International Humanities Studies

International Humanities Studies
Chief Editor: Hasan A. Yahya, PhD. Comparative Sociology, PhD. Educational Administration, Jackson Community College, USA
 ISSN: 2311-7796
 Frequency: Quarterly (4 issues per year)
 Submission E-mail: editor@ihs-humanities.com
 Language of Publication: English
 

The international humanities studies is a global peer reviewed Journal. Its objective is to disseminate knowledge on the subject of humanities and its many branches, using a professional global arena with emphasis on research in humanities with no connection to either ideological or biased research.

 

IHS aims to publish the highest quality articles in both theoretical and applied research. The Journal covers scientific articles in humanities studies, especially sociology and political science, anthropology, criminology, archaeology, business and economics, cross cultural studies, development, education, geography, history, gender & women, law, library, media, linguistics, philosophy, methodology and statistics, psychology, social work or any other related fields.

 

The IHS is a scientific consortium which offers scholars a professional tool to publish and promote their recent articles; enabling them to work efficiently and provide researchers with scientific access to the best articles thereby advancing knowledge and learning. Moreover, IHS seeks to improve communication between scholars, researchers, readers and communities within the academic and other research arenas, including policy-makers and operational decision-makers.

 

It is the vision of IHS to publish descriptions of all aspects of basic and applied studies in the field of humanities studies that meet the general criteria of significance and scientific excellence using the open access model of publication. The journal issues are published regularly. In addition, special issues devoted to important topics in humanities studies will occasionally be published.
 
 

Editorial Board

Chief Editor

Hasan A. Yahya, PhD. Comparative Sociology, PhD. Educational Administration, Jackson Community College, USA

 

Deputy Chief Editor

Bassam Banat, PhD. Sociology (Statistical Methods and Research Techniques), Al-Quds University, Jerusalem, Palestine

 

Chief Editorial Assistant

Chris Ashcroft, DBA. Education & Divinity, Sydney, NSW Australia

 

Editors

Maria-Jose Lera, PhD. Psychology (Developmental and Educational Psychology), Seville University, Spain
 
Julia Meszaros, PhD. Global Sociocultural Studies, Texas A&M Commerce University, USA
 
Mohammed Banat, PhD. Arabic Language (Andalusian Literature), Al-Quds University, Palestine

Francisco Entrena Durán, PhD. Sociology (Theory & Social Change), Granada University, Spain
 
Bashir Ahmad, PhD. Social Sciences (Migration and Refugees), University of Granada, Spain

Luni Vermeulen, PhD. Public Administration, North-West University, South Africa
 
Katlego Arnold Mashego, Doctor of Laws (LLD) Candidate, University of the Western Cape, South Africa

Sharif Kanaaneh, PhD. Sociology (Anthropology), Birzeit University, Palestine

Elena Gavrilova, PhD. Foreign Languages, Plekhanov Russian University, Russian Federation

Radoslaw Damian Sajna, PhD. Political Science, Kazimierz Wielki University, Bydgoszcz, Poland

Nargis Asad, PhD. Clinical Psychology, Aga Khan University, Karachi, Pakistan

Mohamad Toufic Houri, PhD. Islamic Studies, Beirut Arab University, Beirut, Lebanon
 
Barbara Ambrogio, Doctor of Politics, Culture and Development Candidate, University of Calabria, Italy
 
Ignacio Fernández de Mata, Ph.D. History - Ph.D. Social Anthropology, University of Burgos, Spain

Gindra Kasnauskiene, PhD. Economics (Demography and Population economics), Vilnius University, Lithuania

Octavio Uña Juárez, PhD. Sociology, King Juan Carlos University, Spain
 
Irene Comins Mingol, PhD. Philosophy (Peace Research and Gender Studies), University of Jaume I, Spain

Adriaan Keller, MA. Religious Studies, Amsterdam University, Netherlands

Kira Trostina, PhD. Foreign Languages, Plekhanov Russian University, Russian Federation
 
Abdelmajid Naceur, PhD. Cognitive Psychology & Emotional Processes in Education and Teaching, Tunis University, Tunis

Seija Ulkuniemi, MA. Education, University of Lapland, Finland

Sobhi Albadawi, DRS. Sociology (Political Sociology & Refugee Studies), Sydney, NSW Australia

Erika Derkas, PhD. Sociology, New Mexico Highlands University, USA

Diego Checa Hidalgo, PhD. Contemporary History, Coventry University, United Kingdom

