Journal Of Educational and Psychological Researches
Journal of Educational and Psychological Research (JEPR) An Official Quarterly Publication of the University of Baghdad Journal Identity Publisher:Educational and Psychological Research Center Affiliation:University of Baghdad, Iraq ISSN:1819-2068 (Print) | 2663-5879 (Online) DOI Prefix:52839 Contact: Al-Jadriya Campus, Baghdad, Iraq | P.O. Box 47046 +964 750 372 5675 | jperc@perc.uobaghdad.edu.iq www.jperc.uobaghdad.edu.iq Publication Details Frequency:Quarterly Access:Open Access (CC BY-NC 4.0 License) Indexing: - Iraqi Academic Scientific Journals - Google Scholar - ResearchGate
Educational and Psychological Research Center
The Impact of Digital Educational Games (DEG) on Improving Omani Foundation Program (FP) EFL Students’ Grammar Skills and their Attitudes
The research aims to investigate the impact of DEG on grammar skills and attitudes toward grammar learning among Foundation Program students at Salalah Vocational College. To do this, pre-post tests were adopted, and research data were collected using a grammar test and an attitude scale. Over eight weeks, students engaged with several digital educational games, including Bamboozle, Booklet, Grammaropolis, Grammar Smash, and Wordwall, to practice five key grammar areas from the English for Vocational Education textbook: Wh-question, subject pronouns, sentence formation using the verb to be (affirmative, negative, and interrogative forms), definite and indefinite articles, and modal verbs. The findings revealed that there are statistically significant improvements in students’ grammar performance as well as more positive attitudes toward grammar learning and the use of digital games. The research recommends providing continuous professional development for teachers to integrate digital educational games into grammar instruction effectively and encourages further research on their application across other language skills. Overall, the results demonstrate the potential of digital educational games as effective and engaging tools for enhancing grammar instruction in vocational education contexts.
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Effectiveness of a Proposed Strategy Based on the Interactive Approach in Developing Reading Comprehension Skills among Middle School Students
The research attempts to investigate the effectiveness of using a proposed strategy based on the interactive approach in teaching English to develop reading comprehension skills among second-grade intermediate female students. To achieve this objective, a quasi-experimental design was implemented. The sample consisted of 57 students, divided into two groups: an experimental group that consisted of 27 students who were taught using the proposed strategy based on the interactive approach and a control group that consisted of 30 students who were taught using the traditional method. A reading comprehension skills test was designed to cover the four levels: literal, interpretive, evaluative, and creative. The research findings indicated that there are statistically significant differences at the 0.05 level between the post-test mean scores of the control and experimental groups in reading comprehension, with the experimental group performing better. This confirms that the proposed strategy based on the interactive approach is very effective in improving reading comprehension skills among second-grade intermediate female students. The research presents a set of several suggestions and recommendations in light of the findings.
Material Values and their Relationship to Happiness among University Students
In recent years, the topic of psychological well-being, or the quality of mental health, has become a scientific focus, the subject of numerous research studies. Over the past two decades, several measurement tools have emerged that aim to measure this concept and reveal its nature and the dimensions of its relationship to related concepts. Research objectives: the research aims to measure material values and psychological well-being among university students according to gender and specialization. Research methodology: a descriptive approach was adopted. Research Sample: 200 male and female students from the University of Baghdad participated as a research sample. Research tools: a scale for material values and a scale for psychological well-being were developed. The material values scale consisted of 30 items, and the well-being scale of 20 items. Statistical methods: data were analyzed using the statistical package for the social sciences (SPSS). Research findings: 1. The research sample possessed high levels of material values, which can be attributed to their social environment. 2. There were no significant differences in material values based on gender or academic specialization. 3. There were significant differences in psychological well-being among university students. 4. There were significant differences in psychological well-being in favor of females. 5. There was a direct positive relationship between material values and psychological well-being; that is, higher material values led to higher well-being, and lower material values led to lower well-being.
Emotional awareness among students at the University of Baghdad
The present study aims to identify the level of emotional awareness among students at the University of Baghdad in terms of gender and academic specialization (science–humanities). The research sample consisted of 500 male and female students who were selected from scientific and humanities disciplines enrolled in morning studies at the University of Baghdad during the academic year (2025–2026). To achieve the objective of the study, the researcher developed an emotional awareness scale consisting of six domains: distinguishing emotions, verbal expression of emotions, not hiding emotions, bodily awareness, caring about others’ feelings, and analyzing emotions. The results indicated that students at the University of Baghdad have a high level of emotional awareness. The findings also revealed that females scored higher than males in emotional awareness. In addition, students in scientific disciplines demonstrated higher levels of emotional awareness compared to students in humanities disciplines. These results may be attributed to biological and developmental factors, as well as the nature of scientific studies that emphasize analytical thinking and problem-solving. Based on these findings, several recommendations and suggestions were proposed.
