ﺔﻳﺩﺆﳌﺍ ﺔﻳﺮﺳﻷﺍ ﻞﻣﺍﻮﻌﻟﺍ
ﺏﻼﻄﻟﺍ ﲔﺑ ﺱﺭﺎﻤﳌﺍ ﻒﻨﻌﻟﺍ ﻁﺎﳕﻷ
אאאאא
אא
אLא
אאאאא
אאא
אאאא
٩٤
אא
ﺏﻼﻄﻟﺍ ﲔﺑ ﺱﺭﺎﻤﳌﺍ ﻒﻨﻌﻟﺍ ﻁﺎﳕﻷ ﺔﻳﺩﺆﳌﺍ ﺔﻳﺮﺳﻷﺍ ﻞﻣﺍﻮﻌﻟﺍ
אאאאא
אא
אLא
W
אאאאא
אאאא
א
אא
Fא،
١٢٦
E
،
אא
א
א
،אאא،
א
א
א
א
K١٤٣٤L٧L١١א١٤٣٤L٤L١١
W،אאא
אא
א
א
א
א
אא
א
א
א
،
א
אא،אא،אא
Kאא
،
אא
א
،א،אא
א
،אאא
א
،
א
א،
אאא،Kא
א
אאאא
אא،אא?אאא
א،
אא
א،
א
א،
א،
א،
،
א،א
،
א
אאK?אא
א
א
א
א
אא
א
א
אאK
א
א
א
،
אא
?؛
אא
،אאאא،אאא،אא،א
، אאאא،א،א
א،
אא
،
א
?
אK
א
אא
א
א
א
K
א
א
J Fאא
١٤٣٥
J
٢٠١٤ (
YU
Abstract:
This study aimed to identify the family factors leading to the violence among the high school students. It has adopted a social survey approach, with a sample population of (126) Saudi students, and the data were collected by a questionnaire during the period of 11/04/1434 to 11/07/1434.
The findings of the study indicated that no substantial difference amongst respondents in the east and west of Riyadh, attributed to social demographic characteristics such as age stage, school years, number of family, and the order between brothers and sisters. In the same time, the findings of the study indicated that no substantial difference amongst respondents in the east and the west of Riyadh, due to the family structure in terms of parents’ marital status and educational level, occupations of the parents, and the family monthly income.
The study found out that there is a substantial difference amongst respondents in the east and west of Riyadh regarding the family factors that leading to violence, such as lack of parental control, abnormal socialization, separation of parents, father has more than one wife, deprivation, pampering, bullying, lack of justice, lack of understanding frequent questions, quarreling , as well as the family factors that lead to violence between the students in the east of Riyadh more than in the west.
Further, the study found that there are statistically significant differences among the high school students of the east and west of Riyadh, regarding physical abuse, bad words, yelling, joking, violence to teachers and administrators, tampering with property, lack of respect for the school systems , and harassment. It can be seen that violence among the school students east of Riyadh was more frequent than those west of Riyadh.
٩٦
אא
ﻟا ﺔﻣﺪﻘﻤ :
אא
אא
אאאא
א
א،
אאא
K
אא
א
J
א
J
א
،
Kאאא
א
א
א
אא
؛
،
؛
א،אא
א
א،
אא
אאא،
אא،
אאא،
،
אא
אא،א
א،
،
א
Kאא
א
אא
אא
א
אאא
؛
א
א
،
،א
א
אא
،
א
؛
،אא
אא،אא،אא
אא،א
א،אא
אאא،א،
،א
Kא،אאא
אא
א
א
א
א
א،
א
؛
אא
K
א
א
א
א
،
؛אא
אאאא
אאא
אא
K
אאאאא
א
א
،
א
אא
אא
א،
א
אא
א،א
אא
אא
אאא
،א
אאא
K
א
א
J Fאא
١٤٣٥
J
٢٠١٤ (
YW
ﺔﺳارﺪﻟا ﺔﻠﻜﺸﻣ
א
אא
אא
א
א
א
א
א
א
א
אFא
،
١٩٨٤
W
٦٠
אKE
אא
،
אא
،
אא،אא
F
،
٢٠٠٩
W
٣٤٤
KE
אאא
אאא
אא
א،
،
א
،
א
،
אאאאא
א
F and Scott, 2000
Collins E
K
אא
אא
א
א
؛
אאא
٨٢٨٠٠٠
אאאא
،
F ١٢
– ١٨
E
،
٧
א٪
א
،אאא
٢٠
٪
א
F
Robers et al, 2011
KE
א
?אא
Centers for Disease Control and
Prevention
?
