University faculty members seek to regulate emotions to achieve professional and social goals in the work environment. The process of emotion regulation is influenced by self-awareness, as self-awareness is an important predictor of self-regulation, and the outcomes of the self-regulation process depend, in part, on the level of self-awareness. The purpose of the present paper was to examine whether or not self-awareness is used to predict emotional regulation difficulties among faculty members. The current quantitative study was designed using a survey research design. The participants comprised 172 faculty members from Philadelphia University in Jordan, the Arab Open University in Jordan, and Al Falah University in the U.A.E. Data were collected using the Self-Awareness Scale (SAS) and Emotional Regulation Difficulties Scale (ERDS). The researchers revealed that increasing the self-awareness subscale (self-critical) decreases the non-acceptance of emotional responses. The researchers also found that when there is an increase in the self-awareness subscale (desire for realistic awareness), there is a tendency toward lower levels of non-acceptance of emotional responses and difficulties engaging in goal-directed. Researchers also came to that an increase in the self-awareness subscale (self-reflection) decreases the non-acceptance of emotional responses, difficulties engaging in goal-directed and impulse control difficulties. The researchers concluded there is a need to work on university faculties' self-awareness and emotional regulation to balance realistic awareness and emotional responses related to task engagement and control difficulties. Based on the findings, it is concluded that it is necessary to pay attention to enhancing self-awareness and emotion regulation among faculty members in general and conduct more scientific studies on emotional regulation difficulties to examine their relationship with other variables. Doi: 10.28991/ESJ-2023-07-04-017 Full Text: PDF

The research discusses the role of Islamic media in preparing societies religiously, politically, and socially, by establishing goodness and happiness for humanity through honest thought, morals, and higher values that elevate people, and combating deviant thought such as extremism that leads societies to destruction. Through the qualitative analytical method of “collecting information,” the researchers concluded that media is more positive if it performs its role according to authentic media foundations and principles and may be more negative if it does not perform its role in the required manner, and that it performs several functions that are considered extremely important. The researchers recommend the establishment of specialized committees of people with an authentic culture that is not borrowed or restored, but rather of people with sound minds and sound thinking far from any extremism, to supervise the media. Therefore, it conforms to the requirements, means, and methods of the times, and can confront challenges and risks.

The present study aimed to identify the level of emotional self-efficacy among a sample of faculty members who speak Arabic at the Abu Dhabi University. The study sample consisted of 99 faculty members Ph.D. and master’s holders from scientific, social and education and management and humanities disciplines in University branches: Abu Dhabi and AlAin. The Arabian version of the emotional self-efficacy scale standardized on the Emirati environment was applied which consists of 27 items distributed on four aspects: using and managing your own emotions, identifying and understanding your own emotions, dealing with emotions in others and perceiving emotions through facial expressions and body language.To detect the level of emotional self-efficacy the researcher calculated the arithmetic means, and deviations from the faculty member’s performance on the four scale aspects and the scale as a whole, the results showed a high level of emotional self-efficacy with faculty members who speak Arabic at the Abu Dhabi University. The study also found that there were no statistically significant differences at the level (0.05) or less between faculty members due to the variables gender (male/female), qualification, specialization, and years of experience. The researcher recommended the importance of academic community awareness of emotional self-efficacy and further studies on the subject of emotional self-efficacy in the light of other variables such as self-regulation and self-awareness.

Introduction: Understanding the role of academic and emotional self-efficacy in the relationship between mindful attention awareness and academic self-regulation among university students can help enhance students’ academic performance and well-being by illuminating the psychological processes linking mindful attention awareness to academic self-regulation. Studies link mindfulness with self-regulation; however, whether academic and emotional self-efficacy mediates this correlation among students has yet to be studied.Methods: We test a structural model to clarify these relations and their implications for academic performance. This study examined the relationship between mindful attention awareness and academic self-regulation, exploring the mediating roles of academic and emotional self-efficacy. Survey research has been used in the current study. The Mindful Attention Awareness Scale (MAAS), the Academic Self-Efficacy Scale (ASES), the Emotional Self-Efficacy Scale (ESES), and the Academic Self-Regulation Scale (ASRS) were administered with undergraduate students (n = 647), most were female (77.1%), aged between 18 and 24 (74.5%), and enrolled primarily in undergraduate programs (91.8%). Most participants were studying humanities and social sciences (56.9%) and resided in the Asian region (87.8%).Results: The results showed that academic self-efficacy positively affects self-planning, self-monitoring, self-instruction, and self-reaction. No significant relationship emerged between the self-evaluation subscale of academic self-regulation and academic self-efficacy. Mindful attention awareness did not show statistically significant correlation with emotional self-efficacy.Discussion: Our study results demonstrate that academic self-efficacy is a key construct linking mindfulness practices and academic self-regulation, but emotional self-efficacy did not mediate the relationship between mindfulness and academic self-regulation, highlighting the need for more rigorous research into its role in academic contexts.