This study aims to examine online learning effects regarding self-efficacy, generalized anxiety, and fear of COVID-19 on three distinct online learning satisfaction levels (low, moderate, and high) among university students. A cross-sectional survey was utilized for data collection between June 2020 and August 2020 to assess students' online self-efficacy, general anxiety, fear of COVID-19, and online learning satisfaction. The descriptive data analysis demonstrated a fundamental understanding of the gathered data results. Meanwhile, discriminant data analysis was employed to explore different online learning satisfaction levels following various study factors. The correlational analysis implied online learning self-efficacy to be significantly and positively associated with online learning satisfaction while general anxiety and fear of COVID-19 were significantly and negatively related to online learning satisfaction. The discriminant analysis revealed the emergence of three online learning satisfaction levels from online self-efficacy, general anxiety, and fear of COVID-19. This study theoretically justified the essentiality of online learning self-efficacy towards online learning satisfaction. High online learning satisfaction levels occurred with high online self-efficacy, moderate general anxiety, and low fear of COVID-19. Two discriminant functions (academic engagement and fear) were subsequently evolved. Academic engagement corresponded to online self-efficacy and general anxiety while fear was associated with COVID-19. In this vein, online learning self-efficacy and moderate general anxiety led to high online learning satisfaction. The fear of COVID-19 also required alleviation towards online learning satisfaction. For example, academicians and policymakers needed to focus on developing online self-efficacy and reducing the fear of COVID-19 for high online learning satisfaction.

Introduction: The rapid advancement of artificial intelligence (AI) is fundamentally transforming educational and employment landscapes, generating increasing psychological concerns among students in technology-intensive fields. This study examines AI-related anxiety, digital well-being, and career uncertainty among engineering and information technology (IT) students, with a focus on their prevalence, interrelationships, and demographic variations. Methods: A cross-sectional quantitative design was employed using a structured survey administered to 820 undergraduate students from four Jordanian universities. Standardized measures were used to assess AI anxiety, digital well-being, and career-related concerns. Statistical analyses included descriptive statistics, correlation analysis, and group comparisons based on gender and academic discipline. Results: The findings indicated elevated levels of AI anxiety ( M = 5.26, SD = 0.32), low levels of digital well-being ( M = 1.75, SD = 0.20), and moderate levels of career concerns ( M = 4.07, SD = 0.34). AI anxiety was strongly negatively correlated with digital well-being ( r = −0.849, p < 0.01) and positively correlated with career concerns ( r = 0.680, p < 0.01). Female students reported significantly higher AI anxiety and career concerns than male students ( p < 0.001). Additionally, IT students exhibited higher levels of AI anxiety and career uncertainty compared to engineering students ( p < 0.001). Discussion: These findings highlight the psychological impact of AI integration on students, emphasizing the need for targeted AI literacy programs, digital well-being interventions, and career guidance strategies. Addressing gender disparities and discipline-specific differences is essential to enhance students’ resilience, adaptability, and readiness for an AI-driven labor market.

This study purposed to evaluate the effectiveness of group intervention (spiritual based) in decreasing depression and perceived stressors besides enhancing spiritual well-being and life satisfaction among a sample of older adults who reside in a home-based care setting. This study utilized the Geriatric Depression Scale (GDS-15), Perceived Stress Scale, Spiritual Well-being Scale, and Satisfaction with Life Scale to measure the dependent variables. Thirty participants volunteered to participate in this study through a convenience sample. The researcher randomly assigned the participants into two equal groups. The result revealed that participants in the experimental group for the spiritual intervention significantly scored higher in the posttest on the Spiritual Well-being Scale and Satisfaction with Life Scale. However, their scores significantly decreased in GDS-15 and PSS when compared with the control group.

Objectives: The primary objective of this cross-sectional study is to investigate perceived stress, perceived social support, satisfaction with online learning, and coping strategies among working mothers in Jordan during the COVID-19 pandemic. Methods: A total of 204 working mothers participated in an online survey. Four instruments were employed to analyze the study variables. Those instruments were Perceived Stressors Scale (PSS), Multidimensional Scale of Social Support (MSPSS), the Brief Coping Orientation to Problems Experienced (B-COPE) Inventory, and Distance Learning Satisfaction Scale (DLSAT). We used descriptive statistics, Pearson's correlation coefficients, and internal consistency for all variables in analyzing data for all variables. Results: The results revealed that working mothers reported a high level of perceived stress (M = 44.15, SD = 7.25), a low level of perceived social support (M = 29.78, SD = 9.41), a low level of satisfaction with online learning (M = 17.50, SD = 6.60), and a moderate level of effectively coping with their life circumstances (M = 60.56, SD = 11.07). Furthermore, the mothers’ perceived stressors, perceived social support, and satisfaction with children’s online learning were all significantly associated with the score of coping strategies. Conclusions: As working mothers are of the most vulnerable groups who was affected during the corona-virus disease (COVID-19) pandemic, the results in this study are significant in providing essential support and resources for them to cope with stress in the future and identify effective coping strategies for their well-being.

Objectives: This study evaluated the effectiveness of a Gestalt-based counseling program in reducing alexithymia and enhancing the psychological well-being of working mothers of adolescents. It also aimed to develop and validate a new parental mental health scale and assess the program’s long-term impact. Methods: The study involved 20 working mothers of adolescents (ages 14–18) in Amman, randomly assigned to an experimental group receiving the intervention or a control group. The alexithymia scale and a newly developed parental psychological health scale were tested for reliability and validity. The counseling program, consisting of 11 Gestalt therapy-based sessions, was conducted at the Nour Al Hussein Foundation - Family Health Care Institute in 2023. Results: Statistical analysis showed significant differences between the experimental and control groups in alexithymia and mental health scores. The experimental group demonstrated notable improvements in emotional expression and psychological well-being, with sustained effects observed two weeks post-intervention. Conclusions: A Gestalt-based counseling program effectively reduces alexithymia and enhances mental health in working mothers of adolescents. The findings underscore the need for therapeutic interventions supporting parental emotional well-being. Future research should explore additional family counseling techniques and larger, more diverse samples.