Personality Types and Their Relationship to Social Adjustment Among Libyan Students Studying in Jordanian Universities

Student: Hanan Alsharif, Assistant Lecturer, Department of Education and Psychology, College of Education, Misurata University

Supervisor: Dr. Fatima Aladwan

This study explored the social adjustment levels of Libyan students in Jordanian universities and their correlation with personality types. A sample of 147 students completed a social adjustment scale and a personality type inventory.

Key Findings:

• Social adjustment levels among the students were moderate.
• There was a positive correlation between social adjustment and personality patterns.

The Reality of Training Courses Provided by the Ministry of Education in Mafraq Governorate in Raising the Professional and Cognitive Competence of Educational Counselors

Student: Haseeb Al-Harahsheh

Supervisor: Dr. Fatima Aladwan

This study assessed the effectiveness of training courses provided by the Ministry of Education in Mafraq Governorate in enhancing the professional and cognitive competence of educational counselors. A sample of 100 counselors participated in the study by completing a validated questionnaire.

Key Findings:

• Training courses were rated as moderately effective.
• Female counselors reported significantly greater benefits compared to males.
• No significant differences were found based on academic qualifications.
• Counselors with more than 10 years of experience reported higher benefits.

Recommendations:

The study concluded with recommendations to improve the quality and relevance of counselor training programs.

The Effect of a Program Based on Social Stories in Increasing Social Interaction and Improving Verbal Outcomes Among Children with Autism Spectrum Disorder

Student: Faidah Shdaifat

Supervisor: Dr. Amal Ibrahim

This study examined the impact of a social stories program on social interaction and verbal skills among children with Autism Spectrum Disorder (ASD) in Amman. A sample of 30 children from the Jordan Academy for Autism was selected in collaboration with the Ministry of Social Development. Parents completed assessment scales to evaluate the outcomes.

Key Findings:

• The program significantly improved social interaction skills (α=0.05).
• Verbal achievement showed significant post-intervention improvements (α=0.05).
• Follow-up assessments demonstrated continued improvement in social interaction, though verbal outcomes showed a slight decline over time.

Recommendations:

The study recommended incorporating social stories-based strategies into education programs and professional development initiatives for individuals with ASD.

The Level of Aggressive Behavior Among Children with Autism Spectrum Disorder and the Behavior Modification Strategies Teachers Use

Student: Malik Abu Khalifeh

Supervisor: Dr. Amal Ibrahim

This study investigated aggressive behavior levels in children with Autism Spectrum Disorder (ASD) and the behavior modification strategies used by teachers in Amman. A descriptive methodology was used with a random sample of 223 teachers from special and governmental education centers. Two validated surveys measured levels of aggression and strategies used.

Key Findings:

• Teachers rated aggressive behavior among children with ASD as moderate.
• Differential Reinforcement of Incompatible Behavior was the most used strategy for physical and verbal aggression.
• Stimulus control was preferred for gestural aggression.
• The Premack Principle was the least used strategy for all types of aggression.

Fear of Missing Out on Social Media Platforms and Its Relationship to Self-Esteem Among Adolescents in Jordan

Student: Yaman Shadid

Supervisor: Dr. Mais Al-Nasa's

This study explored the relationship between Fear of Missing Out (FoMO) on social media and self-esteem among 7th- and 10th-grade students in private schools in Amman, Jordan. A sample of 590 students was randomly selected, and validated measures were employed.

Key Findings:

• FoMO levels were low, and self-esteem levels were high.
• A significant negative correlation was found between FoMO and self-esteem.
• Seventh-grade students scored higher in FoMO, while tenth-grade students scored higher in self-esteem.
• Gender differences were insignificant, except for the "need for fame" dimension of FoMO.

Conclusion:

The study highlighted grade-level differences in both FoMO and self-esteem, emphasizing the importance of addressing social media-related behaviors in adolescents.​​

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