This study aims to examine online learning effects regarding self-efficacy, generalized anxiety, and fear of COVID-19 on three distinct online learning satisfaction levels (low, moderate, and high) among university students. A cross-sectional survey was utilized for data collection between June 2020 and August 2020 to assess students' online self-efficacy, general anxiety, fear of COVID-19, and online learning satisfaction. The descriptive data analysis demonstrated a fundamental understanding of the gathered data results. Meanwhile, discriminant data analysis was employed to explore different online learning satisfaction levels following various study factors. The correlational analysis implied online learning self-efficacy to be significantly and positively associated with online learning satisfaction while general anxiety and fear of COVID-19 were significantly and negatively related to online learning satisfaction. The discriminant analysis revealed the emergence of three online learning satisfaction levels from online self-efficacy, general anxiety, and fear of COVID-19. This study theoretically justified the essentiality of online learning self-efficacy towards online learning satisfaction. High online learning satisfaction levels occurred with high online self-efficacy, moderate general anxiety, and low fear of COVID-19. Two discriminant functions (academic engagement and fear) were subsequently evolved. Academic engagement corresponded to online self-efficacy and general anxiety while fear was associated with COVID-19. In this vein, online learning self-efficacy and moderate general anxiety led to high online learning satisfaction. The fear of COVID-19 also required alleviation towards online learning satisfaction. For example, academicians and policymakers needed to focus on developing online self-efficacy and reducing the fear of COVID-19 for high online learning satisfaction.

<p class="apa">This study aims to investigate the students’ learning assessment practices used by Jordanian teachers of mathematics for grades (1-6) in Amman. The sample of the study consists of (402) teachers. A questionnaire of (72) items are developed on four domains, namely: questions, homework, exams, and alternative strategies. Validity and reliability are established. Results of the study show that the mean of the scores for the four domains and the entire items are medium, the highest was on exams and the lowest on the homework. ANOVA analysis show that there were no statistically significant differences related to number of courses and gender. On the other hand, there are statistically significant differences on the scientific qualification in favor of postgraduate studies. As for the type of school, the results are in favor of government schools. In regard to the number of experience years, the results are in favor of category (5-10) years on homework domain only.</p>

The goal of this study is to determine the degree of leadership skills practiced by principals at UNRWA schools. In order to achieve this goal a questionnaire consisting of 56 items was developed, which included two domains: Administrative and Technical skills, and personal and social skills. This questionnaire had been verified in terms of its validity and reliability. The study sample consisted of 400 male and female teachers, distributed according to gender into 185 male and 215 females from UNRWA schools. The main results of the study revealed that the mean score on the administrative and technical skills was 126.63 with a percentage of 77% and on the personal and social skills 77.3 with a percentage of 67%. However, the mean score of the total score was 203.93 with a percentage of 73% which means that the degree of principals’ practice of leadership skills was in average. Also, the results showed that there were statistically significant differences between the mean scores of the sample on the administrative and technical skills due to gender variable in favor of females. The study ended with some recommendations relating to enhance the principal’s skills in general and for male principals specifically.

With the increasing popularity of mobile learning in educational settings, the use of social networking sites (SNSs) as a tool for remote learning has become increasingly prevalent. However, the negative aspects of mobile learning through SNSs have not been extensively explored by scholars. Therefore, in this paper, we aim to investigate the impact of social overload, information overload, life invasion, and privacy invasion on students’ technostress and exhaustion and the resulting reduced intention to use SNSs for mobile learning. We also aim to investigate the impact of social overload, information overload, life invasion, and privacy invasion on students’ technostress and exhaustion and the resulting reduced intention to use SNSs for mobile learning. Data were collected through an online survey from 648 voluntary participants in Jordanian universities. The SOR framework provided a theoretical foundation for understanding the impact of SNSs on mobile learning. Through this study, we found information overload and life invasion were significantly related to higher levels of technostress and exhaustion among students. This suggests that, when students feel overwhelmed by excessive information or when their personal lives are invaded by SNS use, they experience increased technostress and exhaustion. Moreover, the study revealed that technostress and exhaustion were positively associated with a reduced intention to use SNSs for mobile learning. This indicates students who experience higher levels of technostress and exhaustion are less likely to engage with SNSs as a platform for their mobile learning needs. In contrast, we did not find a significant relationship between social overload and technostress, suggesting the amount of social interaction on SNSs may not directly contribute to students’ technostress levels. Additionally, we observed no significant relationship between privacy invasion and exhaustion, indicating privacy concerns may not directly contribute to students’ feelings of exhaustion in the context of mobile learning through SNSs. Regarding practical implications, we thus suggest the importance of establishing norms and rules to protect students’ privacy and prevent overburdening them with excessive SNS use. The SOR framework provides a theoretical foundation for understanding the impact of SNSs on mobile learning, and future researchers could benefit from its application.

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