Journal of Psychology and Behavior Studies
Journal of Psychology and Behavior Studies (ISSN: 2753-2364) is an international open-access journal published by Al-Kindi Center for Research and Development. It publishes research, theoretical articles, and reviews about psychology, including Behavioral, Clinical, and Cognitive Psychology. The journal encourages interdisciplinary research, with the primary focus being on psychology and behavioral sciences. Work that cuts across a variety of disciplines and fields related to psychology and the behavioral sciences is encouraged. The journal also entertains unsolicited proposals for special issues that fit the stated scope of the journal.
Al-Kindi Center for Research and Development
To Ban or Allow Social Media Use by Students Under 16 in Saudi Arabia: Perspectives from Parents and Teachers
In December 2025, Australia became the first country to officially ban the use of social media platforms as TikTok, YouTube, Instagram, Facebook, Snapchat, Reddit, X, and Threads by students under 16, aiming to protect teenagers from psychological harm and bullying. Educational and health services such as Google Classroom and assistive technology apps are exempt from the ban. About 20 countries have also introduced policies that restrict or prohibit students’ access to social media. Although the Saudi Ministry of Education has not yet considered banning students under a specific age from using social media, this prospective study aims to assess parents’ and teachers’ attitudes toward banning or restricting social media access for students under 16 in Saudi Arabia. Responses to an open ended survey showed that 50% of participants support the ban, believing it enhances students’ wellbeing; protects them from social disconnection and isolation from family and community; prevents the adoption of behaviors or values inconsistent with local culture; preserves students’ ability to concentrate, focus on learning, achieve academically, and engage in productive hobbies; increases attention and responsiveness; protects them from inappropriate or harmful content; prevents moral corruption or exposure to unethical material; reduces childhood obesity and encourages physical activity; and shields students from receiving medical, religious, or general information from fake or unreliable sources. By contrast, 50% oppose the ban—either fully or partially—preferring parental guidance. They argue that technology and social media have entered every home, and preventing students from using them is unrealistic. If parents ban access, students may create accounts secretly. Parents, they believe, can set appropriate rules themselves. They also argue that students should not be isolated from the world; rather, they should be allowed to explore, meet new friends with similar interests, develop communication skills, stay informed about local and global events, and discover and develop their talents and hobbies. By engaging parents, teachers, and policymakers in evidence based dialogue, Saudi Arabia can move toward frameworks that protect students’ wellbeing while supporting their digital literacy, autonomy, and healthy participation in an increasingly connected world.
Social media ban, social media access, students under 16, parents’ views, teachers’ views, social media harm, digital wellbeing, online safety, policy restrictions, digital literacy
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
Exploring Saudi EFL Students’ Perceptions of Language Mindsets and Vocabulary Learning
This study explored Saudi EFL students’ perceptions of language mindsets and vocabulary learning in an EFL reading course. The study aimed to understand how students viewed their ability to develop vocabulary through reading and how their beliefs about language ability shaped their learning experiences. A qualitative case study design was used. The participants were students enrolled in a Saudi university reading course in which vocabulary development was one of the course learning outcomes. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings showed that many students believed vocabulary learning could improve through effort, practice, and repeated exposure to words in reading texts. However, some students also expressed mixed beliefs, suggesting that vocabulary learning was influenced by both effort and individual ability. The results further showed that students’ beliefs were related to their effort, persistence, and emotional responses when dealing with unfamiliar vocabulary. In addition, the students viewed the reading course as an important source of vocabulary development because it exposed them to new words in meaningful contexts. The study concludes that language mindset is an important psychological factor in students’ vocabulary-learning experiences in EFL reading courses. The findings may help teachers better understand how students think about vocabulary learning and may support the improvement of reading and vocabulary instruction in Saudi EFL classrooms.
Language mindsets, vocabulary learning, Saudi EFL students, reading course, ability, psychology, confidence, emotion
Influence of Family Setting on Behavioral Patterns among Children Aged 9–12 Years: A Focus on Lying and Attention-Seeking among children
This study investigates the impact of family setting and family environment in which the child is raised and how these factors shape the child’s behavior. More emphasis is drawn on the behaviour of lying as well as attention-seeking among children aged from 9 to 12 years old. The study seeks to understand why children lie, cut things, and tell imaginary stories to attract their parents’ or family members’ attention, and whether these behaviours are related to the way they are raised, the environment they grow up in, the care, love, and support they lack, or whether they are ways of expressing unmet emotional needs during middle adolescence. It also examines whether such behaviours are related to family structure issues or represent part of the natural developmental stages children go through. To gather the necessary data, the researchers used a structured questionnaire employing a 5-point Likert scale, which is commonly used in research to measure attitudes, perceptions, and behaviours. The questionnaire was divided into two main sections. The first section focused on family setting, including parental presence (both parents, single parent, or divorced/separated), parenting style (authoritative, authoritarian, permissive, or neglectful, including level of involvement), care-taking arrangements (extended family, grandparents, relatives, or blended families), and family interactions such as communication, emotional support, and overall family climate. The second section evaluated children’s behavioural patterns by assessing the occurrence of behaviours such as lying and attention-seeking. The findings concerning family setting reveal that many children with a high response rate enjoy a peaceful, healthy, supportive, and caring environment with consistent supervision, elders’ care, and advice. As shown in tables (1 up to table 24), 82.3% and 76.1% of