Academic Self-Efficacy Beliefs as a Mediating Variable in the Relationship between Parenting Styles and Psychological Coping Styles

The present study aimed to uncover the possibility of mediating academic self-efficacy beliefs in the relationship between parenting styles and psychological coping styles among tenth grade students in the Sultanate of Oman. The sample consisted of 598 male and female students. The researchers used the Adjustment Styles Scale, and it consists of two dimensions of positive and negative coping. The Buri scale of parenting styles was also used after adapting it to Omani culture and it consists of three styles: authoritative, authoritarian, and permissive. The study also used an academic self-efficacy scale. The validity and reliability of the three scales were established. The results indicated the presence of high levels of positive coping, father’s and mother’s authoritative style, father’s authoritarian style, and high levels of academic self-efficacy beliefs. Statistically significant gender differences were found in positive coping and mother authoritative style favoring males. There were also statistically significant gender differences in mother’s authoritarian and permissive styles in favor of females. The results revealed the possibility of a mediating role for the academic self-efficacy beliefs in the relationship between parenting styles and psychological coping

Moral Intelligence as a Mediator Variable in the Relationship between Personality Traits and School Bullying among Students from Grades (7-9) in North Al Batinah Governorate, Sultanate of Oman

The study aimed to identify the role of moral intelligence as a mediator variable in the relationship between personality traits and school bullying. The sample of the study consisted of 271 students from grades (7-9) in North Al Batinah Governorate in the Sultanate of Oman. This study used the school bullying scale, the short measure of the five major factors of personality (TIPI) and the scale of moral intelligence. The results of multiple regression analysis using the Baron & Kenny’s method showed that moral intelligence has an intermediary role in the relationship between personality traits and school bullying, through direct effects in the negative direction of the dimensions of personality traits (emotional stability, conscientiousness, and agreeableness) on school bullying through moral intelligence. Also, the results of the Baron & Kenny’s method showed direct effects in the negative direction of the dimensions of personality traits (agreeableness, conscientiousness, and emotional stability) on school bullying, and the presence of direct influences in the positive direction of the dimensions of personality traits (extraversion, agreeableness, and emotional stability, and openness) on moral intelligence, as the results indicated the presence of direct effects in the negative direction of moral intelligence on school bullying. The results indicated that there is a mediating role of moral intelligence in the relationship between some personality traits and school bullying