سأم الإنتظار وعلاقته ببعض السمات الشخصية لدى طلبة الجامعة

Bored Waiting and its relationship with some personal features in university students

summary of the research

Today، the humanitarian community is generally suffering from multiple psychological problems، because of a number of personal and social compressive situations، as well as political motives or moral education. The youth community (especially) are suffering from problems، concerns and suffering from a variety of psychological and behavioral problems. The researchers and those involved are trying solutions or indicators have sought to reduce psychological pressure. Of whom are university students who have recently become due، in loss of identity، dispersion and fragmentation، pushing them to look for an outlet they are waiting for their personal، social and future needs in general.

The tendency to behavior is a positive craft (achievement of hope)، and the teacher (Senus Bored). Give an important indicator of study and research. It must be recognized in accordance with the university student Maldi، for notes of cases of laziness، despair، communication and depression. Many people، including university students are eager to a position that changes their cases in case of time. Perhaps they differ with some of them in terms of different characters and forms. So personal features may be a scientific intervention in the adoption of these students to behavior، or poison. This diversity in those features will give a clear scientific indicator، and therefore can be predicted and then provide solutions. As a result، the search problem in question can be determined: Does university students are belligerent I will wait? What is his relationship features they have?

Select search objectives in

1. Bored Waiting about the university students.
2. Statistical signs of differences in Bored Waiting with university students on a variable (gender، academic specialization، classroom)
3. Identify personal attributes with university students (in the measurement period)
4. Statistical signs of differences in personal features of university students (in the period of measurement of cases). According to variable (gender، academic specialization، class)
5. Find the relationship between Bored Waiting and personal attributes among university students.
The research is determined in the thematic limit: The current search variables in finding the relationship between each will wait and personal attributes at university students. The human limit: Research is limited to a sample of the students of the University of Kufa (students and students) according to the entertainment of scientific and humanities. The spatial limit is limited to students in the Kufa University building. The time limit: for the academic year (2020-2021) (1441-1442).
The descriptive curriculum used its approach to finding a relationship between two variables. The current research community of students of the total number of Kufa University (30571) student، indicated by the researcher in the following: First: Scientific colleges: The number of students of the total scientific colleges (16874)، distributed at the number of students (8773 (8101) II: Humanitarian Colleges: The number of students of total scientific colleges (13697)، distributed to the number of students (4429) and the students (9268) The researcher to build a scale will be waiting after verifying the standard characteristics of statistical analysis، honesty and stability of the scale. a paragraph. I will wait in the field of belief، belief values and deathlines (18) paragraph، and each paragraph is a five-year-old paragraph to respond is: (always represented (5) degrees، representing me (4) degrees، sometimes representing me (3) degrees، I never represent me (1) degrees). So the highest grade can responded by his answer to the paragraphs of the scale is (180) degrees and less than 36 (36)، a degree and anview of the scale (108) scale. From here، they get higher values than (108) enjoying waiting، and who get less values than (108) they do not have to wait

And also the characteristics of personal features as a final form of (38) paragraph distributed on eight components: are Persons with open-ended Sensory Sensory Sensory ESRD Number of paragraphs (5) Persons with open-ended flexible sensory features (4) People with uniforms (5) Persons with unknown features (5) Persons with high-definitions of crimp Persons with intuitive ventilation cospe Persons with conservative conservative conservancy Persons with observations formed

And the imagination of all five alternatives (always represented me، accompany me، sometimes representing me، they are rarely represented)، so never represent me، so the highest score can responded to the paragraphs of the scale (190) degree and less than 38 degrees، Degree and average scale precipitation (114) degrees. The final image has been applied to each of the research that already mentioned (I will wait and personal attributes)، that one together، during the period of May، Jozan، and with its detail from 12/2021 Wednesday for 15 July 20، 2021 Thursday The researcher is held by applying on all sample members through the website، and (I will wait) link (1). Reproductive features (2). On a sample of the students of the University of Kufa.
The following results were reached:
The University of Kufa’s students suffer from I will wait for social problems related to social values. And the problems of the contract and the belief values

1. I found if I will wait for the second grade students and the fourth grade and then the third grade and the first grade
2. The University of Kufa students have personal traits on the rating of Myers and Brigz (Classification Myers-Briggs)
3. There are differences in the Personal feature (ESRD) people with strict rational sensory features at the University of Kufa (between students and students).
4. There are differences in the personal feature of (esed) people with strict human sensory features at the University of Kufa (between students and students).
5. There are differences in the personal attribute of (esed) people with intuitive stringent strucks in the University of Kufa (students and students).
6. There are differences in the Personal feature of (CSRA).
7. There are differences in the Personal feature of (CSED) persons with conservative conservation strictly strictly in the University of Kufa (students and students).
8. No differences in the Personal feature (ESRA) persons with open-ended flexible sensory features at the University of Kufa (between students and students).
9. No differences in the Personal feature of (ESEA) persons with open-ended flexible sensory features at the University of Kufa (between students and students).
10. No differences in a personal feature of CSE (CSE) persons with intimidated conservative flexible flexible at the University of Kufa (students and students).
11. The University of Kufa has differences in personal features and this result is confirmed because of the situation
12. Students at the University of Kufa are more explained in personal attributes of students
13. The humanitarian personnel at the University of Kufa are more explained in personal attributes of scientific specialization
14. Show that personal feature is linked to the social domain of CSED. Personalize (CSRA) II. Thirdly. Fourth Personal feature (ESRD) IV
15. The contribution ratio (CSED) in behavior will be waiting (0.21) and the contribution rate for the specific factor (62%) of behavior will be waiting. The contribution ratio (CSRD) in behavior will be waiting for an alienation coefficient (0.27) and the contribution rate for the specific factor (54%) of behavior will be waiting. The proportion of the contribution of the CSRA in the behavior will be the value of an alienation coefficient (0.31) and the contribution rate for the specific factor (47%) of behavior will be waiting. The contribution of the contribution of the (ESED) in the behavior I will have to wait for an alienation coefficient (0.39) and the contribution rate for the specific factor (37%) of behavior will be waiting. The proportion of the contribution of the ESRD in the behavior will be waiting for an alienation coefficient (0.44) and the contribution rate for the specific factor (32%) of behavior will be waiting