children enjoy a peaceful and stable environment, 85.9% receive care, direction, and guidance from their caregivers, and 78.9% experience open and healthy communication among family members. In addition, 49.2% follow family rules and routines, 85.9% of family members demonstrate high awareness of emotional support, 73.2% often to always spend long periods of time with their children, 77.5% provide care that inculcates good morals, 73.3% never to rarely experience frequent tension at home, and 71.8% have adults whom they listen to and ask for support. Regarding lying and attention-seeking behaviours (tables 11 to 24), the findings show that a high percentage of families report that these behaviours are never to rarely practiced by their children. Specifically, 53.6% never to rarely lie to avoid getting into trouble, 71.4% do not tell even small lies, 60% never to rarely deny doing things even when evidence is clear, and 79.7% never to rarely lie to get what they want. Furthermore, 72.9% never to rarely hide information or avoid telling the truth, 74.2% never to rarely blame others for their actions, and 63.4% never to rarely behave in an exaggerated way to catch others’ attention. Attention-seeking behaviours such as interrupting conversations, becoming noisy when neglected, misbehaving to attract attention, pretending to be hurt, cutting objects into pieces, and telling imaginary details were also reported as never to rarely occurring by the majority of families. Even though the findings on family setting and lying behaviour show that a high percentage of children enjoy a peaceful, secure, safe, cooperative, and supportive environment that provides emotional and mental support, there are still some children who display negative behaviours related to lying and attention-seeking. These behaviours strongly influence children and produce rejected behaviours within the community. This highlights the need for families to provide more care, attention, and support to children aged from 9 to 12 years in order to help them develop positive behaviours and become actively involved members of society. Supporting children during this stage contributes to raising a healthy generation capable of building the future, rather than producing unhealthy generations that may hinder the development of the communities they join.
influence, family setting, behavioral patterns, lying and attention-seeking
The Problems of Bullying and Their Psychological Effects on Students in Iraqi Schools
This study tries to illustrate kinds of bullying incidents, their causes, consequences or effects on Iraqi students especially the psychological ones, features of bullies and victims, settings and timings in which these incidents occur as well as possible solutions. Worth mentioning that the current study relies on the results of the practical study conducted by the researcher AL-Ghizzy (2022) in Al-Najaf Al-Ashraf Governorate entitled “Bullying Among Students of Intermediate Schools in Al-Najaf: A Societal Study” which is published in (2024) by GRIN publisher. Hence, the current study is a qualitative descriptive study that objectives the following: illustrating kinds of bullying occurred in Iraqi schools, clarifying causes of bullying among Iraqi students, giving the characteristics of bullies and victims in Iraqi intermediate schools, shedding the light on the consequences and problems of school bullying, explaining the settings and timings of bullying in Iraqi schools, and suggesting the possible solutions for these bullying incidents. However, this study reveals the following conclusions: kinds of bullying incidents that are mostly occurred in schools especially Iraqi Schools are either direct (verbal and physical), indirect or psychological. The consequences of bullying can be either psychological or internalizing, psychosomatic problems like school avoidance or hating school, externalizing problems, or school environmental problems. Bullying in general and school bullying specifically can be caused by the following factors: social factors, psychological, mental and individual factors, school environmental factors like dropping out school, and societal and cultural factors. The characteristics of bullies are: they often feel jealous, powerful, riotous, hate, grudge, chaotic, ironic and aggressive; while victims often feel anxiety, depression, worried, anger, stress, insecure, confused, annoyed, and anger. The settings and timings of bullying incidents occurred in Iraqi schools can be in the school before the teacher arrives the class and in the rests when students are gathering in the schools’ yards, outside school when students are in their way to school, and when they come back homes or leave school. Finally, the suggested solutions include making anti-bullying policies clear; increasing the awareness of bullying; including bullying as part of the curriculum; giving the students awareness lectures; increasing the contact between the students’ families and the school staff; monitoring the school yards especially in the breaks, etc.
bullying, its types, causes, consequences, school bulling, characteristics of bullies/victims, prevention and intervention
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
Physical and Psychological Outcomes of Pharmacological Treatment for Depressive Disorder
Depressive disorder is one of the most prevalent psychiatric conditions, exerting wide-ranging effects on individual health, social functioning, and overall quality of life. The present study aims to examine the physical and psychological outcomes of antidepressant medications, including selective serotonin reuptake inhibitors (SSRIs), serotonin–norepinephrine reuptake inhibitors (SNRIs), monoamine oxidase inhibitors (MAOIs), and tricyclic antidepressants (TCAs), in the treatment of depressive disorder. This descriptive–analytical research was conducted through the review and analysis of scientific books, peer-reviewed articles, and credible online sources. Findings indicate that antidepressants are generally effective in reducing depressive symptoms, improving mood, and enhancing patients’ quality of life; however, each pharmacological class presents specific outcomes and limitations. SSRIs and SNRIs, due to their high efficacy and relatively favorable tolerability, are most often prescribed as first-line treatments but are associated with side effects such as nausea, sexual dysfunction, weight changes, sweating, and emotional blunting. MAOIs, although effective in treating atypical depression, are less commonly used because of the risk of hypertensive crisis and dietary restrictions. TCAs, while beneficial for mood and sleep improvement, are associated with side effects such as dry mouth, constipation, blurred vision, weight gain, and cardiotoxicity in overdose cases. In general, selecting an appropriate antidepressant should be based on symptom severity, patients’ physical and psychological conditions, and the likelihood of side effects. Furthermore, combining pharmacotherapy with psychotherapy and lifestyle modification may maximize treatment effectiveness and minimize adverse outcomes.
