Journal Of Educational and Psychological Researches

Abstract
The current research aims to develop a theoretical framework that combines what has been written about Test-Wiseness in an integrated cognitive structure that combines its most important axes: its concept, ongenesis, components, and strategies. The results showed that the most important of which is that the concept of experiential wisdom did not receive the necessary attention and care by those interested and educational decision-makers, especially those concerned with the decisions of measuring and evaluating the educational process in the State of Kuwait, and the negligence and ignorance of this important variable was proven by educational decision-makers, as it was necessary for those in charge of the educational process. The research is to peruse and keep pace with modern and contemporary educational trends, especially in the field of educational measurement and evaluation, and seek the help of specialists. A number of recommendations were presented, the most important of which is the need to work on spreading and strengthening the culture: test-wiseness among students of various educational stages and educational groups, especially those with special needs; holding workshops and training for teachers and students aimed at equipping them and developing their skills and strategies of experiential wisdom; the need to include curricula with diverse thinking skills in content. The research reviews the educational measurement and evaluation system currently in use. Also, it presents a number of research proposals, the most important of which is building and developing training programs for experiential wisdom strategies, measuring their effectiveness in various educational stages in public education (public and private) and university education in the State of Kuwait, and studying the relationship between experiential wisdom and intelligence in light of the theory of multiple intelligences.

The study aims to identify the extent to which the school sports curriculum includes positive trends toward physical and mental health from the point of view of teachers. The researcher applied the descriptive analytical approach, as this approach is appropriate for this type of research. An electronic questionnaire was used as an important tool for data collection to identify the opinions of school sports teachers about the extent to which the school sports curriculum includes trends toward physical and mental health. 223 responses were collected. One of the most important results was the curricular interest in students’ positive participation and cooperation and its keenness to emphasize teaching methods that seek to develop students’ awareness of mental safety through school sports lessons and also with making students feel comfortable and psychologically comfortable through the implementation of applied lessons.

The current study aims to identify the level of productive thinking skills and their relationship to the habits of mind among science teachers in the primary stage. The descriptive approach was used, and a list of productive thinking skills was prepared. A scale of habits of mind was applied to a group of teachers to measure validity and reliability. The study participants were 42 teachers. The results were monitored and processed using statistical methods. The results showed that the degree of science teachers’ practice of productive thinking skills as a whole was average, with a mean of 3.38. The most commonly practiced productive thinking skills were those of fluency and flexibility. The least practiced productive thinking skill was the originality skill. Teachers' practices of deduction, interpretation, expansion, and imagination skills were average. The degree of science teachers’ possession of habits of mind as a whole was high, whereas the average reached 4.20. The level of habits of mind was high in five dimensions, which were: persisting, speaking, questioning, gathering data through all senses, and applying past knowledge to new situations. It was average in three dimensions: managing impulsivity, thinking flexibly, and metacognition. The study recommended the necessity of striving to develop productive thinking skills among science teachers and at all educational

The study aimed to identify the relationship between psychological empowerment and emotional intelligence among Palestinian university students. The study also aimed to identify the differences in psychological empowerment and emotional intelligence according to gender, specialization and academic appreciation. The study sample consisted of (450 males n = 299 and 151 females). The researcher used the psychological empowerment scale prepared by the researcher, and the emotional intelligence scale prepared by Hisham Abdullah and Essam Abdel Latif. The researcher relied on multiple regression analysis, correlation coefficients, t-value and one-way analysis of variance to analyze the study data. The results of the study showed a relationship between psychological empowerment and emotional intelligence among university students, and psychological empowerment was predicted through the dimensions of emotional intelligence. The results also showed that there are differences between males and females, as well as between literary and scientific disciplines, and according to the academic level.

The research aims to design a proposed training program based on the Program for International Student Assessment (PISA) and to investigate the program's impact on developing the teaching practices of mathematics teachers and the productive desire of their students in the first secondary grade. To achieve the research objectives, the researchers used the descriptive approach to develop a list of teaching practices within the framework of PISA, in addition to studying the training needs of teachers using the training needs questionnaire. The researchers also used the experimental approach for one group of teachers with two pre- and post-measurements using the observation card, as well as one group of students with two pre- and post-measurements using the productive desire scale. The samples consisted of 26 teachers, and 103 students were randomly chosen from the first secondary grade. The results showed a high training need for mathematics teachers to develop their teaching practices within the framework of PISA. The results also showed a positive impact of the training program on developing the teaching practices of mathematics teachers. Also, the results showed that there was no significant difference in the productive desire scale. In light of these results, some recommendations were made, including making use of the proposed training program within the framework of PISA to develop teaching practices for mathematics teachers and improve productive desire in mathematics among students.

