Jordan Journal of Educational Sciences

The Predictive Ability of Perfectionism and Test Anxiety in Academic Burnout among Yarmouk University Students

جميله ذيابات, Mu'awiah Mahmoud Abu-Ghazal, Ibtisam Qasim Al-Rabab'ah — Tue, 31 Mar 2026 00:00:00 +0300

Abstract

The study aimed to revealing causal relationships between perfectionism, test anxiety, academic procrastination, and academic burnout among Yarmouk University students using a proposed causal model based on a theoretical framework. The study sample consisted of (847) male and female students at Yarmouk University after excluding the unmatched cases. The following instruments were used: The Frost Multidimensional Perfectionism Scale (Frost et al., 1990), the Spielberger Test Anxiety Inventory (Spielberger, 1980), Abu Ghazaleh's Academic Procrastination Scale (2012), and the Reis et al. Academic Burnout Scale (2015). All instruments showed satisfactory validity and reliability coefficients for the purposes of this study.

The results showed that the dimensions of perfectionism (concern about mistakes, parental expectations, organization, personal standards), test anxiety, and academic procrastination explained 11% of the variance in academic burnout. The dimensions of perfectionism (concern about mistakes, parental expectations, organization, personal standards) explained 26% of the variance in test anxiety, while the dimensions of perfectionism (organization, personal standards) and test anxiety explained 12% of the variance in academic procrastination. The results also indicated four direct relationships between each dimension of perfectionism (concern about mistakes, parental expectations, organization, and personal standards) and academic burnout as a whole. All of these relationships were statistically significant and positive, except for the relationship between (organization and personal standards) and academic burnout. The results of the study also showed a direct relationship between the dimensions of perfectionism (concern about mistakes, parental expectations, organization, and personal standards) and test anxiety. All of these relationships were statistically significant and positive, except for organization, which had a negative effect. There was a direct positive effect of academic procrastination on academic burnout, and a direct positive effect of test anxiety on academic burnout.

There was a partial positive mediating effect, statistically significant, in the relationship between each dimension of perfectionism (concern about mistakes, parental expectations, personal standards) and academic burnout as a whole, through the dimension of test anxiety. All of these effects were positive, except for the relationship between the dimension of organization and academic burnout as a whole, through the dimension of test anxiety, which was negative.

Keywords: Perfectionism, Test Anxiety, Academic Procrastination, Academic Burnout

دراسة استقصائية لممارسات معلمات تربية الطفولة في تعزيز قيم السلامة المرورية لدى أطفال إمارة الشارقة

علي البركات — Tue, 31 Mar 2026 00:00:00 +0300

An Investigative study of of Early Childhood Education Teachers' Practices in Promoting Traffic Safety Values among Children in Sharjah

Abstract

The current study aimed to investigate the practices of early childhood education teachers in promoting traffic safety values among children in the Emirate of Sharjah. To achieve this, a convenient sample of 69 early childhood education teachers in Sharjah was selected. A qualitative research methodology was employed to collect data through semi-structured interviews. The data were analyzed using the grounded theory approach in qualitative research.

The results of the study revealed diverse and multi-faceted practices among early childhood education teachers in promoting traffic safety values among children in Sharjah. These practices included emphasizing the stimulation of children's imagination as a means to enhance traffic education values, providing educational materials related to children's literature, employing role modeling to promote traffic values, enhancing parental partnership approaches, utilizing community activities approaches, and adopting principles of motivation and initiatives. Additionally, practices based on activating the child's role in learning traffic values were employed. Based on these results, the study concluded with several relevant findings and recommendations to enhance traffic safety values among children.

تسويق تقييم واقع تسويق نتائج البحوث العلمية في ضوء معايير ضمان الجودة والاعتماد الأكاديمي في مؤسسات التعليم العالي الأردنية

eman Abdelrahman — Tue, 31 Mar 2026 00:00:00 +0300

The study aimed to uncover the reality of marketing scientific research results in Jordanian higher education institutions, highlight the obstacles to marketing scientific research results to ensure quality and academic accreditation, and propose mechanisms to develop the marketing of scientific research results to ensure quality and academic accreditation from the perspective of academic leaders. To achieve this, the descriptive-analytical method was used for its suitability for the study's purpose. Data were collected through interviews and questionnaires after verifying their validity and reliability. Intentional interviews were conducted with )10( deans, who were purposively chosen, and questionnaires were distributed randomly to )650( academic leaders. The study results showed that the degree of marketing scientific research results to ensure quality and academic accreditation in Jordanian higher education institutions from the perspective of academic leaders was moderate in the overall degree and all its fields, with many obstacles hindering the marketing of scientific research results, along with the presence of mechanisms for development.

دور تطبيقات المحادثة المعتمدة على الذكاء الاصطناعي التوليدي في التعليم العالي من وجهة نظر أعضاء هيئة التدريس في الجامعات الأردنية

سناء أبو صافي, Mohammed Al-Qudah — Tue, 31 Mar 2026 00:00:00 +0300

: The study aimed to identify the role of generative AI-based chatbots in higher education from the perspective of faculty members at Jordanian universities, by identifying the benefits and drawbacks of using these applications in higher education. The study used the qualitative approach, and the interview tool was used by preparing a set of open questions. The study sample included (30) faculty members at Jordanian universities. After completing the interview phase with the study sample, the data was transcribed into text, then analyzed and classified into main topics that reflect the answers to the study questions. The study concluded with a set of benefits of using AI-based chatbots in higher education, including: assistance in academic writing, searching for information, improving the student learning process, reducing the burden on teachers, and assisting in scientific research procedures. The study also reached a set of drawbacks of using AI-based chatbots in higher education, including: lack of accuracy and quality in data, biases, over-reliance, impact on academic integrity, and privacy and security concerns.

