Developmental and Educational Psychology, Education, Psychology, Social Sciences
32
Scopus Publications
104
Scholar Citations
4
Scholar h-index
2
Scholar i10-index
Scopus Publications
Epistemic Curiosity as a Mediator in the Relationship between Psychological Resilience and Math Anxiety among Students with Learning Disabilities Hussein Ahmed Shahat, Khaled Awad Elballah, Ashraf Ragab Ibrahim, Mohamed Ali Nemt-allah Journal of Educational and Social Research, 2026 This study examined epistemic curiosity as a mediating mechanism in the relationship between psychological resilience and math anxiety among middle school students with learning disabilities. Using a cross-sectional correlational design, 316 Egyptian middle school students (ages 12-15 years) with various learning disabilities completed the Epistemic Curiosity Scale, Brief Resilience Scale, and Modified Abbreviated Math Anxiety Scale. Confirmatory factor analyses demonstrated acceptable psychometric properties for all instruments. Mediation analysis using Hayes' PROCESS macro with 5,000 bootstrap samples revealed that epistemic curiosity significantly partially mediated the resilience-math anxiety relationship. The total effect of resilience on math anxiety was significant (? = -.785, p < .001), with epistemic curiosity accounting for 21% of this effect through an indirect pathway (? = -.213, 95% CI [-.310, -.094]). The direct effect remained significant (? = -.572, p < .001), indicating partial mediation. The model explained 45.9% of variance in math anxiety. Findings suggest resilience operates through dual pathways: directly reducing anxiety and indirectly enhancing knowledge-seeking behaviors that reframe mathematical challenges as intellectual exploration rather than threatening evaluation. Results support integrated educational interventions that simultaneously foster resilience and cultivate epistemic curiosity in students with learning disabilities experiencing math anxiety. Received: 11 January 2026 / Accepted: 30 march 2026 / Published: May 2026
Moral Courage Mediates the Relationship Between Ethical Climate and Sustainable Environmental Health Literacy Among Nurses Mirfat Mohamed Labib Elkashif, Mohamed Sayed Abdellatif, Darelglal Ahmed Gassmelseed Abdalla, Ashraf Ragab Ibrahim, Mohamed Ali Nemt-allah International Journal of Environmental Research and Public Health, 2026 Despite growing recognition that organizational culture shapes nursing practice, the linking of ethical climate to sustainable environmental health literacy (SEHL) remains poorly understood. This study examined whether moral courage statistically mediates the relationship between perceived ethical climate and self-reported environmental health literacy among Egyptian nurses, rather than observed competencies or clinical actions. A cross-sectional correlational design was employed with 743 nurses recruited from government, private, and university-affiliated hospitals. Participants completed the Hospital Ethical Climate Survey, the Nurses’ Moral Courage Scale, and the Environmental Health Literacy Scale. Mediation analysis used Hayes’ PROCESS macro with 5000 bootstrap samples. Ethical climate demonstrated strong positive associations with moral courage (r = 0.81) and SEHL (r = 0.86), while moral courage and SEHL were also strongly correlated (r = 0.82). Ethical climate explained 74% of variance in SEHL and 66% of variance in moral courage. Moral courage was associated with partial statistical mediation of the ethical climate–SEHL relationship, accounting for 33.4% of the total effect (β = 0.31, 95% CI [0.26, 0.37]), while the direct effect remained substantial (66.6%). These findings suggest that supportive ethical climates may be associated with nurses’ environmental health literacy via two statistical pathways: one directly linked to environmental learning and another indirectly linked to moral courage. Healthcare organizations should prioritize ethical climate development alongside moral courage training as potentially promising approaches to advance climate-responsive nursing practice.
