هدفت الدراسة إلى مقارنة أنماط التنشئة الوالدية في كل من سلطنة عمان والمملكة العربية السعودية، وال... more هدفت الدراسة إلى مقارنة أنماط التنشئة الوالدية في كل من سلطنة عمان والمملكة العربية السعودية، والكشف عن أثر التفاعل بين بعض المتغيرات الديمغرافية على أنماط التنشئة الوالدية، واعتمد الباحثون المنهج الوصفي المقارن، وتكونت عينة الدراسة من 529 طالبة من طالبات كلية التربية بجامعة السلطان قابوس بسلطنة عمان، وطالبات كلية التربية بجامعة حائل بالمملكة العربية السعودية. واستخدم الباحثون مقياس التنشئة الوالدية لبيوري (Buri, 1991)، وكشفت نتائج الدراسة عن وجود فروق دالة إحصائيًّا في أنماط التنشئة الوالدية بين طالبات البلدين في نمطي الأم المتساهل والأب المتساهل، ولصالح طالبات المملكة العربية السعودية. كما دلت النتائج على عدم وجود أثر دال إحصائيًّا للتفاعل بين كل من السنة الدراسية والتحصيل الدراسي والمستوى التعليمي للأب، والمستوى التعليمي للأم على أنماط التنشئة الوالدية. ووجود أثر صغير للتفاعل بين عدد أفراد الأسرة، والترتيب الولادي على النمط السلطوي للأب.
The current paper examines the relationship between Omani students’ Academic self-efficacy belief... more The current paper examines the relationship between Omani students’ Academic self-efficacy beliefs and their extrinsic and intrinsic motivation to learn English. Early research shows the effects of these three students’ motivational constructs on their academic achievement and performance. Data were collected from (250) male and female students from different Omani school districts. The students responded to three questionnaires related to academic efficacy beliefs, extrinsic motivation, and intrinsic motivation. Findings show that students are motivated by both extrinsic and intrinsic motivation and that their motivation was connected to their efficacy beliefs. The findings are discussed within Omani context to learn English. (100 words).
The current study investigated Student-Teacher Relationship Measure (STRM) psychometric propertie... more The current study investigated Student-Teacher Relationship Measure (STRM) psychometric properties using Rasch analysis in a sample of middle school female students (N = 995). Rasch Principal Components Analysis revealed psychometric support of two subscales (i.e., Academic and Social Relations). Summary statistics showed good psychometric properties. The category structure and individual statistics (i.e., items and person infit and outfit) were not ideal. Category structure showed that the distances between adjacent thresholds were lower than optimal criteria. Even though findings indicated that items mean square statistics (MNSQ) were optimal, standardized fit statistics (i.e., ZSTD) reflected many misfit persons and items in each subscale. After eliminating the misfit persons and items, the two subscales met the Rasch optimal criteria. The updated short 22-item scale had good psychometric properties, high item and person separation, and good item and person reliability for the tw...
Journal of Educational and Psychological Sciences, 2020
The study aimed to identify the levels of organizational silence and organizational justice among... more The study aimed to identify the levels of organizational silence and organizational justice among school employees in Oman, and to investigate possible differences based on gender, school type and years of experience. The dimensions of organizational justice that are more capable of predicting organizational silence were also identified. The researchers used the descriptive correlation approach. Two measures were used, one was for the organizational justice)distributive, procedural and interactional justice(, and the other was to measure the organizational silence)acquiescent, defensive and protective silence(. The sample included 565 teachers. The results showed that there was low level of organizational silence, while high level of organizational justice was identified. No statistical differences were found in the organizational silence levels among teachers according to the three variables. However, statistical gender differences were found in the levels of organizational justice in favour of females. No statistical differences were found due to school type and years of experience. The results also showed that the acquiescent and defensive silence can be predicted by the procedural and interactional justice, while the protective silence can be predicted through the interactional justice.
