Minwal Journal

This research aimed to identify self-motivation and cognitive independence among university students, and to determine the significance of differences in self-motivation and cognitive independence based on gender (male-female). It also sought to identify the correlation between these two variables (self-motivation and cognitive independence) among university students.

A random sample of 170 male and female students from the University of Baghdad and Al-Turath University (morning program) was selected for the 2024-2025 academic year.
Two scales were developed: one for self-motivation and another for cognitive independence. The validity of the items and the other for statistical analysis were confirmed, ensuring the scales' reliability and validity.
The results showed that the research sample exhibited self-motivation, with no significant difference between males and females in this area. Similarly, the research sample also demonstrated cognitive independence, with no significant difference between males and females in this area. Furthermore, the results indicated no correlation between self-bias and cognitive independence.
The study concluded with a set of recommendations and suggestions.

The current research aimed to identify the level of moral conviction among counselors according to the variable of work type (governmental - private). In order to achieve the research objectives, the researcher prepared a research instrument consisting of four domains that included (31) items. After confirming all the psychometric properties of the scale, it was applied to a sample of counselors consisting of (150) male and female counselors in Anbar Governorate, distributed among the (governmental - private) schools for the academic year (2025-2026). The results showed that the sample members enjoyed a level of moral conviction, and statistically significant differences appeared in favor of the counselors working in governmental schools.

Attention to childhood is considered one of the most important indicators by which the progress and development of a society are measured, as it reflects concern for both the present and future of the nation. The development of environmental behavior is a significant and central issue worldwide, both currently and in the future. Kindergartens can equip children with sufficient knowledge about the environment, its problems, and ways to address these problems, as well as finding appropriate solutions through curricula and classroom activities in early childhood education. These are regarded as fundamental approaches to raising awareness and guiding human behavior, since children enroll at an early stage of life.
The researchers analyzed literature and previous studies from 1999 to the present using the descriptive analytical method. The most important findings indicate the necessity of integrating environmental experiences into the kindergarten curriculum, as it forms a foundational influence on the future of societies.

The current study aims to identify the strategy of finding the error on the achievement of Arabic Grammar among the second intermediate grade students. To achieve this, the researcher adopted an experimental design with partial control, namely a control group design with a post-test. The researcher chose "Sahl Bin Suhayl Secondary School” which is affiliated with the Baghdad Al-Rusafa Third Directorate. The second intermediate grade in this school had two sections. The researcher randomly selected an experimental group of (37) students who were taught Arabic grammar using the "find the error" strategy, while the other group represented the control group, which consisted of (38) students who were taught according to the traditional method. After identifying the scientific material that the researcher hoped to teach in this experiment, the researcher formulated the behavioral objectives which totaled (60) in the final form. The researcher then prepared the teaching plans. Samples of them were presented to experts, and they finally took their final form.
The researcher formulated his test items and presented them to experts to select those appropriate for his study, and revise what required modifications so that they would represent the research instrument. Accordingly, the researcher developed a test to measure the achievement in Arabic grammar, consisting of (25) items across three types of questions (multiple choice, sentence construction, and true/false), distributed over the six levels of Bloom’s cognitive taxonomy. After conducting the experiment, which lasted for an entire semester, the researcher applied the instrument to the research sample, and used several statistical methods, including the independent samples t-test for the analysis of variance. The study resulted in the following: the students of the experimental group outperformed the students of the control group in achieving Arabic grammar, and the differences between the students of the two groups (experimental and control) were statistically significant. The most important conclusions reached by the researcher were:
1. The “Find the Error” strategy is superior to the traditional method in increasing the achievement of Arabic grammar among second intermediate grade students.
2. The effectiveness of teaching using the “find the error” strategy increases in subject areas with a hierarchical knowledge structure, including Arabic grammar.
In light of the results and conclusions reached by the researcher, the following recommendations can be made:
1. Adopting the "Find the Error" strategy in teaching Arabic grammar to reorganize the learned material in relation to students' prior knowledge.
2. The necessity of training male and female teachers of Arabic grammar on the "find the error" strategy and to enroll them in in-service training courses.
The researcher proposed a number of suggestions to complement the study, including:
1. Conduct similar studies at other educational levels
2. Conduct similar studies to demonstrate the effect of its independent variable according to the gender variable.

This research aimed to determine the effect of a teaching strategy based on Wittrock's constructivist model on systems thinking in mathematics for middle school students. To achieve this, the null hypothesis was formulated:
"There are no statistically significant differences at the significance level (0.05) between the mean scores of the experimental group students who studied using a strategy based on Wittrock's model and the mean scores of the control group students who studied using the traditional method in the systems thinking test."
The population was represented by all fourth-year science students in preparatory and secondary schools for boys affiliated with the General Directorate of Education of Baghdad, Al-Karkh 1. Al-Mansour Preparatory School for Boys was randomly selected. The research sample consisted of (63) fourth-year science students, and the two groups were randomly selected: (31) students for the experimental group and (32) students for the control group. For the purpose of collecting the research data, the researcher developed a systems thinking test. The final version of the test consisted of (20) objective-type (multiple-choice) questions. Appropriate statistical analyses were conducted (difficulty and ease indices, effectiveness of alternatives, discrimination index), and its psychometric properties were confirmed. The results indicated that the students in the experimental group, who studied according to a teaching strategy based on the Wittrock model, outperformed the students in the control group, who studied using the traditional method, in the systems thinking test.

This research aims to determine the impact of the Knowledge Keys and Sequential Information strategies on geography achievement and motivation among fifth-grade literary students. The researcher adopted a quasi-experimental design (two experimental groups and a control group) with a post-test and limited it to male students in government preparatory and secondary day schools in Baghdad for the academic year 2024/2025. The researcher prepared an achievement test consisting of (50) items, and a motivation scale consisting of five domains, each domain consisting of (10) items, so it became (50) items, and they were applied to the students of the research sample. Then the data were statistically processed, and the results showed the superiority of the students of (the two experimental groups) over the students of (the control group) in the achievement test and the motivation scale. In light of this, a number of conclusions, recommendations and suggestions were reached

This research aims to identify the impact of the SAMR model on developing linguistic thinking skills among fourth-grade science students in Arabic grammar. To achieve this objective, the researcher formulated two null hypotheses appropriate to the research topic.
The study sample consisted of 60 students, divided into an experimental group of 30 and a control group of 30. Statistical equivalence was established between the two groups. To measure the development of linguistic thinking skills in both groups, the researcher developed an objective multiple-choice test. After the experiment concluded, the linguistic thinking skills test was administered to both groups. The results showed that the experimental group outperformed the control group. Based on these findings, the researcher presented conclusions, recommendations, and suggestions.

The current research aims to identify the learning styles of students with learning difficulties in mathematics in Mosul. The research sample consisted of (100) male and female students (62 males and 38 females) with learning difficulties. The researchers developed a learning styles scale and a working memory scale after confirming their psychometric properties, including validity and reliability. These scales were administered to the research sample, and the data were collected and statistically processed using the SPSS statistical package, Pearson's correlation coefficient, one-sample t-value, and Cronbach's alpha. The results showed a good level of learning styles (visual, kinesthetic, and auditory), which achieved the highest averages, respectively. Similarly, the working memory dimensions (image sequence, auditory sequence, and visual sequence) achieved the highest averages, respectively. The research also indicated a positive correlation between learning styles and working memory among special education students with learning difficulties. In light of the research findings, the researchers presented a set of recommendations, including: utilizing the learning styles scale and working memory scale developed in this research for educational institutions. The concerned parties, especially the General Directorate of Education in Nineveh Governorate.