The current research aims to investigate the impact of a program based on evidence-based practices (peer-mediated learning) on the development of daily life skills for children with autism spectrum disorder. The researcher used a single-case design methodology, specifically the withdrawal design (ABA). Three students with autism spectrum disorder from one of the Centers for Care and Rehabilitation and three students from their natural peers participated in the current study. The results of the study showed the effectiveness of the program based on evidence-based practices (peer-mediated learning) in equipping children with autism spectrum disorder with daily life skills (food preparation skills), as well as their ability to retain these skills and generalize them.

the aim of the current research is to identify the role of the teacher in promoting the values of digital citizenship among middle school students in khamis mushait Governorate. To achieve the objective of the research, the descriptive survey approach was used. A scale of 45 items was administered to 358 teachers in the intermediate stage to collect the needed data. The results of the research showed there is a statistically significant difference in the average responses of the study sample on the role of the teacher in promoting the values of digital citizenship among middle school students in school in khamis mushait Governorate, due to the variable of the type of education in which the teacher works, governmental or private, where the difference is clear in favor of teachers who work in private school, as their average ranks are higher, which indicates that they are moving more about the teachers role in promoting the values of digital citizenship among middle school students in khamis mushait Governorate. The results also showed that there are statistically significant differences in the average response ranks of the study sample on the role of the teacher in promoting the values of digital citizenship among middle school students in schools in Khamis Mushait Governorate due to the variable of years of experience in teaching the intermediate stage, i.e., the study sample agreed on the great role of the teacher in promoting the values of digital citizenship among middle school students, as all the values of the average ranks were high. The research recommended developing the teacher's role in promoting the values of digital citizenship by holding programs, training courses, and workshops that aim to introduce digital citizenship and its importance in protecting the individual and the homeland and achieving digital transformation in educational institutions in line with the Kingdom's Vision 2030.

This research aims to identify the role of female teachers in addressing the problem of aggressive behavior and the problem of lying among female primary students from the point of view of primary school leaders, as well as the obstacles faced by the female teachers of primary schools in addressing behavioral problems from the point of view of female leaders in primary schools. The study used a descriptive survey approach. The questionnaire was applied to 822 female leaders in primary schools in the city of Abha. The study found that female teachers play a role in addressing the problems of aggressive behavior among primary school students to a very high degree from the point of view of primary school leaders, with a mean score of 4.38. The female teachers play their role in addressing the problem of lying among primary school students with a very high degree from the point of view of primary school leaders, with a 4.43 mean score. The female leaders of primary schools agreed with a high degree with the obstacles faced by primary school teachers in addressing behavioral problems, with a mean score of 3.76.

The research aims to demonstrate the effectiveness of a cognitive-behavioral program to improve self-affirmation among orphans in the Gaza Strip. The researchers used a semi-experimental approach. The study sample consisted of 30 children from orphanages. The study sample was divided into two groups: the control group of 15 children and the experimental group of 15 children. A self-affirmation questionnaire developed by the two researchers was used. Also, the researchers prepared a cognitive-behavioral program to improve self-affirmation. The results showed that there is a statistically significant difference between the experimental and control groups in favor of the experimental group. There are statistically significant differences in the pre-and post-application on the self-affirmation questionnaire in favor of the experimental group, and the differences were in favor of the post-application on the questionnaire. The study recommends circulating the program to specialists who work with orphans in order to raise their level of self-assertion. The Al-Amal Institute for Orphans also recommended implementing educational meetings and workshops aimed at self-assertion among orphans in scientific ways. The study also recommended the need to follow up on children and provide appropriate programs that help them develop their personalities and self-confidence, as well as the necessity of creating programs that improve their personal and social characteristics.