This descriptive study aims to examine the levels of emotional intelligence and hope and study th... more This descriptive study aims to examine the levels of emotional intelligence and hope and study the possibility of predicting hope through emotional intelligence. The study was conducted on 167 female students from SQU who were non-randomly selected. A measure of emotional intelligence and adults' measure of hope were applied after verifying their validity and reliability. The results indicated high levels of emotional intelligence and hope among the participants. Moreover, the results of the linear regression analysis showed that the dimensions of emotional intelligence were statistically significant predictors of hope. Particularly, 14% variance on pathways (as a dimension of hope) was explained by the emotional intelligence dimensions (with emotion cognitive scale as the only significant predictor). While 22% of variance on agency (as a dimension of hope) was explained by the dimensions of emotional intelligence (with emotion regulation being the only significant predictor). The study recommends conducting training programs to improve emotional intelligence and its components among university students, as well as to sensitize and guide psychologists, social workers and students through educational and therapeutic programs to the importance of hope, which is most closely related to other positive aspects.
Development and validation of a 25-item Student-Teacher Relationship Measure is described. It is ... more Development and validation of a 25-item Student-Teacher Relationship Measure is described. It is a self-report measure estimating students' perceptions of their relationship with teachers. The study was applied among adolescents in grades 7-11 in Oman. The measure was administered in Arabic. In Study 1, findings from exploratory factor analysis for 1,035 students indicated the presence of a 2-factor model (academic relation and social relation). In study 2, the confirmatory factor analysis results of 1,099 students supported study 1 results. High internal consistency was acquired. STRM was regarded as a reliable and potentially valid measure of the quality of student-teacher relationships.
ABSTRACT This study examined the relationship between academic and social self-concept and teache... more ABSTRACT This study examined the relationship between academic and social self-concept and teachers’ teaching styles (authoritative, authoritarian and permissive). The participants included 511 school students (53.2% females). They completed the Self-Definition Questionnaire (SDQ-I) and the Teacher Authority Questionnaire. Data were analysed to predict self-concept from teaching styles. On the one hand, females’ academic self-concept was positively predicted by authoritative and permissive teaching. However, their social self-concept was only predicted by permissive teaching. On the other hand, males’ academic and social self-concepts were not predicted by any of the teaching styles. Teaching styles seem to support learning self-concept in female students more strongly than in male students. The findings contribute to social cognitive theories when applied to cross-cultural settings.
The current study investigated the associations between three maternal and paternal parenting sty... more The current study investigated the associations between three maternal and paternal parenting styles, moral intelligence, academic self-efficacy and learning motivation in three serial mediation models. Omani adolescents enrolled in 7th to 11th grades (N = 296) responded to an online survey containing demographic items and scales measuring the variables noted above. Results of Path Analysis indicated that the three models had a good overall fit. In detail, the three paternal styles (authoritative, authoritarian and permissive) had direct associations with moral intelligence and indirect associations with learning motivation. However, only two maternal parenting styles (i.e., authoritative and authoritarian) correlated directly with learning motivation and these two styles did not associate with moral intelligence. All effects were in the hypothesized direction except the effect of authoritative maternal and paternal styles. Moral intelligence had a positive direct correlation with students' academic self-efficacy and learning motivation. Moral intelligence also mediated the negative associations between three types of fathers' parenting styles and students' motivation. Academic self-efficacy had a positive association with students' motivation. These findings provided useful insights about the various association between external factors (e.g., parenting styles), internal factors (i.e., moral intelligence and self-efficacy) and students' motivation among adolescents in middle and high schools.
h i g h l i g h t s Emotional intelligence significantly predicts teachers' self-efficacy. Emotio... more h i g h l i g h t s Emotional intelligence significantly predicts teachers' self-efficacy. Emotional intelligence predictive effects varies across its different dimensions. Gender and teaching experience predicts self-efficacy. The importance of using situation-specific efficacy measures.
