Iraqi Journal of Psychological Counseling

Abstract:
Self-worth is a significant psychological variable during adolescence, as psychological literature indicates that this stage represents a critical period in which declines in self-worth and the emergence of psychological disorders may be predicted. The impact of low self-worth extends beyond being a symptom associated with depression; it plays a crucial role in exacerbating psychological crises. Accordingly, the present study aimed to measure self-worth among middle school female students and to examine differences according to grade level (first, second, and third intermediate). The researcher adopted a descriptive methodology with a sample of 400 students. Data were analyzed using the Statistical Package for Social Sciences (SPSS), one-sample t-tests, one-way analysis of variance (ANOVA), and Cronbach's Alpha coefficient for reliability.
The results indicated that middle school female students possess a good level of self-worth, with no statistically significant differences according to grade level, suggesting relative stability in this variable. The study recommends activating the role of school psychological counseling in developing self-worth through supportive programs and activities, while also strengthening the role of the family in this regard. The research further proposes conducting similar studies across other educational stages and examining the relationship between self-worth and other psychological and educational variables, such as self-esteem, anxiety, and academic achievement

Abstract
The present study aimed to investigate the effectiveness of using an instructional program based on paper-based and physical educational games in developing higher-order thinking skills in mathematics among third-grade primary school students. To achieve this objective, a quasi-experimental approach was adopted using an equivalent two-group design (experimental and control) with pre-test and post-test measurements. The study sample consisted of 68 male and female students from a primary school in Baghdad Governorate during the 2023–2024 academic year, equally distributed into an experimental group (34 students) taught using the game-based instructional program and a control group (34 students) taught using the traditional method.
A test was developed to measure higher-order thinking skills in mathematics (analysis, reasoning, problem-solving, and evaluation), and its validity and reliability were established according to standard scientific procedures. After implementing the program for five weeks, the results revealed a statistically significant difference at the 0.05 level between the mean scores of the two groups on the post-test, favoring the experimental group. The independent samples t-test further indicated a significant effect of the instructional program on the development of higher-order thinking skills.
The findings suggest that integrating paper-based and physical educational games within a structured instructional design contributes to enhancing students' higher-order cognitive processes and provides an interactive learning environment that supports analysis, reasoning, and logical thinking in mathematics. The study recommends training primary school teachers in the systematic design and implementation of educational games aimed at developing higher-order thinking skills, as well as conducting future studies to extend the application of the program across different educational stages

Abstract
The current study aimed to identify the level of educational planning skills among secondary school principals in Mosul, explore the prevailing patterns of organizational culture, and examine the relationship between these two variables. The study also investigated differences in educational planning skills according to gender, geographical location, years of service, and academic qualification. The researcher adopted the descriptive correlational approach. The research population included all public secondary school principals in Mosul for the academic year (2025–2026), while the final sample consisted of (67) principals. Two instruments were developed: the first measured educational planning skills, and the second measured organizational culture patterns. The findings revealed that principals possessed above-average educational planning skills, with role culture being the dominant organizational pattern. Positive correlations were found between planning skills and both achievement and support cultures, whereas a negative correlation appeared with power culture. No statistically significant differences were found according to gender or geographical location, while significant differences appeared in favor of longer service and higher academic qualifications.

Abstract
This study aimed to investigate the level of external efficiency and its relationship with labor market requirements among graduates of the Department of Educational and Psychological Sciences, College of Education for Human Sciences, University of Mosul, during the academic years 2023–2024 and 2024–2025. It also sought to identify the extent of the gap between the competencies acquired by graduates and the requirements of the local labor market.
To achieve these objectives, the study adopted a descriptive-analytical approach that combined documentary and field-based methods, in line with the nature of the phenomenon under investigation. The study population consisted of 365 graduates, from whom a stratified proportional random sample of 183 graduates (50.13% of the total population) was selected. A questionnaire was developed as the primary data collection instrument. In its final form, the instrument comprised 40 items distributed across three dimensions and was grounded in the theoretical frameworks of employability, human capital theory, and skills mismatch literature.
The validity of the instrument was established through face validity, with an expert agreement rate of 88.8%, and construct validity using internal consistency indicators. Reliability was confirmed through Cronbach’s alpha coefficient (α = 0.91) for the overall instrument and the split-half reliability method. Data were analyzed using percentages, chi-square tests, independent-samples t-tests, Pearson’s correlation coefficient, and effect size measures, including Cohen’s d and eta-squared (η²), to strengthen the practical interpretation of the findings.
The results indicated a 37.05% decline in the number of graduates between the two academic years. The overall rate of professional compatibility was found to be 37.70%, while the proportion of job seekers reached 31.69% of the sample. The findings also revealed an overall external efficiency gap of 23.67%, with the largest deficiencies concentrated in practical application skills (37.20%) and technical skills (34.15%). Furthermore, a statistically significant positive correlation was found between external efficiency and labor market requirements (r = 0.72). Significant gender-based differences were also observed in employment status and acquired competencies in favor of males, with a medium effect size (d = 0.27, η² = 0.025).
Based on these findings, the study recommends revising academic curricula, strengthening field training programs, and establishing sustainable partnerships with employing organizations. It further emphasizes the importance of adopting clear implementation mechanisms that specify timelines, responsibilities, and performance indicators to enhance graduates’ employability and improve alignment between higher education outcomes and labor market needs

