الفهرس 
الفصل الأول: مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The stage of youth is unique from others, in which the real start of life is, as it is the stage in which the family lifts its authority over the person, to be an individual with an independent personality, to find that he seeks to establish social relations outside the family. The interest in this segment is to ensure continuity in society and its development, as it represents the mainstay for the later developmental stages, where the individual’s psychological health depends on and in which the features of his personality are determined, his abilities and attitudes towards himself and the outside world are formed, and in which he also learns the concepts of cooperation, giving, altruism, commitment and belonging.
Belonging represents one of the necessary needs in human life, whose roots go back to childhood experiences. The child realizes that his survival and satisfaction of his needs depends on his connection with his parents, his attachment to them, his closeness to them, and his belonging to them. Share it with her. Belonging is the goal of every society that aspires for its youth to follow the right path and the right guidance, as societies in turn teach this affiliation to their children, so that generations grow up conscious of what they have and what they owe, away from error, and perceive what is right and strive for it. We live in an era that requires everyone to face all the changing booms, and since the advent of the third millennium in general and the emergence of the Arab Spring revolutions, the introduction of belonging to our youth, our lives and our schools has become more necessary than ever before.
In the light of the development of research in the field of modern psychology, there are new and rapid variables, so the idea of belonging was associated in the past with the relationship between man and the place that provides him with sources of life, and this relationship was embodied in the extent to which a person provides food and water, and therefore affiliation is a common interest between a homeland that protects him and life. No matter how different the ideas of social scientists are, the relationship between man and his homeland is that participation that took root with time and life and turned into something greater than just providing a morsel of bread. In which humans mixed with the earth, with history, with roots, so that it became a single entity that we call belonging. Affiliation is not limited to a specific stage of study because education for citizenship is one of the ingredients that aims to develop the spirit of belonging among students in public and higher education, and provide them with knowledge, skills, values and positive attitudes that prepare them for integration into the fabric of their society, and participation in all political responsibilities, in order to achieve the good. The homeland and the citizen (Farouk Jweideh, 2004).
There has been a lot of talk in recent times about the issue of belonging, in a way that confirms the spread of behaviors that reflect a sense of weak belonging among different sectors of societies, and that some young people have become characterized by indifference, negativity, weak production and participation, and loss of the spirit of belonging, whether to the country in which they live, or the work in which they live. He does it, or the college in which he studies, or even the street he is from, and if some people feel frustrated at the lack of what they know about the subject of belonging. Young people have become mere incomplete projects, they are just citizens’ projects, not full citizens. Naglaa Abdel Hamid (1999) pointed out in her study of the social affiliation of the Egyptian personality that loyalty to the citizen is dependent on the material and moral gratifications of his members, and that it is the frameworks from which he draws in social upbringing, including language, idea, and culture. It must be taken into account that the youth stage is one of the most sensitive age groups towards what is around them, and is aware of the culture of youth; This means that young people represent a stage of human development with a special culture and one of the sub-cultures. Young people develop the results of their experiences through an informal way; Their standards conflict with the standards of adults, and may be characterized by rejection or isolation (Mohamed Al-Ghandour, 1983, 7)
The most prominent characteristic of motivation is its ability to explain the individual’s needs and desires, and translate them into behavior that seeks to raise them, whether in terms of basic biological needs, or psychological, social, and cognitive needs, and thus it gives the individual an opportunity to understand this behavior, control it and modify it (Wool-Folk, 2000). Psychologists have studied motivation from different directions. Early interest in extrinsic motivation, whose concept appeared at the hands of Harlow in his research on monkeys, then the internal motivation that White (1959) referred to for the first time.
Urdan (2012) sees that social motivation consists of social goals such as making friends, social responsibility, providing support, and the need for affiliation, as it is seen as an innate motivation that can be developed, in addition to social dynamics, which means the mutual influence between individuals, which leads to social integration. While the scientist ”Fisk” sees another point of view, that social motivation includes: belonging, understanding, control, and trust. Jost and Zerbergen considered that social motivation consists of strength, belonging and friendship, while Orden, Martin and Mehr see that social motivation consists of a set of factors, goals and interrelationships: social affiliation, social interest, social authority, praise, and peer support. The teacher, the parents.
