Journal of Education and Scientific Studies

This study aims to investigate the relationship between academic self-regulation skills and
emotion control strategies among university students, and to analyze this relationship in light of
gender differences. The descriptive correlational method was employed due to its suitability for examining relationships between variables. The study sample consisted of second-year students from
the College of Basic Education at the University of Baghdad, selected purposively to represent the
target population. Two instruments were used: a researcher-developed Academic Self-Regulation
Scale consisting of 24 items covering goal setting, planning, self-monitoring, self-evaluation, and
academic behavioral control; and an Emotion Control Scale adopted from James Gross’s model
(1998), translated by Al-Shahri et al. (2025), comprising 10 items that measure two main strategies:
cognitive reappraisal and expressive suppression. The results revealed a statistically significant
positive correlation between academic self-regulation and emotion control strategies. Significant
gender differences were found in academic self-regulation in favor of females, while no significant gender differences were found in emotion control. The study recommends integrating training
programs in university settings to enhance students’ self-regulatory and emotional competencies.This study aims to investigate the relationship between academic self-regulation skills and
emotion control strategies among university students, and to analyze this relationship in light of
gender differences. The descriptive correlational method was employed due to its suitability for examining relationships between variables. The study sample consisted of second-year students from
the College of Basic Education at the University of Baghdad, selected purposively to represent the
target population. Two instruments were used: a researcher-developed Academic Self-Regulation
Scale consisting of 24 items covering goal setting, planning, self-monitoring, self-evaluation, and
academic behavioral control; and an Emotion Control Scale adopted from James Gross’s model
(1998), translated by Al-Shahri et al. (2025), comprising 10 items that measure two main strategies:
cognitive reappraisal and expressive suppression. The results revealed a statistically significant
positive correlation between academic self-regulation and emotion control strategies. Significant
gender differences were found in academic self-regulation in favor of females, while no significant gender differences were found in emotion control. The study recommends integrating training
programs in university settings to enhance students’ self-regulatory and emotional competencies.

This study aimed to investigate the effect of implementing the reciprocal teaching strategy on developing logical thinking skills among third-grade middle school female students
in mathematics. To achieve this goal, the null hypothesis was formulated, stating: “There is
no statistically significant difference at the (0.05) level between the average scores of the experimental group students who studied according to the reciprocal teaching strategy and the
average scores of the control group students who received instruction using the traditional
method on the logical reasoning test.”
The study population consisted of third-grade intermediate school students at the General
Directorate of Education in Baghdad/Karkh 3 for the 2024-2025 academic year. The sample
size was (65) students, with (33) students in the experimental group and (32) students in the
control group. The research adopted an experimental design with an independent variable (reciprocal teaching strategy) and a dependent variable (logical reasoning), while controlling for
a number of influential variables. To measure logical reasoning, the researcher prepared a test
consisting of (20) objective items. Its psychometric properties were verified by calculating
difficulty and discrimination coefficients and the effectiveness of alternatives, in addition to
using the Kuder-Richardson equation. The (t) test was also used to test the hypothesis.
The results showed There was a statistically significant difference at the 0.05 level in favor
of the experimental group, indicating the effectiveness of the reciprocal teaching strategy in
improving students’ logical thinking. Based on the results, a set of recommendations and proposals were presented to contribute to developing the educational process.

The study aims to develop a training program for chemistry teachers based on the
Socio-Scientific Issues (SSI) approach and to examine its effect on enhancing sustainable
green thinking among fifth-grade science students. A quasi-experimental design was employed, involving an experimental group and a control group. The sample of teachers consisted of (20) chemistry teachers, randomly selected, with (10) teachers in each group—one
group received the training program while the other did not. The student sample included
(200) students, with (100) students in each group.
A training program was developed according to the ADDIE model, lasting (10) days
and comprising (20) training sessions. The research instrument was a multiple-choice Sustainable Green Thinking Test, consisting of (40) items distributed across four dimensions:
systemic thinking, strategic thinking, future-oriented thinking, and value-based thinking.
The validity and reliability of the test were confirmed.
Statistical results indicated a significant difference in favor of students whose teachers
participated in the training program compared to those whose teachers did not, with a very
large effect size across all test dimensions. The study recommends the necessity of training
chemistry teachers according to the SSI approach to enhance students’ sustainable green
thinking.