The Level of Kindness among University Students
Kindness is one of the positive social traits that contribute to enhancing psychological adjustment and the quality of human relationships. Nevertheless, its study remains limited within the Arab university environment. Accordingly, the present research aims to identify the level of kindness among university students in terms of gender. The researcher adopted a descriptive–analytical method. A sample of 368 male and female students from the morning study at the University of Karbala for the academic year 2024–2025 was selected using Cochran’s formula and the stratified proportional random sampling method. A scale of 24 items was developed by the researcher to measure kindness among the research sample. Data were analyzed using descriptive statistics, exploratory factor analysis, and the independent samples t-test. The results revealed that the level of kindness among university students ranged between low, moderate, and high, with the overall level tending toward the moderate-to-high range. Moreover, statistically significant differences were found in favor of female students. These findings emphasize the importance of promoting the values of kindness, empathy, and altruism within the university environment. The research recommends integrating educational and training programs aimed at developing kind behaviors among students, especially males, and incorporating the concepts of kindness and empathy into curricula and extracurricular activities to foster a humane academic environment that supports positive social relationships.
The Fear of Missing out on Opportunities among University Students
This research aims to identify fear of missing out on opportunities among university students in terms of gender and specialization (scientific and humanities). To achieve this objective, the researchers adopted the fear of missing out on opportunities scale developed by Subhi Hamid and Issa Al-Daghistani (2023). The scale, in its final form, consisted of 10 items. The researchers confirmed the psychometric properties of the scale. Then, it was administered to 140 male and female students selected using stratified random sampling from four colleges at the University of Baghdad (College of Arts, College of Education, College of Engineering, and College of Science) during the 2024-2025 academic year. The results indicated that the research sample does not reveal fear of missing out on opportunities. There is a statistically significant difference in terms of gender in favor of females. There is no statistically significant difference in fear of missing out on opportunities in terms of specialization (scientific and humanities).
The Effect of the SWOT strategy on the Achievement of Female Students in the College of Education for Women and the Development of their Analytical Thinking in the Curriculum and Textbook Course
The current research aims to identify the effect of the SWOT strategy on the achievement and development of analytical thinking in the curriculum and textbook course of female students at the College of Education for Women. To achieve the objectives of the research, a sample of 60 female students from the Department of Quranic Sciences at the College of Education for Women, enrolled in the morning study program, was randomly selected. The researcher developed an achievement test consisting of 50 multiple-choice items and 10 essay items. In addition, an analytical thinking test was developed comprising 30 items distributed into three skills: analysis (10 items), comparison (10 items), and inference (10 items). As for the analytical thinking test, it contained 30 items. The test was reviewed by specialists and experts in curricula and teaching methods as well as educational psychology to ensure its validity. The researcher used several statistical methods to analyze the collected data, including Cronbach's alpha, one-sample t-test, and independent-samples t-test. The findings of the research revealed that there are significant differences in pre-posttests between control and experimental groups that are studying analytical thinking in the curriculum and textbook course by adopting the SWOT strategy. The research recommends a set of recommendations and suggestions.
Overthinking and Its Relationship to Cognitive Load among University Students
The current research aims to identify overthinking and the level of cognitive load among university students, as well as to examine the significant differences in the variable in terms of specialization (scientific vs. humanities) of a sample of 300 male and female students from the third stage; they were distributed equally across three scientific colleges and three humanities colleges. The researcher developed a scale to measure excessive thinking after it was exposed to a committee of experts to determine the validity of the items. To assess cognitive load, the researcher also employed the GHQ12 scale, which Al-Jilawi (2017) translated into Arabic. The results revealed that university students have excessive thinking and cognitive burden, there is a significant difference in favor of scientific disciplines compared to humanities disciplines.