ABSTRACT
The present study aims to investigate the effect of a multimedia-based educational program on developing mindfulness and certain learning and study skills among sixth-grade primary school pupils in science. To achieve the research objective and test its hypotheses, the researcher formulated two null hypotheses and employed an experimental design with two equivalent groups, incorporating pre-test and post-test measures. The research sample consisted of 65 pupils, distributed across two groups: an experimental group comprising 30 pupils and a control group comprising 35 pupils. The researcher developed two instruments: first, a mindfulness scale consisting of 25 items in its final form; and second, a learning and study skills scale consisting of 29 items in its final form. Teaching plans were also prepared for both the experimental and control groups. The reliability coefficient for the mindfulness scale, calculated using Cronbach's alpha equation, was 0.80, while the reliability coefficient for the motivation scale, also computed using Cronbach's alpha, was 0.86. Upon completion of the instructional topics according to the teaching plans prepared by the researcher for both groups, the two instruments were administered as post-tests to both groups. Following data collection and statistical analysis using the t-test, the results demonstrated that the experimental group, which was taught using the multimedia-based educational program, outperformed the control group, which was taught using the conventional method.

Abstract
This study aimed to investigate the effect of a counseling program based on the token economy technique in reducing aggression among primary school students. To achieve this, the researcher implemented a self developed counseling program on a group of primary school students who exhibited a certain level of aggression, measured through systematic observation using the observation forms specified in the study. After a two month implementation period, the results showed a clear decrease in the aggression level of the sample members, indicating the effectiveness of the token economy based counseling program in reducing aggression among primary school students.

Abstract
The present study aims to identify the level of deindividuation among young males and to develop a proposed counseling program grounded in social learning theory to reduce deindividuation among them. The sample consisted of 250 males aged 18–25 years. The researcher employed a descriptive methodology. To achieve the study's objectives, the researcher developed a deindividuation scale based on Zimbardo's (1969) theory, comprising 28 items, the psychometric properties of which were verified. Additionally, a counseling program was designed, consisting of 14 sessions based on social learning theory and following the model of Broders and Drury (1992). The findings revealed that the sample exhibited a measurable level of deindividuation, which prompted the design of the proposed counseling program. The study concluded with a number of recommendations and suggestions.
Keywords: Counseling program, deindividuation, young males, social learning theory

Abstract
The present study aimed to identify the effect of a strength-based counseling approach on developing self-worth among university students. The researcher employed a quasi-experimental design, and the sample was purposively selected from university students with low self-worth. The sample consisted of 20 students, divided equally into experimental and control groups (10 students each). The counseling program comprised 12 sessions. The findings revealed that the sample exhibited low self-worth. Additionally, statistically significant differences were found in the experimental group between pre-test and post-test scores, favoring the post-test after program implementation. Statistically significant differences also emerged between the experimental and control groups in the post-test, favoring the experimental group. Based on these results, the researcher presented a number of conclusions, recommendations, and suggestions.

Abstract
This study aimed to identify the level of identity crisis among preparatory school students, examine the significance of differences in identity crisis according to gender (male, female) and academic track (scientific, literary), and explore the relationship between participants’ scores on the identity crisis scale and their age in months. The sample consisted of 385 fifth grade preparatory school students from both academic tracks (scientific and literary) and both genders. The researchers adopted Al Saadi’s (2017) Identity Crisis Scale as the research instrument. Psychometric properties were extracted, including item discrimination indices and internal consistency. The results showed that students had a moderate level of identity crisis; there were statistically significant differences between males and females in identity crisis scores, in favor of females (i.e., higher mean scores for females); no statistically significant differences were found according to academic track (scientific vs. literary); and there was no correlational relationship between age and identity crisis scores among the sample members. Based on these findings, the researchers proposed a set of recommendations and suggestions.

