04. Journal of Educational & Psychological Sciences




e-ISSN 1726-5231​​
DOI:dx.doi.org/10.12785/jeps​​
Email:jeps@uob.edu.bh
​Frequency: 4 issues annually
No Publication fee

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The Journal of Educational & Psychological Sciences (JEPS) is a quarterly journal (March, June, September and December). It is a peer-reviewed publication for educators in all areas of education. It seeks articles on the issues affecting, promoting and exchanging good practices within all areas of education, to bring about improvements in, and a better understanding of, practices of teaching, learning, assessment, curriculum development, technology, physical and psychological education. The journal welcomes contributions, in Arabic and English, from academics and researchers.​

Mission:

 The mission of this journal is to provoke rigorous, open, and inclusive engagement with the challenges of contemporary approaches to research in all areas of educational and psychological sciences. As a peer-reviewed journal, we aim to provide researchers, writers, academic professors and students with the most advanced research achievements in a broad range of areas of education, and facilitate the academic exchange between them. Published materials can be copied and distributed without obtaining permission, as long as a correct citation to the original publication is given. At this journal we hope and intend to ensure that your publishing experience goes as smoothly as possible so that you can focus on what really counts.​​

Aims and scope

 The Journal of Educational & Psychological Sciences (JEPS) is a multi-disciplinary journal in subject-content education that focuses on the study of teaching and learning in science, mathematics, technology, languages, educational measurements, physical education and educational psychology. As a peer-reviewed journal that publishes original and high-quality research papers, it is positioned to promote research and educational development, as an important academic exchange platform. Moreover, researchers can be aware of the most up-to-date academic trends in the rapidly evolving field of education around the world, and therefore seek valuable primary sources for reference.
JEPS is dedicated to publishing high-quality papers that describe the most significant and cutting-edge research in all areas of education. In addition to primary research, JEPS also publishes reviewed articles, commentaries and book reviews.
JEPS is committed to publishing top-tier original research in all areas of education through a fair and rigorous review process.​


Editor in Chief
  • د. عبدالعزيز محمد بوليلة


    • Managing Editor
  • د. موزة عيسى الدوي


    • Editorial Board
  • الدكتور توفيق عبد المنعم
  • الدكتورة فاتن سعد عبد الحميد
  • الدكتور نوري العجيلي
  • ​​الاستاذ الدكتور عبدالله بن خميس امبو سعيدي
  • الاستاذ الدكتور احمد عبد الرحمن أوزي
  • الاستاذ الدكتور عبداللطيف الصفي الجزار
  • الاستاذ الدكتور صادق خالد الحايك


    • Advisory Board
  • الاستاذ الدكتورة هدى حسن الخاجة
  • الاستاذ الدكتور عبدالمحسن سالم العقيلي
  • الاستاذ الدكتور صالح عبدالله جاسم
  • الاستاذ الدكتور عوشة احمد المهيري
  • الأستاذ الدكتور علي بن شرف الموسوي
  • الأستاذ الدكتور بوفحص مباركي
  • الأستاذ الدكتور إيان هاسلام
  • الأستاذ الدكتور كلايف ديموك
  • الدكتور ماريك تيزر

    • Paper Submission
    Authors are requested to fill in the Copyright 2023.docx​ and follow the manuscript submission rules before submitting their manuscripts and go to the following link click here​

    Manuscript Submission Rules

  • The author(s) should submit their manuscript, on MS-Word, and double-spaced; including the footnotes, references, quotes, tables, and appendices, according to the commonly used editing formats.

  • The author(s) should attach an affidavit with the manuscript attesting that the manuscript has not been published, or accepted for publishing in other journal(s); and should not submit the manuscript to another journal for publication until the refereeing process is over.

  • The author(s) shall be officially informed of the date of receiving his (their) manuscript and the action taken.

