مسارات المعتقدات المضخمة للمسؤولية لدى طلبة الجامعة

الملخص EN

Paths of huge beliefs of responsibilities are considered of important subjects that distract minds of researchers and specialists of education and psychology and trigger a big controversy where the problem of research is crystalized because it is a feature Of Obsessive-Compulsive Disorder (OCD)'s features that influences tremendously on individuals notably college students, in spite of the fact of, the responsibility should be the same for each individual as same as personal and social responsibility, but when responsibility increased unreasonably that leads to huge damages in life of individual consequently that person will be subjected to have Obsessive-Compulsive Disorder as huge responsibility is a factor and indicator for emerging symptoms of Obsessive-Compulsive Disorder notably college students as they are considered conscious, cultured and active element in society, there are developmental and growing paths that might lead to developing beliefs of huge responsibilities for those are ready or those who faced high level of infection danger of Obsessive-Compulsive Disorder, lead to high level of feeling of responsibility boosted in childhood and early age periods, at the first exposing for strict behavior-rules and duties as they become more aware of responsibility with enhancing the general feeling of responsibility due to not to exposing for it or depriving from it by their parents with existence of duties that they can do, because of continuous existence of such amplified beliefs and negative enforcing processes that individual faces or being acquired or learnt through long periods, so they resulted in dangerous problems for individuals and others these people think that they are responsible for any events happen for them or others as a result for their invasive ideas, Hence, the study aimed to : 1- Paths of huge beliefs of responsibilities for college students.

2- Differences with statistical evidence in paths of huge beliefs of responsibility for college students according to the variables A- Sex(male and female) B- Specialty (Scientific- Human) Sample of research consists of (400) female and male student of Middle Euphrates universities (University of Babel- University of Karbala- Alqadisiyah University- Kufa University) of scientific and humanitarian specializations.

While about research's tools : The researcher applied research's tools of (2) tools, first one is (A scale made by Ahmed Abdulkhaleq, 1992) to measure the Obsessive-Compulsive Disorder, second scale is (Collis & Schiefeld, 2008) to measure huge paths of responsibility as the scale is finally consisting of (22)item, data were processed statistically by using appropriate means like (SPSS), Pearson correlation factor to find correlative relation, T-Test for two independent samples to determine the discrimination force by two terminal groups for the scale's items, Chi square, T-Test for one sample to measure the amplified paths of responsibility, analyzing binary contrast to explore differences with statistical evidences between variables of sex and specialization for the two variables.

The study has come up with following results : 1- College students of Euphrates Universities, sample of research, have huge responsibilities.

2- There are no differences with statistical differences in paths of huge beliefs of responsibility for college student up to sex variable (males and females).

3- There are statistical -evidence differences in the amplified paths of responsibility for college students up to specialty variable (scientific-Humanitarian) for the behalf of humanitarian specialty.

4- There are no differences with statistical differences in paths of huge beliefs of responsibility for college student up to interaction (Sex and specialty) In the shed of above mentioned, researcher has come up with the following recommendations, most important ones are : 1- It is so important to urge centers of educational and psychological research and their employees to prepare guidance programs participate in reducing of level of amplified responsibility and their extreme feeling of responsibility to what they face in their college study, helping them to variety in their thinking and flexibility in their thinking in order to feel secure and safety in college life and resolving obstacles they meet.

2- Necessity of concerning with students and solving their problems and doing enlargement in their activities through university unions among students themselves and between students and their teachers and discussing ideas and opinions among them, activating scientific diverse performances for students and holding sessions, scientific competitions, entrusting students to implement scientific projects and researches, awarding those who are innovative.

In addition, in the shed of aforementioned results, researcher applied some suggestions to proceed scientific future researches and studies, most important ones are: 1- Proceeding a similar study for another categories of society like government employees, or responsible guys, head of section in universities and compare their results with current research.

2- Implementing a comparative study to measure paths of amplified beliefs of responsibility for talented and normal students.