Omar Al-Adamat

This qualitative study investigates researchers' perceptions of ChatGPT's influence on research creativity, efficiency, and scholarly integrity. A cross-sectional survey with six open-ended questions was administered to 112 participants across academic levels (2 post-doctoral, 20 PhD, 26 Master's, 64 diploma holders) within education and psychology. Data was analyzed using triangulated methods: SWOT analysis, thematic analysis, and systematic open coding. Findings indicate ChatGPT is perceived as a dual-edged tool that enhances productivity while posing cognitive and ethical risks. Ethical considerations are central, with participants emphasizing the need for structured guidelines. The human factor remains decisive—AI's benefits depend on researchers' methodological awareness and ethical engagement. Results suggest AI functions optimally as a cognitive scaffold, with its impact contingent upon use patterns and user experience. The findings carry implications for developing evidence-based policies and training for responsible AI integration in academic research.

Objective: This study employed network analysis to examine the structural interrelations among key psychological constructs linked to mental health functioning in a sample of female university students. By mapping the interplay between dispositional traits, emotional vulnerabilities, and interpersonal dynamics, the study sought to identify central variables that may serve as leverage points for psychological intervention. Method: A total of 214 female university students completed validated self-report measures assessing goal pursuit, perceived self-esteem, sociability, integration with the opposite sex, social alienation, depression, neuroticism, extraversion, emotional threat, manipulation, and emotional surrender. Data were analyzed using a regularized partial correlation network estimated via EBICglasso in JASP (version 0.19.3). Network centrality metrics, strength, closeness, betweenness, and expected influence, were computed to determine the psychological prominence of each variable. Results: The resulting network was moderately sparse (sparsity index = 0.491), comprising 11 nodes and 28 non- zero edges. Depression emerged as the most central construct, exhibiting the highest strength and expected influence, thereby functioning as a core emotional hub. Manipulation, a dimension of emotional blackmail, also demonstrated substantial centrality, underscoring its role in psychosocial dysregulation. In contrast, variables such as emotional surrender and goal pursuit occupied peripheral positions, indicating limited influence within the psychological perspective. Notably, perceived self-esteem demonstrated a strong negative expected influence, suggesting a protective or buffering role. Sociability and cross-gender integration occupied moderately central positions, potentially contributing to emotional resilience. Conclusion: The network structure revealed a psychologically dense and clinically informative configuration in which depression and manipulation act as central drivers of emotional distress, while self-esteem and sociability may serve as key resilience factors. These findings highlight the utility of network analysis in identifying targets for intervention and advancing personalized approaches to mental health support among young adult populations.

This study applies network analysis to examine the complex relationships among social anxiety subscales, false memory, and psychological resilience in university students. A sample of 184 second-year students in scientific majors was analyzed to identify key psychological factors shaping academic cognition and emotion. The resulting network, with five nodes and eight significant edges, demonstrated moderate sparsity (sparsity index = 0.20), enabling the identification of core pathways without overfitting. Centrality measures consistently revealed anticipatory anxiety as the most influential construct, with the highest scores in betweenness, closeness, strength, and expected influence. This finding highlights anticipatory anxiety’s central role as a bridge between academic social anxiety, workload stress, and memory-related processes, marking it as a primary driver of cognitive-affective dynamics in academic environments. Academic social anxiety also showed strong centrality, emphasizing its impact on students’ immediate emotional responses to academic challenges.Conversely, false memory and psychological resilience were more peripheral in the network. Their lower betweenness and closeness scores suggest they function more as outcomes or moderators rather than as core causes. Notably, psychological resilience exhibited a negative expected influence, indicating its protective role in buffering the impact of academic stress and anxiety. Academic workload stress, though less connected overall, contributed meaningfully through targeted effects, particularly by intensifying anticipatory anxiety and social evaluative concerns. These insights offer a nuanced framework for developing interventions targeting anticipatory anxiety and academic social anxiety, while enhancing psychological resilience to support student well-being and academic performance in higher education contexts.