Self-compassion and its Relationship to the positive generalization among University Students
This research aims to examine self-compassion and positive generalization among university students, as well as the correlation between them. To achieve these, the researchers adopted the self-compassion scale developed by Neff (2003) and translated into Arabic by Al-Ta'i (2024). The final version of the scale consisted of 26 items, the scale of positive generalization developed by Carver et al. (2008), which was translated into Arabic by Khudair (2023). This scale consisted of 16 items in its final version. The sample consisted of 200 students selected from the University of Baghdad. The research findings showed that university students have self-compassion and positive generalization. There is no significant difference in the relationship between self-compassion and positive generalization in terms of gender. There is a positive correlation between self-compassion and positive generalization among university students.
Empowering Persons with Disabilities and Their Inclusion in Light of Oman Vision 2040: A Descriptive-Analytical Study from an Educational Psychology Perspective
Disability is considered one of the complex humanitarian and societal issues that goes beyond the medical dimension to encompass educational, psychological, economic, and social dimensions. This research aims to analyze the reality of disability in the Sultanate of Oman from an educational psychology perspective by reviewing the legislative and institutional frameworks related to the care and rehabilitation of individuals with disabilities, in addition to statistical indicators related to education, rehabilitation, employment, and social protection. The study adopted a descriptive–analytical approach, relying on official documents, national reports, and statistics issued by the National Centre for Statistics and Information, as well as initiatives of the Ministry of Education and the Ministry of Social Development, and relevant international reports. The results showed that the Sultanate of Oman has achieved notable legislative and institutional progress in supporting the rights of people with disabilities and providing a supportive legal environment. However, challenges remain, particularly with regard to low enrollment rates in education (16.1%), high illiteracy rates (27%), and low levels of qualitative employment (28%), in addition to a clear gender gap between males and females in educational and employment opportunities. These challenges are reflected in the psychological and educational well-being of this group in the form of low self-esteem, difficulties in school adjustment, social exclusion, and weak academic motivation. The research concludes that achieving the targets of Oman Vision 2040 requires strengthening detailed data systems, integrating psycho-educational indicators into the monitoring of the implementation of inclusion programs, and expanding the scope of services to cover all governorates. It also recommends activating psychological counseling programs in schools, training teachers in inclusive education strategies, and providing incentives to the private sector to employ individuals with disabilities. Investment in inclusive education and psycho-social support contributes to building human capital capable of achieving the sustainable development envisioned by the Vision.
Childhood Abuse Experiences as a predictor for Cognitive Distortion among a sample of young adults in Saudi society
The current research aims to identify childhood abuse experiences as a predictor of cognitive distortion among a sample of young adults in Saudi society, in addition to identify the differences in the mean scores of childhood abuse experiences and cognitive distortions in terms of gender. The sample consisted of 634 young adults in Saudi society, aged between 19 and 34 years. The research adopted a descriptive approach, and the child abuse experiences scale developed by Helmi & Hamididdin (2023) and the cognitive distortion scale developed by Alfreehat et al. (2023) were used as tools for collecting data. The results revealed that childhood abuse experiences significantly predicted cognitive distortions. There are no significant differences attributable to gender or childhood abuse experiences, except for the neglect dimension, which showed higher levels among males. The findings also indicated a significant difference attributable to gender in cognitive distortion among males.
University Female Students’ Perceptions of Achievement Assessment Question Types and Their Cognitive and Affective Implications: A Qualitative Study
This study aims to explore university students’ perceptions and preferences regarding various types of assessment questions and how these perceptions reflect on their cognitive and emotional experiences. A qualitative approach was adopted; 28 students participated in semi-structured interviews to gather data, which were then subjected to thematic analysis. The results revealed four main types of questions: open-ended essay, multiple-choice, true/false, and fill-in-the-blank, with clear variations in perceptions towards each. Multiple-choice questions were the most preferred due to their fairness and objectivity, while essay questions were appreciated for measuring deep understanding and self-expression, despite some concerns about grading subjectivity. In contrast, true/false questions were the least favoured because they were associated with rote memorisation and guessing, whereas fill-in-the-blank questions were accepted only when clearly worded. The findings indicated that students’ preferences reflect cognitive and emotional awareness of learning and assessment, calling for a reconsideration of university assessment design, greater variety in question types, and enhanced transparency and communication to ensure fairness and improve learning outcomes.
