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Objective: : The present paper presents results from two studies aiming to adapt the main Belief-Importance (belimp) inventory into Arabic and test the underlying theory in Kuwait. Methods: One thousand four hundred and fifty-eight individuals participated in the study and were allocated according to their scores into one of the four belimp quadrants: Apathy, Depression, Hubris, and Motivation. A new model to test the belimp theory was proposed comprising 3 general life domains labelled Being, Belonging, and Becoming. Results: The results from the reliability and factor analyses suggested that our proposed model was acceptable. Findings in our study, emerging from three broad domain clusters, supported the belimp plane postulations and previous findings with British samples. Conclusion: The obtained results provide solid support to the belimp theory in a different country and culture.

English writing proficiency is a crucial skill for second language learners, yet traditional teaching methods often fall short in effectively enhancing students' writing abilities. Peer feedback has emerged as a promising approach to address this challenge, fostering collaborative learning environments and providing students with valuable feedback on their writing. Despite the growing interest in peer feedback, there remains a need to investigate its effectiveness in improving English writing proficiency among intermediate school students in second language writing settings. A quantitative research approach utilizing questionnaires was employed to gather data from 80 intermediate school students in Palestine. The study underscores the importance of incorporating peer feedback activities into English writing instruction to enhance students' writing proficiency and foster collaborative learning environments.

هدفت الدراسة إلى الكشف عن القدرة التنبؤية للكفاية الذاتية الرقمية والكفاية المهنية في جودة الحياة المهنية لدى المرشدين المدرسيين في محافظة إربد، الأردن. تكونت عينة الدراسة من (164) مرشدًا ومرشدةً منهم (68) مرشدًا و(96) مرشدة من العاملين في المدارس التابعة لمديريات التربية والتعليم في محافظة إربد خلال الفصل الدراسي الأول من العام الدراسي (2023/2024). ولتحقيق أهداف الدراسة، تم استخدام ثلاثة مقاييس هي: مقياس الكفاءة الذاتية الرقمية لويلكنز (Wilkins, 2012)، ومقياس الكفاءة المهنية المعد من قبل الشريفين (2015)، ومقياس جودة الحياة المهنية لهودنال ستام (Stamm, 2010)، بعد التأكد من خصائصها السيكومترية. أشارت النتائج إلى أن مستوى كل من الكفاءة الذاتية الرقمية، والكفاءة المهنية، وجودة الحياة المهنية للمرشدين المدرسيين في محافظة إربد جاء بدرجات متوسطة. كما أشارت النتائج إلى أن المتغيرات الداخلة في التنبؤ بمقياس جودة الحياة المهنية هي الإنجاز في العمل، والتفاعل الاجتماعي، والتعامل مع المواقف الضاغطة، والكفاءة الرقمية؛ والتي فسَّرت مجتمعة ما نسبته (46.4٪) من التباين المفسر لمقياس جودة الحياة المهنية. وتوصي الدراسة بعقد دورات تدريبية متخصصة للمرشدين لتعزيز قدراتهم الذاتية الرقمية والمهنية، وهو ما سينعكس على جودة حياتهم المهنية.

This article presents the research findings of a quasi-experimental study seeking to enhance the writing quality and self-efficacy beliefs of Algerian undergraduate learners. The study employed task-based writing instruction within the process approach framework, and various forms of formative feedback (self-, peer-, and teacher feedback). The sample comprised 24 English as a foreign language (EFL) undergraduate learners with an intermediate level in academic writing. Data were collected through pre- and post-intervention writing tests to assess the participants' writing quality, as well as pre- and post-intervention surveys, along with post-hoc interviews, to measure their writing self-efficacy levels. The analysis of the findings revealed that, in comparison to their pre-intervention performance, the participants exhibited varying degrees of progress in writing quality and a moderate increase in their self-reported writing self-efficacy levels. These results suggest that adopting a process-oriented task-based approach to teaching academic writing, along with diverse forms of formative feedback, positively enhances EFL learners' writing skills and fosters more positive beliefs in their English writing abilities.

