Article Per Year (5 Year)
p-Index From 2021 - 2026
1.048
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Islamic Guidance and Counseling Journal
Nemt-allah, Mohamed Ali
Unknown Affiliation
Arts Humanities Education

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

 1 
Navigating adversity: the relationship between academic entitlement and resilience in male undergraduates Badawy, Mahmoud Elsaid; Soliman, Tawfik; Nemt-allah, Mohamed Ali
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32845

Abstract

In today’s academic landscape, there is growing concern about the rise of academic entitlement among students and its potential impact on their psychological resilience. This study aimed to examine the relationship between academic entitlement and psychological resilience among university students, and to determine if academic entitlement subscales can predict resilience. The participants were 746 male undergraduate students from the Faculty of Education at Al-Azhar University, aged 19-25 years (M=21.41, SD=.952). Students completed the academic entitlement scale (AES) and the Connor-Davidson Resilience Scale (CD-RISC). The results revealed a significant negative correlation between overall academic entitlement and psychological resilience (r=-.801, p<.01), supporting the first hypothesis. Multiple regression analysis showed that both academic narcissism (β=-.237, p<.001) and academic outcome (β=.132, p<.001) subscales were significant predictors of psychological resilience, confirming the second hypothesis. These findings suggest that addressing entitled attitudes and fostering resilience should be key priorities for higher education institutions. Implications include developing targeted interventions to reduce academic entitlement and enhance resilience among students, potentially improving their academic performance and psychological well-being. Future research should explore additional factors influencing this relationship and evaluate the effectiveness of interventions across diverse student populations.
Enhancing character strengths and resilience in primary education: an online Quranic stories-based program Zekary, Samir Ahmed; Saleh, Gomaa Zakaria; Ibrahim, Ashraf Ragab; El-Hashimi, Elsayed Atef; Yussuf, Mustafa Mohamed; Nemt-allah, Mohamed Ali
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34091

Abstract

This study investigated the effectiveness of an online Quranic stories-based program in enhancing character strengths and resilience among primary school students. Using a randomized controlled design, 64 students (aged 11-13 years) from Housh Eissa School in Egypt were assigned to experimental (n=33) and control (n=31) groups. The intervention involved ten online sessions on five major Quranic civilizations, measuring character strengths and resilience using the validated 23-item character strengths test and ego-resiliency scale. Data were collected at three time points: pre-intervention, post-intervention, and two-month follow-up. The results demonstrated significant improvements in the experimental group across all 23-character strength dimensions (p<.01, partial η² ranging from .116 to .529) and resilience (F=34.245, partial η²=.529). Notable enhancements were observed in judgment (F=11.775, partial η²=.279), self-control (F=10.269, partial η²=.252), and beauty appreciation (F=10.824, partial η²=.262). These improvements were maintained during the follow-up period, with the experimental group consistently outperforming the control group. The study suggests that online Quranic stories-based interventions can effectively enhance character strengths and resilience in primary school students, demonstrating a promising approach for character education.
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.
Climate change anxiety scale: psychometric validation among university students in environmental sustainability contexts Makram, Bassam M. A.; Abdellatif, Mohamed Sayed; Elnhal, Ahmed Abdelhalim; Nemt-allah, Mohamed Ali
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.v15i2.37598

Abstract

This study employed a cross-sectional, two-sample validation design to develop and validate the climate change anxiety scale (CCAS) among Egyptian university students, addressing the critical gap in Arabic-language assessment tools for climate-related psychological distress. Two independent samples from Al-Azhar University participated: 540 students completed exploratory factor analysis (EFA) and 977 students completed confirmatory factor analysis (CFA). Content validity was established through expert review (content validity indices (CVI)=.778-1.000), resulting in an 18-item scale. EFA revealed a three-factor structure explaining 53.981% of variance: cognitive-emotional impairment, functional impairment, and behavioral engagement. CFA confirmed excellent model fit (comparative fit index (CFI)=.944, root mean square error of approximation (RMSEA)=.067), significantly superior to a single-factor model. Internal consistency was robust across subscales (ω=.817-.907, α=.813-.906) and total scale (ω=.910, α=.909). Test-retest reliability demonstrated strong temporal stability (r=.714-.886). Convergent validity was supported through significant inter-dimensional correlations (r=.394-.710). The CCAS provides a psychometrically sound, culturally appropriate instrument for assessing multidimensional climate anxiety, enabling systematic identification of students requiring targeted mental health interventions within Egyptian higher education contexts.
Belonging mediates the relationship between emotional contagion and digital competence among university students Nemt-allah, Mohamed Ali; Abdelhafiez, Ghada Mahros; Abdelbadie, Randa Rabie; Elfeshawy, Soma Abdelrazek; Mohammed, Sara Awadallah; Ibrahim, Ashraf Ragab
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.v15i2.37371

Abstract

Emotional contagion (EC) significantly influences student experiences in university settings, yet its relationship with digital competence—a key requirement for contemporary academic success—remains unclear. This study examined the mediating role of sense of belonging in the relationship between EC and digital competence among Egyptian university students. Two samples from Al-Azhar University were recruited: a psychometric validation sample (N=486) and a main study sample (N=737). Participants completed validated Arabic versions of the sense of belonging inventory, the susceptibility to emotional contagion (SEC) scale, and the digital competence scale for university students. Data were analyzed using correlation analyses and structural equation modeling (SEM) with bootstrap testing. Results showed that sense of belonging partially mediated relationships between both types of EC and digital competence. Positive EC had significant direct effects on belonging (β=.354) and digital competence (β=.195), with 39.4% of its total effect mediated through belonging. Negative EC also had significant direct effects on belonging (β=-.119) and digital competence (β=-.141), with 23.4% mediated through belonging. These findings suggest that higher education institutions should implement belonging-enhancement initiatives to strengthen digital competence and maximize the benefits of positive EC while mitigating negative emotional influences.
Co-Authors Abdelbadie, Randa Rabie Abdelhafiez, Ghada Mahros Abdellatif, Mohamed Sayed Al-Dosari, Mashael Nasser Al-Osail, Abdulaziz Faleh Badawy, Mahmoud Elsaid El-Hashimi, Elsayed Atef Elfeshawy, Soma Abdelrazek Elnhal, Ahmed Abdelhalim Ghareib, Hamed Samy Ibrahim, Ashraf Ragab Ibrahim, Ashraf Ragab Ibrahim Makram, Bassam M. A. Mohammed, Sara Awadallah Saleh, Gomaa Zakaria Soliman, Tawfik Soliman, Tawfik Mahmoud Yussuf, Mustafa Mohamed Zekary, Samir Ahmed