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The study aimed to investigate the differential item functioning (DIF) for verbal ability test items in the Gulf Multiple Mental Ability Scale for female students in general and Omani Female students in particular in using Mantel-Haenszel (MH) and the Transformed Item Difficulty (TID) methods. The test consisted of 30 multiple-choice items with four distactors. The study sample consisted of the archive data for 4280 students of the third and fourth grades in GCC countries. The results revealed that Sixty Pecent of the items showed DIF related to gender using MH. Similarly, Sixty Pecent of the items showed DIF related to country using MH. DIF values were small indicating weak DIF in most items. Results also indicated that DIF using TID was found for Thirty percent of the items related to gender, and 33.33% related to country. Furthermore, Kappa coefficient 0.524 was moderate between MH method and TID for gender and the agreement ratio was 70%. Kappa coefficient 0.158 was weak between MH method and TID for country and the agreement ratio was 46.67%. Based on the study results the reseachers recommend invistigating the reasons behind the detected differential functioning of some items in the verbal ability test at the second level of the GMMAS scale to avoid and address it.

This study investigated the ability of discriminate variables (perceptual-motor, hyperactivity disorder, neurological and psychological skills) to distinguish between normal (n = 68) and students with learning disabilities (n = 72) in fourth grade. Three instruments were developed: perceptual-motor scale, hyperactivity disorder scale, skills test neuropsychiatric. Eight schools were purposely chosen for their collaboration with the College of Education at Sultan Qaboos University. The sample consists of 140 students (68 students with learning disabilities and 73 normal students; 73 males). The results demonstrated a positive significant correlation between perceptual-motor and neurological and psychological skills. In addition, a negative significant correlation was found between hyperactivity disorder, perceptual-motor and neurological and psychological skills. Using discriminate analysis, the study shows that the three developed measurements can discriminate between normal students and students with learning disabilities. We recommend using the three scales on students with learning disabilities for the purpose of early examination. There is a need to conduct a similar study, with other scales, for better examinations.

The purpose of this study was to explore the relationship between parental authority and social anxiety. The study attempted to answer the following question: Are there significant differences in social anxiety due to parental authority factors: (support, control, psychological control, emotion and accomplishment of missions)? Data was collected from 172 students of College of Education at Sultan Qaboos University. The Parental Authority Questionnaire (FAQ), and Social Anxiety Scale (SAS) were used to assess variables. To answer the study question, re- gression analysis was used. Findings indicated that there was significant relationship between parental authority and social anxiety in several domains. The findings also revealed that there were significant differences in social anxiety due to mother authority and student's gender.

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