The Psychological Motives Towards Practicing Sports Among Jordanian Youth

The purpose of this study is to examine the psychological motives towards practicing sports among Jordanian youth. The study participants included 102 youth (55 males and 47 female). The study employed a descriptive research design where a sports motives scale founded by Luc G. Pelletier, et al.1995, was used to identify the psychological motives towards practicing sports. Results of this study indicated that the intrinsic motives "to know", extrinsic motives "external regulation", and extrinsic motivation "identified" are the most effective motives among Jordanian youth respectively. Furthermore, there was statistically differences among Jordanian youth concerning psychological motives based on gender and qualification variables. Keywords: Psychological motives, practicing sports, and Jordanian youth

Sleep Disorders and Electronic Games Addiction among Jordanian Adolescents

This study aimed to examine the relationship between electronic game addiction and sleep disorders among Jordanian adolescents. Sample of the study were 576 adolescents (325 males and 251 females) their age between 14 to 17 years. Lemmens., Valkenburg, and Peter scale for electronic games addiction and the Albana scale for adolescents' sleep disorder were used. The study considers the frequent links between severe internet addiction and the emergence of addictive-like traits in adolescents. The results suggested a higher level of electronic game addiction which was significantly associated with a higher level of sleep disorder. Results also showed that withdrawal, mood modification, and silence explained 69.30% of sleep disorders among Jordanian adolescents. Moreover, total electronic game addiction explained 40% of the variance in sleep disorder among Jordanian adolescents. Keywords: sleep disorder, electronic games, addiction, Jordanian adolescents. DOI: 10.7176/JEP/14-13-04 Publication date:May 31st 202

Building a Criterion-Referenced Test in Measurement and Evaluation and Determining Its Cut-Off Score by Several Methods

The current study aimed to build a criterion-referenced test in measurement and evaluation and determine its cut-off score by several methods. The primary test form had 45 items, which a group of professors and measurement and evaluation experts reviewed; their comments and feedback were taken into account, and the final test form had 40 items. The test has been presented to 174 university students to examine its psychometric characteristics. Multiple statistical techniques were later performed using the SPSS program, and the results show that the discrimination and difficulty coefficients ranged from 0.36 to 0.82. Additionally, the test reliability was calculated using the Kuder-Richardson -20 and Spilt half statistical methods, and the concurrent validity was 0.76. The results showed that the value of the Kuder-Richardson -20 method was 0.81, while the value of the Spilt-Half method was 0.79. Finally, the cut-off score has been calculated using four methods, and the results indicate that the Angoff method value was 65%, the Nedelsky method was 64%, the contrasting groups’ method was 68%, and the criterion groups’ method was 62%. Keywords: criterion-referenced test, measurement, and evaluation, university student, the cut-off score. DOI: 10.7176/JEP/14-1-06 Publication date: January 31st 202

Social Intellect and Overall Self-Efficiency as Indexes of Students Public Speaking Abilities

The purpose of this research was to investigate the relationship between Social Intellect also overall self-efficiency as potential predictors of public speaking abilities among college students. There was a total of 399 participants in the research, including 214 males also 185 females. These individuals were chosen at random from Isra University also the University of Jordan. The findings indicated that self-efficiency had a greater impact on the students' ability to improve their public speaking abilities than Social Intellect did. It was found that there was a relatively significant connection between overall self-efficiency and also Social Intellect. Furthermore, the data demonstrated a marginally significant positive correlation between overall self-efficiency and also the ability to communicate effectively in public settings. In addition, the Pearson test found a somewhat positive correlation between social IQ also the capacity to communicate effectively in public. It was believed that factors such as Social Intellect also overall self-efficiency were favorable markers of their ability to communicate effectively in public. Finally, a gender difference that was statistically significant was found among the participants' public speaking competence, albeit it was shown to be in favor of the male participants

Self-efficacy and emotional intelligence as psychological variables: To what extent do they affect mastering English language skills among university students?

