ورشة عمل عن أسلوب Apa في توثيق الدراسات التربوية والنفسية

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬١
‫ﻗ‬‫ﺴ‬‫ﻢ‬‫ا‬‫ﻟ‬‫ﻤ‬‫ﻨ‬‫ﺎ‬‫ﻫ‬‫ﺞ‬‫و‬‫ﻃ‬‫ﺮ‬‫ق‬‫ا‬‫ﻟ‬‫ﺘ‬‫ﺪ‬‫ر‬‫ﻳ‬‫ﺲ‬‫ﺑ‬‫ﻜ‬‫ﻠ‬‫ﻴ‬‫ﺔ‬‫ا‬‫ﻟ‬‫ﺘ‬‫ﺮ‬‫ﺑ‬‫ﻴ‬‫ﺔ‬‫ﺑ‬‫ﺎ‬‫ﻟ‬‫ﻌ‬‫ﺮ‬‫ﻳ‬‫ﺶ‬-‫ﺟ‬‫ﺎ‬‫ﻣ‬‫ﻌ‬‫ﺔ‬‫ﻗ‬‫ﻨ‬‫ﺎ‬‫ة‬‫ا‬‫ﻟ‬‫ﺴ‬‫ﻮ‬‫ﻳ‬‫ﺲ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫أ‬.‫د‬.‫ﺻ‬‫ﺎ‬‫ﻟ‬‫ﺢ‬‫ﻣ‬‫ﺤ‬‫ﻤ‬‫ﺪ‬‫ﺻ‬‫ﺎ‬‫ﻟ‬‫ﺢ‬
-‫ﺍﻟﻭﺭﺸﺔ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬ ‫ﻭﻗﻭﺍﻋﺩ‬ ،‫ﺍﻟﺘﺭﺤﻴﺏ‬)٣‫ﺩﻗﺎﺌﻕ‬(
‫ﺍﷲ‬ ‫ﺒﺈﺫﻥ‬ ‫ﺍﻟﻭﺭﺸﺔ‬ ‫ﻋﻨﻬﺎ‬ ‫ﺘﺠﻴﺏ‬ ‫ﺃﺴﺌﻠﺔ‬:)٣‫ﺩﻗﺎﺌﻕ‬(
١-‫ﺍﻟﻌﻠﻤﻲ؟‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﻭﺜﻴﻕ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻷﻨﻅﻤﺔ‬ ‫ﻤﺎ‬
٢-‫ﺍﻟـ‬ ‫ﻨﻅﺎﻡ‬ ‫ﻟﻤﺎﺫﺍ‬APA‫ﻭﺍﻟﻨﻔﺴﻴﺔ؟‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻭﺍﻟﺒﺤﻭﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺘﻭﺜﻴﻕ‬ ‫ﻓﻲ‬
٣-‫ﺒﻨﻅﺎﻡ‬ ‫ﻟﻠﺘﻭﺜﻴﻕ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ‬ ‫ﺍﻟﻌﻨﺎﺼﺭ‬ ‫ﻤﺎ‬‫ﺍﻟـ‬APA‫؟‬
٤-‫ﺍﻟﺩﺭﺍﺴﺔ؟‬ ‫ﻤﺘﻥ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻟﺘﻭﺜﻴﻕ‬ ‫ﻁﺭﻕ‬ ‫ﻤﺎ‬
٥-‫ﺍﻟـ‬ ‫ﺒﻨﻅﺎﻡ‬ ‫ﺍﻟﺘﻭﺜﻴﻕ‬ ‫ﻁﺭﻴﻘﺔ‬ ‫ﻤﺎ‬APA‫ﺍﻟﻤﺭﺍﺠﻊ؟‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻓﻲ‬
‫ﹰﺎ‬‫ﻟ‬‫ﺃﻭ‬:‫ﺍﻷﺴﺱ‬‫ﺍﻟﻌﺸﺭﺓ‬‫ﻟﻠﺒﺤﻭﺙ‬‫ﺍﻟﻌﻠﻤﻴﺔ‬:)٣‫ﺩﻗﺎﺌﻕ‬(
١-‫ﺍﻷﺼﺎﻟﺔ‬‫ﻭﺍﻻﺒﺘﻜﺎﺭ‬٢-‫ﺍﻷﻤﺎﻨﺔ‬‫ﺍﻟﻌﻠﻤﻴﺔ‬
٣-‫ﺴﻼﻤﺔ‬‫ﻋﻨﻭﺍﻥ‬‫ﺍﻟﺒﺤﺙ‬٤-‫ﺴﻼﻤﺔ‬‫ﻋﺭﺽ‬‫ﺍﻟﻤﺸﻜﻠﺔ‬
٥-‫ﺴﻼﻤﺔ‬‫ﺼﻴﺎﻏﺔ‬‫ﺍﻟﻔﺭﻀﻴﺎﺕ‬٦-‫ﺴﻼﻤﺔ‬‫ﻋﺭﺽ‬‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬‫ﺍﻟﺴﺎﺒﻘﺔ‬
٧-‫ﺴﻼﻤﺔ‬‫ﺍﻟﻌﻴﻨﺔ‬‫ﻭﻋﻤﻕ‬‫ﺍﻟﺘﺤﻠﻴل‬٨-‫ﺴﻼﻤﺔ‬‫ﺍﻟﻨﺘﺎﺌﺞ‬‫ﻭﺍﻟﺘﻭﺼﻴﺎﺕ‬
٩-‫ﺴﻼﻤﺔ‬‫ﺍﻟﻠﻐﺔ‬‫ﻭﺍﻟﺠﻭﺍﻨﺏ‬‫ﺍﻟﺸﻜﻠﻴﺔ‬١٠-‫ﺤﺩﺍﺜﺔ‬‫ﺍﻟﻤﺭﺍﺠﻊ‬‫ﻭﺃﺼﺎﻟﺘﻬﺎ‬‫ﻭﺍﺭﺘﺒﺎﻁﻬﺎ‬
‫ﺎ‬‫ﻴ‬‫ﺜﺎﻨ‬:‫ﺍﻟﺘﻭﺜﻴﻕ‬ ‫ﻤﻌﻨﻰ‬:)٣‫ﺩﻗﺎﺌﻕ‬(
‫ﺍﻟﻤﻌﻠ‬ ‫ﻤﺼﺎﺩﺭ‬ ‫ﺇﺜﺒﺎﺕ‬ ‫ﺍﻟﺘﻭﺜﻴﻕ‬ ‫ﻴﻌﻨﻲ‬‫ﺘﻭﺨ‬ ‫ﺃﺼﺤﺎﺒﻬﺎ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺇﺭﺠﺎﻋﻬﺎ‬ ‫ﻭﻤﺎﺕ‬‫ﺎ‬‫ﻴ‬،‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻟﻸﻤﺎﻨﺔ‬
‫ﹰﺎ‬‫ﻓ‬‫ﻭﺍﻋﺘﺭﺍ‬‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻭﺤﻘﻭﻗﻬﻡ‬ ‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻬﺩ‬‫ﺠ‬‫ﺒ‬‫؛‬‫ﻓﻲ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺘﻌﻭﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﺘﺜﺒﻴﺕ‬ ‫ﻤﻥ‬ ‫ﺩ‬‫ﺒ‬ ‫ﻻ‬ ‫ﻟﺫﺍ‬
‫ﺍﻟﻨﺹ‬ ‫ﺩﺍﺨل‬ ‫ﺒﺤﺜﻙ‬)Text(‫ﺇﻟﻴﻪ؛‬ ‫ﺭﺠﻌﺕ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﺭﺠﻊ‬ ‫ﻭﺘﺎﺭﻴﺦ‬ ‫ﺍﻟﻤﺅﻟﻑ‬ ‫ﻋﺎﺌﻠﺔ‬ ‫ﺒﺘﺜﺒﻴﺕ‬ ‫ﻭﺫﻟﻙ‬‫ﻷﻥ‬
‫ﺍﻟﻤﺼﺩﺭ‬ ‫ﺤﺩﺩ‬‫ﻴ‬ ‫ﺫﻟﻙ‬)Source(‫ﻤﻭﻗﻊ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺩﺭﻴﻥ‬ ‫ﻭﻴﺠﻌﻠﻬﻡ‬ ‫ﻟﻠﻘﺎﺭﺌﻴﻥ‬‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻤﺭﺠﻊ‬
‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻓﻲ‬)References List(‫ﺍﻟﺒﺤ‬ ‫ﻨﻬﺎﻴﺔ‬ ‫ﻓﻲ‬‫ﺙ‬.
‫ﻤ‬‫ﻋﻤﻭ‬ ‫ﺍﻟﺘﻭﺜﻴﻕ‬ ‫ﻓﺈﻥ‬ ‫ﻨﺎ‬‫ﻫ‬ ‫ﻭﻤﻥ‬‫ﻴﺸﻤل‬ ‫ﺎ‬:
‫ﺍﻟﻨﺹ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻭﺜﻴﻕ‬Documentation in Text

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٢
‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻭﺜﻴﻕ‬Documentation in References
‫ﺍﻟﻤﺼﺎﺩﺭ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻭﺜﻴﻕ‬Documentation in Bibliography
١-‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ﺍﻟﻨﺹ‬ ‫ﻓﻲ‬Documentation in Text
‫ﺍﻟﻨﺹ‬ ‫ﺩﺍﺨل‬ ‫ﺒﺤﺜﻙ‬ ‫ﻓﻲ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺘﻌﻭﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﺘﺜﺒﻴﺕ‬ ‫ﻤﻥ‬ ‫ﺩ‬‫ﺒ‬ ‫ﻻ‬‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﺤﺴﺏ‬ ‫ﻭﺫﻟﻙ‬ ‫؛‬
‫ﺍﻟﺒﺤﺙ‬ ‫ﻓﻲ‬ ‫ﺘﺘﺒﻌﻪ‬ ‫ﺍﻟﺫﻱ‬.
٢-‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻭﺜﻴﻕ‬Documentation in References List
‫ﻭﺍﻟﻤﻘ‬ ‫ﻭﺍﻟﻨﺸﺭﺍﺕ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺘﻀﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ‬ ‫ﻫﻲ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻗﺎﺌﻤﺔ‬‫ﺭﺠﻊ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺎﻻﺕ‬‫ﺇﻟﻴﻬﺎ‬
‫ﹰﺎ‬‫ﻠ‬‫ﻓﻌ‬ ‫ﺍﻟﺒﺎﺤﺙ‬،‫ﺩﺭﺍﺴﺘﻪ‬ ‫ﻓﻲ‬،‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻨﻬﺎﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻭﺘﻅﻬﺭ‬‫ﺘﺯﻭﺩ‬ ‫ﻭﺜﻴﻘﺔ‬ ‫ﹸﻌﺘﺒﺭ‬‫ﺘ‬‫ﻭ‬
،‫ﻤﺭﺠﻊ‬ ‫ﺃﻱ‬ ‫ﻭﺍﺴﺘﺭﺠﺎﻉ‬ ‫ﻟﺘﺤﺩﻴﺩ‬ ‫ﻀﺭﻭﺭﻴﺔ‬ ‫ﺒﻤﻌﻠﻭﻤﺎﺕ‬‫ﺒﺤﺼﺎﻓﺔ‬ ‫ﻤﺭﺍﺠﻌﻪ‬ ‫ﻴﺨﺘﺎﺭ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﻋﻠﻰ‬
،‫ﻭﺤﻜﻤﺔ‬‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻓﻲ‬ ‫ﻥ‬‫ﻤ‬‫ﻀ‬‫ﻴ‬ ‫ﻭﺃﻥ‬‫ﹰﺎ‬‫ﻠ‬‫ﻓﻌ‬ ‫ﹸﺨﺩﻤﺕ‬‫ﺘ‬‫ﹸﺴ‬‫ﺍ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻓﻘﻁ‬‫ﻭﺍﻹﻋﺩﺍ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻓﻲ‬‫ﺩ‬.
،‫ﺍﻟﻤﺘﻥ‬ ‫ﻓﻲ‬ ‫ﹸﺨﺩﻡ‬‫ﺘ‬‫ُﺴ‬‫ﺃ‬ ‫ﻗﺩ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺩ‬‫ﺒ‬‫ﻻ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻓﻲ‬ ‫ﻴﻅﻬﺭ‬ ‫ﻤﺭﺠﻊ‬ ‫ﻜل‬ ‫ﻓﺈﻥ‬ ‫ﻟﺫﺍ‬‫ﻜل‬ ‫ﻓﺈﻥ‬ ‫ﻭﻜﺫﻟﻙ‬
،‫ﺍﻟﻤﺘﻥ‬ ‫ﻓﻲ‬ ‫ﻴﺭﺩ‬ ‫ﻤﺭﺠﻊ‬‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻓﻲ‬ ‫ﻴﻅﻬﺭ‬ ‫ﻭﺃﻥ‬ ‫ﺩ‬‫ﺒ‬‫ﻻ‬.
٣-‫ﺍﻟﻤﺼﺎﺩﺭ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻭﺜﻴﻕ‬Documentation in Bibliography
‫ﻭﺍﻟﻤﻘ‬ ‫ﻭﺍﻟﻨﺸﺭﺍﺕ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﺘﻀﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ‬ ‫ﻫﻲ‬ ‫ﺍﻟﻤﺼﺎﺩﺭ‬ ‫ﻗﺎﺌﻤﺔ‬‫ﺃﻥ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻴﺭﻯ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺎﻻﺕ‬
،‫ﺒﺒﺤﺜﻪ‬ ‫ﻋﻼﻗﺔ‬ ‫ﻟﻬﺎ‬،‫ﺠﻤﻴﻌﻬﺎ‬ ‫ﺍﺴﺘﺨﺩﻤﻬﺎ‬ ‫ﻗﺩ‬ ‫ﻴﻜﻥ‬ ‫ﻟﻡ‬ ‫ﻭﺇﻥ‬‫ﻜﻘﺭﺍﺀﺍﺕ‬ ‫ﺃﻭ‬ ‫ﻜﺨﻠﻔﻴﻪ‬ ‫ﺘﻌﻤل‬ ‫ﺃﻨﻬﺎ‬ ‫ﻴﺭﻯ‬ ‫ﻭﻟﻜﻨﻪ‬
،‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺭﺠﻊ‬ ‫ُﺨﺭﻯ‬‫ﺃ‬،‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺒﺎﻟﺭﺠﻭﻉ‬ ‫ﻴﻨﺼﺢ‬ ‫ﺃﻭ‬‫ﺘﺘﻀﻤﻥ‬ ‫ﺃﻨﻬﺎ‬ ‫ﺃﻭ‬
‫ﻼﺤﻅﺎﺕ‬‫ﻤ‬‫ﺍﻟ‬ ‫ﻟﺒﻌﺽ‬ ‫ﻭﺼﻑ‬.
‫ﹰﺎ‬‫ﺜ‬‫ﺜﺎﻟ‬:‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﻭﺜﻴﻕ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻷﻨﻅﻤﺔ‬‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﺒﺤﺙ‬:)١٥‫ﺩﻗﻴﻘﺔ‬(
‫ﺍﻟﺼﻔﺤﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻭﺴﻨﺤﺎﻭل‬ ،‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﻭﺜﻴﻕ‬ ‫ﺍﻷﻨﻅﻤﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻫﻨﺎﻙ‬
‫ﺃﺴﻠﻭﺏ‬ ‫ﺃﻭ‬ ‫ﻨﻅﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﻤﻊ‬ ‫ﺍﻷﻨﻅﻤﺔ‬ ‫ﺘﻠﻙ‬ ‫ﻨﺴﺘﻌﺭﺽ‬ ‫ﺃﻥ‬ ‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻟﻘﻠﻴﻠﺔ‬APA:
)١(‫ﻨﻅﺎﻡ‬‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﻠﻐﺎﺕ‬ ‫ﺭﺍﺒﻁﺔ‬Modern Language Association (MLA)
‫ﻴﻌﺘﻤﺩ‬‫ﻫﺫﺍ‬‫ﺍﻟﻨﻅﺎﻡ‬‫ﻋﻠﻰ‬‫ﺫﻜﺭ‬‫ﺍﻻﺴﻡ‬‫ﺍﻷﺨﻴﺭ‬‫ﻟﻠﻤﺅﻟﻑ‬‫ﻭﺭﻗﻡ‬‫ﺍﻟﺼﻔﺤﺔ‬‫ﻋﻨﺩ‬‫ﺍﻟﻜﺘﺎﺒﺔ‬.‫ﻭﻤﻴﺯﺓ‬‫ﻫﺫﻩ‬
‫ﺍﻟﻁﺭﻴﻘﺔ‬‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ﺃﻨﻬﺎ‬‫ﺘﺴﻤﺢ‬‫ﻟﻠﻘﺎﺭﺉ‬‫ﺒﺎﻻﺴﺘﻤﺭﺍﺭ‬‫ﻓﻲ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬‫ﺩﻭﻥ‬‫ﻤﻘﺎﻁﻌﺔ‬‫ﺍﻟﻤﺭﺍﺠﻊ‬‫ﻭﺍﻟﻬﻭﺍﻤﺵ‬

