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The research aimed to find the relationship between Internet Vigilance, emotional creativity, and self-sufficiency. The current research sample consisted of (898) male and female students at Damietta University in the faculties of (Specific Education - Education - Physical Education - Applied Arts - Commerce - Science - Engineering - Literature – Computers and information) in the first and fourth academic year, with an average age of 20.09 and a standard deviation of 2.56 in the first university semester of the academic year 2022/2023. With the aim of revealing their levels in the Internet Vigilance variable, the level of the emotional creativity and self-efficacy variables, and the extent of the differences between them due to gender, academic stage, and specialization, and the nature of the relationship between each of the electronic alertness variable, the emotional creativity variable, and self-efficacy among male and female university students. Damietta, in the colleges of (Specific Education - Education - Physical Education - Applied Arts - Commerce - Science - Engineering - Literature - Computers and Information), Regarding the extent to which it is possible to predict each of the variables of emotional creativity and self-efficacy through the dimensions of the Internet Vigilance variable, the researcher here relied on two tools to measure the variable dimensions of Internet Vigilance, the (Reince et al., 2018) scale to measure the trait, and the (Johannes et al., 2020) scale to measure the situation, as the researcher Arabized it, codified it, and verified the extent of its psychometric properties, and two tools to measure the variables of emotional creativity and self-efficacy among male and female students at Damietta University in the faculties of (Specific Education - Education - Physical Education - Applied Arts - Commerce - Sciences - Engineering - Literature - Computers and Information) prepared by the researcher. To identify the results of the research, the following statistical treatments were used: T-test for independent samples, Cronbach's Alpha test, One-Way ANOVA, frequencies, arithmetic means, standard deviations, and correlation analysis. Pearson correlation coefficients, multiple regression analysis, and the bootstrap method to test confidence interval (CI) estimates, using version 23.0 of the statistical program SPSS. The research showed several results, the most important of which are: the existence of a significant correlation between Internet Vigilance and emotional creativity, and that the Internet Vigilance variable predicted emotional creativity, while The results related to self-efficacy showed its mediation in the relationship between each of the variables (Internet Vigilance and emotional creativity).The results also showed that the effect of self-efficacy on Internet Vigilance among university students varies according to the students’ academic stage. The results also showed that there are statistically significant differences in the relationship between self-efficacy and emotional creativity among university students depending on the variable of type (sex), as well as specialization (scientific/ literary). [ABSTRACT FROM AUTHOR]

Community participation is a cultural requirement in all fields and has received considerable attention in the past three decades in developed countries, especially by international and regional organizations in particular. This can be attributed to the fact that community participation is a necessary social need in this age which is exposed to many social challenges and problems and therefore the educational institutions have an important role in improving the quality of education and the development of society in all its members, especially students with special needs. The study aimed to identify the role of community participation in empowering and caring for students with special needs in light of the experiences of some countries, and used the descriptive approach to achieve that goal. The study dealt with the concept of community participation and its importance, goals, foundations, and institutions, as well as presenting the concept of people with special needs, their classification, and the experiences of some countries in empowering them through community participation, and to complete the study the role of community participation in empowering students with special needs was presented, and finally the study reached To a number of proposals and recommendations to contribute to enhancing community participation in empowering students with special needs. [ABSTRACT FROM AUTHOR]

This study aims at investigating the levels of academic resilience and perceived self-efficacy among Mut'ah University students and the relationship between them according to gender (male, female), college (scientific, humanities) and academic level (years one to four). It also investigates the ability of academic resilience in predicting perceived selfefficacy. The sample included (728) students (365 males, 363 females). To achieve the purposes of this study, academic resilience scale and perceived self-efficacy scale are developed by the researcher were used. The results showed a moderate level of academic resilience and perceived self-efficacy among the students. The results also revealed statistically significant differences in academic resilience and perceived self-efficacy related to academic level in favor of students in year four, whereas differences related to college type were in favor of scientific colleges. However, no statistical differences related to gender were revealed. Finally, results showed a statistically significant positive correlational relation between academic resilience and perceived self-efficacy and linear regression analysis proved that academic resilience is significant predictor and can explain (0.353) of students scores on perceived self-efficacy scale. [ABSTRACT FROM AUTHOR]

The current study aimed to identify the level of academic resilience of graduate students, and it also aimed to identify the relationship between academic resilience and self-efficacy according to the age group, as well as the possibility of predicting academic resilience through the self-competence of female students, and the study followed the descriptive comparative approach. The study consists of (300) female graduate students at King Saud University and the Imam University. The study sample was divided according to the age group into three groups, and the researcher used the Academic Resilience Scale and the Self-Efficiency Scale (the researcher's preparation), and the results of the study concluded that there is a high level of academic steadfastness among the students. The study sample, and the study found a strong positive correlation between the academic steadfastness and the self-efficacy of female students, and the existence of differences in the measure of academic resilience between groups of students in favor of the older age group, as well as the existence of differences in the scale of self-efficacy between groups of students in favor of the older age group, as well as The study found the possibility of predicting academic resilience through the students' self-efficacy. [ABSTRACT FROM AUTHOR]

Research goal: The research aimed to find out the technological weaknesses of the student teacher at the College of Education - King Khalid University, and the reasons for this weakness, and to present proposals aimed at addressing it among students during the period of practical education. Research Methodology: The descriptive analytical approach was used as it was the most appropriate to the nature of the research and to achieve its objectives, by conducting analytical research on the importance of educational techniques and technological empowerment among students of the College of Education - King Khalid University. The experimental method was also used in the form of using one group design in its conduct according to the nature of the research. The research sample: The research sample consisted of (30) students from eighth-level bachelor’s students who study the “Teaching Means and Techniques” course in the second semester of the year 1440-1441 AH / 2020/2021 AD. Research results: The validity and reliability of the tools were confirmed by appropriate statistical methods, and after conducting the statistical analysis process, the results showed a decline in the level of achievement and cognitive and performance tasks for students about educational technology, where the percentage of students who excelled was only 31%, and the majority of students were average, reaching 69%. It was also found that there is a weakness in the reality of using and employing educational technologies, especially the modern ones, as the rates of student employment of some computer programs in the educational process were very modest, and in light of the results the researcher presented many recommendations and proposals to treat this weakness in the cognitive and performance tasks and technological mastery and the employment of educational techniques In education in schools during field training. [ABSTRACT FROM AUTHOR]

This study aimed to determine the relationship between self-efficacy and future anxiety with learning motivation among student with hearing disability in Gaza governorate. The study sample was consisted of (106) secondary school students (male and female) of Mustafa Al- rafei Secondary School for deaf. To achieve the study objectives, the self-efficacy and future anxiety tools were constructed by the researcher, while the learning motivation tool (prepared by Kozeki & Entwistle, 1984) and translated to Arabic by (Suliman, 1989) was modified and used, the tools' validity and reliability were checked. The results of the study indicated a significant negative relationship between self-efficacy and future anxiety, also found a statistical significant positive relationship between the self-efficacy and the motivation to learn. Also there was a weak but not statistically negative relationship between future concern and motivation to learn among the study subjects. Results indicated that there were statistically significant differences in self-efficacy, future anxiety, and motivation to learn related to male gender. Also there was statistically significant difference between motivation to learn among students with high and low self-efficacy relate to those with high self-efficacy. On the other hand there was statistically significant difference among the motivation to learn sample's averages of future anxiety groups and learning motivation related to low future anxiety group. The researcher discussed the results and devised recommendations in the light of literature review and previous studies. [ABSTRACT FROM AUTHOR]