2 research outputs found
Relationship Between Organisational Trust and Decision - Making Participation
The purpose of this study is to evaluate the degree of trust among the Amman Education Directorates and how much educational supervisors participated in decision-making. The study sample is made up of 240 academic supervisors. The studyβs findings showed that the Education Directorate appeared to have a moderate level of faith in organizational elements such management style, administrative policies, creative possibilities, and organizational values. Furthermore, the study revealed a significant relationship between organizational trust and the level of involvement in decision-making processes, with a significance level of (aβ€0.5). However, no statistically significant variations in the sample membersβ replies according to their gender, education, or experience were found. Based on these findings, the research recommends that educational directors give priority to strengthening supervisorsβ organizational commitment to support educational policies that promote trust and provide them chances to apply their creative thinking to administrative tasks
Strategies of coping with anger as a state and a trait among female students
Introduction. University students often encounter many difficult situations that may provoke their anger and thus make them less capable of controlling themselves and their behaviours. This will possibly hinder their growth and psychological and academic development, leading to more personal conflict and discomfort, emotional and physical abuse, increased crime, feelings of insecurity, a lack of concentration, and less social interaction. Aim. This study aims to examine coping strategies with anger as a state and trait in light of βSocial statusβ and βAchievement levelβ variables. Methodology and research methods. A quantitative method was employed to analyse the data. The sample for the study consisted of 256 female students from Al-Balqa Applied University (BAU), randomly chosen. Two scales were used to collect data: 1) the anger scale as a state and as a trait, including 30 items (15 items measure anger as an emotional state that varies in its intensity, and 15 items measure anger as an emotional trait); 2) the anger coping strategies scale, containing 34 items divided into six domains to identify the different ways of individualsβ positive or negative responses to the irritating situations of anger (direct expressions of anger, emphasis, search for social support, dissipation of anger, avoidance, and tapering). Results. The results revealed statistically significant differences due to social status and achievement level, whereas there were no statistically significant differences in the coping strategies for anger due to