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Objectives: The primary objective of this cross-sectional study is to investigate perceived stress, perceived social support, satisfaction with online learning, and coping strategies among working mothers in Jordan during the COVID-19 pandemic. Methods: A total of 204 working mothers participated in an online survey. Four instruments were employed to analyze the study variables. Those instruments were Perceived Stressors Scale (PSS), Multidimensional Scale of Social Support (MSPSS), the Brief Coping Orientation to Problems Experienced (B-COPE) Inventory, and Distance Learning Satisfaction Scale (DLSAT). We used descriptive statistics, Pearson's correlation coefficients, and internal consistency for all variables in analyzing data for all variables. Results: The results revealed that working mothers reported a high level of perceived stress (M = 44.15, SD = 7.25), a low level of perceived social support (M = 29.78, SD = 9.41), a low level of satisfaction with online learning (M = 17.50, SD = 6.60), and a moderate level of effectively coping with their life circumstances (M = 60.56, SD = 11.07). Furthermore, the mothers’ perceived stressors, perceived social support, and satisfaction with children’s online learning were all significantly associated with the score of coping strategies. Conclusions: As working mothers are of the most vulnerable groups who was affected during the corona-virus disease (COVID-19) pandemic, the results in this study are significant in providing essential support and resources for them to cope with stress in the future and identify effective coping strategies for their well-being.

Post-traumatic Growth plays a key role to cope with traumatic incidents. The scale for Post-Traumatic Growth Inventory (PTGI) has been used by several researchers in different languages. This study aims to evaluate the Arabic-translated version of the PTGI scale by focusing on its validity in different languages and contexts. This study introduces an Arabic version of the PTGI-M normed with 417 undergraduate students at a large university in Jordan. The internal consistency (Cronbach's alpha) and test-retest reliability of the instrument were 0.97 and 0.82, respectively. Bivariate correlation was used to approximate the concurrent validity (CV). Significant correlations were found between the PTGI-M and the beck depression inventory (BDI), perceived stress scale (PSS), Taylor's manifest anxiety (TMAS), satisfaction with life (SWL), and the Rosenberg self-esteem scale (RSES). Confirmatory factor analysis (CFA) to assess the convergent and discriminant validity of the translated scale. Convergent and discriminant validity was established for the Arabic version of the PTGI-M by conducting a confirmatory factor analysis (CFA). In conclusion, this study proposes that future investigations should consider analysing the total PTGI-M subtotal scores to comprehend the complexity of the post-traumatic growth experience.

Recently, numerous training programs have been proposed to enhance children's creative abilities. This study aimed to examine the impact of a SCAMPER-based training program on developing creative thinking among kindergartners in Jordan. The intervention is expected to provide evidence that could serve as a foundation for fostering creative thinking in young children and helping them express their creative abilities. SCAMPER encompasses seven thinking skills: Substitute, Combine, Adapt, Modify, Put to Another Use, Eliminate, and Reverse/Rearrange. The program consisted of 20 interactive games where participants were encouraged to think in novel ways through playful questioning, fostering diverse thinking skills. This quasi-experimental study utilized the Jordanian version of the German Test for Creative Thinking-Drawing Production, with its psychometric properties verified for kindergartners. Data were gathered from one kindergarten, with a sample of 62 children randomly assigned to two groups: an experimental group of 30 children and a control group of 32 children. Means and standard deviations were calculated for the pre- and post-test results, and an analysis of covariance was conducted to investigate the effectiveness of the intervention at the 5% significance level. The findings revealed a statistically significant effect of the intervention on creative thinking development among the experimental group. Based on these findings, interventions aimed at enhancing creativity in early childhood are recommended.

The study aims to develop a rubric for assessing the students of college of education as educators from the perspective of character education. To achieve this objective, standards have been developed to assess the teacher from the perspective of character education, including six pillars of character education as main dimensions of the rubric: trust, respect, justice, responsibility, care and citizenship. The rubric prepared for faculty members consisting of 39 standards that derived from six pillars for assessing students as educators. Each standard has three performance indicators for basic assimilation level, partial assimilation level and complete assimilation level. The psychometric properties of the instrument were verified. The results showed that the rating scale has good content and construct reliability and a high internal consistency, making it a suitable tool for use in institutes and colleges that prepare students for the teaching profession. In light of the findings of this study, the researchers recommend that educational supervisors in the Ministry of Education adopt the final version of the verbal rating scale for evaluating teachers before and during their work in educational institutions. The researchers also encouraged faculty members in colleges of education to adopt the final version of this scale from the perspective of the moral education system.