THE RELATIONSHIP BETWEEN PSYCHOLOGICAL ALIENATION AND GENERAL ANXIETY IN A SAMPLE OF FEMALE STUDENTS OF ISLAMIC MISSIONS INSTITUTES (NON-ARABIC SPEAKERS) IN LIGHT OF QUALITY OF LIFE

Document Type : Original Article

Authors

1 Faculty of Graduate Studies and Environmental Research, Ain Shams University

2 Department of Psychological Studies for Children, Faculty of Graduate Studies for Childhood, Ain Shams University

3 Department of Educational Sciences and Environmental Media, Faculty of Graduate Studies and Environmental Research, Ain Shams University.

Abstract

The research aimed to try to reveal the relationship between psychological alienation and general anxiety among female students of Islamic Missions Institutes (girls) (non-Arabic speakers). The researchers in this research relied on the descriptive correlational approach. The research sample consisted of female students of the Missions Institute. The research tools included the psychological alienation scale (prepared by the researcher) and the general anxiety scale prepared by (Dr. Fawzia bin Abdullah). The results of the study indicated the existence of a relationship between psychological alienation and general anxiety among a sample of female students of Islamic Missions Institutes (non-Arabic speakers) to a large degree, as well as the existence of a relationship between the degrees of the psychological alienation scale and social isolation. The research sample came in the (secondary) stage with a large percentage, and finally the research sample (senior program) with a smaller percentage. The validity of the first hypothesis was proven. There is a statistically significant relationship between psychological alienation and general anxiety among a sample of female students of Islamic Missions Institutes (non-Arabic speakers). The research recommended working on improving services related to the quality of school life, such as improving the quality of human relations between female students and faculty members at the institute and the quality of the testing and evaluation system and controlling Learning beliefs and increasing self-efficacy in learning and performance, and directing faculty members at the institute to focus on opening constructive communication channels with incoming female students, explaining the examination system and assessment criteria, clarifying the course description and their requirements, and developing awareness programs for new female students to increase their sense of security, happiness, mental health, optimism, and satisfaction with school life.
 
 
 

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