  • The following items should appear on the first page of the manuscript: title of research study, the name(s) of the author(s), institution of affiliation, contact address and phone / fax numbers, e-mail address (if any). To assure complete confidentiality of the refereeing process, the author(s) name(s) should not appear in the main body of the manuscript, nor any clues to their identity. The author(s) may acknowledge any person(s) who contributed to the development of the research study on a separate sheet.

  • The author(s) shall submit an abstract of the manuscript in both Arabic and English. The Arabic abstract should not exceed 175 words; and the English abstract should not exceed 200 words. Both abstracts should be submitted on separate sheets. Only the title of the manuscript shall appear in the abstract.

  • The manuscript should adhere to the scientific style of writing; in clear, correct, nonaligned / unbiased language, should not exceed 30 pages in length; including references, margins, tables, figures, and appendices.

  • The author(s) shall attach a copy of the research instruments used in the study, if not included in the appendices.

  • The author(s) shall attach a MS-Word version of the research study along with the manuscript; after the final corrections have been made, and acceptance of the manuscript for publication has been granted.


    • Authors may submit manuscripts to the Editorial Board .doc file with a cover letter must be submit to this link click here​ . The cover letter should give the authors preferred address, e-mail address, phone number and fax number, and should indicate the intended publication format (short paper, regular paper or expository paper). Each submission should include a short informative abstract.
    Accepted manuscripts must be written in MS-Word, not exceeding 30 pages. It is the author's responsibility to prepare papers as per formatting instructions of the publisher. Accepted papers may not be published unless they meet the publishers formatting standard.
    By submitting a manuscript for publication, authors acknowledge that the work is original and is not being submitted to another journal. The submission of a manuscript by the authors implies that the authors automatically agree to assign exclusive copyright to The Journal of Educational & Psychological Sciences if and when the manuscript is accepted for publication.
    The publication in JEPS is free of charge.


    Review Process ​

    JEPS has a three-step review process. In the first step, all manuscripts will go through an initial screening process by the Editorial Office to make sure that all manuscripts meet the JEPS publication rules and procedures. The office will also cross-check the article in a cross reference database in order to avoid plagiarism. Those that pass the first stage are forwarded to the second step in which the manuscripts are assigned to be reviewed by one Editorial Board Member. Those that pass the second step are passed on to the third step in which manuscripts undergo a blind reviewing process, where both the reviewers and the authors remain anonymous throughout the process. Each manuscript submitted will be reviewed by at least two reviewers. JEPS is committed to publishing top-tier original research in all areas of education through a fair and rigorous review process.​


    This journal is indexed by these worldwide databases:
    • Google Scholar
    • EBSCO

