Journal Of Educational and Psychological Researches

The study aims to evaluate educational program's efficiency in applying the best educational practices to educate students from the dangers of indecent behaviors in accordance with higher education policy and the appropriateness of educational program dimensions to spread awareness among students to not fall into the indecent behaviors clutches. The study adopted the inductive exploratory approach through structural equation modeling and the descriptive analysis of the collected data from a randomly selected sample of (385) participants from educational academics at Northern Border University in Saudi Arabia using a specially designed survey tool to meet study purposes to evaluate dimensions of teaching methods, evaluation tools, training courses, course descriptions, and technology use. The findings showed that overall means were medium, and regression coefficients of the five dimensions of the current educational program were acceptable and less than (0.5), which confirms the efficiency of the educational program in combating indecent behaviors, with exception of the significant impact of both courses description and technology use from females' perspectives. The course description had the lowest percentage of saturation in terms of confirming factor analysis with a value of (0.26) and its negative correlation with the use of technology. In addition, the study set a number of recommendations.

The present study aims to identify the extent to which the content of social and national studies courses was included in interactive thinking maps in the educational stages in the Kingdom of Saudi Arabia. To achieve the goal of the study, the researcher used a descriptive and analytical approach. The study used a tool consisted of a content analysis card that included a list of the types of thinking maps. The study sample consisted of all social and national studies courses at the elementary and intermediate levels, which included the first and second parts of (12) books. After verifying the validity and reliability of the tool, it was applied to the study sample. The results of the study revealed that the percentage of inclusion-focused thinking maps at the school level, each of the intermediate stages in the first and second semesters (54.9%), followed by the elementary stage (45.1%). The percentage of inclusion of thinking maps at the level of classroom arrangement in the first semester of an elementary school ranked first with a percentage (30.6%) with a high degree of availability. The first and second semesters of the intermediate school took second place with a percentage (28.9%), (26.0) %) with medium availability. As for the rest of the chapters, they recorded a low availability. The order of thinking maps came in the first place. The treemap was ranked first in a total inclusion percentage in the primary and middle stages (37.0%), with a high degree of availability. Then, the flow chart came in second place at the rate (19.7%), with a medium degree of availability. The rest of the thinking maps recorded a low availability. The study recommended that thinking maps should be included in a balanced and in-depth manner in all social and national studies courses at the different educational stages and more broadly, to conduct similar studies on different educational stages and other decisions. 

The purpose of the current study is to explore the standards that teachers take into consideration when selecting and using assistive technology (AT), in addition to their knowledge and skills in this area. A quantitative-descriptive survey design was used and a convenience sample of (79) teachers of students with intellectual disabilities and autism spectrum disorder (ASD) participated in the current study. Based on the four main areas of the SETT Framework (student, environment, tasks, and tools), teachers reported a lack of consideration for most of the standards in each area. Among other findings there are statistically significant differences were found between teachers’ standards of the SETT Framework, with teachers who had previous professional development in AT reporting higher standards. Moreover, generally, teachers with more years of teaching experience reported having more knowledge and skills in AT usage. These findings suggested that providing teachers with sufficient professional development sessions on the use of AT would be of great help in increasing the effective strategies of the selection and use of AT with students with disabilities.

The research aims to reveal the perception of the personal characteristics of Bisha University employees (students and faculty) during the Corona Covid-19 pandemic, as well as to reveal the statistically significant differences in the perception of the personality traits of Bisha’s members during the Covid 19 according to the scientific qualification (female students -faculty members), marital status (single, married) through using the Personality Perception Questionnaire prepared by the researcher, which was verified. It has been applied to a random sample of (94) employees of the University of Bisha. The results of the research concluded that the university’s employees have psychological and social compatibility and there are symptoms of psychological disorder despite the existence of the pandemic and the lockdown. There are no statistically significant differences at the level of (0.05) in the perception of personality traits according to the scientific qualification variable and the social status.

