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:
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    Subject: search.filters.subject.university students

    Search Results

    Now showing 1 - 10 of 17
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      Cognitive Test Anxiety and its Relationship with Mindfulness among Hashemite University Students
      (2023-06-01) Mahasneh, Ahmad M.; Al-Adamat, Omar A'; Gazo, Ahmad M.; Faculty of Educational Sciences The Hashemite University; Ministry of Education Jordan; Faculty of Educational Sciences The Hashemite University; Jordon; Jordan; Jordan
      This study aimed to examine the relationship between cognitive test anxiety and mindfulness, and identify to the level of cognitive test anxiety and mindfulness. Moreover, it sought to find out whether there were differences in the level of cognitive test anxiety and mindfulness according to gender and academic specialization. To achieve the objectives of the study, cognitive test anxiety scale and mindfulness scale were used. The study sample consisted of 472 students at the Hashemite University. The results of the study showed that the level of cognitive test anxiety was low, and there was no statistically significant differences in the level of cognitive test anxiety due to gender and academic specialization. The results also showed that the level of mindfulness was moderate, and there were statistically significant differences in the level of mindfulness and its subscales mind and body due to gender, in favour females. It also showed no statistically significant differences in the level of mindfulness due to academic specialization. Finally, the results showed a negative correlation between cognitive test anxiety and mindfulness.
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      Positive Psychological Capital and its Relationship with Coping Styles Among University Students
      (2022-12-01) Mahasneh, Ahmad M.; Abood, Mohammad H.; Al-Adamat, Omar A.; Shishani, Ana'am S.; Faculty of Science Education The Hashemite University; Faculty of Science Education The Hashemite University; Ministry of Education Jordan; Master Student The Hashemite University; Jordon; Jordon; Jordon; Jordon
      The current study aimed to investigate the relationship between positive psychological capital and coping styles; it also aimed to identify the level of the positive psychological capital; the most coping styles used. Furthermore, it also identified whether there are statistically significant differences in the level of positive psychological capital and the coping styles due to gender and academic specialization variables. To achieve the aims of the study, the researchers used the positive psychological capital scale and the coping styles scale. The study sample consisted of )830( students at the Hashemite University who were chosen using the convenience method. The results of the study showed that the level of positive psychological capital was higher and showed statistically significant differences in the level of positive psychological capital due to gender which showed a higher rate for the male gender other than female gender variables; it also showed that there were statistically significant differences in the level of positive psychological capital due to academic specialization, in favour of students majoring in humanities. However, the results showed that the effective coping styles are the most widely used, and there were statistically significant differences in the effective coping style due to gender which showed a higher rate for the male gender other than female gender variables. Finally, the findings showed a positive correlation (r= 0.26) and statistically significant (α = 0.05) between positive psychological capital and its subscales (self-efficacy, hope, resilience, and optimism) and effective coping style. The current research findings also showed a negative correlation (r= -0.25) and statistically significant (α =0.05) between positive psychological capital and its subscales (self-efficacy, hope, resilience, and optimism( and non-effective coping style.
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      Self-efficacy Beliefs Among University Students and its Effects on Adjustment Styles
      (2021-09-01) Alrajhi, Marwa Nasser; Alkharusi, Khalid Saif; Ajweh, Aysha Mohammed; Student Counseling Center, Sultan Qaboos University; Oman
      The study aims to explore the predictive role of general self-efficacy beliefs on positive and negative styles of adjustment among university students. In addition, the study examined the predictive role of some demographic variables )gender, academic year, college, and GPA( on these adjustment styles. The study sample consisted of 593 students )60% females( from Sultan Qaboos University. The participants responded to general self-efficacy beliefs scale )Radwan, 1997( and adjustment styles scale )Aldhafri, Kazem, Alzubiadi Yousif, Albahrani, & Alkharusi, 2009(. The results showed medium level of general self-efficacy beliefs, and both positive and negative adjustment styles. Moreover, the hierarchal linear regression analysis demonstrated the power of academic year and general self-efficacy beliefs in predicting positive adjustment styles. On the other hand, negative adjustment styles were predicted by gender, academic year, and general self-efficacy beliefs.