Digital Citizenship and Community Belonging Among University Students: The Mediating Role of Sustainable Education Yamama Hamed Raslan, Boushra Mahmoud Bilal, Elaf Almansour, Nema Abuhelou, Mohamed Ali Nemt-allah, Mohamed Farag Elsayed Sustainability Switzerland, 2026 The intersection of digital citizenship, sustainable education, and community belonging represents an emerging yet underexplored area of inquiry, particularly within Arab higher education contexts where institutional digitalization is accelerating alongside distinct sociocultural expectations around academic identity. This study aims to investigate the mediating role of sustainable education in the relationship between digital citizenship and community belonging among Egyptian university students. A quantitative cross-sectional survey design was employed with a main sample of 819 university students. Participants completed three validated instruments: the Revised Digital Citizenship Scale, the Sustainable Education Scale, and the Where I Belong Survey. Mediation analysis was conducted using Hayes’ PROCESS macro with 5000 bootstrap resamples. Results reveal that digital citizenship is significantly and positively associated with both sustainable education and community belonging. Sustainable education, in turn, significantly predicts community belonging after controlling for digital citizenship, with the indirect effect accounting for approximately 38% of the total effect, consistent with partial mediation. These findings demonstrate that responsible digital engagement is associated with community belonging not only directly but also in a pattern statistically consistent with partial mediation through sustainability-oriented values including equity, inclusiveness, and democratic participation. These findings suggest theoretically informed directions for future intervention design, wherein integrating sustainable education principles into digital learning environments may warrant empirical investigation as a potential approach to cultivating ethically grounded, socially cohesive academic communities.
Climate change anxiety scale: psychometric validation among university students in environmental sustainability contexts Bassam M. A. Makram, Mohamed Sayed Abdellatif, Ahmed Abdelhalim Elnhal, Mohamed Ali Nemt-allah International Journal of Evaluation and Research in Education, 2026 <span>This study employed a cross-sectional, two-sample validation design to develop and validate the climate change anxiety scale (CCAS) among Egyptian university students, addressing the critical gap in Arabic-language assessment tools for climate-related psychological distress. Two independent samples from Al-Azhar University participated: 540 students completed exploratory factor analysis (EFA) and 977 students completed confirmatory factor analysis (CFA). Content validity was established through expert review (content validity indices (CVI)=.778-1.000), resulting in an 18-item scale. EFA revealed a three-factor structure explaining 53.981% of variance: cognitive-emotional impairment, functional impairment, and behavioral engagement. CFA confirmed excellent model fit (comparative fit index (CFI)=.944, root mean square error of approximation (RMSEA)=.067), significantly superior to a single-factor model. Internal consistency was robust across subscales (ω=.817-.907, α=.813-.906) and total scale (ω=.910, α=.909). Test-retest reliability demonstrated strong temporal stability (r=.714-.886). Convergent validity was supported through significant inter-dimensional correlations (r=.394-.710). The CCAS provides <br /> a psychometrically sound, culturally appropriate instrument for assessing multidimensional climate anxiety, enabling systematic identification of students requiring targeted mental health interventions within Egyptian higher education contexts.</span>
Belonging mediates the relationship between emotional contagion and digital competence among university students Mohamed Ali Nemt-allah, Ghada Mahros Abdelhafiez, Randa Rabie Abdelbadie, Soma Abdelrazek Elfeshawy, Sara Awadallah Mohammed, Ashraf Ragab Ibrahim International Journal of Evaluation and Research in Education, 2026 <span>Emotional contagion (EC) significantly influences student experiences in university settings, yet its relationship with digital competence—a key requirement for contemporary academic success—remains unclear. This study examined the mediating role of sense of belonging in the relationship between EC and digital competence among Egyptian university students. Two samples from Al-Azhar University were recruited: a psychometric validation sample (N=486) and a main study sample (N=737). Participants completed