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٣
‫ﻤﺜل‬‫ﺒﻌﺽ‬‫ﺍﻟﻁﺭﻕ‬‫ﺍﻷﺨﺭﻯ‬‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻟﻠﻌﻠﻭﻡ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻴﺼﻠﺢ‬ ،.
‫ﻤﺜﺎل‬‫ﺍﻟﻤﺘﻥ‬ ‫ﻓﻲ‬:
‫ﻭﺘﻀﻴﻑ‬"‫ﺭ‬‫ﺍ‬‫ﻴﻤﺯ‬"Raimes‫ﻻ‬‫ﺘﺤﺎﻭل‬‫ﺃﻥ‬‫ﺘﻌﺘﻤ‬‫ﺩ‬‫ﻋﻠﻰ‬‫ﺍﻟﺫﺍﻜﺭﺓ‬‫ﺒل‬‫ﺍﻨﻅﺭ‬‫ﺎ‬‫ﻤ‬‫ﺩﺍﺌ‬‫ﺇﻟﻰ‬
‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬‫ﻭﺘﺘﺒﻊ‬‫ﺍﻷﻤﺜﻠﺔ‬)١٩٩٠:٩٦(.
‫ﻻﺤﻅ‬‫ﺃﻥ‬"‫ﺭ‬‫ﺍ‬‫ﻴﻤﺯ‬"‫ﻫﻭ‬‫ﺍﻻﺴﻡ‬‫ﺍﻷﺨﻴﺭ‬‫ﻟﻠﻤﺅﻟﻑ‬‫ﻭﻗﺩ‬‫ﻜﺘﺏ‬‫ﺒﺎﻟﻠﻐﺔ‬‫ﺍﻟﻌﺭﺒﻴﺔ‬‫ﻭﺍﻹﻨﺠﻠ‬‫ﻴ‬‫ﺯﻴﺔ‬‫ﻭﺭﻗﻡ‬
‫ﺍﻟﺼﻔﺤﺔ‬‫ﻤﻭﺠﻭﺩ‬‫ﺒﻴﻥ‬‫ﻗﻭﺴﻴﻥ‬.
‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺜﺎل‬:
)٢(‫ﻨﻅﺎﻡ‬‫ﺍﻟﺒﻴﻭﻟﻭﺠﻲ‬ ‫ﻤﺤﺭﺭﻱ‬ ‫ﻤﺠﻠﺱ‬Council of Biology Editors (CBE)
‫ﻴﻌﺘﻤﺩ‬‫ﻫﺫﺍ‬‫ﺍﻟﻨﻅﺎﻡ‬‫ﻋﻠﻰ‬‫ﺫﻜﺭ‬‫ﺭﻗﻡ‬‫ﻤﺘﺘﺎﺒﻊ‬‫ﻓﻲ‬‫ﺍﻟﻜﺘﺎﺒﺔ‬)‫ﺼﻐﻴﺭ‬‫ﺇﻟﻰ‬‫ﺃﻋﻠﻰ‬(‫ﻴﺼﺤﺒﻪ‬‫ﻗﺎﺌﻤﺔ‬
‫ﺒﺎﻟﻬﻭﺍﻤﺵ‬‫ﻓﻲ‬‫ﻨﻬﺎﻴﺔ‬‫ﺍﻟﺒﺤﺙ‬‫ﻤﺭﺘﺒﺔ‬‫ﺤﺴﺏ‬‫ﺘﺴﻠﺴل‬‫ﻭﺭﻭﺩﻫﺎ‬‫ﻓﻲ‬‫ﺍﻟﺒﺤﺙ‬.
‫ﻭ‬‫ﻴ‬‫ﺴﺘﺨﺩﻡ‬‫ﻫﺫ‬‫ﺍ‬‫ﺍﻟﻨﻅﺎﻡ‬‫ﻟﻠﺘﻭﺜﻴﻕ‬‫ﻓﻲ‬‫ﺍﻟﻁﺒﻴﻌﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﺠﺎﻻﺕ‬Scientific Disciplines
‫ﻭﺘﺭﻜﺯ‬‫ﻫﺫﻩ‬‫ﺍﻟﻁﺭﻴﻘﺔ‬‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ﻋﻠﻰ‬‫ﺍﻟﻤﻌﻠﻭﻤﺔ‬‫ﺍﻟﻭﺍﺭﺩﺓ‬‫ﻭﻟﻴﺱ‬‫ﻋﻠﻰ‬‫ﻤﺼﺩﺭﻫﺎ‬‫ﺃﻭ‬‫ﺘﺎﺭﻴﺨﻬﺎ‬‫ﻭﻋﻠﻰ‬

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٤
‫ﻤﻥ‬‫ﻴﺭﻴﺩ‬‫ﺘﺘﺒﻊ‬‫ﺍﻟﻤﺼﺩﺭ‬‫ﻭﺘﺎﺭﻴﺨﻪ‬‫ﻭﺭﻗﻡ‬‫ﺍﻟﺼﻔﺤﺔ‬‫ﺃﻥ‬‫ﻴﻔﺤﺹ‬‫ﻗﺎﺌﻤﺔ‬‫ﺍﻟﻬﻭﺍﻤﺵ‬‫ﺃﻭ‬‫ﻗﺎﺌﻤﺔ‬‫ﺍﻟﻤﺭﺍﺠﻊ‬
‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬‫ﻓﻲ‬‫ﻨﻬﺎﻴﺔ‬‫ﺍﻟﺒﺤﺙ‬‫ﺤﻴﺙ‬‫ﻴﺘﻡ‬‫ﺘﺭﻗﻴﻡ‬‫ﺍﻟﻤﺭﺍﺠﻊ‬‫ﺤﺴﺏ‬‫ﺘﺴﻠﺴل‬‫ﻭﺭﻭﺩﻫﺎ‬‫ﻓﻲ‬‫ﺍﻟﺒﺤﺙ‬‫ﻭﺒﺎﻟﻁﺒﻊ‬
‫ﻓﺈﻨﻬﺎ‬‫ﻻ‬‫ﺘﺭﺘﺏ‬‫ﻴ‬‫ﺃﺒﺠﺩ‬‫ﺎ‬.
‫ﺍﻟﻤﺘﻥ‬ ‫ﻓﻲ‬ ‫ﻤﺜﺎل‬:
‫ﻭﻴﺫﻜﺭ‬‫ﺃﺤﺩ‬‫ﺍﻟﺒﺎﺤﺜ‬‫ﻴﻥ‬‫ﺒﻌﺩﻡ‬‫ﺠﺩﻭﻯ‬‫ﺍﻻﻋﺘﻤﺎﺩ‬‫ﻋﻠﻰ‬‫ﺍﻟﺫﺍﻜﺭﺓ‬‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ﻭﺍﻟﻨﻅﺭ‬‫ﹰ‬‫ﺎ‬‫ﺩﺍﺌﻤ‬‫ﺇﻟﻰ‬
‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬‫ﻭﺘﺘﺒﻊ‬‫ﺍﻷﻤﺜﻠﺔ‬)١(
.
)٣(‫ﺩﻟﻴل‬‫ﻨﻅﺎﻡ‬‫ﺸﻴﻜﺎﻏﻭ‬The Chicago Manual of Style (CMS)
‫ﻴﻌﺘﻤﺩ‬‫ﻫﺫﺍ‬‫ﺍﻟﻨﻅﺎﻡ‬‫ﻋﻠﻰ‬‫ﺍﺴﺘﺨﺩﺍﻡ‬‫ﺍﻟﻬﻭﺍﻤﺵ‬‫ﺃﺴﻔل‬‫ﺍﻟﺼﻔﺤﺎﺕ‬‫ﻭﺘﺭﻗﻴﻤﻬﺎ‬‫ﺒﺎﻟﺘﺘﺎﺒﻊ‬‫ﺒﺤﻴﺙ‬‫ﻴﻅﻬﺭ‬
‫ﻓﻴﻬﺎ‬‫ﺠ‬‫ﻤﻴﻊ‬‫ﺘﻔﺎﺼﻴل‬‫ﺍﻟﻤﺭﺠﻊ‬‫ﻭﺭﻗﻡ‬‫ﺍﻟﺼﻔﺤﺔ‬‫؛‬‫ﻤﻊ‬‫ﻨﻅﺎﻡ‬‫ﺨﺎﺹ‬‫ﻓﻲ‬‫ﺤﺎﻟﺔ‬‫ﺘﻜﺭﺍﺭ‬‫ﺍﻟﻤﺭﺠﻊ‬‫ﻓﻲ‬
‫ﺍﻟﻬﺎﻤﺵ‬.‫ﻭ‬‫ﻴﺴﺘﺨﺩﻡ‬‫ﻫﺫﺍ‬‫ﺍﻟﻨﻅﺎﻡ‬‫ﺒﺸﻜل‬‫ﻭﺍﺴﻊ‬‫ﻓﻲ‬‫ﺍﻟﻌﻠﻭﻡ‬‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬‫ﻭﺒﺼﻔﺔ‬‫ﺨﺎﺼﺔ‬،‫ﺍﻟﺘﺎﺭﻴﺦ‬‫ﻭﺘﺎﺭﻴﺦ‬
،‫ﺍﻟﻔﻥ‬،‫ﻭﺍﻷﺩﺏ‬‫ﻭﺍﻟﻔﻨﻭﻥ‬.

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٥
‫ﻭﻴﺫﻜﺭ‬‫ﺃﺤﺩ‬‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬‫ﺒﻌﺩﻡ‬‫ﺠﺩﻭﻯ‬‫ﺍﻻﻋﺘﻤﺎﺩ‬‫ﻋﻠﻰ‬‫ﺍﻟﺫﺍﻜﺭﺓ‬‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ﻭﺍﻟﻨ‬‫ﻅﺭ‬‫ﹰ‬‫ﺎ‬‫ﺩﺍﺌﻤ‬‫ﺇﻟﻰ‬
‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬‫ﻭﺘﺘﺒﻊ‬‫ﺍﻷﻤﺜﻠﺔ‬)١(
.
‫ﻭﻋﻨﺩ‬‫ﻜﺘﺎﺒﺔ‬‫ﺍﻟﻤﺭﺠﻊ‬‫ﻟﻠﻤﺭﺓ‬‫ﺍﻟﺜﺎﻨﻴﺔ‬‫ﻓﻲ‬‫ﺍﻟﻬﺎﻤﺵ‬‫ﻻ‬‫ﺘﻜﺭﺭ‬‫ﺒﻴﺎﻨﺎﺕ‬‫ﺍﻟﻤﺭﺠﻊ‬‫ﻭﺇﻨﻤﺎ‬‫ﻴﻜﺘﺏ‬Ibid, 170
)٤(‫ﻫﺎﺭﻓﺎﺭﺩ‬ ‫ﻨﻅﺎﻡ‬Harvard System
‫ﻋﺎﻡ‬ ‫ﻫﺎﺭﻓﺎﺭﺩ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻫﺫﺍ‬ ‫ﺭ‬‫ﻭ‬‫ﹸ‬‫ﻁ‬١٩٣٠‫ﻭ‬ ،‫ﻡ‬‫ﻨ‬ ‫ﻴﻌﺘﻤﺩ‬‫ﻋﻠﻰ‬ ‫ﻫﺎﺭﻓﺎﺭﺩ‬ ‫ﻅﺎﻡ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٦
‫ﺓ‬‫ﺭ‬‫ﺒﺎﺸ‬‫ﻤ‬‫ﺒﻴﻥ‬ ‫ﺒﺎﻟﺴﻨﺔ‬ ‫ﻤﺘﺒﻭﻉ‬ ‫ﺍﻟﻤﺅﻟﻑ‬ ‫ﻋﺎﺌﻠﺔ‬ ‫ﺒﻭﻀﻊ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻘﺘﺒﺱ‬‫ﻤ‬‫ﺍﻟ‬ ‫ﺍﻟﻨﺹ‬ ‫ﺍﻨﺘﻬﺎﺀ‬ ‫ﺒﻌﺩ‬ ‫ﺍﻟﻨﺹ‬ ‫ﺩﺍﺨل‬
،‫ﻗﻭﺴﻴﻥ‬‫ﻤ‬‫ﺍﻟ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺘﺭﺘﻴﺏ‬ ‫ﻌﺎﺩ‬‫ﻴ‬ ‫ﹸﻡ‬‫ﺜ‬‫ﺎ‬‫ﻴ‬‫ﻫﺠﺎﺌ‬ ‫ﺴﺘﺨﺩﻤﺔ‬‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻓﻲ‬‫ﻟﻠﻌﻠﻭﻡ‬ ‫ﻭﻴﺼﻠﺢ‬ ،
‫ﺍﻟﻁﺒﻴﻌﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻭﻤﺠﺎﻻﺕ‬ ‫ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬.
‫ﻭﺘﻀﻴﻑ‬"‫ﺭ‬‫ﺍ‬‫ﻴﻤﺯ‬"‫ﻻ‬‫ﺘﺤﺎﻭل‬‫ﺃﻥ‬‫ﺘﻌﺘﻤﺩ‬‫ﻋﻠﻰ‬‫ﺍﻟﺫﺍﻜﺭﺓ‬‫ﺒل‬‫ﺍﻨﻅﺭ‬‫ﺎ‬‫ﻤ‬‫ﺩﺍﺌ‬‫ﺇﻟﻰ‬‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬‫ﻭﺘﺘﺒﻊ‬
‫ﺍﻷﻤﺜﻠﺔ‬)Raimes 1990(
،‫ﻤﺤﻤﻭﺩ‬ ‫ﺭﺠﺎﺀ‬ ،‫ﻋﻼﻡ‬ ‫ﺃﺒﻭ‬٢٠٠٥،‫ﹼﻡ‬‫ﻠ‬‫ﺍﻟﺘﻌ‬ ‫ﺘﻘﻭﻴﻡ‬‫ﺎﻥ‬‫ﻤ‬‫ﻋ‬ ،‫ﺍﻟﻤﺴﻴﺭﺓ‬ ‫ﺩﺍﺭ‬ ،.
)٥(‫ﻨﻅﺎﻡ‬‫ﺍﻟﻨﻔﺱ‬ ‫ﻟﻌﻠﻡ‬ ‫ﺍﻷﻤﺭﻴﻜﻴﺔ‬ ‫ﺍﻟﺭﺍﺒﻁﺔ‬(APA)American Psychological
Association
‫ﻤﻴ‬‫ﺯﺓ‬‫ﻫﺫ‬‫ﺍ‬‫ﺍﻟﻨﻅﺎﻡ‬‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫؛‬‫ﺃﻨﻬﺎ‬‫ﺘﺴﻤﺢ‬‫ﻟﻠﻘﺎﺭﺉ‬‫ﺒﺎﻟﺘﻌﺭﻑ‬‫ﻋﻠﻰ‬‫ﻤﺩﻯ‬‫ﺤﺩﺍﺜﺔ‬‫ﺍﻟﻤﺭﺠﻊ‬
‫ﺒﻤﺠﺭﺩ‬‫ﺫﻜﺭ‬‫ﺍﺴﻡ‬‫ﺍﻟﻤﺅﻟﻑ‬.‫ﻭﻴﺼﻠﺢ‬‫ﻫﺫﺍ‬‫ﺍﻟﻨﻅﺎﻡ‬‫ﻟﻠﺘﻭﺜﻴﻕ‬‫ﻓﻲ‬‫ﺍﻟﻌﻠﻭﻡ‬‫ﻭ‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬‫ﺍﻻﺠﺘﻤﺎﻋ‬‫ﻴﺔ‬،
‫ﻋﻠﻴﻪ‬ ‫ﺴﻨﺭﻜﺯ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻭﻫﻭ‬‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﻭﺭﺸﺘﻨﺎ‬ ‫ﻓﻲ‬.
‫ﺍﻟـ‬ ‫ﻨﻅﺎﻡ‬ ‫ﻟﻤﺎﺫﺍ‬APA‫ﺍﻟﺘﺭﺒ‬ ‫ﻭﺍﻟﺒﺤﻭﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺘﻭﺜﻴﻕ‬ ‫ﻓﻲ‬‫ﻭﺍﻟﻨﻔﺴﻴﺔ؟‬ ‫ﻭﻴﺔ‬)٣‫ﺩﻗﺎﺌﻕ‬(
‫ﺒﻬﺫﺍ‬ ‫ﺍﻟﺘﻭﺜﻴﻕ‬ ‫ﻴﻌﺩ‬‫ﺍﻟﻨﻅﺎﻡ‬‫ﻋ‬‫ﺫﻴﻭ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻤﻥ‬‫ﺎ‬‫ﻤ‬‫ﻭﺍﺴﺘﺨﺩﺍ‬‫ﺎ‬‫؛‬‫ﺒﻪ‬ ‫ﺍﻟﺘﺯﻤﺕ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﻤﺭ‬
‫ﺍﻟﻤﺭﺘﻔﻊ‬ ‫ﺍﻟﺘﺄﺜﻴﺭ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺍﻟﻤﺠﻼﺕ‬ ‫ﺃﺸﻬﺭ‬Impact Factor‫ﻋﺩﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ،
‫ﺘﻭﺤ‬‫ﻴ‬‫ﺍﻟﻭﺍﺤﺩﺓ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻭﺜﻴﻕ‬ ‫ﻁﺭﻕ‬ ‫ﺩ‬.

