كتابة النص: الأستاذ الدكتور يوسف أبو العدوس - جامعة جرش قراءة النص: الدكتور أحمد أبو دلو - جامعة اليرموك مونتاج وإخراج : الدكتور محمد أبوشقير، حمزة الناطور، علي ميّاس تصوير : الأستاذ أحمد الصمادي الإشراف العام: الأستاذ الدكتور يوسف أبو العدوس
فيديو بمناسبة الإسراء والمعراج - إحتفال كلية الشريعة بجامعة جرش 2019 - 1440
فيديو بمناسبة ذكرى المولد النبوي الشريف- مونتاج وإخراج الدكتور محمد أبوشقير- كلية تكنولوجيا المعلومات
التميز في مجالات التعليم والبحث العلمي، وخدمة المجتمع، والارتقاء لمصاف الجامعات المرموقة محليا واقليميا وعالميا.
المساهمة في بناء مجتمع المعرفة وتطوره من خلال إيجاد بيئة جامعية، وشراكة مجتمعية محفزة للابداع، وحرية الفكر والتعبير، ومواكبة التطورات التقنية في مجال التعليم، ومن ثم رفد المجتمع بما يحتاجه من موارد بشرية مؤهلة وملائمة لاحتياجات سوق العمل.
تلتزم الجامعة بترسيخ القيم الجوهرية التالية: الإلتزام الإجتماعي والأخلاقي، الإنتماء،العدالة والمساواة، الإبداع، الجودة والتميّز، الشفافية والمحاسبة، الحرية المنظبطة والمستقبلية.
الاسم: د. عماد أحمد المرازيق
البلدة : جرش
الايميل: imarazeeg@gmail.com
رقم الجوال: 0779105909
رقم المكتب :428
Abstract: Within the context of educational settings, the ability of PsyCap to adjust self-esteem and minimize self-handicapping behaviors needs to be further investigated, despite the fact that its benefits have already been shown. This study aims to analyze the effect of psychological capital on reducing self- Handicapping through the mediation of Self-esteem among Jordanian university students. The study involved 456 stratified-selected students from five colleges in 2022–2023. PsyCap evaluation data was collected using the12-item CPC-12R, 25-item Self-Handicapping Scale (SHS), and 10-item Rosenberg Self-Esteem Scale. The study employed Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4 software as an analytical approach to examine complex relationships among the study variables. The findings revealed strong links between PsyCap, self-esteem, and self-handicapping. PSYCap found a correlation of 0.69 with self-esteem and a correlation of -0.23 with self-handicapping. Self-handicapping was lowered when one had high self-esteem. Higher levels of self-esteem (-0.48) served as a mediator for the indirect impact that PsyCap had on self-handicapping, which means that enhancing PsyCap may indirectly lessen instances of self-handicapping by increasing levels of self-esteem. The results also demonstrate that positive psychological resources have the potential to greatly foster academic and personal development in students. The study recommends to integrate Psychological Capital (PsyCap) development into educational institutions programs, focusing on attributes like hope, resilience, self-efficacy, and optimism to reduce self-handicapping behaviors. Additionally, interventions aimed at boosting self-esteem should be prioritized, as self-esteem mediates the relationship between PsyCap and self-handicapping.Keywords: Psychological Capital; Self-Handicapping; Self-Esteem, Jordanian university students.
Abstract. Introduction. Social media has evolved over the past decade into one of the most engaging forms of online activity, experiencing exponential growth in the number of users. However, this surge can lead to negative psychosocial consequences for participants in network interactions. Aim. The aim of this study is to investigate the relationship between social media addiction, psychological alienation, and cognitive distortion among youth in Jordan. Methodology and research methods. The study involved 784 young individuals aged 18 to 35 years. Scales measuring cognitive bias, social media dependence, and psychological alienation were developed for data collection. Results. The results indicated a positive correlation between social media addiction, psychological alienation, and cognitive distortion. Young individuals were found to experience higher levels of psychological alienation compared to older participants in the study. Furthermore, unmarried and divorced individuals exhibited greater levels of cognitive distortion, social media dependence, and psychological alienation than their married counterparts. Scientific novelty. The scientific novelty of this study lies in examining the relationships among three key psychological factors – social media addiction, psychological alienation, and cognitive biases – among youth in Jordan. Previous studies have analysed the impact of these forms of social media addiction in isolation. Practical significance. Programmes designed to optimise social media use, reduce social isolation, and enhance cognitive flexibility can help mitigate the detrimental effects of excessive internet use. The findings of this study may inform the development of counselling and prevention programmes tailored to specific demographic groups that are at an increased risk. Keywords: cognitive distortions, Jordanian youth, psychological alienation, social media addiction
