No abstract

Abstract:The purpose of this study was to investigate the impact of cognitive emotion regulation strategies on academic achievement of university students in Jordan. A random sample of 386 students from the Hashemite University participated in the current study. The Cognitive Emotion Regulation questionnaire was used to measure the cognitive emotion regulation strategies. The findings of this study showed that cognitive emotion regulation strategies had significant joint effect and relative effect on academic achievement. It is hoped that this study will be beneficial to students and teachers in developing cognitive emotion regulation strategies for effective learning.

The purpose of this study was to investigate the impact of cognitive emotionregulation strategies on academic achievement of university students in Jordan. A random sample of 386 students from the Hashemite University participated in the current study. The Cognitive Emotion Regulation questionnaire was used to measure the cognitive emotion regulation strategies. The findings of this study showed that cognitive emotion regulation strategies had significant joint effect and relative effect on academic achievement. It is hoped that this study will be beneficial to students and teachers in developing cognitive emotion regulation strategies for effective learning.

No abstract

The purpose of this study was to identify evidence based teaching strategies that instructors use and practice in their classroom and their relationship with academic performance. A sample of 390 students was selected from among undergraduate students who were enrolled in an introduction to psychology course offered by the department of humanities and social sciences department at the Hashemite University. A questionnaire was developed to examine instructor's teaching practices in classroom settings, The questionnaire consisted of 10 statements and each statement was categorized into "less practiced", "sometimes practiced", and "most often". The findings of this study showed that most of evidence based teaching practiced in classroom settings at scientific and humanitarian faculties at Hashemite University sometimes. It also revealed that the level of academic achievement among undergraduate students at scientific and humanitarian faculties was moderate.