Journal of Educational Sciences – Qatar University

The Level of Academic Self-Handicapping among Jordanian University Students in Light of Some Variables

Mohammad Baker Nofal, Ferial Mohammad Abu Awwad — Wed, 04 Jun 2025 00:00:00 +0300

The current study aimed to investigate the level of academic self-handicapping among a sample of Jordanian university students in the light of some variables. The descriptive survey approach was used. To achieve the objectives of the study, the Academic Self-Handicapping scale (Gupta & Geetika, 2020) was applied to a random sample of 356 participants (84 male and 272 female students) who were selected using the simple random method. The content validity of the scale was verified, the results of the Confirmatory Factor Analysis were extracted, and the loadings of the items with the extracted factors were derived. The reliability of the scale was verified by the internal consistency method using the Cronbach Alpha equation (0.812), and by the split-half-method corrected with the Spearman-Brown equation (0.777). The results indicated a medium degree of academic self-handicapping among university students, and that there was no statistically significant effect at the level of significance (0.05) in each of the subscales of Academic Self-Handicapping due to the student's gender, the type of his school or academic year. The results also indicated that there is a weak correlation between the subscales of the Academic Self-Handicapping scale and the student’s academic achievement. The study concluded with a number of recommendations, of which are conducting more studies aiming at standardizing the scale of academic self-handicapping in the Jordanian environment, and conducting comparative studies between school and university education students with an eye on the degree of academic self-handicapping among each.

Technological Development and the Possibility of Learning Without a Teacher in the Post-Crisis Era – The Perspective of the Education Students at the University of USAL

Ali Alreda Fares, وليد حمود — Wed, 04 Jun 2025 00:00:00 +0300

This study focused on technological development and the possibility of learning without a teacher in the post-crisis stage, especially after the end of the Covid-19 pandemic in Lebanon, by identifying the changes that affected the educational process during the crisis on the one hand, and the possibility of benefiting from technology in the educational aspect after the crisis had ended, on the other hand. One of its most important goals was to study the possibility of dispensing with the teacher as an element of the educational process, what is done by relying on modern technology as an alternative (distance education via videos, educational platforms, and other modern educational technology techniques). Its importance revolved around the research on the possibility of a radical change in the roles of the teacher in the world of post-crisis education, such as changing the method of direct human interaction (face-to-face) between the teacher and the student, so that this direct interaction now takes place through a computer screen or a smartphone screen. Similarly, the process of classroom management,has turned into electronic monitoring (audio and video) and is no longer controlled directly related to the physical presence of the teacher. Accordingly, the problem of the study was as follows: What is the impact of technological development on the possibility of learning without a teacher in the post-crisis stage? The study was conducted on a sample of 247 male and female students from the Faculty of Education at the Lebanese University of Arts and Sciences (USAL), located in Lebanon, Beirut. The results were concluded to prove the validity of the four hypotheses, that is, the effectiveness of relying on technology in the educational process in its four stages (in the domain of lesson presentation, in the domain of applied assignments and tasks, in the domain of assessment and testimg, and in the domain of inquiries and feedback), but in a varying manner.

The Effect of Choice Making Opportunities and Supporting Positive Behavior Strategies in Self-Advocacy among Students with Intellectual Disabilities

Atef Abdallah Bahrawi — Wed, 04 Jun 2025 00:00:00 +0300

The study aimed at identifying the effect of choice making provision strategies in self-advocacy among students with intellectual disabilities from the point of view of their teachers. The sample of the study included (48) teachers who teach in government institution for students with intellectual disabilities in Al-Ahsa. The researcher used the quasi-experimental design for pre and post measurements for one group, and applied the two measurements for opportunities of choice and self-advocacy of students with intellectual disabilities in the first baseline stage. Then, the teachers were trained on the strategy of choice making opportunities provision and support for positive behavior. Finally, there was a follow-up baseline stage. The averages of the pre and post measurements of the study sample were calculated using the Independent sample T test and the one-way analysis of variance (ANOVA). The results of the study indicated that there were statistically significant differences between the pre and post measurements in the strategy of choice opportunities for teachers of students with intellectual disabilities, and there were statistically significant differences among teachers of students with intellectual disabilities in self-advocacy of their students with intellectual disabilities. The arithmetic mean reached the level of significance with regard to the teacher's experience variable and the teacher's access to training in the field, while it was found that there were no statistically significant differences between the dimensional measurements in the strategy of providing choice opportunities according to the level of severity of the students' disability.