هدفت الدراسة الحالية الى فحص مستوى المنعة النفسية، ومستوى التكيف النفس اجتماعي لدى الطلبةمن ذوي الإعاقات الحسية )السمعية والبصرية(، والحركية في مرحلة الدراسة الجامعية، وفقا لمتغيراتجنس الطالب، ونوع الإعاقة، كما هدفت الدراسة إلى قياس القدرة التنبؤية للمنعة النفسية وعلاقتهابالتكيف النفس اجتماعي لدى طلبة الجامعات من ذوي الإعاقات الحسية والحركية. تكونت عينة الدراسةمن ) 111 ( طالب وطالبة من ذوي الإعاقات الحسية والحركية في الجامعات. ولتحقيق أهداف الدراسةقام الباحثون بتطوير مقياسي المنعة النفسية، والتكيف النفس اجتماعي، وقد ت م التأكد من دلالات الصدقوالثبات لمقياسي الدراسة. أظهرت نتائج الدراسة أ ن مستوى ك لا من المنعة النفسية والتكيف النفساجتماعي جاءت بمستوى متوسط، وأظهرت النتائج وجود فروق ذات دلالة إحصائية في مستوى المنعةالنفسية تعزي لمتغير جنس الطالب وكانت لصالح الذكور، ووجود فروق ذات دلالة إحصائية في المنعةالنفسية تعزى لنوع الإعاقة، وكانت لصالح الإعاقة الحركية. كما وأظهرت نتائج الدراسة وجود فروقدال ة إحصائيًا في مستوى التكيف النفس اجتماعي تعزى لنوع الإعاقة، وكانت لصالح الطلبة ذويالإعاقة الحركية، وعدم وجود فروق دالة إحصائيا في مستوى التكيف النفس اجتماعي تعزى لمتغيرالمستوى الجنس، وأخيرًا أظهرت نتائج الدراسة أن متغيرات المنعة النفسية الداخلة في التنبؤ بالتكيفالنفس اجتماعي تمث لت بمجال التفاؤل وكانت بدرجة كبيرة، يليها مجال المصادر.الكلمات المفتاحية: المنعة النفسية، التكيف النفس اجتماعي، الإعاقات الحسيّة، الإعاقة الحركية.
This study examined the Teachers' perceptions of the obstacles of virtual classrooms in the education of students with special needs.The descriptive approach was used, and to achieve the objective of the study, a questionnaire was prepared and distributed to the study population in a random way. The study sample reached (377) teachers from public schools in Jordan. The results showed that the teachers' perceptions of the obstacles of virtual classrooms were moderate. The average of the teacher’s obstacles domain was (3.45), the students’ handicap domain was (3.50), the administrative handicap domain was (3.50), and the technical handicap domain was (3.46). To make it more interactive to achieve the desired goals, as students with disabilities need different education methods commensurate with their needs and abilities. Keyword: Teachers Perceptions, Public Schools, Students with special needs, Virtual classrooms
هدفت الدراسة الى الكشف عن مستوى احتياج طلبة جامعة البلقاء التطبيقية للمهارات الناعمة، حيث تم استخدام المنهج المسحي الوصفي، وتم تطوير استبانة تضمنت (30) فقرة موزعة على ثلاثة مجالات بالتساوي هي :المهارات الاجتماعية والمهارات الإدارية والمهارات الذهنية، وقد بلغت عينة الدراسة (177) طالبة. وقد أظهرت النتائج أن مستوى احتياج الطالبات للمهارات الناعمة متوسطا لجميع المجالات، وظهرت فروق في مستوى الاحتياج تعزى للمعدل التراكمي الأعلى، وللسنة الدراسية الثالثة والرابعة، و أوصت الدراسة بزيادة اهتمام الكلمات الرئيسية المهارات الناعمة جامعة البلقاء التطبيقية
AbstractThis study examines how Self-Motivation and learned Helplessness influence academic Procrastination. This study utilized a quantitative survey to analyze the relationships between learned Helplessness, academic Procrastination, and Self-Motivation among 421 Jordanian university students. Data analysis involved descriptive assessments, reliability, and validity checks using SPSS. SmartPLS 4, specifically Partial Least Squares Structural Equation Modeling (PLS-SEM), was employed for hypothesis testing, suited for complex models and smaller samples. The questionnaire was built based on scales by Moneva et al. (2020), Tuckman (1991), and Quinless et al. (1988), comprising of 45 items across three sections, measuring Self-Motivation, Procrastination, and Learned Helplessness. The study's findings provide substantial support for a significant inverse relationship between Learned Helplessness and Self-Motivation and between Self-Motivation and Academic Procrastination. Learned Helplessness is found to have a positive impact on Academic Procrastination, and Self-Motivation significantly mediates the relationship between Learned Helplessness and Academic Procrastination. In addition, the total effect of Learned Helplessness on Academic Procrastination is direct and indirect, signifying its extensive influence.Keywords: Learned Helplessness; Academic Procrastination; Self-Motivation
Abstract. Introduction. Outstanding students frequently experience psychological stress in manyfacets of their lives, which impedes their capacity for self-expression, self-control, and problem-solving.It negatively impacts both their physical and mental health in several ways. On the other hand, it hasbeen discovered that mindfulness practices improve physical and sensory well-being and help with stressand anxiety management.Aim. The present research aimed to find out how much psychological stress outstanding students atthe primary stage experienced and how that stress is related to mindfulness.Methodology and research methods. A total of 232 kids between the ages of 10 and 14 were involvedin the study; they were specifically chosen based on their academic records. Students have to meet theselection requirements with grades higher than 90% in every subject. A questionnaire including a 50-item psychological stress measure with three-point Likert ratings and a mindfulness scale was used tocollect data. Results. According to the research outcomes, outstanding students had high levels of mindfulnessand low levels of psychological stress. There is a negative correlation between psychological stress andmindfulness. Additionally, there were no appreciable gender differences in the study measures of mindfulnessor psychological stress.Scientific novelty. Based on the study findings, psychological stress negatively affects outstandingstudents’ physical and mental health and surges their levels of fatigue, tension, and poor focus. It alsounderlined how psychological stress is detrimental to the students’ psychological health. Accordingly, itis recommended to practise mindfulness as a helpful tactic for managing students’ psychological