This research aims to explore and analyze how the concept of "active citizenship" is fostered within the university environment, given the pivotal role of universities in shaping young people's awareness and preparing them to be active members of their communities.
The research problem centers on the question of the extent to which organizational documents, curricula, and extracurricular activities in universities contribute to building and consolidating citizenship values and practices among students. To answer this question, the research sought to analyze university organizational documents, evaluate the content of curricula, and study the impact of student activities on developing civic skills.
The research employed a descriptive-analytical approach, examining official documents, reviewing course descriptions, and monitoring student activity reports.
The results revealed an emphasis on national values in the university's vision and mission, but a gap in translating these values into clear implementation policies. It was also observed that some courses focus on national education, while others lack a connection between their content and societal issues. Extracurricular activities appeared to be the most fertile ground for practicing citizenship, yet participation in them remains optional and limited.
Accordingly, the research recommends reviewing regulations to ensure the implementation of policies that support citizenship and to integrate its concepts across various courses rather than confining them to specific subjects. It also suggests encouraging students to engage in community and volunteer activities and establishing effective partnerships between the university and civil society organizations to provide students with practical opportunities in community service.

The present study aims to investigate the level of mental fatigue among sixth-grade secondary school students and to examine gender-based differences (male–female) in this variable. It also seeks to assess the level of emotional sensitivity among students according to gender, as well as to explore the correlational relationship between mental fatigue and emotional sensitivity within this population.
The study employed a descriptive correlational design. The sample consisted of 200 male and female students selected through a convenience sampling method. To achieve the research objectives, two psychometric instruments were developed to measure mental fatigue and emotional sensitivity, each comprising 25 items in their final forms. The validity and reliability of both scales were established using appropriate statistical procedures.
The findings indicated that the participants exhibited noticeable levels of mental fatigue and emotional sensitivity. Furthermore, no statistically significant gender differences were found in either variable. The results also revealed a statistically significant positive correlation between mental fatigue and emotional sensitivity among sixth-grade secondary school students.
These findings underscore the importance of addressing students’ psychological and emotional well-being, particularly during critical academic stages, due to their significant impact on psychological adjustment and academic performance.

This article aims to review previous studies on the most important counseling skills used by counselors. It focuses on analyzing studies related to counseling skills from 2014 to 2025. The article reveals that several factors influence the application of counseling skills by educational counselors. Developing counseling skills among counselors is a vital element in enhancing counseling competence, promoting professional and social adjustment, and increasing long-term job satisfaction. The article also indicates that academic qualifications, continuous professional development, and gender differences (male-female) have an impact on the use of these skills.

Islamic education is one of the basic subjects that contribute to building the student’s personality morally, intellectually, and spiritually, as it aims to instill Islamic values, develop good behavior, and connect the student to the principles of the true religion.

The current study sought to determine how the Accelerated Thinking Model affected the growth of academic performance and design thinking in female secondary school math students. The researcher developed two null hypotheses to investigate the variations between the experimental and control groups' mean scores in order to accomplish this goal. Fourth-grade female students in the scientific stream who were connected to the Second Al-Rusafa Directorate of Education in Baghdad made up the research population. 86 pupils from Al-Maali Secondary School for Girls made up the study sample, which was purposefully chosen and divided into two equal groups. 43 students in the experimental group received instruction using the Accelerated Thinking Model, whereas 43 students in the control group received instruction using the traditional manner.
Using an experimental technique, the researcher found equivalency between the two groups in a number of characteristics, such as design thinking exam scores, prior knowledge, prior mathematical achievement, and chronological age measured in months. Two tools were created to assess participants' academic performance and design thinking. The relevant statistical analyses were carried out once the instruments' psychometric qualities were confirmed and their validity and reliability were established. The results showed that students in the experimental group fared better than those in the control group, suggesting that the independent variable had a substantial impact on both academic performance and design thinking. The researcher offered several inferences, suggestions, and recommendations in light of these findings.

The importance of this research lies in providing a measure of students' psychological integration and, on the other hand, understanding the relationship between psychological integration and skill achievement in volleyball among first-year students in the Department of Physical Education and Sports Sciences at the College of Basic Education.
The research problem is defined by attempting to answer the following question:
- Is it possible to develop a scientific scale for psychological integration among first-year students in the Department of Physical Education and Sports Sciences, and what is its relationship to skill achievement in volleyball?
This research aims to: - Develop a scale for psychological integration among first-year students in the Department of Physical Education and Sports Sciences at the College of Basic Education.
- Identify the correlation between psychological integration and skill achievement in volleyball among first-year students in the Department of Physical Education and Sports Sciences at the College of Basic Education.
The researcher hypothesized that:
- There is no significant correlation between psychological integration and volleyball skill achievement among first-year students in the Department of Physical Education and Sports Sciences at the College of Basic Education.
The researcher used a descriptive approach, employing both survey and correlational methods, as these were appropriate for the nature of the current research.
The research population, selected purposively, consisted of 138 first-year students in the Department of Physical Education and Sports Sciences at the College of Basic Education during the 2025/2026 academic year.
The researcher used the following methods to collect data for this study:
- A psychological integration scale.
- Skill achievement scores in volleyball.
The researcher concluded:
- A psychological integration scale was developed for first-year students in the Department of Physical Education and Sports Sciences.
- The effect of psychological integration on skill achievement in volleyball for first-year students in the Department of Physical Education and Sports Sciences.

This research aimed to investigate the effectiveness of podcasting technology in developing reflective listening skills among first-grade intermediate students in the Reading and Texts course. To achieve this aim, the researcher formulated the following null hypothesis: "There is no statistically significant difference at the significance level of (0.05) between the mean scores of the experimental group students, who will be taught Reading and Texts using podcasting technology, and the mean scores of the control group students, who will be taught the same subject using the conventional method, in the post-test of reflective listening skills."
The researcher adopted a quasi-experimental design with partial control. The research population comprised all first-grade intermediate students in public, daytime intermediate schools affiliated with the Wasit Governorate Directorate of Education – Al-Aziziyah. The researcher purposively selected Nukhab Al-Aziziyah School for Boys for the academic year (2025-2026), from which two sections were randomly chosen to represent the research sample. The sample size was (56) students, distributed across two sections: Section (B), representing the control group, and Section (A), representing the experimental group. The specified topics were formulated according to the podcasting technology in terms of objectives, content, activities, and short quizzes pertaining to the reflective listening skill.
The researcher utilized the statistical package program (SPSS), employing the independent-samples t-test, item difficulty coefficient, item discrimination coefficient, Chi-square, and Cronbach's alpha formula. After statistically processing the data, a statistically significant difference emerged in favor of the experimental group that was taught using podcasting technology. In light of the research findings, the researcher drew a set of conclusions and recommendations, the most important of which are: conducting a comparative study between podcasting and educational video in developing reflective thinking skills, transforming reading into a mandatory, integrated activity within the study plan, and promoting field trips to public libraries and book fairs.

The imitative self is a persona constructed by individuals very early in life to protect themselves from the traumas of development and the stresses of close relationships. This false self may appear polite and well-mannered. Addressing this topic is crucial for developing a more self-aware individual capable of formulating strategies and fostering confidence and acceptance. Universities are important institutions as they shape students' futures and open up horizons of aspiration. The current research aims to identify the level of the imitative self among university students, considering both gender and the study's scope. The study was conducted in the College of Basic Education, Department of Psychological Counseling and Educational Guidance, in 2026. The researcher analyzed the data using appropriate statistical methods and concluded that:
The sample does not exhibit an imitative self.
The results clearly favored males. The researcher concluded with the following recommendations:
1. Using the Imitative Self Scale in educational institutions for diagnostic purposes.
2. Incorporating topics into the curricula at all educational levels to raise moral awareness and reduce imitative self-doubt.
Suggestions:
1. Conducting a study on imitative self-doubt and its relationship to the Big Five personality traits among university students.
2. Conducting a similar study to explore the relationship between false self-doubt and feelings of inferiority.