social status. They also showed that seeking social support is the prevailing coping strategy. Scientific novelty. The study is one of the few in the Arab World that looked at the relationship between anger as a state or trait and coping strategies in a sample of female students based on their social status and level of achievement. It helps enrich the theoretical literature on anger and researchersβ and studentsβ knowledge by clarifying the relationship of the discussed variables with each other. Practical significance. The practical significance of the study can be observed in two aspects. First, the research findings can draw the attention of educational officials by highlighting the relationships between anger as a state and anger as a trait, as well as the coping strategies employed by female students. This knowledge can lead to developing programmes to reduce anger among female students. Second, the study can contribute to developing coping methods that positively impact the social and academic adaptation of female students.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π‘ΡΡΠ΄Π΅Π½ΡΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ² ΡΠ°ΡΡΠΎ ΡΡΠ°Π»ΠΊΠΈΠ²Π°ΡΡΡΡ ΡΠΎ ΠΌΠ½ΠΎΠ³ΠΈΠΌΠΈ ΡΡΡΠ΄Π½ΡΠΌΠΈ ΡΠΈΡΡΠ°ΡΠΈΡΠΌΠΈ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΌΠΎΠ³ΡΡ ΡΠΏΡΠΎΠ²ΠΎΡΠΈΡΠΎΠ²Π°ΡΡ ΠΈΡ
Π³Π½Π΅Π² ΠΈ, ΡΠ°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ, ΡΠ΄Π΅Π»Π°ΡΡ ΠΈΡ
ΠΌΠ΅Π½Π΅Π΅ ΡΠΏΠΎΡΠΎΠ±Π½ΡΠΌΠΈ ΠΊΠΎΠ½ΡΡΠΎΠ»ΠΈΡΠΎΠ²Π°ΡΡ ΡΠ΅Π±Ρ ΠΈ ΡΠ²ΠΎΠ΅ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΡΠΎ ΠΌΠΎΠΆΠ΅Ρ ΠΏΡΠ΅ΠΏΡΡΡΡΠ²ΠΎΠ²Π°ΡΡ ΠΈΡ
ΡΠΎΡΡΡ, ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΌΡ ΠΈ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΌΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ, ΡΡΠΎ ΠΏΡΠΈΠ²Π΅Π΄Π΅Ρ ΠΊ Π±ΠΎΠ»ΡΡΠ΅ΠΌΡ Π»ΠΈΡΠ½ΠΎΠΌΡ ΠΊΠΎΠ½ΡΠ»ΠΈΠΊΡΡ ΠΈ Π΄ΠΈΡΠΊΠΎΠΌΡΠΎΡΡΡ, ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΌΡ ΠΈ ΡΠΈΠ·ΠΈΡΠ΅ΡΠΊΠΎΠΌΡ Π½Π°ΡΠΈΠ»ΠΈΡ, ΡΠΎΡΡΡ ΠΏΡΠ΅ΡΡΡΠΏΠ½ΠΎΡΡΠΈ, ΡΡΠ²ΡΡΠ²Ρ Π½Π΅Π·Π°ΡΠΈΡΠ΅Π½Π½ΠΎΡΡΠΈ, ΠΎΡΡΡΡΡΡΠ²ΠΈΡ ΠΊΠΎΠ½ΡΠ΅Π½ΡΡΠ°ΡΠΈΠΈ ΠΈ ΠΌΠ΅Π½ΡΡΠ΅ΠΌΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΌΡ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ. Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β ΡΠ°ΡΡΠΌΠΎΡΡΠ΅ΡΡ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ Π³Π½Π΅Π²Π° ΠΊΠ°ΠΊ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ ΠΈ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΡΠ΅ΡΡΡ Ρ ΡΡΠ΅ΡΠΎΠΌ ΠΏΠ΅ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
Β«Π‘ΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΉ ΡΡΠ°ΡΡΡΒ» ΠΈ Β«Π£ΡΠΎΠ²Π΅Π½Ρ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΠΉΒ». ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ»Ρ Π°Π½Π°Π»ΠΈΠ·Π° Π΄Π°Π½Π½ΡΡ
