Journal Of Educational and Psychological Researches

This research aims to examines the relationship between parental treatment styles and attachment styles among adolescent girls in Jeddah. A descriptive correlational design was employed. The sample consisted of 366 female students from intermediate and secondary schools. Two scales were used to collect data: Parental Treatment Styles Scale developed by Buri (1991) and translated by Al-Badareen and Ghaith (2013), the Attachment Styles Scale developed by Al-Qusayer and Al-Rebdi (2023). The results showed a positive correlation between both permissive and democratic parental styles and secure attachment, whereas a negative correlation with insecure attachment styles. In contrast, the authoritarian parental style was positively associated with insecure attachment styles and negatively associated with secure attachment. The democratic parental style was the most prevalent, while secure attachment was the most common attachment style. The research recommends enhancing parental awareness of democratic parenting practices to promote secure attachment among adolescent girls

This research aims to explore the development of e-learning in universities across three consecutive phases: emergency response (2019–2020), institutional adaptation (2021–2023), and digital sustainability (2024–2025). It adopts a mixed-methods design that integrates a literature review with a quantitative survey of 168 faculty members at Northern Border University and a qualitative analysis of open-ended responses and semi-structured interviews. The findings showed that perceptions of the overall e-learning system were slightly above average (M=3.24), whereas assessment efficiency (M=2.50) and student interaction (M=2.84) fell below the midpoint. In contrast, perceived technical and human challenges recorded the highest mean (M=3.54), indicating persistent constraints on effective implementation. Correlation results revealed a coherent relational structure, with the e-learning system significantly associated with assessment efficiency (r=0.620), student interaction (r=0.684), and challenges (r=0.508). The strongest association emerged between assessment efficiency and student interaction (r=0.835), suggesting that strengthening assessment practices is closely linked to improving engagement. Qualitative evidence further indicated that faculty members support the continuation of e-learning primarily through blended learning, provided that academic integrity mechanisms in assessment are enhanced, active interaction strategies are embedded, accessibility for students with disabilities is improved, and digital health considerations are addressed. Overall, the research argues that moving from crisis-driven delivery to sustainable blended learning requires an integrated reform approach that aligns infrastructure development with capacity building and the redesign of assessment and interaction as core quality drivers in Saudi higher education.

This current research aims to analyze the issue of balancing women’s employment and family rights from an Islamic educational perspective by exploring the educational principles that regulate women’s work, identifying the areas of imbalance that arise when professional responsibilities conflict with their essential educational role within the family, and proposing educational recommendations that support working women and promote family stability. To achieve these objectives, the research adopted the descriptive-analytical method, which involves examining Islamic educational sources and contemporary studies related to the subject, analyzing their content, and deriving relevant implications. The study population consisted of classical and modern educational and religious literature addressing family and women’s work, while the sample included selected sources that most directly relate to the research topic. The results of the first research question indicated that Islamic educational principles regulate women’s participation in work within a framework based on complementarity between spouses, adherence to Islamic guidelines, and preservation of the mother’s essential educational functions within the family. Women’s work becomes positive and constructive when practiced in harmony with these principles, without undermining their role in caregiving and guidance. Regarding the second question, the findings showed that the absence of balance between work and family responsibilities leads to several educational consequences, including weakened daily supervision of children, reduced emotional and psychological stability, disrupted transmission of values within the family, and lower academic follow-up. Social consequences also emerged, such as weakened family communication, increased psychological pressure on the mother, widened emotional gaps within the family, and disrupted distribution of household roles—all of which threaten family stability and its social function. For the third question, the study highlighted a set of educational proposals that can help address these challenges. These include promoting a culture of partnership and shared responsibilities between spouses, organizing time according to clear educational priorities, maintaining continuous family communication to compensate for periods of absence, ensuring reliable educational alternatives during the mother’s working hours, and considering children’s developmental stages when choosing the nature of employment. The results also emphasized the importance of institutional support for flexible work arrangements that accommodate family needs, as well as strengthening educational awareness among women and families regarding the importance of balance. In light of these findings, the study recommends adopting genuine partnership within the family in raising children and managing household responsibilities, implementing guidance programs to help working women manage their time and fulfill their educational priorities, and encouraging institutions to adopt family-friendly policies such as flexible working hours and on-site childcare. The study also recommends raising societal awareness of the importance of achieving balance between work and family as a fundamental element of family stability and a core objective of Islamic education.