The present study aimed to:
1. Determine the level of deep scientific knowledge among students of the College of Basic Education.
2. Identify statistically significant differences in deep scientific knowledge according to gender (male/female.(
3. Examine the predominant higher-order thinking skills among the study sample.
4. Investigate differences in higher-order thinking levels according to gender.
5. Explore the type and strength of the relationship between deep scientific knowledge and higher-order thinking among students.
The study sample consisted of 120 students from the Al-Mustansiriyah University College of Basic Education, selected randomly.
The researcher developed an instrument to measure depth of knowledge consisting of 30 items distributed across four cognitive levels. In addition, a higher-order thinking scale was constructed comprising 40 items covering five skills.
The psychometric properties of both instruments were established by examining their validity and reliability indicators.
Based on the findings, the researcher presented a number of recommendations and suggestions

The present study aimed to identify the level of narrative identity awareness and its relationship to changes in outlook on life among individuals with Post-Traumatic Stress Disorder (PTSD), as well as to examine the nature of the relationship between the two variables. The significance of the study stems from its focus on the positive aspects of psychological adjustment following trauma, as it emphasized the individual’s ability to reconstruct the meaning of life and organize traumatic experiences within a coherent narrative framework that contributes to improving one’s outlook on life.
The study adopted the Narrative Identity Theory proposed by McAdams and McLean to interpret the variable of narrative identity awareness, as well as the perspective of Joseph and Linley (2004) in explaining changes in outlook on life. To achieve the objectives of the study, two scales were administered to measure narrative identity awareness and change in outlook on life among a sample of individuals diagnosed with Post-Traumatic Stress Disorder. The descriptive correlational approach was employed to investigate the nature of the relationship between the study variables. The study sample consisted of (200) individuals with Post-Traumatic Stress Disorder.
The study procedures included examining the psychometric properties of the two measurement instruments in terms of validity and reliability. The findings indicated that both scales demonstrated good levels of validity and reliability, confirming their suitability for application to the research sample. The procedures also involved the actual administration of the Narrative Identity Awareness Scale and the Change in Outlook on Life Scale to the participants, followed by data analysis using a range of appropriate descriptive and inferential statistical methods in order to identify the nature of the relationship between the two variables.
The results revealed that the participants demonstrated a high level of narrative identity awareness, as well as a positive change in their outlook on life. Furthermore, the findings showed a strong statistically significant correlation between the two variables. In light of these findings. The study also presented a number of practical recommendations that may be beneficial in psychological and counseling fields, in addition to suggesting several future studies to further investigate this area.

Difference is an integral part of a pluralistic society, and openness to different opinions is a characteristic of all democratic cultures and societies. The current research aimed to identify the openness to political pluralism among university students, as well as to identify the significance of the difference in openness to political pluralism according to a number of demographic variables (gender (male, female), parents' academic achievement, residential background), among a sample of (209) male and female students from Al-Mustansiriya University - College of Arts, who were selected using the stratified random sampling method. To achieve the research objectives, the researcher adapted the scale of openness to political pluralism prepared by Shrout et al, (2022) and it consisted in its final form of (24) items after the exclusion of one item that was not distinctive. The reliability coefficient using Cronbach's alpha was (0.81). The research results concluded that university students have openness to political pluralism, and there was no statistically significant difference in openness to political pluralism according to the variables of gender (male, female), parents' academic achievement, residential background. In light of these results, the researcher presented a number of recommendations and suggestions for future studies.

This research aims to identify Repetitive negative thinking and depression disorder among university students, and to determine the differences between males and females, as well as between scientific and humanities majors, The researcher adopted a descriptive correlational approach, administering two scales to a sample of 400 male and female students selected using stratified random sampling, After verifying the psychometric properties, including validity and reliability, the results showed that university students suffer from a high level of Repetitive negative thinking, but not from depression disorder, Students in scientific majors are more prone to Repetitive negative thinking compared to students in humanities majors, and the same applies to depression disorder. A statistically significant positive correlation exists between Repetitive negative thinking and depression, The researcher concluded with several recommendations and suggestions.

The present study aims to indicate :-
The toxic online behaviors among youth-1
2-Statistically significant differences in toxic online behaviors according to the sex (male, female) and age-3
This research was confined to youth and sports centers in Wasit Governorate during the academic year 2025–2026. To attain its objectives, the researcher adopted the scale developed by Díaz-Moreno et al. (2025), which is based on Kowert’s (2020) theoretical framework. After confirming translation procedures, the finalized scale consisted of 18 items distributed according two sides : perpetration and victimization. The scale’s psychometric properties—validity and reliability—were verified.
The research sample consist of 300 male and female participants aged between 18 and 30 years . after processing the data the research reached to the following results.
1- There is no indication of toxic online behaviors among the individuals in the study sample.
2- No statistically significant differences were found in toxic online behaviors based on gender or age variables.

The current research aims to identify the originality of thinking among university students and the statistically significant differences in originality of thinking according to the variable (gender). It also aims to identify self-efficacy among university students and the statistically significant differences in self-efficacy according to the variable (gender). The final objective is to identify the relationship between originality of thinking and self-efficacy. To achieve the research objectives, the researcher drew a sample of (222) male and female students from the original population using a stratified random sampling method with proportional distribution. This sample was subjected to two scales prepared by the researcher: the first was the scale of originality of thought, and the second was the scale of self-efficacy After processing the data using the SPSS statistical software, the researcher concluded that the sample lacked the variable of originality of thought but possessed a good level of self-efficacy. Based on this, the researcher presented the following conclusions, recommendations, and suggestions.

The current research aims to identify:
- The level of Lateral Thinking among university students.
To achieve this objective, the researcher adopted Edward de Bono’s scale of lateral thinking based on his theory (1967), originally developed in 1968. The scale consists of (32) items, each with five response alternatives: (Always applies to me, Often applies to me, Sometimes applies to me, Rarely applies to me, Never applies to me). Scoring was assigned as (5, 4, 3, 2, 1) respectively for positive items, while negative items were scored in reverse order (1, 2, 3, 4, 5). The scale was administered to a sample of (100) male and female students selected randomly. The validity of the scale was verified through face validity by presenting the items to (10) experts specialized in psychology, counseling, measurement and evaluation, and mental health. Reliability was established using internal consistency through Cronbach’s Alpha, which reached (0.80). The final version of the scale consisted of (32) items measuring lateral thinking. The data were analyzed using the Statistical Package for Social Sciences (SPSS). The results showed that the participants possess a level of lateral thinking.
The study concluded with a set of recommendations and suggestions.

One of the hallmarks of a successful instructor is their ability to switch between tasks or handle multiple tasks simultaneously, an integral part of today's demanding work environment. This ability is essential for achieving efficiency while simultaneously requiring rapid innovation. Pioneering studies confirm the importance of this type of capability, known as "Cognitive Ambidexterity." It is well established that assessments of an instructor's academic reputation have taken various forms over the years, and faculty evaluations have become a fundamental element in assessing the effectiveness of their academic expertise, particularly their teaching proficiency.
Therefore, the researcher set the following objectives:
1-Cognitive Ambidexterity among university faculty members, from the perspective of their students.
2-Differences in the level of Cognitive Ambidexterity among university faculty members, from the perspective of their students, according to the gender variable (male-female).
3-Determinants of scientific reputation among university faculty members, from the perspective of their students.
4-Differences in the level of Determinants of scientific reputation among university faculty members, from the perspective of their students, according to the gender variable (male-female).
5-The relationship between Cognitive Ambidexterity and Determinants of scientific reputation among university faculty members, from the perspective of their students.

