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Violence is a complex, multidimensional phenomenon rooted in the interplay of social, psychological, cultural, and biological factors. Its causes and consequences are deeply intertwined, making the study and comprehension of violence a persistent challenge for researchers and policymakers. This research aims to provide a comprehensive framework for examining violence by conducting an in-depth analysis of the theories that explain it. These theories are classified into six main groups: 1. Structural Theories, which highlight the role of social and economic structures in shaping violence; 2. Cognitive-Process Theories, which focus on cognition and emotions as key influences; 3. Legal-Control Theories, which examine the effects of laws and sanctions on violent behavior; 4. Developmental Theories, which emphasize how psychological and social development can either enhance or mitigate violent behavior. 5. Behavioral-Acquisition Theories, which underscore the importance of learning and observation in the adoption of violent behaviors. 6. Biological-Factor Theories, which investigate the roles of genetics, hormones, and neural functions in aggression. This study draws upon a review of recent literature (2020-2024) to enhance analytical accuracy and incorporate current insights into the phenomenon. It also discusses the practical applications of these theories in three principal areas: - Education: Employing theories such as social learning to foster peaceful conflict resolution skills. - Public Policy: Addressing structural roots of violence, including poverty and social inequality, to inform policy interventions. - Rehabilitation Programs: Designing interventions aimed at modifying violent behavior and facilitating the reintegration of offenders into society. The research concludes with practical recommendations, such as bolstering interdisciplinary studies to deepen the understanding of violence, developing preventive programs tailored to populations at high risk, and improving measurement and evaluation methods to uncover less visible forms of violence, such as symbolic and structural violence. Ultimately, this study seeks to assist policymakers and practitioners in designing comprehensive and sustainable strategies for preventing and combating violence, thereby enhancing social cohesion and justice within diverse communities.

الأهداف: هدفت هذه الدراسة إلى تعرّف أثر استخدام استراتيجية التعلم التعاوني على تنمية مهارات التفكير الناقد في تدريس مقرر التمرينات والعروض الرياضية لدى طالبات علوم الرياضة في جامعة الطائف. ولتحقيق أهداف الدراسة تم إعداد أداة مهارات التفكير الناقد التي تضمنت أربع مهارات رئيسية وهي: الروح القيادية، تحليل الأداء، الثقة بالنفس العمل الجماعي. احتوت الأداة على 40 فقرة فرعية، وذلك بعد التحقق من صدق أداة الدراسة بعرضها على مجموعة من المحكمين، وحساب ثباتها وفق معادلة ألفا كرونباخ. المنهجية: استخدمت الدراسة المنهج شبه التجريبي على عينة تكونت من الطالبات المسجلات بمقرر التمرينات والعروض الرياضية والبالغ عددهن 73 طالبة؛ إذ تم تقسيم العينة إلى مجموعتين: ضابطة تكونت من 36 طالبة درست بالأسلوب التقليدي، ومجموعة تجريبية تكونت من 37 طالبة درست بأسلوب استراتيجية التعلم التعاوني. النتائج: أظهرت النتائج وجود فروق ذات دلالة إحصائية بين المجموعتين التجريبية والضابطة في درجة اختبار مهارات التفكير الناقد لصالح المجموعة التجريبية التي طبق عليها أسلوب استراتيجية التعلم التعاوني. الخلاصة: أوصت الدراسة باستخدام استراتيجية التعلم التعاوني في التدريس والتركيز على تفعيل عمليات التفكير المختلفة بما فيها التفكير الناقد.

The primary aim of this study is to investigate differences in emotional maturity between students with high and low moral awareness profiles at Suez Canal University. This research is grounded in the premise that moral awareness serves as a precursor to emotional maturity. A total of 325 participants, drawn from the Faculty of Education and the Faculty of Arts, were included in the study. The participants had a mean age of 20.24 years (SD = 1.172). The Moral Awareness Scale (Omar, 2020) and the Emotional Maturity Scale (Saad, 2022) were administered to assess the respective constructs. Latent Profile Analysis (LPA) was employed to identify distinct student groups based on their moral awareness levels. A cut-off score of 188 effectively categorized students into upper and lower moral awareness profiles. An independent samples t-test was conducted to compare the dimensions of emotional maturity (trust, restraint, stability, psychological compatibility, and general emotional maturity) across these two profiles. The results revealed no statistically significant differences in emotional maturity between students with high and low moral awareness. These findings challenge the traditional assumption that greater moral awareness inherently leads to higher emotional maturity. While moral awareness is essential for making ethical decisions, it appears to operate independently of emotional maturity. This suggests that the two constructs may be influenced by distinct psychological mechanisms. The results underscore the importance of tailoring interventions to address the unique developmental needs of students, rather than assuming a direct linkage between moral awareness and emotional maturity. This study provides valuable insights into the independent roles of moral awareness and emotional maturity, offering implications for the development of educational and psychological programs at the university level.