Title (Arabic) العنوان باللغة العربية
الضُّغوطُ النَّفْسِيَّةُ وَعَلاقَتُها بِضَعْفِ المَهاراتِ القِرَائِيَّةِ وَالكِتابِيَّةِ لَدَى تَلاميذِ المَرْحَلَةِ التَّأْسِيسِيَّةِ مِنَ التَّعْلِيمِ الأَسَاسِيِّ
Abstract
This study aimed to examine the relationship between psychological stress and early reading and writing skills among foundation stage students in Oman and to determine the predictive power of stress on overall literacy performance. A quantitative descriptive correlational design was employed. The sample consisted of 78 students (aged 6–10 years) selected through stratified random sampling from 11 schools during the second semester of the 2024/2025 academic year. The study utilized the Children’s Psychological Stress Scale (CPSS) and the Early Literacy Skills Instrument (ELSI), both demonstrating satisfactory psychometric properties in terms of validity and reliability. Results revealed statistically significant moderate negative correlations between psychological stress and reading (r = −0.41), writing (r = −0.44), and the composite literacy index (r = −0.46), all at p < .001. Simple linear regression analysis indicated that psychological stress accounted for 21.2% of the variance in overall literacy performance. An increase of one unit in stress level corresponded to a 5.78-point decrease in the composite literacy score. The findings highlight psychological stress as a significant risk factor for early language achievement and underscore the importance of integrating emotional support within early literacy programs.
Keywords: Psychological Stress; Reading and Writing Skills; Early Literacy Difficulties; Foundational Stage of Basic Education; School-Related Emotional Challenges.
Arabic Abstract الملخص باللغة العربية
تَهْدِفُ هَذِهِ الدِّرَاسَةُ إِلَى الْكَشْفِ عَنِ الْعَلَاقَةِ بَيْنَ الضُّغُوطِ النَّفْسِيَّةِ وَمَهَارَاتِ الْقِرَاءَةِ وَالْكِتَابَةِ لَدَى تَلَامِيذِ الْمَرْحَلَةِ التَّأْسِيسِيَّةِ مِنَ التَّعْلِيمِ الْأَسَاسِيِّ فِي سَلْطَنَةِ عُمَانَ، وَتَحْدِيدِ قُدْرَةِ الضُّغُوطِ النَّفْسِيَّةِ عَلَى التَّنَبُّؤِ بِالْأَدَاءِ الْقِرَائِيِّ وَالْكِتَابِيِّ. اعْتَمَدَتِ الدِّرَاسَةُ الْمَنْهَجَ الْوَصْفِيَّ الِارْتِبَاطِيَّ، وَشَمِلَتْ عَيِّنَةً مُكَوَّنَةً مِنْ (78) تِلْمِيذًا وَتِلْمِيذَةً تَتَرَاوَحُ أَعْمَارُهُمْ بَيْنَ (6–10) سَنَوَاتٍ، مِنْ (11) مَدْرَسَةً مُخْتَارَةً طَبَقِيًّا عَشْوَائِيًّا خِلَالَ الْفَصْلِ الدِّرَاسِيِّ الثَّانِي لِلْعَامِ الدِّرَاسِيِّ (2024/2025).. اسْتَخْدَمَتِ الدِّرَاسَةُ مِقْيَاسَ الضُّغُوطِ النَّفْسِيَّةِ لِلْأَطْفَالِ (CPSS)، وَمِقْيَاسَ الْمَهَارَاتِ الْقِرَائِيَّةِ وَالْكِتَابِيَّةِ الْمُبَكِّرَةِ (ELSI)، وَكِلَاهُمَا أَظْهَرَ خَصَائِصَ سِيكُومِتْرِيَّةً جَيِّدَةً مِنْ حَيْثُ الصِّدْقِ وَالثَّبَاتِ. أَظْهَرَتِ النَّتَائِجُ وُجُودَ عَلَاقَاتِ ارْتِبَاطٍ سَالِبَةٍ دَالَّةٍ إِحْصَائِيًّا بَيْنَ الضُّغُوطِ النَّفْسِيَّةِ وَكُلٍّ مِنْ مَهَارَاتِ الْقِرَاءَةِ (r = −0.41)، وَالْكِتَابَةِ (r = −0.46)، وَالْمُؤَشِّرِ الْمُرَكَّبِ (r = −0.44)، عِنْدَ مُسْتَوَى دَلَالَةٍ أَقَلَّ مِنْ (0.001).. كَمَا أَوْضَحَ تَحْلِيلُ الِانْحِدَارِ أَنَّ الضُّغُوطَ النَّفْسِيَّةَ تُفَسِّرُ (21.2%) مِنَ التَّبَايُنِ فِي الْأَدَاءِ الْقِرَائِيِّ وَالْكِتَابِيِّ، وَأَنَّ زِيَادَةَ مُسْتَوَى الضَّغْطِ النَّفْسِيِّ بِمِقْدَارِ وَحْدَةٍ وَاحِدَةٍ تُقَابِلُهَا دَرَجَةُ انْخِفَاضٍ مِقْدَارُهَا (5.78) فِي الْمُؤَشِّرِ الْكُلِّيِّ. وَتُؤَكِّدُ النَّتَائِجُ أَهَمِّيَّةَ دَمْجِ الدَّعْمِ النَّفْسِيِّ وَالِانْفِعَالِيِّ فِي بَرَامِجِ تَنْمِيَةِ مَهَارَاتِ الْقِرَاءَةِ وَالْكِتَابَةِ الْمُبَكِّرَةِ.
الكلمات المفتاحية: الضغوطُ النَّفسيَّة؛ المهاراتُ القِرائيَّةُ والكِتابيَّة؛ صعوباتُ التعلُّمِ المبكِّرة؛ تلاميذُ المرحلةِ التأسيسيَّة؛ الاضطراباتُ الانفعاليَّةُ المدرسيَّة.
Recommended Citation
Al Shuaili, A. S. (2026). Psychological stress and its relationship with reading and writing difficulties among students in the foundational stage of basic education. International Journal for Research in Education, 50(3), 242–284. http://doi.org/10.36771/ijre.50.3.26-pp242-284
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