أطروحة (ماجستير)-جامعة القاهرة، 2022.

ببليوجرافيا: صفحات 90-98.

يعتبر العصر الذى نعيشه من أكثر العصور احتياجا للبحث والعلم وتنمية المهارات، ومع التشعب المتزايد فى كل الاتجاهات، توجب وضع أسس دقيقة تفاضل بين كل التشعبات عند اتخاذ القرار واتخاذ مناحى تفكير مختلفة وغير تقليدية فى التفكير. ومقارنة بين أنواع كثيرة من التفكير تلاحظ منه المنظومى الذي يعتبر مكملا للتفكير الناقد، فهو يهتم بالأنماط والعلاقات ويتعامل مع العناصر بعضها البعض بدلا من التعامل مع كل منها على حدة، فالتفكير المنظومى يسهم فى إصلاح الفكر وضبط العقل ومواجهة الإرهاب، وذلك من خلال استخدام الأساليب المنظومية فى تطبيق تأثيرات التقنيات النفسية والاجتماعية والتى تتم من خلال التكامل والتنسيق المنظم بهدف إحداث تغيرات نوعية فى السلوكيات والاتجاهات والأفكار دون وعى من الفرد أو الجماعة بأنهم يخضعون تحت تأثير منظومى.

The current era is one of the most demanding eras for research, science and skills development. With the increasing ramifications and subdivision in all directions, there is an urgent need to establish accurate foundations that differentiate between these ramifications when making a decision and to take different and unconventional ways of thinking.
In comparison to other types of thinking, it is observed that systems thinking is complementary to critical thinking; since the former is concerned with patterns and relationships as wholes rather than examining each of them separately. states that systems thinking contributes to reforming thought, controlling the mind and confronting terrorism, through the use of systemic methods in applying the psychological and social techniques, which take place through organized integration and coordination with the aim of bringing about qualitative changes in behaviors, trends and ideas without awareness from the individual or the community that they are under the influence of a system.
Problem of the study
University students are faced with many problems in the real-world situations. Their decisions to solve problems need to look for new ways of thinking other than the traditional methods. Given the interconnections between human and environmental systems and the information revolution, it has become difficult to predict the outcome of our decision-making.
Systems thinking depend on skills that help in deducing the optimal solution to problems. Instead of dealing with the parts of a situation in isolation, all elements of the situation are examined, in addition to investigating how they interact with each other to form a comprehensive vision. Reviewing existing literature shows that systems thinking has been receiving growing attention in terms of its relation to constructivist theory, complex problem solving and academic achievement.
Systems thinking is a major complement to critical thinking. While the former is concerned with analyzing facts with the purpose of making a judgment or reaching a conclusion, critical thinking stems from the self, where an individual monitors and corrects it by himself. Critical thinking includes communication and problem-solving skills, a commitment to avoiding self-centeredness or community, and openness to the other. As for systems thinking, it is concerned with relationships, correlations, and patterns to reach a comprehensive view of the problem.
In light of the above, the problem of the present study can be investigated by answering the following research questions:
1. What is the relationship between decision-making and systems thinking skills among university students?
2. What is the relationship between decision-making skills and negotiation skills among university students?
3. Can systems thinking skills predict university students’ decision-making skills?
4. Can negotiation skills predict university students’ decision-making skills?
Aims of the study
• To investigate the relationship between decision-making and systems thinking skills among university students.
• To investigate the relationship between decision-making skills and negotiation skills among university students.
• To identify if systems thinking skills can predict university students’ decision-making skills.
• To identify if negotiation skills can predict university students’ decision-making skills.
Significance of the study
Theoretical significance:
• Enriching the Arabic library with some variables and more studies.
• The importance of the university stage that includes variables that qualify for the future life.
Practical significance
• Devoting the attention of educators to the importance of decision-making in dealing with different situations.
• Taking advantage of systems thinking skills in dealing with different situations.
Method of the study
A comparative, correlative, descriptive approach was used in the present study with the aim of investigating the relationship between decision-making skills (the independent variable), and both systems thinking skills and negotiation skills (the dependent variables) among university students.
Sample of the study
A total number of 54 engineering students participated in this study. The participating students aged between 19- 21 years with means of 20.2 and standard deviation of 4.20.
Instruments of the study
Data collection was carried out by means of the following instruments:
1. A decision making scale.
2. A systems thinking scale (developed by Manal Mohamed Mahmoud).
3. A negotiation scale.
Limitations of the study
• Methodological limit: the comparative, descriptive approach
• Human limit: A total number of 54 male and female engineering students majoring at Cairo university.
• Time limit: the academic year 2021/2022.
Results of the study
1. There is a positive correlation between decision-making and systems thinking among university students.
2. There is a positive correlation decision-making and the following negotiation skills (communication skill, listening skill, speaking skill, persuasion skill, and anger control skill) among university students.
3. The results showed that decision-making can be predicted through both systems thinking and negotiation skills (communication skill, listening skill, speaking skill, persuasion skill, and anger control skill).
Recommendations and Suggestions for Further Researc
In light of the results reached, the study made the following recommendations and suggestions for further research:
1. Faculty members should encourage students to make decisions and activate negotiation skills by making it clear that any problem or difficulty they are facing is not a cause for embarrassment, both students and teachers may need academic help when studying new topics.
2. Faculty members should make their students feel that they are students of science, and they need to conduct investigations and research to obtain new information to keep pace with the age of science in which we live. This can be done when the teacher uses scientific references or magazines or searches the Internet in front of his students to encourage them to seek help.
3. Faculty members may focus on the tactic of questions as a strategy for teaching different subjects, and thus encourage students to question and discuss because that is the climate in which they live in the classroom

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النص بالعربية والملخص بالإنجليزية.