الأهداف: هَدَفَتْ الدّراسة التّعرّف إلى مستوى التحيّزات المعرفيّة، والتصفّح السّلبي، ودرجة الإسهام النّسبي للتحيّزات المعرفية في التصفّح السّلبي لدى طلبة جامعة اليرموك الأرنية في ضوء بعض المتغيّرات. المنهجية: تكوّنت عيّنة الدّراسة من (356) طالبًا وطالبةً (155 طالبًا، 201 طالبةً)، اختيروا بالطّريقةِ المُتَيَسّرَةِ. ولِتَحَقيقِ أهدافِ الدّراسة تم استخدام مقياس ميلنيك وستادنيك (Melnyk & Stadnik, 2024) للتصفّح السّلبي، ومقياس فان دير قاج وزملائه (Van der Gaag et al., 2013) للتحيزات المعرفيّة. النتائج: أشارتْ نتائجُ الدّراسة إلى أنّ مُستوى التحيّزات المعرفيّة الكلّي كان (متوسطًا) وعلى جميع الأبعاد، كما أشارت النّتائج -أيضًا- أنّ مُستوى التصفّح السّلبي الكلّي جاء (متوسطًا)، وللأبعاد جاء بعد التأمّل (منخفضاً)، في حين جاءت الأبعاد (الإدمان، والصّلابة، والصحّة النفسيّة) في المستوى المتوسّط. كما أظْهَرَتْ نتائجُ الدّراسة للعيّنة ككُل قدرةَ كل من (الانتباه للمهددات، والمشكلات المعرفيّة الذاتية، والمشكلات المعرفيّة الاجتماعية، والسّلوكيات الآمنة) على التنبؤ بالتصفّح السّلبي؛ حيث فسّروا ما مِقْدَارُه (7%) من التصفّح السّلبي، وأنّ المتغيّرات...

1. Due to the emergence of environmental problems such as climate change and natural resource depletion, global interest in sustainable consumption has increased sharply as a critical way to seek t...

This study examines the dynamic interplay between social intelligence and critical thinking among faculty members at Jordanian universities, framed within an educational psychology perspective. Employing a descriptivecorrelational design, data were gathered from 357 faculty members using rigorously validated measures of social intelligence (comprising Social Information Processing, Social Skills, and Social Awareness) and critical thinking (encompassing Analysis, Interpretation, Evaluation, Inference, and Self-Regulation). Results revealed robust positive correlations among most subscales, with gender differences favoring female faculty and significant variation across academic ranks, as confirmed by independent samples t-tests and multivariate analysis of variance (MANOVA). Partial correlation analyses and network modeling were applied to elucidate underlying structural relationships further. The network approach identified Interpretation, Social Skills, and Self-Regulation as pivotal nodes, underscoring their critical role in integrating social and cognitive faculties. These key constructs represent strategic leverage points for faculty development programs designed to foster enhanced pedagogical and research capabilities. Collectively, findings highlight the synergistic nexus of social and cognitive competencies within academic settings and demonstrate the value of network-based analytical frameworks for advancing educational research.

The main purpose of the study reported on here was to examine the relationship between mathematics anxiety, motivation to learn mathematics, and students’ attitudes towards the subject. We also investigated whether differences in mathematics anxiety, learning motivation, and attitudes towards mathematics existed due to gender or class. The Fennema-Sherman mathematics anxiety scale, the motivation towards science-learning questionnaire, and the attitudes towards mathematics inventory were completed by 880 secondary school students. In this study, the descriptive correlational approach was used to analyse the study data descriptive statistics. The 2 coefficients, ANOVA and Pearson correlation, were used. The mean score for mathematics anxiety among boys was higher than for girls, with no difference due to class. The mean score for motivation to learn mathematics was higher among girls than boys, with no difference in the mean score for motivation to learn due to class. No differences were found in the mean scores of attitudes towards mathematics due to gender or class. Finally, the results show a negative relationship between mathematics anxiety and motivation to learn mathematics, but no negative relationship between mathematics anxiety and attitudes towards mathematics was found. We recommend that other variables related to mathematics anxiety, such as academic self-efficacy or achievement goal orientation should be studied.

