Jordan Journal of Educational Sciences

The Mediating Role of Study Engagement in the Relationship Between Multidimensional Perfectionism, School Climate, and Emotional Well-Being

Hiba Zeitawi — 2025-07-15

Objectives: The current study aimed to reveal the mediating role of academic immersion in relation to multidimensional perfectionism and school climate on emotional well-being among a convenient sample of 454 male and female students from schools in Amman during the second semester of 2022/2023. Various scales were utilized to assess different aspects of student well-being: the Sterling Child Well-Being Scale for emotional well-being (Liddle & Carter, 2015), the Stöber scale for multidimensional perfectionism (1998), the Delaware scale for school climate (Bear et al., 2019), and the Lam et al. scale for study engagement (2014).

Methodology: An ex post facto design and path analysis using AMOS software were used to achieve the objectives of the study.

Results: The results showed that the dimensions of perfectionism are directly related to the dimensions of emotional well-being and are indirectly linked through the dimensions of emotional well-being and behavioral engagement. Additionally, the link between school climate and emotional well-being is both direct and indirect, with the latter occurring through the dimensions of emotional engagement and behavioral engagement. The results also indicated that cognitive engagement, emotional engagement, and positive appearance ultimately affect behavioral engagement.

Conclusion: Given the current findings, further research is needed to investigate multidimensional perfectionism and its relationship with students’ emotional well-being.

Predictive Ability for Perceived Self-efficacy in Systems Thinking Among School principals in Jordan

Amjad Farhan Alrekebat — 2025-07-15

Objectives: The study aimed to identify the ability of perceived self-efficacy to predict the degree of systems thinking among school principals according to gender and administrative experience. The study sample consisted of 107 principals, randomly selected from regular school principals during the first semester of the academic year 2023/2024 in the governorates of Ma'an, Tafila, and Aqaba. Two instruments were used: a systems thinking scale and a perceived self-efficacy scale.

Methodology: A descriptive predictive approach was employed to achieve the study objectives.

Results: The results showed statistically significant gender differences in perceived self-efficacy in favor of female principals. However, no significant differences were found in perceived self-efficacy based on years of administrative experience. Similarly, no significant differences were observed in systems thinking levels based on gender or administrative experience. Furthermore, perceived self-efficacy was found to significantly predict the overall level of systems thinking.

Conclusion: In light of these results, the study recommended focusing on individual self-efficacy indicators as one of the criteria for selecting school principals.

The effectiveness of using infographics in acquiring tenth grade female students Islamic concepts in light of their academic achievement

Karima Al-Saadi — 2025-07-15

Objectives: The study aimed to assess the effectiveness of infographics in acquiring Islamic education concepts among tenth-grade female students in light of their academic achievement. The study instrument was an achievement test on the acquisition of Islamic concepts, which included 30 items. Its validity and reliability were verified.

Methodology: The study followed an experimental approach with a quasi-experimental design involving two groups: the experimental group consisted of 139 students, while the control group consisted of 134 students.

Results: The results showed a difference in the acquisition of Islamic concepts among tenth-grade female students, favoring the experimental group, who studied using infographic technology. The difference in the acquisition of Islamic concepts among tenth-grade female students was also found to be favorable for the experimental group students with high academic achievement. The difference in the Islamic concepts acquisition test was attributed to the interaction between teaching method and academic achievement (high, low).

Conclusion: In light of these results, the study recommended that Islamic education teachers instil Islamic concepts in their students through the use of modern teaching strategies and methods.

Content Analysis of the Texts of the Book of '' Loghaty Aljamelah'' for the Sixth Grade Primary in Saudi Arabia in the Light of Text Structuring Standards

Fayed Olaiwi Saad Alshammari — 2025-07-15

Objectives: The study aimed to determine the extent to which text structure criteria are included in the primary sixth-grade "Loghaty Aljamelah” texts.

Methodology: The study adopted a descriptive analytical approach to analyze the content. The study instrument (Analysis Card) was designed by the researcher and included two domains. The first domain encompassed the Cohesion Criterion along with 12 indicators, while the second domain included the Coherence Criterion with 11 indicators. After verifying its validity and reliability, the instrument was applied accordingly. The findings were extracted by indicating the frequencies of the indicators, as well as using Holste Equation to extract the reliability coefficient between the two analyses.

