Impact of Covid-19 Pandemic on College Students at Kuwait University Health Awareness and Methods of Prevention

Al-Amari, Hanaa

doi:10.21608/ejes.2021.201164

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…It is not possible to build democracy in any society without spreading a democratic culture that deepens the values guiding the behavior of citizens, and democracy cannot be achieved without the existence of institutions through which democracy is practiced [21]. It has become agreed that the dissemination and consolidation of a culture of human rights is one of the most important pillars of democracy, as a mode of governance and a way of life, because human beings are the ones who make and practice democracy, and they will not improve that unless they are citizens armed with democratic culture [22].…”

Section: Key Conceptsmentioning

confidence: 99%

Perspective Chapter: Pedagogical Approaches and Institutional Policy for Democratic Practices in Education

Gafer Abdel Hakem Marzouk

2024

Education and Human Development

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Democracy is interrelated to education which has a social function by which society members are always developed and shaped through participation in the mobility and ideology of that society. Since the democratic individual is the basis of society, one’s democratic formation cannot take place unless the educational process makes him/her a focus. In addition, democratic principles, values and society progress should be a goal of that process. Moreover, democratic behavior is based on interaction and participation in an atmosphere of freedom where equality, justice, acceptance of others, work through responsibility and teamwork, as well as social understanding. This democratic behavior plays an important role in the educational process and is considered as an indicator of the mental health of principals and teachers. It also has an impact on the behavior, attitudes and achievement of learners. The purpose of democratic behavior is to provide an educational atmosphere in which the desired educational goals are achieved, and to build effective humanistic relations among the educational community members, students and their parents, based on respect, trust, self-expression and a sense of tranquility. This chapter ended with presenting some of the factors helping to activate democratic practices in the educational institution, by stating the role played by each element of the educational system in the school.

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Section: Key Conceptsmentioning

confidence: 99%

Perspective Chapter: Pedagogical Approaches and Institutional Policy for Democratic Practices in Education

Gafer Abdel Hakem Marzouk

2024

Education and Human Development

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“…One of the most prevalent groups affected by cyberbullying is adolescents (Al-Rifai, 2018). Many studies have indicated the extent of cyberbullying in various countries in the Arab world and the Middle East, with rates ranging between 27% and 27.6% in the Kingdom of Saudi Arabia (Sakran & Alwan, 2016;Al-Zahrani, 2015).…”

Section: Introductionmentioning

confidence: 99%

Cyberbullying Motivations and Moral Disengagement among Adolescent Cyberbullies: Exploring the Mediating Roles

2024

Cyprus Turkish Journal of Psychiatry &Amp; Psychology

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The study aimed to identify the factors and motivations that lead cyberbullied adolescents to engage in cyberbullying and to develop a structural model of the interrelationships between cyberbullying, moral disengagement, and bullying motivations. The primary research sample consisted of 804 adolescents from High schools in the Kingdom of Saudi Arabia, with 302 adolescents identified as cyberbullies, aged between 16 and 19 years (M= 18.9, S.D= 1.6). The sample was obtained through electronic links distributed via email and social media platforms. The study used the Cyberbullying Questionnaire (CBQ-Bullying scale), Cyberbullying Moral Disengagement Scale, and Cyberbullying Motivations Scale. The findings of the study indicate that power and ideology are the most significant factors causing cyberbullying behavior from the perspective of cyberbullies, followed by instrumental, amusement, sadism, external factors, revenge, and finally moral disengagement. There are differences between males and females in cyberbullying factors that favor males. Furthermore, the findings revealed that cyberbullying motivations and moral disengagement are positive predictors of cyberbullying behavior. Using structural modeling, the study confirmed the mediating role of power and moral disengagement variables in the influence of other factors like ideology, revenge, amusement, and sadism on cyberbullying behavior, in addition to the direct effects of the variables of instrumentality, ideology, and revenge on cyberbullying.

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Impact of Covid-19 Pandemic on College Students at Kuwait University Health Awareness and Methods of Prevention

Cited by 2 publications

References 8 publications

Perspective Chapter: Pedagogical Approaches and Institutional Policy for Democratic Practices in Education

Perspective Chapter: Pedagogical Approaches and Institutional Policy for Democratic Practices in Education

Cyberbullying Motivations and Moral Disengagement among Adolescent Cyberbullies: Exploring the Mediating Roles

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