Iraqi Journal of Psychological Counseling

This research aimed to assess the level of critical thinking skills among female students in the Arabic Language Department at Colleges of Education for Girls. The research population comprised female students in the Arabic Language Department (morning studies) at Colleges of Education for Girls in Iraqi universities. Kirkuk University / College of Education for Girls was purposively selected as the research sample. The researcher utilized the California Critical Thinking Skills Test (2000) as the research instrument. After administering the test, the results revealed a weak level of critical thinking skills among the students, with a mean score of (42.91), which is below the minimum passing score of (50). In light of these findings, the researcher drew several conclusions, including: the level of critical thinking skills among female students in the Arabic Language Department at Colleges of Education for Girls is weak, falling below the minimum passing score of (50%) as indicated by the critical thinking test designed for this purpose. Furthermore, (60%) of the students demonstrated a weak level, scoring below the minimum passing score of (50), while (40%) scored above it.

This study aimed to identify the level of positive emotions among university students, their level of academic advancement, and the relationship between positive emotions and academic advancement. The research sample consisted of 300 male and female students from Tikrit University. The researcher developed a \\"Positive Emotions Scale\\" and the \\"Academic Advancement Scale\\" by Hussein (2023) were administered. The results showed a high level of positive emotions across its five dimensions and a good level of academic advancement among the students. The study also revealed a positive correlation between positive emotions and academic advancement. Therefore, the researcher recommended encouraging and guiding students to cultivate positive emotions, as these are key drivers of cognitive growth and contribute to achieving their goals. Furthermore, the researcher recommended activating the role of psychological counseling units in colleges to help students overcome challenges, develop positive emotions, and guide them on how to adapt to these challenges and achieve their various aspirations.

This study arises from a pressing question: How can the Qur\\'anic discourse on trial (ibtilā\\') be interpreted in an era where global crises expand to the point where the entire human experience seems to live in a state of extended vulnerability? Operating within the framework of thematic exegesis (al-tafsīr al-mawḍūʿī), the study attempts to reconstruct the concept of trial beyond reductionist readings that confine it to individual testing or direct punitive interpretation. Instead, it reveals trial as a universal principle (sunnah kawniyyah) intertwining existential, educational, and social dimensions. The research begins by analyzing the semantic structure of human vulnerability in the Qur\\'an through terms denoting weakness, panic, fear, and neediness, highlighting how the text presents the human being as inherently prone to imbalance yet simultaneously capable of being reshaped through experience. It then deconstructs the concept of trial and its relationship to purification, historical circulation (al-tadāwul al-tārīkhī), and the reordering of values, presenting trial as an interpretive framework for understanding major societal transformations. In light of this, the study addresses contemporary global crises—such as pandemics, environmental disasters, and worldwide instability—as contexts of collective testing that reshape the meaning of responsibility, solidarity, and the management of fear. The study concludes that the Qur\\'anic verses on trial establish an interpretive vision that helps transform vulnerability from a state of psychological paralysis into an ethical energy productive for action. Within this vision, patience (ṣabr) is formed as a conscious practice, hope becomes an existential strategy, and the painful experience turns into a sphere for rebuilding the relationship between the human being and the world. This perspective contributes to advancing thematic exegesis towards an approach that engages contemporary questions without losing its textual depth, proposing a Qur\\'anic framework for understanding crises that moves beyond a superficial fatalistic interpretation toward a reading integrating divine patterns (al-sunaniyya) with human responsibility.