Results: The following findings were concluded: The Cohesion Criterion was present to a low degree in the texts of "Loghaty Aljamelah" for the primary sixth grade, while the Coherence Criterion was present to a moderate degree in the texts under study.

Conclusion: The following recommendations were suggested: The importance of benefiting from the list of indicators of the Cohesion and Coherence Criteria in structuring and selecting primary sixth-grade "Loghaty Aljamelah" texts; adding more texts in Arabic language textbooks while considering the selection of texts that contain an introduction, body, and conclusion; and excluding fragmented and truncated texts.

A Meta-Analysis of Primary Studies Published in the Period (1974 - 2022) that Examined the Effect of Mathematics Teaching Methods on Some Psychological and Affective Variables

Muhannad Farhan Al-Qudah Al-Qudah — 2025-07-15

Objectives: This study aimed to evaluate the average effect sizes of experimental and quasi-experimental studies on the effect of mathematics teaching methods on some psychological and affective variables published in Jordanian refereed journals. The sample included 20 primary studies.

Methodology: Meta-analysis was used, and a coding model was developed; its validity and reliability were verified. The results showed a variation in the average effect sizes of the primary studies.

Results: The average overall effect size of the primary studies on the effect of teaching methods on some psychological and affective variables (1.438) indicates a very large effect size according to Cohen. The average effect sizes for the secondary stage were at a huge level (1.554), and the effect size was not significant for the preparatory stage. The effect sizes were also at a huge level (1.925, 1.882) according to the sample size variable for the category of 5 to 55 individuals and the duration of the study application for the period of more than one month and less than one semester, respectively. The descriptive results indicated that 10% of the primary studies used the random sampling method, and 5% were conducted in universities, while the percentage of studies applied to gifted students was 0%. It was found that all of them used only one method to verify reliability, and no primary study was found that used the statistical analyses ANOVA or MANOVA.

Conclusion: Based on the results, the researchers recommend conducting more mathematics education studies on gifted students, private schools, the university stage, and the preparatory stage within the psychological and affective variables.

The level of change leadership practice among heads of academic departments in some Palestinian universities in light of the Kotter model

Shadi Khaled Qashou — 2025-07-15

Objectives: The study aimed to identify the level of change leadership practice among heads of academic departments in some Palestinian universities in light of the Kotter model, including Palestine Technical University “Khadouri,” involving 114 individuals. The questionnaire was applied to a sample of 83 individuals who were chosen using the random stratified method.

Methodology: To achieve the objectives of the study, the researchers used the descriptive approach in an analytical manner.

Results: The results showed that the level of change leadership practice among heads of academic departments in some Palestinian universities, based on Kotter's model, was moderate from their perspectives. The results did not show statistically significant differences between the average responses of department heads regarding the level of change leadership practice based on Kotter's model, attributable to the variables of gender, college, and years of experience.

Conclusion: In light of these results, the study recommends involving employees in developing the change vision and formulating its objectives.

Workers' Views on the Degree of Effectiveness of Licensed Early Intervention Programs and Services in Jordan and Their Relationship to Some Variables

Majed Salameh AbuMsaimeer — 2025-07-15

Objectives: The present study explored workers' views on the effectiveness of licensed early intervention programs and services in Jordan, as well as their relationship to job title, experience, and geographical location. An 80-item scale was developed and distributed across eleven dimensions, with data collected from 86 workers in 16 of the 22 government and private licensed early intervention centers. Methodology: This study utilized a descriptive survey methodology. Results: Workers rated these programs and services highly, with the dimensions of organization and policies, service providers, family-based practices, child-based practices, curriculum, assessment, service coordination and cooperation, facilities and environmental accommodations, supportive functions, and transition and inclusion receiving the highest ratings. In contrast, assistive technology was rated as moderate. Significant differences were observed in the job title variable for the dimension of organization and policies, favoring workers in supportive roles (manager, social worker, psychologist, special education specialist). Additionally, differences were observed in the years of experience variable for the dimensions of family-based practices and curriculum, favoring those with over 10 years of experience. No significant differences were found based on geographical location. Conclusion: The study recommends enhancing the professional training and practices of workers in centers, conducting periodic evaluations of centers, and developing networking between various institutions to improve inclusion and transition services.