The present study aimed to identify the level of understanding of economic values
among children in Diyala Governorate according to the variables of age and gender,
and to trace the developmental trajectory of this concept across different age groups and
between males and females. The findings indicated that children aged 8 and 10 years did
not demonstrate a clear understanding of economic values, whereas children aged 12
years exhibited a well-defined grasp of the concept. The results further revealed a developmental progression in the acquisition of economic values with increasing age within
the sample. However, no significant differences were found between males and females
in this developmental pattern. The study concluded with several recommendations, most
notably the integration of economic values concepts into school curricula. The researcher also proposed conducting an experimental study to examine the effectiveness of a
training program designed to enhance economic values among children.

The research aimed to evaluate the fourth-grade computer book in light of the standards set by the Computer Science Teachers Association (CSTA). The research sample
consisted of topics from the fourth-grade computer book. To achieve this goal, the
researchers prepared a research tool encompassing five main areas, sixteen sub-areas,
and thirty indicators. They presented this tool to a group of experts to confirm its face
validity. Then, they conducted content analysis as a first step in evaluating the book,
ensuring the validity of the analysis by presenting it to a group of experts and checking the stability of the analysis through two methods: over time and across different
individuals. The researchers used statistical methods, including frequencies, Holsti’s
equation, and percentages. The results showed that indicators of CSTA standards were
present with a total of 455 occurrences distributed across the different units of the book.

This research aims to identify the teaching of mathematics according to the BOPPPS
model and its impact on mathematical logical thinking and the motivation of middle
school students towards mathematics. To achieve this aim, the researcher followed the
procedures of the experimental method and adopted a quasi-experimental design, specifically a two-group equivalents design with only a post-test.
The researcher purposively selected the Al-Mutafawwiqat Middle School in Salah
al-Din for the 2024/2025 academic year. The research sample consisted of 75 female
students from two sections. Students from one section, numbering 38, were randomly
selected to represent the experimental group, which studied mathematics according to the
BOPPPS model. Students from the second section, numbering 37, represented the control
group, which studied the same subject using the traditional method without the use of the
BOPPPS model. Two instruments were developed for the current research to measure the
two dependent variables: a mathematical logical reasoning scale consisting of 60 items,
and a pre-existing mathematics motivation scale, also consisting of 60 items, applicable
to the Iraqi context.
The researcher used statistical methods, and after statistically analyzing the data, she
concluded that there was a difference between the mean scores of mathematical logical
reasoning in favor of the experimental group, and a difference between the mean scores
of motivations to learn mathematics, also in favor of the experimental group

This research investigates the effectiveness of the Random Stimulation Strategy in enhancing the academic achievement of second-grade intermediate female students in the subjects of
the Holy Qur’an and Islamic Education. To achieve this objective, the researcher employed
an experimental research design involving two randomly assigned groups—experimental and
control—using a post-test-only model. Sayyidat Al-Jannah Intermediate School for Girls was
randomly selected as the venue for conducting the experiment. The study sample consisted of
(71) female students at the second-grade intermediate level, distributed into (36) students in
the experimental group and (35) students in the control group. The two groups were statistically matched in terms of chronological age (measured in months), parents’ educational background, and intelligence level, as determined by Raven’s Progressive Matrices Test. Valid and
reliable research instruments were developed, and the collected data were analyzed using the
Statistical Package for the Social Sciences (SPSS). The results demonstrated a statistically
significant difference at the (0.05) level in favor of the experimental group, whose members
were taught using the Random Stimulation Strategy, compared with their counterparts in the
control group who were taught through traditional instructional methods. Based on these
findings, the study concluded with a set of conclusions and offered several educational recommendations and future research suggestions.

This research aims to identify the effect of the Hendy model on the pivotal thinking of second
year intermediate female students in chemistry. To verify the research objective, the hypothesis was
formulated and the research community consisted of (76) secondary and preparatory schools affiliated to the Baghdad Education Directorate / the First Al-Karkh . Through the ideal bag, M’uath
bin Jabal Basic School was chosen to represent the research sample. By random selection, Section
(A) was determined to represent the experimental group that studies chemistry according to the
(Hendy) model, and their number was (25) female students, and Section (B) to represent the control group that studies chemistry in the usual way, and their number was (25) female students. The
study adopted the experimental design with partial control with a post-test for two groups. To verify
the research hypothesis, constructing a scale for pivotal thinking consisting of (61) paragraphs.
Before starting to apply the experiment, the experimental and control groups were matched with
some variables that could affect the experiment, which are (Raven’s Intelligence Test, chronological age in months, previous information test, previous achievement in chemistry and parents’
achievement). The results showed that there was no difference between the experimental and control groups in pivotal thinking. Accordingly, the null hypothesis was accepted, which states that
there is no statistically significant difference at a significance level of (0.05) between the average
scores of the experimental group students who studied chemistry according to the Hendy model
and the average scores of the control group students who studied the same subject according to the
ordinary method in the central thinking scale