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٧

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٨
‫ﻤﻜﻭﻨﺎﺕ‬‫ﻟﻠﺭﺍﺒﻁ‬ ‫ﺍﻟﻨﺸﺭ‬ ‫ﺩﻟﻴل‬‫ﺍﻟﻨﻔﺱ‬ ‫ﻟﻌﻠﻡ‬ ‫ﺍﻷﻤﺭﻴﻜﻴﺔ‬ ‫ﺔ‬:)٣‫ﺩﻗﺎﺌﻕ‬(
‫ﻭﺘﻨﺎﻭل‬ ،‫ﻓﺼﻭل‬ ‫ﺜﻤﺎﻨﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﻟﻴل‬ ‫ﺘﻜﻭﻥ‬‫ﺍﻷﻭل‬ ‫ﺍﻟﻔﺼل‬‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻷﻨﻭﺍﻉ‬‫ﺍﻟﺸﺎﺌﻌﺔ‬‫ﻤﻥ‬
‫ﺍﻟﻤﻘﺎﻻﺕ‬‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻭﺍﻟﺒﺤﻭﺙ‬‫ﺍﻟﺘﺄﻜﻴﺩ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ؛‬ ‫ﺍﻟﻤﻨﺸﻭﺭﺍﺕ‬ ‫ﻓﻲ‬-‫ﺍﻟﺘﺄﻜﻴﺩ‬ ‫ﻜل‬-‫ﻋﻠﻰ‬‫ﺩﻭﺭ‬
‫ﺍﻟﻨﺸﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻷﺨﻼﻗﻴﺎﺕ‬.
‫ﻭﻓﻲ‬‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻔﺼل‬،‫ﺃﺠﺯﺍ‬ ‫ﻜل‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺘﻡ‬،‫ﺍﻟﻤﻼﺤﻕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻌﻨﻭﺍﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺒﺤﺜﻲ‬ ‫ﺍﻟﺘﻘﺭﻴﺭ‬ ‫ﺀ‬
‫ﻭﺍﻟﺸﻜل‬ ‫ﺍﻟﻭﻅﻴﻔﺔ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺘﻭﻜﻴﺩ‬.‫ﺘﻠﺨﻴﺹ‬ ‫ﻭﺘﻡ‬‫ﺍﻟ‬‫ﻤﻌﺎﻴﻴﺭ‬‫ﺍﻟﺤﺎﻟﻴﺔ‬‫ﻹ‬‫ﻋﺩﺍﺩ‬‫ﺍﻟﺒﺤﺜﻴﺔ؛‬ ‫ﺍﻟﻤﻘﺎﻻﺕ‬
‫ﺃﺴﻠﻭﺏ‬ ‫ﻗﻭﺍﻋﺩ‬ ‫ﺘﻭﻀﺢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻘﺎﻻﺕ‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺇﻋﻁﺎﺀ‬ ‫ﻤﻊ‬APA.
‫ﻭ‬‫ﻓﻲ‬‫ﺍﻟﻔﺼل‬‫ﺍﻟﺜﺎﻟﺙ‬،‫ﻤﻊ‬ ‫ﻭﺍﻟﻜﺘﺎﺒﺔ؛‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﻋﻤﻠﻴﺘﻲ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﺘﻡ‬‫ﺘﻘﺩﻴﻡ‬
‫ﺍﻟﻨﺼﺎﺌﺢ‬ ‫ﺒﻌﺽ‬‫ﺤﻭل‬‫ﻜﻴﻔﻴﺔ‬‫ﺘﻨﻅﻴﻡ‬‫ﺍﻷﻓﻜﺎﺭ‬،‫ﻭﺍﺨﺘﻴﺎﺭ‬‫ﺍﻟﻜﻠﻤﺎﺕ‬‫ﺍﻟﻔﻌﺎﻟﺔ‬.
‫ﻭ‬‫ﻓﻲ‬‫ﺍﻟﻔﺼل‬‫ﺍﻟﺭﺍﺒﻊ‬،‫ﺃﺴﻠﻭﺏ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﻟﻠﻌﻨﺎﺼﺭ‬ ‫ﺇﺭﺸﺎﺩﺍﺕ‬ ‫ﻗﺩﻡ‬APA:‫ﻋﻼﻤﺎﺕ‬
،‫ﺍﻟﺘﺭﻗﻴﻡ‬‫ﻭ‬ ،‫ﻭﺍﻟﺘﻬﺠﺌﺔ‬‫ﺍﻻﺨﺘﺼﺎﺭﺍﺕ‬،‫ﻭﺍﻷﺭﻗﺎﻡ‬،‫ﻭﺍﻹﺤﺼﺎﺀﺍﺕ‬‫ﻓﻲ‬‫ﺍﻟﻨﺹ‬.‫ﺘﺤﻘﻴﻕ‬ ‫ﻭﻜﻴﻔﻴﺔ‬‫ﺍﻻﺘﺴﺎﻕ‬
‫ﻓﻲ‬‫ﺍﺴﺘﺨﺩﺍﻡ‬‫ﻫﺫﻩ‬‫ﺍﻟﻌﻨﺎﺼﺭ‬‫ﺍﻷﺴﺎﺴﻴﺔ‬‫ﻟﺘﺤﻘﻴ‬‫ﻤﻥ‬ ‫ﺼﻭﺭﺓ‬ ‫ﺃﻓﻀل‬ ‫ﻕ‬‫ﺍﻟﺘﻭﺍﺼل‬‫ﺍﻟﻌﻠﻤﻲ‬.
‫ﻭ‬‫ﻓﻲ‬‫ﺍﻟﻔﺼل‬‫ﺍﻟﺨﺎﻤﺱ‬:‫ﺘﻘﺩﻴﻡ‬ ‫ﺘﻡ‬‫ﻤﻭﺍﺼﻔﺎﺕ‬‫ﺍ‬‫ﺍﻟﺘﻭﻀﻴﺤﻴﺔ‬ ‫ﻟﻠﻌﻨﺎﺼﺭ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﻻﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻟﺭﺴﻭﻤﻴﺔ‬‫ﻓﻲ‬‫ﺍﻟﻨﺹ‬‫؛‬‫ﻭﺘﺯﻭﻴﺩ‬‫ﺍﻟﻘﺭﺍﺀ‬‫ﺒ‬‫ﺎﻟﺭﺴﻭﻡ‬‫ﺍﻟﺘﻭﻀﻴﺤﻴﺔ‬‫ﺍﻟ‬‫ﻤﻔﻴﺩﺓ‬‫ﻟﻌﺭﺽ‬‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬‫ﻓﻲ‬‫ﺍﻟﺠﺩﺍﻭل‬
‫ﻭﺍﻷﺭﻗﺎﻡ‬.
‫ﻭ‬‫ﻓﻲ‬‫ﺍﻟﻔﺼل‬‫ﺍﻟﺴﺎﺩﺱ‬،‫ﺘ‬ ‫ﺜﻡ‬‫ﻘﺩ‬‫ﻴ‬‫ﻡ‬‫ﺘﻭﺠﻴﻬﺎﺕ‬‫ﺒﺸﺄﻥ‬‫ﺍﻟ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻻﺴﺘﺸﻬﺎﺩ‬ ‫ﺍﻟﻨﻘل‬‫ﻤﺼﺎﺩﺭ‬‫ﻭﻤﻨﺎﻗﺸﺔ‬ ،
‫ﺍﻟﻘﻭﺍﻋﺩ‬‫ﺍﻷﺴﺎﺴﻴﺔ‬‫ﻟﻼﻋﺘﺭﺍﻑ‬‫ﺒﻤﺴﺎﻫﻤﺎﺕ‬‫ﺍﻵﺨﺭﻴﻥ‬‫ﻭﺘﻨﺴﻴﻕ‬‫ﺍﻻﻗﺘﺒﺎﺴﺎﺕ‬‫ﺍﻻﺴﺘﺸﻬﺎﺩ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ،
‫ﺒﺎﻟﻤﺭﺍﺠﻊ‬‫ﻓﻲ‬‫ﺍﻟﻨﺹ‬،‫ﻭﻜﻴﻔﻴﺔ‬‫ﺒﻨﺎﺀ‬‫ﻗﺎﺌﻤﺔ‬‫ﺍﻟﻤﺭﺍﺠﻊ‬.
‫ﻭ‬‫ﻓﻲ‬‫ﺍﻟﻔﺼل‬‫ﺍﻟﺴﺎﺒﻊ‬،‫ﺘﻘﺩﻴﻡ‬ ‫ﺘﻡ‬‫ﻤﺠﻤﻭﻋﺔ‬‫ﺸﺎﻤﻠﺔ‬‫ﺃﺴﻠﻭﺏ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻷﻤﺜﻠﺔ‬ ‫ﻤﻨﺘﻘﺎﺓ‬
APA.‫ﺃﻤﺎ‬‫ﻓﻲ‬‫ﺍﻟﻔﺼل‬‫ﺍﻟﺜﺎﻤﻥ‬‫ﻓﻘﺩ‬ ،‫ﺘﻘﺩﻴﻡ‬ ‫ﺘﻡ‬‫ﻟ‬‫ﻤﺤﺔ‬‫ﻋﺎﻤﺔ‬‫ﻋﻥ‬‫ﻋﻤﻠﻴﺔ‬‫ﺍﻟﻨﺸﺭ‬،‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﺠﻼﺕ‬ ‫ﻓﻲ‬
‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺘﻭﻜﻴﺩ‬‫ﻤﺴﺅﻭﻟﻴﺎﺕ‬‫ﺍﻟﻤﺅﻟﻑ‬‫ﻓﻲ‬‫ﺇﻋﺩﺍﺩ‬‫ﺍﻟﺘﻘﺭﻴﺭ‬‫ﻭﻓﻲ‬‫ﻜل‬‫ﻤﺭﺤﻠﺔ‬‫ﻻﺤﻘﺔ‬‫ﻟ‬‫ﻠﻨﺸﺭ‬.

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٩
‫ﺍﻟﺩﻟﻴل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻨﺘﻘﺎﺓ‬ ‫ﺍﻷﺠﺯﺍﺀ‬:)١٢‫ﺩﻗﻴﻘﺔ‬(
١-‫ﻭﺍﻟﺘﻨﺴﻴﻕ‬ ‫ﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﻗﻭﺍﻋﺩ‬:‫ﻭﺘﺸﻤل‬:
‫ﺍﻟﻭﺭﻕ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺤﺠﻡ‬paper size and quality
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﻫﻭﺍﻤﺵ‬page margins
‫ﺍﻟﺴ‬ ‫ﻤﺤﺎﺫﺍﺓ‬‫ﻁﺭ‬line alignment
‫ﺍﻟﺼﻔﺤﺎﺕ‬ ‫ﺘﺭﻗﻴﻡ‬page numbering
‫ﻟﻠﻔﻘﺭﺓ‬ ‫ﺍﻟﺒﺎﺩﺌﺔ‬ ‫ﺍﻟﻤﺴﺎﻓﺔ‬paragraph indentation
‫ﺍﻟﺼﻔﺤﺎﺕ‬ ‫ﺘﺭﺘﻴﺏ‬page ordering
‫ﺘﺒﺎﻋﺩ‬‫ﺃﺴﻁﺭ‬‫ﺍﻟﻔﻘﺭﺓ‬line and paragraph spacing
‫ﻨﻅﺎﻡ‬ ‫ﻭﻴﺘﻁﻠﺏ‬APA‫ﹰﺎ‬‫ﺘ‬‫ﺜﺎﺒ‬ ‫ﺘﻨﺴﻴﻘﻙ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬.‫ﻋﻨﺩ‬ ‫ﻴﺘﻐﻴﺭ‬ ‫ﺃﻻ‬ ‫ﻴﻨﺒﻐﻲ‬ ‫ﺍﻟﺘﻨﺴﻴﻕ‬ ‫ﻭﻫﺫﺍ‬‫ﺘﻘﺩﻴﻡ‬
‫ﺍﻟﻭﺭﻗﺔ‬‫ﺍﻟﺒ‬‫ﻟﻤﺠﻠﺔ‬ ‫ﺤﺜﻴﺔ‬‫ﻟﻠﻨﺸﺭ‬.،‫ﺤﺎل‬ ‫ﺃﻴﺔ‬ ‫ﻭﻋﻠﻰ‬‫ﻋﻨﺩﻤﺎ‬‫ﺘﻭﺩ‬‫ﺘﻘﺩﻴﻡ‬‫ﺃﻁﺭﻭﺤﺔ‬‫ﺩﻜﺘﻭﺭﺍﻩ‬‫ﺃﻭ‬‫ﺃﻁﺭﻭﺤﺔ‬
‫ﺍﻟﻤﺎﺠﺴﺘﻴﺭ‬‫ﻓﻲ‬‫ﺍﻟﺠﺎﻤﻌﺔ؛‬‫ﻓﻴﻨﺒﻐﻲ‬‫ﺃﻥ‬‫ﺒ‬ ‫ﺘﻠﺘﺯﻡ‬‫ﺎﻟﻤﺒﺎﺩﺉ‬‫ﺍﻹﺭﺸﺎﺩﻴﺔ‬‫ﺍﻟﺘﺯﻤﺕ‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻫﺫﺍ‬ ‫ﻴﻘﺩﻤﻬﺎ‬ ‫ﺍﻟﺘﻲ‬
‫ﺠﺎﻤﻌﺘﻙ‬‫ﺒﻪ‬.
)١(‫ﺍﻟﻭﺭﻕ‬ ‫ﻭﺠﻭﺩﺓ‬ ‫ﺤﺠﻡ‬paper size and quality:
‫ﻴﻭﺼﻲ‬‫ﻨﻅﺎﻡ‬APA‫ﺍﻟﺒﺤﺜﻲ‬ ‫ﺘﻘﺭﻴﺭﻙ‬ ‫ﺘﻜﺘﺏ‬ ‫ﺒﺄﻥ‬‫ﻋﻠﻰ‬ ‫ﻤﺸﺭﻓﻙ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﻘﺩﻡ‬‫ﺠﺎﻨﺏ‬‫ﻭﺍﺤﺩ‬
‫ﻓﻘﻁ‬‫ﺤﺠﻡ‬ ‫ﺫﺍﺕ‬ ‫ﻟﻠﻭﺭﻗﺔ‬A4)21×29.7 centimeters(‫ﻭﺒﻭﺯﻥ‬ ،٨٠‫ﻭﻴﻤﻜﻨﻙ‬ ،‫ﺍﻷﻜﺜﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺠﻡ‬
‫ﻭﻭﺭﺩ‬ ‫ﺒﺒﺭﻨﺎﻤﺞ‬ ‫ﺒﺎﻻﺴﺘﻌﺎﻨﺔ‬ ‫ﺍﻟﻜﻤﺒﻴﻭﺘﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﻋﻨﺩ‬Word‫ﺍﻟﺤﺠﻡ‬ ‫ﻫﺫﺍ‬ ‫ﺘﺤﺩﺩ‬ ‫ﺃﻥ‬ ‫ﺸﻬﺭﺓ‬ ‫ﺍﻷﻜﺜﺭ‬
‫ﺍﻵﺘﻲ‬ ‫ﺍﻟﺸﻜل‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬:
‫ﺸﻜل‬)١(‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺘﺨﻁﻴﻁ‬ ‫ﻟﺴﺎﻥ‬Word‫ﻨﺴﺨﺔ‬٢٠٠٧

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬١٠
‫ﺸﻜل‬)٢(‫ﺍﻟﺒﺤﺜﻲ‬ ‫ﺍﻟﺘﻘﺭﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﻭﺭﻕ‬ ‫ﺤﺠﻡ‬ ‫ﺘﺤﺩﻴﺩ‬
)٢(‫ﻫﻭﺍﻤﺵ‬‫ﺍﻟﺼﻔﺤﺔ‬page margins:
‫ﻫﻭﺍﻤﺵ‬‫ﺍﻟﺼﻔﺤﺔ‬‫ﻫﻲ‬‫ﺍﻟﻤﺴﺎﺤﺎﺕ‬‫ﺍﻟﻔﺎﺭﻏﺔ‬‫ﺤﻭل‬‫ﺤﻭﺍﻑ‬‫ﺍﻟﺼﻔﺤﺔ‬.‫ﻭ‬‫ﺒﺸﻜل‬،‫ﻋﺎﻡ‬‫ﻴﻤﻜﻨﻙ‬
‫ﺇﺩﺭﺍﺝ‬‫ﻨﺹ‬‫ﻓﻲ‬‫ﻤﻨﻁﻘﺔ‬‫ﻗﺎﺒﻠﺔ‬‫ﻟﻠﻁﺒﺎﻋﺔ‬‫ﺩﺍﺨل‬‫ﺍﻟﻬﻭﺍﻤﺵ‬‫ﻭﻭﻀﻊ‬ ،‫ﺒﻌﺽ‬‫ﺍﻟﻌﻨﺎﺼﺭ‬‫ﻓﻴ‬‫ﻬﺎ‬.‫ﻋﻠﻰ‬‫ﺴﺒﻴل‬
‫ﺍﻟﻤﺜﺎل‬:‫ﺍﻟ‬ ‫ﺭﺅﻭﺱ‬‫ﺼﻔﺤﺎﺕ‬،،‫ﻭﺘﺫﻴﻴﻠﻬﺎ‬‫ﻭﺃﺭﻗﺎﻡ‬،‫ﺍﻟﻬﻭﺍﻤﺵ‬‫ﻭ‬‫ﺍﻟ‬‫ﺼﻔﺤﺔ‬‫ﺘﻅﻬﺭ‬‫ﻋﺎﺩﺓ‬‫ﻓﻲ‬‫ﺍﻟﻬﻭﺍﻤﺵ‬.
‫ﺃﺴﻠﻭﺏ‬ ‫ﻭﻓﻲ‬APA‫اﻟﺴﺎدﺳﺔ‬ ‫اﻟﻨﺴﺨﺔ‬‫ﻭﺍﻟﻴﻤﻴﻥ‬ ‫ﻭﺃﺴﻔل‬ ‫ﺃﻋﻠﻰ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻬﻭﺍﻤﺵ‬ ‫ﻤﺴﺎﻓﺎﺕ‬ ‫ﺘﻜﻭﻥ‬
‫ﻫﻭ‬ ‫ﻭﺍﻟﻴﺴﺎﺭ‬٢,٥٤‫ﻭﻀﻊ‬ ‫ﻤﻊ‬ ،‫ﺴﻡ‬١‫ﺍﻟﺘﻭﺜﻴﻕ‬ ‫ﻫﺎﻤﺵ‬ ‫ﻤﻭﻗﻊ‬ ‫ﻭﺘﺤﺩﻴﺩ‬ ،‫ﺍﻟﺘﻭﺜﻴﻕ‬ ‫ﻟﻬﺎﻤﺵ‬ ‫ﺴﻡ‬،
‫ﺍﻟﻤﺴﺎﻓﺎﺕ‬ ‫ﺘﻠﻙ‬ ‫ﺍﻵﺘﻲ‬ ‫ﺍﻟﺸﻜل‬ ‫ﻭﻴﻭﻀﺢ‬:
‫ﺸﻜل‬)٣(‫ﺍ‬ ‫ﺘﺤﺩﻴﺩ‬‫ﺍﻟﺒﺤﺜﻲ‬ ‫ﺍﻟﺘﻘﺭﻴﺭ‬ ‫ﺼﻔﺤﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻟﻬﻭﺍﻤﺵ‬

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬١١
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺘﺨﻁﻴﻁ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻭﻴﺘﻡ‬Layout‫ﻴﺄﺘﻲ‬ ‫ﻜﻤﺎ‬:
‫ﺸﻜل‬)٤(‫ﺍﻟﺒﺤﺜﻲ‬ ‫ﺍﻟﺘﻘﺭﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺼﻔﺤﺎﺕ‬ ‫ﺘﺨﻁﻴﻁ‬
)٣(‫ﺍﻟﻤﺴﺎﻓﺔ‬‫ﺍﻟﺒﺎﺩﺌﺔ‬‫ﻟ‬‫ﻠﻔﻘﺭﺓ‬paragraph indentation
‫ﺍﻟﻤﺴﺎﻓﺔ‬‫ﺍﻟﺒﺎﺩﺌﺔ‬‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺎﻀﻠﺔ‬ ‫ﺍﻟﻤﺴﺎﻓﺔ‬ ‫ﻫﻲ‬ ‫ﺍﻟﻔﻘﺭﺓ‬‫ﺴﻁﺭ‬ ‫ﺃﻭل‬‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﻓﻲ‬‫ﻤﻥ‬‫ﺍﻟﻬﻭﺍﻤﺵ‬.
‫ﻓﺈﻥ‬ ‫ﺤﺎل‬ ‫ﺃﻴﺔ‬ ‫ﻭﻋﻠﻰ‬‫ﺃﺴﻠﻭﺏ‬APA‫ﺒﻴﻥ‬ ‫ﻤﺎ‬ ‫ﻟﻠﻔﻘﺭﺓ‬ ‫ﺍﻟﺒﺎﺩﺌﺔ‬ ‫ﺍﻟﻤﺴﺎﻓﺔ‬ ‫ﻴﺤﺩﺩ‬٥‫ﺇﻟﻰ‬ ‫ﻤﻠﻴﻤﺘﺭ‬١,٥‫ﻻ‬ ‫ﺴﻡ‬
‫ﺃﻜﺜﺭ‬)‫ﻭﻴﻔﻀل‬٥-٧‫ﺒﺤﻭﺍﻟﻲ‬ ‫ﻤﺴﺎﻓﺎﺕ‬٥‫ﻤﻠﻴﻤﺘﺭ‬.(
‫ﻓﻘﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻠﺨﺹ‬ ‫ﻜﺎﻥ‬ ‫ﺇﺫﺍ‬ ‫ﺒﺎﺩﺌﺔ‬ ‫ﻤﺴﺎﻓﺔ‬ ‫ﻴﻭﺠﺩ‬ ‫ﻻ‬ ‫ﺍﻟﻤﻠﺨﺹ‬ ‫ﻓﻲ‬ ‫ﺃﻨﻪ‬ ‫ﻻﺤﻅ‬
‫ﻓﻘﻁ‬ ‫ﺒﺎﺩﺌﺔ‬ ‫ﻤﺴﺎﻓﺔ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻓﺈﻨﻪ‬ ‫ﻓﻘﺭﺍﺕ؛‬ ‫ﻋﺩﺓ‬ ‫ﻤﻥ‬ ‫ﹰﺎ‬‫ﻨ‬‫ﻤﻜﻭ‬ ‫ﻜﺎﻥ‬ ‫ﺇﺫﺍ‬ ‫ﺃﻤﺎ‬ ،‫ﻭﺍﺤﺩﺓ‬‫ﻷﻭل‬
‫ﺘﻭ‬ ‫ﻭﻻ‬ ،‫ﻓﻘﺭﺓ‬‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺒﺎﻗﻲ‬ ‫ﻓﻲ‬ ‫ﺠﺩ‬.
‫ﺸﻜل‬)٥(‫ﺍﻟﺒﺤﺜﻲ‬ ‫ﺍﻟﺘﻘﺭﻴﺭ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻔﻘﺭﺍﺕ‬ ‫ﺍﻟﺒﺎﺩﺌﺔ‬ ‫ﺍﻟﻤﺴﺎﻓﺔ‬

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬١٢
‫ﺍﻵﺘﻲ‬ ‫ﺍﻟﺸﻜل‬ ‫ﺍﻨﻅﺭ‬ ‫ﺍﻟﻜﻤﺒﻴﻭﺘﺭ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﻭﻟﻠﺘﻴﺴﻴﺭ‬:
‫ﺸﻜل‬)٦(‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺒﺤﺜﻲ‬ ‫ﺍﻟﺘﻘﺭﻴﺭ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻔﻘﺭﺍﺕ‬ ‫ﺍﻟﺒﺎﺩﺌﺔ‬ ‫ﺍﻟﻤﺴﺎﻓﺔ‬ ‫ﺘﺤﺩﻴﺩ‬Word
‫ﺸﻜل‬)٧(‫ﺒﻤﻘﺩﺍﺭ‬ ‫ﺍﻷﻭل‬ ‫ﻟﻠﺴﻁﺭ‬ ‫ﺍﻟﺒﺎﺩﺌﺔ‬ ‫ﺍﻟﻤﺴﺎﻓﺔ‬ ‫ﺘﺤﺩﻴﺩ‬١,٢١‫ﺴﻡ‬
)٤(‫ﺘﺒﺎﻋﺩ‬‫ﺃﺴﻁﺭ‬‫ﺍﻟﻔﻘﺭﺓ‬line and paragraph spacing
‫ﻭ‬ ،‫ﻤﻔﺭﺩ‬ ‫ﺘﺒﺎﻋﺩ‬ ‫ﻴﻭﺠﺩ‬ ‫ﺤﻴﺙ‬ ،‫ﺍﻟﻭﺍﺤﺩﺓ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺴﻁﺭ‬ ‫ﺘﺒﺎﻋﺩ‬ ‫ﺒﻪ‬ ‫ﻴﻘﺼﺩ‬١,٥،‫ﻭﻤﺯﺩﻭﺝ‬ ،
‫ﺃﺴﻠﻭﺏ‬ ‫ﻭﻓﻲ‬APA‫ﺍﻟﺘﻘﺭﻴﺭ‬ ‫ﻤﺘﻥ‬ ‫ﻓﻲ‬ ‫ﻤﺯﺩﻭﺝ‬ ‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺃﺴﻁﺭ‬ ‫ﺘﺒﺎﻋﺩ‬ ‫ﻴﻜﻭﻥ‬
‫ﻤﻔﺭﺩ‬ ‫ﻓﻴﻜﻭﻥ‬ ‫ﺍﻟﻤﻠﺨﺹ‬ ‫ﻓﻲ‬ ‫ﺃﻤﺎ‬ ،‫ﺍﻟﺒﺤﺜﻲ‬.‫ﺍﻟﻌﺭﺒ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺤﺎﻟﺔ‬ ‫ﻭﻓﻲ‬‫ﻤﻔﺭﺩ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺃﺴﻁﺭ‬ ‫ﺘﺒﺎﻋﺩ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻴﺔ‬
‫ﺍﻵﺘﻲ‬ ‫ﺍﻟﺸﻜل‬ ‫ﻓﻲ‬ ‫ﻤﻭﻀﺢ‬ ‫ﻫﻭ‬ ‫ﻜﻤﺎ‬:
‫ﺸﻜل‬)٨(‫ﺘﺤﺩﻴﺩ‬‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺃﺴﻁﺭ‬ ‫ﺘﺒﺎﻋﺩ‬

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬١٣
)٥(‫ﺍﻷﺴﻁﺭ‬ ‫ﻤﺤﺎﺫﺍﺓ‬Line Alignment
‫ﺘﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻴﻔﻀل‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﻲ‬ ‫ﺃﻤﺎ‬ ،‫ﻟﻠﻴﺴﺎﺭ‬ ‫ﺍﻟﺴﻁﺭ‬ ‫ﻤﺤﺎﺫﺍﺓ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﻲ‬
‫ﺍﻵﺘﻲ‬ ‫ﺍﻟﺸﻜل‬ ‫ﻓﻲ‬ ‫ﻤﻭﻀﺢ‬ ‫ﻫﻭ‬ ‫ﻜﻤﺎ‬ ‫ﻤﻀﺒﻭﻁﺔ‬ ‫ﺍﻟﻤﺤﺎﺫﺍﺓ‬:
‫ﺸﻜ‬‫ل‬)٩(‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺃﺴﻁﺭ‬ ‫ﻤﺤﺎﺫﺍﺓ‬ ‫ﺘﺤﺩﻴﺩ‬
‫ﺸﻜل‬)١٠(‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺃﺴﻁﺭ‬ ‫ﻤﺤﺎﺫﺍﺓ‬ ‫ﺘﺤﺩﻴﺩ‬
)٥(‫ﺘﺒﺎﻋﺩ‬‫ﺍﻟﻔﻘﺭ‬‫ﺍﺕ‬paragraph spacing
‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﻭﺒﻌﺩ‬ ‫ﻗﺒل‬ ‫ﺘﺒﺎﻋﺩ‬ ‫ﻴﻭﺠﺩ‬ ‫ﺤﻴﺙ‬ ،‫ﺍﻟﺒﻌﺽ‬ ‫ﺒﻌﻀﻬﺎ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺘﺒﺎﻋﺩ‬ ‫ﺒﻪ‬ ‫ﻴﻘﺼﺩ‬.‫ﻭﻓﻲ‬
‫ﺃﺴﻠﻭﺏ‬APA‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺃﺴﻁﺭ‬ ‫ﺘﺒﺎﻋﺩ‬ ‫ﻴﻜﻭﻥ‬‫ﻭﺒﻌﺩ‬ ‫ﻗﺒل‬ ‫ﺘﻠﻘﺎﺌﻲ‬‫ﻤﻭﻀﺢ‬ ‫ﻫﻭ‬ ‫ﻜﻤﺎ‬‫ﺍﻵﺘﻲ‬ ‫ﺍﻟﺸﻜل‬ ‫ﻓﻲ‬:
‫ﺸﻜل‬)١١(‫ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺘﺒﺎﻋﺩ‬ ‫ﺘﺤﺩﻴﺩ‬

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬١٤
)٦(‫ﻭﺍﻟﺘﺭﻗﻴﻡ‬ ‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺭﺃﺱ‬Page Header and Numbering
‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﻲ‬:‫ﻟﻠﻭﺭﻗ‬ ‫ﺼﻔﺤﺔ‬ ‫ﻜل‬ ‫ﻤﻥ‬ ‫ﺍﻷﻴﻤﻥ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﺃﻋﻠﻰ‬ ‫ﻓﻲ‬‫ﺔ‬‫ﺍﻟﺒﺤﺜﻴﺔ‬)‫ﺃﻭ‬
‫ﺍﻟﺒﺤﺜﻲ‬ ‫ﺍﻟﺘﻘﺭﻴﺭ‬(‫ﻟﻠﻌﻨﻭﺍﻥ‬ ‫ﻗﻠﻴﻠﺔ‬ ‫ﻜﻠﻤﺎﺕ‬ ‫ﺘﻭﻀﻊ‬.‫ﻭﻓﻲ‬‫ﺃﺴﻠﻭﺏ‬APA‫ﻭﻫﻭ‬ ،‫ﺍﻟﻘﺼﻴﺭ‬ ‫ﺒﺎﻟﻌﻨﻭﺍﻥ‬ ‫ﻴﺴﻤﻰ‬
‫ﻨﺸﺭﻩ‬ ‫ﺴﻴﺘﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﻘﺭﻴﺭ‬ ‫ﻤﻥ‬ ‫ﺼﻔﺤﺔ‬ ‫ﻜل‬ ‫ﻓﻲ‬ ‫ﻴﻅﻬﺭ‬ ‫ﻤﺨﺘﺼﺭ‬ ‫ﻋﻨﻭﺍﻥ‬.‫ﻭﻴﻨﺒﻐﻲ‬‫ﻋﺩﺩ‬ ‫ﻴﺯﻴﺩ‬ ‫ﺃﻻ‬
‫ﻋﻥ‬ ‫ﺍﻟﺤﺭﻭﻑ‬٥٠‫ﹰﺎ‬‫ﻓ‬‫ﺤﺭ‬،‫ﻤﺴﺎﻓﺎﺕ‬ ‫ﺨﻤﺴﺔ‬ ‫ﺒﻌﺩ‬ ‫ﺍﻟﺭﻗﻡ‬ ‫ﻭﻴﻭﻀﻊ‬)‫ﻴﻘﺭﺏ‬ ‫ﻤﺎ‬ ‫ﺃﻱ‬٥‫ﻤﻴﻠﻤﺘﺭ‬.(‫ﻓﻲ‬ ‫ﻜﻤﺎ‬ ،
‫ﺍﻵﺘﻲ‬ ‫ﺍﻟﺸﻜل‬:
‫ﺸﻜل‬)١٢(‫ﻭﺍﻟﺘﺭﻗﻴﻡ‬ ‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺭﺃﺱ‬ ‫ﺘﺤﺩﻴﺩ‬
)٧(‫ﻭﺤﺠﻤﻪ‬ ‫ﺍﻟﺨﻁ‬ ‫ﻨﻭﻉ‬Font Type and Size
‫ﻴﺴﺘﺨﺩﻡ‬ ‫ﻤﺎ‬ ‫ﻋﺎﺩﺓ‬‫ﺍﻟﺨﻁ‬Times New Roman‫ﻨﻅﺎﻡ‬ ‫ﻓﻲ‬APA‫ﺤﺠﻤﻪ‬ ‫ﻭﻴﻜﻭﻥ‬١٢‫ﻓﻲ‬
‫ﺍﻟﻤﺘﻥ‬.
‫ﺍﻟﺸﺎﺌﻊ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﺨﻁ‬ ‫ﻓﻴﻜﻭﻥ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻨﺴﺘﺨﺩﻡ‬ ‫ﻭﺤﻴﻨﻤﺎ‬)‫ﺃﻱ‬ ‫ﻤﻊ‬ ‫ﻭﺍﻟﻤﺘﻭﺍﺠﺩ‬
‫ﻜﻤﺒﻴﻭﺘﺭ‬(‫ﻫﻭ‬Simplified Arabic‫ﺍﻟﻤﺘﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺠﻡ‬ ‫ﻭﻴﻜﻭﻥ‬١٤‫ﻋﺎﺩﻱ‬ ‫ﻭﻨﻤﻁﻪ‬.‫ﻭﺘﻜﻭﻥ‬
‫ﺍﻟﻔﺭ‬ ‫ﺘﺤﺕ‬ ‫ﻭﺘﺤﺕ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﻭﺘﺤﺕ‬ ‫ﻭﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ‬ ‫ﺍﻟﻌﻨﺎﻭﻴﻥ‬‫ﻤﻥ‬ ‫ﻤﺘﺩﺭﺠﺔ‬ ‫ﻋﻴﺔ‬٢٢‫ﺇﻟﻰ‬١٨‫ﺇﻟﻰ‬
١٦‫ﺇﻟﻰ‬١٤‫ﻟﻠﺨﻁﻭﻁ‬ ‫ﺃﺤﺠﺎﻡ‬ ‫ﺃﺩﻨﻰ‬ ‫ﻭﻫﻭ‬‫ﻤﺜﺎل‬ ‫ﺍﻟﻔﺭﻋﻲ‬ ‫ﺍﻟﻌﻨﻭﺍﻥ‬ ‫ﺘﺤﺕ‬ ‫ﻓﻘﻁ‬ ‫ﺨﻁ‬ ‫ﻭﻴﻭﻀﻊ‬ ،:
‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﻔﺼل‬
‫ﻭﺍﻹﺠﺭﺍﺀﺍﺕ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬
‫ﺍﻟﻤﺸﺎﺭﻜﻭﻥ‬:

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬١٥
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‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻟﺠﺔ‬ ‫ﻤﻭﺍﺩ‬:
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‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﻜﺎﺭﻱ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻘﻴﺎﺱ‬:............................................................................
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‫ﺍﻹﺠﺭﺍﺀﺍﺕ‬:
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)٨(‫ﺍﻟﺘﺭﻗﻴﻡ‬ ‫ﻋﻼﻤﺎﺕ‬ ‫ﻤﺴﺎﻓﺎﺕ‬Punctuation Spacing:
‫ﺍﻟﺘﺭﻗﻴﻡ؛‬ ‫ﻋﻼﻤﺎﺕ‬ ‫ﻤﺴﺎﻓﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻨﺩ‬ ‫ﻭﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻠﻐﺘﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺸﺎﺌﻊ‬ ‫ﺨﻁﺄ‬ ‫ﻫﻨﺎﻙ‬
‫ﻭﻋﻼ‬ ‫ﺤﺭﻑ‬ ‫ﺁﺨﺭ‬ ‫ﺒﻌﺩ‬ ‫ﻤﺴﺎﻓﺔ‬ ‫ﻭﻀﻊ‬ ‫ﻟﻪ‬ ‫ﻴﺤﻠﻭ‬ ‫ﻓﺎﻟﺒﻌﺽ‬‫ﺨﻁﺄ‬ ‫ﻭﻫﺫﺍ‬ ،‫ﺍﻟﺘﺭﻗﻴﻡ‬ ‫ﻤﺔ‬..
‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻟﺘﺭﻗﻴﻡ‬ ‫ﻭﻋﻼﻤﺎﺕ‬ ‫ﺤﺭﻑ‬ ‫ﺁﺨﺭ‬ ‫ﺒﻴﻥ‬ ‫ﻤﺴﺎﻓﺔ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺃﻻ‬ ‫ﺍﻟﻤﻔﺘﺭﺽ‬:
:‫؛‬ ،.
‫ﺃ‬ ‫ﺍﻟﻤﻔﺘﺭﺽ‬‫ﻥ‬‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻟﺘﺭﻗﻴﻡ‬ ‫ﻭﻋﻼﻤﺎﺕ‬ ‫ﺤﺭﻑ‬ ‫ﺁﺨﺭ‬ ‫ﺒﻴﻥ‬ ‫ﻤﺴﺎﻓﺔ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺘﻜﻭﻥ‬:
[ ] ( )--
‫ﻭﺍﻟﺭﺴﻭﻡ‬ ‫ﺍﻟﺠﺩﺍﻭل‬‫ﺍﻟﺘﻭﻀﻴﺤﻴﺔ‬Tables and Figures)٥‫ﺩﻗﺎﺌﻕ‬(
‫ﻴ‬‫ﺘﺒﻊ‬‫ﻨﻅﺎﻡ‬APA‫ﻓﻔﻲ‬ ،‫ﺍﻟﺘﻭﻀﻴﺤﻴﺔ‬ ‫ﻭﺍﻟﺭﺴﻭﻡ‬ ‫ﺍﻟﺠﺩﺍﻭل‬ ‫ﻤﺴﻤﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺎ‬‫ﻤ‬‫ﺼﺎﺭ‬ ‫ﺎ‬‫ﺒ‬‫ﺃﺴﻠﻭ‬
‫ﻤﺒﺎﺸﺭﺓ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﺃﻋﻠﻰ‬ ‫ﺍﻟﻤﺴﻤﻰ‬ ‫ﻴﻭﻀﻊ‬ ‫ﺍﻟﺠﺩﺍﻭل‬‫ﹰﺎ‬‫ﻁ‬‫ﺨ‬ ‫ﺍﻟﻤﺴﻤﻰ‬ ‫ﻭﺘﺤﺕ‬ ‫ﺍﻟﻴﺴﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺤﺎﺫﺍﺓ‬)‫ﻓﻲ‬
‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬(‫ﻓﻲ‬ ‫ﻜﻤﺎ‬‫ﺍﻵﺘﻲ‬ ‫ﺍﻟﺸﻜل‬:

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬١٦
‫ﺸﻜل‬)١٣(‫ﻭﺸﻜﻠﻬﺎ‬ ‫ﺍﻟﺠﺩﺍﻭل‬ ‫ﻤﺴﻤﻰ‬ ‫ﻤﻜﺎﻥ‬
‫ﺍﻟﺸ‬ ‫ﺃﺴﻔل‬ ‫ﺘﻭﻀﻊ‬ ‫ﺍﻟﺘﻭﻀﻴﺤﻴﺔ‬ ‫ﺍﻷﺸﻜﺎل‬ ‫ﻭﻓﻲ‬‫ﻤﺒﺎﺸﺭﺓ‬ ‫ﻜل‬‫ﻜﻠﻤﺔ‬ ‫ﻭﺘﺤﺕ‬ ‫ﺍﻟﻴﺴﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺤﺎﺫﺍﺓ‬
‫ﹰﺎ‬‫ﻁ‬‫ﺨ‬ ‫ﻜﺫﺍ‬ ‫ﺸﻜل‬)‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﻲ‬(‫ﻓﻲ‬ ‫ﻜﻤﺎ‬‫ﺍﻵﺘﻲ‬ ‫ﺍﻟﺸﻜل‬:
‫ﺸﻜل‬)١٤(‫ﻭﺸﻜﻠﻬﺎ‬ ‫ﺍﻟﺘﻭﻀﻴﺤﻴﺔ‬ ‫ﺍﻟﺭﺴﻭﻡ‬ ‫ﻤﺴﻤﻰ‬ ‫ﻤﻜﺎﻥ‬
‫ﻭﺍﻻﻗﺘﺒﺎﺴﺎﺕ‬ ‫ﺍﻟﺤﻭﺍﺸﻲ‬Footnotes and Quotations)١٠‫ﺩﻗﺎﺌﻕ‬(
‫ﺍﻟﺤﺎﺸﻴﺔ‬ ‫ﺘﻌﺭﻑ‬footnote‫ﻋﺎﺩﺓ‬‫ﺒﺄﻨﻬﺎ‬‫ﻤﻼﺤﻅﺔ‬‫ﺘﻭﻀﻊ‬‫ﻓﻲ‬‫ﺍﻟﺠﺯﺀ‬‫ﺍﻟﺴﻔﻠﻲ‬‫ﻤﻥ‬،‫ﺍﻟﺼﻔﺤﺔ‬
‫ﻭﺇﻋﻁﺎﺀ‬‫ﻤﺯﻴﺩ‬‫ﻤﻥ‬‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬‫ﻋﻥ‬‫ﺸﻲﺀ‬‫ﻤﺫﻜﻭﺭ‬‫ﻓﻲ‬‫ﺍﻟﻨﺹ‬‫ﺃﻋﻼﻩ‬.‫ﻭﻓﻲ‬‫ﺍﻵﻭﻨﺔ‬،‫ﺍﻷﺨﻴﺭﺓ‬‫ﻓﺈﻥ‬
‫ﻤﺼﻁﻠﺢ‬"‫ﺍﻟﺤﺎﺸﻴﺔ‬"‫ﻟﻴﻌﻨﻲ‬ ‫ﺍﺘﺴﻊ‬"‫ﺇﻀﺎﻓﻲ‬ ‫ﺘﻌﻠﻴﻕ‬‫ﺃﻭ‬‫ﻤﻌﻠﻭﻤﺎﺕ‬‫ﺘﻀﺎﻑ‬‫ﺇﻟﻰ‬‫ﻤﺎ‬‫ﻗﻴل‬‫ﻓﻘﻁ‬‫ﺩﺍﺨل‬
‫ﺍﻟﻨﺹ‬) "‫ﻋﺎﺩﺓ‬‫ﺒﻴﻥ‬‫ﻗﻭﺴﻴﻥ‬.(‫ﻭﻴﺴﺘﺨﺩﻡ‬‫ﺃﺴﻠﻭﺏ‬APA‫ﺍﻻﺴﺘﺸﻬﺎﺩ‬‫ﺘﻨﺼﻴﺹ‬ ‫ﻋﻼﻤﺘﻲ‬ ‫ﺒﻴﻥ‬‫ﻟﻺﺸﺎﺭﺓ‬
‫ﺇﻟﻰ‬‫ﻫﺫﺍ‬‫ﺍﻟﻨﻭﻉ‬‫ﻤﻥ‬‫ﺍﻟﺤﺎﺸﻴﺔ‬.
‫ﺍﻵﺘﻲ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻴﺘﺒﻊ‬ ‫ﻤﺭﺠﻊ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺴﺘﺸﻬﺎﺩ‬ ‫ﺤﺎﻟﺔ‬ ‫ﻭﻓﻲ‬:

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬١٧
‫ﺍﻻﺴﺘﺸﻬﺎﺩ‬ ‫ﺤﺎﻟﺔ‬ ‫ﻓﻲ‬‫ﻤﻥ‬ ‫ﺒﺄﻗل‬٤٠‫ﻜﻠﻤﺔ‬:
‫ﺸﻜل‬)١٥(‫ﻤﻥ‬ ‫ﺒﺄﻗل‬ ‫ﺍﻻﺴﺘﺸﻬﺎﺩ‬ ‫ﺤﺎﻟﺔ‬٤٠‫ﺍﻻﻗﺘﺒﺎﺱ‬ ‫ﻨﻬﺎﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﺭﺠﻊ‬ ‫ﻜﻠﻤﺔ‬
‫ﺸﻜل‬)١٦(‫ﻤﻥ‬ ‫ﺒﺄﻗل‬ ‫ﺍﻻﺴﺘﺸﻬﺎﺩ‬ ‫ﺤﺎﻟﺔ‬٤٠‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺒﺩﺍﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺅﻟﻑ‬ ‫ﺍﺴﻡ‬ ‫ﺫﻜﺭ‬ ‫ﻭﺘﻡ‬ ‫ﻜﻠﻤﺔ‬
‫ﺍﻻ‬ ‫ﻓﻲ‬ ‫ﺘﻐﻴﻴﺭ‬ ‫ﺤﺩﺙ‬ ‫ﺇﺫﺍ‬‫ﻗﺘﺒﺎﺱ‬‫ﺒﻜﻠﻤﺔ‬:

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬١٨
‫ﺸﻜل‬)١٧(‫ﻤﻥ‬ ‫ﺒﺄﻗل‬ ‫ﺍﻻﺴﺘﺸﻬﺎﺩ‬ ‫ﺤﺎﻟﺔ‬٤٠‫ﺍﻻﻗﺘﺒﺎﺱ‬ ‫ﻓﻲ‬ ‫ﻜﻠﻤﺔ‬ ‫ﺘﻐﻴﻴﺭ‬ ‫ﻭﺘﻡ‬ ‫ﻜﻠﻤﺔ‬
‫ﻤﻥ‬ ‫ﺒﺄﻜﺜﺭ‬ ‫ﺍﻻﺴﺘﺸﻬﺎﺩ‬ ‫ﺤﺎﻟﺔ‬ ‫ﻓﻲ‬٤٠‫ﻜﻠﻤﺔ‬:‫ﻤﻌﻠﻘﺔ‬ ‫ﺍﻟﻤﺴﺎﻓﺔ‬ ‫ﻭﺘﻜﻭﻥ‬ ،‫ﺠﺩﻴﺩﺓ‬ ‫ﻓﻘﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺨﻭل‬
‫ﺒﻘﺩﺭ‬١٠‫ﻤﺴﺎﻓﺎﺕ‬‫ﻟﻠﺩﺍﺨل‬‫ﺍﻵﺘﻲ‬ ‫ﺍﻟﺸﻜل‬ ‫ﻓﻲ‬ ‫ﻜﻤﺎ‬:
‫ﺸﻜل‬)١٨(‫ﻤﻥ‬ ‫ﺒﺄﻜﺜﺭ‬ ‫ﺍﻻﺴﺘﺸﻬﺎﺩ‬ ‫ﺤﺎﻟﺔ‬٤٠‫ﻜﻠﻤﺔ‬
‫ﺍﻟﻤ‬ ‫ﺘﻭﺜﻴﻕ‬‫ﺭﺍﺠﻊ‬References)٤٥‫ﺩﻗﻴﻘﺔ‬(
‫ﻁﻭﺍل‬‫ﺍﻟ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﺍﻟﻭﺭﻗﺔ‬‫ﺘﻘﺭﻴﺭ‬‫ﺍﻟ‬،‫ﺒﺤﺜﻲ‬‫ﻴﺠﺏ‬‫ﺃﻥ‬‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ؛‬ ‫ﺒﺎﻷﻤﺎﻨﺔ‬ ‫ﻨﺘﻤﺘﻊ‬
‫ﺇﻟﻰ‬ ‫ﺒﺎﻟﺭﺠﻭﻉ‬‫ﻤﺼﺎﺩﺭ‬‫ﺠﻤﻊ‬‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬‫ﺍﻟﺘﻲ‬‫ﻗﺩﻤﺘﻬﺎ‬)‫ﺍﻻﻗﺘﺒﺎﺴﺎﺕ‬‫ﺃﻭ‬‫ﺍﻟ‬‫ﻤﺭﺍﺠﻊ‬.(‫ﻟﻘﺩ‬‫ﺘﻌﻠﻤﺕ‬‫ﺒﺎﻟﻔﻌل‬
‫ﻜﻴﻔﻴﺔ‬‫ﺍﻟﻘﻴﺎﻡ‬‫ﺒﺫﻟﻙ‬‫ﻋﻥ‬‫ﻁﺭﻴﻕ‬‫ﺍﻻﺴﺘﺸﻬﺎﺩﺍﺕ‬‫ﻗﻭﺴﻴﻥ‬.‫ﺒﺎﻹﻀﺎﻓﺔ‬‫ﺇﻟﻰ‬‫ﺍﻻﺴﺘﺸﻬﺎﺩﺍﺕ‬،‫ﻗﻭﺴﻴﻥ‬‫ﻭﺃﺴﻠﻭﺏ‬
APA‫ﻴﺘﻁﻠﺏ‬‫ﻤﻨﻙ‬‫ﺃﻥ‬‫ﺘﻘﺩﻡ‬‫ﻗﺎﺌﻤﺔ‬‫ﺃﺒﺠﺩﻴﺔ‬‫ﻟ‬‫ﻠﻤﺭﺍﺠﻊ‬‫ﻓﻲ‬‫ﻨﻬﺎﻴﺔ‬‫ﺍﻟﺒﺤﺜﻲ‬ ‫ﺍﻟﺘﻘﺭﻴﺭ‬.
‫ﻤﻠﺤﻭﻅﺎﺕ‬‫ﻤﻬﻤﺔ‬:
،‫ﺍﻟﻤﺅﻟﻑ‬ ‫ﻟﻨﻔﺱ‬ ‫ﻤﺭﺠﻊ‬ ‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻫﻨﺎﻙ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻋﻨﺩﻤﺎ‬‫ﻟﻠﺘﺭﺘﻴﺏ‬ ‫ﹰﺎ‬‫ﻘ‬‫ﻭﻓ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﺘﺭﺘﺏ‬
‫ﺍﻟﻨﺸﺭ‬ ‫ﻟﺘﺎﺭﻴﺦ‬ ‫ﺍﻟﺯﻤﻨﻲ‬)‫ﻟﻸﺤﺩﺙ‬ ‫ﺍﻷﻗﺩﻡ‬ ‫ﻤﻥ‬.(
‫ﻓﻘﻁ‬ ‫ﻤﻔﺭﺩ‬ ‫ﺍﻟﺘﺒﺎﻋﺩ‬ ‫ﺃﻱ‬ ‫ﺍﻟﻤﺭﺠﻌﻴﻥ؛‬ ‫ﺒﻴﻥ‬ ‫ﺍﻷﺴﻁﺭ‬ ‫ﻓﻲ‬ ‫ﺘﺒﺎﻋﺩ‬ ‫ﻫﻨﺎﻙ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻻ‬.

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬١٩
‫ﻤﺴﺎﻓﺔ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺴﻁﺭ‬ ‫ﻓﻲ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺒﻴﻨﻤﺎ‬ ،‫ﺒﺎﺩﺌﺔ‬ ‫ﻤﺴﺎﻓﺔ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺴﻁﺭ‬ ‫ﻓﻲ‬ ‫ﺘﺴﺘﺨﺩﻡ‬ ‫ﻻ‬
‫ﺒﺎ‬‫ﺒﻘﺩﺭ‬ ‫ﻤﻌﻠﻘﺔ‬ ‫ﺩﺌﺔ‬١٠‫ﺃﻭ‬ ‫ﻤﺴﺎﻓﺎﺕ‬١‫ﺴﻡ‬.
‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺘﺭﻗﻴﻡ‬ ‫ﻫﻨﺎﻙ‬ ‫ﻟﻴﺱ‬.
‫ﹰﺎ‬‫ﻟ‬‫ﺒﺩ‬ ‫ﻤﺎﺌل‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻴﻨﺒﻐﻲ‬ ‫ﻭﺍﻟﻤﺠﻼﺕ‬ ‫ﺍﻟﻜﺘﺏ‬ ‫ﻋﻨﻭﺍﻥ‬ ‫ﺃﻥ‬ ‫ﻻﺤﻅ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻓﻲ‬
‫ﺨﻁ‬ ‫ﺘﺤﺘﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻐﺎﻤﻕ‬ ‫ﺍﻟﺨﻁ‬ ‫ﻤﻥ‬.
‫ﻓﻲ‬ ‫ﺍﻟﻤﺠﻠﺩ‬ ‫ﺭﻗﻡ‬ ‫ﻴﻜﻭﻥ‬‫ﺍﻟﻤﺎﺌل‬ ‫ﺒﺎﻟﺨﻁ‬ ‫ﺍﻟﻤﺠﻼﺕ‬.
‫ﻨﻅﺎﻡ‬The digital object identifiers (DOI) System:
‫ﺍﻟ‬ ‫ﻫﺫﺍ‬‫ﻨﻅﺎﻡ‬‫ﻭﻀﻊ‬‫ﻤﻥ‬‫ﻗﺒل‬‫ﻤﺠﻤﻭﻋﺔ‬‫ﻤﻥ‬‫ﺍﻟﻨﺎﺸﺭﻴﻥ‬‫ﺍﻟﺩﻭﻟﻴﻴﻥ‬،‫ﻨﻅﺎﻡ‬ ‫ﻭﻫﻭ‬‫ﻴﻭﻓﺭ‬‫ﻭﺴﺎﺌل‬
‫ﺍ‬‫ﻟﺘﺤﺩﻴﺩ‬‫ﺍﻟﻤﺴﺘﻤﺭ‬‫ﻹﺩﺍﺭﺓ‬‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬‫ﻋﻠﻰ‬‫ﺍﻟﺸﺒﻜﺎﺕ‬‫ﺍﻟﺭﻗﻤﻴﺔ‬)‫ﺍﻨﻅﺭ‬http://www.doi.org.(
‫ﻭ‬‫ﻴﺘﻡ‬‫ﺘﻁﺒﻴﻕ‬‫ﺍﻟ‬ ‫ﻫﺫﺍ‬‫ﻨﻅﺎﻡ‬‫ﻤﻥ‬‫ﺨﻼل‬‫ﻭﻜﺎﻻﺕ‬‫ﺍﻟ‬‫ﺘﺴﺠﻴل‬‫ﻤﺜل‬:CrossRef
http://www.crossref.org،‫ﺍﻟﺫﻱ‬‫ﻴﻭﻓﺭ‬‫ﺨﺩﻤﺎﺕ‬‫ﺭﺒﻁ‬‫ﺍﻻﻗﺘﺒﺎﺱ‬‫ﺍﻻﺴﺘﺸﻬﺎ‬ ‫ﺃﻭ‬‫ﺒ‬ ‫ﺩ‬‫ﻘﻁﺎﻉ‬‫ﺍﻟﻨﺸﺭ‬
‫ﺍﻟﻌﻠﻤﻲ‬.‫ﻋﺩﺩ‬ ‫ﻭﻴﺒﻠﻎ‬CrossRef‫ﻴ‬‫ﺤﺎﻟ‬‫ﺎ‬‫ﺃﻜﺜﺭ‬‫ﻤﻥ‬٣٥٠٠‫ﻭﻨﺎﺸﺭﻴﻥ‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﺠﻤﻌﻴﺔ‬.
‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﻭﻥ‬ ‫ﺒﻨﻰ‬ ‫ﻭﻗﺩ‬CrossRef‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻫﺫﺍ‬‫ﻟ‬‫ﻴﻭﻓﺭ‬‫ﻭﻅﻴﻔﺘﻴﻥ‬‫ﻤﻬﻤﺘﻴﻥ‬.‫ﹰ‬‫ﻟ‬‫ﺃﻭ‬،‫ﺎ‬
‫ﻟ‬ ‫ﺘﺨﺼﺹ‬‫ﻜل‬‫ﻤﺼﺩﺭ‬"‫ﻤﻌﺭﻑ‬‫ﻓﺭﻴﺩ‬‫ﻭﻨﻅﺎﻡ‬‫ﺘﻭﺠﻴﻪ‬‫ﺃﺴﺎﺴﻲ‬"‫ﻭ‬‫ﺍﻟﺫﻱ‬‫ﻴﻌﻤل‬‫ﻜﻤﺭﻜﺯ‬‫ﻟﺘﺒﺎﺩل‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬‫ﻤﺒﺎﺸﺭﺓ‬،‫ﻟﻠﻘﺭﺍﺀ‬‫ﺒﻐﺽ‬‫ﺍﻟﻨﻅﺭ‬‫ﻋﻥ‬‫ﻤﻜﺎﻥ‬‫ﺘﻭﺍﺠﺩ‬‫ﺍﻟﻤﺤﺘﻭﻯ‬.‫ﺎ‬‫ﻴ‬‫ﺜﺎﻨ‬،‫ﻴﺘﻌﺎﻭﻥ‬‫ﺍﻟﻤﺸﺎﺭﻜﻭﻥ‬
‫ﻻﺴﺘﺨﺩﺍﻡ‬‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻫﺫﺍ‬‫ﻜﺂﻟﻴﺔ‬‫ﺭﺒﻁ‬‫ﺃﺴﺎﺴﻴﺔ‬‫ﺘﺼﺒﺢ‬ ‫ﺒﺤﻴﺙ‬‫ﺀ‬‫ﺠﺯ‬‫ﺍ‬‫ﻻ‬‫ﻴﺘﺠﺯﺃ‬‫ﻤﻥ‬‫ﺍﻟﻘﻭﺍﺌﻡ‬‫ﺍﻟﻤﺭﺠﻌﻴﺔ‬
‫ﻟ‬‫ﻠ‬‫ﻤﺼﺎﺩﺭ‬‫ﺍﻹﻟﻜﺘﺭﻭﻨﻴﺔ‬‫ﺍﻟﺘﻲ‬‫ﺘﺘﻴﺢ‬‫ﺍﻟﻭﺼﻭل‬‫ﺇﻟﻰ‬‫ﻜل‬‫ﻤﺭﺠﻊ‬‫ﺒﻤﺠﺭﺩ‬‫ﺍﻟﻨﻘﺭ‬‫ﻋﻠﻴﻪ‬.
)١(‫ﺘﻭﺜﻴﻕ‬‫ﺍﻟﺩﻭﺭﻴﺎﺕ‬:
‫ﻨﻅﺎﻤ‬ ‫ﺃﺴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻨﺸﺭﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻘﺎﻻﺕ‬ ‫ﻜل‬ ‫ﺍﻟﺩﻭﺭﻴﺎﺕ‬ ‫ﺘﺸﻤل‬‫ﻤﺜل‬ ‫ﻲ‬:‫ﺍﻟﻤﺠﻼﺕ‬‫ﺍﻟﻌﻠﻤﻴﺔ‬،
‫ﻭﺍﻟﻤﺠﻼﺕ‬‫ﺍﻷﺴﺒﻭﻋﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺸﻬﺭﻴﺔ‬،،‫ﻭﺍﻟﺼﺤﻑ‬‫ﻭﺍﻟﻨﺸﺭﺍﺕ‬.
‫ﻫﻭ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻭﺍﻟﺸﻜل‬:
Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title
of Periodical, xx, pp–pp. doi:xx.xxxxxxxxxx
‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺒﺩﻭﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻘﺎﻟﺔ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻭﻗﻊ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺼﻔﺤﺎﺕ‬ ‫ﺃﺭﻗﺎﻡ‬ ‫ﺘﺴﺘﺨﺩﻡ‬
‫ﺹ‬ ‫ﺹ‬ ‫ﺍﻻﺨﺘﺼﺎﺭ‬

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٢٠
‫ﺃ‬-‫ﻤﻘﺎﻟﺔ‬‫ﻋﻠﻤﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﻓﻲ‬‫ﻭﻟﻬﺎ‬ ‫ﻭﺍﺤﺩ‬ ‫ﻟﻤﺅﻟﻑ‬DOI:
Dawis, R. V. (1987). Scale construction. Journal of Counseling
Psychology, 34 (2), 481-189. doi:10.1037/3278-7133.24.2.525
‫ﺏ‬-‫ﻤﻘﺎ‬‫ﻟﺔ‬‫ﻋﻠﻤﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﻓﻲ‬‫ﻟﻤﺅﻟﻔﻴﻥ‬‫ﻭﻟﻬﺎ‬DOI:
Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital
status, and the survival times of terminally ill patients. Health
Psychology, 24, 225–229. doi:10.1037/0278-6133.24.2.225
‫ﺕ‬-‫ﻤﻘﺎﻟﺔ‬‫ﻋﻠﻤﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﻓﻲ‬‫ﻤﻥ‬ ‫ﻷﻜﺜﺭ‬‫ﻤﺅﻟﻔﻴﻥ‬ ‫ﺴﺒﻌﺔ‬‫ﻭﻟﻬﺎ‬DOI:
Gilbert, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L.
C., Asgaard, G., . . . Botros, N. (2004). Effects of quitting smoking
on EEG activation and attention last for more than 31 days and are
more severe with stress, dependence, DRD2 A1 allele, and
depressive traits. Nicotine and Tobacco Research, 6, 249–267.
doi:10.1080/14622200410001676305
‫ث‬-‫ﻤﻘﺎﻟﺔ‬‫ﻋﻠﻤﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﻓﻲ‬‫ﻟﻬﺎ‬ ‫ﻟﻴﺱ‬DOI:
Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence and self-
esteem mediate between perceived early parental love and adult
happiness. E-Journal of Applied Psychology, 2(2), 38–48. Retrieved
from http://ojs.lib.swin.edu.au/index.php/ejap
Light, M. A., & Light, I. H. (2008). The geographic expansion of
Mexican immigration in the United States and its implications for
local law enforcement. Law Enforcement Executive Forum Journal,
8(1), 73–82.
‫ﺝ‬-‫ﺒﺩﻭﻥ‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻤﻘﺎﻟﺔ‬DOI‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺭﺠﻡ‬ ‫ﻗﺩ‬ ‫ﻭﺍﻟﻌﻨﻭﺍﻥ‬:
Guimard, P., & Florin, A. (2007). Les évaluations des enseignants en
grande section de maternelle sont-elles prédictives des difficultés de
lecture au cours préparatoire? [Are teacher ratings in kindergarten
predictive of reading difficulties in first grade?]. Approche
Neuropsychologique des Apprentissages chez l’Enfant, 19, 5–17.

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٢١
‫ﺡ‬-‫ﻟﻬﺎ‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻤﻘﺎﻟﺔ‬DOI‫ﹰﺎ‬‫ﻘ‬‫ﻻﺤ‬ ‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺴﺘﻨﺸﺭ‬:
Von Ledebur, S. C. (2007). Optimizing knowledge transfer by new
employees in companies. Knowledge Management Research &
Practice. Advance online publication.
doi:10.1057/palgrave.kmrp.8500141
‫ﺥ‬-‫ﺍﻟﻨﺸﺭ‬ ‫ﺘﺤﺕ‬ ‫ﻤﻘﺎﻟﺔ‬:
Briscoe, R. (in press). Egocentric spatial representation in action and
perception. Philosophy and Phenomenological Research. Retrieved
from http://cogprints.org/5780/1/ECSRAP.F07.pdf
‫ﺩ‬-‫ﺸﻬﺭﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻤﻘﺎﻟﺔ‬:
Chamberlin, J., Novotney, A., Packard, E., & Price, M. (2008, May).
Enhancing worker well-being: Occupational health psychologists
convene to share their research on work, stress, and health. Monitor
on Psychology, 39(5), 26–29.
‫ﺫ‬-‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺸﻬﺭﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻤﻘﺎﻟﺔ‬:
Clay, R. (2008, June). Science vs. ideology: Psychologists fight back
about the misuse of research. Monitor on Psychology, 39(6).
Retrieved from http://www.apa.org/monitor/
‫ﺭ‬-‫ﻤﺠﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻤﻘﺎﻟﺔ‬‫ﻴﻭﻤﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺃﺴﺒﻭﻋﻴﺔ‬‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﻋﻠﻰ‬:
‫ﻟﻠﺸﻬﻭﺭ‬ ‫ﺍﺨﺘﺼﺎﺭ‬ ‫ﻴﺴﺘﺨﺩﻡ‬ ‫ﻻ‬.
‫ﺍﻟﺘﻭﺍﺭﻴﺦ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺴﻜﺭﻱ‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﻴﺴﺘﺨﺩﻡ‬ ‫ﻻ‬)‫ﻤﺜل‬:٢‫ﺃﺒﺭﻴل‬(‫ﻋﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﻋﻭﻀ‬ ‫ﻴﺴﺘﺨﺩﻡ‬ ‫ﻭﻟﻜﻥ‬
‫ﺃﺒﺭﻴل‬ ‫ﺫﻟﻙ‬٢.(
‫ﺍﻟﺼﻔﺤﺎﺕ‬ ‫ﺃﺭﻗﺎﻡ‬ ‫ﺘﻜﺜﻴﻑ‬ ‫ﻴﺘﻡ‬ ‫ﻻ‬)‫ﻟﻴﺱ‬١٧٨-٨٨‫ﻭﺍﺴﺘﺨﺩﻡ‬ ،١٧٨-١٨٨.(
Grover, R. (1988, September 19). A megawatt power play. Business
Week, 34-35.
‫ﺍﻟﻤﺘﻘﻁﻌﺔ‬ ‫ﺍﻟﺼﻔﺤﺎﺕ‬ ‫ﺤﺎﻟﺔ‬ ‫ﻓﻲ‬:
Schwartz, J. (1993, September 30). Obesity affects economic, social
status. The Washington Post, pp. A1, A4.

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٢٢
‫ﺯ‬-‫ﺍﻟﻤﺠﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺨﺎﺹ‬ ‫ﺠﺯﺀ‬ ‫ﺃﻭ‬ ‫ﺨﺎﺹ‬ ‫ﻋﺩﺩ‬:
Haney, C., & Wiener, R. L. (Eds.). (2004). Capital punishment in the
United States [Special issue]. Psychology, Public Policy, and Law,
10(4).
‫ﺱ‬-‫ﺃﺼﻠﻲ‬ ‫ﻜﻤﺼﺩﺭ‬ ‫ﻤﻠﺨﺹ‬:
Woolf, N. J., Young, S. L., Fanselow, M. S., & Butcher, L. L. (1991).
MAP-2 expression in cholinoceptive pyramidal cells of rodent
cortex and hippocampus is altered by Pavlovian conditioning
[Abstract]. Society for Neuroscience Abstracts, 17, 480.
Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of
school-wide positive behavior support to academic achievement in
an urban middle school. Psychology in the Schools, 43, 701–712.
Abstract retrieved from http://www.interscience.wiley.com
‫ﺵ‬-‫ﺜﺎﻨﻭﻱ‬ ‫ﻜﻤﺼﺩﺭ‬ ‫ﻤﻠﺨﺹ‬:
Hare, L. R., & O’Neill, K. (2000). Effectiveness and efficiency in small
academic peer groups. Small Group Research, 31, 24–53. Abstract
retrieved from Sociological Abstracts database. (Accession No.
200010185)
)٢(‫ﺘﻭﺜﻴﻕ‬‫ﺍﻟﻜﺘﺏ‬:
‫ﻻﺤﻅ‬‫ﺃﻥ‬‫ﺍﺨﺘﺼﺎﺭ‬‫ﻭﺁﺨﺭﻭﻥ‬et al.‫ﻻ‬‫ﻴﺴﺘﺨﺩﻡ‬‫ﻓﻲ‬‫ﻗﺎﺌﻤﺔ‬،‫ﺍﻟﻤﺭﺍﺠﻊ‬‫ﺒﻐﺽ‬‫ﺍﻟﻨﻅﺭ‬‫ﻋﻥ‬
‫ﻋﺩﺩ‬‫ﻤﻥ‬‫ﺍﻟﻤﺅﻟﻔﻴﻥ‬‫ﺍﻟﻤﺅﻟﻔﻴﻥ‬ ‫ﺃﺴﻤﺎﺀ‬ ‫ﻴﺫﻜﺭ‬ ‫ﺍﻟﻤﺘﻥ‬ ‫ﻭﻓﻲ‬ ،‫ﻴﻭﻀﻊ‬ ‫ﻤﺭﺓ‬ ‫ﺜﺎﻨﻲ‬ ‫ﺜﻡ‬ ،‫ﻤﺭﺓ‬ ‫ﺃﻭل‬ ‫ﻜﻠﻬﻡ‬
‫ﺃﻭ‬ ‫ﺁﺨﺭﻭﻥ‬et al..
‫ﺃ‬-‫ﻭﺍﺤﺩ‬ ‫ﻟﻤﺅﻟﻑ‬ ‫ﻜﺘﺏ‬:
Shotton, M. A. (1989). Computer addiction? A study of computer
dependency. London, England: Taylor & Francis.
‫ﺏ‬-‫ﻤﻁﺒﻭﻉ‬ ‫ﻟﻜﺘﺎﺏ‬ ‫ﺇﻟﻜﺘﺭﻭﻨﻴﺔ‬ ‫ﻨﺴﺨﺔ‬:
Shotton, M. A. (1989). Computer addiction? A study of computer
dependency [DX Reader version]. Retrieved from
http://www.ebookstore.tandf.co.uk/html/index.asp

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٢٣
‫ﺕ‬-‫ﻓﻘﻁ‬ ‫ﺇﻟﻜﺘﺭﻭﻨﻲ‬ ‫ﻜﺘﺎﺏ‬:
O’Keefe, E. (n.d.). Egoism & the crisis in Western values. Retrieved from
http://www.onlineoriginals.com/showitem.asp?itemID=135
‫ﺙ‬-‫ﻁﺒﻌﻪ‬ ‫ﺃﻋﻴﺩ‬ ‫ﻟﻜﺘﺎﺏ‬ ‫ﺇﻟﻜﺘﺭﻭﻨﻴﺔ‬ ‫ﻨﺴﺨﺔ‬:
Freud, S. (1953). The method of interpreting dreams: An analysis of a
specimen dream. In J. Strachey (Ed. & Trans.), The standard edition
of the complete psychological works of Sigmund Freud (Vol. 4, pp.
96–121). Retrieved from http://books.google.com/books (Original
work published 1900)
‫ﺝ‬-‫ﻤﺘﻌﺩﺩﻴﻥ‬ ‫ﻟﻤﺅﻟﻔﻴﻥ‬ ‫ﻜﺘﺏ‬:
Natarajan, R., & Chaturvedi, R. (1983). Geology of the Indian Ocean.
Hartford, CT: University of Hartford Press.
Hesen, J., Carpenter, K., Moriber, H., & Milsop, A. (1983). Computers in
the business world. Hartford, CT: Capital Press.
‫ﺡ‬-‫ﻜﺘﺏ‬‫ﻁﺒﺎﻋﺘﻬﺎ‬ ‫ﺃﻋﻴﺩ‬:
Creech, P. J. (1975). Radiology and technology of the absurd (3rd
ed.).
Boston: Houghton-Mifflin.
‫ﺥ‬-‫ﻤﺤﺭﺭﺓ‬ ‫ﻓﺼﻭل‬ ‫ﺃﻭ‬ ‫ﻤﺠﻠﺩﺍﺕ‬:
Stanton, D. C. (Ed.). (1987). The female autograph: Theory and practice
of autobiography. Chicago: University of Chicago Press.
Pepin, R. E. (1998). Uses of time in the political novels of Joseph Conrad.
In C. W. Darling, Jr., J. Shields, & V. B. Villa (Eds.), Chronological
looping in political novels (pp. 99-135). Hartford: Capital Press.
‫ﺩ‬-‫ﻤﺘﻌﺩﺩﻴﻥ‬ ‫ﻟﻤﺅﻟﻔﻴﻥ‬ ‫ﻤﻘﺎﻻﺕ‬‫ﻤﻥ‬ ‫ﻤﺤﺭﺭ‬ ‫ﻜﺘﺎﺏ‬ ‫ﻓﻲ‬‫ﻭﺍﺤﺩ‬ ‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬:
Pepin, R.E., Darling, C.W., & Villa, V. (1997). Poe and the French
symbolistes. In P. Wursthorn, Jr., J. Darling, & J. Brother (Eds.),
The era of decadence (pp. 110-145). Hartford, CT: Woodland Press.

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٢٤
)٣(‫ﺘﻭﺜﻴﻕ‬‫ﻓﻲ‬ ‫ﺍﻹﺴﻬﺎﻡ‬‫ﺍﻟﻨﺩﻭﺍﺕ‬Symposium contribution:
Muellbauer, J. (2007, September). Housing, credit, and consumer
expenditure. In S. C. Ludvigson (Chair), Housing and consumer
behavior. Symposium conducted at the meeting of the Federal
Reserve Bank of Kansas City, Jackson Hole, WY.
)٤(‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺴﺘﺭﺠﻌﺕ‬ ‫ﻤﺅﺘﻤﺭ‬ ‫ﻓﻲ‬ ‫ﻭﺭﻗﺔ‬ ‫ﻤﻠﺨﺹ‬Conference paper
abstract retrieved online:
Liu, S. (2005, May). Defending against business crises with the help of
intelligent agent based early warning solutions. Paper presented at
the Seventh International Conference on Enterprise Information
Systems, Miami, FL. Abstract retrieved from
http://www.iceis.org/iceis2005/abstracts_2005.htm
)٥(‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺒﺎﻨﺘﻅﺎﻡ‬ ‫ﻤﻨﺸﻭﺭﺓ‬ ‫ﺍﺠﺘﻤﺎﻋﺎﺕ‬Proceedings:
Herculano-Houzel, S., Collins, C. E., Wong, P., Kaas, J. H., & Lent, R.
(2008). The basic nonuniformity of the cerebral cortex. Proceedings
of the National Academy of Sciences, USA, 105, 12593–12598.
doi:10.1073/pnas.0805417105
)٦(‫ﺸﻜل‬ ‫ﻓﻲ‬ ‫ﺍﺠﺘﻤﺎﻋﺎﺕ‬‫ﻜﺘﺎﺏ‬Proceedings published in book form:
Katz, I., Gabayan, K., & Aghajan, H. (2007). A multi-touch surface using
multiple cameras. In J. Blanc-Talon, W. Philips, D. Popescu, & P.
Scheunders (Eds.), Lecture Notes in Computer Science: Vol. 4678.
Advanced Concepts for Intelligent Vision Systems (pp. 97–108).
doi:10.1007/978-3-540-74607-2_9
)٧(‫ﺘﻭﺜﻴﻕ‬‫ﺍﻟﻤﻁﺒﻭﻋﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﻭﺴﺎﺌﻁ‬:
‫ﻭﺘﺸﻤل‬‫ﺍﻷﻓﻼﻡ‬‫ﺍﻟﺼﻭﺘﻴﺔ‬ ‫ﻭﺍﻟﺘﺴﺠﻴﻼﺕ‬ ،‫ﺍﻟﻜﺎﺴﻴﺕ‬ ‫ﻭﺃﺸﺭﻁﺔ‬ ،.
‫ﺃ‬-‫ﺍﻷﻓﻼﻡ‬:
Redford, R. (Director). (1980). Ordinary people [Film]. Paramount.

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٢٥
‫ﺏ‬-‫ﺃﻓ‬‫ﻼ‬‫ﻤﺤﺩﻭﺩ‬ ‫ﺠﺯﺀ‬ ‫ﻓﻲ‬ ‫ﻡ‬‫ﻤﻨﻬﺎ‬:
Holdt, D. (Producer), & Ehlers, E. (Director). (1997). River at High
Summer: The St. Lawrence [Film]. (Available from Merganser
Films, Inc., 61 Woodland Street, Room 134, Hartford, CT 06105)
‫ﺕ‬-‫ﺍﻟﻜﺎﺴﻴﺕ‬:
Lake, F. L. (Author and speaker). (1989). Bias and organizational
decision making [Cassette]. Gainesville: Edwards.
)٨(‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻻﺘﺼﺎﻻﺕ‬:
‫ﺘ‬‫ﺸﻴﺭ‬‫ﺍﻻﺘﺼﺎﻻﺕ‬‫ﺍﻟﺸﺨﺼﻴﺔ‬‫ﺇﻟﻰ‬‫ﺍﻟ‬‫ﺭﺴﺎﺌل‬‫ﻭﺍﻟﺒﺭﻗﻴﺎﺕ‬‫ﻭﺭﺴﺎﺌل‬‫ﺍﻟﺒﺭﻴﺩ‬،‫ﺍﻹﻟﻜﺘﺭﻭﻨﻲ‬
‫ﻭ‬‫ﺍﻟﻤﻜﺎﻟﻤﺎﺕ‬‫ﺍﻟﻬﺎﺘﻔﻴﺔ‬..‫ﺍﻟﺦ‬.‫ﻭ‬‫ﻷﻥ‬‫ﻫﺫﺍ‬‫ﺍﻟ‬‫ﻨﻭﻉ‬‫ﻤﻥ‬‫ﺍﻟﻤﻭﺍﺩ‬‫ﺒ‬‫ﻏﺎﻟ‬‫ﺎ‬‫ﻤﺎ‬‫ﻻ‬‫ﻴﺴﺘﺭﺩ‬)‫ﺃﻱ‬‫ﺃﻨﻪ‬‫ﻻ‬‫ﻴﻤﻜﻥ‬
‫ﻟﺸﺨﺹ‬‫ﺁﺨﺭ‬‫ﺃﻥ‬‫ﻴﺭﻯ‬‫ﺃﻭ‬‫ﻴﺴﻤﻊ‬‫ﻤﻨﻪ‬(‫؛‬‫ﻓﺈﻨﻪ‬‫ﻻ‬‫ﻴﻨﺒﻐﻲ‬‫ﺃﻥ‬‫ﺘﺩﺭﺝ‬‫ﻓﻲ‬‫ﻗﺎﺌﻤﺔ‬‫ﺍﻟﻤﺭﺍﺠﻊ‬.،‫ﻭﻴﻤﻜﻥ‬‫ﻭﻤﻊ‬
،‫ﺫﻟﻙ‬‫ﻴﺘﻡ‬‫ﻓﺘﺢ‬‫ﻗﻭﺴﻴﻥ‬‫ﺩﺍﺨل‬‫ﺍﻟﻨﺹ‬.‫ﻤ‬‫ﻥ‬‫ﺍﻟﻤﻬﻡ‬‫ﻟﻠﻐﺎﻴﺔ‬‫ﺃﻥ‬‫ﻤﺎ‬‫ﻭﺭﺩ‬‫ﻓﻲ‬‫ﻫﺫﻩ‬‫ﺍﻟﻁﺭﻴﻘﺔ‬‫ﺘﻜﻭﻥ‬‫ﻤﺸﺭﻭﻋﺔ‬
‫ﻭﻟﻬﺎ‬‫ﺍﻟﻨﺯﺍﻫﺔ‬‫ﺍﻟﻌﻠﻤﻴﺔ‬.
Example: (R. Wilbur, personal communication, March 28, 1968).
)٩(‫ﺍﻟﺤﻜﻭﻤﻴﺔ‬ ‫ﺍﻟﻭﺜﺎﺌﻕ‬:
‫ﺒ‬‫ﻏﺎﻟ‬‫ﺎ‬‫ﻤﺎ‬‫ﺘﺴﺘﺨﺩﻡ‬‫ﺍﻟ‬‫ﻭﺜﺎﺌﻕ‬‫ﺍﻟ‬‫ﺤﻜﻭﻤﻴﺔ‬‫ﻓﻲ‬‫ﻤﺠﺎل‬،‫ﺍﻟﺒﺤﻭﺙ‬‫ﺼ‬‫ﻭﺨﺼﻭ‬‫ﺎ‬‫ﻋﻨﺩﻤﺎ‬‫ﻴﻜﻭﻥ‬
‫ﺍﻟﻤﻭﻀﻭﻉ‬‫ﻟﻪ‬‫ﻋﻼﻗﺔ‬‫ﺒ‬‫ﺎﻟﺴﻴﺎﺴﺔ‬‫ﻭﺍﻻﻗﺘ‬‫ﺼﺎﺩ‬‫ﻭﺍﻟﻘﺎﻨﻭﻥ‬..‫ﺍﻟﺦ‬.‫ﻓﻲ‬‫ﻫﺫﻩ‬،‫ﺍﻟﺤﺎﻟﺔ‬‫ﻭﺃﻥ‬ ‫ﻻﺒﺩ‬‫ﺘﻅﻬﺭ‬‫ﻓﻲ‬
‫ﻗﺎﺌﻤﺔ‬‫ﺍﻟﻤﺭﺍﺠﻊ‬‫ﺍﻟﻭﺜﺎﺌﻕ‬‫ﺍﻟﺘﻲ‬‫ﺍﺴﺘﺨﺩﻤﺕ‬‫ﻓﻲ‬‫ﺍﻟﺩﺭﺍﺴﺔ‬.
‫ﺃ‬-‫ﺘﻘﺭﻴﺭ‬‫ﻤﻥ‬‫ﻤﻜﺘﺏ‬‫ﺤﻜﻭﻤﻲ‬:
National Institute of Mental Health. (1982). Television and behavior: Ten
years of scientific progress (DHHS Publication No. A 82-1195).
Washington, DC: U.S. Government Printing Office.
‫ﺏ‬-‫ﺘﻘﺎﺭﻴﺭ‬‫ﻤﻥ‬‫ﻤﻜﺘﺏ‬‫ﻤﺜل‬ ‫ﺨﺩﻤﻲ‬ERIC:
Gottfredson, L. S. (1980). How valid are occupational reinforcer pattern
scores? (Report No. CSOS-R-292). Baltimore, MD: Johns Hopkins

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٢٦
University. Center for Social Organization of Schools. (ERIC
Document Reproduction Service No. ED 182 465)
)١٠(‫ﺘﻭﺜﻴﻕ‬‫ﺍﻹﻟﻜﺘﺭﻭﻨﻴﺔ‬ ‫ﺍﻟﻤﺼﺎﺩﺭ‬:
‫ﺃ‬-‫ﺇﻟﻜﺘﺭﻭﻨﻴﺔ‬ ‫ﻤﺠﻠﺔ‬:
Author, I. (date). Title of article. Name of periodical : (On-line),
xx.available: specify path
Sosteric, M. (1996). Electronic journals: The grand information future?
Electronic Journal of Sociology: (On-line), 4 (1). Available:
http://www.sociology.org/content/vol004.001/sosteric.html
‫ﺏ‬-‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﻤﻭﻗﻊ‬ ‫ﻋﻠﻰ‬ ‫ﻤﻘﺎﻻﺕ‬:
Klein, Donald F. (1997). Control group in Pharmacoptherapy and
psychotherapy evaluations. Treatment, I. Retrieved November 16,
1997 from the World Wide Web:
http://www.apa.org/treatment/vol1/97_a1.html
)١١(‫ﺘﻭﺜﻴﻕ‬‫ﺍﻟﻤﻠﺨﺼﺎﺕ‬:
‫ﺍﻟﻤﻠﺨﺼﺎﺕ‬‫ﻫﻲ‬‫ﻤﺨﺘﺼﺭﺍﺕ‬‫ﻗﺼﻴﺭﺓ‬‫ﻟﺘﻘﺎﺭﻴﺭ‬‫ﺒﺤﺜﻴﺔ‬‫ﻁﻭﻴﻠﺔ‬‫ﺘﻅﻬﺭ‬‫ﻓﻲ‬‫ﺸﻜل‬‫ﻓﻘﺭﺓ‬‫ﻭﺍﺤﺩﺓ‬
‫ﺃﻭ‬‫ﺼﻔﺤﺔ‬‫ﻭﺍﺤﺩﺓ‬.‫ﻭ‬‫ﻓﻲ‬‫ﻜﺜﻴﺭ‬‫ﻤﻥ‬‫ﺍﻷﺤﻴﺎﻥ‬‫ﻴ‬‫ﻤﻜﻥ‬‫ﺍﺴﺘﺭﺩﺍﺩ‬‫ﺍﻟﻤﻠﺨﺼﺎﺕ‬‫ﻤﻥ‬‫ﺍﻟﻤﺼﺎﺩﺭ‬‫ﻋﻠﻰ‬‫ﺸﺒﻜﺔ‬
‫ﺍﻻﻨﺘﺭﻨﺕ‬.‫ﻭﺘ‬‫ﻭﻓﺭ‬‫ﺒﻌﺽ‬‫ﺍﻟﻤﻜﺘﺒﺎﺕ‬‫ﺍﻷﻗﺭﺍﺹ‬‫ﺍﻟﻤﺩﻤﺠﺔ‬)CD-ROMs(‫ﻭﺍﻟﻤﻴﻜﺭﻭﻓﻴﻠﻡ‬ ،
)Microfilms(‫ﺍﻟﺘﻲ‬‫ﺘﺤﺘﻭﻱ‬‫ﻋﻠﻰ‬‫ﺍﻟﻤﻠﺨﺼﺎﺕ‬.‫ﻤﻥ‬ ‫ﻻﺒﺩ‬ ‫ﺍﻟﻤﻠﺨﺼﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﻘل‬ ‫ﻋﻨﺩ‬ ‫ﻭﻟﺫﻟﻙ‬
‫ﻜﺎﻵﺘﻲ‬ ‫ﺫﻟﻙ‬ ‫ﺫﻜﺭ‬:
‫ﺃ‬-‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻤﻠﺨﺼﺎﺕ‬:
Meyer, A.S., & Bock, K.. (1992). The tip-of-the-tongue phenomenon:
Blocking or partial activation? [On-line]. Memory & Cognition, 20.
715-726. Abstract from: DIALOG File: PsychINFO Item: 80-16351
‫ﺏ‬-‫ﻋﻠﻰ‬ ‫ﻤﻠﺨﺼﺎﺕ‬‫ﺍﻟﻤﺩﻤﺠﺔ‬ ‫ﺍﻻﺴﻁﻭﺍﻨﺎﺕ‬:

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٢٧
Bower, DL. (1993). Employee assistant programs supervisory referrals:
Characteristics of referring and no referring supervisors [CD-ROM].
Abstract from: Proquest File: Dissertation Abstracts Item: 9315947
)١٢(‫ﺍﻟﻤﻨﺸﻭﺭﺓ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﻤﻭﺍﺩ‬:
‫ﺍﻟﻤﻨﺸﻭﺭﺓ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﻤﻭﺍﺩ‬‫ﻋﺎﺩﺓ‬‫ﻤﺎ‬‫ﺘ‬‫ﻀﻡ‬‫ﺍﻁﺭﻭﺤﺎﺕ‬‫ﺍﻟﻤﺎﺠﺴﺘﻴﺭ‬‫ﻭ‬‫ﺍ‬‫ﻁﺭﻭﺤﺎﺕ‬‫ﺍﻟﺩﻜﺘﻭﺭﺍﻩ‬.
‫ﺃ‬-‫ﺒﻴﺎﻨﺎﺕ‬ ‫ﻗﻭﺍﻋﺩ‬ ‫ﻤﻥ‬ ‫ﻤﺎﺠﺴﺘﻴﺭ‬ ‫ﺍﻁﺭﻭﺤﺔ‬‫ﺘﺠﺎﺭﻴﺔ‬:
McNiel, D. S. (2006). Meaning through narrative: A personal narrative
discussing growing up with an alcoholic mother (Master’s thesis).
Available from ProQuest Dissertations and Theses database. (UMI
No. 1434728)
‫ﺏ‬-‫ﻤﺅ‬ ‫ﺒﻴﺎﻨﺎﺕ‬ ‫ﻗﻭﺍﻋﺩ‬ ‫ﻤﻥ‬ ‫ﺩﻜﺘﻭﺭﺍﻩ‬ ‫ﺍﻁﺭﻭﺤﺔ‬‫ﺴﺴﻴﺔ‬‫ﻜﺎﻟﺠﺎﻤﻌﺎﺕ‬:
Adams, R. J. (1973). Building a foundation for evaluation of instruction
in higher education and continuing education (Doctoral dissertation).
Retrieved from http://www.ohiolink.edu/etd/
‫ﺕ‬-‫ﺍﻟ‬ ‫ﻤﻥ‬ ‫ﺩﻜﺘﻭﺭﺍﻩ‬ ‫ﺍﻁﺭﻭﺤﺔ‬‫ﻭﻴﺏ‬:
Bruckman, A. (1997). MOOSE Crossing: Construction, community, and
learning in a networked virtual world for kids (Doctoral dissertation,
Massachusetts Institute of Technology). Retrieved from http://www-
static.cc.gatech.edu/~asb/thesis/
‫ﺙ‬-‫ﻓﻲ‬ ‫ﻤﻠﺨﺼﺔ‬ ‫ﺩﻜﺘﻭﺭﺍﻩ‬ ‫ﺍﻁﺭﻭﺤﺔ‬DAI:
Appelbaum, L. G. (2005). Three studies of human information
processing: Texture amplification, motion representation, and figure-
ground segregation. Dissertation Abstracts International: Section B.
Sciences and Engineering, 65(10), 5428.
‫ﺝ‬-‫ﺫﺍﺘﻬﺎ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻤﻥ‬ ‫ﺩﻜﺘﻭﺭﺍﻩ‬ ‫ﺍﻁﺭﻭﺤﺔ‬:
Darling, C. W. (1976). Giver of due regard: the poetry of Richard
Wilbur. Unpublished doctoral dissertation, University of Connecticut,
Storrs.

‫ﺃﺴﻠﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﻭﺭﺸﺔ‬APA‫ﻓﻲ‬‫ﺍﻟﺘﻭﺜﻴﻕ‬‫ــــــــــــــــ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ـ‬‫ــــ‬٢٨
‫ﺃﻨﻲ‬ ‫ﻓﺤﺴﺒﻲ‬ ‫ﺍﺨﻁﺄﺕ‬ ‫ﻭﺃﻥ‬ ،‫ﺍﷲ‬ ‫ﻋﻨﺩ‬ ‫ﻓﻤﻥ‬ ‫ﺃﺼﺒﺕ‬ ‫ﻓﺈﻥ‬ ‫ﺍﻟﻭﺭﺸﺔ؛‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ﻭﻓﻘﺕ‬ ‫ﺃﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺁﻤل‬
،،،‫ﻭﺒﺭﻜﺎﺘﻪ‬ ‫ﺍﷲ‬ ‫ﻭﺭﺤﻤﺔ‬ ‫ﻋﻠﻴﻜﻡ‬ ‫ﻭﺍﻟﺴﻼﻡ‬ ،‫ﺍﺠﺘﻬﺩﺕ‬
‫ﺍﻟﺩﻜﺘﻭﺭ‬ ‫ﺍﻷﺴﺘﺎﺫ‬
‫ﺼ‬‫ﺴﻌﺩ‬ ‫ﺤﺴﻴﻥ‬ ‫ﺼﺎﻟﺢ‬ ‫ﻤﺤﻤﺩ‬ ‫ﺎﻟﺢ‬
‫ﺒﺎﻟﻌﺭﻴﺵ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻭﻁﺭﻕ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﺃﺴﺘﺎﺫ‬
‫ﺍﻟﺴﻭﻴﺱ‬ ‫ﻗﻨﺎﺓ‬ ‫ﺠﺎﻤﻌﺔ‬-‫ﺍﻟﻌﺭﻴﺵ‬ ‫ﻓﺭﻉ‬

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