This study endeavors to widen our knowledge regarding the relationship between general self-efficacy (SE) beliefs, language skills self-efficacy and L2 learners’ emotional intelligence (EI). Furthermore, the study attempts to reveal whether L2 learners’ gender, academic level, and academic achievement interact with self-efficacy and emotional intelligence among university students. Employing a descriptive correlational study design, 205 participants (94 males and 111 females) were selected to participate in this study. Their general SE beliefs, EFL skills SE and EI were measured using five-point Likert format scales. A background information questionnaire was administered to gather information about the participants’ gender, academic level and academic achievement. The findings revealed a positive correlation between general SE, English skills SE, and EI. The findings further designated a positive correlation between the participants’ English language skills SE and their academic achievement. It was finally found that general SE and EI have the power to explain the variation in English language SE. The findings will be discussed in line with previous relevant research and the related theories

Body image disorder and its relationship to health behavior among sample of overweight women

With a group of overweight women, this study aims to increase our understanding of the relation between body image issue and health behaviour. The study also looks at how social status and academic achievement relate to body image disorders and health behaviour in overweight women. To engage in this study, 102 overweight women were chosen using a descriptive correlational study design. Utilizing five-point Likert style scales, their body image disorder and health-related behaviours were measured. Results of the study showed that the means scores of the body image disorders scale and its dimensions, and the health behaviour scale and its dimensions were statistically significant at (α≤0.05). A strong negative statistically significant correlation between body image disorders and health behaviour among sample of overweight women were found. Moreover, results presented no statistically significant at (α ≤ 0.05) in participants' body image disorders and health behaviours based on social status variable. Furthermore no statistically significant at (α ≤ 0.05) in participants' body image disorders according to academic qualification variable. Finally, the results revealed a statistically significant at (α ≤ 0.05) in participants health behaviour regarding the academic qualification variable

The Effects of Foreign Language Anxiety on Academic Self-Concept and Achievement Motivation

The aim of the present study was twofold; First, to explore the effects of foreign language anxiety (FLA) on academic self-concept (ASC) and achievement motivation (AM). Second, to investigate whether gender, academic achievement and academic level interact with foreign language anxiety, academic self-concept, and achievement motivation among EFL university students. The study recruited randomly 309 students (135 males and 174 females) from the Department of English Language and Literature at a Jordanian university. Data were gathered during the first semester of the academic year 2021 / 2022. The study adopted a quantitative approach in which the researchers used five-point Likert scales to examine the participants’ foreign language anxiety, academic self-concept and achievement motivation. The results of the study revealed high mean scores of foreign language anxiety, academic self-concept and achievement motivation. However, foreign language anxiety score was the highest. Moreover, a large negative significant correlation between academic self-concept, achievement motivation and foreign language anxiety variables was detected. Additionally, foreign language anxiety showed a collective significant effect explaining 32.5% of the variation in the academic self-concept and achievement motivation. Finally, the results showed a significant statistical difference in foreign language anxiety and academic self-concept in favor of female students

Procrastination in daily academic tasks and its relationship to self-esteem among university students

Procrastination in daily academic tasks is a popular and complex phenomenon that can be influenced by several factors including self-esteem. The current study seeks to explore the relationship between procrastination in daily academic tasks and self-esteem among university students in Jordan. Additionally, the study aims at examining whether the participants’ gender, academic level and academic specialization have significant effects on procrastination in daily academic tasks and self-esteem. Data were collected form 240 university students in Jordan (123 male & 117 female) by administering an online survey. The study adopted a descriptive correlational approach by employing academic procrastination and self-esteem scales. Results of the study reported a low negative relationship between procrastination in daily academic tasks and self-esteem of participants. The participants reported a moderate level of procrastination in daily academic tasks and self-esteem. The level of procrastination was slightly higher than self-esteem level. Moreover, there was a significant difference in levels of procrastination and self-esteem which were attributed to gender which was in favour of male students. Finally, there were no significant differences between procrastination and self-esteem according to academic level or academic specialization variables

Unleashing the Power of Learning Technology: Exploring the Nexus between EFL Education, Cognitive Processes, and Metacognition

This study aims to explore the types of learning strategies used by language teachers in EFL classrooms. Additionally, it investigates how language teachers utilize technology to engage EFL students in cognitive and metacognitive activities that facilitate foreign language learning. The study employed a mixed-methods approach, involving 48 language teachers (29 males and 19 females) from two private universities in southern Amman. The participants were divided into two groups based on their specialty majors (English Language and Literature and English Language and Translation). They completed a survey and participated in a focus-group interview. The findings of the study indicated that language teachers in EFL classrooms found tablets and laptops to be the most effective learning strategies. Additionally, the study did not identify any statistically significant gender-related differences in the application of these strategies. However, it was observed that summarizing and evaluating were the most frequently utilized strategies by language teachers in EFL classrooms. Furthermore, the study highlighted that the absence of learning technology, such as tablets and laptops, in EFL classrooms has a negative impact on instructional delivery and consumes time. These learning technologies are considered cognitive tools that enhance language learning. &nbsp