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This study aims to identify the level of academic procrastination among a group of students and its correlation with parenting styles. A sample of 685 male and female undergraduate students was chosen from many different faculties at the Hashemite University. Two questionnaires; academic procrastination and parenting styles, were administrated to members of the sample during the academic year 2013/2014. Results indicated that few students (7%) showed a high level of academic procrastination, over half of the students (67%) showed a medium level and approximately a quarter of students (26%) showed a low level of academic procrastination, there was no significant differences between male and female in academic procrastination scores. Final results indicated a significant positive correlation between academic procrastination and parenting styles.

This study was aimed at identifying the level of spiritual intelligence and its correlation with personality traits among a group of Jordanian undergraduate students. A purposive sample of 716 male and female students was chosen from different faculties at the Hashemite University. Two questionnaires on spiritual intelligence and personality traits were distributed to members of the sample during the academic year 2013–2014. Results illustrated a medium level of spiritual intelligence in students, and indicated a positive and statistically significant relationship between spiritual intelligence dimensions (critical existential thinking, personal meaning production, transcendental awareness, and conscious state expansion) and personality traits (neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness), but no significant correlation between personal meaning production and transcendental awareness dimensions and neuroticism personality traits. Finally, regression analysis results indicate that critical existential thinking is the first predictor dimension of spiritual intelligence in terms of neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness. In the light of the results of this study, many recommendations were written by the researchers.

The present study investigates the relationship between social self-efficacy, loneliness and internet addiction among Hashemite University students. It defines the level of social self-efficacy, and whether there are statistically significant differences by gender, academic specialization and academic level; and defines the levels of loneliness and internet addiction. The purposive sample consisted of (618) students at Hashemite University. The Social Self-efficacy, Loneliness and Internet Addiction Scales were used. The results show that the level of social self-efficacy was medium, with statistically significant differences in the level of social self-efficacy attributed to students by gender in favor of male students, and in the level of social self-efficacy by academic level in favor  of second-year students. The level of loneliness was medium, as was the level of internet addiction. There was a negative correlation between social self-efficacy and loneliness and internet addiction, and a positive correlation between loneliness and internet addiction.

BackgroundFear of failure (FoF) is the motivation to avoid failure in achievement tests, and involves cognitive, behavioral, and emotional experiences.AimsThe primary purpose of this study was to determine the level of FoF among students at The Hashemite University, Jordan. We were also interested in identifying the difference in the level of FoF between the sexes, the academic level, and grade-point average (GPA).MethodA total of 548 students participated in the study by completing the Performance Failure Appraisal Inventory. Descriptive statistics (mean and SD), independent sample t-test, and one-way analysis of variance were used to analyze the data collected.ResultsThe results indicated the overall mean FoF to be −0.34. There were also significant differences between male and female students’ level of fear in experiencing shame and embarrassment. Significant differences were found between the four academic level groups in the following fear categories: experiencing shame and embarrassment, important others losing interest, and fear of upsetting important others. The results also showed significant differences between the GPA level groups in the following fear categories: experiencing shame and embarrassment, diminishing of one’s self-esteem, having an uncertain future, fear of important others losing interest, and fear of upsetting important others.ConclusionFoF may be an important consideration when trying to understand student behavior in the university. Moreover, the level of FoF differs between sexes, academic levels, and GPA levels.

The present study aimed to investigate the level and correlation of school happiness and teacher autonomy among a sample of Jordanian teachers. The study sample consisted of 1,030 teachers within the Jerash and Mafraq Directorate of Education, with data collected using the School Happiness Scale(SHS) and Teacher Autonomous Behavior Scale(TABS). Results study showed a positive and statistically significant correlation between school happiness and teacher autonomy. Results also showed there were statistically significant differences in the level of school happiness by gender, in favor of female teachers; statistically significant differences in the level of school happiness by school level, in favor of secondary school teachers; and statistically significant differences in the level of school happiness by teacher tenure, in favor of teachers with one to five years of experience. Finally, results also showed statistically significant differences in the level of teacher autonomy attributed to gender, in favor of female teachers; no statistically significant differences in the level of teacher autonomy by school level; and statistically significant differences in the level of teacher autonomy by teacher tenure, in favor of teachers with one to five and six to ten years of experience.

The aim of this study was to investigate the relationship between emotional intelligence and meta-cognition in a group of university students. The participants were 720 students chosen by random selection from different faculties of the Hashemite University. Means, standard deviations, regression and correlation analysis were used to analyze the data. Results indicated a significant positive correlation between emotional intelligence subscales and meta-cognition subscales, suggesting the need for an enhanced university role in improving student meta-cognition skills through theoretical and applied training programs.

Teachers' self-efficacy was examined as determinant of students' attitudes toward school. Over 679 teachers and 1820 students in 23 Jordanian (primary and junior) schools were selected using simple random sampling. The instrument used in this study is Norwegian teachers' self-efficacy scale which was developed by Skaalvik and Skaalvik (2007) and students' attitudes toward school scale which was designed by the researchers. Results indicated that the level of teachers' self-efficacy is moderate. Also, there is a significant correlation between teachers' self-efficacy and students' attitudes toward school. On the other hand, teachers' self-efficacy a good predictor of students' attitudes toward school. Finally, the results showed that no significant differences between male and female teachers in their level of self-efficacy.