אאאא
F ٩
– ١٢ E
א،
א
אא
،
Wאא
١٢
٪
אא
،
٥K٩
،٪
٥K٤
، %
٧K٤
،٪
٢٠
٪
،א
١٦
٪
Fא
CDCP, 2012 E
.
א
א
א
אא
٢٠٠٨ ) National Center for Education Statistics,
א (
،אאאא
א
٩٨
אא
אאא
،א
א،א
،
אאא
Eaton et al, 2008)
KE
אאא
NASUWT
א
،
١٦
אא٪
אא
F Safe to teach?
(2007) NASUWT report, 10 E
K
אא
אא
؛
א
٢٠٠٨
،
٥٥٠٠٠
א
א
،
א
א
١٧٥
אא
F Chilcott & Odgers, 2009 E
K
א
٣٩
٪
٧٥{٠٠٠
א
F
Lichfield, 2000 E
K
א
א
٥٢،٧٥٦
،
א ٧٠٠٠
א
F Getting children to get along, 2008 E
אK
F
אאאאE2007
א
Fא
Galand et al, 2007 E
K
אא
אא
؛
Fאאאאא
٨٧
אאאאE
F ١٤٢٢
W
١٩
אE
١٨٠
٥٠٠
،
א
א
א
א
אא
،אF ٢٠٠٥
W
٣
KE
אאא
،
אא
،
א
אF
،
٢٠٠٨
W
١٥
J
١٤
KE
אא
א
אא
،אאא
אא
אאא
אא
א
א
J Fאא
١٤٣٥
J
٢٠١٤ (
YY
אאא،אאאא
٣٥{٨
אFאאא٪
،
٢٠٠٨
W
٥١
J
٥٤
KE
אא
F
،
٢٠٠٠
؛
א
،
٢٠٠٣
؛
א
،
٢٠٠٥
E
אאאאאא
אא
،
א
אא
אא
אא
،
אא
א،
א
א
א
K
אא
א
א
א
אאא
אא
א
א
?Wא
אא
א
א
א
،
אאא
אא
؟
?
K
ﺔﺳارﺪﻟا ﺔﻴﻤﻫأ
א
א
אא
אאא
א
א
א
א
א
א
.
א
א
אאא
،
א
א
؛
א
א
،
אאאא K
א
א
אא
א،
אאאא
א
א
،
א
א
אאא
א
،אאא،
١٠٠
אא
אאאאא
Kאאאא
ﺔﺳارﺪﻟا فاﺪﻫأ
אא
א
א
אאא
אאאאא
אאא
א
W
J
אאא
א
،
א
אאאא
K
J
אאא
א
،
א
א
K
J
אאא
א
،
א
אאא
א
אא
K
J
אאא
א
،
א
אאא
K
تﻻؤﺎﺴﺗ ﺔﺳارﺪﻟا
א
א
J Fאא
١٤٣٥
J
٢٠١٤ (
QPQ
אא
א
אאא
אאאאאא
א،
א
א
א W
J
אא
א
אאא
א
א
؟אא
J
אא
א
אאא
א
،
א
؟
J
אא
א
א
אא
א
א
אא
؟
J
אא
אא
א
א
،
אא
؟
ﺔﺳارﺪﻟا ﻢﻴﻫﺎﻔﻣ
א
:
א
W
?
א
،
א
?
،אF
١٩٨٤
W
٦٠
KE
א
،אא
?
