deprived students due to divorce and illegal students in favor of the first group, as well as between the non-deprived, and illegal in favor of the first group. In contrast, there were no significant differences in school behavioural adjustment dimensions among the four groups. - The school behavioral adjustment can be predicted in deprived and non-deprived through all the dimensions of self-concept, except for anxiety in deprived students.
Some of the recommendations, the researcher refered to are the following: - Educate young men and women need to adhere to the teachings of the Islamic religion and stay away from the Sacred and mentored the need to sanctify marital life to have healthy children psychologically and socially. - Insure the providision of Appropriate Role Models such that children can imitate and learn from and be fulfill their growing needs. Achieving that will results in reduction of anxity and will help develop and grow their mental, linguistic, and social adaptation skill.