This research aims to identify the effect of pictorial observation strategy on the achievement of students in the Department of Educational and Psychological Sciences in the course "Teaching Thinking" and developing their analytical thinking skills. The researcher adopted an experimental design with two equivalent groups, as it was suitable for the nature of the research. The research sample consisted of (181) male and female fourth-year students at the College of Education for Humanities, Tikrit University. The sample was randomly divided into two groups: the experimental group, which included (90) male and female students who studied the course "Teaching Thinking" using the pictorial observation strategy, and the control group, which included (91) male and female students who studied the same course using the traditional method. The researcher ensured the statistical equivalence of the two research groups in several variables, namely: the students' age in months, and the results of a previous analytical thinking test. The researcher determined the topics of the experiment according to the content of the "Teaching Thinking" course prescribed for the fourth year and prepared an achievement test consisting of (40) items to measure achievement, in addition to preparing an analytical thinking scale. The questionnaire, consisting of 35 items, was validated for both face and object validity. Its reliability was assessed using Cronbach's alpha coefficient, and the discrimination and ease indices of the items were analyzed to ensure its applicability. The results showed that the experimental group outperformed the control group in both achievement and analytical reasoning.

This study aimed to identify the impact of the analogical thinking strategy on the acquisition of educational concepts and the development of cognitive integration among students in the Department of Educational and Psychological Sciences. The study adopted the experimental method, selecting a sample of students from the College of Education for Humanities at Tikrit University. The experimental group consisted of (46) male and female students, while the control group consisted of (47) male and female students. The researcher used a test for acquiring educational concepts consisting of (48) items, in addition to a cognitive integration scale consisting of (42) items, after verifying their validity and reliability. The experimental group was taught using the analogical thinking strategy, while the control group was taught using the traditional method. The results of the study showed the superiority of the students in the experimental group over the students in the control group in acquiring educational concepts and developing cognitive integration, which indicates the effectiveness of the analogical thinking strategy in improving student learning and linking knowledge and experiences in a more integrated manner.

The present study aimed to identify the level of the illusion of academic inefficiency among secondary school students and to examine the significance of differences in this variable according to gender (male–female) and academic branch (scientific–literary). To achieve the objectives of the study, the researcher adopted the Numan Scale (2024), which consists of 30 items, after verifying its psychometric properties. The scale was administered to a sample of 460 students selected through stratified random sampling.
The results indicated that the participants exhibited a statistically significant level of the illusion of academic inefficiency compared to the hypothetical mean. The findings also revealed that this illusion was higher among females than males, and that students in the literary branch showed higher levels than their counterparts in the scientific branch. In light of these results, the researcher presented a set of recommendations and suggestions.

The aim of this research is to identify the level of citizenship culture among primary school teachers according to certain variables. The researchers used the descriptive method as it was suitable for the research objectives. The research population was defined as primary school teachers in the center of Nineveh Governorate, totaling (8483) teachers (3246 male and 5219 female). The research sample consisted of (400) teachers randomly selected from primary school teachers in the center of Nineveh Governorate during the academic year (2025-2026).
To achieve the research objective, the researchers formulated several hypotheses. They also developed an instrument to measure citizenship culture, consisting of 30 items distributed across three domains: cognitive, behavioral, and affective-values. The instrument comprised two parts: the first, a test to measure the cognitive and behavioral aspects of citizenship culture, consisted of 20 multiple-choice items with four alternatives; the second, a scale to measure the affective-values ​​aspect of citizenship culture, consisted of 10 items on a five-point Likert scale. The researchers determined the psychometric properties of the instrument. Its face validity was established by presenting it to a number of expert reviewers, with an agreement coefficient of 95%. The reliability coefficient for the cognitive and behavioral domains was calculated using the Corder-Richardson-20 (KR20) formula. The reliability coefficient for the cognitive domain was 0.864, and for the behavioral domain, it was 0.822. The reliability of the Citizenship Culture Instrument for the affective-value domain was (0.822). The researchers applied the instrument to the research sample, and the data were statistically analyzed using the Statistical Package for the Social Sciences (SPSS). The research concluded that:
1- There is a statistically significant difference at the (0.05) level between the mean scores of the primary school teachers in the research sample on the Citizenship Culture test and its hypothetical mean.
2- There is a statistically significant difference at the (0.05) level between the mean scores of the male and female teachers in the research sample on the Citizenship Culture test, in favor of the females.
3- There is a statistically significant difference at the (0.05) level in citizenship culture among the primary school teachers in the research sample according to the variable of years of service.
In light of the results, the researchers presented several recommendations, including: The Ministry of Education and its directorates should ensure and monitor school activities, particularly the organization of national activities and events that express the values ​​of citizenship, and promote these activities as points that are credited to participating teachers during the annual evaluation. The researchers also suggested a number of proposals, including: conducting future studies to identify the impact of some training programs on the culture of citizenship among the current research sample.

This study aims :
1. Develop an educational program based on Situated Knowledge Theory for middle school students.
2. Examine the effectiveness of an educational program grounded in Situated Knowledge Theory in improving achievement in social studies and developing self-learning skills among middle school students.
The researcher adopted two approaches: a descriptive method to construct the educational program, and an experimental method to determine its effectiveness in enhancing students’ achievement in social studies and their self-learning skills. A partially controlled experimental design was employed (post-test only design with experimental and control groups). The sample consisted of 70 students, distributed equally between the experimental group (35 students) and the control group (35 students). The researcher personally taught both groups. To control extraneous variables, equivalence between the two groups was established based on several factors, including chronological age (in months), first-semester grades, and intelligence test scores, The experiment was conducted during the second semester of the 2024–2025 academic year. The research instruments included: (1) an achievement test developed by the researcher, consisting of 40 items (30 multiple-choice and 10 essay questions), and (2) a self-learning skills scale, also developed by the researcher, consisting of 40 items. The validity of both instruments was verified through review by a panel of experts in general teaching methods, science education, psychology, and measurement and evaluation. Reliability and validity were also established, After completing the experiment and administering the research instruments, the results indicated that students in the experimental group—who were taught using the educational program based on Situated Knowledge Theory—outperformed their counterparts in the control group, who were taught using traditional methods, in both the achievement test and the self-learning skills scale. In light of these findings, the researcher proposed several conclusions, recommendations, and suggestions.

The research aims to: study the relationship between educational methods and some obsessive-compulsive disorders in a field study on a sample of secondary school students in Mosul. The research belongs to descriptive research, in which the researcher relied on the descriptive method and the psychological survey method. The study sample consisted of secondary school students in Mosul, and the research sample amounted to (4028) students, who were randomly selected from the research population in (4) secondary schools on the right side of Mosul.
The researcher developed a scale for teaching styles based on theoretical frameworks and previous studies addressing the research topic, in addition to utilizing the Yale-Brown Obsessive Compulsive Scale (Y-BOCS). After verifying the scale's face validity by presenting it to a group of expert reviewers specializing in psychology, as well as verifying its factorial, discriminatory, and construct validity, along with discrimination indicators, and reviewing the scale's relative reliability and determining its reliability using test-retest and adult Cronbach's alpha, the researcher then administered both scales to the main research sample. The data were processed using the Statistical Package for the Social Sciences (SPSS). The study concluded that:
 There is a correlation relationship between obsessive-compulsive disorders - pollution and cleaning disorders, doubt and checking disorder, orderliness and organization disorder, and aggressive behavior disorder - and the following educational styles (psychologically balanced educational style - psychologically unbalanced educational style) that is significant at the (0.01) level.
 There is a negative relationship between a balanced educational approach and some obsessive-compulsive disorders (filth and cleaning disorders, doubt and checking disorder, order and organization disorder, aggressive behavior disorder).
 There is a positive correlation between the unbalanced teaching style and some obsessive-compulsive disorders (ordering and organization disorder, doubt and checking disorder, aggressive behavior disorder, pollution and cleaning disorders) significant at the (0.01) level.