Abstract:
The present study aimed to identify the role of the Iraqi University in developing the values of Islamic moderation and balance among its students through the extracurricular activities it provides. The researcher administered a questionnaire consisting of 36 items addressing the values of Islamic moderation and balance to a sample of 815 students who participated in extracurricular activities during the first semester of the academic year 2024–2025. The findings revealed that extracurricular activities contribute to the development of a substantial number of moderation values among students. Furthermore, statistically significant differences were found in students' evaluations of the importance of extracurricular activities in developing moderation values according to their fields of study, favoring students in the humanities disciplines. Based on the findings, the researcher presented a set of recommendations and suggestions.

Abstract:
The present study aimed to investigate the nature of the relationship between communicative competence and caring thinking among preparatory school students. To achieve this objective, the researcher adopted a descriptive correlational approach. The Communicative Competence Scale developed by Al-Taie (2017), consisting of 42 items, was utilized, along with the Caring Thinking Scale developed by Abdul Karim (2023), consisting of 24 items. The study sample comprised 400 male and female preparatory school students. The results indicated that preparatory school students possess a level of communicative competence and caring thinking. The findings also revealed no statistically significant differences in communicative competence and caring thinking according to gender, as well as a positive correlational relationship between communicative competence and caring thinking.

Abstract :
The current research aimed to investigate the explanatory style for positive and negative events and self cohesion among employees, as well as to determine whether there are statistically significant differences according to gender and marital status, and the nature of any relationship between the two variables. The researcher adopted a descriptive correlational design and administered two scales for the two variables to a sample of 376 employees (male and female). After statistical analysis using SPSS and establishing the validity and reliability of the scales, the research found an optimistic explanatory style for both negative and positive events, and a level of self cohesion above the average. Gender differences appeared in the explanatory style for positive and negative events in favor of females, but no significant differences in self cohesion. Regarding marital status, a significant difference was found only for positive events, in favor of unmarried individuals, with no difference for negative events; however, for self cohesion, the difference was significant in favor of married individuals. The study concluded that there is a relationship only between the explanatory style for negative events and self cohesion. This is an important indicator that an individual’s attributional style for negative events interacts with their level of self cohesion: the higher the level of self cohesion, the more optimistic the explanatory style for negative events, and vice versa.

Abstract :
The current research aimed to identify fear of failure among academically lagging students in middle school. Guthrie’s behavioral theory and its definition were adopted in constructing the scale, which consisted of 20 items. Psychometric properties (validity, reliability, and discrimination) were confirmed. Reliability reached 0.81 by the test retest method and 0.83 by Cronbach’s alpha. The scale was administered to a sample of 100 male and female students from the Directorate of Education in Wasit Governorate / Al Aziziyah Education Department. The SPSS program was used to analyze the research data. The result was that academically lagging students do have a fear of failure, and there are statistically significant differences according to gender, in favor of males. The researcher concluded with a set of recommendations and suggestions.

Abstract
The concept of semiotics in modern critical methodologies has evolved into a broad and comprehensive framework that studies the movement of signs in texts and literary phenomena in general. Many linguists have contributed to this field due to the great importance of the semiotic phenomenon. Regarding the relationship between semiotics and the concept of paratexts, the vitality of this relationship can be understood in light of the significant textual importance that paratexts hold. Textual paratexts, with their varied forms, patterns, and types, constitute an important aspect of modern critical study across various literary texts. Since the literary title stands at the forefront of these paratexts, it has been granted critical importance by many modern critics, both foreign and Arab, on a wide scale. The title is a dense linguistic structure that must be contemplated, decompressed, and interpreted in relation to other layers of the text in order to clarify its importance for the text as a whole, owing to the high linguistic and semiotic concentration it carries, which endows it with the capacity to occupy this significant position in critical studies. The nominal title is among the most important types of titles in children’s poetry generally, and specifically in Suleiman Al Issa’s Children’s Diwan, because of the significance and impact that a proper name has on a child’s psyche at the levels of knowledge and perception. A proper name is clear, well known, and more commonly used than other names, due to its presence in the child’s social and cultural sphere. Mentioning a proper name in a poem brings a great deal of familiarity, warmth, and joy to the child’s visual and mental perspective, whether the name has a historical or a contemporary presence.