Depression; pharmacotherapy; physical outcomes; psychological outcomes; antidepressant medications
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
Stability in Vietnamese undergraduate students’ self-perceived social–emotional learning competencies across gender and academic year
Social–emotional learning (SEL) has been increasingly recognized as a critical component of competency-based education in higher education; however, empirical evidence from Vietnamese universities remains limited. This study examined undergraduate students’ self-assessed competencies in social–emotional learning and competency-based instruction, with particular attention to differences across gender and academic year. A cross-sectional survey design was employed with a sample of 388 undergraduate students from multiple universities in Ho Chi Minh City, Vietnam. Data were collected using an adapted SEL self-assessment scale measuring competencies across conceptual, procedural, and applied domains. Descriptive statistics, independent-samples t tests, and one-way ANOVA were used for data analysis. The results indicated that gender was not significantly associated with students’ self-assessed SEL competencies, t(386) = 0.17, p = .86, with a negligible effect size (Cohen’s d = 0.02). Similarly, no statistically significant differences were found across academic years, F(3, 384) = 1.66, p = .18. Although second-year students reported slightly lower mean scores (M = 1.79, SD = 0.97) compared to other cohorts, these differences did not reach statistical significance. Overall, students reported moderate levels of perceived SEL competence (M = 2.02, SD = 0.86). The findings suggest that Vietnamese undergraduates possess foundational awareness of SEL concepts, yet opportunities to develop applied and integrative competencies remain limited. The absence of demographic differences underscores the importance of instructional design and learning experiences, rather than demographic characteristics, in supporting SEL development within competency-based higher education.
Social–emotional learning; competency-based instruction; undergraduate students; self-assessment; Vietnamese higher education
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
Artificial Intelligence in Psychiatric Inpatient Care: Advancing Diagnostics, Personalized Treatment, and Ethical Integration
Artificial intelligence (AI) is transforming mental inpatient care by improving diagnostic precision, facilitating individualized therapy, and optimizing hospital operations. This scoping review aggregated findings from 24 empirical studies published between 2015 and 2025 to assess the application of AI technologies—such as machine learning, natural language processing, deep learning, digital phenotyping, and conversational agents—in inpatient psychiatric environments. Findings demonstrate that AI enhances the early identification of relapse and suicide risk, facilitates personalized therapy via decision-support systems and chatbots, and bolsters patient monitoring using sensor-based technology. AI enhances operational efficiency by optimizing bed allocation, personnel scheduling, and clinical documentation, hence alleviating administrative burdens. Nonetheless, considerable obstacles persist, including algorithmic bias, privacy issues, clinical opposition, and legal uncertainty. This study offers the Three-Pillar Model for Responsible AI Integration, highlighting therapeutic augmentation, ethical safeguards, and operational governance as fundamental concepts. The analysis highlights the dual nature of AI in psychiatry: its revolutionary promise alongside ethical and implementation challenges. Future investigations should prioritize longitudinal validation, resource-constrained environments, interpretability, and the creation of inclusive datasets. By incorporating transparency, fairness, and human-centered design, AI can enhance mental inpatient treatment to be technologically advanced, equitable, trustworthy, and compassionate.
Service-Oriented Organizations, Artificial Intelligence (AI), Human Intelligence (HI), Human-AI collaboration, Ethical AI, Workforce Upskilling, Organizational Strategy
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
The Measure of Frequency and Correlations of DASS-21 among Students of the Education Faculty
The primary aim of this study was to determine the prevalence of depression, anxiety, and stress among students of the Faculty of Education at Baghlan University. In addition, the research sought to examine the correlations between these psychological variables. The sample population included students from the first and second semesters, and out of a total of 126 students, 100 voluntarily agreed to participate in the study.The findings revealed that a significant proportion of the students exhibited high levels of depression, anxiety, and stress. Furthermore, statistical analyses indicated a moderate and positive correlation among the three variables. This suggests that an increase in one of these emotional states is likely to be associated with increases in the others. These results highlight the urgent need for psychological support and preventive interventions within the academic environment.
Negative Emotion, Behavior Management, Mental Disorder
Protecting Children from The Internet Risks: A Perspective from Children and Caregivers in The Capital of Jordan- Amman
The study aimed to protect children from online risks in the capital of Jordan-Amman from the perspectives of both children and caregivers during the year (2023-2024). This was achieved by identifying the online risks faced by children, and exploring the protective mechanisms against various types of risks. The study adopted a descriptive-analytical approach, collecting information through interviews with (30) children and (30) caregivers in the capital of Jordan-Amman. The findings highlighted an increasing and evolving nature of online risks, with negative impacts posing a threat to the psychological and emotional well-being of children. The study emphasized the need for the development and updating of protection mechanisms. The children's consensus on risks identified awareness of risks, electronic games, and chat as the most hazardous in terms of communication with strangers, their distracting effects, and potential health risks. Risks related to content and sources, as well as internet access, that were followed. Caregivers were found to play a moderate role in protection, linked to various areas, by adhering to digital awareness and safety standards. In conclusion, specific protection mechanisms were suggested based on the study's results, aiming to assist caregivers and children in Jordan to apply these mechanisms to mitigate the internet risks.