This research aims to investigate the role of school principals in activating e-learning in primary schools in the Wilayat of Saham from the teachers' perspective. Researchers adopted a descriptive methodology and used a questionnaire as the data collection instrument. The questionnaire comprised 39 items distributed into four domains and was administered to a sample of 265 primary school teachers in the Wilayat of Saham, selected using stratified random sampling in the academic year 2021/2022. Statistical analysis revealed that the overall mean score for school principals in activating e-learning in primary schools in the Wilayat of Saham was 3.11, indicating a moderate level of participation. Specifically, the mean score for "Support for Educational Administration" was 4.96, indicating a high level of participation. The mean score for the "Strategic Planning" was 2.09, indicating a moderate level of participation. The mean score for "Infrastructure Readiness" was 2.56, indicating a low level of participation. Finally, the mean score for the "Meeting Training Needs" was 4.01, indicating a high level of participation. There were no statistically significant differences at α≤0.05 in the research sample's assessments of the role of school principals in activating e-learning in primary schools in the Wilayat of Saham attributable to the variables of years of experience and academic qualifications. A set of recommendations was formulated, including improving the infrastructure and technical and technological equipment in government schools, encouraging and coordinating with telecommunications networks to provide wireless internet services to all regions of the Sultanate, and planning for e-learning at all levels, in cooperation between school administration and teachers.

The present research aims to identify the degree to which school principals practice digital leadership and to examine its relationship with the quality of work life among teachers in public schools in the Sultanate of Oman in terms of gender, academic qualification, years of experience, and educational governorate. To achieve these objectives, a correlational descriptive methodology was adopted. A questionnaire consisting of 66 items was developed, distributed into two domains: the digital leadership domain 36 items and the quality of work life domain 30 items. After verifying the instrument’s validity and reliability, it was administered to a sample of 406 male and female teachers working in public schools across the governorates of Muscat, Al-Dhahirah, and Al-Dakhiliyah in the Sultanate of Oman. The findings revealed that the degree of digital leadership practice among public-school principals in Oman, from the teachers’ perspective, was generally high overall domains. The ranking of the dimensions, according to the highest mean scores, was as follows: knowledge management, followed by digital citizenship, innovation, persuasion, risk-taking, and finally decision-making. The results further indicated that teachers’ perceived level of quality of work life in public schools was also generally high. The dimensions were ranked according to the highest mean scores as follows: human relations, leadership style, job satisfaction, and organizational work environment, each at a high level, while the compensation and incentives dimension scored at a moderate level. The research concludes that there is a statistically significant positive correlation between all dimensions of digital leadership and all dimensions of quality of work life, with correlation strengths ranging from weak to moderate.

The current research aims to determine the level of reading comprehension skills possessed by fourth-grade students from the perspective of first-cycle (Field One) teachers in the Dhofar Governorate. To achieve the research objectives, the researcher employed the descriptive method using a sample of 50 field one teachers from various districts within the governorate. The research utilized an electronic questionnaire designed to assess four reading comprehension skills. Literal comprehension consisted of 7 items, inferential comprehension of 5 items, critical comprehension of 4 items, and creative comprehension of 7 items. The results indicated that students possess a high level of reading comprehension skills from the perspective of a field one teacher. The researcher recommends continuing development of Arabic language curricula that include reading texts embedded with reading comprehension skills, particularly critical and creative comprehension. It also recommends designing training programs for field one teachers, focusing on strategies that enhance reading comprehension skills among basic education students, in addition to regularly assessing students’ levels through standardized tests and observation checklists.

The current research aims to investigate the effect of traumatic experience retrieval on wishful thinking among a sample of University of Anbar students diagnosed with Post-Traumatic Stress Disorder (PTSD). To achieve the research aims, the researchers adopted a quasi-experimental design, utilizing two measurement tools: the PTSD Checklist for DSM-5 (PCL-5) and a wishful thinking scale constructed and validated by the researchers. A sample of 301 male and female students who had experienced traumatic events related to the loss of a close person, such as a parent or relative, was selected. Of these, 90 were diagnosed with varying levels of PTSD (full, partial, or no PTSD). Using random sampling, 30 students were selected and divided into three experimental groups (representing the different PTSD levels) and exposed to an experimental situation designed to trigger traumatic memory retrieval through videos depicting sudden loss narratives. Wishful thinking levels were measured pre- and post-exposure. The results indicated that 17.9% of the sample had a high level of PTSD and 14.62% exhibited a high level of wishful thinking, with a positive correlation between the two variables. The results also showed statistically significant differences in wishful thinking levels among the three groups (full, partial, and no PTSD), favoring the group with severe traumatic experience (full PTSD). Furthermore, the findings revealed that traumatic experience retrieval (the experimental exposure) led to a statistically significant increase in wishful thinking among the partial PTSD group. Additionally, a significant decrease in wishful thinking was observed in the full PTSD group, which the researchers interpret as possibly reflecting an exhaustion of the defensive mechanism or an initial shift in thinking patterns. Finally, the results indicated no significant change in wishful thinking levels in the group without PTSD, confirming that the change is linked to the traumatic experience itself rather than the experimental stimulus.

