Students' beliefs, basic psychological needs, classroom participation, foreign language anxiety, and academic adjustment: A correlation study in Tashkent, Uzbekistan.

This study aimed to explore the relationships between study variables that directly and indirectly affect students' beliefs and academic adaptation. A measurement tool model was used to assess participants' 'academic adjustment' (academic motivation, academic lifestyle, academic achievement), basic psychological needs factors (autonomy, competence, relatedness), beliefs about assessment factors (benefit for learning, fairness), classroom participation, and students' FLP anxiety. Explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to validate the questionnaires.

The dimensional validity and reliability of the Italian smartphone addiction inventory of Yemeni university students.

The increasing usage of smartphones globally necessitates the creation of reliable and valid scales to evaluate their psychological effects, particularly within academic settings such as universities. The current study aimed to identify the factorial structure of the Smartphone Addiction Inventory (SPAI) in the Republic of Yemen. The sample consisted of 1920 university students (1136 males and 784 females).

A study on meta-parenting: Yemeni parental cognition.

Over the past decade, a plethora of research stressed the importance of understanding parental cognition, including meta-parenting. The existing literature echoed a wide range of parental variations accredited more to a child's psychological attainment and parental social cognition of implicit elements, such as beliefs, emotions, values, and culture. However, increasing contemporary research is warranted to diagnose deliberate and mindful parenting constructs.