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
Group Dynamics and its Influence to Decision-Making Processes of Psychology Students
This research examines the impact of group dynamics on the decision-making processes of psychology students at specific post-secondary institutions in China. This research seeks to examine the impact of various factors within group dynamics such as communication patterns, leadership styles, cohesion, and conflict resolution that affects the quality of decision-making among psychology undergraduates, acknowledging the essential role of group interactions in academic settings. A quantitative research approach was utilized, including a standardized survey administered to 300 students enrolled in psychology programs at several universities. Descriptive statistics, correlation analysis, and regression approaches were employed to evaluate the data and discern significant correlations between group dynamic characteristics and decision-making outcomes. The results show that good group cohesion and good communication make decision-making more faster and more accurate. On the other hand, unresolved disputes and bad leadership make it harder for students to make good decisions. The study also shows how individual variances in personality factors can change these correlations. These findings emphasize the significance of cultivating positive group dynamics to enhance collaborative decision-making in educational contexts. The research enhances the body of knowledge in social and educational psychology by presenting empirical data from a Chinese setting, yielding insights for educators and administrators seeking to refine group-based learning and decision-making methodologies. The ramifications for curriculum development and prospective research trajectories are examined.
Group dynamics, decision-making, psychology students, group cohesion, leadership, communication, and conflict resolution
Recalibrating Human Capability Advancement Priorities to Balance Tension and Dynamics between Human Intelligence versus Artificial Intelligence in Service-Oriented Organizations
Artificial intelligence (AI) has been profoundly integrated into service-oriented organizations. As a result, these organizations have experienced increased efficiency, reduced costs, and increased productivity. Nevertheless, human intelligence (HI) still remains critical due to various factors, including its capacity to be uniquely creative, portray emotional intelligence, and comply with ethical imperatives. This study explores the existing dynamic as well as tension between AI and HI in service-oriented industries. It outlines the ethical responsibility of organizations to facilitate the development of HI to match AI integration and ensure responsible and fair AI utilization in service-oriented organizations. In essence, the consideration focuses on recalibrating human capability advancement priorities in as much as AI and HI is concerned for the best interest of the service-oriented organizations. This study integrates a literature review of peer-reviewed articles to make an analysis of the dynamics between AI and HI. Furthermore, case studies were analyzed to provide critical insights into human-AI collaboration paradigms. Subsequently, a thematic analysis was conducted to deduce various themes. AI is increasingly being deployed in service-oriented organizations. AI applications help in various areas like customer service and automation, improving efficiency and reducing costs for these businesses. However, HI continues to play an important role. HI is capable of emotional intelligence, ethics, and creativity, which AI applications lack. Therefore, it is vital to ensure effective AI-human collaboration that would be the underpinning for recalibrating human capability advancement priorities in service-oriented organizations. There are various strategies for coordinating AI and HI to improve the performance of service-oriented organizations. Organizations are encouraged to implement upskilling programs to ensure employees can work alongside AI applications for improved results. By balancing AI and HI through upskilling and ethical responsibility, organizations will accomplish sustainable success in providing customer-centered services.
Combating Negative Thinking Among EFL College Students
Results of surveys with a sample of EFL college students and instructors showed that many Saudi students have a negative image of themselves as foreign language learners and translation students. They think courses are difficult and are always afraid of failing. If they fail an exam or a course, they blame it on the instructor, on their bad luck, or on the exams that do not match their proficiency level. Some are not willing to try. They hate college and studying. If they have a test, an oral presentation, or a writing assignment, they are under stress. They cram and lose sleep. They are always worried about the kind of ideas their instructor has about them. They feel helpless and view themselves as a victim. Based on findings of the surveys, this study proposes a model for helping students overcome negative thinking, develop positive thinking, positive attitudes, positive affirmations, emotional resilience, for becoming happy and relaxed learners, for overcoming stress and anxiety, and making more improvements and accomplishments. The model consists of strategies for identifying negative thoughts and their causes, creating flexible and supportive learning environments, developing students’ pragmatic skills, providing psychological help, applying coping mechanisms, offering adaptation programs, workshops for positive thinking training, and who can provide support. Examples of students’ negative thinking, strategies and guidelines for overcoming it are given in detail.
Negative thinking, negative attitudes, linguistic skills, adaptation strategies, pragmatic skills, self-esteem, coping mechanisms, self-referent thoughts, self-talk, anxiety
A Multidisciplinary Framework for Values Education in Morocco: Key Recommendations for Researchers
This theoretical paper explores the theoretical frameworks that researchers should consider when studying values and values education in the Moroccan educational context. It calls for a multidisciplinary approach that integrates philosophical, psychological, and sociological perspectives to achieve greater depth and comprehensiveness in tackling topics related to values. Suggested philosophical inquiry includes a number of ethical theories, the theory of moral foundations, and contributions from three Moroccan thinkers. Psychological perspectives, the paper suggests, could focus on moral development and the foundations of moral reasoning, while sociological lenses such as symbolic interactionism and structural functionalism could be cited to help analyze the social dimensions of value transmission in schools as socialization spaces. The paper also reminds researchers of the importance of grounding research in national education policy documents, including the National Charter for Education and Training, the White Paper, and reports by the Higher Council for Education and Training. This approach mainly aims to support more contextualized and meaningful research on values in Morocco, and to offer recommendations to policymakers in light of the current educational reforms.
