Despite the extensive coverage in the literature, limited attention has been paid to the investigation of technostress among academicians who work under special circumstances, such as occupation, and might have different psychological states due to those conditions. To fill this gap, this study examined the level and factorial structure of technostress among 573 Palestinian academicians who worked in a more-than-seventy-years occupied country, and with the addition of the COVID-19 pandemic. A sequential mixed method approach with confirmatory and exploratory factor analysis was used to explore the technostress factors and to measure their level among the academicians. The obtained findings indicated that the four factors of (1) schedule overload, (2) complexity, (3) uncertainty and uselessness, and (4) invasion and compulsion formed the model of techno-stressors among Palestinian academicians. This can help various stakeholders (researchers, policy makers, practitioners, etc.) to design the needed interventions accordingly and reduce the technostress among academicians; hence, enhancing the latter’s teaching practices and experiences.

Mathematics until today is still considered a difficult subject so that it needs to think about appropriate strategies to encourage students to be able to regulate themselves in learning this subject. This study aimed to test empirically the role of classroom management and mastery goal orientation towards self-regulated learning. The participants of the study were 177 students of state high schools in Sleman, who were selected using a purposive sampling technique. The scales used were self-regulation of mathematics learning scale, classroom management scale, and mastery goal orientation scale. The data analysis using two-predictor regression analysis showed that classroom management and mastery goal simultaneously played a significant role by 68.7% (R2=0.687, F (2.177) =191.243, p<0.01). Classroom management predicted self-regulation (β= -0.130, p < 0.01), and so did mastery goal (β= 0.878, p < 0.01). Based on the results of this study, it could be concluded that self-regulation in learning Mathematics can be determined through classroom manage­ment and mastery goals concurrently.

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This research was conducted through two studies, the purposes of the first study were to assess tension and self-awareness levels among the tenth-grade male and female students in Qalqilia city in Palestine, and to examine the impact of gender on tension and self-awareness. To achieve these goals a descriptive method was used, the sample consisted of (158) male and (152) female students age 16 years old. They were stratified randomly selected. This study found tension appears to be a broad problem in Palestine among respondents, and it is chronically existent with a high level. On the other hand, this study proved that self-awareness among Palestinian adolescents is low. No significant differences in tension and self-awareness due to gender were found. The objective of study 2 was, to examine the effect of psychodrama on the levels of tension and self-awareness of tenth-grade male students in Qalqilia city using the two-matching group pretest-posttest design. The experimental group consisted of (10) students and they received a psychodrama group counseling program, in order to reduce tension and enhance self-awareness. While the control group received nothing. Based on the results psychodrama is an effective tool to treat tension and enhance self-awareness. It is suggested that for future studies to be from different grades and both gender with larger sample size. It is also recommended to assess tension and self-awareness in different regions in Palestine.

The study aimed to investigate the Palestinian universities students' attitudes towards the cultural globalization and the atheism in the West Bank. The study also examined the effects of gender, educational level, and age and it tested the relationship between attitudes towards the cultural globalization and the atheism. A sample of 345 Palestinian universities students was selected. An electronic questionnaire was designed to collect data. The construct validity and reliability analysis by Chronbach Alpha were used. The attitudes towards the cultural globalization scale consisted of (17) items and all items correlated significantly with the total score with Cronbach Alpha of (0.84). The attitudes towards atheism scale consisted of (40) items and all items correlated significantly with the total score with Cronbach Alpha of (0.92). The results showed that the attitudes of the Palestinian universities students towards atheism were negative with mean of 1.87 , and the percentage of the positive attitudes towards atheism was (37%). The attitudes towards cultural globalization, ranged between rejection and acceptance. The mean was 2.92, and the percentage of the positive attitudes towards cultural globalization was (58%). The percentage of unbeliever students (atheist, deist, and agnostic) was (15%). Moreover, the results showed that the variables of gender, educational level, and age did not affect the attitudes towards cultural globalization and atheism. There was a positive significant relationship between attitudes towards atheism and cultural globalization (r= 0.44, α <0.01). The study recommended to be careful and aware of the elements of cultural globalization, and choose what suits the local and Arab context.