الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 141
(13) Almakanin, H., Alodat, A., Al-Bakkar, A., Batarseh, H. (2021). Social Implications of the
Social Media Use by Students with Disabilities at the University of Jordan: Facebook as a Model.
Psychology and Education Journal, 58(2): 266-276.
https://doi.org/10.17762/pae.v58i2.1555
This study aimed to measure the benefits of using the social media website as perceived by students
with disabilities at the University of Jordan. The sample consisted of 150 students with disabilities
and used a 5-point Likert scale to rank the perceived benefits on a 12-item survey. On average, the
students indicated that using social media websites provided a moderate level of social benefits. In
contrast, the students indicated that social media websites provided a high level of social benefit
for increasing the number of new friends, deepening their relationship with others who have a
disability or who are concerned with disabilities, and identifying societal attitudes toward disability
and disability support services.
(14) Almakanin, H., Olaimat, A., Al-Hassan, O., Alodat, A., Al-Rousan, A. (2021). Emotional
Security and Social Competence among Syrian Refugee Children with Learning Disabilities.
Universal Journal of Educational Research, 9(1): 231-240.
DOI: 10.13189/ujer.2021.090125
Emotional security and social competence are considered crucial psychological factors that affect
the learning process, especially among vulnerable groups such as refugees and people with
disabilities. This study aimed to identify the level of emotional security and social competence
among Syrian refugees' children with learning disabilities. To achieve this objective, a descriptiveanalytical approach was used to identify the level of emotional security, and social competence
among (161) Syrian refugee children with learning disabilities enrolled in resource rooms in
schools in the Zarqa Governorate, Jordan. The participants responded to emotional security and
social competence scales. The results showed statistically significant differences in emotional
security among Syrian refugees' children with learning disabilities attributed to their gender in favor
of female children. At the same time, there was no difference in emotional security level based on
parental status. The results also revealed statistically significant differences in social competence
level based on the parental status of those who live with their parents. In general, the results showed
a positive correlation between emotional security and social competence in children with learning
disabilities from refugees. This study highlights the importance of conducting training programs to
increase the level of emotional security, academic skills, and social behavior among refugee
children with learning disabilities.
(15) Ianniello A., Alodat A.M., Corona F. (2023). A Bivariate Analysis of Teachers' Well-Being
and Personal Values for Inclusive Education. Book Chapter in: Handbook of Research on
Establishing Digital Competencies in the Pursuit of Online Learning. IGI Global.
DOI:10.4018/978-1-6684-7010-7.ch013
This study examines the relationship between value priorities and hedonistic (emotional balance
and life satisfaction) and eudaimonia (psychological and social well-being) aspects of the wellbeing of support teachers. The sample size includes a group of 402 participants (=43 male/=359
female). The portrait value questionnaire (PVQ-RR) was administered to investigate teachers'
values. At the same time, the following scales were used to measure the levels of well-being:
positive and negative affect scale (PANAS), satisfaction with life scale (SWLS), psychological
well-being scales (PWBS), and social well-being scale (SWBS). A bivariate statistical analysis was
performed to detect the correlation between the two variables examined statistically. The results of
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