Behavioral norms - Educational research - Ethics - Morality – Socialization – Values education.
Relationship between Father–Daughter Relationships and Women’s Dependence on Virtual Male Characters: The Mediating Effect of Attachment Styles
China's gaming market has attracted a significant number of female players, increasing the popularity of romance games that feature interactions with virtual male characters, particularly female players. This research examines how father‒daughter relationships influence Chinese female players’ dependence on these virtual characters and explores the mediating role of attachment styles. The study involved 235 female Otome game players and utilized the ECR-C, FPQ-R-B and IVIS questionnaires. The results reveal a weak positive correlation between the quality of father‒daughter relationships and reliance on virtual male characters. Avoidant attachment has a suppressive effect on father‒daughter relationships and virtual male character dependency. Overall, this study enriches the application of attachment theory in virtual contexts, illustrates how parental relationships shape female players’ gaming experiences and emotional dependencies, and lays the groundwork for further exploration of psychological mechanisms in virtual interactions.
father‒daughter relationship, virtual character, Otome game, anxious attachment, avoidant attachment
Copyright (c) 2025 Journal of Psychology and Behavior Studies
Empirically examining the moderating role of Goal orientation dispositions through Russen and Dawson’s inclusivity framework when integrating Self-determination and Thriving at work
The objective of this study was to examine the moderating role of goal orientation dispositions, analyzed through the DEI framework of Russen and Dawson’s perspective on inclusivity, in the relationship between self-determination and thriving at work. Using PLS-SEM, data collected from 396 private university faculty members were analyzed. The results revealed a significant direct effect of self-determination on thriving at work; however, goal orientation disposition did not moderate this relationship. The findings offer important insights into how behavioral factors influence academic professionals in job crafting, policy development, and leadership strategies. Specifically, the study emphasizes the importance of creating an inclusive workplace that promotes fairness, equitable work distribution, and trust in employees’ diverse skills. By connecting inclusivity with goal orientation dispositions through the 2X2 framework of achievement goal theory, this research provides new perspectives on humanistic workplace inclusiveness in academia, contributing to more effective strategies for enhancing both individual and team performance.
Psychology, Employee empowerment, Competence, Heed behavior, Goal orientation, Self-determination theory, Thriving at work
The Impact of the Escalating Sudanese Civil War on Medical School Students' Interest and Academic Performance: A Case Study of Ibn Sina University & Al-Maktarbeen University
This study investigates the impact of the escalating Sudanese Civil War on the interest and academic performance of 4th, 5th and 6th-year medical students at Ibn Sina University and Al-Maktarbeen University. It focuses on their ability to adapt to the new educational environment provided by their universities to enable them to continue their education, and whether they were able to overcome displacement and psychological distress to successfully continue their studies, overcoming all war-related barriers. It reveals how the war affected their mental well-being, academic performance, and participation in different academic activities. The findings reveal that while many students faced significant challenges, a majority demonstrated resilience and perseverance, showing strong positive academic outcomes and mature personal growth. The availability of supportive educational settings provided by their universities in safe areas in Sudan and in neighboring countries such as Saudi Arabia, and Egypt played a key role in mitigating the negative effects of the conflict. However, a smaller group of students continued to struggle with emotional and logistical barriers due to the loss of relatives, friends, and colleagues, dissatisfaction with some of the educational alternatives provided, an inability to adapt to new situations, and being unable to release themselves from the war's effects and pain. This study finds that students were able to overcome the pain and stress of war and strongly agree that the war motivated them positively, changing the way they think about their education and shaping their personality and providing them with real life lessons opening doors for their coming future and career. They now perceive it as a catalyst for personal growth and resilience. It changed their perspectives on their future and inspired them to care more about their education, reshaping their attitudes toward both their education and future careers.
Impact, escalating, Civil war, students’ interest and performance
The Modern Dilemma: Navigating Work Life Balance
The idea of work-life balance evolved from an attractive goal to an essential requirement since the development of a modern, fast-paced global society. The defining boundaries between occupation and personal affairs remain in the background of current interpretations, emphasizing adaptable integration between these domains. Technology enables constant connectivity between people through global email and messaging applications and social media platforms, and this merges work boundaries with personal freedom boundaries. Remote work, alongside the demands of the gig economy, creates serious difficulties for professionals when they attempt to disconnect from work responsibilities. Employees face growing mental health challenges because they must manage several professional roles during this changing work environment. Work-related expectations of availability, deadline management, and competition requirements typically lead to mental and physical depletion. The excessive work demands for productivity result in difficulties to recharge, which leads to damage to both personal relationships and general health. The paper evaluates these issues by studying technical progress, changed work arrangements, and the rise of freelance work patterns. It presents concrete methods to maintain balance in personal life. In this technology-driven era, the author supports setting boundaries and practicing self-care combined with new definitions of success, which maintain lasting mental well-being while fueling creativity. The document provides concrete approaches professionals need to navigate toward work-life harmony that supports their professional achievements and personal satisfaction.