The study aims to investigate the employment of electronic supervision applications in developing the teaching performance of teachers in Oman. Based on the qualitative method, the study population consisted of all the teachers of the first cycle in the Governorate of Muscat. The study sample included (24) female teachers. The interview was used as a tool for data collection. The study reached several results including there are difficulties in employing electronic supervision applications, which are weak network, the density of curricula, lack of experience in applying technology, and the large number of tasks assigned to the teacher. These difficulties can also be overcome by strengthening the network, training teachers, reducing the intensity of the curriculum, and placing the teacher in teaching only. The study also revealed that employing electronic supervision applications helps in developing the teacher's performance. The study recommended the establishment of an electronic platform for electronic supervision.

The aim of the current research is to identify the degree to which middle school teachers in the southern border schools use the electronic educational alternatives in the field of education from their point of view and its relationship to some variables. To achieve this goal, a random sample of (200) teachers was selected in southern border schools. A questionnaire was prepared to collect the needed data. The researcher employed the descriptive approach to achieve this goal. T-test and analysis of variance were used for the statistical treatment. The results concluded that the educational courses provided to male and female teachers are not sufficient. It has also been concluded that the use of electronic educational alternatives in girls ’schools is higher than that of boy’s schools. It also concluded that professional development did not differ according to specialization and it did not differ in different education offices.

The study aims to evaluate the distance learning experience in light of spreading Corona pandemic - Covid19 - from the teachers' point of view in Islamic Science Institutes in the Sultanate of Oman, which was applied during the second semester of the 2019/2020 academic year. The study sample consisted of (77) teachers from the Islamic Science Institutes of the Sultan Qaboos higher center for culture and science. The researchers designed a questionnaire to evaluate the reality of the experience. The study results revealed that the department of educational affairs and training at the Sultan Qaboos higher center for culture and science was able to a moderate degree in the rapid transition to a distance learning system following the suspension of studies due to the spread of the Coronavirus - Covid19. The teachers showed a high degree of the importance of applying the distance learning system. The Microsoft teams educational platform that, was used to teach in the distance learning system, was appropriate at a high level. Although the teachers’ readiness appeared to a high degree, the students’ readiness was low according to the teachers’ point of view. The study also found that there was a group of challenges facing the application of the distance learning system. The most important of which were the weak infrastructure for internet and communications networks and the lack of computers for teachers and students. The results of the Multivariate Analysis of Variance (MANOVA) also found that there were no statistically significant differences in the mean scores on the distance education questionnaire in The Islamic Science Institutes according to teachers' specializations and years of practical experience and the interaction between these two variables. This confirms that teachers’ opinions about the learning system experience are similar regardless of their specializations or years of practical experience. Finally, the researchers recommended a set of recommendations, the most important of which is the continuation of continuous training for teachers and students on modern technologies that serve the application of the distance learning system. They also suggested conducting more studies on the reality of applying the distance learning system in various educational institutions in the Sultanate of Oman.

