Metacognition is the ability of learners to take necessary steps to plan suitable strategies for solving the problems they face, to evaluate consequences and outcomes and to modify the approach as needed, based on the use of their prior knowledge. Metacognition helps learners to successfully achieve a personal goal by choosing the right cognitive tool for this purpose. The study, therefore, aims to explain the relationship and impact of metacognitive awareness and academic motivation on student's academic achievement. This descriptive and correlational study design has included 200 students (60 males) studying sociology in the College of Mass Communication and Humanities at Ajman University, UAE. Academic intrinsic motivations scale and the metacognitive awareness inventory were used as instruments. PLS-SEM was used to examine the relationship between metacognitive awareness and academic motivation, and their impact on academic achievement. Females obtained significantly higher levels than males on the two scales of metacognitive awareness, as shown in metacognitive knowledge. Females reported a higher-level academic extrinsic motivation than males. There is a highly significant correlation between the students' academic achievement and academic motivation; academic achievement and academic intrinsic motivation; academic achievement and academic extrinsic motivation. Metacognitive awareness is a major contributor to success in learning and represents an excellent tool for the measurement of academic performance.

The pandemic resulted in the societal changes as conflicts and instability were the common concerns experienced by families because of the lockdown. However, the psychological impact of the COVID-19 on the United Arab Emirates (UAE) population is not studied extensively. The study evaluates the psychological impact of lockdown during the pandemic on the people in the UAE. This study was cross-sectional in nature and was conducted using a questionnaire consisting of 35-items. The questions were related to social, psychological, and personal aspects. Multivariate Linear regression was used to find the outcomes between independent variables. The mean value of social phobia was 2.56 ± .620, followed by the mean score of anxiety (2.47 ± .666), stress (2.44 ± .631), and depression (2.42 ± .682). The higher the respondents experienced the scores, the more depression, anxiety, and stress. Demographics such as marital status, age, and occupation and education level have a statistically significant association with social phobia, anxiety, depression, and stress. The study concludes that the lockdown more psychologically impacted males, older people, and unemployed individuals during the pandemic.

The Reinforcement Sensitivity Theory of Personality Questionnaire (RST-PQ) originated from the Revised Reinforcement Sensitivity Theory of Personality. This study was conducted to assess the psychometric properties of the Persian version of the RST-PQ among a group of Iranian adults. The cross-sectional study was carried out among 600 Iranian adults utilizing a convenient sampling method, following specific participant selection criteria to enhance the study methodology's transparency (including the age range between 18 and 35 years' participants without major psychiatric diagnoses). Participants completed both the Iranian version of the Reinforcement Sensitivity Theory Personality Questionnaire (RST-PQ) and the Five-Factor NEO-FFI questionnaire. Confirmatory factor analysis, employing the multiple indicators model (MIMIC) approach, was utilized in this study to control for demographic variables such as age and gender. The confirmatory factor analysis results showed an acceptable fit of the proposed six-factor model based on the English version of RST-PQ (CFI = 0.905; RMSEA = 0.053). Also, Cronbach's alpha values confirmed the internal consistency of the proposed structure. In addition, competing models were also used to select the best-proposed model. In this way, different models were evaluated, assuming a change in the correlation intensity between BIS and the Fight-Flight-Freeze System (FFFS). The convergent validity results with the Five-Factor Personality measure provided further support and were consistent with previous research findings. It is crucial to have an Iranian-language version of the RST-PQ to promote RST research and show how this theoretical framework aids in explaining and predicting various actions, whether they are abnormal or healthy.

The objective of inclusive education is to increase the quality of social and psychological integration in society of students with disabilities in the learning process. This study aimed to identify the social and psychological effects of inclusive education of students with hearing disabilities at Sharjah University’s Disability Resource Centre. The study adopted a descriptive analytical approach with a purposive sample comprising 24 students with hearing impairment. An electronic questionnaire comprising 25 psychological and social statements and nine open-ended questions was administered to collect quantitative and qualitative data. The results revealed positive correlation coefficients between inclusive education and both psychological adjustment and social interaction and negative relationships between gender and age and both social interaction and psychological adaptation variables (for age ρ = 0.091 and ρ = 0.262 and for gender ρ = 0.47 and ρ = 0.076, respectively). A statistically significant difference of less than 0.05 was found in favour of those who agreed that inclusion affects psychological adaptation. A statistically significant difference of less than 0.05 was found in favour of students who agreed that inclusion affects social interaction. The research results can be used in the practice of inclusive education to determine ways to improve the social and psychological adaptation of students with hearing impairments.