The study examined the relationship of parenting styles, attachment and emotional support with adjustment to college life among fresh undergraduates. The study employed a correlational design as a guide. Three hundred fresh undergraduates of the Federal University, Oye-Ekiti, Nigeria -123 males; 177 females, who were selected through Strat-ified random sampling approach participated in the study. The Student Adaptation to College Questionnaire (SACQ; α=.93); Parental Authority Questionnaire (PAQ; α=.92); Attachment Style Questionnaire (ASQ; α=.88); and Perceived Emotional Support Scale (PES; α=.89) were the instrument used for data collection. The data generated were statistically analysed with the aid of Pearson Product Moment Correlation and Multiple Regression Model. The statistical results showed that the three predictor variables jointly accounted for a total of 60% of the overall variance in adjustment to college life. Based on the contribution of each of the predictor variables, Authoritarianism and Permissiveness parenting styles, negatively and significantly predicted adjustment to college life. However, attachment styles, Authoritative par-enting style and emotional support significantly and directly predicted adjustment to college life. Seeing the investigated variables had significant effect on college adjustment, it was recommended that university authorities and policy makers should design a program that will lessen the impact of negative parenting and improve secure attachment styles and emotional support among fresh undergraduates.

Artificial Intelligence (AI) has emerged as a transformative force in education, with the potential to revolutionize teaching and learning. The researcher focus on this research study to investigate the specific challenges faced by secondary school teachers in Saudi Arabia when implementing AI applications in their classrooms, providing a comprehensive understanding of the multifaceted hurdles they encounter. Through a rigorous survey, the study revealed the complex interplay of factors contributing to these challenges, including perceptions, resource limitations, technical support, and the broader educational context. The findings highlight the unrelenting need for comprehensive public policies, infrastructure investment, and tailored professional development to support educators in embracing AI effectively. By recognizing variations in challenges based on teaching experience, subject specialization, and AI tool usage, the study also highlights the contextual nature of AI implementation. These insights not only inform educational policies and practices in Saudi Arabia but also have broader implications for fostering inclusive, efficient, and innovative learning environments globally.

The Russian-Ukrainian war drove up the World prices of food products to their highest levels ever. The present study investigates the impact of this global crisis on Egypt using the data descriptive analysis approach. In view of achieving that goal, the study shed the light on the fluctuations of World prices and their reflection on the Egyptian economy. Particular attention was given to the trade movement and stock changes of wheat as the most strategic commodity for Egypt since Egypt stands as the biggest importer of wheat at the global level. The partial equilibrium model was adopted to assess the impact of the current global crisis on food security and poverty in Egypt through a number of indexes including the indexes of economic efficiency, community economic welfare and the realized government's proceeds from wheat import taxes at the national level. The most important findings obtained by this study were the following: The impulses of World prices have been reflected on local prices. Moreover, the stock of wheat in Egypt declined from an average of 2.7 million tons over the period 2019 - 2021, to 1.9 million tons in 2022. In addition, the prices of food products in Egypt soared to unprecedented levels immediately after the beginning of the Russian - Ukrainian war reaching an inflation rate of 20% in March 2022 or their highest inflation rate in five years. The application of the partial equilibrium model also revealed the negative effect of the crisis on the indexes of economic efficiency in Egypt as the net loss of production, the net loss of consumption and the net social loss registered an estimated increase of 23380% between 2021 and 2022, The indexes of community economic welfare were also negatively affected by the global crisis, as the surplus production benefits realized in 2021 turned into a loss with the surplus production dropping by - 760% between 2021 and 2022. Similarly the loss in the consumption surplus rose by 368% in 2022 in comparison to 2021. The negative impact of the crisis was moreover reflected on the realized government's proceeds, turning them from benefits to losses with a declining rate estimated at 631%. In addition, the foreign currency balance registered a deficit in 2022 in comparison to a surplus in 2021, as the bill of wheat imports surged by 996% between 2021 and 2022.

This study examines the role of social media platforms, such as Instagram and WhatsApp, in shaping English language use among English Language Learners (ELLs) in Kuwait. Ninety-two undergraduate students from the Public Authority for Applied Education and Training participated, providing survey data on social media usage patterns and real language samples, analysed through descriptive statistics and thematic methods. Semistructured interviews with educators and students offered deeper insights into the perceived impact of these platforms on language development. Findings reveal frequent use of new vocabulary, abbreviations, and emojis, reflecting social media's direct influence on informal communication styles and lexical innovation. The study highlights the multifaceted dimensions of this impact from linguistic and social perspectives, portraying social media as a dynamic platform for linguistic socialisation in line with theories that view language as an adaptive system responding to societal changes. However, despite the noticeable benefits of social media in fostering regular English practice, the widespread prevalence of informal linguistic patterns raises significant concerns regarding its potential impact on formal language skills and grammatical accuracy. In light of these findings, the study highlights the gap between informal and academic communication standards, emphasising the importance of integrating social media into directed educational contexts. Such integration aims to achieve an effective balance between informal linguistic innovations and observing formal language norms. Additionally, the study recommends adopting a more conscious pedagogical approach to enable students to maximize the benefits of social media while safeguarding the quality of their academic performance.