The aim of this study was to explore the experiences of pregnant women disclosing Intimate Partner Violence (IPV) and seeking help from Health Care Professionals (HCPs) at public Hospitals in Jordan. Semi-structured interviews were conducted with 25 pregnant women. The findings revealed that the women were not satisfied with the care providers' procedures, responses, or follow-up. Women also preferred to discuss IPV issues with females, experts, and same age or older HCPs. Lack of privacy, continuity of care, time constraints, and barriers for disclosing were dominant themes that emerged from women's contacts with HCPs. Women felt more able to disclose IPV if they were confident that circumstances would be safe enough to do so. HCPs require specialized and structured training programs in IPV screening and case management.
The purpose of this study was to investigate the impact of self-efficacy, achievement goals (mastery goals and performance goals), and metacognition on academic motivation of university students in Jordan. A random sample of 145 students from the Hashemite University participated in the current study. The Academic Self-Efficacy Scale, the Goals Inventory, the Metacognitive Awareness Inventory, and the Academic Motivation Inventory were used to measure the four variables consequently. The findings of this study showed that two predictors, mastery goals and metacognition had a significant joint effect on academic motivation. On the other hand, self-efficacy failed to have a significant effect on academic motivation.
The main aim of this exploratory study is to test 'Service Learning' as a teaching and learning strategy in Jordanian universities by integrating service learning into a counselling course at the Hashemite University. After providing a 12-h service at 10 service locations, a 16-item questionnaire was administered to 60 senior counselling students to assess their perceptions about the service experience. Administrators of the service locations also completed a questionnaire about their level of satisfaction regarding the service provided. Qualitative data were also collected from groups' portfolios, and reflection papers based on students involvement in service learning. The findings of the study revealed that service learning promotes students' learning of the course content, students' sense of connection to their classmates and university, their sense of social responsibility and professional development. Administrators were satisfied with the service and looked forward to future cooperation with the university.
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