This research aims to determine the degree to which the professional license standards for mathematics teachers are reflected in the teaching performance of mathematics teachers in Bisha Governorate. It was limited to the professional educational standards included in the two documents for mathematics teachers (1-2). It used the descriptive survey method. The study sample consisted of 371 female and male mathematics teachers in Bisha Governorate. To collect data, a questionnaire was used, and it consisted of five sections related to professional license standards of mathematics, which are: applying strategies for teaching and learning mathematics; solving mathematical problems and employing their strategies; using mathematical communication and employing its skills in teaching mathematics; employing mathematical modeling and mathematics applications; applying mathematical reasoning and discussing others’ arguments. The validity and reliability of the questionnaire were verified. The study revealed several results, the most notable of which is that the degree of reflection of professional license standards on teaching performance in general is medium, and its mean score is 3.22. The results of the standards were as follows: the standard of applying strategies for teaching and learning mathematics had a mean score of 3.27 and a (medium) degree of achievement; the standard of solving mathematical problems and employing their strategies had a mean score of 3.24 and a (medium) degree of achievement; the standard of using mathematical communication and employing its skills in teaching mathematics had a mean score of 3.24 and a 3.27 degree of achievement; the standard of employing mathematical modeling and mathematics applications had a mean score of 3.16 and a (medium) degree of achievement; and the standard of applying mathematical reasoning and discussing others’ arguments had a mean score of 3.16 and a (medium) degree of achievement. The results also indicated that there are no statistically significant differences between the mean scores of the sample members’ opinions in terms of the study variables (gender, teaching experience, qualification, stage of study, number of times the test was taken). Based on its findings, the study made several recommendations, the most notable of which are as follows: To provide examples and applied models about employing educational theories in teaching and learning mathematics; to train teachers to teach and evaluate mathematical knowledge; and to teach problem-solving.

The current research aims to identify the reality of institutional efficiency at Omani universities from the point of view of faculty members. The research used a comparative-descriptive research approach. A questionnaire consisting of 24 items was developed. Its validity and reliability were verified. The research sample consisted of 204 faculty members who were selected using the convenience sampling method from Sultan Qaboos University and the University of Nizwa. The results showed that the reality of institutional efficiency at Omani Universities from the point of view of its faculty members was large. Statistically significant differences were found in the estimates of the study sample of the reality of institutional efficiency due to the university variable in favor of Sultan Qaboos University. There are statistically significant differences due to the variable years of experience in university service favoring faculty members who have experience of 7 years or less. The research recommended emphasizing the importance of improving the institutional performance of Omani universities in general and private universities in particular.

The current research aims to translate and validate the psychological well-being scale for King Abdul-Aziz University’s students in Jeddah among a sample of 232 students. Also, the research aims to reveal the level of psychological well-being among the study sample and identify differences between the levels of psychological well-being according to a number of demographic variables (gender, marital status, employment status, and educational level). This research used a descriptive approach, and the psychological well-being scale prepared by Diener et al. (2010) was applied as the study tool. The results showed a high indication of the validity of the scale. The results of the confirmatory factor analysis confirmed that all items have high saturation, where the values of factor saturation ranged between 0.80-0.43, and they came with a high level of compatibility, where the value of (CFI) = 0.90, as well as the results of the reliability of Alpha Cronbach showed a high reliability (0.88). In addition, the results showed that the level of psychological well-being was 45 among the study sample. There were statistically significant differences attributed to the variables (marital status, employment status, educational level), but no statistically significant differences attributed to the variable (gender). According to the study result, the researcher recommends encouraging researchers to study the psychological, social, and physical needs of KAU students, provide them with psychological and social care, and try to support them and solve their problems to enhance their psychological well-being.

The current research aims to identify the Generating solutions for the physically disabled according to gender. To identify the prevailing identity styles among the physically disabled in terms of gender. To identify the relationship between generating solutions and identity styles for people with mobility disabilities. To identify the extent to which identity methods contribute to generating solutions for the physically disabled. The research sample consisted of 200 male and female students with physical disabilities who are present in the Al-Saada and Al-Manar institutes in Baghdad, Rusafa II, and III for the academic year 2022-2023. The researcher developed two research tools (generating solutions and identity methods), where the researcher developed a scale for generating solutions according to Sternberg's theory (1995), The number of items in the scale was 40, distributed over four domains (solutions to social problems, solutions to health problems, solutions to family problems, and solutions to academic problems). Each domain takes 10 items. As for the identity styles scale, it was constructed according to Berzonsky's theory (1989). The number of items in the scale was 40, with four alternatives (always, sometimes, rarely, never) distributed over four identity styles (the standard style, the informational style, the dispersed style, and commitment to identity). Each style takes 10 items. The researcher used one sample t-test, two samples t-test, and independent and regression analysis. The results revealed that generating family and school solutions is the most common among people with mobility disabilities. There are no statistically significant differences between males and females with physical disabilities in generating solutions. The prevailing identity style among the physically disabled is the standard style. There are no statistically significant differences between males and females with physical disabilities in identity styles. There is a relationship between generating solutions and identity styles, partly between the normative, informational, and dispersed styles (identity styles) and social and family solutions (generating solutions), and there is no connection between the commitment style and solutions. The result also shows that the percentage contribution of identity methods in generating solutions is as follows: The informational identity method contributes to generating social solutions by 56% and family solutions by 27%. The standard identity style contributes to generating social solutions by 44% and family solutions by 28%. The dispersed identity style contributes to generating social solutions by 73% and family solutions by 34%. As revealed from the analysis of variance test, we find that the F values for the identity styles (informational, cognitive, and dispersed) and the solutions (social and family) are all statistically significant.

