العدوى الانفعالية وعلاقتها بالثقة الاجتماعية المتبادلة لدى طلبة المرحلة الثانوية

The Emotional Contagion and its Relation with the Mutual Social Confidence to Secondary School Students

Abstract
The current research aims at knowing:
1. The emotional infection secondary school students.
2.Differences of the emotional Contagion according to the variables of gender and age.
3. The mutual social confidence of the secondary school students.
4. The differences of statistical indication of the mutual social confidence according to the variables of gender ( male – female ) and the class.
5. The connected relation between the emotional Contagion and the mutual social confidence.
6.The differences in the connected relation between the emotional Contagion and the mutual social confidence according to the variables of(gender) and the class.
7. The extent of the emotional infection participation in the mutual social confidence.
The study sample consisted of (488) male and female students of the secondary school who were randomly selected. In order to achieve the study aims, the researcher adopted and translated the standard of the emotional Contagion (Anton Marx, 2020) in its foreign version after taking out the standard translation reliability. The researcher verified the standard psychometric features represented by the external reliability and building truth. The researcher also uncovered the stability by two ways: retesting repetition, where the stability coefficient in this way reached (0.851) and by Cronbach’ Alpha reached (0.874) when the standard was ready to be implemented by its Arabic version. the final form of the standard became 32 items, the researcher also built the standard of the mutual social confidence relying on Rotenberg theory 1994 concerning the mutual social confidence. Thus, the researcher verified the psychometric features of the standard, when the external reliability and building truth were taken out . the researcher also discovered the stability by two ways: retesting repetition, where the stability coefficient in this way reached ( 0.869) and by Cronbach’ Alpha reached ( 0.874); when the final form of the standard became 26 items. Through the use of the statistical package for the social sciences (Spss ), the researcher used the statistical devices for the first test with one sample and for the second test with two independent samples, Pearson coefficient, contrast analysis, sloping analysis, and the Z- test. The following results were drawn the mutual social confidence of:
1. The secondary school students enjoy with the emotional infection.
2. The secondary school students enjoy with the mutual social confidence.
3. There are differences of statistical sense about the emotional infection due to the gender variable.
4 .There are no differences of statistical sense about the emotional infection due to the class variable.
5. There are no differences of statistical sense about the mutual social confidence due to the gender variable.
6. There are no differences of statistical sense about the mutual social confidence due to the class variable.
7. There are differences of statistical sense between the emotional infection and the mutual social confidence.
8. There are no differences of statistical sense in the correlated relation between the emotional infection and the mutual social confidence due to the gender variable.
9. There are no differences of statistical sense in the correlated relation between the emotional infection and the mutual social confidence due to the class variable.
10.The results show that the variable of the emotional infection highly participates in the mutual social confidence.
Recommendations:
On the base of the current study results, the researcher asks the educational directorates the following recommends:
1.Preparaing programs and training courses for the students who suffer from higher tension when they can’t control over their emotions.
2.Emphsizing the role of the educational counsel inside the school in order to follow and help the students who suffer from the emotional infection.
3.Preparing educational programs that help raise the mutual social confidence to secondary school students.
4.Putting guiding plans to secondary school students in order to improve their personalities and to reinforce their social confidence through the collective guiding which help the person to know his abilities, and to encourage him to activate positively with others.
Suggestions:
Due to what was mentioned above, the researcher suggests making studies to know the following: