Main description (English)

The research aims to identify: 1. Positive Motivations for Proactive Interface among secondary school students. 2. Significance of statistical differences in Positive Motivations for Proactive Interface among secondary school students according to gender variables (males - females). 3. Influential personality among secondary school students. 4. Significance of statistical differences in influential personality among secondary school students according to gender variables (males - females). 5. Correlational relationship between Positive Motivations for Proactive Interface and influential personality among secondary school students. To achieve the study objectives, the researcher developed a scale of positive motivations for proactive confrontation according to Greenglass theory (Greenglass, 2002). The scale included (14) items, and the validity and reliability of the scale were verified by retesting, and the reliability coefficient reached (0.84). In addition influential personality scale was adopted according to Martins’ theory (Martins, 2019) , which contained (25) items, and the apparent validity and reliability of the scale were verified by retesting, and the reliability coefficient reached (0.89).The two scales were presented to a group of arbitrators. The study sample consisted of (400) students. The following statistical methods were used : T-test for one sample, T-test for two independent samples, Pearson correlation coefficient, and using the statistical package (SPSS). The study results showed that there are positive motivations for proactive confrontation, and there are simple statistically significant differences in favor of males. They also have an influential personality and there are no statistically significant differences depending on the gender variable (males - females). Additionally, there is also a correlation between the two variables. The study came out with some suggestions and recommendations.