The current research aims to determine the effect of a guidance program on developing coordination thinking skills among middle school students. This is done by testing the following the three null hypotheses. The experimental method was used to verify the validity of the hypotheses. The research sample consisted of 20 students from two middle schools (Al-Hadara for Boys and Al-Asima for Boys) in the city center of Tikrit, and they were distributed into two groups (experimental and control). The guidance program (cognitive, emotional, behavioral) was applied to the experimental group and was not applied to the control group. The researcher prepared the Coordinated Thinking Skills Scale, which consisted of (40) items. The validity was established through several methods, and reliability was measured using both the test-retest method and Cronbach's alpha, yielding reliability coefficients of 0.84 and 0.82, respectively. The researchers applied the final version of the scale to an experimental sample consisting of (400) participants. The researcher also developed a guidance program based on Ellis's theory to enhance coordinated thinking among university students. The program included (12) sessions, each lasting (50) minutes. The research results showed:
There are statistically significant differences between the ranks of the experimental group in the pre-test and post-test on the Coordinated Thinking Skills Scale at the (0.05) significance level. There are no statistically significant differences between the ranks of the control group in the post-test and pre-test on the Coordinated Thinking Skills Scale. There are statistically significant differences between the ranks of the experimental group and the control group in the post-test on the Coordinated Thinking Scale at the 0.05 significance level. The results showed that the guidance program had an effect on developing coordinated thinking skills among preparatory stage students.
In light of the research findings, the researcher provided a number of recommendations and suggestions.

This study examines two variables within the field of cognitive psychology, providing a detailed exploration of the first variable, affective intelligence. This is conceptualized as a process of cognitive evaluation and interpretation aimed at clarifying an individual's emotional state, which, in turn, significantly influences decision-making—the second variable in this study. Decision-making is understood as the process of selecting one alternative from among several to reach a sound conclusion. The research outlined several objectives appropriate for the current study:
1. To identify the level of affective intelligence among university professors.
2. To identify differences in affective intelligence among university professors according to gender (male - female).
3. To identify differences in affective intelligence among university professors according to degree level (PhD - Master's).
4. To identify differences in affective intelligence among university professors according to academic rank (Professor and Assistant Professor - Lecturer and Assistant Lecturer).
5. To identify the level of decision-making among the research sample.
6. To identify differences in decision-making among university professors according to gender (male - female).
7. To identify differences in decision-making among university professors according to degree level (PhD - Master's).
8. To identify differences in decision-making among university professors according to academic rank (Professor and Assistant Professor - Lecturer and Assistant Lecturer).
9. To determine the correlation between affective intelligence and decision-making among the research sample.
10. To determine the extent to which affective intelligence contributes to decision-making.
Regarding the procedural aspect, the researcher applied two scales: one constructed for the first variable (affective intelligence) and an adopted scale for the second variable (decision-making). These were administered to a sample of 202 professors from the University of Anbar, comprising both males and females. The study arrived at the following key findings:
1. The sample demonstrated a good level of both affective intelligence and decision-making ability.
2. Differences in affective intelligence were found based on gender, while no differences were found based on other variables.
3. Affective intelligence contributes to decision-making.
The study concluded with a set of recommendations and suggestions for future research

The current study aims to identify the effect of cognitive-behavioral counseling in reducing narcissistic academic entitlement among middle school students. To achieve this aim, a narcissistic academic entitlement scale was developed, and its validity and reliability were verified. In its final form, the scale consisted of (20) items. In addition, a counseling program based on cognitive-behavioral counseling was designed. For the purpose of selecting the program sample, the scale was administered to a primary sample of (200) middle school students. Then, (20) students who obtained the highest scores on the scale were selected and randomly assigned into two equivalent groups, with (10) students in each group: an experimental group and a control group. The experimental group participated in a cognitive-behavioral counseling program consisting of (10) counseling sessions, conducted at a rate of two sessions per week, whereas the control group did not receive any intervention. The results revealed statistically significant differences between the mean scores of the two groups in the post-test in favor of the experimental group, indicating the effectiveness of cognitive-behavioral counseling in reducing narcissistic academic entitlement among middle school students. In light of the findings, the researcher presented a number of conclusions, recommendations, and suggestions.