الأهداف: هَدَفَتْ هذه الدّراسة التعرف إلى مستوى الإدمان على مقاطع الفيديو القصيرة، وجودة النّوم، ودرجة الإسهام النسبي للإدمان على مقاطع الفيديو القصيرة (الريلز) في جودة النّوم لدى طلبة الجامعة. المنهجية: استخدم في هذه الدّراسة المنهج الوصفي التنبّؤي. تكونت عينة الدّراسة من (351) طالبا وطالبة من طلبة جامعة آل البيت، تمّ اختيارهم بالطريقة المُتيسرة. ولِتَحَقيقِ أهدافِ الدّراسة تمّ استخدام مِقْيَاسَ الاعتماد على مقاطع الفيديو القصيرة من إعداد جيانغ وزملاؤه (Jiang et al., 2025)، ومقْياس جودة النوم من إعداد يي وزملائه (Yi et al., 2006). النتائج: أظهرت نتائج الدّراسة أنّ مستوى إدمان مقاطع الفيديو القصيرة (الكلي) جاء (متوسطًا) على جميع الأبعاد، وأنّ مستوى جودة النوم الكلي -أيضًا- جاء (متوسطًا) على جميع الأبعاد. كما أظهرت النتائج أنّ المُتغيّراتِ المتنبئة والمتمثلة في الإدمان على مقاطع الفيديو القصيرة بأبعاده، ومدة استخدام الإنترنت في اليوم الواحد، فسّروا ما نسبته (44.3٪) من التباين في المُتغيّر المتنبأ به وهو جودة النوم. كما بيّنت النّتائج أنّ بُعد (الخداع، والهروب) أسهم ما نسبته (32.1٪) من التباين في جودة النوم، في حين ساهمت (مدة استخدام الإنترنت...

This study aims to examine the relative contribution of mental toughness and mindfulness to quality of life among university students, considering their psychological, educational, and familial well-being. A sample of 259 students from Al-Balqa Applied University in Jordan participated in the study. A quantitative approach was employed, utilizing three self-developed instruments: the Mental Toughness Scale, the Mindfulness Scale, and the Quality of Life Scale. Data were analyzed using correlation and regression techniques to explore the relationships between the variables. The results revealed significant positive correlations between the dimensions of mental toughness (commitment, control, and challenge) and quality of life domains (family, psychological, and educational). Similarly, mindfulness dimensions (awareness, monitoring, consciousness, and judgment) were positively associated with quality of life. The combined dimensions of mental toughness and mindfulness explained 66.7% of the variance in overall quality of life, which was statistically significant at the 0.05 level. The findings demonstrate that mental toughness and mindfulness significantly predict university students’ quality of life, particularly in psychological, educational, and family domains, highlighting their combined role in promoting holistic well-being. The study offers practical implications for educators, counselors, and mental health professionals by emphasizing the need to incorporate mindfulness and mental toughness training into university support programs to improve students’ overall quality of life and psychological resilience.

This study sought to identify the levels of academic procrastination and psychological and social adjustment among Hashemite University students and to reveal whether there are any differences in the psychological and social adjustment attributable to the variables of gender, college, and academic level. Moreover, the study examined the correlation between academic procrastination and psychological and social adjustment. The study recruited (350) students from Hashemite University. The Academic Procrastination and the Psychological and Social Adjustment scales were utilised to achieve the objectives. The findings showed that (65.1%) of the students had a medium level of academic procrastination, and (4.6%) of the students had substantial levels and a moderate level of psychological and social adjustment. The results demonstrated that the gender variable contributed to statistically significant differences in the degree of psychological and social adjustment. Finally, academic procrastination and psychological and social adjustments were found to be negatively and statistically significantly correlated. The study recommends providing support to university students, by helping them identify the challenges they face, find solutions for them, and overcome them with the aim of achieving their ambitions, in a way that enhances their psychological and social adjustment.