Tiziana Chiappelli, PhD. Quality of Education, PhD. Practice and Theory of Sense, University of Florence, Italy

Khodor Haidar Hassan, PhD. Public Health, PhD. Nutrition and Health, Lebanese University, Lebanon
 
Mª Teresa González Santos, PhD. Sociology, University of Malaga, Spain
 
Juan A. Macías-Amoretti, PhD. Arabic and Islamic Studies, University of Granada, Spain

Evelio Velis, MD. PhD. Director and Associate Professor. Barry University, USA
 
Mairim Febles Pérez, MA. Social Studies of Religions, Havana, Cuba
 
Mario López-Martínez, PhD, Contemporary History, Granada University, Spain

William I. Robinson, PhD. Sociology, University of California, Santa Barbara, USA

Besa Ismaili, PhD. State Religion & Women Studies, Prishtina, Republic of Kosovo

Mohamed Shishtawy, PhD. Forensic Medicine & Toxicology, Benha University, Egypt

Enver Gicic, PhD. Islamic Studies, Novi Pazar, Serbia
 
Hassan Karaki, PhD. Sociology (Industrial Sociology), Lebanese University, Lebanon
 
Indira Dzagania, PhD. Philological Sciences, Sokhumi State University, Tbilisi, Georgia
 
Jorge Ramos Tolosa, PhD. Contemporary History, University of Valencia, Tbilisi, Spain
 
Komla Avono, PhD. American literature (literature and race), University of Lome, Lome, Togo
 
Eduardo Duque, PhD. Sociology (Research Methods and Communication Theory) , Portuguese Catholic University, Lisbon, Portugal
 
Ana Mª Muñoz Muñoz, PhD. Documentation (Library and Information Science), University of Granada, Granada, Spain
 
Salam Jaafar Azeez, PhD. Tourism Sciences (Human Resources Management), University of Karbala, Iraq

Metacognition and its relationship to mental rigidity among Al-Quds University students

Author: Faris Kawanin*

 

The study aimed to identify the level of metacognition and its relationship to mental rigidity among Al-Quds University students in light of the following demographic variables, that is, gender, place of residency, academic year and college. The study approached the literature as a multi-dimensional phenomenon which addressed both theoretical and applied research.


A 66-item questionnaire was divided into three sections as follows: general information of the participants; the second section dealt with the metacognition scale (33 items) introduced by Schraw & Dennison (1994) while the third section included the mental rigidity scale (30 items) introduced by Eysenck & Wilson (1976). The random stratified method was utilized which comprised of a sample size of 370 male and female students at Al-Quds University, main campus, Abu Dies. The collected data was statistically analyzed using the statistical package for social sciences (SPSS).


The results revealed that the students experienced a high level of metacognition (M 3.83 SD 0.45); while a moderate level of mental rigidity (M 3.12 SD 0.25). The results of the study revealed significant statistical differences in mental rigidity among the students due to gender, however, place of residency, academic year, and college did not indicate any significant differences. Moreover, there was no statistical difference in metacognition among the students as well. The findings indicated that there was no correlation between metacognition and mental rigidity among Al-Quds University students.


In the light of the findings and literature reviewed, the following is recommended: compile indicative programs that reduce the problem of mental rigidity among students in schools or universities; tutor the students against the dangers of this problem in order to avoid such a problem; and further research is essential to develop an understanding of mental rigidity and its measurable impact on personal aspects of students using the case study and qualitative research design.

 

Keywords: Metacognition, students, mental rigidity, Al-Quds University.

 

*MA. Counseling Psychology, Department of Psychology, Faculty of Educational Science, Al-Quds University, Main Campus, Jerusalem- Abu Dies, Palestine. Independent Researcher, Hebron, Palestine. This email address is being protected from spambots. You need JavaScript enabled to view it.  

Published in Vol. 3 No. 2; June 2016
More in this category: « The impact of self-management in developing social responsibility of employees at Governmental and Non-Governmental Organizations in Hebron district
back to top

The international humanities studies strives towards honest, advanced and scientific communication. Therefore, IHS focuses on valid and reliable reported data, results, methods and procedures.

In order to achieve the aforementioned, IHS avoids bias in experimental design, data analysis, data interpretation, peer review, grant writing, expert testimony, and other aspects of research where objectivity is a requirement.

When conducting research on human subjects, IHS believes in minimizing human harm and risks. Finally, IHS believes in respecting human dignity, privacy and autonomy.

Copyright © 2013 International Humanities Studies. All Rights Reserved.