Women constitute half of society and are the main contributors to the creation and upbringing of the other half. Therefore, Therefore, in this study, I attempted to examine the variables affecting the role of women in the labor market through sustainable development, which often casts its shadows on the family and society, in addition to the cultural variables influencing their status and level of social and cultural awareness, and the connection of that with the change in many social values and customs, as well as the impact of technological innovations that both society and women have started to engage with. Furthermore, there are the economic variables, as women have work outside the home and now have their own income, giving them a new role and a position of distinction within their families when they become professional. They have also acquired property and carry out work in the private sector by entering the market, particularly local markets, which has given them a distinctive role in supporting their children and families, especially after some have lost their spouses. Additionally, the political variables affecting women's status have become significantly evident when women began participating in elections, joining political parties and civil society organizations, and assuming various positions. Perhaps women's political awareness of what is happening in the country is an indicator that their status has begun to be valued. However, the problem remains.

The study aims to identify the effect of the Paris and Wenkard strategy on academic achievement in the Methods of Teaching course and the development of positive thinking among students of the humanities departments at the College of Education. The researchers adopted a partially controlled experimental design with two groups (experimental and control). The sample consisted of (71) male and female students, distributed into (35) students in the experimental group and (36) students in the control group, The researchers ensured equivalence between the two groups in several variables, including chronological age, entry behavior test, Otis/Lennon intelligence test, and the positive thinking scale. The content of the Methods of Teaching course for the Geography Department (third stage) for the academic year (2025–2026) was selected. The researchers formulated (170) behavioral objectives according to Bloom’s six cognitive levels and prepared detailed daily teaching plans for implementing the experiment, Two instruments were developed: an achievement test consisting of (50) items and a positive thinking scale consisting of (35) items based on a five-point Likert scale. The validity and reliability of both instruments were verified, The results showed that the experimental group outperformed the control group in both academic achievement and positive thinking. Accordingly, the researchers presented a set of conclusions and recommendations.

The research aimed to know the effectiveness of a proposed educational model according to the theory of education in the digital age in developing the skill of self-directed learning among students of the Open Educational College in Anbar Governorate. To reach the goal of the research, the researcher used the semi-experimental approach, which is characterized by partial control of two groups (control and experimental). The sample in the research consisted of 59 male and female students, in the Department of Islamic Education, third stage, of the Open Educational College/Anbar Governorate branch. The researcher worked to equate the two groups in a number of variables, and the scientific material was determined ( Qur’an Sciences) and the researcher formulated 140 behavioral objectives, and the teaching plan for the program was prepared. The researcher adopted the Williamson scale (Williamson, 2007), and it was applied to the study sample. The results revealed the superiority of the experimental group that was taught according to the proposed model according to the theory of learning in digital time in developing self-directed education among third-stage students in the Department of Islamic Education, in the Open Educational College in Anbar Governorate. In light of the results of the study, the researcher recommended adopting the proposed teaching model according to the theory of learning in time. Digital.

The research aimed to identify the relationship between hierarchical thinking and cognitive confidence among students of the mathematics department at the College of Basic Education. The research sample was randomly selected from students in the Mathematics Department at Al-Mustansiriya University/College of Basic Education for the academic year (2025-2026), totaling (150) students from the third and fourth years. The researcher adopted the descriptive correlational approach. To achieve the research objectives, two research instruments were required to measure hierarchical thinking and cognitive confidence. Therefore, the researcher adopted the Hierarchical Thinking Scale (Al-Zarkani, 2023), which consisted of (30) items with a three-point scale (A, B, C), and the QET Cognitive Confidence Scale developed by Knapen, Hutsebaut, van Diemen, and Beekman (2020), which consisted of (25) items with five-point responses (strongly disagree, disagree, undecided, agree, strongly agree). Using Cronbach's alpha, the reliability coefficient for the Hierarchical Thinking Scale was (0.82), while the reliability coefficient for the Cognitive Confidence Scale was (0.83). The results showed that the students of the Mathematics Department They possess a high level of hierarchical thinking and enjoy a good level of cognitive confidence. There is a positive correlation between hierarchical thinking and cognitive confidence. In light of the results, a number of recommendations and suggestions were made.

This research is significant because it addresses the concept of job stress and aims to identify the impact of a counseling program based on acceptance and commitment theory on reducing job stress among educational counselors , To achieve the objectives of this research, two instruments were applied: the Job Stress Scale developed according to Lazarus (1993), and the experimental program developed according to the Acceptance and Commitment Theory, which was prepared by the researcher.
The experimental method was adopted to verify the hypotheses of the current research. The sample consisted of (30) counselors who received the highest score on the job stress scale, selected from the Educational Directorate of Diyala., at the first place the given sample in a random way given or circulated between two equal groups,the program is utilized on the group of experiment But in the other hand, the controlling group was not opened or revealed to the counseling group.
The researcher developed a guidance program based on the acceptance and commitment theory, consisting of (12) sessions. The results will be presented and discussed in Chapter Four, along with the research's recommendations and suggestions.

This research aimed to identify the level of thinking styles and cognitive distortions and the relationship between them among students at Al-Hamdaniya University, and to reveal differences according to the variables (gender - grade level). The main research sample consisted of (120) male and female students, (60) males and (60) females. Two scales were adopted: the first (Omar and Mahmoud, 2022) to measure thinking styles, and the second (Abdul Karim and Al-Ubaidi, 2022) to measure cognitive distortions. The validity and reliability of both scales were established and were found to be (0.81) and (0.84), respectively. The data were statistically processed using the Statistical Package for the Social Sciences (SPSS). The researcher reached a set of results, which are that the students' thinking style is oriented towards the emotional thinking style, followed by the objective thinking style, then the executive and imaginative thinking styles, respectively. There is no difference between males and females in the objective thinking style, while there is a difference between males and females in the executive, emotional, and imaginative thinking styles, in favor of males. There is no difference between second- and fourth-year students in the College of Education for Humanities and Pure Sciences. According to thinking patterns, there is no statistically significant difference in the level of cognitive distortion among university students, and there is no statistically significant difference in the level of cognitive distortion according to the gender variable (male-female) and between second and fourth-year students in the level of cognitive distortion. There is a statistically significant correlation between thinking patterns (objective/executive/emotional/imaginative) and the level of cognitive distortion among students of Al-Hamdaniya University. The researcher has put forward a number of recommendations and suggestions in light of the conclusions reached in the research.

This research aimed to identify the phenomenon of ethical climate among educational counselors, to understand the nature of their work life quality, and to determine the correlation between ethical climate and work life quality. The research population consisted of 165 male and female educational counselors in Wasit Governorate, specifically within the Al-Suwaira Education Directorate. The research sample comprised 60 male and female counselors randomly selected from this population. The researcher designed two research instruments, measuring ethical climate and work life quality, and established their validity and reliability. The researcher used the Statistical Package for the Social Sciences (SPSS) to analyze the data. The results were as follows:
1- The phenomenon of ethical climate exists among educational counselors.
2- Educational counselors enjoy a high quality of work life.
3- There is a correlation between ethical climate and work life quality among educational counselors.

