Department of Educational Psychology, Hashemite University,
Background. Perfectionism is a multidimensional personality trait related to an individuals desire to achieve optimal performance. From this perspective, perfectionism plays an important role in students’ motivation and their interpretation of the contexts for achievement. However, perfectionism which is encouraged by the views of others may result in increased performance levels of undergraduate university students.
Objective. This study sought to identify the level of multidimensional perfectionism and motivational orientation among a group of undergraduate students in Jordan, while also investigating the relationship between multidimensional perfectionism and motivational orientation.
Design. To collect the data, questionnaires measuring multidimensional perfectionism and motivational orientation, were administered to a sample of406 male and female undergraduate students at Hashemite University and Al-Hussein Bin Talal University during the academic year 2016/2017.
Results. It was shown that the level of multidimensional perfectionism and motivational orientation was moderate, with no significant differences between the dimensions of multidimensional perfectionism and motivational orientation attributable to gender. Moreover, the results showed a positive and statistically significant relationship between the multidimensional perfectionism and motivational orientation subscales.
Conclusion. Our study provides valuable insight into perfectionist trends and their relationship to motivational orientation in Arab countries. It contributes to the literature by demonstrating that perfectionism contributes to performance and achievement through its relationship to motivational orientation.
Keywords: Multidimensional perfectionism, motivational orientation, intrinsic-extrinsic motivation, undergraduate students
Background. The study of emotional creativity has not received very much attention in Arab studies. Emotional creativity is a clear concept that appears in the everyday practice of individuals.
Objective. The present study aimed to examine the effect of a training program on emotional creativity among undergraduate students.
Design. The study comprised 67 undergraduate students at the Hashemite University; the participants were divided between a control group (N=35), and an experimental group (N=32), and data was collectedusing the Emotional Creativity Inventory(ECI).
Results. The results showed that the training program was effective in improving participants' emotional creativity, and a statistically significant difference was found between the control and experimental groups, showing the effectiveness of the training program in favor of the experimental group. The researcher recommends that students begin to be trained in emotional creativity skills from an early age.
Conclusion. The results of data analysis in the current study document the impact of the training program in improving the level of emotional creativity among members of the experimental group. This may be due to the strategies and techniques used in the training program, which contributed to raising the level of emotional creativity.
Keywords: training program; creativity; emotional creativity; undergraduate students
Background. Although the interest in subjective well-being has flourished during recent decades, there is a general lack of research into this subject throughout the Arab world, and in the Jordanian academic environment in particular.
Objective. The present study aimed to identify any significant gender differences in the level of subjective well-being, and to examine the relationship between subjective well-being and social support among a sample of Hashemite University students.
Design. The study sample comprised 679 male and female undergraduate students from the Hashemite University chosen by purposive method. The College Student Subjective Well-being Questionnaire and Multidimensional Scale of Perceived Social Support were used to collect the data.
Results. The results showed no significant differences in the level of subjective well-being due to the gender variable, but indicated significant differences between genders in satisfaction with academics and school connectedness. The results also showed a positive relationship between subjective well-being and social support.
Conclusion. The current study contributes to enriching the theoretical literature related to gender differences in the level of subjective well-being of Jordanian university students and to examining the relationship between subjective well-being and social support.
Keywords: Subjective well-being/ social support/ university student