This study aimed to identify the level of emotional understanding among middle and high school students and to explore differences between male and female students in emotional understanding within the Salah al-Din Education Directorate. The research sample consisted of 100 students (50 male and 50 female), selected randomly. To achieve the study's objectives, a scale for measuring emotional understanding was required. The researcher constructed a scale for emotional understanding among preparatory school students based on the theoretical definition of emotional understanding (Rogers, 1951). The scale consisted of 25 items, each with five response options (Strongly Agree, Agree, Somewhat Agree, Disagree, Strongly Disagree), scored on a five-point scale (5, 4, 3, 2, 1). After establishing face validity and reliability, the scale was administered to the sample. The researcher used SPSS for statistical analysis, employing the independent samples T-test to determine the item discriminatory power and to achieve the study's objectives, Pearson's correlation coefficient to assess item-total correlations, and Cronbach's alpha to determine the scale's internal consistency reliability. One-sample and two-sample T-tests were used to assess the level of emotional understanding. The results showed that the sample possessed emotional understanding. No statistically significant differences were found in emotional understanding according to gender or educational level (middle vs. high school). Based on these findings, the researcher presented a number of recommendations and suggestions for future research.

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

This research aims to identify academic determination and its relationship to digital leadership among preparatory school principals. The research population consisted of 127 individuals, with a sample of 75 principals. The researcher developed an academic determination scale, comprising two domains (Effort and Perseverance; Consistency in Vision and Goals) and totaling 25 items. The reliability of this scale was 0.90. The digital leadership scale consisted of three domains (Wise Leadership, Digital Citizenship, Digital Learning) with a final total of 26 items and a reliability coefficient of 0.94. The researcher employed appropriate statistical methods. The study concluded that school principals possess a good level of both academic determination and digital leadership. Furthermore, a very strong positive correlation (0.98) was found between the two variables. The study concluded with a set of findings and recommendations.

The current research aims to identify the level of super-excitability and its relationship to irrational thoughts among female students living in university dormitories (Sections 4-5) at the Karma Ali site / University of Basrah for the academic year 2024-2025. To achieve the research objectives, the Super-Excitability Scale and the Irrational Thoughts Scale were administered to a randomly selected sample of 300 female students. The researcher adopted the Dabrowski Super-Excitability Scale, as developed and modified by Falk, Lind, Miller, Piechowski, and Silverman (1999) and translated by Al-Mutairi (2008). This scale consists of 50 items. For irrational thoughts, the scale developed by Al-Husseini (2010), consisting of 36 items, was used. Following statistical analysis, the results revealed a high level of irrational thoughts and a high level of super-excitability among the female dormitory students. Furthermore, the results indicated a statistically significant correlation between super-excitability and irrational thoughts.

This research aims to identify the effect of the Semantic Vocabulary Mapping Strategy on developing reading comprehension skills among second-grade intermediate female students. To achieve this aim, the researcher formulated the following null hypothesis: "There is no statistically significant difference at the 0.05 level between the mean scores of the experimental group students who study reading according to the Semantic Vocabulary Mapping Strategy and the mean scores of the control group students who study the same subject using the traditional method in the reading comprehension skills test."
The researcher adopted the experimental approach, utilizing a partially controlled experimental design with two groups (experimental and control) and a post-test only.
The research population consisted of second-grade intermediate female students in public intermediate and secondary day schools affiliated with the General Directorate of Education - Baghdad / Al-Karkh Third for the academic year 2025-2026, totaling 78 students. Al-Duha Intermediate School for Girls was selected as the research sample using simple random sampling. The two groups were equated in terms of chronological age (calculated in months) and intelligence level. The researcher developed a reading comprehension test consisting of 30 items as the research instrument. The face validity and construct validity of the test were verified, and its reliability was established. Appropriate statistical methods were used for data analysis. After administering the test, the results revealed a "statistically significant difference at the 0.05 level between the mean scores of the experimental group and the control group in the reading comprehension and retention test, in favor of the experimental group." In light of these findings, the researcher drew several conclusions and offered a number of recommendations and suggestions for future research.

The present study aimed to identify the level of professional competence among the teaching staff at the Open Educational College in Kirkuk Governorate and to examine whether there are statistically significant differences between males and females in their level of professional competence. The study sample consisted of 40 male and female instructors from the Open Educational College in Kirkuk Governorate. A questionnaire comprising 15 items was designed to measure the level of professional competence among the sample members. The validity and reliability of the instrument were verified. The study reached the following results:( 1. The members of the study sample demonstrate a good level of professional competence. 2. There are no statistically significant differences between males and females in the level of professional competence ). In light of these findings, the researchers formulated a set of recommendations and suggestions.

