This study aims to explore the biopsychosocial factors linked with the wellbeing of students and educators during the Coronavirus Disease 2019 (COVID-19) pandemic, and how these factors affect feelings, thoughts, behavior, family relationships, and work environment. We developed a questionnaire comprising three domains: biological, psychological, and social. These three domains covered some of the symptoms that occurred in people during the COVID-19 pandemic. The sample included educators and students who were randomly selected from two countries: the United Arab Emirates (UAE) and Jordan. The sample consisted of 56 academic staff, 6 administrative staff, and 232 students at the tertiary level. The main findings showed that the most commonly reported biopsychosocial factors linked with educators' and students' well-being were the effect on family, depression, negative effect of media, headache, increased eating and sleep, physical comfort, and positive effect on goal achievement. In addition, the results showed that the demographic variables, gender and academic levels, had no statistically significant effect on the participants' responses, but there was a significant effect of social status. In addition, the study highlighted the common coping strategies used by educators and students, such as doing physical exercise, finding a hobby, sleeping, and eating more meals.

The aim of this study was to determine the preferred cognitive learning patterns among secondary students and their effect on their achievement in physics. To achieve the objective of the study, the researcher designed a scale of cognitive learning patterns (VAK) that consisted of (16) items, and after verifying its validity and reliability, it was applied to the sample of the study that consisted of (628) students randomly selected from the study population composed of secondary students admitted to King University Saud for the academic year 2017-2018. The results showed that there were statistically significant differences between the types of learning patterns preferred by students, that the majority of students preferred the visual pattern, followed by those who preferred the auditory pattern, while the kinesthetic pattern was the least favored by the students. The results also showed statistically significant differences in the learning patterns preferred by students attributed to the gender variable. It showed that males prefer the auditory pattern more than females, while females preferred the visual pattern more than males. There were no gender differences in their preference for the kinesthetic pattern. Moreover, Results related to the effect of the learning pattern on achievement showed a statistically significant effect of learning patterns on students’ achievement in physics. It showed that the students who preferred the kinesthetic pattern are those who had the highest academic achievements, followed by the students who preferred the visual pattern, while the students who preferred the audio pattern were the least achievable students. Based on these results, the study recommended that teachers should be encouraged to diversify the strategies and methods of university teaching to suit the learning styles preferred by their students, especially the new students, to motivate them to learn in the university environment and to provide the training needs and requirements necessary to enable them to take into consideration the individual differences among their students when they identify educational goals, content, methods, and strategies.

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The current study aimed at identifying the Psychometric Properties of attitudes scale towards electronic tests among graduate students, the researchers briefly explained various electronic test types used to asses students achievement. The study's significance lied in providing a valid and reliable scale, as well as demonstrating the appropriateness of electronic tests whether they meet the aims of distance education or not. Thus, universities can develop the tests' quality and improve them. The sample of the study consisted of ( 690) students (male and female) of the Amman Arab University. A scale of (56) items was built for the study. Different procedures were done to assure the validity of the scale such as Exploratory factor analysis, construct validity, and discriminatory validity, as for the reliability Cronbach's Alpha, Split Half, Standard Error of Estimate, and Hoyt equation were used. All these indications showed appropriate and reasonable results for the scale. The arithmetic means and standard deviations of students' attitudes towards electronic tests were calculated. The statistical results showed that the attitude scale has acceptable psychometric properties, as students had positive ones. It also showed statistical differences in students' attitudes attributed to gender in favour of female students due to their personal circumstances. However, there were no statistical differences found attributed to faculty or to the interaction between faculty and gender. The general results of this scale could encourage other researchers to implement it on various universities in different countries and to integrate technology with traditional teaching in their coming courses.

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