The research aimed to identify the effectiveness of a treatment program based on the audio-visual entrainment (AVE) technique in improving the perception of Sensory-Motor in a sample of children with high-functioning autism spectrum disorder. pre-diagnosed from the officially registered centers in Baghdad
(Al-Karkh-Al-Rasafa). The experimental group reached (7) children, (5) males, and (2) females, while the control group was (7) children, (6) males, and (1) female.
The search instrument consisted of preparing the perception of the Sensory-Motor scale, and psychometric properties were verified for it, and the reliability of Cronbach's alpha was (0.90). The program consisted of (36) session, (3) sessions per week, which lasted (21) minutes. after completing the program sessions, a post-test was applied.
The results showed no statistically significant differences between the pre-test and the post-test of the perception of the Sensory-Motor scale

The current research aims to identify the levels of academic risk among university students and to identify the significance of differences in academic risk among university students according to the variables of gender (male-female) and specialization (scientific-human). The current research is determined by the students of the University of Karbala, both males and females, for the academic year 2022-2023. The research sample consisted of 569 male and female students from both majors, 248 male and female students from the scientific specialization, and 321 male and female students from the humanities major, who were selected using a stratified random sample method with proportional distribution from the colleges of the University of Karbala. To achieve the objectives of the research, the researcher built an academic risk-taking scale based on the definition and theory of Clifford (2011). Facing situations of failure and recovering from failure. Using the statistical package for social sciences (SPSS), the research revealed that university students are characterized by academic risk, and they have a tendency towards medium-risk tasks. There are statistically significant differences in academic risk according to the gender variable (male-female) and in favor of females. There are no statistically significant differences according to the variable of specialization (scientific or human). According to the results of the current research, the researcher came up with a number of recommendations and suggestions.

The current research aims to identify the thought control strategies and differences in thought control strategies of the research sample according to gender and specialization. To achieve the objectives of the research, the researcher adopted the Al-Bugherbi (2021) scale based on the theory of Wells and Davis (1994) for thought control strategies, which consist of five domains (punishment, distraction, anxiety, re-evaluation, and social control) that were developed by Al-Bugherbi (2021) through adding two domains (successful repression and self-direction). The number of items on the scale consisted of 31 items with five alternatives. The results of the research showed the research sample uses strategies (distraction, successful suppression, self-direction, re-evaluation, punishment, and social control), respectively, while they do not use the strategy of focusing anxiety around the idea when controlling thought. Females use the punishment strategy, the anxiety strategy, and the re-evaluation strategy more than males. The sixth-grade preparatory students use the anxiety strategy more than the fourth-grade preparatory students. In light of the researcher's findings, the researcher recommends emphasizing the need to pay attention to preparatory school students and give them opportunities to express their thoughts and opinions and develop their abilities to enhance their ability to control their thoughts correctly and solve their problems. It is necessary to form seminars, workshops, and training courses in schools to develop thought control by developing the use of appropriate strategies.

The current research aims to identify reflective thinking and its development in the subject of rhetoric among students in the fourth literary grade. To achieve this goal, the researcher adopted an experimental approach. The research sample consisted of 40 students, an experimental group of 20 students, and a control group of 20 students. The researcher developed a pre-post-test for reflective thinking, consisting of 10 items with multiple choices and 10 items from the essay test. The research utilized the power of discrimination, the effectiveness of false alternatives, and the Licoskin coefficient for calculating the differences between the mean scores of the two research groups. The results showed that there are statistically significant differences between the experimental and control groups in reflective thinking, and its development is in favor of the experimental group. The researcher recommended conducting seminars and qualifying courses for male and female supervisors and all teaching staff that will guide them towards diversity in modern teaching methods. The researcher suggested conducting a study of reflective thinking and its development for other branches of the Arabic language.

