Dr. Rasha is a head of psychology department at Ajman University. She has a Ph.D. degree in Psychology from Ain Shams University, Egypt, with more than 20 years’ experience in teaching, research, and community service. She has a life coaching certificate from Colombia University, USA, with 25 years’ experience in counselling. She established and managed the Student Counselling Unit during the period 2016-2019. Dr. Rasha was the director of counselling Department at the University of Sharjah from 2007-2012. She worked as an assistant researcher in the (NCEEE) in Egypt during the period 1996 - 2005. Dr. Rasha has many researches papers and articles in Arabic and English that published in well-known reputable journals. She published two books the newest on in 2022 on Mental Health and school counselling. Dr. Rasha has provided many training courses, workshops, and lectures in Psychology for public services organizations, schools and others. She is also a member of a support team for people of determination at the level of the United Arab Emirates. Dr. Rasha is also a Freelance journalist in many (Arabic/English)newspapers and magazines since 1998 till now.
The effects of the COVID-19 pandemic on mental health are likely to worsen as the epidemic progresses and will last long even after the pandemic has passed. The present study developed a coronaphobia scale during the pandemic to measure its psychological effects such as fear, anxiety, and depression in the majority of the cases in the United Arab Emirates (UAE). It is a 35-item scale that measures anxiety symptoms connected with COVID-19 and may be used to identify people who require mental health treatment. Based on 618 adults, the reliability and validity of these items were appropriate. The scales were distributed via social media using a Google form. Internal consistency, reliability analysis, and structural equation models, particularly confirmatory factor analysis, were carried out. The elevated scores on the coronaphobia scale were associated with social phobia, anxiety, stress, and depression. The coronaphobia score distinguishes well between those with and without dysfunctional anxiety (85% specificity and 90% sensitivity). These results support the coronaphobia scale as a valid and effective tool for clinical practice and research. Keywords: COVID-19; Coronaphobia scale; Development; Psychometric; UAE.
Doubtless, COVID-19 now presents a serious threat for mental health around the world, the unpredictable, fast-spreading caused universal awareness anxiety, and distress all. The present study, therefore, aims to understand the psychosocial impacts of social distancing during the COVID-19 pandemic on UAE Society. This descriptive and correlational study design has included 592 (192 males and 400 females), The participants are mix of locals and residents of Arabic speakers, who responded to the questionnaire on a voluntary basis. A multiple-choice questionnaire with (33) items was designed to investigate the psychosocial impacts of social distancing during the COVID-19 pandemic. Finding has shown that (29.7%) of the respondents reported negative physical symptoms, (43. 7%) reported negative psychological Symptoms, and (43.6%) reported negative social symptoms. Findings also show that the oldest group, the Non-married group, and people with the highest income group have shown the highest psychosocial impacts among their groups, while there are no significant differences in the psychosocial impacts according to gender. This result can be of importance to health and social services to prioritize the psychological and social needs and do certain interventions in order to raise the mental health level and wellbeing among population. Keywords: psychosocial impacts, Social distancing, COVID-19, psychological impacts, social impacts, physical impacts.
The main goal of this study was to examine the impact of blended learning on the academic achievement of undergraduate students in the general chemistry (CHE101) course. The participants' learners of the study were (326) learners, who were randomly split into two groups, one of which taught by using blended learning (empirical group A, n = 163) and the other which with taught by using the conventional method (control group B, n = 163). To accomplish the objectives of the study, the researchers prepared the study tool, which is an achievement test, after confirming its validity and reliability. Data analyses showed that there is a statistically significant difference among the mean scores of learners in the two study groups on the achievement test, for the benefit of empirical group learners, who taught through blended learning. Moreover, the results revealed that achievement varied according to the College of the learners in the empirical group (in favor of those students of Pharmacy and Health Sciences College). However, there is no statistically significant difference in students according to the students’ gender variable and, according to the Academic year variable. The study recommended that blended learning be used more widely to cover different sectors of education.