validated Arabic versions of the sense of belonging inventory, the susceptibility to emotional contagion (SEC) scale, and the digital competence scale for university students. Data were analyzed using correlation analyses and structural equation modeling (SEM) with bootstrap testing. Results showed that sense of belonging partially mediated relationships between both types of EC and digital competence. Positive EC had significant direct effects on belonging (β=.354) and digital competence (β=.195), with 39.4% of its total effect mediated through belonging. Negative EC also had significant direct effects on belonging (β=-.119) and digital competence (β=-.141), with 23.4% mediated through belonging. These findings suggest that higher education institutions should implement belonging-enhancement initiatives to strengthen digital competence and maximize the benefits of positive EC while mitigating negative emotional influences.</span>
Achievement motivation as a predictor of historical empathy: a study of social studies university students Mohamed Ali Nemt-allah, Hamed Samy Ghareib, Elsayed Atef El-Hashimi, Mashael Nasser Al-Dosari, Mohamed Sayed Abdellatif, Tawfik Mahmoud Soliman, Ashraf Ragab Ibrahim Ibrahim International Journal of Evaluation and Research in Education, 2026 <span>This study investigated the predictive relationship between achievement motivation and historical empathy among social studies university students. Using the achievement motives scale-revised (AMS-R) and the historical empathy scale-adult form (HES-AF), data were collected from 428 Egyptian university students aged 18-24 from education faculties at Al-Azhar University. Correlation analyses revealed significant positive relationships between achievement motivation dimensions (hope of success and fear of failure) and all historical empathy components (cognitive, affective, and behavioral). Multiple regression analysis demonstrated that achievement motivation significantly predicted historical empathy, F(2, 425)=86.035, p&lt;.001, explaining 28.8% of the variance. Hope of success emerged as the primary predictor (β=.478, p&lt;.001), with approximately four times the predictive strength of fear of failure (β=.109, p=.018). These findings suggest that approach-oriented achievement motivation, particularly hope of success, is crucial in fostering empathetic understanding of historical content. The results provide theoretical insights into the psychological mechanisms underlying historical empathy and offer practical guidance for educators seeking to enhance empathetic engagement in social studies education through motivation-focused pedagogical approaches.</span>
The Virtual Feedback Loop: Psychometric Validation of a New Scale to Measure Digital Validation Seeking in Higher Education Mohamed Ali Nemt-allah, Mamdouh Mahmoud Mostafa, Mamdouh Mosaad Helali, Hussam Khalifah Aldawsari, Bandar Saud Alromaih, Ashraf Ragab Ibrahim European Journal of Investigation in Health Psychology and Education, 2026 Despite the pervasive role of digital platforms in contemporary higher education, existing measurement tools fail to capture students’ psychological dependence on online approval within academic contexts, focusing instead on technical competencies or clinical addiction symptoms. This study developed and psychometrically validated the Digital Validation Seeking Scale (DVSS), a multidimensional instrument measuring university students’ reliance on digital feedback for academic and identity confirmation. Two independent samples of Egyptian undergraduate students were recruited: an exploratory sample of 511 students and a confirmatory sample of 740 students from six universities. The DVSS underwent rigorous content validation by eleven experts, exploratory factor analysis (EFA) using Principal Axis Factoring with Promax rotation, and confirmatory factor analysis (CFA) comparing competing structural models. Results revealed a robust four-factor structure comprising Academic Self-Quantification (ASQ), Feedback Hyper-vigilance (FHV), Social Comparison (SC), and Performative Studiousness (PS), with the first-order four-factor model demonstrating superior fit indices. The final 19-item scale exhibited excellent internal consistency, with Cronbach’s alpha coefficients ranging from 0.807 to 0.938 for subscales and total score, respectively, and strong test–retest reliability. The DVSS provides researchers and practitioners with a theoretically grounded, psychometrically sound instrument for identifying maladaptive digital validation patterns before they compromise academic engagement or psychological well-being, enabling targeted interventions within hybrid educational environments.