The aim of the current research is to identify the effect of teaching history according to the
Mnemonic strategy on acquiring historical concepts among first-year middle school students.
The researchers relied on the experimental approach using the design of the control and experimental groups. The researchers drew two groups of first-year middle school students, with
(35) students in the experimental group and (31) students in the control group. The researchers
analyzed the experimental concepts included in the chapters of ancient history for the firstyear middle school, which consisted of (4) chapters. The number of concepts included in all
chapters reached (54) ancient historical concepts. Then the researchers prepared the historical
concepts test consisting of (30) multiple-choice paragraphs. The researchers verified the characteristics of the two tools and then prepared (30) teaching plans for history according to the
Mnemonic strategy, according to which the experimental group is taught, and (30) teaching
plans according to the traditional method of teaching history for the control group. The results
of the research showed that there is a real effect of the Mnemonic strategy on acquiring historical concepts for first-year middle school students. The researchers presented a set of recommendations and suggestions based on the results. Search.

The research aimed to identify to which extent that the content of the Holy Qur’an and
Islamic education books stimulates life skills in intermediate school. It was also to identify the
statistical significance of differences in the stimulation of life skills in the Holy Qur’an and
Islamic education books according to grade (first, second, and third). To achieve the research
objectives, the researcher used a descriptive and analytical approach, as it is appropriate for the
nature of the research objectives. The explicit and implicit concepts were adopted as the unit
of recording. The research population consisted of Holy Qur’an and Islamic education books
in intermediate school, with a total of (401) pages in the first, second, and third books, after
excluding the introduction and index. The researcher adopted the UNICEF (2019) classification
of life skills, which included twelve skills. He then prepared an analysis form consisting of (60)
indicators distributed across life skills. To determine the validity of the form, it was presented
to (24) experts in curricula, teaching methods, and psychology. An agreement rate of (80%) or
higher was adopted for the validity of the indicators, taking into account their modifications. To
calculate reliability, the Cooper equation was used to calculate the coefficient of The over-time
agreement reached (86%), while the researcher and his colleague reached (85%). The chi-square
equation (Chi-square) was used to extract the statistical significance of differences in life skills.
The analysis results showed that the decision-making skill had the highest percentage (11.1%),
while the empathy skill had the lowest percentage (5.80). The Chi-square test results showed no
differences in any of the life skills in the three books

The current research aims to evaluate the performance of Arabic language teachers at the
intermediate stage in light of Arabic language skills, and to identify the statistical significance
of differences in the performance evaluation of Arabic language teachers at the intermediate
stage that can be attributed to the variables of gender (male and female) and years of service.
To achieve the objectives of the research, the researcher employed the descriptive survey
method. The research sample was selected randomly from the original population. Initially,
the directorates affiliated with Baghdad Governorate were chosen, followed by the selection
of the General Directorate of Education in Baghdad Al-Karkh Second. Then, schools affiliated with this directorate were randomly selected. The sample was limited to Arabic language
teachers, selected randomly, totaling 99 teachers, consisting of 40 males and 59 females.
The researcher prepared the research instrument, which was an observation checklist for
Arabic language teachers based on Arabic language skills. The most important of these skills
were identified, amounting to four main skills, each containing six sub-items, with a total of
24 items. The initial version of the checklist was presented to a panel of 17 experts from various specializations to determine its suitability. The tool received an approval rate of 88 percent
with some linguistic modifications. The final version consisted of 24 items distributed across
the main skills, which are listening, speaking, reading, and writing.
The researcher used a number of statistical methods to obtain the results of the research,
including Pearson correlation coefficient, Cronbach’s alpha formula, Chi-square, weighted
means, and percentage weights.

