Successful students are more than just those who have more effective and efficient learning techniques for acquiring and applying information. They can also motivate, evaluate, and adjust their behavior if they are not learning properly. Thus, the objective of this study was to investigate the influence of university students’ self-management during their learning experience and their self-efficacy on their academic achievement. Additionally, the study investigated the differences between the Egyptian and Saudi students’ perceptions of self-management skills and self-efficacy in their academic achievement within the two countries. A total of 889 students from two different Arab countries took part in the study (Egypt and the Kingdom of Saudi Arabia). The sample was given an online questionnaire to evaluate their self-management abilities, perceived self-efficacy, and academic achievement. A quantitative approach using SmartPLS-SEM was deployed. The findings demonstrate that self-management and self-efficacy have positive influences on students’ academic achievement in both countries. Further, self-management skills have been proven to influence self-efficacy, which in turn highly influences academic achievement. Moreover, the findings of the Multi-Group Analysis (MGA) did not report significant differences between the Egyptian and Saudi students in terms of their perception of self-management, self-efficacy, and academic achievement.

Adopting Artificial Intelligent Technology in an Educational Organization is often problematic due to many internal and external environmental reasons, and often fails to attain the desired goals. This study aims to design a framework for adopting AI technology in the education sector. Most of the research focuses on the acceptance of a particular technology and ignores the study of what else is needed for a technology acceptance. The framework in this study provides a step-by-step process of the Technological Transformation of an organization never designed before. We recommend that before making any technological changes in an organization, generally and in the educational organization particularly, the processes must be followed for the successful and meaningful adoption of AI technology.

This study develops and tests an integrated model based on the Dynamic Capabilities View (DCV) to empirically examine how dynamic capabilities influence the operational performance of hotel food supply chains through the mediating role of supply chain resilience and the moderating influences of environmental uncertainty and disruption orientation. The model is tested using survey data from 160 five- and four-star hotel managers in Egypt and the findings of structural equation modeling. The findings support the proposed model and reveal a positive effect of total dynamic capabilities and the four dynamic capabilities (i.e., collaboration, integration, agility, and reconfiguration) on the operational performance of hotel food supply chains through the mediating role of supply chain resilience. The results affirm that supply chain resilience mediates the relationship between dynamic capabilities (in total) and operational performance. Furthermore, the results show that environmental uncertainty moderates the above linkage, whereas disruption orientation does not do that. With the extension of DCV, our findings contribute to deepening our understanding of the dynamic capabilities contributing to the development of hotel food supply chain performance. These findings hold crucial implications for academics, managers, and policymakers. They also provide valuable insights on how to effectively control operational performance during disruptions.

The relationship between the humble behavior of leaders and the voluntary workplace green behaviors (VWGB) of their employees is critical to affecting the overall green performance of an organization, particularly in the situation of COVID-19 pandemic. Traditionally, most studies focus more on the importance of leadership effectiveness, but few research studies investigate the leadership approach and its psychological mechanisms that motivate voluntary positive behavior and the efficiency of the overall performance. Thus, the authors conceptualize a research model of humble leadership that investigates the impact of humble leadership on voluntary green behavior and green performance via job autonomy and the green supporting climate. To verify the research hypotheses, 692 online and in-person questionnaires were analyzed using Smartpls-SEM. The results showed a positive association between humble leadership and green performance, and VWGB mediates this relationship. In addition, job autonomy and green supporting climate were confirmed to mediate the association of humble leadership and VWGB; and moderate the relationship of VWGB and green performance, respectively. Notably, this study is one of the few studies in the hotel sector that look at green performance through the lens of humble leadership and VWGB.

Purpose: The purpose of this study is to investigate how smartphone addiction and self-regulation failure influence students’ academic life satisfaction considering the impacts of students’ mind wandering and cognitive failures. It also sought to look at how students’ minds wander, and cognitive failures are affected by smartphone addiction and self-regulation failure among university students. Methods: The WarpPLS-SEM software was used to analyze the research data retrieved from a sample of 950 undergraduate students from universities in Egypt and the Kingdom of Saudi Arabia (KSA). Results: In both countries, the findings revealed that students’ smartphone addiction and self-regulation failures negatively affect students’ academic life satisfaction and positively affect students’ mind wandering and cognitive failures. Additionally, smartphone addiction is positively related to failures of students’ self-regulation. Besides the negative influences of students’ cognitive failures on their academic life satisfaction, cognitive failures mediated negatively the relationship between mind wandering and students’ academic life satisfaction. Finally, students’ mind wandering mediated the relationship between smartphone addiction, self-regulation failure, and academic life satisfaction. Discussion: The study introduces fresh insights into the study variables that can be used to expand the literature on academic life satisfaction. The study provides theoretical and practical contributions to students, educators, and policymakers of education.