It is clear that social motivation is the product of social experiences, which provide individuals with knowledge, and it explains their processing of social information.
The problem of the study:
The problem of the study is determined in answering the following question:
What is the effectiveness of a counseling program for developing social motivation and its impact on promoting belonging among university students?
The following sub-questions are derived from it:
1. Are there statistically significant differences between the mean scores of the experimental group students and the average of their peers in the control group in the post application of the social motivation scale in favor of the experimental group students?
2. Are there statistically significant differences between the mean scores of the students of the experimental group in the post and follow-up applications of the social motivation scale in favor of the follow-up measurement?
3. Are there statistically significant differences between the mean scores of the students of the experimental group and the average of their peers in the control group for the affiliation scale in the post measurement in the direction of the post measurement?
4. Are there any statistically significant differences between the mean scores of the students of the experimental group in the post and follow-up applications of the affiliation scale in the direction of the follow-up application؟
Objectives of the study:
The study aims to achieve the following:
1. Recognizing the effectiveness of the counseling program in developing social motivation among university students.
Importance of the study:
- There is a dearth of studies, as far as the researcher knows, which dealt with the effectiveness of a counseling program for developing social motivation and its impact on promoting belonging.
- Give interest in developing and raising social motivation, and emphasizing that counseling is one of the available successful options in enhancing a sense of belonging among university students.
The limits of the study
The present study determined the following:
The present study determined the following:
1.aguetsrt study on the total sample size of nine students in the first grade secondary school common secondary senders ring in Beni Suef.
The researcher used the following tools:
(A) Linguistic Anxiety scale. (Prepared by the Researcher)
(B) Personal Intelligence scale. (Fawkeya Al Sayed Abdelfattah 2007)
(C) The program on NLP. (Prepared by the Researcher)
The curriculum:
The researcher used a number of statistical methods to verify the validity of the study hypotheses such as; Arithmetic Means and Standard Deviations, Test Analysis of Variance, single and Mann-Whitney Test, Kruskal Wells Test (e), and the researcher used the program SPSS.
Terms of study:
Counseling Program
”It is a planned program organized in the light of scientific foundations to provide direct and indirect counseling services individually and collectively to all those who are included in the institution in order to help you achieve normal growth and make a conscious and wise choice and to achieve psychological adjustment inside and outside the institution” (Zahran, 2002, 449).
Affiliation
Nadi (2012, 6) indicates in his definition of affiliation that it is a dynamic philosophical concept that can only be realized in the light of a specific historical stage and within a social context in itself. A person feels isolated and alienated, afflicted with anxiety and distress, and suffers from psychological and social problems that have an impact on the unity and cohesion of society.
Social Motivation
McQueen (McQueen, 2009, 1) defines social motivation as ”the forces inspired by the social context of a person’s life”, and also defines it as ”a dynamic process that occurs through the interaction between a person, life experiences, and his environment”.
The study hypotheses
The current study hypotheses in:
1. There are statistically significant differences between the mean scores of the experimental group students and the average of their peers in the control group in the post application of the social motivation scale in favor of the experimental group students.
2. There are statistically significant differences between the mean scores of the students of the experimental group in the post and follow-up applications of the social motivation scale in favor of the follow-up measurement.
3. There are statistically significant differences between the mean scores of the students of the experimental group and the average of their peers in the control group for the affiliation scale in the post measurement in the direction of the post measurement.
4. There are statistically significant differences between the mean scores of the students of the experimental group in the post and follow-up applications of the affiliation scale in the direction of the follow-up application.
Results of the study
Resulted in the current study, a set of results are:
1. There are statistically significant differences between the mean scores of the experimental group students and the average of their peers in the control group in the post application of the social motivation scale in favor of the experimental group students.
2. There are statistically significant differences between the mean scores of the students of the experimental group in the post and follow-up applications of the social motivation scale in favor of the follow-up measurement.
3. There are statistically significant differences between the mean scores of the students of the experimental group and the average of their peers in the control group for the affiliation scale in the post measurement in the direction of the post measurement.
4. There are statistically significant differences between the mean scores of the students of the experimental group in the post and follow-up applications of the affiliation scale in the direction of the follow-up application.