How Problem-Solving Attitudes Link Catastrophic Thinking to Environmental Awareness Among Egyptian University Students: A Structural Equation Modeling Approach Fatimah Ali Alhuraybi, Bassam M. A. Makram, Mohamed Sayed Abdellatif, Ashraf Ragab Ibrahim, Mohamed Ali Nemt-allah European Journal of Investigation in Health Psychology and Education, 2026 This study examined the mediating role of problem-solving attitudes in the relationship between catastrophic thinking and environmental awareness among university students using structural equation modeling. Two samples of undergraduate students from Al-Azhar University, Egypt, participated: a psychometric validation sample (N = 670) and a main study sample (N = 989). Participants completed three validated instruments assessing catastrophic thinking, problem-solving attitudes, and environmental awareness. Results revealed that catastrophic thinking was significantly negatively associated with environmental awareness both directly (β = −0.266) and indirectly through problem-solving attitudes (β = −0.172), with the indirect pathway accounting for approximately 39% of the total effect. The structural model demonstrated excellent fit to the data, and all hypothesized relationships were statistically significant. These findings suggest that catastrophic cognitions are associated with reduced environmental awareness both directly and through their negative relationship with problem-solving orientations that facilitate engagement with complex issues including environmental challenges. The study highlights the importance of addressing trait-level cognitive distortions alongside environmental content in education programs, as general catastrophic thinking patterns may impair environmental awareness even among students without climate-specific anxiety.
Health literacy and its association with sustainable healthcare attitudes among nursing students MEA Allawy, MS Abdellatif, AR Ibrahim, MA Nemt-Allah BMC Medical Education , 2026 2026
Epistemic Curiosity as a Mediator in the Relationship between Psychological Resilience and Math Anxiety among Students with Learning Disabilities HA Shahat, KA Elballah, AR Ibrahim, MA Nemt-allah 2026
Moral Courage Mediates the Relationship Between Ethical Climate and Sustainable Environmental Health Literacy Among Nurses MML Elkashif, MS Abdellatif, DAG Abdalla, AR Ibrahim, MA Nemt-allah International Journal of Environmental Research and Public Health , 2026 2026
Digital Citizenship and Community Belonging Among University Students: The Mediating Role of Sustainable Education YH Raslan, BM Bilal, E Almansour, N Abuhelou, MA Nemt-allah, ... Sustainability 18 (9), 4269 , 2026 2026
The Virtual Feedback Loop: Psychometric Validation of a New Scale to Measure Digital Validation Seeking in Higher Education MA Nemt-Allah, MM Mostafa, MM Helali, HK Aldawsari, BS Alromaih, ... European Journal of Investigation in Health, Psychology and Education 16 (3), 32 , 2026 2026 Citations: 1
Green Minds, Smart Tools: Exploring the Mediating Role of Digital Citizenship in the Relationship Between Environmental Education Awareness and Self-Efficacy MA Nemt-allah, MM Mostafa, MM Helali, HK Aldawsari, YZ Aboud, ... Sustainability 18 (4), 2150 , 2026 2026
How Problem-Solving Attitudes Link Catastrophic Thinking to Environmental Awareness Among Egyptian University Students: A Structural Equation Modeling Approach FA Alhuraybi, BMA Makram, MS Abdellatif, AR Ibrahim, MA Nemt-Allah European Journal of Investigation in Health, Psychology and Education 16 (2), 24 , 2026 2026
The effect of rapid automatized naming on foreign language anxiety among dyslexic students AA Elfeky, AF Alholah, AS Al-Budaiwi, RH Yacoub, AR Ibrahim, ... Int J Eval & Res Educ 15 (1), 815-825 , 2026 2026
