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Prospective teachers' attitudes towards teaching are grounded in their experiences of successes and failures as students. Thus, addressing their attitudes towards teaching before starting their profession is strategic. To this aim, this study explored Jordanian prospective kindergarten teachers' attitudes towards the teaching profession. Furthermore, the study investigated the relative influence of participants' self-esteem, communication skills, and interest in the teaching process on these attitudes. A total of 234 university students who were pursuing their bachelor degree in kindergarten education participated in the study. These were selected from the six universities offering bachelor programs in childhood education in Jordan. Three scales were administered through the internet to collect data from students. The results showed that the behavioral component of communication skills was significantly associated with attitudes. Neither cognitive nor emotional communication skills were significant predictors. Undergraduate curricula should aim to cultivate positive attitudes while addressing and improving negative ones. Fostering prospective teachers' communication skills seemed to be a promising pathway to help promote positive attitudes and interest in teaching. Kindergarten education curriculum should help students improve, learn and use communication skills effectively.

This study examined whether family environment and coping strategies mediate the relationship between adolescents' bullying involvement (being a bully or victim) and severity of depression. The study utilized a nationally representative school survey and gathered data from 1083 school adolescents (mean age 15.0 ± 1.4 years; 66% females; 46% from the central urban region; 71% had very good to excellent school GPA). The relationship between bullying involvement and depression was partially mediated by family environment and emotion-focused coping. No mediating effect was revealed for problem-focused coping in this relationship. Findings from this study might help understand how the effect of bullying transmits on adolescents' psychological health, allowing us to supply more in-depth information about the bullying phenomenon than what can be explained by direct effects alone. Family environment and coping strategies used by adolescents seemed to play a critical role in shaping their bullying experience and thus, incorporating these factors into available effective anti-bullying programs can be promising.

School bullying is recognized as a global problem and sparks public concerns for students' safety. While it has recently emerged as a critical concern in the Arab world, particularly in Jordan, no national studies have yet investigated the extent of bullying in Jordanian schools. The purpose of this study was to investigate the prevalence, correlates, and experiences of bullying among a national sample of Jordanian adolescent students. A stratified random sampling procedure was used to select schools that represent the three main regions of Jordan (i.e. north, middle, and south) and a weighted sample of schools was randomly selected using Statistical Analysis System 9.4 based on provinces' density. A nationally representative sample of 1083 adolescents aged 12 to 17 was included in the study. Data were collected using self-administered questionnaires on school bullying and adolescent sociodemographics. The prevalence of bullying among Jordanian adolescents was consistent with international studies; 7% reported their involvement in bullying as a victim, 7.6% as a bully, and 1.7% as both. Verbal bullying was the most common form of bullying among victims and bully-victim, while relational bullying was the most prevalent bullying for bullies. Being a perpetrator was more prevalent among boys than girls. Adolescent students who came from low socioeconomic status or whose fathers were illiterate reported more victimization experience. The majority of students who experienced bullying reported negative attitudes of bystanders, parents, and teachers towards intervening or responding to the bullying experience. Bullying exists among Jordanian students and active steps towards addressing this phenomenon are discussed. This is the first known Jordanian study representing a national sample of adolescent students' experience of bullying. Findings present valuable information for school professionals, parents, and students regarding bullying and its associated factors. These findings also provide an avenue for the adoption and implementation of available anti-bullying programs to ameliorate bullying behaviors among Jordanian school students.