Childhood Emotional Abuse and Psychological Inflexibility among Adolescents in Jeddah: A Mixed-Methods Study
The current research aims to examine the level of childhood emotional abuse and psychological inflexibility among a sample of adolescents in Jeddah and to explore their experiences of emotional abuse and its impact on manifestations of psychological inflexibility. The researcher adopted a mixed-methods approach using an explanatory sequential design. The research sample consisted of 837 participants for quantitative data and 20 participants for qualitative data. Instruments included the Childhood Emotional Abuse Scale, a translated version of the Psychological Inflexibility Scale, and semi-structured interviews were employed to collect the needed data. The results indicated moderate levels of childhood emotional abuse and psychological inflexibility among the participants. The qualitative findings revealed multiple patterns of childhood emotional abuse and their psychological and behavioral consequences. Manifestations of psychological inflexibility included the dominance of negative internal experiences, avoidance of painful emotions, and behavioral withdrawal. The research concludes with several recommendations, including enhancing early detection of emotional abuse in schools and linking it to specialized psychological interventions, as well as implementing guidance and training programs for adolescents to promote psychological flexibility.
The Impact of Shadow Techniques on Learning English as a Foreign Language
This action research examines the impact of Shadow techniques on learning English as a second language. The research utilizes pre-post tests for 70 Grade Seven students who were divided into two groups: a control group and an experimental group, to evaluate the benefit of using Shadow techniques on learning English. The findings show a clear improvement in the marks of the experimental group, which emphasizes the effective impact of Shadow techniques on teaching and learning English. In spite of the positive results of using Shadow techniques on teaching and learning English, there are some challenges, like the time and effort that teachers should put into designing these techniques, besides all the overload the teacher has in the field. The research ends up with a highlight on the sufficient role of Shadow techniques on enhancing the quality of learning English, a recognition of the limitations of using Shadow techniques and some suggestions for future research.
Literacy Trends and Their Educational Drivers in the Middle East
The current research aims to examine the relationship between teacher availability, literacy gains, and complementary education indicators in nine middle eastern countries from 1990 to 2023, using harmonized data from the World Bank’s World Development Indicators. The panel covers literacy rates, pupil–teacher ratios, primary completion rates, tertiary enrollment, education spending shares, and internet penetration, with missing values interpolated only within internal gaps. The results showed that the correlation analysis reveals large cross-country differences. In the United Arab Emirates, reduced pupil–teacher ratios correlate strongly with higher literacy ( , ), while in Egypt, the link is negligible ( , ). Stronger associations often coincide with parallel gains in tertiary enrollment and digital access. Fixed-effects regressions show positive relationships between literacy and both tertiary enrollment and internet use, alongside a negative relationship with pupil–teacher ratios. Standardized effects highlight digital access and higher education as key drivers. A high within- indicates that much of the variation is explained by persistent national characteristics and shared temporal trends, rather than short-term shifts in single inputs. The results suggest that sustained literacy improvements are most likely when manageable class sizes are combined with expanded post-secondary opportunities and digital infrastructure. Isolated reforms, such as class-size reduction alone, are unlikely to produce rapid gains without broader systemic changes.
Complementary education indicators in middle eastern countries
The Quality of the School Climate from the Perspective of Secondary School Teachers
The aim of this research is to identify the quality of the school climate from the perspective of secondary school teachers. The researcher used the descriptive approach to achieve the objectives of the study. The main sample consisted of 300 teachers from secondary schools in Baghdad Governorate. The researcher developed a scale to measure the School Climate Quality of six domains. The results indicated that the school climate had a good level of quality. This reflects the success of school administration, educational programs, and curricular and extracurricular activities in enhancing students’ personal, social, and academic skills, as well as in creating a motivating and supportive learning environment.
The role of emotional intelligence in improving personal relationships among university students
This research aims to investigate the role of emotional intelligence in improving personal relationships among students at Tal Afar University. The researcher adopted a descriptive correlational approach, selecting a random sample of 227 male and female students from different colleges at Tal Afar University. A developed emotional intelligence scale of 23 items and a personal relationships scale of 15 items were used. The data were analyzed using the SPSS statistical package. The results showed a statistically significant positive correlation between emotional intelligence and personal relationships. It also showed that university students have an average level of emotional intelligence. There are statistically significant differences attributable to the gender variable in favor of females in the dimensions of empathy and social skills. The researcher recommends the need to develop training programs to develop emotional intelligence among university students and to integrate emotional intelligence skills into academic curricula. He also suggests conducting further research on the impact of emotional intelligence on other aspects of academic and professional life.
