دور مصادر الضبط الاجتماعي في الحد من ظاهرة الغش في المدارس الثانوية بالمدينة المنورة كما يراها الطلبة : دراسة ميدانية

الملخص EN

This study aimed to identify the role of social control sources in reducing cheating behavior from the point of view of students.

This study was carried out to identify the reality of the procedures taken by secondary schools to reduce the phenomenon of academic cheating.

Also, it aimed to determine the most powerful social (formal and informal) control methods in reducing cheating by students and to identify the impact of the variables of gender, residence, specialty, type of school, grade and marital status of parents on reducing cheating behavior.

The study sample consisted of 3161 secondary school students in Madinah.

The questionnaire consisted of 36 statements, distributed over three axes: school procedures for activating laws, official sources of control and non-official sources of control.

Frequencies, percentages, arithmetical averages, standard deviations, Chi square test and T-test were used.

The results of the study showed a weakness in secondary school procedures to enforce laws that help reduce cheating behavior.

Also, official and non-official sources of control were found to prevent cheating.

In addition, what happens within the classroom (teacher and teaching methods) and the impact of the family were found to have a stronger effect on students in reducing cheating behavior.

The results of the study also showed that female students are more affected by social control sources than male students.

Also, students with natural (scientific) specializations are more influenced by the sources of control than students with Sharia (literature) specializations.

Furthermore, students of public secondary schools, third secondary grade students and those with very good grade or higher are more affected by the sources of social control when compared with their peers in private schools, those of first and second secondary grades and those who scored less than (very good).

Residence and social status of parents were not found to affect the social control sources of students.