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      The Effectiveness of a Counseling Program in Reducing the Level of Test Anxiety
      (2021-06-01) Al-Junaid, Sheikha Ahmed; Alhaji, Rawya Yusuf Ahmed; Deanship of Students’ Affairs University of Bahrain College of Arts University of Bahrain; Deanship of Students’ Affairs University of Bahrain; Bahrain; Bahrain
      The purpose of the study was to investigate the effectiveness of a counseling program in reducing the level of test anxiety among frst year university Bahrain students. The sample consisted of 30 male and female students that was divided into two equal groups: experimental group (15 students) and control group (15 students). The study used the Test Anxiety Scale that was developed by the researchers and a pilot study was conducted to ensure its validity and reliability. The researchers developed and implemented a counseling program on the experimental group. The study revealed that there were signifcant differences in the mean rank scores between the pre- test and the post-test in favor of the experimental group, and that there were also signifcant differences in the mean rank scores between the pre-test and post- test for the experimental group, in favor of the post-test, while there were no signifcant differences for the control group, hence, indicating the effectiveness of the counseling program. Finally, there were no signifcant differences in the mean rank scores between the post-test and follow-up test for the experimental group, confrming the continued effectiveness of the counseling program.
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      Academic Boredom and its Relationship with Satisfaction with Academic Major and Meaning of Life among University Students
      (2020-12-01) AlGadheeb, Nourah Abdulrahman; College of Education Nourah bint Abdulrahman University; KSA
      This purpose of the study was to identify the relationship between academic boredom and both satisfaction with study major and meaning of life, as well as the predictability of the meaning of life in light of these two variables among university students. The study also sought to identify whether there are differences among students in academic boredom, major satisfaction, and meaning of life based on type of college and GPA. The study sample consisted of )1609( female students from PNU using academic boredom, major satisfaction and meaning of life scales, after verifying them for validity and reliability. The results showed that students in the sample scored above average in academic boredom and meaning of life, and higher scores in major satisfaction with Academic major. The results did not show signifcant differences in both academic boredom and meaning of life by college, while there was a difference in satisfaction with academic major for students in health colleges. And there is a difference in academic boredom for of students with low GPA, and a difference in satisfaction with major and the meaning of life for students with high GPA. The study also revealed a negative relationship between academic boredom and both satisfaction and meaning of life, and predictability of the meaning of life through these two variables.
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      Emotional Learning Strategies Used by University Students and its Relationship to their Learning Competence
      (2020-06-01) Samawi, Fadi S.; Alwan, Ahmed F.; Al- Balqa Applied University; Hashemite University; Jordon; Jordon
      The purpose of the study was to investigate the emotional learning strategies used by university students and its relationship to their learning competence. The sample of the study consisted of (420) male and female students selected through stratified random sampling. The study adopted the descriptive approach through using two scales; emotional Learning strategies (villardon-Gallego and Yaniz, 2014) and learning competence scale developed by the researchers. The findings showed that students use emotional learning strategies in an average level and their learning competence is in an average level. The results also showed differences in strategies use is in favor of males and humanities specializations . Further, the results revealed differences in learning competences in favor of males and humanities majors with a very good average. Finally, the study showed that there is a correlation relationship between learning competence and emotional strategies.