The study aim to specify the Factorial composition of the psychological alienation Model within the concept of Selfdetermination Theory SDT. In comparison with the psychodynamic analysis. With considering, that Psychological alienation have two major forms that arise from the failure of satisfying the psychological needs. The study used descriptive analysis with a random sample from the population in higher education institutions at UAE, the total sample of (475) male and female students which chosen them randomly from two universities Ajman University and University College of Mother and Family Sciences. The study concluded that psychological alienation is a composite concept, which composes of latent and expressive factors. The first expressive factor is the personality alienation which itself consists of two latent concepts the (impersonality and Incompetence). In addition, the second expressive factor is the context alienation, which is the diversion from the society contexts specifying social systems, this factor consists of the latent concepts the (relatedless, Normlessness, rebellion), therefore we can use psychometric concept as a model for psychological alienation.
The study aimed to determine the level of psychological resilience for undergraduate students at Ajman University, and to study the related personal, social, and psychological variables that are specific to it. The sample consist of (260) students from Ajman University. the instruments of the study contain psychological resilience scale ,life satisfaction and personal ambition. Study finding showed that the majority of the study sample members enjoyed high to very high degrees of psychological flexibility. The result pointed that the increase in the degrees of psychological resilience with increasing age, monthly income, satisfaction with social life, and personal ambition, The life satisfaction variable was the most influential in improving the degrees of psychological resilience, as it was solely responsible for explaining approximately 97% of the total variance in the degrees of psychological resilience. The finding also showed that the more individual enjoys a high degree of life satisfaction, the greater the degree of psychological resilience and its factors. Finally, the study recommended that attention should be paid to factors contributing to high levels of life satisfaction and that have a positive effect on psychological resilience. Keywords: Psychological resilience, life Satisfaction, Personal ambition, Ajman university students
The study aimsat identifying the relationship between cultural intelligence and happiness among Ajman University students in the light of sex and specialization. The study sample consisted of 282 students at Ajman University. Cultural intelligence scale and Oxford Happiness scale were applied in this study. The results did not find significant differences in the total cultural intelligence, its dimensions and the happiness due to sex and specialization, except for the significant differences in the behavioral dimension attributed to specialization for the benefit of humanities faculties. The study showed significant positive relationships between cultural intelligence with happiness; as simple regression results indicated that total cultural intelligence predicted a degree of happiness (R Square= .24), and the stepwise multiple regression analysis also revealed that the metacognitive, motivational, and behavioral dimensions of cultural intelligence predicted a degree of happiness (R Square= .27). Finally, the study recommended the need to integrate the dimensions and skills of cultural intelligence into programs and activities aim at promoting happiness among Ajman University students. Keywords: Cultural Intelligence; Happiness; Ajman University Students
This study aimed to investigate the impact of using the differentiated instruction strategy on stu-dents ’achievement in an intermediate school course and their attitudes towards it. The study was conducted using a semi-experimental method. Participants were 483 students, split into two groups: empiric (n = 244) and control (n = 239). Achievement tests and questionnaires were used as tools for this study. Data analyzed through the SPSS program. The results indicated that there were statistically significant differences between the groups for the benefit of the empiric group that taught via DI. The results also revealed positive attitudes towards the strategy used. The study recommends that attention to applying the differentiated teaching strategy for teaching science curricula and other textbooks
Metacognition is the ability of learners to take necessary steps to plan suitable strategies for solving the problems they face, to evaluate consequences and outcomes and to modify the approach as needed, based on the use of their prior knowledge. Metacognition helps learners to successfully achieve a personal goal by choosing the right cognitive tool for this purpose. The study, therefore, aims to explain the relationship and impact of metacognitive awareness and academic motivation on student's academic achievement. This descriptive and correlational study design has included 200 students (60 males) studying sociology in the College of Mass Communication and Humanities at Ajman University, UAE. Academic intrinsic motivations scale and the metacognitive awareness inventory were used as instruments. PLS-SEM was used to examine the relationship between metacognitive awareness and academic motivation, and their impact on academic achievement. Females obtained significantly higher levels than males on the two scales of metacognitive awareness, as shown in metacognitive knowledge. Females reported a higher-level academic extrinsic motivation than males. There is a highly significant correlation between the students' academic achievement and academic motivation; academic achievement and academic intrinsic motivation; academic achievement and academic extrinsic motivation. Metacognitive awareness is a major contributor to success in learning and represents an excellent tool for the measurement of academic performance.