This study investigated the predictive relationships between cultural intelligence (CQ), personal orientation, and psychological adaptation among 193 expatriate students at the University of Jordan. The results revealed a significant positive correlation between CQ, personal orientation, and psychological adaptation. Regression analysis indicated that motivational CQ was the strongest predictor of psychological adaptation (62.5%), with a 73.2% prediction combined with metacognitive CQ. Productive personal orientation also demonstrated a significant predictive relationship with adaptation (52.1%). Interestingly, the cognitive dimension of CQ exhibited lower predictive power than the motivational and metacognitive dimensions, suggesting the importance of action-oriented and reflective capacities over purely knowledge-based components. Additionally, gender differences emerged, with females showing higher levels of CQ and psychological adaptation. While CQ and personal orientation both influence adaptation, their independence from one another suggests distinct pathways.

The present study investigated the impact of a disability awareness program on the attitudes of university students at Al-Ahliyya Amman University towards people with disabilities. The study employed a randomized, two-group, pre- and post-test design. A total of 60 university students were randomly allocated to either the experimental or control group. The results of a survey showed that those in the experimental group, in comparison with the control group, exhibited a statistically significant increase in the favorability of their attitudes towards people with disabilities following the implementation of the program. Based on the results of this study, we recommend implementing disability awareness programs inside universities and subsequently evaluating their effectiveness in enhancing student attitudes and interactions with people with disabilities, which in turn could lead to a more inclusive society and improve the quality of life for people with disabilities by reducing social barriers and fostering greater understanding and acceptance. The limitations of this study include its restriction to a single university setting and its utilization of a rather small sample size. The study did not assess the long-term effects of the disability awareness program.

Background/Objectives: Emerging evidence suggests that abstaining from tobacco smoking can influence emotional control and psychological well-being. This study examines the impact of short-term tobacco abstinence on emotional balance and psychological alienation through an experimental design. Methods: A total of 197 participants from a university in Jordan (academic year 2023/2024) were divided into three groups: one group abstained from smoking for 24 h (n = 65) and another for 48 h (n = 61), while the control group (n = 71) continued smoking as usual. Emotional balance and psychological alienation were assessed across all groups. Results: Participants who abstained from smoking (both 24 h and 48 h groups) reported lower scores on emotional balance and higher psychological alienation compared to the control group. Moreover, those in the 48 h abstinence group experienced significantly greater emotional imbalance and psychological alienation than those in the 24 h group. A significant negative correlation was found between emotional balance and psychological alienation in the 24 h abstinence and control groups, but not in the 48 h group. Conclusions: The findings indicate that short-term tobacco abstinence negatively affects emotional stability and increases feelings of psychological alienation. These effects are more pronounced after 48 h of abstinence compared to 24 h.

This study investigated the effectiveness of a psychoanalytic theory-based training program in enhancing psychological adjustment among students with motor disabilities at Al-Balqa Applied University. A quasi-experimental design was employed, with 33 participants (male and female) from various faculties. A newly developed, 25-item psychological adjustment scale assessed five key dimensions. The program's impact was evaluated through pre- and post-application assessments in both the experimental and control groups. The results revealed statistically significant improvements in psychological adjustment within the experimental group (pre- vs. post-application). Additionally, significant differences were found between the control and experimental groups in the post-application assessment, with the latter demonstrating higher levels of psychological adjustment. These findings suggest that the training program based on psychoanalytic theory may be beneficial for promoting psychological well-being among students with motor disabilities.

الهدف: تهدف هذه الدراسة إلى استكشاف مخاطر الصحة النفسية لدى طلبة الطب من خلال نموذج معرفي–سلوكي، وذلك من خلال فحص العلاقة بين القلق، الاكتئاب، الكمالية (السوية والعصابية)، واستراتيجيات مواجهة الضغوط المهنية. ونظرًا للطبيعة المجهدة للتعليم الطبي والدور المزدوج للكمالية—سواء التكيفية أو اللا تكيفية—تسعى الدراسة إلى فهم كيف تسهم هذه المتغيرات النفسية في نشوء الضيق النفسي. المنهجية: اعتمدت الدراسة المنهج الوصفي الارتباطي. شملت العينة الأساسية 300 طالب طب من عدة جامعات أردنية، بالإضافة إلى عينة استطلاعية أولية مكونة من 123 طالبًا للتحقق من الخصائص السيكومترية للأدوات. استخدمت الدراسة مقياس هاميلتون للقلق (HARS)، ومقياس بيك للاكتئاب (BDI-II)، ومقياس فروست للكمالية متعددة الأبعاد (FMPS)، بالإضافة إلى مقياس لاستراتيجيات مواجهة الضغوط المهنية من تطوير الباحث. وقد أظهرت الأدوات المستخدمة اتساقًا داخليًا عاليًا (كرونباخ ألفا > .90). النتائج: أظهرت النتائج وجود ارتباطات موجبة دالة إحصائيًا بين الكمالية العصابية، والقلق، والاكتئاب، واستراتيجيات المواجهة السلبية. في المقابل، ارتبطت الكمالية السوية إيجابيًا...

Purpose: This research investigated variations in epistemological belief (EB) based on levels of academic achievement (excellent, very good and good). Design/Methodology/Approach: The study sample comprised 319 university students from the University of Jordan and Al-Ahliyya Amman University across various majors with different levels of academic achievement based on their grade point average (GPA). Epistemological beliefs (EB) were evaluated using the epistemological belief scale. Findings: The findings from the one-way analysis of variance indicated statistically significant differences in epistemological belief across academic levels favoring the excellent level over the very good and good levels in each dimension such as speed of learning, the structure of knowledge and ability to learn. However, no statistically significant variances were observed between students at the very good and good levels across any of the dimensions of epistemological belief. Conclusion: The study concludes that students excelling academically tend to exhibit more advanced EB compared to their very good and good counterparts. Practical Implications: These findings suggest that teachers may need to adapt their instructional strategies to the diverse epistemological beliefs of students with different academic achievement levels. This could involve providing more challenging learning experiences for excellent students while offering additional support and scaffolding for other students. Contribution to the Literature: This study contributes to the existing body of research on epistemological beliefs by providing new insights into the relationship between EB and academic achievement levels. These findings have implications for understanding how students' beliefs about knowledge and learning influence their academic performance.