هدفت الدراسة الحالية إلى الكشف عن القيم الخلقية المتوافرة في كتاب اللغة العربية (المؤنس) للصفين الحادي عشر والثاني عشر للتعليم ما بعد الأساسي بسلطنة عمان. استخدمت الباحثتان المنهج الوصفي واتخذت الجملة وحدة في عملية التحليل، ومجالات القيم الخلقية الخمسة فئتا للتحليل، وتم رصد تكرارات القيم ونسبها المئوية في تلك الكتب المقررة، كما تم التأكد من عملية التحليل وثباتها.
وبعد الرجوع إلى الدراسات السابقة، تم التوصل إلى القيم الخلقية التي ينبغي توافرها في هذه الكتب والتي بلغت (71) قيمة فرعية، وقد تكررت هذه القيم بواقع (2254) تكرارا في كتاب اللغة العربية (المؤنس) للصفين توزعت على خمسة مجالات رئيسة هي:( الاجتماعية، والفردية، والعلمية، والوطنية، والأسرية)، حيث تضمن المحتوى الذي تم تحليله جميع القيم الخلقية الواردة في القائمة، إلا أن هناك اختلافا في درجة تكراراتها من صف لآخر ومن مجال لآخر. كشفت نتائج الدراسة عن عدم وجود توازن في تقديم القيم الخلقية في محتوى كتب اللغة العربية (المؤنس) للصفين، حيث حظيت بعض القيم بتكرارات مرتفعة وبعضها بتكرارات منخفضة، كما بينت نتائج الدراسة أن محتوى كتاب اللغة العربية (المؤنس) اهتم بمبدأ التدرج في تقديم القيم الخلقية، فالقيم الخلقية في كتاب اللغة العربية (المؤنس) للصف الثاني عشر كانت أعلى من كتاب الصف الحادي عشر، وأن القيمة الأكثر تكرارا في قائمة القيم هي قيمة (الحوار) المنتمية إلى مجال القيم الخلقية الاجتماعية، في حين جاءت قيمة (الحياء) المنتمية إلى مجال القيم الخلقية الفردية في ذيل القائمة.
أما بالنسبة لمجالات الدراسة، فقد احتل مجال القيم الخلقية الاجتماعية المرتبة الأولى، وجاء مجال القيم الخلقية الفردية في المرتبة الثانية، ثم العلمية في المرتبة الثالثة، وتوافرت هذه المجالات الثلاثة بدرجة مرتفعة، واحتل مجالا القيم الخلقية الوطنية والأسرية المرتبتين الأخيرتين من بين المجالات الخمسة بدرجة توافر منخفضة.
وفي ضوء هذه النتائج توصي الدراسة بعدة توصيات منها: إعادة النظر والاهتمام من واضعي مناهج اللغة العربية بالقيم الخلقية بشكل متوازن، وإعطاء وزن أكبر للقيم التي قل تكرارها.

This study aims at exploring the degree to which female mathematics teachers use alternative assessment tools from their perspectives and determining if there are statistically significant differences in the variable of years of teaching experience. To achieve the aims of the study, the descriptive research approach was used. The sample of the study consisted of (37) female-mathematics teachers in the second cycle of basic education in Dhofar Governorate in the Sultanate of Oman. A 5-point Likert scale questionnaire was constructed consisting of (21) items distributed into (4) dimensions that represent the alternative assessment tools, which are: performance rubrics (7) items, portfolios (6) items, written tests (4) items, and concept mapping (4) items. The results of the study showed that teachers, in general, use alternative assessment tools with a high degree, and the use of the performance rubrics tool came first, followed by portfolios tool and then written tests, while the concept mapping ranked last. The results indicated that there were statistically significant differences in the degree of use of alternative assessment tools due to the variable of years of teaching experience favoring the group with more than 16 years of teaching experience. The study recommended that female mathematics teachers should pay more attention to the use of alternative assessment tools and focus more on its techniques. In addition, the study suggested conducting more studies related to alternative assessment.

The study aims to examine the phonological processing profile for students with and without reading disabilities in cycle 1 schools of basic education in the Governorate of Muscat, Sultanate of Oman. The study participants included (306) students, 165 students with reading disabilities, and 141 students without reading disabilities. The comprehensive test of phonological processing (CTOPP) and working memory test (WMT) were administered to the participants, The results of the study showed that the mean score of students without reading disabilities was higher than that of students with reading disabilities in all measures of phonological processing. There are statistically significant differences in the case of students in all scales of composite phonological processing. There are statistically significant differences for the grade on students' scores in the scales of phonological awareness, phonological memory, rapid naming, and alternative scale of rapid naming. There are also statistically significant differences for the interaction between the grade and the case on the students' grades in the rapid naming. There is no statistically significant effect of gender, case-gender interaction, class-gender interaction, and gender-case-grade interaction on students' scores on composite phonological processing scales. The results also revealed that there are statistically significant differences between students with reading disabilities and students without reading disabilities attributed to the interaction between the grade and the case. There is no statistically significant effect of the interaction between the case and the gender and the interaction between the grade and the case and the gender in the sub-acoustic phonological processing scales. The results also indicated a statistically significant correlation between the phonological awareness test and the working memory test among students with and students without reading disabilities. The phonological memory test was only significant for students with reading disabilities. As for the sub-tests, the word pronunciation test after deleting part of it, and the test of merging syllables indicated a statistically significant relationship with the working memory test with students with reading disabilities and students without reading disabilities. Furthermore, the test of remembering numbers and the test of the rapid naming of things were only significant with students with reading disabilities. In light of the results, we hope that phonological processing skills will be incorporated into the school curriculum and that a comprehensive test of phonological processing will be used as a diagnostic tool for students in basic education.

