The Academic, Psychological, and Social Effects of Terrorism from the Perspective of Secondary School Students in Baghdad city | ||
| Alustath | ||
| Article 1, Volume 2, Issue 216, June 2018, Pages 333-364 | ||
| Abstract | ||
| The current research targets to identify the Academic, psychological, and social Effects of Terrorism and order them according to their priority and importance from the perspective of secondary school students. To achieve the aim of the research a scale is build to measure these effects consists of (54) item, divided into 3 areas: academic effects which are measured by (20) item, psychological effects which are measured by (18) item and social effects which are measured by (16) item. In front of each paragraph 5 alternatives, namely, applies to me to a very large degree, applies to me to a large degree, applies to me to a medium degree, applies to me to a limited degree, applies to me to a very limited degree), and takes the (1,2,3,4,5) degrees on sequence on correction. After analyzing the paragraphs logically and statistically and verifying the standard features of the scale represented by validity and reliability, the research is applied on the research’s basic sample consisting of (370) adult male and female of secondary school students in Alrusafa/ Alowla and Alkarkhl/ Alowla directorates. The obtained data from the sample are analyzed statistically. The researcher found a set of academic, psychological, and social effects of terrorism from the perspective of the students. These effects have been arranged according to their priority and importance from highest arithmetic average to the lowest arithmetic average within each of the above mentioned areas. The items with the sequence of (2,4,5,8,9,16) got the highest arithmetic averages in the academic effects of terrorism. These items refer to the weakness of student’s motivation, the weakness of their scientific ambition, their feeling of not having energy in the academic side, having indifference towards their academic future, and not participating in classroom and extra-curricular activities. For the items with the sequence of (21,22,24,25,26,27,29,30,33,34) have got the highest arithmetic averages in the psychological effects of terrorism. These items refer to the feel of the sample individuals for being frustrated, insecure, pessimism, fear, having negative outlook for the future, as well as they feel disappointed, in danger and having anxiety, and having sleep disturbance. The items (52,43,51,50,49,39,41,48) have got the highest arithmetic averages in the social effects of terrorism. These paragraphs indicate that the sample’s individuals became isolationists, loosing the desire to perform the social duties, staying away from family while watching political programs, weakness in visiting relatives, apologizing for participating their colleagues in social activities inside and outside the school, and these resulting in poor their social relationships and avoiding the places where there are gathering. | ||
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