Self-assessment and reflective thinking (RT) can arm learners to monitor and evaluate their learning progress. Despite the long history of the core of self-assessment (CSA) and RT, little is known about how they may contribute to learner enjoyment (LE) and learner immunity (LI). Therefore, the current research attempted to propose a model to depict the interplay among CSA, RT, LE, and LI. To this end, the Core of Self-Assessment Questionnaire (CSAQ), Reflective Thinking Questionnaire (RTQ), Foreign Language Enjoyment Scale (FLES), and Language Student Immunity Instrument (LSIS) were administered to 518 Iranian EFL university students. The results of confirmatory factor analysis (CFA) and structural equation modeling (SEM) indicated that EFL university students with higher levels of CSA and RT skills experienced more enjoyment and were immunized productively. Furthermore, the critical role of RT in CSA was discovered. The implications of this study may unveil new prospects for implementing learning-oriented assessment in the classroom and RT practices in educational programs.
Teachers’ positive attitudes are an essential element for the successful inclusion of students who have disabilities in schools with their peers who do not have disabilities. The current quantitative study examines middle school teachers’ attitudes toward the inclusion of students with disabilities in regular schools in Saudi Arabia and the factors that affect their attitudes. Middle school teachers (N = 613) from schools in Riyadh responded to a questionnaire regarding their opinions relative to the integration of students with disabilities. The results indicate that middle school teachers have a neutral attitude toward the inclusion of students with disabilities in regular schools. Moreover, teacher-related factors such as gender, position, and experience do not affect teacher attitudes toward inclusion. In contrast, training in inclusion plays a significant role in middle school teachers’ attitudes toward inclusion of students with disabilities. The implications of the results and suggestions for further research are discussed in the study.
This study aims to identify the barriers facing Saudi universities in confronting intellectual extremism from the point of view of their postgraduate students. To achieve the objective of the study, a purposive sample of 133 postgraduate students in Saudi universities was selected. The study followed the descriptive survey method, through a questionnaire prepared by the researcher to collect information related to the study. The results of the study showed a number of barriers facing Saudi universities to confront the intellectual extremism, which came as follows: the weakness of activating the role of the intellectual awareness unit at the university, the absence of courses topics dealing with the phenomenon of intellectual extremism, the weakness of legislation on negative intellectual phenomena, the poor means of purposeful entertainment in universities, and the weakness of the complementary relationship between the university and society. At the end of the study, the researcher presented a number of recommendations and suggestions that will help Saudi universities to carry out their role and duties with regard to confronting intellectual extremism among their students.
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