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All Journal International Journal of Evaluation and Research in Education (IJERE) Islamic Guidance and Counseling Journal
Al-Dosari, Mashael Nasser
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Arts Humanities Education

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The Mediating Role of Academic Resilience in the Relationship Between Positive Emotions and Test Anxiety Among Muslim Undergraduate Students Ghareib, Hamed Samy; Al-Osail, Abdulaziz Faleh; Abdellatif, Mohamed Sayed; Ibrahim, Ashraf Ragab; Al-Dosari, Mashael Nasser; Nemt-allah, Mohamed Ali
Islamic Guidance and Counseling Journal Vol. 9 No. 1 (2026): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020269693000

Abstract

While positive emotions and test anxiety have been extensively studied in educational psychology, the mechanisms linking these constructs remain insufficiently understood, particularly within Islamic higher education. This study investigated whether academic resilience mediates the relationship between positive emotions and test anxiety among Muslim undergraduate students at Al-Azhar University. A cross-sectional design was employed with 300 students (144 males, 156 females; Mage = 20.20, SD = 0.94) from the Faculty of Education, Al-Azhar University, Egypt. Participants completed the Academic Resilience Scale-30, a newly developed 27-item Arabic Positive Emotion Scale, and the Multidimensional Test Anxiety Scale. Mediation analysis using Hayes' PROCESS macro with 5,000 bootstrap samples revealed significant correlations: positive emotions correlated positively with academic resilience (r =.489, p <.001) and negatively with test anxiety (r = -.322, p <.001), while academic resilience negatively correlated with test anxiety (r = -.290, p <.001). The analysis confirmed partial mediation, with positive emotions significantly predicting academic resilience (β =.489, p <.001), which in turn predicted reduced test anxiety (β = -.174, p =.005). The indirect effect was significant (β = -.085), accounting for 26.42% of the total effect, while the direct effect remained significant (β = -.237, p <.001), representing 73.58% of the relationship. Results demonstrate that academic resilience is a partial mediator, with positive emotions operating through direct and indirect pathways to reduce test anxiety. These findings reveal significant associations among positive emotions, academic resilience, and test anxiety, suggesting that these constructs may be potential targets for future anxiety interventions that could integrate immediate positive emotion strategies (e.g., gratitude practices, spiritual mindfulness) and longer-term resilience-building components (e.g., adaptive help-seeking, perseverance development) within Islamic educational frameworks, though longitudinal and intervention research is needed to establish causal relationships and intervention effectiveness.
Achievement motivation as a predictor of historical empathy: a study of social studies university students Nemt-allah, Mohamed Ali; Ghareib, Hamed Samy; El-Hashimi, Elsayed Atef; Al-Dosari, Mashael Nasser; Abdellatif, Mohamed Sayed; Soliman, Tawfik Mahmoud; Ibrahim, Ashraf Ragab Ibrahim
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37119

Abstract

This study investigated the predictive relationship between achievement motivation and historical empathy among social studies university students. Using the achievement motives scale-revised (AMS-R) and the historical empathy scale-adult form (HES-AF), data were collected from 428 Egyptian university students aged 18-24 from education faculties at Al-Azhar University. Correlation analyses revealed significant positive relationships between achievement motivation dimensions (hope of success and fear of failure) and all historical empathy components (cognitive, affective, and behavioral). Multiple regression analysis demonstrated that achievement motivation significantly predicted historical empathy, F(2, 425)=86.035, p<.001, explaining 28.8% of the variance. Hope of success emerged as the primary predictor (β=.478, p<.001), with approximately four times the predictive strength of fear of failure (β=.109, p=.018). These findings suggest that approach-oriented achievement motivation, particularly hope of success, is crucial in fostering empathetic understanding of historical content. The results provide theoretical insights into the psychological mechanisms underlying historical empathy and offer practical guidance for educators seeking to enhance empathetic engagement in social studies education through motivation-focused pedagogical approaches.
Co-Authors Abdellatif, Mohamed Sayed Al-Osail, Abdulaziz Faleh El-Hashimi, Elsayed Atef Ghareib, Hamed Samy Ibrahim, Ashraf Ragab Ibrahim, Ashraf Ragab Ibrahim Nemt-allah, Mohamed Ali Soliman, Tawfik Mahmoud