Sign Language Translation in Kuwait: Challenges and Insights

Hashemiah M. Almusawi ` — 2025-07-15

Objectives: This study aimed to identify the primary professional and linguistic challenges faced by sign language interpreters within the Arab context and to highlight the impact of these challenges on the quality of interpretation and communication between deaf and hearing individuals, particularly in light of the growing governmental and private initiatives dedicated to teaching and learning sign language.

Methodology: The study followed a qualitative research approach, utilizing semi-structured interviews with a purposive sample of sign language interpreters in the State of Kuwait. The aim was to explore their practical experiences and analyze the obstacles they encounter in their professional practice.

Results: The findings revealed a range of challenges that negatively affect the quality of sign language interpretation. Among the most significant were the lack of sustained professional support, the scarcity of specialized training programs, wide cultural and linguistic gaps between interpreters and the deaf community, and difficulties related to the interpretation of academic concepts and technical terminology. The results further indicated that linguistic challenges constitute a major barrier to the professional development of interpreters.

Conclusion: The study recommends the urgent need to provide a supportive setting for sign language interpreters by improving their employment conditions and offering professional incentives. It also calls for the development of tailored training programs that address both cultural and linguistic challenges, as well as the creation of specialized dictionaries and accurate educational materials to enhance the quality of sign language interpretation and facilitate effective communication between deaf and hearing individuals.

The Role of the Higher Diploma Program for Pre-Service Teacher Preparation in Improving the Skill of Writing Reflective Academic Essays for the Educational Practices of Student Teachers at Yarmouk University for the Year 2022/2023

Reem Mohammad Elyan — 2025-07-15

Objectives: This study aims to explore the role of the Higher Diploma Program for Teacher Preparation at the Faculty of Education at Yarmouk University in improving the skill of writing reflective academic essays for the educational practices of student teachers during the first semester of the academic year 2022/2023.

Methodology The study employed two complementary methodologies: the descriptive method and the quasi-experimental method. The descriptive approach was used to analyze the statistical characteristics of the reflective essays written by pre-service teachers before and after participating in the program. While, the quasi-experimental method focused on measuring the impact of the program's three modules (Pedagogy of Learning and Teaching, Subject-Specific Teaching Methods, and Field Training) on enhancing reflective writing skills. This was achieved by comparing students ‘performance in the pre-test and post-test and analyzing the differences based on their specialization.

Results: The study's findings showed that the Higher Diploma Program for Pre-Service Teacher Preparation significantly contributed to developing student teachers' skills in writing reflective essays. The results also indicated that the positive impact of the program was more evident among science majors compared to their peers in mathematics and Arabic language majors. Additionally, the findings highlighted the superiority of female students over male students in terms of improving reflective writing skills.

Conclusion: This study concludes that enhancing student evaluation through reflective essays improves their writing skills, particularly for those in the Higher Diploma Program. Reflective writing skills are not limited to literary or theoretical fields but rather reflect critical thinking abilities. Moreover, improving these skills requires motivation, diligence, and a genuine desire to learn, as evidenced by the significant improvement among female students.

Students’ Motivation Towards Learning English as a Foreign Language: Instrumental or Integrative

Manal Mohammad Alghazo — 2025-07-15

Objectives: This study aimed to investigate the motivation of students in the English Language and Literature Department at Mu’tah University for learning English from their perspectives. The sample of the study consisted of 289 students who responded to an electronic questionnaire, which comprised 36 items distributed over two domains: instrumental and integrative motivations.

Methodology: The study used a descriptive analytical approach and was conducted during the first semester of the academic year 2023-2024.

Results: The results showed that students’ motivations, in general, were high for both instrumental and integrative motivations. The mean score for instrumental motivation was 3.858, with a standard deviation of 0.73, while the integrative motivation had a mean score of 3.927 and a standard deviation of 0.65, indicating that integrative motivation was ranked first. Results showed a statistically significant difference in students’ motivation in both domains (instrumental and integrative) due to GPA category. Additionally, there were statistically significant differences in the integrative motivation domain based on the year of study. The mean score for first-year students was lower than the mean scores of the other years of study. Finally, results showed no statistically significant differences in both instrumental and integrative motivations due to gender, nor any statistically significant differences in instrumental motivation based on the year of study.

Conclusions: In light of these results, it is recommended to encourage first-year students and those whose GPA falls in the category of 60-69 to develop positive attitudes towards learning English as a foreign language.