stressand keeping students from feeling overburdened. Achieving mental health is vital for students in alldomains of their lives.Practical significance. The study provides valuable insights and practical recommendations forstakeholders. It suggests the development of psychological and educational counselling programmesthat incorporate mindfulness strategies for outstanding students. It also emphasises the need for proactiveplanning and the implementation of strategies to mitigate psychological stress in students while addressingtheir developmental and curative needs. The study results can assist researchers and educatorsin designing educational and counselling programmes catering to outstanding students’ psychological,social and educational needs. Furthermore, the results can help teachers understand the intricate relationshipbetween mindfulness and psychological stress. Specifically, cultivating acceptance as an attitudecan directly contribute to reducing psychological stress, making it essential for teachers to guidestudents in practising mindfulness as a stress management tool.Keywords: primary stage, Jordan, mindfulness, outstanding students, psychological stress.
This study explored the attitudes of basic school students towards usingsmartphones in math classes in Jordan. It also explored the challenges hinderingsuch use. The descriptive analytical approach was adopted. The population isrepresented in all the public and private basic school students (including malesand females) in all the Jordanian cities. The basic school stage in Jordan isrepresented in the stage that starts from first grade and ends at tenth grade. Aquestionnaire was designed to collect the required data. It was uploaded toGoogle Form. The questionnaire link was uploaded to several FacebookGroups. 304 basic school female and male students filled in the questionnaire.They are considered the members of the random sample. The data was processedin a statistical manner through a special software called (SPSS). It was foundthat the attitudes of basic school students towards using smartphones in mathclasses in Jordan are positive. It was found that the use of smartphones in mathclasses improves students’ achievement in this course and raises theirengagement in such classes. Such use also raise their motivation to learn math.The challenges that may hinder the use of smartphones include: the absence ofgood internet connection in some schools and the poor skills of some students inusing smartphones. Keywords:Attitudes, basic school, smartphones, math, Jordan, challenges, surveybased study
0The current study aimed to reveal the educational implications of distance learning within the coronavirus pandemic (COVID-19) according to university students’ point of view andsome variables. The study sample consisted of 3,584 male and female students.The results showed that there are educational effects of high degree distance learning on the total score of the fields of the study tool arranged as follows: possession of skills to deal with smart devices (phones and computers), social growth, academic performance, management of self-learning and motivation to learn, mental growth, development of thinking and research and emotional growth. The most prominent positive effects of distance learning wereincreasing students' experience in using smart devices and applications in the learning process and their optimal use of them; forming positive trends towards studying, enriching students’ knowledge side; informing students about the latest reports and research in their field of specialisation; ease of access for students’information and their search for it; students’ perseverance to excel in the study and obtain high rates; students’ continuous follow-up to lectures; reliance on self-learning; optimal use of time and effort; and active participation in lectures. Keywords: Educational implications, distance learning, coronavirus pandemic, Jordanian University students.
he current study aimed to reveal the educational implications of distance learning within the coronavirus pandemic (COVID-19) according to university students’ point of view andsome variables. The study sample consisted of 3,584 male and female students.The results showed that there are educational effects of high degree distance learning on the total score of the fields of the study tool arranged as follows: possession of skills to deal with smart devices (phones and computers), social growth, academic performance, management of self-learning and motivation to learn, mental growth, development of thinking and research and emotional growth. The most prominent positive effects of distance learning wereincreasing students' experience in using smart devices and applications in the learning process and their optimal use of them; forming positive trends towards studying, enriching students’ knowledge side; informing students about the latest reports and research in their field of specialisation; ease of access for students’information and their search for it; students’ perseverance to excel in the study and obtain high rates; students’ continuous follow-up to lectures; reliance on self-learning; optimal use of time and effort; and active participation in lectures. Keywords: Educational implications, distance learning, coronavirus pandemic, Jordanian University students.
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