אא
א
א
א
א،
אא
א
אא
א
،F?א ١٤٢٣
W
٦
KE
Wא
Fא
١٩٨٠
א?WE
א،אא،אאאאאאאא
،א
א
،אF?،אא ١٤٣١
W
٥
KE
١٠٢
אא
Wאאאאא
אא
אא
אאאאא
א،
،
F ١٠
?WאE
אא
א
אא،
אאא،
،אאא،
אא
אאא،
אאא،
،אא،
א
،
אאא
אF?
١٢
،E
א
א
א
א
Kאא
Wא
א?
אאא،
،אאF?
٢٠٠٨
W
٨٩١ KE
א
F ١٤٢٤
א?E
א
א
אאאאא،
?א،א
،אF ١٤٢٤
W
١٣
KE
אאאאא W
אאא
א
א
א
א
אא
F،
١٠
?WאE
אא
א
אא،אא،אא،
،א
אא،א،א،אאאא
אא،אאא،אא
? KE١٤אF
אאאאא W
אא
א
א
،
אאא
،
אא
א
אא
אא
،
١٥
١٨
،אFאאK
א
א
J Fאא
١٤٣٥
J
٢٠١٤ (
QPS
Eא،א
אK
Fא
א
א،אא،א
E
אF ١
E
אאא
אא
W
אא
א
א
א
א،
אאא
،
א
אאא
א K
W
אא
F
א
E W
א
א
א
א،א
אא
אא
א
א
؛
א
א
א
א
K?
?
א
א
א
،
א
א
אא
א
א
א
אאא
א
F
،
٢٠٠٢
KE
א
Cesare Lombroso (1835 – 1909)
א
א
،
א
Fא
Bradley, 2009 E
K
א
א
אאא
אא
א
א
Fאא
،א ٢٠٠٣
KE
א
אא
א
א
אא
א
F Brkan, 2001 E
K
W
אא
W
Sigmund Freud
F ١٨٥٦
J ١٩٣٩
E
א
א
אאאא
؛
١٠٤
אא
א
EאאFאW
אאא
א
،
אאW
EאאFא
אא
א
א،
אא
،
EאFאאאאW
א
א
،אF ٢٠٠٨
W
١١٨
J ١١٩ E
K
،
א
א
א
א،אא א
א
אאאא
Fאא Merrell, et al. 2006
KE
א
אא
؛
אא
،
א
א
א
،
אאא
،
Fא
،
٢٠٠٨
W
٣٩٦ E
K
א
אאא،אא
،א
אא
؛
،אאאאא
א،א
،
אא
K
א
אאא
،
א
K
א
Kא
W
א
א
:
א
א
א
אא
א
א
א
א
؛
אאאאאא
Fאא
،א ٢٠١٠
W
٧٧
KE
André Guerry
F ١٨٠٢ ١٨٦٦ -
E
א
،
א
אא
K
A.Quètelet
،
א
אאא
،
א
א
J Fאא
١٤٣٥
J
٢٠١٤ (
QPU
אאא
؛
אא
אא
א
،
Fאאאאאאאאא
،א ١٩٨٤
E
K
אאא
،
א
א
אאאא
אאאא
K
א
א
א
אא
א
אאא
Sellin
،
Sutherland
،אאF ٢٠١٠
W
٤٨
E
K
،אאאא
،
א
אא
אא
אאאאא،אאא
א
،
?؛
?
א
א
אאאא
א
אאאא
،F ١٤٠٧
W
١٨٦
J
١٩١ E
K
אא
א
א
،א
א
א
א
KKK
K
?אא
אא
אאא
،
א
א
אא
אא
،אFא ١٤٣٣
W
١٠٠ KE
א
א
F ١٩٥٥
E Cohen
א
אאא
א
،
אאאאא
א F Mathieu, 2006
KE
א
Cloward
Ohlin
אאא
א
א
،
א
،
אא
،
Fאא
،
١٩٩٩
KE
א
א
אא
א
،