The present research aims at identifying the level of environmental stress among preparatory students, the level of self-rebellion among preparatory students, the correlation between the two variables of research (environmental stress and self-rebellion), and the extent to which the independent variable contributes to the variable of the middle school students. The current research has determined the students of the fifth stage of the preparatory stage and all the branches in the departments of education in Baghdad province, the morning study for the academic year 2020-2021. The research has reviewed theories, which were adopted in designing and interpreting the results. In order to carry out the research goals, the researcher did procedures as follows: designing a scale of environmental stress based on the theory of (Hans saley 1956). Designing a scale of self-rebellion based on the theory of (J.W.Brehm1966). The two scales were applied to a sample of (200) students during the period from 5 - 29 /1/2021. The researcher applied half-fragmentation, Cronbach, and retesting to get the study result. The results of the research showed that preparatory students suffer from significant environmental stress compared to the hypothetical average of the scale. The research showed that the students of the preparatory school are practicing self-rebellion. The results also showed a positive correlation between environmental stress and self-rebellion, as well as a contribution to increasing student self-rebellion. The research came out with a number of recommendations and suggestions

The current study aims to identify the level of extension of the sense of self and the cognitive style (complexity-simplicity) among university students, as well as the significance of the difference according to gender (males, females). The study also aims to identify the correlation between the above two variables. To achieve the study aims, the researcher has constructed the scale of the extension of the sense of self according to the theory of Alport (1961), where the number of its final items reached (28) items. As for the cognitive style scale (complexity-simplification) that was adopted in this study, Abdullah (2017) has prepared it. It consisted of (32) items. To verify their psychometric properties, the two tools were applied to a sample of (160) male and female students who were selected by a stratified randomized method from four colleges at the University of Baghdad for the academic year 2019-2020. The results of the research showed that the research sample has an extended sense of self. There is a statistically significant difference between (males-females) in the extension of the sense of self in favor of males. The research sample has a method of cognitive simplicity. There is a statistically significant difference between males and females in the cognitive style (complexity-simplicity) and in favor of females. There is an inverse correlation between the extension of the sense of self and the style of cognitive complexity. There is a direct correlation between the extension of the sense of self and the style of cognitive simplification

The current study aims to identify the (A, B) modes of personality as well as the styles of thinking (verbal - conceptual) for the students of College of Arts - Department of Artistic Education. To achieve the aims of the study, the researcher chose the Cullers Scale (1978), which was used in the study of (Al-Ani, 2013). As for scale of the two thinking styles: verbal and conceptual. The researcher employed Al-Tai (2018) scale, which based on the Binary coding theory for (Bayview). The sample of the current research consists of (100) male and female students from the department of the Artistic Education / College of Arts/ University of Baghdad for the academic year (2020-2021).
The results showed that there is an effect of the (B. personality mode on the conceptual thinking of the research sample. The research came out with a number of conclusions, recommendations, and suggestions.