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      The Effectiveness of a Counselling Program Based on the Theory of Choice in Developing Sense of Optimism and Reducing the Level of Feeling of Alienation among University Students
      (2019-09-01) Alhamad, Nayef F.; Irbid University College Al-Balqa Applied University Applied University; Jordon
      The study aimed to identify the effectiveness of the selection theory in reducing the feeling of psychological alienation and developing a sense of optimism among a sample of female university students. The number of the study sample was )66( students, and the study measures were applied to them, and then 15 students were selected purposefully based on their ; low degrees on the optimism scale and high degrees on the psychological alienation scale, and they were distributed randomly to two groups, The experimental group which consisted of )8( female students who were exposed to a counselling and therapeutic program based on William Glaser's Theory of Choice, and the control group consisted of )7( female students; who did not receive any counselling program. The study results indicated the effectiveness of the proposed programmes and treatment based on the theory of selection in the elimination of the feeling of psychological alienation and the development of optimism among students in the experimental group. Based on the results, the researcher recommends to activate counselling services in universities, and to use selection theory strategies due to their effective effect in the treatment of mental disorders.
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      The Impact of Using social networking sites on the Identity Crisis of university students: (Twitter as a model In the light of some variables)
      (University of Bahrain, 2019-03) Almutawa, Abdulaziz S.; University Counseling Center Imam Abdulrahman Bin Faisal University; Saudia Arabia
      The purpose of study was to examine the effect of the use of the program of Twitter as one of the social networking sites on the identity crisis among the students of the preparatory year at the University of Dammam. The sample were )544( students the descriptive method was followed. An identity crisis scale developed by the researcher was implemented after calculating its psychometric terms of validity and reliability. The results of study indicated significant effect of the gender factor (male, female) on the total score of identity crisis and its dimensions, with the exception of the identity of alienation, selfidentity and identity of achievement. The three-level track factor )health, engineering, and scientific) was also found to have a significant impact on the total score of identity crisis and its dimensions, with the exception of the identity of alienation, self-identity and identity of achievement. The results also showed that there is a significant impact of the interaction between track and gender factors on total score of identity crisis and its dimensions, with the exception of adhesion. Finally, the identity crisis and its dimensions were predicted through the number of years of use and the number of daily hours of social networking (Twitter).
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      Religious Attitudes and their Relationships with Happiness, Hope, Optimism, Life satisfaction, and Love of Life among Kuwait University Students
      (University of Bahrain, 2018-12) Alganem, Soud A.; Alfalah, Abdulrahman A.; Department of Psychology Kuwait University; Kuwait
      This study sought to search for potential relationships between religious attitudes and happiness, hope, optimism, satisfaction with life and love of life. In addition, the study sought to determine the impact of the demographic factors such as age, sex, social status, and scientific college on the examined variables in this study. The sample consisted of 479 participant students (192 male and 287 female) studying in several colleges in the University of Kuwait and their ages ranged between 18-24 years. The results supported the first research aim and concluded that there is a relationship between religious attitudes and positive variables. More specificly, the results indicated that the strongest associations were between religious attitudes and optimism, hope, happiness, life satisfaction, and love of life respectively. On the other hand, no significant differences due to demographic factors were found except for age. It could be concluded that religious individual tends to have better mental health and wellbeing.
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      The Contribution of Self-Learning Components in the Prediction of Personal Decision-Making among Sample of Female Students at King Faisal University
      (University of Bahrain, 2018-12) Farrag, Mohamed A.; Elsherif, Khaled H.; Prof. Mohamed A. Farrag : Faculty of Education Alexandria university; Dr. Khaled H. Elsherif : Faculty of Education King Faisal University; Egypt; Saudia Arabia
      The research aimed to explore the issue of self-learning and the relation between self-learning and the ability to take personal decisions. A sample of 242 female students derived from King Faisal University, Saudi Arabia was chosen; and two scales, Self-Learning scale and Personal Decision scale were applied. The results indicated that there is a significant positive statistical correlation at the level of 0.01 between self-learning and personal decision-making among students in King Faisal University as well as it was the possibility to predict the personal decision-making in terms of the components of self-learning: personal decision = 0.168 (aptitude to learn). The results also showed that there are statistical significant differences in the mean scores of personal decision-making degree between high performers in self-learning and low performers in self-learning in favor of high performers at level 0.01.