Modeling Causal Relationships between School Bullying, Empathy and Student-teacher Relationship among School Students

Wed, 04 Jun 2025 00:00:00 +0300

This study aimed to reveal of the level of school bullying, empathy and student-teacher relationship. It also aimed to construct a causal model of relationships between school bullying, empathy and student-teacher relationship. School bullying scale, empathy scale, and student-teacher relationship scale were used. 832 male and female students from the seventh and tenth grades of the Directorate of Education in Mafraq Governorate participated in the study. The results showed that there is a low level of school bulling, a moderate level of empathy and a high level of student-teacher relationship. The results of the path analysis showed that there are positive direct effects of two dimensions of the student-teacher relationship (satisfaction and instrumental help) on emotional and cognitive empathy, and that there are negative direct effects of the two dimensions of the student-teacher relationship (satisfaction and instrumental help) on bullying. The results also showed a direct and negative effect of emotional empathy on bullying and victimization, and a direct and negative effect of cognitive empathy on victimization. And, finally, they showed an indirect and partial effect of the satisfaction dimension of the student-teacher relationship on bullying and victimization, with emotional and cognitive empathy acting as mediating variables.

Developing Postgraduate Programs at the Faculty of Education, Sana'a University, in Light of Contemporary Experiences of Interdisciplinary Studies

Abdulghani Ahmed Ali Alhawri — Wed, 04 Jun 2025 00:00:00 +0300

The aim of this research is to identify the reality of postgraduate programs at the Faculty of Education, Sana'a University, according to the approach of interdisciplinary studies, and to review Arab and international experiences in developing postgraduate programs. It also aims to provide a proposed vision for the development of postgraduate programs at the Faculty of Education, Sana'a University, based on those experiences. The research used the descriptive-analytical method and found that faculty members at the Faculty of Education do not agree that postgraduate programs at the college are being conducted according to interdisciplinary studies. The research revealed that many Arab and international universities are interested in developing their postgraduate programs to align with the interdisciplinary approach. They have introduced new programs with an interdisciplinary focus such as Information Systems, Multimedia Systems, International Education Management, Hotel Management, Heritage Preservation and Site Management, Psychophysiology, Behavioral Economics, Clinical Nutrition, and others. Financial support was also provided for research and for researchers who conduct their studies according to the interdisciplinary approach. Interdisciplinary work teams were formed, which brought together different specializations. The research concluded with a proposed vision for the development of postgraduate programs at the Faculty of Education, including objectives, mechanisms, barriers, and proposed new programs such as International Education, Digital Education, Comprehensive Education, Media Education, and Coexistence Education.

A Comparison between the Partial Credit and Rating Scale Models for the Classroom Management Self-Efficacy Scale of the Student Teacher

Adel Samir Mohamed Hamdan — Wed, 04 Jun 2025 00:00:00 +0300

The study aimed to compare the partial credit model and the rating scale model for the Classroom Management Self-Efficacy Scale on student teachers. The study tool was the Classroom Management Self-Efficacy Scale for the student teacher prepared by (Slater, & Main, 2020) and translated by the researcher. The scale was applied to a sample of (741) students of the college of Education (third and fourth year students) at Assiut University. The results showed that the items of the Classroom Management Self-Efficacy Scale fit both the rating scale model, and the partial credit model. The infit and outfit values were within the acceptable range, ranging between (0.5 and 1.5), and the values of the reliability coefficients were acceptable (all the values of the reliability coefficients were greater than 0.80). The results also indicated the ascending order of the threshold values for the difficulty coefficients of the scale items for the rating scale model, and the partial credit model. The results showed a statistically significant difference at the level of (0.01) between the two models and in favor of the partial credit model, which indicates that the partial credit model is the most accurate and appropriate for the Classroom Management Self-Efficacy Scale.

