The study aimed to explore the relationship between mental motivation and the big five factors, according to the variables of gender, level of achievement and specialization. The sample consisted of )308( students,)76 male 232 female) who were selected by the accessible sampling technique from the various colleges of Yarmouk University who were enrolled in the summer semester of the academic year 2016/2017. The California scale of mental motivation developed for Jordanian environment by )Maraie and Nofal, 2008( was used, and the Personality Scale was developed by the researchers based on the list of the five major factors developed by Costa & McCrae and the arabic version translated by Ansari )1997(.The results of the study indicated that students obtained a high level of mental motivation on the total score, and for all dimensions except the integration dimension where the level of performance was moderate . The results also showed that the dimension of conscientiousness is the most prevalent dimension among students, whereas the neuroticism is the least prevalent pattern among Yarmouk University students. Further, the results indicated that there were no statistically significant differences in the level of mental motivation due to the variables of gender, level of achievement and specialization.The results also showed that females scored higher on the conscientiousness than males, and scientific faculty students scored higher on the neuroticism than humanistic faculty students, whereas students with very good achievement scored higher on the openness to experience than students with acceptable.Moreover, there is a positive correlation between mental motivation in and the big five factors, except for the neuroticism dimension where the relationship was negatively significant.
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.
This study aimed at investigating the degree of parents' practices of learned helplessness language from the viewpoint of primary stage learned helplessness students, and whether such degree varies according to the variables of gender, class, and academic achievement. To achieve the aim of the study, a questionnaire consisted of 20 items was constructed. The study sample consisted of 426 male and female elementary students in the Directorate of Education in Irbid, Jordan. The results revealed that the degree of practicing learned helplessness language as medium from the perspective of thestudents. Also, parents practiced learned helplessness language foremost in the subjects of math, English, and science. Practice level of the learned helplessness language was influenced by student gender and differences were observed in the level of practicing learned helplessness language with grade level. The study concluded statistical significant differences in the level of practicing learnedhelplessness language by students' parents as perceived by the students themselves which is owed to academic achievement. High achievers average scores were higher than low achievers.
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