Work-life balance, Burnout, Mental health, Creativity, Remote work, Gig economy
Effectiveness of the Rapid Eye Movement Sequential Therapy Program in Reducing Post-Traumatic Stress Disorders in Individuals with Obsessive-Compulsive Disorder: A Sample of Mothers of Children with Special Needs Referred from Psychological Clinics in Kha
The study aimed to reveal the effectiveness of the Rapid Eye Movement Desensitization and Reprocessing (EMDR) program in reducing post-traumatic stress disorder among patients with obsessive-compulsive disorder (among a sample of mothers of children with special needs referred from psychiatric clinics in Khartoum). The study sample consisted of (14) mothers, who were intentionally selected from those attending psychiatric clinics in Khartoum, and suffering from obsessive-compulsive disorder as a result of post-traumatic stress disorder after being informed that their children have special needs. Their ages ranged between (35-40) years. Participation in the treatment program was approved based on the psychiatrists' orientations for them to attend the program to complete treatment after stopping medication. The Yale-Brown Obsessive Compulsive Scale was used and applied to the study sample before and after the program, as well as during follow-up. To achieve the study objectives, the EMDR program was applied to reduce post-traumatic stress disorder symptoms. It was prepared by the researcher and lasted for two months from January 1st (2023) until the end of February of the same year. The researcher applied the study tools before and after the program. The data was analyzed using the Statistical Package for Social Sciences (SPSS). The study reached the following results: The first hypothesis indicated statistically significant differences at the significance level (α=0.05) in obsessive thoughts among the study sample between the pre-test and post-test due to the EMDR program. The training program showed an effectiveness of (74.7%) in reducing their obsessive thoughts. The result of the second hypothesis also indicated statistically significant differences at the significance level (α=0.05) in compulsive acts among the sample between the pre-test and post-test, attributed to the EMDR program. The training program showed an effectiveness of (74.9%) in reducing the compulsive acts associated with post-traumatic stress disorder among the sample. The follow-up results indicated no statistically significant differences at the significance level (α=0.05) in obsessive thoughts among the sample between the post-test and follow-up test. There were also no statistically significant differences at the significance level (α=0.05) in compulsive acts among the sample between the post-test and follow-up test, indicating the effect and continued effectiveness of the training program during the follow-up stage. In light of these results, the study recommended conducting further studies on the effectiveness of the EMDR program in reducing post-traumatic stress disorder symptoms in patients with obsessive-compulsive disorder with a sample of males or other age groups to reduce their obsessive-compulsive acts.
Post-traumatic stress disorder, Obsessive-compulsive disorder, Mothers of children with special needs, Eye movement desensitization and reprocessing
Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/
Child Labor and Its Relationship to Family Circumstances
Child labor is a serious indicator of societal structure breakdown, not merely an economic or social problem but also a result of a systemic failure in the education and social welfare systems. This phenomenon cannot be overlooked as it reflects a genuine crisis in our social system, where families are forced to send their children to work at an early age, signaling a weakness in protecting children's fundamental rights. Addressing this issue requires more than just studying the phenomenon itself; attention must be directed toward the root causes: poverty, poor education, and a social system that allows such practices to persist. The aim of this research is to shed light on how family circumstances contribute to the emergence of this issue and how well-designed community policies can help reduce its spread. The researcher adopted the social survey method in the study, applying it to a sample of children aged 10 to 16 years in Libya. The sample consisted of 207 individuals, and a questionnaire was used as the data collection tool. The research concluded several key findings, the most significant of which was that children work between 7 and 9 hours a day. The findings showed that the social factors pushing children to work included parental separation, while economic factors, such as difficult financial conditions, were a primary cause of family separation. Cultural and educational factors were reflected in the negative impact of family separation on the ability of families to provide education for their children. The study also revealed the negative effects of child labor, particularly the exposure to fatigue, stress, and exhaustion.
Future-Ready Minds, Resilient Hearts: Understanding Psychological Well-being and Resilience in College Teaching in the Philippines
The psychological well-being of college instructors is a critical factor in their professional satisfaction and effectiveness, yet there is limited research on how various dimensions of well-being evolve in response to career challenges and institutional support, particularly for instructors balancing both teaching and administrative duties. This study addresses this gap by exploring the psychological well-being of 12 college instructors in a qualitative case study. Using in-depth interviews, the study examines five key constructs of well-being: emotional, social, professional, physical, and personal well-being. The findings reveal that instructors' well-being is shaped by external pressures, such as the dual demands of teaching and administrative responsibilities, as well as institutional support. Internal factors, including coping strategies, personal reflection, and social support, also play a significant role. Notably, the study identifies the importance of a sense of purpose, work-life balance, and supportive relationships in maintaining resilience against stress. In conclusion, the study emphasizes that a holistic approach to teacher well-being, considering both professional and personal dimensions, is essential for enhancing mental health and job satisfaction. The research underscores the need for institutions to develop tailored, comprehensive well-being programs and suggests that future research should examine the long-term effects of such interventions, particularly for instructors with dual roles, and explore how different teaching contexts influence well-being outcomes.
Student Commuters’ Perceived Level of Stress
This study, conducted during the academic year 2023-2024 at the University of Cebu Main Campus, aimed to establish the student commuters’ perceived level of stress among the currently enrolled students in the institution. Using a sample size application generator ,150 students were carefully selected from the population. The Descriptive Correlational Method was employed to seek the connection between the perceived level of stress and different variables, with a focus on these students who might be susceptible to commuting related stress. The study employed a researcher-made survey questionnaire consisting of forty (40) items on a four-point Likert scale (from Not Stressful at all to Very Stressful) and conducted a pilot test to ensure questionnaire’s internal consistency and reliability. Data were collected via face-to-face interaction, and chi-square test was utilized to know if significant relationship was established between the profile of the respondents and their perceived level of stress. Also, Kruskal-Wallis test was used to determine whether there is a significant difference in the respondents' reported stress level when grouped by profile. The results revealed that students' perceived level of stress was so high (very stressful), with no significant relationships between the perceived level of stress and the profile such as sex, age, department. However, a significant difference was found between respondents' perceived level of stress among different year levels. This study highlights the need for supportive measures to enhance the respondent’s well-being and mitigate the perceived level of stress they have experienced.