The Impact of Artificial Intelligence on Adolescent Learning Skills
The current research aims to analyze the structural impact of artificial intelligence applications (ChatGPT, smart summarization tools, and smart translation tools) on the learning skills of secondary school students. The research employed a descriptive-analytical approach with a quantitative focus, utilizing structural equation modeling (SEM) to test causal relationships between variables. A sample of 192 male and female students was randomly selected from secondary schools in Baghdad Governorate during the 2024–2025 academic year. A questionnaire consisting of 42 items, distributed across seven dimensions, was developed by the researcher, including three dimensions for artificial intelligence applications and four for learning skills (reading, listening, critical thinking, and problem-solving). The structural model revealed statistically significant positive effects of AI applications on learning skills, ranging from 12.6% to 17% of the variance across the four skills. Bootstrapping results showed that smart summarization tools have the greatest impact on critical thinking and problem-solving skills, while smart translation has the highest impact on listening skills. ChatGPT has a moderately positive effect on most skills. These findings suggest that AI applications are supportive cognitive tools that contribute to enhancing higher-order skills in adolescents when used within a structured educational framework. The researcher recommends integrating these applications into targeted educational policies that promote the critical and responsible use of AI in the school environment.
Sleep Quality and Its Relationship to Academic Performance among Students in Baghdad University Hostels
The current research aims to identify students' sleep quality in Baghdad university hostels, their academic performance, the relationship between sleep quality and academic performance, and differences in sleep quality and academic performance by gender. To achieve these objectives, the sleep quality scale developed by Yi (2006) and his colleagues (translated into Arabic) was administered to a random sample of 100 students residing in hostels at the University of Baghdad, 62 males and 38 females, in addition to the academic performance scale developed by researcher Israa Hussein based on the scale developed by Al-Maamouri (2018). After statistically analyzing the data using the independent samples t-test, Pearson's correlation coefficient, and Cronbach's alpha for reliability, the researchers concluded that the sleep quality of the research sample was higher than the hypothetical level of the scale. It was also found that there is a high level of academic performance among students in the hostels at the University of Baghdad. The relationship between sleep quality and academic performance is not statistically significant, indicating no statistically significant correlation between the two variables in the sample. Finally, there are no statistically significant differences in sleep quality or academic performance in terms of gender. This result indicates that males and females in the university residential environment are subject to similar conditions in terms of lifestyle, academic requirements, and time management.
The Impact of Game-Based Learning Strategies on Developing Holy Quran and Hadith Memorization Skills among First-Grade Primary Students
The research aims to investigate the effect of using interactive educational strategies on developing the skill of memorizing the Holy Qur’an and Hadith among first-grade students at Al-Ma’arifah Basic Education School in Dhofar Governorate, Sultanate of Oman. The research adopted the quasi-experimental method with a one-group pretest-posttest design. The research sample consisted of (30) male and female students from the first grade (Class 3). To achieve the research objectives, interactive strategies were employed through physical and challenge-based games, such as the puzzle game and the ball game, in addition to educational electronic games, including “Treasure Hunt” and “Overcome the Obstacles." A test was designed to measure students’ memorization of the assigned Qur’anic surahs and Hadiths, which was administered before and after the intervention. The results were then statistically analyzed. Findings revealed statistically significant differences in favor of the posttest, indicating the effectiveness of interactive activities in improving the memorization skills of the Qur’an and Hadith among first-grade students. In light of these results, the researcher recommended the implementation of interactive (Kinesthetic–electronic) strategies in Qur’an memorization sessions, training teachers to use them effectively, and providing supportive programs for students with learning difficulties.
The Factorial Structure of the Risk Perception Scale Using Exploratory and Confirmatory Factor Analysis
This research aims to examine the factor structure of a risk perception scale among university students in the Iraqi context using two factor analysis methods (exploratory and confirmatory). To achieve this objective, the researcher developed the risk perception scale based on scientific and methodological procedures and steps. The scale was administered to a sample of 500 male and female students from the University of Ibn Sina University of Medical and Pharmaceutical Sciences during the first semester of the 2025-2026 academic year. Using a stratified random sampling method, the researcher then used the SPSS program to conduct an exploratory factor analysis using the principal component method in order to determine the factor structure of the risk perception scale. The results of the exploratory factor analysis were subjected to a confirmatory factor analysis using the extreme probability method using the AMOS program. The research results showed the existence of six factors in the risk perception scale, namely, security risks, health risks, social risks, cultural risks, environmental risks, and economic risks, which were identified, and the results of the confirmatory factor analysis confirmed these six factors. Based on the research findings, the researcher came up with a set of conclusions, recommendations, and suggestions.
