Achievement motivation is a very important element in students' academic success (Steinmayr et al., 2019). This is especially true at the postgraduate level when students are expected to work independently on research projects. The purpose of the present research was to examine how psychological well-being, social adjustment and social responsibility predicted achievement motivation among Arab postgraduate students in Malaysia. The sample consisted of (137) Arab students currently pursuing their postgraduate studies in Malaysia: (59 Syrians, 32 Yemeni, and 46 Libyans). Data were collected using the Achievement Motivation test (Smith, 2018), Ryff's psychological well-being test (1989), Social adjustment test (Bell, 1934) and the Social Responsibility Test (Othman, 1979). Multiple Regression Analysis and ANOVA were used to analyse the data. Results showed that psychological well-being, social adjustment and social responsibility were significant predictors of achievement motivation among Arab postgraduate students. Furthermore, social responsibility was the most significant predictor of achievement motivation among Arab postgraduate students. The study also showed that there were differences in psychological well-being, social adjustment, social responsibility and achievement motivation among Syrian, Yemeni and Libyan students. These findings have a special significance as they show the possible contribution of these variables to the achievement motivation of Arab students in the diaspora. This will inform future studies about this population.

The Covid-19 pandemic has uncovered the urgent need for focus on mental health worldwide. Apart from the physical pandemic, international health officials have identified an accompanying, and probably more serious, mental health pandemic. Mental health issues have been identified to include academic stress and its correlates that affect higher education students. This survey carried out to uncover the relationship between psychological wellbeing and achievement motivation among male and female Libyan postgraduate students. The sample is 82 (43 male and 39 female) Libyan postgraduate students. The students answered the same scales including Ryff's psychological well-being test (1989). Achievement Motivation test by Smith (1972) developed by Smith (2018). Pearson correlation coefficient test and independent T-test were used to analyse the data. Results showed that there is a significant relationship between psychological well -being and achievement motivation among the male and female Libyan students. The result also revealed that there were no gender differences in psychological well -being and achievement motivation among male and female Libyan postgraduate students.

The purpose of this study was to create a theoretically driven instrument of achievement motivation and determine its validity and reliability (AMMA). Exploratory factor analysis (EFA) was used to assess the dimensionality and structural validity and internal consistency of the instrument. The Chronbach Alpha coefficient was also calculated using the test-retest and Split -half methods. The Participants included 215 Arab postgraduate students in Malaysia. It was found that this measure has theoretically been effectively supported to measure the achievement motivation by assessing four dimensions (Ambition, Goal setting, Endurance, and Perseverance). Regarding its reliability, The Chronbach Alpha coefficient was 0.85. The test-retest method yielded a coefficient of 0.83 while the split-half method was at yielded 0.77, indicating that the scale enjoys high reliability.

The purpose of this study was to create a theoretically driven instrument of Social adjustment entitled Social Adjustment measure for Arabic Postgraduate students in Malaysia )SAMA) and determine its validity and reliability. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to assess the dimensionality, structural validity and internal consistency of the instrument. The Chronbach Alpha coefficient was also calculated using the test-retest and Split-half methods. The Participants included 206 Arab postgraduate students in Malaysia. It was found that this measure has theoretically been effectively supported to measure the social adjustment by assessing three dimensions (Academic, Family, and local dimensions "friends & neighbors"(. Regarding its reliability, The Chronbach Alpha coefficient was 0.75. The test-retest method yielded a coefficient of 0.82 while the split-half method yielded 0.76, indicating that the scale enjoys high reliability.