Dirasat: Educational Sciences

The Effectiveness of the Discrimination Model in Reducing Psychological Trauma and Enhancing Informed Care Skills among Psychologists during the Gaza War

2025-08-31T07:47:56+03:00

Objectives: This study aims to explore the effectiveness of the Discrimination Model in reducing trauma among psychologists and enhancing trauma-informed care skills during the Gaza war.

Methods: The study employs a quasi-experimental design, with a sample of (24) male and female psychologists working in the field in Gaza. The sample was evenly divided into two groups experimental and control using a matching method. The Discrimination Model was applied to the experimental group over (16) sessions, each lasting (120) minutes.

Results: The results of the study reveal statistically significant differences between the experimental and control groups on trauma scale in favor of experimental group. Additionally, statistically significant differences were found between the two groups on trauma-informed care skills scale, also favoring the experimental group. Significant differences were observed between pre-test and post-test measurements within the experimental group, with post-test results showing improvement. The program's effect size was high, reaching (83.4%) on trauma scale and (58%) on trauma-informed care skills scale. Furthermore, no significant differences were found between post-test and follow-up measurements for experimental group on both scales, indicating the sustained effectiveness of the Discrimination Model. The program's effectiveness persisted even after an eight-week follow-up period.

Conclusions: The Discrimination supervisory program is effective in reducing psychological trauma among psychologists and enhancing trauma-informed care skills during the Gaza war. The study recommends implementing the Discrimination supervisory program for all psychologists in Palestine after the end of the war in Gaza.

Marital Self-Efficacy and Its Relationship with Conflict Management Styles among Couples

2025-12-04T10:57:11+03:00

Objectives: This study examined the level of marital self-efficacy and its relationship with conflict management styles among married couples. It also investigated whether statistically significant differences existed based on gender, age, duration of marriage, and educational qualification.

Methods: A descriptive correlational approach was employed. The marital self-efficacy scale and the conflict management styles scale were administered to a convenience sample of 974 married individuals (husbands and wives).

Results: The findings indicated a high level of marital self-efficacy among participants. No statistically significant differences were found based on duration of marriage or educational qualification. However, significant gender differences were observed in overall marital self-efficacy and in interaction with the immediate social environment, favoring males. Age-related differences were found in overall self-efficacy and marital relationship dimensions, favoring participants under 30 years of age. Levels of conflict management styles ranged from low to high, with the integrating style ranking highest and the obliging style ranking lowest. Gender differences favored males in the integrating style and females in the avoiding and dominating styles. Marital self-efficacy showed a statistically significant positive correlation with integrating and compromising styles and a negative correlation with avoiding, dominating, and obliging styles.

Conclusions: The study underscores the importance of developing counseling and training programs aimed at strengthening marital self-efficacy and encouraging the use of constructive conflict management styles to enhance marital stability and relationship quality.

Structural Modeling of the Relationship Between Social-Emotional Learning Skills, Self-Esteem, and Self-Efficacy Among Special Education Teachers

2025-11-20T07:53:48+03:00

Objectives: The current study aimed to identify the nature of the direct and indirect relationships among social–emotional learning skills, self-esteem, and self-efficacy, and to determine the best structural model for the relationship among these variables among special education teachers.

Methods: The study adopted a descriptive correlational design. The study sample was selected using stratified random sampling according to gender and consisted of (238) special education teachers from cities in the Palestinian interior.

Results: The findings revealed a statistically significant direct effect of SEL skills on self-esteem (0.445). A significant direct effect was also found between SEL skills and self-efficacy (0.126). In addition, self-esteem demonstrated a statistically significant direct effect on self-efficacy (0.471). The results further indicated a significant direct correlational relationship between SEL skills and self-esteem as a mediating variable. Model fit indices confirmed that SEL skills functioned as an independent variable influencing self-esteem (mediator) and self-efficacy (dependent variable). The model demonstrated good fit according to standard criteria, indicating consistency between the proposed model and the sample data. Moreover, the sample characteristics suggest that it is representative of the broader population of special education teachers in the Palestinian interior.

Conclusion: The mediating variable, self-esteem, contributed to the relationship between the independent variable (social–emotional learning skills) and the dependent variable (self-efficacy), which explains the adequacy and fit of the proposed model.

Predictive Ability of Addiction to Short Video Clips (Reels) in Sleep Quality among University Students

2025-10-30T08:26:34+03:00

Objectives: This study aimed to identify the level of addiction to short video clips, sleep quality, and the relative contribution of addiction to short video clips (Reels) in predicting sleep quality among university students.

Methods: A descriptive–predictive approach was used. The sample consisted of 351 male and female students from Al al-Bayt University selected through convenience sampling. To achieve the study objectives, the Short Video Dependence Scale developed by Jiang et al. (2025) and the Sleep Quality Scale developed by Yi et al. (2006) were administered.

Results: The findings showed that the overall level of addiction to short video clips was average across all dimensions, and sleep quality was also at an average level. The predictive variables—addiction to short video clips and its dimensions, in addition to daily internet use—explained 44.3% of the variance in sleep quality. The “deception and escape” dimension explained 32.1% of the variance, daily internet use explained 4.9%, “preoccupation and persistence” explained 3.3%, “harm and disability” explained 3.1%, and “withdrawal and tolerance” explained 0.8%. Gender and college did not significantly explain variance in sleep quality.

Conclusions: The study recommends implementing strategies to reduce online deception and escapism through awareness programs, promoting healthy internet habits, encouraging regular breaks, and reviewing digital activities to support better coping and more balanced usage.

Educational Problems Faced by Students with Chronic Diseases in Regular Schools from Their Perspective

2025-10-30T07:39:05+03:00

Objectives: This study aimed to identify the educational problems faced by students with chronic diseases in regular schools from their own perspective.

Methods: A descriptive method was used. The sample consisted of 168 participants aged 13–18 years who were enrolled in regular schools and purposefully selected due to their limited numbers. To achieve the study’s objectives, the researchers developed the Educational Problems Inventory, which included 32 items distributed across four domains: teacher-related problems, academic problems, educational environment problems, and psychosocial problems. The instrument demonstrated acceptable indicators of face validity and reliability based on Cronbach’s alpha.

Results: The findings showed that the overall mean score on the Educational Problems Inventory was moderate (M = 2.34), with educational environment problems ranking the highest (M = 2.64). Statistically significant differences at the α = 0.05 level were found based on the type of disease; students with rheumatic and muscular conditions reported higher means in the educational environment domain compared to other groups. No statistically significant differences were found according to gender or type of school, while significant differences at the α = 0.05 level appeared based on academic achievement.

Conclusions: The study recommends developing strategies to address the educational challenges faced by students with chronic diseases and organizing training workshops for school principals and teachers in Jordanian regular schools to enhance their ability to support these students.