This research, titled "The Rhetorical Style (Badi') in the Holy Quran: A Study of Surah Al-Imran as a Model," explores and theorizes the significance of the science of Badi' (rhetorical embellishment), as it is a fundamental branch of rhetoric (Balagha). It is examined through the data and indications it provides within the context of the text, particularly as manifested in the eloquence of the Quranic text.
The research also focuses on examining types of semantic and phonetic embellishments (muhassinat), as each category contains specific types that serve their purpose by primarily indicating the characteristic of Quranic inimitability (i'jaz). Throughout the research, the approach was to link each instance of rhetorical embellishment to its interpretation, reflecting both the aesthetic aspect of Badi' and its role in pointing to Quranic inimitability.

This study aimed to identify the frustration resulting from social media use among a sample of adolescents and to determine the statistical significance of differences in frustration resulting from social media use according to the gender variable. The study sample consisted of 100 male and female students from middle schools in Baghdad Governorate, Al-Rusafa First Education Directorate. A scale for frustration resulting from social media use was constructed after the researcher reviewed several scales related to the research topic and presented it to experts. Data were collected and statistically analyzed. The results confirmed that adolescents experience high levels of frustration as a result of social media use, and there were no statistically significant differences between males and females in the level of frustration resulting from social media use among adolescents.

The current research aims to identify the excessive use of social media and its relationship to academic burnout among university students. The research problem stems from the significant increase in university students' use of social media in recent years, as this use has become an essential part of their daily lives, whether for social interaction, entertainment, or following academic developments. To achieve the research objectives, the researcher employed two scales: a scale for excessive social media use, constructed based on the Uses and Gratifications Theory, which explains individuals' motives for using media and digital communication, in addition to utilizing literature on behavioral addiction related to internet use. The researcher also adopted an academic burnout scale, constructed based on Maslach's Burnout Theory, which explains the emotional exhaustion and psychological fatigue resulting from continuous pressures in the academic environment. Face validity for both instruments was verified by presenting them to a panel of experts in psychology, education, measurement, and evaluation to ensure the suitability of the items for measuring the targeted variables. Reliability for both instruments was verified using Cronbach's alpha coefficient to ensure the internal consistency of the scale items. A simple random sampling method was used to guarantee fair representation of all population members. Questionnaires were distributed to 150 male and female students from various academic levels and nationalities within the college. To statistically analyze the data, the researcher employed several statistical methods, including the arithmetic mean, standard deviation, one-sample t-test, and Pearson's correlation coefficient to examine the relationship between the research variables. The researcher reached the following conclusions and recommendations:
1. The level of excessive social media use among university students is statistically significantly high, indicating an increased daily reliance on digital platforms and a tendency for students to spend long periods using them. This may reflect a pattern of digital distraction and loss of time management.
2. The level of academic burnout among students is also statistically significantly high, indicating that students are exposed to significant academic pressures related to study requirements, exams, and university activities, leading to their psychological and mental exhaustion.
3. Universities must organize workshops and awareness programs on the safe and balanced use of social media.
4. Psychological and academic counseling programs should be implemented periodically to reduce levels of psychological burnout among students.