Π±ΡΠ» ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠΉ ΠΌΠ΅ΡΠΎΠ΄. Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΏΡΠΈΠ½ΡΠ»ΠΈ ΡΡΠ°ΡΡΠΈΠ΅ 256 ΡΡΡΠ΄Π΅Π½ΡΠΎΠΊ ΠΈΠ· ΠΡΠΈΠΊΠ»Π°Π΄Π½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΠΠ»Ρ-ΠΠ°Π»ΠΊΠ° (BAU), Π²ΡΠ±ΡΠ°Π½Π½ΡΡ
ΡΠ»ΡΡΠ°ΠΉΠ½ΡΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ. ΠΠ»Ρ ΡΠ±ΠΎΡΠ° Π΄Π°Π½Π½ΡΡ
ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ Π΄Π²Π΅ ΡΠΊΠ°Π»Ρ: 1) ΡΠΊΠ°Π»Π° Π³Π½Π΅Π²Π° ΠΊΠ°ΠΊ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ ΠΈ ΠΊΠ°ΠΊ ΡΠ΅ΡΡΡ, Π²ΠΊΠ»ΡΡΠ°ΡΡΠ°Ρ 30 ΠΏΡΠ½ΠΊΡΠΎΠ² (15 ΠΏΡΠ½ΠΊΡΠΎΠ² ΠΈΠ·ΠΌΠ΅ΡΡΡΡ Π³Π½Π΅Π² ΠΊΠ°ΠΊ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ΅ ΡΠΎΡΡΠΎΡΠ½ΠΈΠ΅, ΠΊΠΎΡΠΎΡΠΎΠ΅ Π²Π°ΡΡΠΈΡΡΠ΅ΡΡΡ ΠΏΠΎ ΡΠ²ΠΎΠ΅ΠΉ ΠΈΠ½ΡΠ΅Π½ΡΠΈΠ²Π½ΠΎΡΡΠΈ, Π° 15 ΠΏΡΠ½ΠΊΡΠΎΠ² β ΠΊΠ°ΠΊ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ ΡΠ΅ΡΡΡ); 2) ΡΠΊΠ°Π»Π° ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΉ ΡΠΎΠ²Π»Π°Π΄Π°Π½ΠΈΡ Ρ Π³Π½Π΅Π²ΠΎΠΌ, ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ°Ρ 34 ΠΏΡΠ½ΠΊΡΠ°, ΡΠ°Π·Π΄Π΅Π»Π΅Π½Π½ΡΡ
Π½Π° ΡΠ΅ΡΡΡ Π΄ΠΎΠΌΠ΅Π½ΠΎΠ² Π΄Π»Ρ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΡΠΏΠΎΡΠΎΠ±ΠΎΠ² ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΈΠ»ΠΈ ΠΎΡΡΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΠ΅Π°ΠΊΡΠΈΠΈ Π»ΡΠ΄Π΅ΠΉ Π½Π° ΡΠ°Π·Π΄ΡΠ°ΠΆΠ°ΡΡΠΈΠ΅ ΡΠΈΡΡΠ°ΡΠΈΠΈ Π³Π½Π΅Π²Π° (ΠΏΡΡΠΌΠΎΠ΅ Π²ΡΡΠ°ΠΆΠ΅Π½ΠΈΠ΅ Π³Π½Π΅Π²Π°, Π°ΠΊΡΠ΅Π½Ρ, ΠΏΠΎΠΈΡΠΊ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠΈ, ΡΠ°ΡΡΠ΅ΠΈΠ²Π°Π½ΠΈΠ΅, ΠΈΠ·Π±Π΅Π³Π°Π½ΠΈΠ΅ ΠΈ ΠΎΡΠ»Π°Π±Π»Π΅Π½ΠΈΠ΅ Π³Π½Π΅Π²Π°). Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ Π²ΡΡΠ²ΠΈΠ»ΠΈ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈ Π·Π½Π°ΡΠΈΠΌΡΠ΅ ΡΠ°Π·Π»ΠΈΡΠΈΡ Π² Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΎΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΡΠ°ΡΡΡΠ° ΠΈ ΡΡΠΎΠ²Π½Ρ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΠΉ, ΡΠΎΠ³Π΄Π° ΠΊΠ°ΠΊ Π½Π΅ Π±ΡΠ»ΠΎ Π²ΡΡΠ²Π»Π΅Π½ΠΎ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈ Π·Π½Π°ΡΠΈΠΌΡΡ
ΡΠ°Π·Π»ΠΈΡΠΈΠΉ Π² ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΡ
ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ Π³Π½Π΅Π²Π° Π² Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΎΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΡΠ°ΡΡΡΠ°. ΠΠ½ΠΈ ΡΠ°ΠΊΠΆΠ΅ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΈ, ΡΡΠΎ ΠΏΡΠ΅ΠΎΠ±Π»Π°Π΄Π°ΡΡΠ°Ρ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡ ΡΠΎΠ²Π»Π°Π΄Π°Π½ΠΈΡ Ρ Π³Π½Π΅Π²ΠΎΠΌ β ΠΏΠΎΠΈΡΠΊ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠΈ. ΠΠ°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΡΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΠ΄Π½ΠΈΠΌ ΠΈΠ· Π½Π΅ΠΌΠ½ΠΎΠ³ΠΈΡ
Π² Π°ΡΠ°Π±ΡΠΊΠΎΠΌ ΠΌΠΈΡΠ΅, Π² ΠΊΠΎΡΠΎΡΠΎΠΌ ΠΈΠ·ΡΡΠ°Π»Π°ΡΡ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Ρ ΠΌΠ΅ΠΆΠ΄Ρ Π³Π½Π΅Π²ΠΎΠΌ ΠΊΠ°ΠΊ ΡΠΎΡΡΠΎΡΠ½ΠΈΠ΅ΠΌ ΠΈΠ»ΠΈ ΡΠ΅ΡΡΠΎΠΉ ΠΈ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠΌΠΈ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ Π² Π²ΡΠ±ΠΎΡΠΊΠ΅ ΡΡΡΠ΄Π΅Π½ΡΠΎΠΊ Π² Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΎΡ ΠΈΡ
ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΡΠ°ΡΡΡΠ° ΠΈ ΡΡΠΎΠ²Π½Ρ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΠΉ. ΠΡΠΎ ΠΏΠΎΠΌΠΎΠ³Π°Π΅Ρ ΠΎΠ±ΠΎΠ³Π°ΡΠΈΡΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΡΡ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΡ ΠΎ Π³Π½Π΅Π²Π΅ ΠΈ Π·Π½Π°Π½ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»Π΅ΠΉ ΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², ΠΏΡΠΎΡΡΠ½ΡΡ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Ρ ΠΎΠ±ΡΡΠΆΠ΄Π°Π΅ΠΌΡΡ
ΠΏΠ΅ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. ΠΠΎ-ΠΏΠ΅ΡΠ²ΡΡ
, ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΌΠΎΠ³ΡΡ ΠΏΡΠΈΠ²Π»Π΅ΡΡ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ°Π±ΠΎΡΠ½ΠΈΠΊΠΎΠ² ΡΠΈΡΡΠ΅ΠΌΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΠΎΠ±ΡΠ°ΡΠΈΠ² Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ Π½Π° Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Ρ ΠΌΠ΅ΠΆΠ΄Ρ Π³Π½Π΅Π²ΠΎΠΌ ΠΊΠ°ΠΊ ΡΠΎΡΡΠΎΡΠ½ΠΈΠ΅ΠΌ ΠΈ Π³Π½Π΅Π²ΠΎΠΌ ΠΊΠ°ΠΊ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΡΠ΅ΡΡΠΎΠΉ, Π° ΡΠ°ΠΊΠΆΠ΅ Π½Π° ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ Π³Π½Π΅Π²Π°, ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΠ΅ΠΌΡΠ΅ ΡΡΠ°ΡΠΈΠΌΠΈΡΡ ΠΆΠ΅Π½ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ»Π°. ΠΡΠΈ Π·Π½Π°Π½ΠΈΡ ΠΌΠΎΠ³ΡΡ ΠΏΠΎΠΌΠΎΡΡ Π² ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ΅ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ, Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΡΡ
Π½Π° ΡΠΌΠ΅Π½ΡΡΠ΅Π½ΠΈΠ΅ Π³Π½Π΅Π²Π° ΡΡΠ΅Π΄ΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠΊ. ΠΠΎ-Π²ΡΠΎΡΡΡ
, ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΌΠΎΠΆΠ΅Ρ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΠΎΠ²Π°ΡΡ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ΅ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½ΠΎ Π²Π»ΠΈΡΡΡ Π½Π° ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ ΠΈ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΡΡ Π°Π΄Π°ΠΏΡΠ°ΡΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠΊ.ΠΠ²ΡΠΎΡΡ Π²ΡΡΠ°ΠΆΠ°ΡΡ Π±Π»Π°Π³ΠΎΠ΄Π°ΡΠ½ΠΎΡΡΡ Π°Π½ΠΎΠ½ΠΈΠΌΠ½ΡΠΌ ΡΠ΅ΡΠ΅Π½Π·Π΅Π½ΡΠ°ΠΌ ΠΈ ΡΠ΅Π΄Π°ΠΊΡΠΈΠΎΠ½Π½ΠΎΠΉ ΠΊΠΎΠ»Π»Π΅Π³ΠΈΠΈ ΠΆΡΡΠ½Π°Π»Π° Β«ΠΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈ Π½Π°ΡΠΊΠ°Β» Π·Π° ΡΠ΅Π½Π½ΡΠ΅ Π·Π°ΠΌΠ΅ΡΠ°Π½ΠΈΡ, ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ²ΡΠΈΠ΅ ΠΏΠΎΠ²ΡΡΠΈΡΡ ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎ Π½Π°ΡΡΠΎΡΡΠ΅Π³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ.The authors would like to express their deep gratitude to the anonymous reviewers and the Editorial Board of the Education and Science Journal, who spared their time and expertise in developing the present study