فعالية برنامج إرشاد جمعي مستند إلى نظرية معالجة المعلومات المعرفية لتحسين الوعي المهني لدى طالبات الصف التاسع

سمية الخطيب, Tagreed Mousa Al-Ali — Tue, 31 Mar 2026 00:00:00 +0300

الملخّص

الأهداف: هدفت هذه الدراسة إلى تقييم فعالية برنامج إرشادي جمعي يستند إلى نظرية معالجة المعلومات المعرفية لتحسين الوعي المهني لدى طالبات الصف التاسع.

المنهجية: لتحقيق أهداف الدراسة تم تطوير مقياس الوعي المهني، وبناء برنامج إرشاد جمعي مستند إلى نظرية معالجة المعلومات المعرفية لتحسين الوعي المهني لدى طالبات الصف التاسع، شارك في الدراسة (30) طالبة، من مدرسة رابعة العدوية الأساسية، تم توزيعهن عشوائيًّا إلى مجموعتين متكافئتين، تجريبية خضعت للبرنامج الإرشادي، وضابطة لم تخضع للبرنامج، فيما خضع أفراد المجموعة التجريبية لقياس متابعة بعد شهر من انتهاء البرنامج.

النتائج: أشارت النتائج إلى فعالية البرنامج الإرشادي في تحسين الوعي المهني لدى المشاركات في البرنامج، كما أشارت إلى احتفاظهن، بالمكاسب التدريبية للبرنامج في رفع مستوى الوعي المهني، بعد شهر من تطبيق البرنامج الإرشادي.

الخلاصة: توصي الدراسة بتصميم برنامج مهني يحسن مهارة تحديد المسارات التعليمية مُعد لطلبة الصف التاسع، يكون مرجعًا للمرشدين.

The Effectiveness of Linguistic Immersion Activities in Enhancing the Speaking Skill among Eighth-Grade Female Students in Jordan

raed khodair, Mervat Muhye Aldeen Alawneh — Tue, 31 Mar 2026 00:00:00 +0300

Abstract

The Effectiveness of Linguistic Immersion Activities in Enhancing the Speaking Skill among Eighth-Grade Female Students in Jordan

Objectives: This study aimed to investigate the effectiveness of language immersion activities in enhancing speaking skills among eighth-grade female students in Jordan.

Methodology: To achieve the objectives of the study, the researchers employed an experimental approach using a quasi-experimental design involving two groups: an experimental group and a control group, which was deemed appropriate for the nature of this study. The research tool, a speaking test, was developed and administered to a sample of 84 female students from Summa Secondary School for Girls. The participants were randomly assigned into two equal groups: the control group received instruction through conventional methods, while the experimental group was taught using language immersion activities.

Results: The findings revealed statistically significant differences at the (α = 0.05) level in the post-test speaking performance of the participants, attributed to the teaching method, in favor of the experimental group.

Conclusion: In light of these findings, the researchers offered several recommendations, most notably the need to provide comprehensive training for Arabic language teachers on how to effectively implement language immersion activities as a pedagogical technique to enhance various aspects of speaking skills. Further studies are also recommended to examine the effectiveness of language immersion activities in developing other language skills.

Keywords: Linguistic immersion, Speaking skill, Eighth grade.

The Effectiveness of the ECRIF Strategy in Improving the Speaking Skills of Non-Native Arabic Language Learners

Mohammed Bani khaled, Naser Mohammad Maqableh — Tue, 31 Mar 2026 00:00:00 +0300

The study aimed to verify the effectiveness of the (ECRIF) strategy in improving the speaking skills of non-native Arabic learners. To achieve the study objectives, the researcher prepared a situational test to measure their performance in four speaking skills: fluency, avoiding foreign accent, vocabulary use, and sentence construction. The study sample consisted of (50) male and female students from non-native Arabic learners, who were selected by the available method in the second semester of the academic year (2024/2025 AD). They were divided into two groups: one was randomly chosen as an experimental group of (25) male and female students who were taught using the (ECRIF) strategy, and the other was a control group of (25) male and female students who were taught using the conventional strategy. The study results revealed a statistically significant difference in individual and collective speaking skill improvement between the two study groups, with the experimental group outperforming the other. The study suggested that Arabic language education be focused towards experimentation, with many foreign methodologies being used and benefited from. It also suggested creating Arabic language instruction curricula that incorporate the stages of the ECRIF technique, such as interactive classroom activities that begin with confrontation and clarification, then memory and comprehension, and finally fluency. It is recommended that Arabic teachers seek to have the required capacities and skills for successfully adapting to the field of teaching Arabic to non-native speakers, as well as the ability to select acceptable strategy.

Cognitive Life Skills Integration in EFL Textbooks Grade 11

Al-Muntasser Bellh Al-Quraan, Prof. Dina Al-Jmal, ماجدة فواز ابو الرب — Tue, 31 Mar 2026 00:00:00 +0300

This study analyzes the representation of cognitive life skills—critical thinking, creative thinking, problem-solving, and decision-making—in Jordan’s High Note Grade 11 EFL textbook. Using content analysis, the research evaluates 495 activities across ten units. Results show a dominant focus on critical thinking (52.93%), with moderate inclusion of decision-making (20.81%) and creative thinking (20.61%), while problem-solving is minimally addressed (5.66%). The findings suggest an imbalance that may hinder students’ ability to apply knowledge practically. The study recommends restructuring tasks to strengthen the integration of problem-solving and calls for further research on life skills in EFL curricula.