The Toronto Alexithymia Scale (TAS-20) is a 20-item self-report scale assessing emotional and soc... more The Toronto Alexithymia Scale (TAS-20) is a 20-item self-report scale assessing emotional and social competency impairments like difficulty identifying feelings (DIF), difficulty describing feelings (DDF) and externally-oriented thinking (EOT). Despite strong validity and predictive utility in North American and European samples, its validity in Non-Western cultures is still in need of verification. An Arabic version of the TAS-20 was given to a sample (n = 2221) of young adults from 3 Arabic-speaking countries (Algeria, Gaza and Oman), as well as English speaking young adults from Canada (n = 2220). Confirmatory factory analysis indicated good fit of the data from both samples, suggesting that the alexithymia construct can be extended to Arabic populations. The Arabic sample scored significantly higher on the total TAS-20 as well as all subscales and in total TAS-20 scores. This trend was consistent for both men and women and suggests important cultural differences exist in the communication of emotional information.
Across 5 different samples, totaling more than 1,600 participants from India, Indonesia, Oman, Ro... more Across 5 different samples, totaling more than 1,600 participants from India, Indonesia, Oman, Romania, and Thailand, the authors address the question of cross-cultural replicability of a personality structure, while exploring the utility of exploratory structural equation modeling (ESEM) as a data analysis technique in cross-cultural personality research. Personality was measured with an alternative, non-Five-Factor Model (FFM) personality framework, provided by the HEXACO-PI (Lee & Ashton, 2004 ). The results show that the HEXACO framework was replicated in some of the investigated cultures. The ESEM data analysis technique proved to be especially useful in investigating the between-group measurement equivalence of broad personality measures across different cultures.
In recent years, there has been an increased interest in studying both the academic success of te... more In recent years, there has been an increased interest in studying both the academic success of teachers and their emotional adjustment in schools. The pressure on teachers to produce cent percent result in board examinations places tremendous pressure and load on the teachers' shoulders. Unless the teachers have the skills to manage their emotions, they cannot excel in their duties (Jana, M. G., 2003). Like Intelligence Quotient (IQ), Emotional Quotient (EQ) / Emotional Intelligence (EI) has become a separate avenue in the field of Psychology (Usha, P. & Rekha. 2009) and this study is an attempt to exhibit the level of Emotional Intelligence (EI) of teachers from primary to higher secondary schools and to analyse the relationship between the profile variables and the level of emotional intelligence among the teachers. All the teachers residing in Nazareth form the population of the study. The stratified random sampling was adopted and 120 teachers were chosen as samples for the study. It is revealed that majority of the teachers are having an average level of emotional intelligence. The study also revealed that the there is significant relationship between the number of earning members in the family and Emotional Intelligence level and there is a significant increase in the percentages of respondents in the above average Emotional Intelligence level from one earning member families to more than three earning member families. The study also reveals that there is a significant relationship between the income of the spouse of the teachers and their Emotional Intelligence level.
The purpose of this study was to examine the interaction between culture and psychological constr... more The purpose of this study was to examine the interaction between culture and psychological constructs such as self-concept, goal orientations, and achievement. Of interest in this paper is the differential socialization of boys and girls in the Arab culture and how socialization affects self-concept, goal orientation, and achievement. In this chapter, we review the literature published about these constructs with Arab samples in various Arab countries. Also, unpublished data will be used to address issues of socialization, self-concept, goal orientations, and achievement. In this paper, we argue that boys and girls have different socializations and, hence, may express different goal orientations and different levels of self-concept and achievement. We also argue that Arab boys are more assertive, while Arab girls are more affiliated. For the purpose of this chapter, we will rely on various instruments. These instruments were originally developed in the West. Among these instruments are Motivated Strategies for Learning Questionnaire (MSLQ), Student Background Questionnaire (SBQ), and Self-Description Questionnaire (SDQ). Part of the data for this chapter was collected by the authors, and other data are from the TIMSS database. Although valid and reliable, these instruments still require some adjustment to suit the Arab culture more. Preliminary results indicate that Arab boys and girls differ on many psychological constructs. In discussing results, we will contemplate on two opposing types of the individual and the culture. In that, we will address the issue whether the Arab individual is independent or interdependent and whether the culture is individualistic or collectivistic.