This research aims to investigate the extent to which life skills teachers in Dhofar Governorate schools possess e-learning competencies from their own perspectives during the academic year 2023-2024. To achieve the research objectives, a descriptive methodology was employed. The research population consisted of 88 male and female teachers. The research instrument consisted of a questionnaire developed in light of relevant educational literature and previous studies. In its final form, the instrument comprised 28 items distributed over four main domains: computer literacy competencies, internet usage competencies, computer integration in the teaching process, and e-learning platform management competencies. The results revealed that the participants' responses regarding their possession of e-learning competencies were at a "high" degree, with a mean score of 3.83. Furthermore, the results indicated no statistically significant differences at the significance level α ≤0.05 in the level of e-learning competency possession among life skills teachers in Salalah in terms of gender. Based on these findings, the researcher recommends the necessity of designing and implementing continuous training programs for teachers to keep pace with technological advancements, as well as benefiting from successful global experiences and models in implementing e-learning and developing its various competencies.

The current research aims to identify the digital fitness among primary school students in public and private schools in terms of gender and type of school (public and private). The researcher used the descriptive comparative approach. A sample of 200 male and female students was selected randomly with proportional distribution from public and private schools affiliated with the General Directorate of Education in Baghdad, Rusafa I, representing 60% of the original community. To achieve the research objectives, the researcher developed a scale to measure the digital fitness scale. The results showed that public school students lack digital fitness. This may be due to their lack of a set of digital skills, knowledge, and behaviors that enable them to use technology responsibly and safely. This is in contrast to private school students, who are exposed to a level of digital fitness. There are no statistically significant differences in digital fitness in terms of gender in public schools. This is in contrast to the statistically significant differences found among private school students, which were in favor of females. There are statistically significant differences in digital fitness according to the school type (government, private) in favor of private schools. This may indicate that private schools are keen to ensure their students keep pace with the changes and developments in technology. Finally, the researcher came up with a set of recommendations and suggestions.

The research aims to provide an analytical reading of the evolution of deterrence principles through a socio-psychological approach. It is grounded in the hypothesis that deterrence can no longer be interpreted exclusively through the logic of balancing military capabilities; rather, it should be understood as an interactive process shaped within a social and political environment, with outcomes ultimately determined in the cognitive–perceptual domain of both adversaries and domestic audiences. The research further posits that the evolution of deterrence principles has been closely associated with the growing significance of non-material variables, such as legitimacy and societal cohesion in converting capability into credibility, and credibility into a constraining conviction that discourages hostile behavior. Thus, the research aims to refine the concept of deterrence and to identify the conditions for its effectiveness, particularly the clarity of objectives and red lines, the adversary’s perception of capability and resolve, the presence of credibility, and the effectiveness of strategic communication. It also traces the transformations, classifications, and intellectual “waves” of deterrence thought. The analysis highlights that identity, legitimacy, cohesion, and mobilization constitute non-material deterrent resources that enhance resilience and support political will. At the same time, the psychological dimension explains the role of mental image, reputation, and misperception in the success or failure of deterrence, including the risks of miscalculation and unintended escalation. Methodologically, the research adopted a deductive approach supported by a descriptive–analytical method in presenting key concepts and unpacking the relationships among them, concluded that effective deterrence requires an integration of material power with non-material resources.

Confirmation bias is a cognitive bias that explains why humans are irrational and prone to error. It derives part of their self-concept from their affiliation with social groups, categorizing themselves and others into "inner groups" and "outer groups." This leads to a preference for the inner group to boost self-esteem and achieve a sense of belonging and distinction, a phenomenon known as social identification.

