الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 152
وﻟﯿﺪ أﺣﻤﺪ ﻣﺴﻌﻮد.د
ﻣﺤﺎﺿﺮ ﺑﻘﺴﻢ اﻟﻌﻠﻮم اﻟﻨﻔﺴﯿﺔ – ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ – ﺟﺎﻣﻌﺔ ﻗﻄﺮ
wmassoud@qu.edu.qa
ORCID
0000-0001-6023-5336
SCOPUS
57751224500
(1) Massoud, W., Ahmed, M., Agaibi, C., Alsalhi, N. R. (2023). College Students' Mindfulness,
Resilience, Flourishing, and Academic Success: An Exploratory Study from Egypt. Przestrzen
Spoleczna (Social Space), 23(2), 375-404.
http://hdl.handle.net/10576/48857
Limited research has been conducted on the influence of mindfulness, resilience, and well-being
on academic achievement within the context of Arabic culture, particularly in higher education.
The main objectives of this study are twofold. Firstly, to establish the validity of the Arabic version
of the Mindful Attention Awareness Scale and the Brief Resilience Scale and to assess their factor
structure using a sample from Egypt. Secondly, to investigate the proposed model that explores the
mediating role of resilience and well-being in the associations between mindfulness and academic
outcomes Two separate studies were undertaken, involving a total of 883 college students from
Egypt (n1 = 486; n2 = 397). The administration of mindfulness, resilience, and flourishing scales
was conducted as a means of measuring well-being. The utilisation of the grade point average
(GPA) served as a metric for measuring academic achievement. Grade point average (GPA) scores
were calculated by taking the average of the scores achieved in the modules completed during the
first semester. The findings of the study indicate that the scales measuring mindfulness and
resilience in the Egyptian sample are unidimensional. Significant correlations were observed
between mindfulness, resilience, flourishing, and GPA. Two CFA models were analysed, and it
was found that the second model exhibited a complete alignment with the data, specifically in
relation to the mediator variables of resilience and flourishing. Resilience and flourishing serve as
mediators within the association linking mindfulness and grade point average (GPA). There exists
a positive correlation between the practice of mindfulness and academic performance, as measured
by the grade point average (GPA).
(2) Salama-Younes, Massoud, W., M., Fellouillet, F., Kharbouch, A., Eltahir, A., Al-Raheem,
A., Kazem, A., Osman, A., Abu Ghali, E., Kerkouche, F., Yousfi, H., Goltan, H., Bia, J., Gady, N.,
Al Kafagy, N., Ahmed, N., Al-Arja, N., Elyahfoufy, N., Abdelati, S., Elgedawy, S., Al-Said, T.,
Park, N. (2023). Factor structure and measurement invariance of the Values in Action inventory of
strengths reduced set for nine Arab countries. Middle East Journal of Positive Psychology.
http://www.middleeastjournalofpositivepsychology.org/
Positive psychology has put forward in recent years a classification of character strengths to
identify an individual's unique combination of virtues and attributes that contribute to their overall
well-being and flourishing in life. To measure these strengths, the Values in Action Inventory
of Strengths (VIA-IS) has been created and widely used. In the present study, we use Ng et al.
(2017) VIA-RS Reduced Set (107 items) to explore the structure validity of an Arabic version.
Confirmatory Factor Analysis (CFA) was conducted on data from nine Arab countries; four
African countries (Algeria, Egypt, Morocco, Sudan) and five Asian countries (Saudi Arabia,
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