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    Search Results

    Now showing 1 - 10 of 1358
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      The Effectiveness of E-Learning in Learning French Language during the COVID19- from the perspective of Bahrain University students
      (2024-06-01) Bader, Sara Abdulla; French Studies Center University of Bahrain - Kingdom of Bahrain; Bahrain
      This exploratory study was conducted at the beginning of the COVID-19 outbreak in March 2020. It aimed to evaluate the e-learning model and its effectiveness in learning French as a Foreign Language during the COVID-19 pandemic from a student's perspective. The effectiveness of e-learning was measured through students’ perceived satisfaction and the learning outcomes. The study adopted a quantitative approach that employed online survey-based data collection instruments administered to undergraduate students of French at the University of Bahrain. The findings showed that despite the emergency online teaching, students highly perceived satisfaction with the e-learning experience: they were satisfied with e-learning interactions, despite their preference toward traditional learning; they expressed a strong sense of e-learning community as well as an improved level of self-efficacy with the Blackboard, for which they expressed a positive attitude toward its effectiveness and usefulness. The findings also showed that students’ performance was not negatively affected by the e-learning, which appeared to be as effective as traditional learning during COVID-19. Most students highly perceived language skills progress in their reading comprehension, speaking, and listening skills thanks to the online content. However, students did not perceive e-learning as enhancing their writing skills. The study recommends that further research should consider other foreign language e-learning contexts to gain further insight on its effectiveness for foreign language learning and teaching during COVID-19.
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      The Effectiveness of Counseling and Logotherapy on reducing the Psychological Depression among a sample of Adolescent in a Syrian refugee camp in Jordan
      (2024-06-01) Samiran, Thamer Hussein Ali; The Ministry of Education Jordan; Jordon
      This study aimed to investigate the effectiveness of counsel and logotherapy in reducing psychological depression among a sample of )32( Adolescents in a Syrian refugee camp in Jordan aged )15-17( years, who were intentionally selected from those who have a high psychological depression. After implementing the psychological depression scale on them, they were divided into two groups: an experimental group that consists of )16( individuals who were exposed to a counseling and therapeutic program using counseling and logotherapy, and a controlled group that consists of )16( individuals who did not receive any counseling program. The study used the psychological depression scale and the logotherapy counseling program, according to the existential psychotherapy theory. The Study results, revealed the impact and effectiveness of counseling and logotherapy in reducing the psychological depression among adolescents in the experimental group, and the continuity of the program’s effectiveness after one month of follow-up.
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      Perceptions of Students’ Teachers in Educational Colleges in the Sultanate of Oman about Reproducibility, Replicability and Scientific Research in Natural Science
      (2024-06-01) Ambusaidi, Abdullah; Al-Afifi, Muna; Ministry of Education Sultanate of Oman; Ministry of Education Sultanate of Oman; Oman; Oman
      The study aimed to identify the perceptions of science students’ teachers in the Sultanate of Oman about reproducibility, replicability, and scientific research. To achieve the aims of the study, the researchers designed a scale about students' teachers’ perceptions of reproducibility, replicability, and scientific research in natural science. The study sample consisted of 153 student teachers selected randomly from some College of Education in the Sultanate of Oman. The results of the study showed that students’ teachers’ perceptions of reproducibility, replicability, and scientific research in natural science, in general, were positive. In addition, there was no statistically significant difference at the level of significance (α = 0.05( due to the gender )male, female) and the specific specialization variable (biology, chemistry, physics, integrated science( The results did not show any interaction in the variables. In light of the results, The researchers made several recommendations, including the need to pay attention to the issue of reproducibility, replicability, and scientific research at all educational levels as they are important elements in the progress and development of the natural sciences, and to train science teachers before and during service on how to deal with the issue of reproducibility, replicability and scientific research when teaching their students at school level.
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      Challenges of Adapted Education for People with Multiple Disabilities as Physical by Specialists: An Exploratory Study
      (2024-06-01) Alamri, Ghithan Ben Saleh; Dept. Of Special Education College of Education - Taibah University; Saudi Arabia