Egyptian University Students’ Digital Literacy and Environmental Responsibility: Examining the Mediating Role of Historical Empathy YH Raslan, MF Elsayed, MA Nemt-allah Sustainability 18 (2), 754 , 2026 2026
From Tool to Scaffold: Structured Human–AI Collaboration and Its Effects on Academic Writing and Digital Critical Thinking among Saudi EFL Learners OA Alshehri, A Lamouchi, MS Abdellatif, MN Al-Dosari, M Mekheimer, ... Frontiers in Psychology 17, 1830103 , 2026 2026
From Belief to Identity: Teacher Resilience as a Mediating Mechanism Between Growth Mindset and Professional Identity Among EFL Student Teachers AM Alsuwaylim, MA Alshehri, A Lamouchi, M Abdellatif, AR Ibrahim, ... Frontiers in Psychology 17, 1830864 , 2026 2026
Reimagining Writing Assessment for the AI Era: A Systematic Review on Balancing AI Support and Authentic Skill Growth M Abdellatif, MA Alshehri, A Lamouchi, M Rahmath, MA Nemt-allah Frontiers in Psychology 17, 1809174 , 2026 2026
Climate change anxiety scale: psychometric validation among university students in environmental sustainability contexts BMA Makram, MS Abdellatif, AA Elnhal, MA Nemt-allah Int J Eval & Res Educ ISSN 2252 (8822), 1027 , 2026 2026
When knowledge is not enough: Faculty competencies, training challenges, and AI integration in higher education aligned with SDG 4 SB Almudara, AM Algizani, A Alameen, MS Abdellatif, MA Nemt-allah Research Journal in Advanced Humanities 7 (2), 1-13 , 2026 2026
Development and Psychometric Validation of the Ethical AI Dilemma Anxiety Scale among University Students MA Nemt-allah, M Helali, MM Mostafa, HK Aldawsari, AR Ibrahim, ... Frontiers in Psychology 17, 1810679 , 2026 2026
The impact of repeated reading intervention on reading self-efficacy and fear of negative evaluation in Arabic-speaking students FA ALhuraybi, AF Al-Osail, WE Hafez, AR Ibrahim, FA Abdelrahman, ... Humanities 7 (1) , 2026 2026
The Effect of Socratic Questioning in Enhancing Cognitive Curiosity and Historical Empathy in University Students MA Nemt-allah, EA El-Hashimi, RF AlMuntasir, SA Zekary, TM Soliman, ... Journal of Educational and Social Research , 2026 2026
AI-enhanced creative pedagogy: A systematic review of AI interventions in fostering students’ creativity across digital humanities contexts HA Alshehri, FBSM Alsubaie, MS Abdellatif, MA Nemt-allah Humanities 7 (1) , 2026 2026 Citations: 1
Statistical Analysis of the Academic Procrastination Scale Demonstrates its Psychometric Properties Through a Rigorous Four-Factor Validation Study AF Al-Osail, AM Ibrahim, MN Al-Dosari, AR Ibrahim, MS Abdellatif, ... 2026
Disconnected Minds: How Phubbing Fuels Foreign Language Anxiety and Academic Delay Behaviors in University Students AF Al-Osai, MA Nemt-Allah, MS Abdellatif, EA Abdelrahman, AR Ibrahim International Journal of Learning, Teaching and Educational Research 25 (1 … , 2026 2026 Citations: 1
MOST CITED SCHOLAR PUBLICATIONS
Validating the ChatGPT Usage Scale: psychometric properties and factor structures among postgraduate students M Nemt-Allah, W Khalifa, M Badawy, Y Elbably, A Ibrahim BMC psychology 12 (1), 497 , 2024 2024 Citations: 38
Environmental Education Awareness in Light of Sustainable Development Goals and Its Relationship with Environmental Responsibility Among University Students ND Aldawsari, MA Nemt-allah, MS Abdellatif Sustainability 17 (21), 9393 , 2025 2025 Citations: 25
Development and Psychometric Validation of the Brain Rot Scale: Measuring Digital Content Overconsumption Among Generation Alpha and Generation Z MM Mostafa, AR Ibrahim, MA Nemt-Allah, SZ Arafa, AA Hassan, ... European Journal of Investigation in Health, Psychology and Education 15 (12 … , 2025 2025 Citations: 6
Measuring ethical AI Use in higher education: Reliability and validity of the AI academic integrity scale for postgraduate students A Al Maharmah, A Elfeky, R Yacoub, A Ibrahim, M Nemt-allah International Journal of Innovative Research and Scientific Studies 23, 25 , 2025 2025 Citations: 6
