الخصائص السيكومترية لمقياس الذكاء الأخلاقي للطلاب المراهقين بالبيئة العربية في ضوء بعض المتغيرات الديموغرافية وعلاقته بالاستحقاق الأكاديمي والأداء الأكاديمي
The current research aimed at developing the moral intelligence scale, verifying its psychometric properties in light of some demographic variables, and exploring the relationship between moral intelligence, academic entitlement, and academic performance. The first basic research sample consisted of (530) male and female secondary stage students from five countries (Egypt, Saudi Arabia, Yemen, Jordan, and Iraq) to verify the scale psychometric properties, while the second basic research sample comprised (488) male and female students from the same countries to identify the relationship between moral intelligence and both academic entitlement and academic performance. The research tools included the moral intelligence scale and the academic entitlement scale. For analyzing data, the researcher relied on the following statistical methods: exploratory factor analysis, confirmatory factor analysis, Cronbach's alpha coefficient, Pearson's correlation coefficient, t-test for independent samples, one-way analysis of variance, and path analysis. Research results revealed that moral intelligence has eight components in the Arab environment: fear of the Almighty Allah, patience and self-control, mercy and sympathy, respect, forgiveness and tolerance, fairness, responsibility, and courage. The scale is also characterized by high validity, internal consistency, and reliability. Besides, results indicated that there were no statistically significant differences between the students' mean scores on the moral intelligence scale due to the academic specialization, country of residence, and gender variables- except for the mercy and sympathy component in favor of female students. In addition, results demonstrated that there was a statistically significant negative correlation between moral intelligence and academic entitlement, and a statistically significant negative correlation between moral intelligence and academic performance, indicating the mediating role of academic entitlement between moral intelligence and academic performance. (Published abstract)