This research aims to define the current state of spirituality among middle school students, and the significance of the difference in spiritual necessity among middle school students according to the variables of gender (male-female) and branch (scientific-literary). First, for the research objectives, the researcher adopted the spirituality scale of (SsntaClare, 1981) translated by (Fawzi, 2025), which consists of (10) items that were designed for psychometric purposes. The simple scale was fully applied to (300) students, who were selected indirectly. The research results showed that the research subjects do not have spiritual competence according to my hypothesis, and there are no significant differences in spirituality according to the variables of gender and scientific branch. In light of the collaborative results, a number of references and suggestions are provided.

This research seeks to study the effectiveness of using the "Find Your Peer" strategy on the achievement of second-year middle school students in social studies. To achieve this goal, the researcher set a null hypothesis, and the research population consisted of second-year middle school students studying in government daytime middle and secondary schools for girls affiliated with the Al-Khalis Education Directorate in Diyala for the academic year (2024-2025). The researcher applied the experimental method, adopting a partially controlled experimental design with two groups (experimental and control). The researcher selected a sample of second-year middle school students and visited Al-Rawasi Secondary School, which includes (4) sections for the second year of middle school. The researcher used a random draw method to determine the experimental and control groups, and section (A) was chosen to be the experimental group that would study using the "find your peer" method in the subject. The Social Studies course had (35) female students, and section (B) was chosen as the control group that would study according to the traditional method. This section also had (35) female students in Social Studies. The two (2) failing students were excluded, resulting in a final experimental group of (32). Similarly, the one (1) failing student from section (A), the control group, was excluded, resulting in a final control group of (32) students. Therefore, the final sample size became (64) female students. The commitment to keeping excluded items inside the classroom to maintain school order.

The researcher prepared an achievement test in social studies. The final test consisted of 40 items, including 30 multiple-choice questions with four options each, each worth one mark, and 10 short-answer questions, each worth two marks. The total score for the test was 50, where the highest score represents the student's potential achievement, and the lowest score represents zero. The test results were analyzed using appropriate statistical methods, and the results showed statistically significant differences at the 0.05 level between the mean scores of the students in the experimental and control groups, in favor of the group that studied social studies using the "find your peer" strategy. Based on these results, the researcher presented a set of recommendations and suggestions to improve the learning process.

To achieve the objective of the present study titled (The Effect of the Find the Error Strategy on Social Studies Achievement Among Fifth-Grade Elementary Students) the researcher selected a study sample consisting of two groups: an experimental group of 28 students and a control group of 31 students for the 2025–2026 school year To measure academic achievement the researcher prepared a test consisting of 30 multiple-choice items, which was administered at the end of the experiment. The results showed a statistically significant difference in favor of the experimental group that was exposed to the independent variable, the (Find the Error) strategy. In light of the research findings the researcher presented a number of recommendations and suggestions

The current study aims to investigate:
1. Cognitive competence among university students.
2. The statistical significance of differences in cognitive competence among university students according to gender (male, female) and academic specialization (scientific, humanities).
3. Mastery motivation among university students.
4. The statistical significance of differences in mastery motivation among university students according to gender (male, female) and academic specialization (scientific, humanities).
5. The correlational relationship between cognitive competence and mastery motivation among university students.
The researcher adopted the descriptive method to study the characteristics of the variables and used the correlational method to analyze the nature of the relationship between them. The study population consisted of students at the University of Baghdad enrolled in scientific and humanities programs for the morning study across all four academic levels, totaling 36,899 students. The study sample included 600 students. The researcher developed two tools for data collection: the first was the Cognitive Competence Scale consisting of 30 items, and the second was the Mastery Motivation Scale consisting of 25 items. Both tools were validated for reliability and validity. Data were analyzed using Excel 2010 and SPSS 27.
The results revealed a strong, statistically significant positive correlation between cognitive competence and mastery motivation, indicating that higher intrinsic motivation enhances cognitive performance and the ability to handle academic challenges. Based on the findings, the researcher provided a set of recommendations and suggestions, which are discussed in Chapter Four.

This study aimed to identify the level of disruptive behavior among kindergarten children from the perspective of their teachers, to uncover the prevailing parenting styles, and to determine the nature of the correlation between disruptive behavior and parenting styles. The study's importance stems from the fact that early childhood is a crucial stage in the formation of a child's personality, as their behavioral patterns are significantly influenced by parenting styles.
The researcher adopted a descriptive correlational approach, as it is suitable for the nature of the research objectives. This approach allows for the study of relationships between variables as they exist in reality, without intervention. The research population consisted of all kindergarten teachers in public and private schools affiliated with the Baghdad Education Directorates (Rusafa 1 and 2) for the academic year 2025–2026, totaling 1,597 teachers. The research sample comprised 200 teachers, selected using stratified random sampling to ensure accurate representation of the population.
The researcher used two main instruments: the first was a scale for chaotic behavior, developed by the researcher and consisting of 20 items on a five-point scale; the second was a scale for parenting styles, consisting of 30 items distributed across five styles: democracy-strictness, equality-discrimination, protection-neglect, tolerance-strictness, and moderation-inconsistency. The psychometric properties of both instruments were verified through validity procedures (face validity and construct validity) and reliability using Cronbach's alpha coefficient. The results showed that both instruments possessed acceptable levels of validity and reliability, confirming their suitability for application.
The researcher used a range of statistical methods to analyze the data, including the one-sample t-test, the independent samples t-test, Pearson's correlation coefficient, and Cronbach's alpha, using the Statistical Package for the Social Sciences (SPSS). The study results showed that the level of disruptive behavior among kindergarten children was high from the teachers' perspective, with the mean significantly higher than the hypothetical mean. The results also indicated that prevailing parenting styles tended toward negative patterns (strictness, favoritism, neglect, rigidity, and inconsistency) rather than positive ones, suggesting a low level of sound parenting practices among parents.
Regarding the relationship between the two variables, the results revealed a statistically significant inverse correlation between disruptive behavior and all parenting styles. This indicates that increased use of negative parenting styles is associated with higher levels of disruptive behavior in children, while adopting positive styles helps reduce this behavior.
In light of these findings, the study recommended strengthening family awareness of sound parenting methods through educational seminars and workshops, activating the role of educational and media institutions in disseminating positive parenting culture, and training educational counselors on mechanisms for dealing with disruptive behavior in children. It also suggested conducting future studies that address the design of therapeutic guidance programs aimed at reducing disruptive behavior and improving parenting styles among different age groups.

The present study aims to identify the effect of using the Active Reading Strategy (SQ3R) on the achievement of fourth-grade literary students in the subject of literature and on their self-learning skills. To achieve the objectives of the study, the researcher adopted a "quasi-experimental design with partial control using two equivalent groups". The research sample was selected from the population of public intermediate and secondary schools to the General Directorate of Education in Baghdad , and the sample was chosen from. The researcher specified the instructional material to be taught from the literature textbook for the fourth literary grade.
The researcher prepared two research instruments. The first was an achievement test in literature consisting of (30) multiple-choice items with four alternatives, whose validity and reliability were verified. The second instrument was a self-learning skills scale consisting of (25) items, and its validity, reliability, and psychometric properties were also verified.
After applying the research instruments and statistically analyzing the test results, the findings "revealed that students in the experimental group outperformed those in the control group" in both the achievement test and the self-learning skills scale. In light of these results, the researcher concluded the following:
• Teaching fourth-grade literary students using the Active Reading Strategy (SQ3R) had a positive effect on improving achievement in the subject of literature compared to the traditional method.
• Teaching students using the Active Reading Strategy (SQ3R) had a positive effect on developing their self-learning skills.
Based on the results of the study, the researcher recommended the following:
• Incorporating modern teaching strategies, especially the Active Reading Strategy (SQ3R), into the content of methods of teaching literature.
• Benefiting from holders of postgraduate degrees in the field of Arabic language teaching methods by organizing workshops, as well as benefiting from teachers by informing and training them on modern teaching strategies.
Since mathematics is considered a difficult and rigid subject that includes abstract concepts and mathematical problems , it requires a considerable amount of time for information to be properly conveyed to students.

