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The study aimed to identify the most common dimensions of the future time perspective and to know the level of self-regulated learning among Yarmouk University students. It also aimed to investigate the predictive ability of the dimensions of the future time perspective in self-regulated learning. The study sample consisted of 704 students, 335 males and 369 females, who were selected based on a convenience sample method from among the students enrolled in the compulsory university requirements during the summer semester of the academic year 2017/2018. To achieve the objectives of the study, the Zimbardo and Boyed’s (1999) measure was used to measure the future time perspective, and Purdie’s scale for measuring self-regulated learning. The results showed that the future dimension was the most common among the sample of the study, and that the level of self-regulated learning was moderate, whether at the total score or the various dimensions. The study concluded that the dimensions of the future time perspective explained 18.8% of the variance in self-regulated learning.
Purpose: This study aimed to identify the level of teachers’ use of the learned helplessness language with their students, and whether this use varies according to gender, qualifications, and years of experience of the teacher’s. Method: To achieve the objectives of the study, the researcher used descriptive method. The researcher has developed a tool to measure the language of learned helplessness that teachers use with their students, consisting of (20) items. The study sample consisted of (292) male and female teachers from the Directorates of Education in Irbid Governorate who were chosen randomly. Results: The results of the study indicated that the level of teachers’ use of the language of learned helplessness was moderate, that teachers had higher than that of female teachers, and that teachers with bachelor’s qualifications used the language of learned helplessness more than postgraduate qualifications. It also found that teachers with less experience use this language more than other experiences. Conclusion: Some students have many academic and cognitive abilities, and many skills; however, their classroom behaviors and practices may not reflect their abilities and skills, due to their low self-confidence, which sometimes affects their school achievement and their personal aspects. There are many factors responsible for the occurrence of this phenomenon, including the learner’s impotence, which caused by internal factors of the student, or external factors related to the family and teachers, and the negative statements and words uttered by students that reduce their abilities and potentials, and reduce their level of motivation. Students with these practices greatly affect them, and their relationships with their teachers, therefore; it is necessary to work to educate male and female teachers of the need to stay away from the use of such words, and to strengthen students, activate them, and increase their self-confidence, which will reflect positively on the educational process.
This study aimed at investigating the level of emotional intelligence among a sample of socially accepted and rejected students in lower Galilee district schools. The study also aimed at exploring the differences in emotional intelligence according to the variables of: Student’s classifications, age category, and gender. To achieve the aims of the study, Bar-On emotional intelligence scale was administered. The sample of the study consisted of (301) 6th -12th male female students. The results revealed that the mean of socially accepted and rejected students’ on the overall emotional scale were moderate. Furthermore, the results also revealed that there were statistical significant mean differences at the level ( α= 0.05) on the overall emotional intelligence due to the student’s classification in the favor of socially accepted students, and there were no statistical significant mean differences due to the other variables, and their interactions, and there were statistical significant mean differences on the emotional intelligence domains scale: (Social efficiency, general mood and positive impression) in the favor of females, and there were no statistical significant mean differences on the other domains. The results also revealed that there were statistical significant mean differences at the level (α= 0.05) in adaptation domain due to the age group in the favor of the first ones (11-14), and on the emotional intelligence domains scale (Social efficiency, adaptation and general mood) due to the student’s category in the favor of socially accepted students. The results also revealed that there were statistical significant mean differences at the level (α = 0.05) due to the age category and the student’s classification on pressures management domain in the favor of first ones (11-14) of socially rejected students, and second ones (15-18) of socially accepted students, and there were no statistical significant mean differences of other domains and their interactions. هدفت هذه الدراسة إلى الكشف عن مستوى الذكاء الانفعالي لدى الطلبة المقبولين والمرفوضين اجتماعيًا في المدارس التابعة لمنطقة الجليل الأسفل. كما هدفت إلى معرفة الفروق في مستوى الذكاء الانفعالي تبعًا لمتغيرات: تصنيف الطالب، وجنسه، وفئته العمرية. ولتحقيق أهداف الدراسة استخدم مقياس الذكاء الانفعالي لبار- أون. تكونت عينة الدراسة من (301) طالبًا وطالبة من طلبة الصف السادس الأساسي وحتى الصف الثاني عشر. أظهرت نتائج الدراسة أن متوسطات درجات الطلبة المقبولين والمرفوضين اجتماعيًا على مقياس الذكاء الاجتماعي ككل كانت متوسطة. كما أشارت النتائج إلى وجود فروق ذات دلالة إحصائية في مستوى الذكاء الانفعالي الكلي عند مستوى الدلالة (α = 0.05) تعزى لتصنيف الطلبة لصالح الطلبة المقبولين اجتماعيًا، وعدم وجود فروق ذات دلالة إحصائية تعزى لمتغيرات الدراسة الأخرى والتفاعلات بينها. كما أشارت النتائج إلى وجود فروق ذات دلالة إحصائية على مقياس أبعاد الذكاء الانفعالي (الكفاءة الاجتماعية، والمزاج العام، والانطباع) تعزى للجنس لصالح الإناث، وعدم وجود فروق ذات دلالة إحصائية على بقية الأبعاد تعزى لمتغير الجنس. وأظهرت النتائج أيضًا وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (α = 0.05) على بعد (التكيف) تعزى للفئة العمرية لصالح الفئة العمرية الأولى (11-14) سنة، وعلى أبعاد الذكاء الانفعالي (الكفاءة الاجتماعية، والتكيف، والمزاج العام) تعزى لمتغير تصنيف الطالب لصالح الطلبة المقبولين اجتماعيًا. وأظهرت النتائج أيضًا وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (α = 0.05) تعزى لمتغيري تصنيف الطالب والفئة العمرية على بعد إدارة الضغوط، لصالح الفئة العمرية الأولى (11-14) سنة للطلبة المرفوضين، والفئة العمرية الثانية (15-18) سنة للطلبة المقبولين، بينما كانت لا توجد فروق ذات دلالة إحصائية لباقي الأبعاد والتفاعلات.
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