This study aimed to investigate the role of emotional intelligence as a mediating variable in intrinsic motivation prediction of the ability to solve mathematical problems among fourth-grade students in the Sultanate of Oman. The study sample consisted of 183 male and female students from six schools of the first cycle of basic education. The study tools are: Goleman's Emotional Intelligence Scale, the Intrinsic Motivation Scale of Lepper, and a mathematical problem-solving test prepared by the researchers. The content validity, and internal consistency reliability of the three tools were measured. The results found a weak and negative correlation between the ability to solve mathematical problems and each of: emotional intelligence, intrinsic motivation, and weak and positive correlation between emotional intelligence and intrinsic motivation. The results of this study also indicated that there is no mediating role for emotional intelligence in predicting intrinsic motivation in the ability to solve mathematical problems.
Received: 24 February 2021 / Accepted: 18 March 2021 / Published: 10 May 2021
This study aimed to examine the impact of transformational leadership practices of educational supervisors on the sustainable professional development of mathematics teachers in the Sultanate of Oman. To achieve the objectives of the study, the descriptive approach was adopted. The study’s sample were 261 mathematics teachers. The researchers used the supervisors' practice of transformational leadership scale, and the researcher's sustainable professional development scale. The validity of the content of the two scales was measured through the validity of the terms and sampling validity. The reliability of internal consistency was also measured by the Alpha Cronbach. To ensure the factorial structure of the two scales, the researchers conducted a confirmatory factor analysis of the assumed model for each scale, and for the hypothetical model, and the results showed obtaining two models that match the current study data to large extent. The researchers used Structural Equation Modeling (SEM), where the results showed a positive and significant impact of transformational leadership practices for educational supervisors on the sustainable professional development of mathematics teachers in planning, curriculum, evaluation, professional development, and teaching methods.
Received: 13 September 2021 / Accepted: 24 November 2021 / Published: 3 January 2022
This study aimed to investigate the role of emotional intelligence in predicting self-efficacy in mathematical thinking. The sample consisted of 150 students selected by cluster and sample random techniques from Al-Buraimi governorate. The tools of the study were: Mathematical Thinking Scale developed by the researchers, Self-efficacy Scale for Children (SEQ-C), and Bar-On Emotional Intelligence scale. The results showed a statistically significant correlation between mathematical thinking, self-efficacy, and emotional intelligence. The self-efficacy predicted mathematical thinking when emotional intelligence was a mediator. The variables of sex and the type of school had an impact on the prediction of mathematical thinking. Based on the results, the researchers recommended attention to the development of psychological factors that contribute to the development of mathematical thinking, including self-efficacy and emotional intelligence. They also recommended that further studies be carried out to investigate the role of different psychological traits in mathematical thinking.Contribution/Originality: this study is one of very few studies that investigated to how much extent that self-efficacy predicts mathematical thinking when emotional intelligence plays a mediating role. This investigation was conducted in a new environment.
Received: 10 June 2021 / Accepted: 10 August 2021 / Published: 5 September 2021
This study investigates the impact of analogical images on students' creative abilities of novelty and offeasibility, through solving scientific and environmental problems. There are eight problems: fours cientific and four environmental derived from content-text of science and social studies curricula which were provided to the students.The experiment was implemented over 4 weeks. Analogical images were provided to the experimental groups, whereas control groups were asked to solve the problems abstractly. The experiment was based on the activation of the cerebellumby analogical images to improve creativeabilities. A 2 × 2 factorial design was used. A total of 112 sixth-grade students (45 males & 67 females) from two government schools in Muscat governorate participated in this study. The sample was classified into four classes: two experimental and two control. The findings show that:(a) the experimental group performed better on problem-solving than the control group did; (b) design not gender has the most effect on alinear combination of novelty and feasibility; and (c) gender and design have the most effect on alinear combination of scientific and environmental problems.
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