The current research aims to identify the perceived freedom of university students, the differences in the level of perceived freedom according to gender (male/female), and the differences in perceived freedom according to academic year (first/fourth year).
To achieve the research objectives, the researcher adopted the Perceived Freedom Scale (Witt & Ellis, 1985), which originally consisted of 25 items. After review by a panel of psychology experts and adaptation to the Iraqi context and the research sample, and after removing items deemed unsuitable or redundant, the scale was reduced to 22 items. The researcher administered the scale to a randomly selected sample of 200 male and female students from the University of Baghdad. After statistical processing and data analysis, the results showed that the research sample possessed a degree of perceived freedom. There were differences in perceived freedom based on gender, favoring males, but no differences were found based on educational level.
Based on these findings, the researcher formulated several recommendations and suggestions.

The objective of this research was to identify positive generalization among university students. To measure positive generalization among students at the University of Karbala, the researcher adapted the Eisner & Carver (2008) scale, which consists of 16 items distributed across three dimensions: lateral generalization (6 items), upward generalization (5 items), and social generalization (5 items). For the purpose of verifying face validity, the original version of the scale was presented to 10 specialized experts, and the Chi-square value was adopted to analyze the experts\' opinions and decide whether to retain or exclude items. To extract the psychometric properties of the scale, the researcher applied it to a random sample of 100 male and female students. Following the application, the researcher extracted validity indicators using the Pearson correlation coefficient, while reliability was verified using the Cronbach\'s alpha formula. The researcher utilized several statistical methods, including the Pearson correlation coefficient, the T-test for one sample and two independent samples, and the Cronbach\'s alpha equation.
The results showed that students of the College of Education for Human Sciences possess a high level of positive generalization, as the arithmetic mean of their scores reached 53.50, which is higher than the theoretical mean of 42, and the differences were statistically significant at a significance level of 0.05. The results also indicated that there are no statistically significant differences in positive generalization according to the gender variable, as the calculated T-value was -0.51 at a significance level of 0.609. In light of these findings, the researcher recommended utilizing the results to prepare educational and counseling programs directed at university students, aiming to develop positive generalization and employ successful experiences in building realistic positive expectations for fut

The research aimed to identify the relationship between estimation skills and mathematical achievement motivation among fifth-grade primary school students. The researcher adopted the descriptive approach. The research population was defined as primary school students in mixed-gender primary schools affiliated with the General Directorate of Education in Baghdad, Al-Rusafa 1. The research sample was randomly selected from students of Al-Istiqrar Mixed Primary School and Al-Istiqlal Mixed Primary School, totaling (120) fifth-grade primary school students. To achieve the research objective, the research instrument was developed: an estimation skills test consisting of (20) objective multiple-choice items. A mathematical achievement motivation scale consisting of (30) items was also developed, based on: the achievement motivation theory (McClelland, 1961), and previous studies in the field (Schunk et al., 2014; Al-Zaghbi, 2018). The items are distributed across four dimensions: (desire to succeed, perseverance and effort, and endurance). Responsibility and fear of failure were examined, and the test's validity was confirmed. The reliability coefficient was acceptable using the Kuder-Richardson-20 formula, reaching 0.83. For the scale itself, the reliability coefficient using Cronbach's alpha was 0.87, indicating a high degree of reliability. Using appropriate statistical methods, the results showed that fifth-grade students possess an average level of estimation skills and a relatively high level of achievement motivation The higher the student's level of estimation skills, the higher his motivation to achieve in mathematics.. Based on these results, several recommendations and suggestions were made.

The current research aims to identify knowledge withholding among university students, as well as to identify statistically significant differences in knowledge withholding according to the variables of gender (male - female) and specialization (scientific - humanities). To achieve the research objectives, the researcher followed the descriptive approach to correlational studies. The sample of the current research population was selected using stratified random sampling with proportional distribution. The sample size was (400) male and female university students, randomly selected from the total population of (15,364) male and female students. To measure the research variable, the researcher developed a knowledge withholding scale based on the model of Connelly and Zweig (2012). The scale in its final form consisted of (30) items. The results of the current research showed the following:
1-University students do not possess knowledge withholding.
2-There are statistically significant differences according to the variables of gender, favoring females, and no differences according to specialization (scientific – humanities).
Based on the findings of the current research, the researcher formulated a number of recommendations and suggestions, which are mentioned in Chapter Four.

The research aims to analyze the science book for the primary stage in light of the approved standards. The researcher used the descriptive method of content analysis. To achieve this, a specialized tool for content analysis was developed through a review of literature and previous studies related to science, technology, engineering, and mathematics (STEM) processes. This tool consists of a list of science process skills and indicators for each skill, with a total of (61) indicators and ten STEM processes. The validity, reliability, validity, and stability of the tool was verified. The number of pages analyzed reached (190) pages. After completing the analysis and verifying its validity and reliability using the Cooper (COOPER) equation and consulting a group of experts, in addition to using frequencies and percentages, a number of results were reached, the most important of which was that STEM processes are included in the science textbook in varying proportions and in an unbalanced manner. Developing twenty-first century skills was the most frequent process (21%), while technology application processes were the least frequent. (5%) and (4%), respectively, in light of reconsidering the integration of scientific processes in a balanced manner. Two processes were identified for using spatial and temporal relationships. The researcher recommended that the results be appropriate to cognitive and age levels. She also proposed several proposals, including conducting a similar study to analyze science books for the primary stage in light of science, technology, engineering, and mathematics (STEM) processes, and measuring the level of scientific processes among science teachers.

The present study aims to investigate the effectiveness of the (KUD) strategy in improving the achievement of first intermediate grade female students in the subject of the Holy Qur’an and Islamic Education, as well as in developing their positive thinking. To achieve the objectives of the study, the researcher formulated the following two hypotheses:
1. There are no statistically significant differences between the mean scores of the experimental group students who studied according to the (KUD) strategy and the control group students who studied according to the traditional method in the post-achievement test.
2. There are no statistically significant differences between the mean scores of the experimental group students who studied according to the (KUD) strategy and the control group students who studied according to the traditional method in the post positive thinking scale. The researcher adopted an experimental design with partial control, which is one of the types of experimental research designs. The study sample consisted of (60) female students from the first intermediate grade at a secondary school affiliated with the Directorate of Education in Baghdad / Al-Rusafa II. The sample was intentionally selected and divided into two groups: (30) students in the experimental group and (30) students in the control group. The researcher ensured the equivalence of the two groups in several variables, including intelligence, prior knowledge, previous year grades, chronological age, and parents’ educational level.
For data analysis, the researcher used several statistical methods, including the t-test for two independent samples, Pearson correlation coefficient, difficulty index, discrimination index, and effectiveness of alternatives. Reliability was verified using the test-retest method and split-half technique. The study results were then obtained accordingly:
1. There are statistically significant differences between the mean scores of the experimental group students who studied according to the (KUD) strategy and the mean scores of the control group students who studied according to the traditional method in the post achievement test, in favor of the experimental group students.
2. There are no statistically significant differences between the mean scores of the experimental group students who studied according to the (KUD) strategy and the mean scores of the control group students who studied according to the traditional method in the post positive thinking scale.