Student Commuter, Level of Stress, Commuting, Descriptive-Correlational Study, Quantitative
Copyright (c) 2024 Journal of Psychology and Behavior Studies
Teacher Educators' Attitudes toward Technology-Enhanced Learning and its Role in the Teaching Process
The major problem of the study is to determine the overall teacher educators’ attitude towards technology-enhanced learning and its incorporation into teaching-learning process. This research is based on a descriptive survey which aimed to analyze teacher educators' attitude towards TEL. Data were collected from teacher educators working in different teacher education colleges and universities in China. The study will consist of 112 teacher educators during the school year 2021-2022. Majority of the students agreed that male teachers have a more structured approach, while female educators use various teaching methods and technology. Most of the students agreed that female educators are patient, while younger teachers are more familiar with current trends and technologies. Further, students value older teachers for their extensive knowledge and approachability on the other hand, professors are tough, demanding, research-oriented, and collaborative.
Technology-Enhanced Learning; Teaching-Learning Process; Facilitate Learning; Multimedia Education
A Discursive Review of Intellectual Capital versus Organizational Development and Organizational Design
This discursive review explores the relatedness between the concepts of intellectual capital versus organizational development and organizational design. This deliberated discourse examines these concepts within the organizational contexts of business performance and related processes aligned to cultural, structural, and strategic elements of institutional capabilities. The review is framed within discursive psychology that focuses on action orientation, situational reality, and constructive engagement by questioning whether these concepts are similar, different yet related, or perhaps in fact dissimilar. Therefore, by amplifying the discourse related to these organizational concepts, the rhetorical question remains as to the importance for achieving clarity when setting out within the business context, whether it be strategic, operational, or cultural.
Intellectual Capital, Organizational Development, Organizational Design, Organizational Contexts, Business Performance, Discursive Psychology
Understanding Aesthetic Principles in Music and its Effect to Contemporary Music Composition: An Educational Psychology Perspective
The study aims to understand the aesthetics on music and its effect to contemporary music composition.This study will be structured on a descriptive correlational research design, where numeric score rating will be assigned to gather the perception of a specific respondent to observe a structured pattern. Quantitative research allows for objectivity, fast data collection and analysis of the data in statistical form that can provide a thorough overview of the study (Health Research Funding, 2018). Aside from the descriptive quantitative design, correlation will also be used to further understand how variables affect each other which are; Psychology of music aesthetics as the independent variable while contemporary music composition. Hence, according to I-Chant A. Chiang, Rajiv S. Jhangiani, and Paul C. Price, (2013), correlation research is a non-experimental research design in which two variables are measured and assessed on the aspect of their statistical relationship in strength and range. The study will focus on Academy of Chinese Traditional Opera, and Central Conservatory of Music, Beijing, China as the two study sites. The third year level students enrolled in music program are the respondents that have prior knowledge on Psychology of music aesthetics, and applies contemporary music composition as part of program requirements. Many respondents disagreed that the sound of contemporary music is a bop, and contemporary music’s genre is not one of their choices. Most respondents disagreed that they often listen to contemporary music and shared that contemporary music does not have a good range of type of songs.
Aesthetic Music; Contemporary Music; Music Intervention Program, Psychology of Music; Educational Psychology
Unraveling Age-Related Declines in Syntactic Processing: Insights from Research
As the field of gerolinguistics receives increasing attention, research on language in older adults has expanded globally. This article explores the complexity of syntactic processing in older adults, examining studies related to language comprehension and production in the elderly. With aging, the brain undergoes a trend of developmental decline, resulting in structural changes, particularly in key regions involved in language processing. While some studies indicate that syntactic processing remains relatively intact with age, others suggest declines in performance, including slower response times and increased error rates. Methodological advances using functional magnetic resonance imaging (fMRI) and event-related potentials (ERP) have revealed the neural substrates underlying age-related changes in syntactic processing. Despite facing numerous challenges, compensatory mechanisms play a significant role in maintaining language comprehension in older adults. The article concludes by outlining future research directions, emphasizing the necessity of interventions to enhance syntactic processing abilities in older adults. By employing interdisciplinary approaches and advanced neuroimaging techniques, researchers can better understand the dynamic nature of language processing across the lifespan, ultimately contributing to promoting healthy cognitive aging and improving the quality of life for older adults.
Older adults, aging effect, syntactic processing
Patterns of Thematic Progression Analysis of Abstracts in Cognitive Linguistics Journals
Thematic progression pattern is an important part of discourse linguistics. In journal papers, an abstract is a mandatory part to explain the main body and views of the paper, and it also becomes the key for readers to decide whether they are willing to read the paper or not. Analyzing the abstracts of papers published in the international journal Cognitive Linguistics from the perspective of thematic progression patterns can effectively improve researchers’ understanding of the semantic construction and information transmission of the abstracts of cognitive linguistics. This will not only help them understand cognitive linguistics more accurately and quickly and obtain important information but also help authors write high-quality papers with clear context and clear coherence. According to research, in the abstracts of cognitive linguistics papers, simple linear models and the constant theme models are used more frequently than centralized models.