Verbal Classroom Interaction Problems among Students with Learning Difficulties: Factors and Challenges from the Point of View of their Teachers

Dalal Dakhil Allah Dakhil Al-Talhi, Mohammed Methry Ayed- Alhwaiti — Wed, 04 Jun 2025 00:00:00 +0300

The study aimed to identify the problems of classroom verbal interaction among female students of learning difficulties, in addition to the important factors and challenges they cause from the perspective of teachers. The sample of the study was seven Arabic language teachers (‘My Language’ subject teachers) at primary schools who interpreted the problems according to their experience in teaching. The study was conducted through the qualitative phenomenological approach. The Semi-structured interview was used as the data collection tool. The study has categorized the problems of classroom interaction into two categories: psychological problems such as hesitation, fear, and avoidance of answering questions; and reaction's problems such as students' brief response and the avoidance of interpreting the reasons behind the response. As for the factors, some pertain to the student's personality and the classroom environment, in terms of the classroom environment and the presence of a visitor in the class; and some relate to the course of the lesson, such as teaching methods, used strategies, and feedback. Finally, the study has illustrated the main challenges as the need of alternative assessment, special attention, and time constraints. Researchers recommend that curricula should be supported by evidence on how to teach the target skill of a particular lesson when there are students with learning difficulties in the classroom.

Analytical Thinking Skills included in Islamic Education Books for Grades (10-12) in the Sultanate of Oman

Zahra Said Mohammad AL-Horidh, Mohammad Abdulkareem Al-Ayasra — Wed, 04 Jun 2025 00:00:00 +0300

The current study aims to explore the extent to which the Islamic Education curriculum for grades (10-12) in the Sultanate of Oman incorporates analytical thinking skills. The study adopted a descriptive-analytical methodology, with content analysis as its main research method, including analytical thinking skills of comparison, case study analysis, identifying relationships, and evaluation. The validity and reliability of the tool were validated, with a reliability coefficient of 0.88. The study population and sample consisted of the content of Islamic Education curriculum for grades (10-12) for the academic year 2020/2021, which were three books. The "paragraph" was chosen as the unit of content analysis, while the "skill" was selected as the category of analysis.

The results revealed varying degrees of inclusion of analytical thinking skills across the grades (10^th, 11^th, and 12^th). The skill of case analysis ranked first, with (1615) occurrences, reflecting a moderate rate. The skill of evaluation ranked second, with a total of 458 occurrences, indicating a low rate. The skill of description came third, with (401) occurrences, also at a low rate. The skill of comparing ranked fourth with (224) occurrences, and the skill of identifying relationships ranked last, with a total of (216) occurrences, both at a low rate. Additionally, the results indicated that the Islamic Education curriculum for grade 10 ranked first, with (1070) occurrences.

The study recommended a more balanced inclusion of the skills of evaluation, description, comparison, and identifying relationships in Islamic Education curriculum across different educational stages.

Factorial Structure and Psychometric Assessment of the Brief Self-Control Scale among Arab Universities’ Students

Amal Mohammed Salim Alhadabi — Wed, 04 Jun 2025 00:00:00 +0300

The present study investigated the factorial structure and psychometric characteristics, particularly reliability and validity, of the brief self-control scale amongst Arab university students (N = 525) utilizing exploratory and confirmatory factor analyses. The construct validity was gauged by examining the scale relationship with ambiguity tolerance. The findings of the exploratory factor analysis suggested that a two-factor structure was the optimal factorial solution, accounting for 30.93% of the variance in the study sample. Factor 1 had nine items and was named impulsivity. Factor 2 had four items and was called self-discipline. Both factors had good and acceptable reliability coefficients. The findings of confirmatory factor analysis provided supporting evidence of the estimated two-factor structure after applying modification indices of the model. The construct validity was substantiated by estimating a significant positive moderate association between self-control and ambiguity tolerance. These findings showed that the brief self-control scale is a reliable and valid measurement tool to evaluate students’ self-control in the academic context of Arabic culture.

Front Matter