The current research aims to identify (the impact of a strategy discovered- check- learn
to obtain students of the College of Education in the subject of general psychology). The
researcher chose the Department of Educational and Psychological Sciences to conduct his
experience, and the sample reached (56) male and female students distributed in two groups,
the group is an experimental group (28) students and the control group and adult (28) students and the researcher among the students of the two groups in a number of variables that
may affect this type of this type of Experimental designs, and he coined (76) behavior and
teaching plans that were presented to a group of experts and arbitrators with experience, and
the researcher studied the two groups the research himself and confirmed the indicators of
honesty and stability, his experience was applied on Sunday corresponding to (11/17/2024)
and ended on Sunday corresponding (23/2/2025) the researcher used the appropriate statistical means for his research and the results indicated that there is: A statistically significant
team between the average degrees of the experimental group students and the average grades
of students, the control group, as the experimental group outperformed the control group.

To verify the research objectives, the following two null hypotheses were formulated:
There is no statistically significant difference at the (0.05) level between the average achievement
of students in the experimental group, who will study according to the three-step interview strategy,
and the average achievement of students in the control group, who will study according to the traditional method, in the subject of Principles of Philosophy and Psychology.. The research sample was
selected using a stratified random method, as the choice as a control group with 18 students experimental group with 19 students. The researcher adopted the experimental design with two randomly
selected control and experimental groups with a post-test. The researcher prepared (88) behavioral
objectives for the topics of the principles of philosophy and psychology in the second part of the curriculum for the fifth literary grade. She also prepared (16) teaching plans for the students of the two
groups. An objective achievement test of the multiple-choice type was prepared, consisting of (30)
items, after extracting its psychometric properties. The researcher used non-parametric statistics and
reached the following results: (Mann-Whitney for large samples, Chi-square, difficulty coefficient,
discrimination coefficient, and effectiveness of false alternatives) and (Richard Kuderson equation 20
through SPSS). The results showed the superiority of the experimental group students over the control
group students, in the variable of academic achievement as well as in the variable of probing thinking.
Keyword: The Effect of the three-step interview strategy). Female. Students. Fifth grade. Literature
student. Principles of Philosophy and Psychology,

The current research aims to investigate the impact of the Fink model on achievement among fourthgrade science students in the subject of physics. In order to the research objectives, the researcher formulated
the following hypothes :There is no statistically significant difference at the 0.05 level between the mean
scores of the experimental group, who will be taught using the Fink model, and the mean scores of the control group, who will be taught using the traditional method, in the achievement test. The researcher chose
an experimental design with a post-test for achievement for two groups Departments,The research sample
consisted of 72 students, with 36 students in the experimental group and 36 students in the control group.
The researcher conducted statistical equivalence between the research groups concerning the variables, including chronological age ,parental educational attainment, mid-year physics scores, and intelligence test
scores. The researcher formulated 106 behavioral objectives based on Bloom’s cognitive levels, and developed 18 teaching plans for both groups. Data were processed using the statistical software (SPSS), and the
statistical methods included independent samples t-test. The Chi-square test, the difficulty index formula,
the discrimination formula, the effectiveness formula for incorrect alternatives in multiple-choice test items,
the Kuder-Richardson 20 formula, The results indicated a statistically significant difference at a significance
level of 0.05 between the average scores of the students in the experimental group, who were taught using the
Fink model, and the average scores of the students in the control group, who were taught using the traditional
method, in the achievement test, favoring the experimental group. Based on these findings, the researcher
arrived at several conclusions, recommendations, and proposals.