Abstract
The research aimed to identify: (1) artificial intelligence anxiety among university students, and (2) the significance of statistical differences in AI anxiety according to gender and academic stage. Due to the lack of a scale suitable for the research sample, the researcher constructed an Artificial Intelligence Anxiety Scale for university students, based on theoretical frameworks and previous studies that addressed AI anxiety, as well as on the adopted definition and theory. The scale consisted of 20 items. It was administered to a sample of 225 students from the History Department (first and fourth years, both genders), comprising 95 male and 130 female students, during the 2025–2026 academic year. The results showed that: (1) History Department students generally suffer from AI anxiety; (2) there are no statistically significant differences in AI anxiety according to gender or academic stage among History Department students. The research concluded with recommendations and suggestions, including: the necessity of integrating courses or training workshops on psychological education about AI, aimed at correcting negative perceptions and promoting a realistic understanding of AI’s role as a learning support tool rather than a replacement for humans; and conducting experimental studies to test the effectiveness of counseling or training programs based on TIME theory in reducing AI anxiety levels and improving the psychological and academic adjustment of university students

Abstract
The present study aims to identify the level of positive resilience among educational counselors and to examine gender differences (male–female) in positive resilience. To achieve these objectives, the researcher adopted the Positive Resilience Scale developed by Al-Kalabi (2023), which comprised 27 items in its final form. The study further aims to identify the level of work engagement among educational counselors and to examine gender differences (male–female) in work engagement. To achieve this, the researcher adopted the Work Engagement Scale developed by Al-Tamimi (2024), which comprised 22 items in its final form. The scales were administered to a random sample of 400 male and female educational counselors selected from the six educational directorates in Baghdad Governorate during the 2025–2026 academic year. The findings revealed that: (1) the educational counselors in the research sample possess positive resilience; (2) there are no statistically significant differences between male and female educational counselors in positive resilience; (3) the educational counselors in the research sample possess work engagement; (4) there are no statistically significant differences between male and female educational counselors in work engagement; and (5) there is a statistically significant positive correlation between positive resilience and work engagement among educational counselors. Based on these findings, the researcher formulated a set of recommendations and suggestions.

Abstract
Cognitive skills are the abilities that enable a child to think, understand, learn, and interact with their environment. These include memory, attention, auditory and visual perception, hand-eye coordination, problem-solving, creative thinking, and other cognitive processes. The researcher developed a test to assess children's cognitive abilities by presenting images within the test and asking children to match logically related objects. The test was administered to a randomly selected sample of 100 children. The picture-based test comprised 15 items, each with two response options; children received a score of 1 for a correct answer and 0 for an incorrect answer. Following statistical analysis of the results using appropriate methods, the study found that kindergarten children possess a good level of cognitive skills in matching logical objects, such as umbrella with winter and door with key. No significant differences were observed between male and female kindergarten children in cognitive
skills. However, children in the pre-kindergarten stage demonstrated higher cognitive skills than those in the earlier kindergarten stage, a difference attributed to maturation factors.

Abstract :
The present study aims to identify the factor structure of the Metacognitive Beliefs Scale using exploratory and confirmatory factor analysis among secondary school students. To achieve this objective, the researcher adopted the Metacognitive Beliefs Scale developed by Adrian Wells (2004), comprising 30 items distributed across five dimensions: positive beliefs about worry, negative beliefs about uncontrollability and danger of thoughts, cognitive confidence, need to control thoughts, and cognitive self-consciousness—with six items per dimension. The scale was administered to a sample of 400 secondary school students. Following data entry into SPSS, the data were subjected to exploratory factor analysis using Hotelling's principal component method, with orthogonal factor rotation using Kaiser's Varimax method. Five factors were extracted for the scale, after which direct factors were rotated to derive orthogonal factors via Kaiser's Varimax method. The eigenvalues of the factors ranged from 2.82 to 3.42, with explained variance per factor ranging from 9.43% to 11.40%, and a cumulative explained variance of 52.27%. Confirmatory factor analysis was subsequently conducted using the Maximum Likelihood method on the study sample data via AMOS 24 software. This procedure yielded a model with good fit indices, with a chi-square value (χ² = 584.150) that was not statistically significant. The remaining fit indices fell within the optimal range for each indicator, indicating a good fit with the tested data. Factor loadings ranged from 0.450 to 0.788, all of which were statistically significant at the 0.01 level. Based on these findings, the researcher formulated a set of conclusions, recommendations, and suggestions.

Abstract
The university stage is one of the phases that heavily depends on building deep relationships with others. Students also need a high level of psychological health to face crises and endure frustration with determination and perseverance, lest they fall prey to anxiety about their future. Therefore, academic passion in the educational context is among the most prominent factors affecting learning outcomes, as it indicates the extent of a student’s behavioral engagement in various educational activities, both inside and outside the classroom. The current research aimed to identify the level of academic passion among university students and to examine differences in academic passion according to gender (male, female). The research population consisted of students from the College of Education at Al Mustansiriya University. A stratified random sample was selected. The total population numbered 2,726 (1,406 males, 1,320 females), and the sample comprised 145 students, representing 5.32% of the population. The researcher adopted Vallerand’s (2023) Academic Passion Scale, translating it into Arabic. The final scale consisted of 14 items equally distributed across two dimensions: harmonious passion and obsessive passion, after obtaining an 80% agreement rate. The instrument was applied, and results were analyzed using SPSS. The reliability coefficient (Cronbach’s alpha) was 0.78. The findings showed that students have academic passion above the hypothetical average, and there were no statistically significant differences between males and females in academic passion. The results were interpreted according to the adopted model. The research concluded with a number of recommendations and suggestions.