Confirmation Bias and Its Relation to Social Identification among Students at the University of Baghdad
Confirmation bias is a cognitive bias that explains why humans are irrational and prone to error. It derives part of their self-concept from their affiliation with social groups, categorizing themselves and others into "inner groups" and "outer groups." This leads to a preference for the inner group to boost self-esteem and achieve a sense of belonging and distinction, a phenomenon known as social identification. The current research aims to identify confirmation bias and social identification among university students in terms of gender and academic specialization (scientific-humanities), in addition to the relationship between confirmation bias and social identification. 300 male and female students were selected randomly from Baghdad University. The researcher developed two instruments: the first instrument consisted of 21 items measuring confirmation bias, and the second instrument consisted of 27 items measuring social identification. The results showed that the research sample exhibits a high degree of confirmation bias and social identification, statistically significant at the 0.05 level. There are no statistically significant differences in confirmation bias and social identification in terms of gender and specialization. Finally, a statistically significant positive correlation was found between confirmation bias and social identification. The research concluded with a set of several recommendations and suggestions.
The Evolution of Deterrence Principles: A Socio-Psychological Approach
The research aims to provide an analytical reading of the evolution of deterrence principles through a socio-psychological approach. It is grounded in the hypothesis that deterrence can no longer be interpreted exclusively through the logic of balancing military capabilities; rather, it should be understood as an interactive process shaped within a social and political environment, with outcomes ultimately determined in the cognitive–perceptual domain of both adversaries and domestic audiences. The research further posits that the evolution of deterrence principles has been closely associated with the growing significance of non-material variables, such as legitimacy and societal cohesion in converting capability into credibility, and credibility into a constraining conviction that discourages hostile behavior. Thus, the research aims to refine the concept of deterrence and to identify the conditions for its effectiveness, particularly the clarity of objectives and red lines, the adversary’s perception of capability and resolve, the presence of credibility, and the effectiveness of strategic communication. It also traces the transformations, classifications, and intellectual “waves” of deterrence thought. The analysis highlights that identity, legitimacy, cohesion, and mobilization constitute non-material deterrent resources that enhance resilience and support political will. At the same time, the psychological dimension explains the role of mental image, reputation, and misperception in the success or failure of deterrence, including the risks of miscalculation and unintended escalation. Methodologically, the research adopted a deductive approach supported by a descriptive–analytical method in presenting key concepts and unpacking the relationships among them, concluded that effective deterrence requires an integration of material power with non-material resources.
Digital fitness among public primary school students and their private peers (a comparative study)
The current research aims to identify the digital fitness among primary school students in public and private schools in terms of gender and type of school (public and private). The researcher used the descriptive comparative approach. A sample of 200 male and female students was selected randomly with proportional distribution from public and private schools affiliated with the General Directorate of Education in Baghdad, Rusafa I, representing 60% of the original community. To achieve the research objectives, the researcher developed a scale to measure the digital fitness scale. The results showed that public school students lack digital fitness. This may be due to their lack of a set of digital skills, knowledge, and behaviors that enable them to use technology responsibly and safely. This is in contrast to private school students, who are exposed to a level of digital fitness. There are no statistically significant differences in digital fitness in terms of gender in public schools. This is in contrast to the statistically significant differences found among private school students, which were in favor of females. There are statistically significant differences in digital fitness according to the school type (government, private) in favor of private schools. This may indicate that private schools are keen to ensure their students keep pace with the changes and developments in technology. Finally, the researcher came up with a set of recommendations and suggestions.
The Extent to which Life Skills Teachers Possess E-Learning Competencies from their Point of View in Schools in Dhofar Governorate
This research aims to investigate the extent to which life skills teachers in Dhofar Governorate schools possess e-learning competencies from their own perspectives during the academic year 2023-2024. To achieve the research objectives, a descriptive methodology was employed. The research population consisted of 88 male and female teachers. The research instrument consisted of a questionnaire developed in light of relevant educational literature and previous studies. In its final form, the instrument comprised 28 items distributed over four main domains: computer literacy competencies, internet usage competencies, computer integration in the teaching process, and e-learning platform management competencies. The results revealed that the participants' responses regarding their possession of e-learning competencies were at a "high" degree, with a mean score of 3.83. Furthermore, the results indicated no statistically significant differences at the significance level α ≤0.05 in the level of e-learning competency possession among life skills teachers in Salalah in terms of gender. Based on these findings, the researcher recommends the necessity of designing and implementing continuous training programs for teachers to keep pace with technological advancements, as well as benefiting from successful global experiences and models in implementing e-learning and developing its various competencies.