      The current study aimed to reveal the challenges of Adapted Physical Education )APE( for individuals with multi-disabilities as perceived by specialists, such as teachers and trainers. The researcher used the qualitative approach for personal interviews with specialists. The study sample consisted of )10( teachers and trainers who work with students with disabilities, including )5( teachers from Taibah Educational City for special education services in Medina, and )5( physical education trainers in comprehensive rehabilitation centers. The results of the interviews revealed a set of challenges that must be overcome according to a set of requirements, which include APE curricula to suit students with multi-disabilities, providing specialized training for teachers, creating accessible playgrounds, incorporating physical education goals into individual education plans, diversifying sports options, and ensuring access to swimming pools. Additionally, it underscores deficiencies in teacher preparation and lack of resources for training.
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      Modeling Causal Relationships Between Time Perspective and Life Satisfaction among University Students
      (2024-06-01) Mahasneh, Ahmad Mohammad; Gazo, Ahmad Mohammad; Al-Adamat, Omar Atallah; Faculty of Education Sciences The Hashemite University, Jordan; Faculty of Education Sciences The Hashemite University, Jordan; Educational Counselor Ministry of Education, Jordan; Jordon; Jordon; Jordon
      This study aimed to investigate the relationship between time perspective and life satisfaction and to construct a causal model of relationships between time perspective and life satisfaction. Time perspective scale, life satisfaction scale was used for 519 undergraduates at the Hashemite University participated. The study concluded that there is a putative and statistically significant correlation )α= 0.05( between past positive perspective, present hedonistic perspective and future perspective and life satisfaction, there is a negative and statistically significant correlation between past negative perspective and life satisfaction, and there no correlation between present fatalistic perspective and life satisfaction, The results of the path analysis showed that there are positive direct effects of the past positive perspective, present hedonistic perspective and future perspective and life satisfaction on life satisfaction, and there are negative direct effects of the past negative perspective on life satisfaction. Finally, no effect of the any present fatalistic perspective on life satisfaction was found.
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      The Impact of Kindergarten Teachers' Emotional Intelligence in Palestine on Children's Academic Achievement
      (2024-06-01) "Ali Ahmad", Nafiz Ayoub Mohammad; Faculty of Educational Sciences Al-Quds Open University- Palestine; Palestine
      The purpose of this study is to investigate the impact of emotional intelligence of kindergarten teachers in Palestine and its sub-measures )perception of emotion, facilitating thinking using emotion, understanding emotions, and managing emotions( on the academic achievement of children. The study also aims to reveal the significant differences in the degrees of emotional intelligence and its sub-measures attributed to their marital status. In order to achieve the objectives of the study, the descriptive analytical approach was used. The study was conducted on a sample consisting of )135( kindergarten teachers working in 40 private kindergartens in 7 governorates in Palestine )West Bank( in the academic year 2022-2023. Data were collected using a questionnaire was checked for validity and reliability. The study reached a set of important results, the most important of which are: There is a statistically significant effect of emotional intelligence and its submeasurements on the Children's Academic Achievement, and there are no statistically significant differences in the total score of emotional intelligence and its sub-measures attributed to the marital status of the participants. In light of these results, a set of suggestions were presented, the most important of which are: conducting more research and studies on emotional intelligence in early childhood education, and organizing training programs for kindergarten teachers in Palestine to develop their emotional intelligence capabilities.
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      The Effectiveness of Augmented Reality Technology in Developing Physical Scientific Concepts among Kindergarten Children
      (2024-06-01) Habeeb, Kawthar M.; Department of Curriculum and Teaching Methods )Early childhood( College of Education - Kuwait University- Kuwait; Kuwait
      The research aimed to determine the effectiveness of augmented reality technology in developing physical scientific concepts among kindergarten children in Kuwait. The quasi-experimental method was used. The sample consisted of )63( children: )31( experimental group and )32( a control group. The tools used for the study were prepared by the researcher. It has been shown that augmented reality technology was very effective in teaching children physical concepts. The results revealed that there was a statistically significant difference between the average scores of the two groups on the physical concepts scale in favor of the experimental group, and there was a statistically significant difference between the average scores of the experimental group in the two measurements in favor of the post application.
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      Empowering Saudi Women From an Islamic Educational Perspective: An Analytical Study in Light of the Holy Qur’an
      (2024-06-01) Aldossary, Nouf Mohammed; Department of Educational Leadership and Organizational Development College of Education and Human Resources Princess Nourah bint Abdulrahman University; Saudi Arabia