Journal paper; abstract; thematic progression pattern
A Model for Alleviating Work Pressures and Enhancing Teachers’ Resilience
Teaching is a complex task that requires knowledge of what to teach, how to teach it, and how to cope with educational challenges. To perform their duties effectively, teachers’ mental well-being and inner states are essential. This study aims to define teacher resilience, give examples of the stressors and challenges that EFL/ESL college instructors face and the factors that lead to attrition and burnout. It also aims to propose strategies for coping with negative stressors. Results of a survey with a sample of EFL/ESL college instructors at five higher education institutions in Saudi Arabia who teach language, linguistics, translation and interpreting courses to undergraduate students showed that they face intellectual, emotional, and service-related stressors and challenges that impact their well-being and effectiveness such as high workload, limited support, meeting deadlines, managing their time effectively, students’ behavior and attitudes, classroom management and health concerns, financial and economic issues, balancing their work and personal, and lack of support and recognition. In addition, some instructors complained of lack of motivation and enthusiasm, fatigue, headaches, irritability, anxiety, depression, and difficulty concentrating. To combat stress, mental and emotional challenges that some instructors face, this study proposes some coping strategies based on the principles of positive psychology to help foster teacher resilience, maintain a strong and effective teaching workforce, and empower educators to thrive in their profession. These coping strategies cover psychological, pedagogical, interpersonal, and pragmatic aspects such as identifying the signs of stress, prioritizing self-care and well-being, setting achievable goals, time management and organization, embracing flexibility and adaptability, adopting a positive mindset, classroom management techniques, advocating for resources and support, attending professional development workshops, building/joining a strong support network, collaborating with other colleagues to share ideas and strategies, reflecting on and assessing their teaching practices, practicing mindfulness, quick relaxation techniques, visualization, progressive muscle relaxation, deep breathing, listening to music, regulating emotional responses, and celebrating small wins. The coping strategies posed herein are described in detail.
Teacher resilience, stressors, coping strategies, coping skills, lack of resilience, stress factors
A Study of the Effects of Parental Psychological Control on Adolescents’ Self-control
With the development of research in educational psychology in recent years, adolescent self-control has gradually become an important research topic. The purpose of this study is to explore the relationship between adolescents' self-control and parental control and how this relationship affects adolescents 'behavior and their psychological development. It is discussed through the methods of literature survey and conceptual analysis. The study found that the essence of parental psychological control is that parents achieve control by invading their children's inner world and undermining the development of their autonomy. This intrusive parenting style has a negative impact on adolescents' self-control through the family environment, parenting styles, and adolescents' coping styles. Based on these ﬁndings, we propose some recommendations for adolescents' self-control, in which parents should more actively support adolescents to make their own choices and develop their own sense of responsibility and decision-making skills.
Adolescent self-control; parental control; behavioral development; educational recommendations
Life is so Short, Future is so Long: The Relationship between Life History Strategies and People’s Metaphorical Perspectives on Time
Accruing evidence has attested to the plasticity of people’s metaphorical perspectives on the movement of events in time, which oscillate between the ego-moving perspective and the time-moving perspective contingent on, among others, perception of distance to the future by virtue of individual differences in lifestyle and personality. Building on and extending this avenue of inquiry, the current research investigated the relationship between life history strategy, another time-related construct, and the preferred perspective in the resolution of a temporally ambiguous question. Studies based on self-report (Study 1) and behavioral (Study 2) measures showed consistent results, such that individuals with a fast life history strategy and those who preferred the smaller-sooner reward tended to adopt the ego-moving perspective, whereas individuals with a slow life history strategy and those who preferred the larger-later reward tended to adopt the time-moving perspective. Examination of the priming effect of temporal perspectives on intertemporal decision-making revealed that differential perceptions of temporal distance underlay the strategy-time relationship (Study 3). Taken as a whole, the current findings suggested that individual differences in life history strategy may also influence people’s preferred perspective in the interpretation of ambiguous language related to time.
The ego/time-moving perspective, Life History Strategy, Temporal Distance, Intertemporal decision-making.
Exploring the Role of Mindfulness Meditation in Facilitating English Learning and Optimizing Classroom Teaching
Mindfulness meditation is a technique for regulating attention and emotions, which can help individuals enhance self-awareness and reduce stress. This paper aims at review the positive effects of mindfulness meditation on English learners and teachers, including improving English learning abilities and enhancing motivation, confidence, and enjoyment in English learning. Through systematic literature searches and screening methods from databases such as CNKI, Wan fang, Pub Med, and Web of Science, relevant papers on mindfulness meditation and English learning from the past decade were selected. Their research purposes, methods, innovations, and conclusions were analyzed. This paper specifically explores the literature review on the impact of mindfulness meditation on English learning, summarizing both the theory and practice of mindfulness meditation, and proposing future research directions and suggestions. Mindfulness meditation has a positive impact on English learning and classroom teaching, but its specific effects are influenced by various factors such as the type, duration, and frequency of mindfulness meditation. More empirical research is needed to validate its effects on English learning and to explore the optimal integration methods.