هدفت الدراسة إلى مقارنة أنماط التنشئة الوالدية في كل من سلطنة عمان والمملكة العربية السعودية، وال... more هدفت الدراسة إلى مقارنة أنماط التنشئة الوالدية في كل من سلطنة عمان والمملكة العربية السعودية، والكشف عن أثر التفاعل بين بعض المتغيرات الديمغرافية على أنماط التنشئة الوالدية، واعتمد الباحثون المنهج الوصفي المقارن، وتكونت عينة الدراسة من 529 طالبة من طالبات كلية التربية بجامعة السلطان قابوس بسلطنة عمان، وطالبات كلية التربية بجامعة حائل بالمملكة العربية السعودية. واستخدم الباحثون مقياس التنشئة الوالدية لبيوري (Buri, 1991)، وكشفت نتائج الدراسة عن وجود فروق دالة إحصائيًّا في أنماط التنشئة الوالدية بين طالبات البلدين في نمطي الأم المتساهل والأب المتساهل، ولصالح طالبات المملكة العربية السعودية. كما دلت النتائج على عدم وجود أثر دال إحصائيًّا للتفاعل بين كل من السنة الدراسية والتحصيل الدراسي والمستوى التعليمي للأب، والمستوى التعليمي للأم على أنماط التنشئة الوالدية. ووجود أثر صغير للتفاعل بين عدد أفراد الأسرة، والترتيب الولادي على النمط السلطوي للأب.
The current paper examines the relationship between Omani students’ Academic self-efficacy belief... more The current paper examines the relationship between Omani students’ Academic self-efficacy beliefs and their extrinsic and intrinsic motivation to learn English. Early research shows the effects of these three students’ motivational constructs on their academic achievement and performance. Data were collected from (250) male and female students from different Omani school districts. The students responded to three questionnaires related to academic efficacy beliefs, extrinsic motivation, and intrinsic motivation. Findings show that students are motivated by both extrinsic and intrinsic motivation and that their motivation was connected to their efficacy beliefs. The findings are discussed within Omani context to learn English. (100 words).
The current study investigated Student-Teacher Relationship Measure (STRM) psychometric propertie... more The current study investigated Student-Teacher Relationship Measure (STRM) psychometric properties using Rasch analysis in a sample of middle school female students (N = 995). Rasch Principal Components Analysis revealed psychometric support of two subscales (i.e., Academic and Social Relations). Summary statistics showed good psychometric properties. The category structure and individual statistics (i.e., items and person infit and outfit) were not ideal. Category structure showed that the distances between adjacent thresholds were lower than optimal criteria. Even though findings indicated that items mean square statistics (MNSQ) were optimal, standardized fit statistics (i.e., ZSTD) reflected many misfit persons and items in each subscale. After eliminating the misfit persons and items, the two subscales met the Rasch optimal criteria. The updated short 22-item scale had good psychometric properties, high item and person separation, and good item and person reliability for the tw...
Journal of Educational and Psychological Sciences, 2020
The study aimed to identify the levels of organizational silence and organizational justice among... more The study aimed to identify the levels of organizational silence and organizational justice among school employees in Oman, and to investigate possible differences based on gender, school type and years of experience. The dimensions of organizational justice that are more capable of predicting organizational silence were also identified. The researchers used the descriptive correlation approach. Two measures were used, one was for the organizational justice)distributive, procedural and interactional justice(, and the other was to measure the organizational silence)acquiescent, defensive and protective silence(. The sample included 565 teachers. The results showed that there was low level of organizational silence, while high level of organizational justice was identified. No statistical differences were found in the organizational silence levels among teachers according to the three variables. However, statistical gender differences were found in the levels of organizational justice in favour of females. No statistical differences were found due to school type and years of experience. The results also showed that the acquiescent and defensive silence can be predicted by the procedural and interactional justice, while the protective silence can be predicted through the interactional justice.