This research aimed to evaluate the activities in middle school biology textbooks according to the Herrmann Brain Dominance Model (HBDI). The researcher employed a descriptive approach (content analysis) on a sample of biology textbooks for the first, second, and third years of middle school. To achieve this, the researcher developed an evaluation tool consisting of the model's four quadrants, the validity and reliability of which were verified using the Cooper and Holsty equations.
The results showed descriptive variability and an imbalance in the distribution of learning styles. Specifically, there was a significant deficiency in the logical, procedural, and creative learning styles. Conversely, the affective learning style was the most dominant, particularly in the first-year middle school biology textbook, reaching 64%. The study recommends redesigning educational activities to encompass all learning styles, thereby achieving comprehensive learning based on the diverse capabilities of the brain.

The current research aims to identify: the relationship between academic buoyancy and academic achievement among fourth-year middle school students, the research sample, and the correlational relationship between them. The research sample consisted of (120) male and female students from the fourth grade of middle school in Al-Muthanna Governorate for the academic year (2023-2024). The academic buoyancy scale was applied to them (prepared by: Saleem 2018), and the researcher also adopted mid-year grades as a criterion for academic achievement. The data was processed using SPSS to analyze the final data. The results of the research revealed the existence of a positive, statistically significant relationship at the level of (0.01) between academic buoyancy and academic achievement among the fourth year middle school students in the research sample.

This scientific article addresses lateral cervical tilt among pupils and students in the school environment as a multidimensional condition linked not only to muscular and skeletal imbalance, but also to prolonged sitting, psychological stress, faulty movement habits, and the level of health awareness within schools. The article argues that accurate identification requires an integrative approach combining postural observation, simple functional tests, behavioral analysis, and psychological indicators related to stress, shyness, and reduced self-confidence. It further emphasizes that school-based physical rehabilitation should not be limited to stretching and strengthening exercises alone; rather, it should be organized as a preventive and therapeutic educational program that integrates health education, psychological follow-up, ergonomic correction of sitting conditions, and graded motor loading in order to improve head-and-neck alignment, reduce pain and fatigue, and support the student’s psychological and social adjustment within the school setting.

The current research aims to determine the level of productive thinking among first-year middle school students in the subject of social studies. The researcher used the descriptive analytical method on a sample consisting of (120) male and female students As for the research tool, the researcher adopted the productive thinking test prepared by (Murad), which consists of two axes: the first axis is critical thinking and the second axis is the creative thinking test The validity and reliability of the instrument were verified, and the researcher used the SPSS program as a statistical tool to arrive at results indicating that the students possess a good level of productive thinking This reflects the effectiveness of the educational environment in developing their higher mental abilities, especially skills of analysis, generation and creativity. Based on these results, the researcher recommended adopting modern teaching strategies based on developing thinking Such as active learning and problem-solving, due to their role in promoting productive thinking among students. The researcher suggested conducting a study to determine the correlation between productive thinking and academic achievement among middle school students.

The current research aims to identify:
1- The level of strategic optimism among university students.
2- Strategic optimism among university students according to gender variable (male – female).
3- Strategic optimism among university students according to specialization variable (scientific – humanities).
The population of the current research consists of morning study students at the colleges of Tikrit University, whose total number reaches (26,097) male and female students, distributed among (22) colleges that include scientific and humanities specializations. This includes (12) scientific colleges and (10) humanities colleges, where the number of male students reaches (15,482), while the number of female students reaches (10,606). The current research is limited to third-stage students of the colleges of Tikrit University in morning preliminary studies from both genders (male – female) and both specializations (scientific – humanities) for the academic year 2025/2026. The study sample consisted of (400) male and female students distributed among (8) colleges, of which (4) were scientific specializations and (4) were humanities specializations. The number of students in this stage reached (3,258) male and female students, representing (5.67%) of the total research population amounting to (7,049). These students are distributed according to specialization into scientific and humanities fields, where the number of scientific specialization students reached (1,123) male and female students, including (496) males and (672) females, while the number of humanities specialization students reached (2,135) male and female students, including (1,365) males and (770) females.
The researcher prepared the Strategic Optimism Scale through reviewing the literature related to strategic optimism and previous studies, identifying the characteristics representing the domains of strategic optimism, and benefiting from psychological scales that measure the components of strategic optimism, including:
• Strategic Optimism Scale, Moulay 2022.
• Optimism Scale, Abdul Karim & Al-Douri 2010.
• Optimistic Personality Scale, Jassim 2023.
After reviewing the strategic optimism scales, the researcher found that none of them suited his research due to the difference in the nature and size of the research sample. Therefore, he constructed a Strategic Optimism Scale that aligns with the nature and objectives of his research.
The research results showed the following:
1- University students possess the ability to control and manage planning for the future in a way that is consistent with their ambitions and goals.
2- University students of both genders share educational and professional goals through acquiring skills and learning.
3- Students of scientific specializations possess a greater ability to organize their goals accurately and have a better understanding of reality.

Social studies subjects—such as history, geography, and civic education—play a central role in instilling educational and societal values among students, including cooperation, tolerance, a sense of belonging, and mutual respect. With the Iraqi Ministry of Education adopting a policy of integrating these subjects into a unified textbook for middle school students, questions have emerged regarding the effectiveness of this integration in achieving the intended value-based objectives. This is particularly relevant within a social structure facing challenges related to identity, belonging, and national values.
Amid the growing need to strengthen educational values within schools and society, the primary aim of this integration was to reduce academic burden and organize content. However, this policy has resulted in a number of negative consequences, especially concerning the educational and value-based concepts conveyed to students. Social studies subjects are essential for shaping historical awareness and national identity, as well as for understanding geographical, political, and cultural phenomena. Therefore, any modification or restructuring of these subjects deserves thorough educational discussion.
Educational and value-based concepts constitute an essential part of the affective learning outcomes that should be reflected in students’ behavior. Accordingly, teachers must recognize and uphold social and educational values and embody them as positive role models. This, in turn, helps reinforce these values among students and supports their development into active and responsible citizens.
The Negative Effects of Integrating Social Studies Subjects into a Single Textbook and Their Impact on Educational Value Concepts among Middle School Students in Iraq.

This article aims to explain the importance of modern educational aids and their role in developing psychological achievement among learners in contemporary educational environments. The article is based on the idea that learning is no longer limited to transmitting information, but has become an integrated process connected with motivation, attention, self-confidence, emotional readiness, and positive attitudes toward the subject. Modern educational aids, such as interactive presentations, digital platforms, simulation, educational videos, electronic assessment, and augmented reality, can make the educational situation clearer, more engaging, and closer to the learner’s experiences. These aids also help teachers consider individual differences, organize learning stimuli, and provide rapid feedback, which may contribute to reducing anxiety, increasing participation, and strengthening the learner’s sense of achievement. The article emphasizes that the effectiveness of educational aids is not achieved by using technology for its own sake, but through careful selection and purposeful integration according to instructional objectives, learner characteristics, and the nature of the content. It also presents areas in which modern aids influence psychological achievement, including motivation, attention, self-directed learning, interaction, and self-confidence. The article concludes that modern educational aids represent an important approach to improving both psychological and cognitive learning outcomes when they are used in an organized and meaningful manner.

This study aimed to identify the level of intellectual extremism among students in the Colleges of Education at Anbar University. The research sample consisted of 654 students (341 males and 313 females) from the Colleges of Education. To achieve the study's objectives, the researcher adopted the Intellectual Extremism Scale after defining its concept theoretically and reviewing previous literature and studies. The scale, developed by Amal Ismail and previously implemented at Al-Mustansiriya University, comprises 30 items distributed across four main dimensions: conformity, assimilation, dissociation, and culture. The psychometric properties of the scale were verified in terms of validity and reliability.The results showed that the level of intellectual extremism among students in the Colleges of Education at Anbar University was low. Furthermore, the results indicated no statistically significant differences in the level of intellectual extremism attributable to the variable of academic specialization (scientific/literary) or gender (male/female).