Historical concepts are among the concepts that are difficult to present to the pre-school child except by using modern techniques, as well as the difficulty of making visits to all historical monuments and going back to antiquity. For the lack of studies in this area, we need an attractive medium that children love, which is able to convey some abstract concepts that are difficult to teach to children using traditional methods. Among the activities that the kindergarten provides to children are the stories through which they develop their linguistic wealth, consolidate their religious and spiritual inclinations, refine their correct morals, and form their proper attitudes, knowledge, and life concepts. The aim of the current research is to identify the historical concepts of kindergarten children, which are achieved through the following hypothesis: There is no statistically significant difference between the average of marks of children on the historical concepts test and the hypothetical average. The current research is limited to the children in government kindergartens in Wasit Governorate (Al-Aziziyah District) for ages (5-6) years old of both genders. Therefore, the children were randomly selected from Al Buruj kindergarten consisted of (100) children. In order to achieve the objectives of the research, the researcher presented the (16) items of the historical concepts test form to a group of experts in educational and psychological sciences. Thus, the number of test items reached (14) items. After conducting the statistical analysis, two items fell in the discrimination test, and the scale became (12) items in its final form. The research found that kindergarten children suffer from weakness in historical concepts, and based on these results, the researcher came out with a number of appropriate recommendations and suggestions.

The current research aims to identify the visual culture skills of students of the College of Education for Pure Sciences / Ibn Al-Haytham. To verify this, the following objectives were formulated: 1) Identifying the visual culture skills of students of the College of Education for Pure Sciences / Ibn Al-Haytham. 2) Identifying the statistically significant differences in the visual culture skills of students of the College of Education for Pure Sciences / Ibn Al-Haytham according to the gender variable. The descriptive approach was used, due to its relevance to the nature of the research objective. To verify this, the visual culture skills test consisted of (22) items of the multiple-choice type, where the (Koder Richardson 20) equation was applied to calculate the stability of the visual culture skills test. For the skill of writing pictures (0.85), while the coefficient of stability of the visual culture skills tests as a whole, its value was (0.84). The total sample is (252) students. The data were analyzed statistically treated using: t-test for two independent samples, Cooper's equation, the equation of difficulty factor, the equation of the coefficient of discrimination, the effectiveness of the wrong alternatives, the Pearson correlation coefficient, the Kiodor and Richardson equation (20), the Alpha-Cronbach equation, the parameter point binary link. The results showed that the performance level of the fourth stage students was low to average in the visual culture skills test. There are no statistically significant differences attributed to the gender variable in the test of visual culture skills and imaginative thinking.

The research aims to identify the cognitive distortion of kindergarten children and its relationship with parental reinforcement. The researcher used the descriptive approach, being the closest to reach the study objectives. To measure the relationship between the research variables, the researcher designed two questionnaire tools for this purpose, the first for measuring the cognitive distortion, and the second is to measure parental reinforcement. Each tool consisted of (20) items. After ensuring the validity and reliability of the two research tools and their reliability to measure the studied phenomenon, the researcher chose a random sample of the parents of the Kindergarten children from four governmental and private Kindergarten belonging to AL-Risaffa (1) District of Baghdad governorate. The sample reached (200) parents. After the completion of data collection and the statistical analysis by using the statistical application (SPSS), The researcher concluded that there is an inverse correlation between cognitive distortion and parental reinforcement in kindergarten children, The lower the parental reinforcement, the greater the percentage of cognitive distortions they have, and vice versa. Therefore, the researcher recommended that parents of kindergarten children should increase parental reinforcement towards their children, which contributes to enhancing their confidence and reducing their cognitive distortion.

Anger is one of the problems of scientific importance that psychologists and education scientists are interested in, especially societies and educational environments, because if a child’s anger continues to develop into violence, then it becomes an unusual behavior and an indication of the child's lack of adaptation to his family and his environment (Moses, 2013: 4). The outward expression of anger can be found in facial expressions, body language, physiological responses, and sometimes in public acts of human aggression or from wild animals (Desmond, 1967: 34). The current research aims at measuring anger among kindergarten children. In order to achieve the aim of the research, the researcher developed an anger scale to measure anger in kindergarten children. It consists of three areas: the first area is the subjective emotional aspect, which stretches from the item (1) to item (11). The second area is the physiological aspect that includes items (12) to (19). The third area is the apparent and external aspect that includes items (20) to (31). The total number of the anger scale in all its areas is (31) items, which were answered by the teacher. The scale was presented to a group of (18 experts) from different fields such as educational and psychological sciences, measurement and evaluation, kindergartens, and fine arts to demonstrate the validity of the measure items and their reliability for children. The researcher has extracted the apparent validity of the scale. The researcher extracted a number of psychometric properties of the scale by using the T-test for two independent samples (T-test), the Pearson correlation coefficient, the Chi-square test, and the Kolmogorov - Smirnov. As for the stability, it was extracted by the retest method (0.95) and stability Alpha Cronbach of (0.97). The research found that kindergarten children suffer from a state of anger. Based on these results, the researcher reached a number of appropriate recommendations and suggestions.

