Objectives: The current study aims to identify the level of self-worth among students of practical courses at School of Physical Education at Yarmouk University. Methods: The study relies on a descriptive design. The sample of the study consisted of (183) students (89 males and 94 females) who are registered in the second semester of the academic year 2019/2020 at Yarmouk Universisty. The sample was selected using a stratified random sampling method. To achieve the objectives of the study, the Self-Worth Scale developed by Krocker, Luttanen and Cooper (2003) was used. Results: The results of the study show that the level of self-worth among students of practical courses at School of Physical Education at Yarmouk University was high. Moreover, there were no statistically significant differences in the level of self-worth due to gender, income level or academic achievement. Conclusions: Based on the results above, the researchers recommend developing training programs to employ family support, competition, and academic competence in order to raise self-worth levels.
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.
Abstract:The current study aimed at exploring self and spouse estimates of general and multiple intelligences among a sample of married Jordanian Students. Two-hundred and ten participants, recruited from Yarmouk and Al-Balqaa Universities, Jordan, completed a brief questionnaire based on those used in previous research which included an estimation of general IQ and each of the multiple intelligence sub-types. Results of the study partially replicated the results from other multiple intelligence self-estimate studies showing sex differences on general and logical intelligences, and confirmed previous research results that estimated verbal (linguistic) intelligence followed by numerical (logical) intelligence are the best significant predictors of estimated general intelligence. These results were discussed in terms of sex and cultural differences and some recommendations were made.
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 examines the relationship between emotional self-efficacy and impulsivity among a sample of adolescents. To achieve the study objectives, The descriptive and relational survey method was used, Emotional Self-Efficacy Scale consisting of (27) items and Impulsivity Scale consisting of (22) items were employed after validity and reliability of the two scales were verified. The two scales were administrated to a convenient sample totaling (247) adolescents. The results of the study showed that emotional self-efficacy level among adolescents was moderate as all domains were moderate and were as follows: Managing other emotions, understanding other emotions, self-emotions management, self-emotion understanding, respectively. Three domains of impulsivity scale were low, which were: lack of persistence, positive insistence, seeking for adventure, respectively, while two domains (Negative insistence, premeditation) were very low. The results showed that there were no statistically significant differences at (α = 0.05) between the estimates of a sample of adolescent students on the dimensions of impulsivity, as well as between their estimates on the dimensions of emotional self-efficacy and on them collectively due to gender, and a statistically significant negative correlation relationship at (α = 0.01) between Emotionality self-efficacy and the dimension of impulsivity (Negative insistence, premeditation).
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