      The aim of the current research is to identify the most prominent features of empowering Saudi women educationally, socially, politically and economically from an Islamic educational perspective. To achieve this goal, the descriptive analytical approach was used, which realistically describes the phenomenon under study, expressing its educational and Islamic features. It is based on analyzing Qur’anic texts and identifying evidence of women’s empowerment educationally, socially, politically and economically. The tool was used for collecting verses related to the topic, analyzing them, and deducing the features of empowerment, based on what the scholars of interpretation wrote, and examining the reality of women’s empowerment in Saudi society. Among the most prominent findings of the research are the equality of Islam between women and men in terms of human dignity and legal duties that are commensurate with the nature of each of them; giving women the right to education, ownership, inheritance, independent financial liability, leadership, and participation in decision-making. The concept of empowering women in Islamic education is based on giving them their rights guaranteed by Islamic law. It also opened opportunities for them to exercise their role in society effectively in a way that suits their nature and is consistent with Sharia law. In addition, many evidences were found that illustrate the empowerment of women in Islam through verses of the Holy Qur’an, the most important of which are: Educational empowerment, social empowerment, economic empowerment, and political empowerment. In its legislation and laws, the Kingdom of Saudi Arabia has followed the Islamic education approach to empowering women, taking into account the gradual empowerment of women in its society to address social legacies that are not compatible with Islamic law. It also opened up multiple fields for them in the same way as men; strengthened their educational, social, economic and political role; supported and encouraged them to engage in appropriate fields of work, deal with wrong practices against women; promote the appropriate moral environment for participation in development, and view the single family as a basic component of society. In light of this, Saudi women have achieved outstanding success and made qualitative leaps in many fields because of the support they receive from a leadership that has trust in their capabilities. Based on the results, some recommendations were made.
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      Psychological Flourishing and Marital Happiness among Mothers of Autistic Children Enrolled in Educational Institutions
      (2024-06-01) Mohammed, Leila B. O.; Department of Education and Psychology College of Education – Najran University; Saudi Arabia
      This study aims to identify the relationship between the level of psychological flourishing and marital happiness among mothers of autistic children enrolled in educational institutions in Najran, KSA, and the extent of their level of psychological flourishing and marital happiness according to the variables of the mother’s educational level, the mother’s work, and the number of years of marriage. The study sample consisted of )80( mothers of autistic children enrolled in learning centers. The descriptive approach was followed, and its tools were the psychological flourishing scale written by Diener et al )2010(, and the marital happiness scale written by Muhammad Al-Mahdi )2014(. The study revealed the following results: the level of psychological flourishing among mothers of autistic children attending learning centers is high, and their level of marital happiness is very high. The results also showed that there are no statistically significant differences in the level of psychological flourishing among mothers of autistic children enrolled in learning centers in the Najran region due to the variables of the mother’s educational level, the mother’s work, and the number of years of marriage; there are statistically significant differences in the level of marital happiness among mothers of autistic children enrolled in learning centers in the Najran region due to the variable of the mother’s educational level, and there are no statistically significant differences in the level of marital happiness among mothers of autistic children enrolled in learning centers in the Najran region due to the variables of the mother’s work and number of years of marriage.
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      Ability to Predict Negative Thinking Regarding School Bullying Behavior of the Tenth-grade Students
      (2024-06-01) Al-Husban, Manal A.; Department of Educational Psychology The University of Jordan - Faculty of Educational Sciences The Hashemite Kingdom of Jordan; The Hashemite Kingdom of Jordan
      This study aimed to determine the predictive ability of negative thinking regarding bullying among students in the primary tenth grade in Mafraq Governorate. To achieve the goal of the current study, the researcher adopted the bullying scale that researchers used in previous studies, and the negative thinking scale formulated by the researcher for this study. The study group consisted of )300( students from the tenth grade in Mafraq Governorate; they were selected through point cluster sampling. The results indicated that the average scores of the sample members on the negative thinking scale were average, while the average scores of the sample members on the school bullying scale were high. It was also shown that there was a statistically significant negative relationship between the persistence of thinking and school bullying behavior in all its dimensions. There was a statistically significant positive relationship between generalized thinking, location of thinking, negative thinking, and school bullying behavior in all its dimensions. The position of thinking dimension was most relevant to predict school bullying behavior. It showed )36.8( of the variance, followed by the continuity of thinking dimension, which showed )1.1%(. These dimensions were statistically significant at the significance level (a = 0.05).