The current research seeks to know (the extent of availability of technical enlightenment standards in the
content of the chemistry book for the second intermediate grade). To achieve this, the researcher adopted the
descriptive “analytical” approach, as she prepared a list of technical enlightenment axes and standards (the
first axis “the nature of technology”, the second axis “technology and society”, the third axis “design”, the
fourth axis “capabilities to support the technical world”, and the fifth axis “the designed world”) that includes
(19) technical enlightenment standards and a group of indicators indicating each standard, as it consisted of
(50) indicators. The content of the chemistry book for the second intermediate grade was analyzed in light of
it, and the validity and reliability of the analysis were confirmed. Statistical methods were used that were consistent with the research objective, and the results showed the neglect of 7 standards for which no repetition
was mentioned out of 19 technical enlightenment standards, and the weakness of including 12 standards that
were not achieved when comparing the percentage of their inclusion in the chemistry content with the stated
percentage. It focused on only one standard, which is “understanding technology and its characteristics”, with
a number of repetitions of 25 repetitions. And the percentage of 28% as the percentage of its inclusion in the
content of the chemistry book for the second intermediate grade, so the researcher presented in light of these
results a set of recommendations, the most prominent of which was taking into account the balance in including the technical enlightenment standards in the content of the chemistry book for the second intermediate
grade due to its role in keeping pace with the rapid developments in modern technologies and the challenges facing society in the era of the contemporary labor market, and paying attention to the indicators of the
neglected standards and working to include their indicators and strengthening the indicators that came with
a small number of repetitions in the chemistry content, and paying attention to the technical enlightenment
standards that came at a rate lower than the reported rate and reconsidering the book’s content in line with
the experts’ percentages for these standards, and in light of them, she proposed several suggestions, including
conducting similar studies for the content of the chemistry subject and for all educational stages in light of the
technical enlightenment standards, conducting similar studies for the content of the chemistry subject and for
all educational stages in light of the technical enlightenment standards.

The current research aimed to identify the effect of the Cognitive Acceleration Strategy on the
academic achievement of fourth-grade secondary female students in the subject of the Holy Qur’an
and Islamic Education: To achieve the goal of the study, the researcher formulated the following
hypothesis: To achieve the goal of the study, the researcher formulated the following hypothesis:
To achieve the goal of the study, the researcher formulated the following hypothesis“There is no
statistically significant difference at the level of significance (0.05) between the mean scores of
the experimental group students who are taught according to the cognitive acceleration strategy
and the mean scores of the control group students who are taught using the traditional method
in the achievement test The researcher adopted a post-test experimental design for two groups.
The research sample consisted of 81 female students. The researcher conducted statistical equivalence between the two groups in the following variables: chronological age, parents’ academic
achievement, mid-year exam scores, and Otis Progressive Matrices test to measure intelligence: To
achieve the objectives of the research, the researcher prepared the following tool An achievement
test consisting of 30 multiple-choice items Based on the results, the researcher reached a number of
conclusions, recommendations, and suggestions

The study of the individual athlete from various psychological, social, physical, and health perspectives,
identifying the factors that control abilities, the relationship between sports teams, the factors of winning
and losing, and attempting to understand psychological problems and their impact, as well as how to utilize
science in general and psychology in particular to improve performance and provide proper guidance, is of
paramount importance. There are many psychological factors that control performance on the field, including
attention, which is the process of focusing awareness on a specific stimulus or set of stimuli and excluding
other stimuli and influences. It is the foundation for any interaction with the individual’s external environment and is of great importance in directing physical and technical abilities to achieve victory and manage
the action-reaction process. The problem addressed in the current research is that the researcher observed
that many volleyball matches are lost not due to poor physical, technical, or tactical performance, but rather
due to the inability to integrate and utilize the players’ physical, technical, and psychological capabilities
to serve the main objective. It is noted that training in psychological skills in general, and attention and its
distraction in particular, is one of the most important psychological processes in the sports field and should
proceed alongside training in physical fitness and motor skills through long-term preparation. Neglecting this
dimension reduces the chances of reaching higher levels and achieving success. The current research aims to
develop and standardize a scale for assessing attention deficit among young volleyball players in the Middle
Euphrates region and to establish norms (scores and levels) for the designed scale. The research population
and sample consisted of 136 young volleyball players from the Middle Euphrates region. The research sample
was divided into a constructing sample of 81 players, representing 59.55% of the original research population,
and a standardization sample of 55 players, representing 40.44% of the original research population. The most
important conclusions are that a scale for assessing attention deficit among advanced volleyball players was
developed and standardized, and norms (scores and levels) were established for the designed scale

This study aimed to identify the role of artificial intelligence(AI) in teaching
English from the perspective of secondary school English teachers. The study
used the descriptive analytical method, and to obtain data for the field study, a
questionnaire was designed that included (35) statements and was distributed to
a group of (50) male and female secondary school English teachers who were
randomly selected. The study concluded that there is a role for artificial intelligence in improving and teaching English at the secondary level, and the study
recommended the necessity of employing and intensifying artificial intelligence
techniques in teaching English in order to develop and improve the quality of
English language teaching