The current research aims to measure the holistic thinking of Arabic language teachers in the intermediate stage, due to the importance of holistic thinking and its connection to the current educational reality. To achieve this, a sample of 24 teachers in the city of Babylon for the academic year 2022-2023 who are teaching Arabic were chosen randomly. The researcher adopted the scale of holistic thinking by Al-Rawi (2019) and included 24 items to collect the needed data. The results revealed that Arabic language teachers have holistic thinking. There is no statistically significant difference in holistic thinking according to gender or service.

The research aims to examine the correlation between differentiated education and academic achievement from a math teacher's perspective. To achieve the objective of the search, the researcher adopted the scale of differentiated education, which included 44 items. The sample consisted of 200 male and female teachers chosen randomly from secondary schools in Baghdad Governorate for the academic year 2022-2023. The research results revealed that math teachers do not apply differentiated education, and there is a slight correlation between differentiated education and achievement. According to the results, the researcher presented a set of recommendations and suggestions.

Autism Spectrum Disorder (ASD) is a term used to describe people who have a specific combination of problems with social communication and repetitive behaviors, as well as very restricted interests and/or sensory activities that start early in life. In recent years, the prevalence of ASD has risen dramatically. The pathophysiology of ASDs is yet unknown; however, genetic abnormalities and multifactorial reasons have been linked to genetic problems. The purpose of this study is to analyze changes in several hematological parameters in autistic children. The study dealt with cases of autistic patients at the Al-Safa Center for Private Autism and the Governmental Center for Mental Disability. One hundred twenty blood samples were taken from autistic patients (60 males and 20 females) and a group of healthy volunteers (20 males and 20 females) aged between 5 and 15 years old. The diagnosis of autistic patients was based on the psychologist, and parameters of the blood test were also performed, including the complete blood count (CBC), including total WBC (10^3/µL) cells, differential WBC, platelet count, HGB, MCHC, RDW levels, and blood group test. Results revealed a substantial rise (P<0.001) in the level of RDW, where the decreased level of HGB significantly (P>0.001), while the PLT level exhibited a major rise (p<0.05), and WBC is significantly * (P≤0.05), ** (P≤0.01).

The current study aimed to investigated the preferred learning styles of University students. The data were collected from 554 students at Dhofar University. The students were enrolled on different programs of study across three Colleges. Namely, these colleges are the College of Arts and Applied Sciences (CAAS), the College of Commerce and Business Administration (CCBA) and the College of Engineering (CE). Our sample consisted of 303 female students and 251 male students. The researchers used Felder and Soloman index of learning styles to measure the participants’ preferred style of learning. The findings of this study shed light on the importance of understanding individual learning preferences and their influence on the overall learning experience. The results of the study revealed that students in Oman demonstrated varied preferences for different learning styles, including 'active' or 'reflective', 'sensing' or 'intuitive', 'visual' or 'verbal', and 'sequential' or 'global' learning. These preferences play a significant role in shaping how students process information, engage in learning activities, and ultimately achieve academic success.

This paper aims to verify the effectiveness of a gamification-based enrichment program in developing EFL creative writing skills (fluency, flexibility, originality, and elaboration) among third intermediate grade students. The researcher adopted the quasi-experimental method (one-group pretest-posttest design) and applied a validated test of creative writing skills in short stories and a validated gamification-based enrichment program, including a teacher's manual and textbook, to a sample of (20) third intermediate grade students of the intermediate school at Princess Nourah bint Abdulrahman University in the second semester of 2021/2022. The results showed a statistically significant difference between the mean scores of the experimental group in the pre-test and post-test of creative writing skills in fluency, flexibility, originality, and elaboration, as well as the total score in favor of the post-test due to the gamification-based enrichment program. The effect size of the gamification-based enrichment program on developing the EFL creative writing skills among third intermediate grade students was high in each skill and the overall score, suggesting the effectiveness of the program. Therefore, the reseaercher recommended utilizing and implementing the gamification-based enrichment program to equip intermediate stage students with EFL creative writing skills.