Decision-making stress manifests as a weakness in cognitive processing. Individuals assigned to continuous and successive administrative tasks often experience this, which can negatively affect their psychological state and potentially increase levels of administrative frustration. This, in turn, impacts their organizational performance and workflow effectiveness. Administrative frustration affects working individuals in various ways, and responses to frustrating situations differ among individuals. Some tolerate high levels of frustration, while others cannot tolerate even the slightest degree. The prevalence of administrative frustration among heads of academic departments may forewarn of serious consequences, severely damaging performance and productivity. Therefore, the current research aims to identify:
1. Decision-making stress among heads of academic departments in Iraqi universities in the southern governorates.
2. Administrative frustration among heads of academic departments in Iraqi universities in the southern governorates.
3. The relationship between decision-making stress and administrative frustration among heads of academic departments in southern universities.
The research was limited to heads of academic departments in southern universities (males and females) for the academic year (2025-2026). The research sample consisted of (200) department heads. To achieve the research objectives, the researcher constructed a decision-making stress scale consisting of (31) items and an administrative frustration scale consisting of (21) items. The researcher extracted the statistical properties of the two scales, including item discrimination and difficulty, validity, and reliability. After analyzing the data using appropriate statistical methods, the current research concluded the following results:
1. The results showed that heads of academic departments in southern universities do not experience decision-making stress.
2. Heads of academic departments in the southern governorates do not experience administrative frustration.
3. There is a statistically significant positive correlation between decision-making stress and administrative frustration.
In light of the results, the researcher formulated a set of recommendations and suggestions.

The current study aimed to verify the factorial structure of the General Self-Efficacy Scale among university students using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), and to determine the extent to which the scale possesses appropriate psychometric properties within the Iraqi university environment. The study adopted the descriptive-analytical approach as the most suitable for research aimed at evaluating psychological and educational measurement tools and examining their factorial structure. The study sample consisted of (600) undergraduate students for the academic year (2024–2025). The General Self-Efficacy Scale, comprising (24) items on a five-point Likert scale, was administered. The results of the exploratory factor analysis indicated the suitability of the data for factor analysis, as the high KMO value and the significance of Bartlett's test suggested the possibility of extracting latent factors. The analysis yielded a single general factor explaining a good proportion of the total variance, indicating the unidimensionality of the scale.
The results of the confirmatory factor analysis also demonstrated that the one-factor model possessed a good degree of fit to the data according to the fit indices accepted in psychometric literature, thus enhancing the construct validity of the scale. Reliability coefficients, using Cronbach's alpha and split-half methods, showed that the scale has a high degree of internal consistency and stability. In light of the results, the scale can be adopted as a suitable tool for measuring general self-efficacy among university students and used in various psychological and educational studies.

The current research aims to identify "the effect of the TASC wheel model on reading comprehension among fourth-grade literary female students in the subject of reading." To achieve the study's objective, the researcher employed an experimental method with partial control, utilizing an experimental design based on two groups: an experimental group and a control group, along with a post-test. The researcher randomly selected section (A) to represent the experimental group, which studied reading topics using the TASC wheel model, and section (D) to represent the control group, which studied the same topics using the conventional method.
The research sample consisted of (64) female students, with (33) students in the experimental group and (31) in the control group. The researcher prepared a reading comprehension test comprising (30) items and personally taught both groups during the experiment period for the academic year 2024-2025.
The following statistical methods were used: t-test for two independent samples, Chi-square (χ²), Pearson correlation coefficient, difficulty and discrimination coefficients for the test items, effectiveness of distractors, Kuder-Richardson formula (20), and the Eta equation. After statistically analyzing the data, the researcher reached the following conclusion:
There are statistically significant differences at the (0.05) level between the mean scores of the experimental group students, who studied reading topics using the TASC model, and the mean scores of the control group students, who studied the same topics using the conventional method, in the post-test of reading comprehension.

The study of psychological indicators of individuals' emotional states at work has become a topic of interest for multidisciplinary research in recent years, as the workplace often becomes a stressful environment due to many factors, including meeting the demands placed on employees, difficult interpersonal relationships with colleagues, and workplace bullying. Therefore, the current research aimed to identify emotional labor and the significance of differences in emotional labor among educational counselors according to the gender variable (males – females). The research scale consisted of (18) items in its final form. The test-retest reliability coefficient for the scale was (0.84), and the Cronbach's alpha reliability coefficient was (0.81). The current research was limited to educational counselors for the academic year 2025/2026. The research population comprised (3388) male and female educational counselors, and the research sample consisted of (300) male and female counselors. The researcher adopted the descriptive approach and administered the emotional labor scale to the research sample. The results revealed that educational counselors do not possess emotional labor at an acceptable level, and there are no statistically significant differences between males and females in emotional labor. In light of the findings, a number of recommendations and suggestions were presented.