This descriptive study aims to examine the levels of emotional intelligence and hope and study th... more This descriptive study aims to examine the levels of emotional intelligence and hope and study the possibility of predicting hope through emotional intelligence. The study was conducted on 167 female students from SQU who were non-randomly selected. A measure of emotional intelligence and adults' measure of hope were applied after verifying their validity and reliability. The results indicated high levels of emotional intelligence and hope among the participants. Moreover, the results of the linear regression analysis showed that the dimensions of emotional intelligence were statistically significant predictors of hope. Particularly, 14% variance on pathways (as a dimension of hope) was explained by the emotional intelligence dimensions (with emotion cognitive scale as the only significant predictor). While 22% of variance on agency (as a dimension of hope) was explained by the dimensions of emotional intelligence (with emotion regulation being the only significant predictor). The study recommends conducting training programs to improve emotional intelligence and its components among university students, as well as to sensitize and guide psychologists, social workers and students through educational and therapeutic programs to the importance of hope, which is most closely related to other positive aspects.
Development and validation of a 25-item Student-Teacher Relationship Measure is described. It is ... more Development and validation of a 25-item Student-Teacher Relationship Measure is described. It is a self-report measure estimating students' perceptions of their relationship with teachers. The study was applied among adolescents in grades 7-11 in Oman. The measure was administered in Arabic. In Study 1, findings from exploratory factor analysis for 1,035 students indicated the presence of a 2-factor model (academic relation and social relation). In study 2, the confirmatory factor analysis results of 1,099 students supported study 1 results. High internal consistency was acquired. STRM was regarded as a reliable and potentially valid measure of the quality of student-teacher relationships.
ABSTRACT This study examined the relationship between academic and social self-concept and teache... more ABSTRACT This study examined the relationship between academic and social self-concept and teachers’ teaching styles (authoritative, authoritarian and permissive). The participants included 511 school students (53.2% females). They completed the Self-Definition Questionnaire (SDQ-I) and the Teacher Authority Questionnaire. Data were analysed to predict self-concept from teaching styles. On the one hand, females’ academic self-concept was positively predicted by authoritative and permissive teaching. However, their social self-concept was only predicted by permissive teaching. On the other hand, males’ academic and social self-concepts were not predicted by any of the teaching styles. Teaching styles seem to support learning self-concept in female students more strongly than in male students. The findings contribute to social cognitive theories when applied to cross-cultural settings.
The current study investigated the associations between three maternal and paternal parenting sty... more The current study investigated the associations between three maternal and paternal parenting styles, moral intelligence, academic self-efficacy and learning motivation in three serial mediation models. Omani adolescents enrolled in 7th to 11th grades (N = 296) responded to an online survey containing demographic items and scales measuring the variables noted above. Results of Path Analysis indicated that the three models had a good overall fit. In detail, the three paternal styles (authoritative, authoritarian and permissive) had direct associations with moral intelligence and indirect associations with learning motivation. However, only two maternal parenting styles (i.e., authoritative and authoritarian) correlated directly with learning motivation and these two styles did not associate with moral intelligence. All effects were in the hypothesized direction except the effect of authoritative maternal and paternal styles. Moral intelligence had a positive direct correlation with students' academic self-efficacy and learning motivation. Moral intelligence also mediated the negative associations between three types of fathers' parenting styles and students' motivation. Academic self-efficacy had a positive association with students' motivation. These findings provided useful insights about the various association between external factors (e.g., parenting styles), internal factors (i.e., moral intelligence and self-efficacy) and students' motivation among adolescents in middle and high schools.
h i g h l i g h t s Emotional intelligence significantly predicts teachers' self-efficacy. Emotio... more h i g h l i g h t s Emotional intelligence significantly predicts teachers' self-efficacy. Emotional intelligence predictive effects varies across its different dimensions. Gender and teaching experience predicts self-efficacy. The importance of using situation-specific efficacy measures.