The current research aims to identify:

1. Confirmation bias among university students.

2.The significance of differences in confirmation bias among university students based on gender (male-female) and academic specialization (scientific-humanities(.

3.Social identification among university students.

4. The significance of differences in social identification among university students based on gender (male-female) and academic specialization (scientific-humanities).

5. The relationship between confirmation bias and social identification. The sample was selected using stratified random sampling, with (300) male and female students chosen, representing (14.4%) of the research population. These students were distributed as follows: (150) males and (150) females, with (150) from the sciences and (150) from the humanities. The researcher developed two instruments to measure the research variables. The first instrument consisted of (21) items measuring confirmation bias, and the second instrument consisted of (27) items measuring social identification. Validity and reliability indicators were established for both instruments. After administering the research instruments to the sample and performing the necessary statistical operations, the results showed the following:

• University of Baghdad students exhibit a high degree of confirmation bias, statistically significant at the (0.05) level.
• There were no statistically significant differences in confirmation bias based on the variables of gender and specialization.

• University of Baghdad students exhibit a high degree of social identification, statistically significant at the (0.05) level.
• No Statistically significant differences were found in social identification based on the variables of gender and specialization.

A statistically significant positive correlation was found between confirmation bias and social identification.
The research concluded with several recommendations and suggestions.

This research aims to examine the factor structure of a risk perception scale among university students in the Iraqi context using two factor analysis methods (exploratory and confirmatory). To achieve this objective, the researcher developed the risk perception scale based on scientific and methodological procedures and steps. The scale was administered to a sample of 500 male and female students from the University of Ibn Sina University of Medical and Pharmaceutical Sciences during the first semester of the 2025-2026 academic year. Using a stratified random sampling method, the researcher then used the SPSS program to conduct an exploratory factor analysis using the principal component method in order to determine the factor structure of the risk perception scale. The results of the exploratory factor analysis were subjected to a confirmatory factor analysis using the extreme probability method using the AMOS program. The research results showed the existence of six factors in the risk perception scale, namely, security risks, health risks, social risks, cultural risks, environmental risks, and economic risks, which were identified, and the results of the confirmatory factor analysis confirmed these six factors. Based on the research findings, the researcher came up with a set of conclusions, recommendations, and suggestions

The research aims to investigate the effect of using interactive educational strategies on developing the skill of memorizing the Holy Qur’an and Hadith among first-grade students at Al-Ma’arifah Basic Education School in Dhofar Governorate, Sultanate of Oman. The research adopted the quasi-experimental method with a one-group pretest-posttest design. The research sample consisted of (30) male and female students from the first grade (Class 3). To achieve the research objectives, interactive strategies were employed through physical and challenge-based games, such as the puzzle game and the ball game, in addition to educational electronic games, including “Treasure Hunt” and “Overcome the Obstacles." A test was designed to measure students’ memorization of the assigned Qur’anic surahs and Hadiths, which was administered before and after the intervention. The results were then statistically analyzed. Findings revealed statistically significant differences in favor of the posttest, indicating the effectiveness of interactive activities in improving the memorization skills of the Qur’an and Hadith among first-grade students. In light of these results, the researcher recommended the implementation of interactive (Kinesthetic –electronic) strategies in Qur’an memorization sessions, training teachers to use them effectively, and providing supportive programs for students with learning difficulties.

The aim of this research is to identify the quality of the school climate from the perspective of secondary school teachers. The researcher used the descriptive approach to achieve the objectives of the study. The main sample consisted of 300 teachers from secondary schools in Baghdad Governorate. The researcher developed a scale to measure the School Climate Quality of six domains. The results indicated that the school climate had a good level of quality. This reflects the success of school administration, educational programs, and curricular and extracurricular activities in enhancing students’ personal, social, and academic skills, as well as in creating a motivating and supportive learning environment.

The current research aims to identify students' sleep quality in Baghdad university hostels, their academic performance, the relationship between sleep quality and academic performance, and differences in sleep quality and academic performance by gender. To achieve these objectives, the sleep quality scale developed by Yi (2006) and his colleagues (translated into Arabic) was administered to a random sample of 100 students residing in hostels at the University of Baghdad, 62 males and 38 females, in addition to the academic performance scale developed by researcher Israa Hussein based on the scale developed by Al-Maamouri (2018). After statistically analyzing the data using the independent samples t-test, Pearson's correlation coefficient, and Cronbach's alpha for reliability, the researchers concluded that the sleep quality of the research sample was higher than the hypothetical level of the scale. It was also found that there is a high level of academic performance among students in the hostels at the University of Baghdad. The relationship between sleep quality and academic performance is not statistically significant, indicating no statistically significant correlation between the two variables in the sample. Finally, there are no statistically significant differences in sleep quality or academic performance in terms of gender. This result indicates that males and females in the university residential environment are subject to similar conditions in terms of lifestyle, academic requirements, and time management.