The Effect of Traumatic Experience Retrieval on Wishful Thinking in a Sample of University Students with Post-Traumatic Stress Disorder
The current research aims to investigate the effect of traumatic experience retrieval on wishful thinking among a sample of University of Anbar students diagnosed with Post-Traumatic Stress Disorder (PTSD). To achieve the research aims, the researchers adopted a quasi-experimental design, utilizing two measurement tools: the PTSD Checklist for DSM-5 (PCL-5) and a wishful thinking scale constructed and validated by the researchers. A sample of 301 male and female students who had experienced traumatic events related to the loss of a close person, such as a parent or relative, was selected. Of these, 90 were diagnosed with varying levels of PTSD (full, partial, or no PTSD). Using random sampling, 30 students were selected and divided into three experimental groups (representing the different PTSD levels) and exposed to an experimental situation designed to trigger traumatic memory retrieval through videos depicting sudden loss narratives. Wishful thinking levels were measured pre- and post-exposure. The results indicated that 17.9% of the sample had a high level of PTSD and 14.62% exhibited a high level of wishful thinking, with a positive correlation between the two variables. The results also showed statistically significant differences in wishful thinking levels among the three groups (full, partial, and no PTSD), favoring the group with severe traumatic experience (full PTSD). Furthermore, the findings revealed that traumatic experience retrieval (the experimental exposure) led to a statistically significant increase in wishful thinking among the partial PTSD group. Additionally, a significant decrease in wishful thinking was observed in the full PTSD group, which the researchers interpret as possibly reflecting an exhaustion of the defensive mechanism or an initial shift in thinking patterns. Finally, the results indicated no significant change in wishful thinking levels in the group without PTSD, confirming that the change is linked to the traumatic experience itself rather than the experimental stimulus.
The Level of Reading Comprehension Skills among Fourth-Grade Students from the Perspective of First-Field Teachers in Dhofar Governorate
هدفت الدراسة الحالية إلى بيان درجة امتلاك مهارات فهم المقروء لدى تلاميذ الصف الرابع الأساسي من وجهة نظر معلمات مجال أول بمحافظة ظفار، ولتحقيق أهداف الدراسة تم استخدام المنهج الوصفي على عينة من معلمات مجال أول في محافظة ظفار بلغت (50) معلمة من مختلف ولايات المحافظة، واستخدمت الدراسة أداة الاستبانة الإلكترونية التي تم بناؤها لتتكون من 4 مهارات من الفهم المقروء، فتكونت مهارة الفهم الحرفي من (7) عبارات، ومهارة الفهم الاستنتاجي من (5) عبارات، ومهارة الفهم الناقد من (4) عبارات، أما الفهم الإبداعي (7) عبارات. وتوصلت الدراسة إلى امتلاك التلاميذ مهارات فهم المقروء بدرجة كبيرة من وجهة نظر معلمات مجال أول. وأوصت الدراسة بالاستمرار في تطوير مناهج اللغة العربية، التي تحتوي على نصوص القراءة المتضمنة لمهارات فهم المقروء، خاصة مهارة فهم الناقد ومهارة فهم الإبداعي، وإعداد برامج تدريبية لمعلمات مجال أول تختص في الاستراتيجيات التي تنمي مهارات فهم المقروء لدى تلاميذ المرحلة الأساسية، بالإضافة إلى تقويم مستوى التلاميذ بشكل دوري، لمعرفة درجة امتلاكهم لمهارات فهم المقروء، من خلال الاختبارات المقننة، وبطاقات الملاحظة.
