Studying determinant factors for effective learning communities has become a priority for sustainable education in Yemen. Yet, comprehensive knowledge of academic self-efficacy (ASE), academic commitment (AC), and learning outcomes (LOs) variables is limited in higher education, particularly. This research aimed to examine the role of these variables in enhancing the learning attainments of Yemeni university students by studying the direct impacts of ASE and AC on LOs, the influence of ASE on AC, and, lastly, how AC mediates the relationship between ASE and LOs. The research employed a meticulously validated measurement model encompassing 12 ASE items, 10 LOs items, and 27 AC items, using robust statistical methods such as EFA, CFA, and SEM. The study engaged 611 students aged 19–27. Empirical findings confirmed the significant impact of ASE on AC and LOs, as well as the impact of AC on LOs, both of which serve as vital factors in the academic context. Moreover, the research identified an indirect influence of ASE on LOs mediated through AC. On the other hand, the results concerning the demographic variables indicated significant differences between gender and age groups, as well as between age and educational level groups. However, no differences were found when comparing gender and level groups or when considering gender, age, and level together for ASE and LOs. In contrast, for students' AC, all comparisons were significant except for the gender and age comparison. The study offers valuable insights into educational practices and policies and concludes with practical recommendations to enhance the academic environment, informed by these study outcomes.

The increasing usage of smartphones globally necessitates the creation of reliable and valid scales to evaluate their psychological effects, particularly within academic settings such as universities. The current study aimed to identify the factorial structure of the Smartphone Addiction Inventory (SPAI) in the Republic of Yemen. The sample consisted of 1920 university students (1136 males and 784 females). The data was analyzed with the AMOS V25 statistical program. The results of the factor analysis supported the goodness of fit of the five-factor model to the data with excellent indices: RMSEA = 0.052, CFI = 0.910, GFI = 0.931, AGFI = 0.915, TLI = 0.907, NFI = 0.915, RFI = 0.916, and RMR = 0.032, all of which are within the ideal range to support the goodness of fit of the model to the factorial structure of the inventory, as the values of the explained variances ranged between 0.740 and 0.834., with indices of reliability in measurement. The results of the confirmatory factor analysis revealed that four items loaded on the Time Spent factor, four items on the Compulsivity factor, eight items on the Daily Life Interference factor, five items on the Craving factor, and three items on the Sleep Interference factor, with all loadings being statistically significant (>0.001). Based on these findings, research direction and recommendations were provided.

This study aimed to explore the relationships between study variables that directly and indirectly affect students' beliefs and academic adaptation. A measurement tool model was used to assess participants' ‘academic adjustment’ (academic motivation, academic lifestyle, academic achievement), basic psychological needs factors (autonomy, competence, relatedness), beliefs about assessment factors (benefit for learning, fairness), classroom participation, and students' FLP anxiety. Explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to validate the questionnaires. The study sample consisted of 319 university students aged 17–35 years. The findings revealed significant associations among students' classroom participation, autonomy, foreign language anxiety, and relatedness. A significant indirect association with classroom participation through autonomy was also observed. Additionally, classroom participation showed significant correlations with foreign language anxiety, academic motivation, academic achievement, and perceived fairness. Academic achievement was significantly associated with academic lifestyle. Furthermore, classroom involvement was strongly associated with relatedness via foreign language classroom anxiety, and academic motivation was linked to academic lifestyle via academic performance. Academic achievement was linked to fairness via an academic lifestyle. According to the findings, the full mediation model considers all variables directly and indirectly, providing a validated model to guide higher education leaders and staff in developing programs that foster positive associations among the variables. Based on the main findings, limitations and recommendations were provided.

Emotional intelligence (EI) has received increasing interest in recent years. The field of English as a Foreign Language (EFL) is a promising context for enhancing EI skills. Despite the potential benefits of EI measurement tools, relatively little research is conducted in EFL education. This study thus aims to validate an Emotional Intelligence Scale (EIS) specifically for Algerian EFL learners using Schutte et al.’s (1998) theoretical framework. In doing so, a panel of experts have assessed the surface validity of the EIS and provided constructive feedback to refine the content of the scale. A pilot testing was conducted to further validate these improvements. 503 Algerian EFL students aged 18 to 23 years participated in this research. Through Exploratory Factor Analysis (EFA), six distinct factors namely: Control of emotions, Appraisal of own emotions, Appraisal of others’emotions, Utilization of emotions, Social skills, and Optimism were identified. These factors were subsequently confirmed through Confirmatory Factor Analysis (CFA) using goodness of- fit-indices. The final scale consisted of 27- item indicating a good model fit and confirming its suitability as a research instrument for the target group. The study confirm that the EI construct exhibits strong construct validity, as evidenced by the factor analytic procedures and the convergent and discriminant validity measures. Additionally, the measurement invariance across distinct samples confirms the portability of the EI construct, underscoring its applicability in psychoeducational assessments across different counties. Limitations of the study and future implications were also discussed accordingly.