Although smartphone use has surged, no prior research has investigated its impact on Yemeni university students' psychological security and loneliness-a critical gap whose resolution would guide culturally sensitive mental-health and digital-well-being interventions for a population that has endured a decade of civil war. This study explored the relationship between smartphone addiction, psychological security, and psychological loneliness among Yemeni university students. Using a quantitative correlational design, the researchers randomly selected 1920 students-aged 18-35 years, 1136 males and 784 females. Data were gathered with three validated scales and analyzed using Structured Equation Modeling (SEM) to examine psychological security, psychological loneliness, and smartphone addiction. The results revealed a negative relationship between loneliness and smartphone addiction. In contrast, the relationship was positive between psychological security and smartphone addiction, a finding inconsistent with the results of many previous studies. The results showed an inconsistent pattern of results regarding gender differences in psychological loneliness and psychological security. Possible explanations for the results, especially those that are not consistent with previous research, are offered. Based on the main findings, limitations and recommendations were provided.

Background: This meta-analysis evaluated the effectiveness of enrichment programs in enhancing cognitive, affective, and higher-order thinking skills among gifted students in Arab countries, focusing on the moderating roles played by gender and grade level. Methods: Evidence was drawn from quantitative experimental and quasi-experimental research published between 2000 and 2026. Following predefined inclusion and exclusion criteria, 27 studies comprising 45 effect sizes were included in the analysis. Effect sizes were estimated with Hedges’ g , and a random-effects model was used to account for between-study heterogeneity. Results: The findings indicated a very large overall effect of enrichment programs on gifted students’ outcomes ( g = 3.42). Domain-specific analyses also revealed large effects for cognitive ( g = 2.73), affective ( g = 5.21), and higher-order thinking skills ( g = 3.55). Indices of heterogeneity highlighted considerable variability across studies, suggesting meaningful differences in program characteristics, measurement approaches, and research design. Moderator analyses likewise indicated that gender did not significantly influence program effectiveness across the three outcome domains. Furthermore, grade level did not significantly moderate cognitive or affective outcomes; however, it significantly moderated higher-order thinking outcomes. Conclusion: These findings indicate that enrichment programs have substantial promise for the multidimensional development of gifted learners in Arab educational contexts. However, the high heterogeneity in the results warrants caution in interpretation. More rigorous study designs, broader use of standardized assessment tools, and more fine-grained analyses of moderators are needed.