The current research aims to analyze the structural impact of artificial intelligence applications (ChatGPT, smart summarization tools, and smart translation tools) on the learning skills of secondary school students. The research employed a descriptive-analytical approach with a quantitative focus, utilizing structural equation modeling (SEM) to test causal relationships between variables. A sample of 192 male and female students was randomly selected from secondary schools in Baghdad Governorate during the 2024–2025 academic year. A questionnaire consisting of 42 items, distributed across seven dimensions, was developed by the researcher, including three dimensions for artificial intelligence applications and four for learning skills (reading, listening, critical thinking, and problem-solving). The structural model revealed statistically significant positive effects of AI applications on learning skills, ranging from 12.6% to 17% of the variance across the four skills. Bootstrapping results showed that smart summarization tools have the greatest impact on critical thinking and problem-solving skills, while smart translation has the highest impact on listening skills. ChatGPT has a moderately positive effect on most skills. These findings suggest that AI applications are supportive cognitive tools that contribute to enhancing higher-order skills in adolescents when used within a structured educational framework. The researcher recommends integrating these applications into targeted educational policies that promote the critical and responsible use of AI in the school environment.

This research aims to investigate the role of emotional intelligence in improving personal relationships among students at Tal Afar University. The researcher adopted a descriptive correlational approach, selecting a random sample of 227 male and female students from different colleges at Tal Afar University. A developed emotional intelligence scale of 23 items and a personal relationships scale of 15 items were used. The data were analyzed using the SPSS statistical package. The results showed a statistically significant positive correlation between emotional intelligence and personal relationships. It also showed that university students have an average level of emotional intelligence. There are statistically significant differences attributable to the gender variable in favor of females in the dimensions of empathy and social skills. The researcher recommends the need to develop training programs to develop emotional intelligence among university students and to integrate emotional intelligence skills into academic curricula. He also suggests conducting further research on the impact of emotional intelligence on other aspects of academic and professional life.

The current research aims to examine the relationship between teacher availability, literacy gains, and complementary education indicators in nine middle eastern countries from 1990 to 2023, using harmonized data from the World Bank’s World Development Indicators. The panel covers literacy rates, pupil–teacher ratios, primary completion rates, tertiary enrollment, education spending shares, and internet penetration, with missing values interpolated only within internal gaps. The results showed that the correlation analysis reveals large cross-country differences. In the United Arab Emirates, reduced pupil–teacher ratios correlate strongly with higher literacy (r=0.926, n=19), while in Egypt, the link is negligible (r=0.040, n=14). Stronger associations often coincide with parallel gains in tertiary enrollment and digital access. Fixed-effects regressions show positive relationships between literacy and both tertiary enrollment and internet use, alongside a negative relationship with pupil–teacher ratios. Standardized effects highlight digital access and higher education as key drivers. A high within-R^2 indicates that much of the variation is explained by persistent national characteristics and shared temporal trends, rather than short-term shifts in single inputs. The results suggest that sustained literacy improvements are most likely when manageable class sizes are combined with expanded post-secondary opportunities and digital infrastructure. Isolated reforms, such as class-size reduction alone, are unlikely to produce rapid gains without broader systemic changes.

This action research examines the impact of Shadow techniques on learning English as a second language. The research utilizes pre-post tests for 70 Grade Seven students who were divided into two groups: a control group and an experimental group, to evaluate the benefit of using Shadow techniques on learning English. The findings show a clear improvement in the marks of the experimental group, which emphasizes the effective impact of Shadow techniques on teaching and learning English. In spite of the positive results of using Shadow techniques on teaching and learning English, there are some challenges, like the time and effort that teachers should put into designing these techniques, besides all the overload the teacher has in the field. The research ends up with a highlight on the sufficient role of Shadow techniques on enhancing the quality of learning English, a recognition of the limitations of using Shadow techniques and some suggestions for future research.