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All Journal International Journal of Evaluation and Research in Education (IJERE)
El-Hashimi, Elsayed Atef
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Education

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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.
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-Dosari, Mashael Nasser Ghareib, Hamed Samy Ibrahim, Ashraf Ragab Ibrahim, Ashraf Ragab Ibrahim Nemt-allah, Mohamed Ali Saleh, Gomaa Zakaria Soliman, Tawfik Mahmoud Yussuf, Mustafa Mohamed Zekary, Samir Ahmed