The impact of AI-enhanced educational technologies on reading compre-hension skills development in students with learning disabilities: Towards individualized future education HN Almutairi, AF Al-Osail, MA Alshehri, MA Elhossiny Research Journal in Advanced Humanities 6 (3), 1–17 , 2025 2025 Citations: 3
Fostering flexible minds: the effect of probing questions in enhancing divergent thinking in geography M Nemt-allah, A Darwesh Journal of Palestine Ahliya University for Research and Studies 3 (2), 45-57 , 2024 2024 Citations: 3
The Mediating Role of Academic Resilience in the Relationship Between Positive Emotions and Test Anxiety Among Muslim Undergraduate Students HS Ghareib, AF Al-Osail, MS Abdellatif, AR Ibrahim, MN Al-Dosari, ... Islamic Guidance and Counseling Journal 9 (1) , 2026 2026 Citations: 2
From AI to action: Exploring the mediating role of ethical decision-making in the generative AI-procrastination relationship MAN Aisha Dihaan Al-Azmi, Adel Eladl International Journal of Innovative Research and Scientific Studies 8 (4 … , 2025 2025 Citations: 2
Grand challenges for ChatGPT usage in education: psychological theories, perspectives and opportunities Y Elbably, M Nemt-allah Psychology Research on Education and Social Sciences 5 (2), 31-36 , 2024 2024 Citations: 2
A Mindfulness-Based Intervention on Verbal Insight and Social Problem-Solving in University Students Y Elbably, M Nemt-Allah مجلة جامعة فلسطين الأهلية للبحوث والدراسات 3 (1), 164-177 , 2024 2024 Citations: 2
The Relative Contribution of Mindfulness and Psychological Well-being in Predicting Academic Resilience among University Students MAI Nemt-Allah Kafr Elsheikh University , 2022 2022 Citations: 2
The Virtual Feedback Loop: Psychometric Validation of a New Scale to Measure Digital Validation Seeking in Higher Education MA Nemt-Allah, MM Mostafa, MM Helali, HK Aldawsari, BS Alromaih, ... European Journal of Investigation in Health, Psychology and Education 16 (3), 32 , 2026 2026 Citations: 1
AI-enhanced creative pedagogy: A systematic review of AI interventions in fostering students’ creativity across digital humanities contexts HA Alshehri, FBSM Alsubaie, MS Abdellatif, MA Nemt-allah Humanities 7 (1) , 2026 2026 Citations: 1
Disconnected Minds: How Phubbing Fuels Foreign Language Anxiety and Academic Delay Behaviors in University Students AF Al-Osai, MA Nemt-Allah, MS Abdellatif, EA Abdelrahman, AR Ibrahim International Journal of Learning, Teaching and Educational Research 25 (1 … , 2026 2026 Citations: 1
AI-enhanced learning and cognitive processes in digital humanities: A systematic review of executive functions MA Alshehri, FBSM Alsubaie, MS Abdellatif, M Ali Humanities 6 (4) , 2025 2025 Citations: 1
The Effect of Microteaching with Video Analysis in Developing Sense of Efficacy and Passion for Teaching among Student Teachers HA Shahat, KA Elballah¹, ME Badawy, MA Nemt-allah, SA Gaber¹, ... Journal of Educational and Social Research 15 (4), 133-147 , 2025 2025 Citations: 1
Cyberpsychology: Validity of the AI Chatbots Usage Scale for University Students A Ibrahim, M Nemt-allah 2025 Citations: 1
Psychometric Evaluation of the Academic Intrinsic Motivation Scale in Elementary Education MA Nemt-allah, AF Bahnasawy, W El-Sayed 2025 Citations: 1
Beyond Silence: Developing a Multidimensional Communication Avoidance Scale for Higher Education W Khalifa, AA Osman, A Ibrahim, M Nemt-allah 2025 Citations: 1
Enhancing character strengths and resilience in primary education: an online Quranic stories-based program SA Zekary, ARI Gomaa Zakaria Saleh, EA El-Hashimi, MM Yussuf, ... International Journal of Evaluation and Research in Education 14 (6), 4992–5002 , 2025 2025 Citations: 1