The main goal of the current research is to identify the environmental problems included in the content of the two science books (chemistry units) at the intermediate stage. A list of environmental problems had been prepared that consisted of (8) main areas, which are (air and atmosphere pollution, water pollution, soil pollution, energy, disturbance of biodiversity and environmental balance, waste management, food and medicinal pollution, and investment of mineral wealth) were (60) sub-problems. The researcher analyzed the two science books of the intermediate stage for the academic year (2020-2021) in light of a prepared list. The results showed that the two science books (two chemistry units) of the first intermediate grade achieved (19) sub-problems with a percentage of (31.66%). The two science books for the second intermediate grade achieved (15) sub-problems with a percentage of (25%). Finally, the researcher recommends including the content of the two science books (two units of chemistry) for the intermediate stage, the main and sub-environmental problems that are not available as one of the modern trends in science education based on the environmental problems themselves

The seventh international scientific conference held at the "University of Baghdad" College of Education "Ibn Rushd" 14-15 / 4/2019, confirmed in its recommendations the need to draw clear strategic planning to invest the qualitative inputs from the Ministry of Education and focus on it in higher education, which requires educational institutions to amend from its current strategies or adopting new strategies in a way that contributes to presenting new ways to compete and keep pace with scientific progress and to find realistic and objective working methods. The aim of the current study is to identify the reality of university strategic planning to invest the outputs of the distinguished schools of the heads of public universities. The researcher adopted the descriptive approach. The current research community consists of the deans of the colleges of the governmental universities in Baghdad city such as Baghdad, Al-Mustansiriya, Al-Nahrain, Technology, Al-Iraqiya. The numbers of the research community are (72) deans. The result of the study revealed that there is no strategic planning to invest in the outputs of the distinguished schools. It came out with a set of conclusions. and recommendations included that there is a planning gap between the" Ministry of Education and the Ministry of Higher Education and Scientific Research regarding students of distinguished schools and their treatment of the same mechanisms of dealing with other students.

The aim of the current research is to determine the extent of logical intelligence in the book of chemistry for the fifth grade of science. To achieve the goal of the study, the researcher has designed a special criterion in the main and sub-areas of logical intelligence to be included in the book. After reviewing the previous literature in this regard, the final form consisted of (3) main areas and (21) subfields, the scale was exposed to a group of experts and arbitrators in the field of Educational and psychological sciences, curricula, and teaching methods. Then the researcher analyzed the book on both branches (biological-applied). The researcher adopted the idea of both explicit and implicit as a unit of registration and frequencies as a unit of the census. The results showed that the book included (290) frequencies as the biological branch ranked first with (160) frequency at the rate (55.17%) and the applied branch (130) frequencies at the rate (44.83%). The study adopted the Holste equation and percentage Statistical Methods. Based on the results, the researcher recommended the need to include the book for the main and sub-logical intelligence areas in an integrated and balanced manner according to scientific developments. The researcher presented several suggestions, including a study to identify the impact of logical intelligence on the achievement of preparatory stage students in chemistry and their ability to solve problems.