The Toronto Alexithymia Scale (TAS-20) is a 20-item self-report scale assessing emotional and soc... more The Toronto Alexithymia Scale (TAS-20) is a 20-item self-report scale assessing emotional and social competency impairments like difficulty identifying feelings (DIF), difficulty describing feelings (DDF) and externally-oriented thinking (EOT). Despite strong validity and predictive utility in North American and European samples, its validity in Non-Western cultures is still in need of verification. An Arabic version of the TAS-20 was given to a sample (n = 2221) of young adults from 3 Arabic-speaking countries (Algeria, Gaza and Oman), as well as English speaking young adults from Canada (n = 2220). Confirmatory factory analysis indicated good fit of the data from both samples, suggesting that the alexithymia construct can be extended to Arabic populations. The Arabic sample scored significantly higher on the total TAS-20 as well as all subscales and in total TAS-20 scores. This trend was consistent for both men and women and suggests important cultural differences exist in the communication of emotional information.
Across 5 different samples, totaling more than 1,600 participants from India, Indonesia, Oman, Ro... more Across 5 different samples, totaling more than 1,600 participants from India, Indonesia, Oman, Romania, and Thailand, the authors address the question of cross-cultural replicability of a personality structure, while exploring the utility of exploratory structural equation modeling (ESEM) as a data analysis technique in cross-cultural personality research. Personality was measured with an alternative, non-Five-Factor Model (FFM) personality framework, provided by the HEXACO-PI (Lee & Ashton, 2004 ). The results show that the HEXACO framework was replicated in some of the investigated cultures. The ESEM data analysis technique proved to be especially useful in investigating the between-group measurement equivalence of broad personality measures across different cultures.
In recent years, there has been an increased interest in studying both the academic success of te... more In recent years, there has been an increased interest in studying both the academic success of teachers and their emotional adjustment in schools. The pressure on teachers to produce cent percent result in board examinations places tremendous pressure and load on the teachers' shoulders. Unless the teachers have the skills to manage their emotions, they cannot excel in their duties (Jana, M. G., 2003). Like Intelligence Quotient (IQ), Emotional Quotient (EQ) / Emotional Intelligence (EI) has become a separate avenue in the field of Psychology (Usha, P. & Rekha. 2009) and this study is an attempt to exhibit the level of Emotional Intelligence (EI) of teachers from primary to higher secondary schools and to analyse the relationship between the profile variables and the level of emotional intelligence among the teachers. All the teachers residing in Nazareth form the population of the study. The stratified random sampling was adopted and 120 teachers were chosen as samples for the study. It is revealed that majority of the teachers are having an average level of emotional intelligence. The study also revealed that the there is significant relationship between the number of earning members in the family and Emotional Intelligence level and there is a significant increase in the percentages of respondents in the above average Emotional Intelligence level from one earning member families to more than three earning member families. The study also reveals that there is a significant relationship between the income of the spouse of the teachers and their Emotional Intelligence level.
The purpose of this study was to examine the interaction between culture and psychological constr... more The purpose of this study was to examine the interaction between culture and psychological constructs such as self-concept, goal orientations, and achievement. Of interest in this paper is the differential socialization of boys and girls in the Arab culture and how socialization affects self-concept, goal orientation, and achievement. In this chapter, we review the literature published about these constructs with Arab samples in various Arab countries. Also, unpublished data will be used to address issues of socialization, self-concept, goal orientations, and achievement. In this paper, we argue that boys and girls have different socializations and, hence, may express different goal orientations and different levels of self-concept and achievement. We also argue that Arab boys are more assertive, while Arab girls are more affiliated. For the purpose of this chapter, we will rely on various instruments. These instruments were originally developed in the West. Among these instruments are Motivated Strategies for Learning Questionnaire (MSLQ), Student Background Questionnaire (SBQ), and Self-Description Questionnaire (SDQ). Part of the data for this chapter was collected by the authors, and other data are from the TIMSS database. Although valid and reliable, these instruments still require some adjustment to suit the Arab culture more. Preliminary results indicate that Arab boys and girls differ on many psychological constructs. In discussing results, we will contemplate on two opposing types of the individual and the culture. In that, we will address the issue whether the Arab individual is independent or interdependent and whether the culture is individualistic or collectivistic.
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