Digital Leadership and Its Relationship to the Quality of Career Life of Teachers in Government Schools in the Sultanate of Oman
The present research aims to identify the degree to which school principals practice digital leadership and to examine its relationship with the quality of work life among teachers in public schools in the Sultanate of Oman in terms of gender, academic qualification, years of experience, and educational governorate. To achieve these objectives, a correlational descriptive methodology was adopted. A questionnaire consisting of 66 items was developed, distributed into two domains: the digital leadership domain 36 items and the quality of work life domain 30 items. After verifying the instrument’s validity and reliability, it was administered to a sample of 406 male and female teachers working in public schools across the governorates of Muscat, Al-Dhahirah, and Al-Dakhiliyah in the Sultanate of Oman. The findings revealed that the degree of digital leadership practice among public-school principals in Oman, from the teachers’ perspective, was generally high overall domains. The ranking of the dimensions, according to the highest mean scores, was as follows: knowledge management, followed by digital citizenship, innovation, persuasion, risk-taking, and finally decision-making. The results further indicated that teachers’ perceived level of quality of work life in public schools was also generally high. The dimensions were ranked according to the highest mean scores as follows: human relations, leadership style, job satisfaction, and organizational work environment, each at a high level, while the compensation and incentives dimension scored at a moderate level. The research concludes that there is a statistically significant positive correlation between all dimensions of digital leadership and all dimensions of quality of work life, with correlation strengths ranging from weak to moderate.
The Role of Female School Principals in Activating E-learning from the Perspective of the Primary Teachers in Wilayat Saham Sultanate of Oman
This research aims to investigate the role of school principals in activating e-learning in primary schools in the Wilayat of Saham from the teachers' perspective. Researchers adopted a descriptive methodology and used a questionnaire as the data collection instrument. The questionnaire comprised 39 items distributed into four domains and was administered to a sample of 265 primary school teachers in the Wilayat of Saham, selected using stratified random sampling in the academic year 2021/2022. Statistical analysis revealed that the overall mean score for school principals in activating e-learning in primary schools in the Wilayat of Saham was 3.11, indicating a moderate level of participation. Specifically, the mean score for "Support for Educational Administration" was 4.96, indicating a high level of participation. The mean score for the "Strategic Planning" was 2.09, indicating a moderate level of participation. The mean score for "Infrastructure Readiness" was 2.56, indicating a low level of participation. Finally, the mean score for the "Meeting Training Needs" was 4.01, indicating a high level of participation. There were no statistically significant differences at α≤0.05 in the research sample's assessments of the role of school principals in activating e-learning in primary schools in the Wilayat of Saham attributable to the variables of years of experience and academic qualifications. A set of recommendations was formulated, including improving the infrastructure and technical and technological equipment in government schools, encouraging and coordinating with telecommunications networks to provide wireless internet services to all regions of the Sultanate, and planning for e-learning at all levels, in cooperation between school administration and teachers.
The Balance between Woman Employment and Family Rights: An Analytical Study from an Islamic Educational Perspective
This current research aims to analyze the issue of balancing women’s employment and family rights from an Islamic educational perspective by exploring the educational principles that regulate women’s work, identifying the areas of imbalance that arise when professional responsibilities conflict with their essential educational role within the family, and proposing educational recommendations that support working women and promote family stability. To achieve these objectives, the research adopted the descriptive-analytical method, which involves examining Islamic educational sources and contemporary studies related to the subject, analyzing their content, and deriving relevant implications. The study population consisted of classical and modern educational and religious literature addressing family and women’s work, while the sample included selected sources that most directly relate to the research topic. The results of the first research question indicated that Islamic educational principles regulate women’s participation in work within a framework based on complementarity between spouses, adherence to Islamic guidelines, and preservation of the mother’s essential educational functions within the family. Women’s work becomes positive and constructive when practiced in harmony with these principles, without undermining their role in caregiving and guidance. Regarding the second question, the findings showed that the absence of balance between work and family responsibilities leads to several educational consequences, including weakened daily supervision of children, reduced emotional and psychological stability, disrupted transmission of values within the family, and lower academic follow-up. Social consequences also emerged, such as weakened family communication, increased psychological pressure on the mother, widened emotional gaps within the family, and disrupted distribution of household roles—all of which threaten family stability and its social function. For the third question, the study highlighted a set of educational proposals that can help address these challenges. These include promoting a culture of partnership and shared responsibilities between spouses, organizing time according to clear educational priorities, maintaining continuous family communication to compensate for periods of absence, ensuring reliable educational alternatives during the mother’s working hours, and considering children’s developmental stages when choosing the nature of employment. The results also emphasized the importance of institutional support for flexible work arrangements that accommodate family needs, as well as strengthening educational awareness among women and families regarding the importance of balance. In light of these findings, the study recommends adopting genuine partnership within the family in raising children and managing household responsibilities, implementing guidance programs to help working women manage their time and fulfill their educational priorities, and encouraging institutions to adopt family-friendly policies such as flexible working hours and on-site childcare. The study also recommends raising societal awareness of the importance of achieving balance between work and family as a fundamental element of family stability and a core objective of Islamic education.