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Abstract:

The present study aims to identify the level of awareness of the Sustainable Development Goals (SDGs) and the level of drug prevention behavior among University of Mosul students, as well as to examine differences in these variables according to gender and academic year, and to determine the nature of the relationship between them. Employing a descriptive methodology, the study drew its primary sample from 1,000 male and female students selected through stratified random sampling. The researcher developed two scales: a 48-item scale to measure SDG awareness, distributed across three dimensions (cognitive, psychological, and behavioral), and a 52-item scale to measure drug prevention behavior, distributed across four dimensions (cognitive, psychological, behavioral, and social). The psychometric properties of both instruments, including validity and reliability, were verified. The results revealed that university students possess good awareness of the SDGs and demonstrate a high level of drug prevention behavior. Additionally, a statistically significant positive correlation was found between SDG awareness and drug prevention behavior. The study recommends integrating the concepts of sustainable development and drug prevention into university activities and programs.

Abstract
The absence of enlightened thinking among department heads in private universities and colleges signifies a failure to connect knowledge with reality and an inability to counter media misinformation, as they lack logical analysis of events. Rapid changes occurring in Iraqi society in recent times have imposed administrative challenges on university leadership, compounded by weak funding and insufficient equipment—given that the primary objective is profit-oriented—which has collectively contributed to a decline in creative standards. The present study aims to identify:
The level of enlightened thinking among department heads in private universities and colleges from the perspective of teaching staff.
The level of creative leadership among department heads in private universities and colleges from the perspective of teaching staff.
Statistically significant differences in enlightened thinking according to academic rank (Professor vs. Assistant Professor).
Statistically significant differences in creative leadership according to academic rank (Professor vs. Assistant Professor).
The correlational relationship between enlightened thinking and creative leadership among department heads in private universities and colleges from the perspective of teaching staff.
Employing a descriptive methodology, the study was confined to a sample of teaching staff selected through stratified random sampling, comprising 100 instructors. The researcher developed an enlightened thinking scale consisting of 27 items distributed across three domains: (cognitive, moral, and decision-making). Additionally, a creative leadership scale was developed comprising 30 items distributed across three domains: (creative vision, creative ability, and fostering creativity). The psychometric properties of both scales were verified through face validity, content validity, construct validity, and reliability using both test-retest and Cronbach's alpha methods. The study yielded the following findings:
Department heads in private universities and colleges demonstrate a high level of enlightened thinking.
The level of creative leadership among department heads in private universities and colleges was found to be low or below the required standard.
Department heads holding the rank of Professor exhibit higher levels of enlightened thinking compared to those holding the rank of Assistant Professor.
Department heads holding the rank of Professor possess a relatively higher level of creative leadership compared to those holding the rank of Assistant Professor; however, this remains within the overall low range of creative leadership.
A positive correlation exists between enlightened thinking and creative leadership; nevertheless, the elevated level of enlightened thinking contrasts with the overall low level of creative leadership revealed by the study's findings.
In light of these results, the researcher proposed a number of conclusions, recommendations, and suggestions.

Abstract:
Objectives: The present study aims to measure mindfulness and digital burnout among university students, and to examine these variables according to gender and academic specialization .Methodology: A descriptive approach was employed. Sample: The sample comprised 200 male and female students from the University of Baghdad, distributed across four colleges .Instruments: A mindfulness scale and a digital burnout scale were developed .Statistical Methods: Data were analyzed using the Statistical Package for the Social Sciences (SPSS).
Results: (1) The research sample exhibited a level of mindfulness. (2) Statistically significant differences were found in favor of males with respect to gender, and in favor of scientific specializations with respect to academic discipline. (3) The research sample exhibited digital burnout. (4) Statistically significant gender differences were found in favor of females, while no differences were observed based on specialization. (5) Pearson's correlation coefficient was employed to examine the relationship between the two variables, yielding a value of 0.054, indicating a weak linear correlation. However, the Eta correlation coefficient, used to measure the curvilinear relationship, was 0.517, indicating a significant and strong association. This confirms the existence of a genuine non-linear relationship between mindfulness and digital burnout among university students.