The aim of this research is to uncover the science processes included in the teacher’s guide to scientific experiments of the science books for the grades
(one-two) at the intermediate stage. The research sample included all the scientific experiments contained in the teacher’s guide for scientific experiments at the intermediate stage. The researcher used descriptive and analytical methods. He designed an analysis tool for the content of science operations, which was verified its validity and reliability. The research results revealed that the number of practical experiments varies from one class to another at the intermediate stage. The highest percentage was recorded in the teacher's guide for scientific experiments for the second grade, with (60) experiments at the level of (57%). The lowest percentage was recorded in the teacher's guide for scientific experiments for the first grade with (46) experiments at the level of (43%). The most frequent basic science process is the observation process, while the most integrative science process is the experimentation process. The scientific experiments did not consider the processes of prediction and the control of variables.

The current research aims to identify the extent to which cognitive economics skills are included in the content of the chemistry textbook for the third intermediate grade. The research sample was represented by the chemistry textbook for the third intermediate grade. A list of knowledge economy skills, which are (6) main skills (basic skills, communication skills, thinking skills, work skills Group, information-gathering skill, behavioral skills) and (20) sub-skills (reading, writing, operations, computer skills, and employability, oral expression and written communication, dialogue, persuasion, influence and arousal, analysis, problem-solving, decision-making, suggestions and hypotheses and employing them. Controlling, directing and balancing, evaluating situations, the skill of cooperating with colleagues and working in study teams, determining information, gathering information, presenting and balancing information). The analysis tool was designed (analysis standard) consisting of (80) indicators. The researchers used descriptive and analytical approaches to achieve the research objectives. The validity and reliability of the analysis tool were confirmed. The results showed that the skills of cognitive economics are included in the chemistry textbook for the third intermediate grade, but in varying proportions, and that the chemistry textbook For the third grade. It achieved (1029) frequencies distributed into six main skills. The percentage of availability of knowledge economy skills in the chemistry textbook for the middle grade was ranked in descending order (thinking skills 47%, basic skills 20%, communication skills 17%, information gathering skills 12%, skills Behavioral 3%, teamwork skills 1%). According to these results, it is evident that there is a weakness in the representation of some knowledge economy skills and a variation in the percentages of representation in the content of the chemistry textbook for the third intermediate grade compared to the percentages suggested by the referees and specialists.

The current study aims to find out the ingratiating behavior of university students, as well as to identify the differences of statistical significance in the ingratiating behavior among university students according to the variables of gender and specialization. The current study was limited to the University of Baghdad students for both majors (scientific and humanities) for the academic year (2019-2020). In order to achieve the researcher's objectives, an ingratiating behavior scale has been constructed, It consisted of (32) items divided into four behaviors. The researcher has extracted scale validity and reliability. The scale was administered to (230) female students and (229) male students form the study sample out of the research population at a rate of (1%). The sample was collected out of (12) faculties. The research results showed that University students do have not ingratiating behavior. There are statistically significant differences in favor of males more than females according to the gender variable. The results also showed that there are statistically significant differences in favor of human specialization according to the specialization variable.

The aim of this research is to identify the availability of visual thinking skills in the chemistry textbook scheduled for the third intermediate grade for the academic year (2020-2021) in the Republic of Iraq. The study sample consisted of (85) images contained in the chemistry course for the third intermediate grade, which are (85) forms using the curriculum. An analytical descriptive list of visual thinking skills was prepared. The unit of form was adopted as a unit of analysis and frequency as a unit of counting. The frequencies and percentages were used for statistical treatment. The tools proved validity and reliability. The researcher employed the Holste equation to achieve the study aims. The finding of the study showed that the skill of analyzing the visual shape obtained the highest percentage, which is (36%) followed by the skill of recognizing the visual shape (31%). Then, the skill of linking relationships in the visual form came out with (12%) followed by the skill of perception and interpretation of ambiguity with (12%). 10%). The skill of extracting meanings and the skill of distinguishing the visual shape came in percentages (6%) and (5%) respectively. The results also showed the discrepancy and imbalance of these skills in the book of chemistry for the third intermediate grade. Finally, the researcher presented a number of recommendations and suggestions.