www.jsser.org
Journal of Social Studies Education Research
Sosyal Bilgiler Eğitimi Araştırmaları Dergisi
2021:12 (3), 28-46
The Level of Intellectual Security and its Relationship with Life Satisfaction among Mutah
University Students
Abdallah Almahaireh1, Mamduh Alzaben2, Fatima Aladwan3 & Mohammad Aljahani4
Abstract
The study aimed to reveal the level of intellectual security and its relationship to life satisfaction
among students at the University of Mutah, Jordan. A correlation approach was used. To achieve
those objectives, intellectual security and life satisfaction scales were developed, and their
psychometric characteristics were verified. The sample consisted of 297 students (146 males, 151
females). The study results showed moderate levels of intellectual security and life satisfaction
among the students, and that there is a relationship between intellectual security, social-life
satisfaction, and personal-life satisfaction. Intellectual security did not differ between genders, and
the life satisfaction of the females was better than that of the males. Intellectual security and life
satisfaction did not differ by academic year. The study recommends paying attention to students
struggling academically and providing therapeutic programmes to help them, and especially the
males, in the development of life satisfaction.
Keywords: intellectual security, life satisfaction, Mutah University.
Introduction
University comes at an important stage of the individual’s life. The move from high school to
university is a transitional period for students as they experience greater freedom and interaction.
On campus, the individual acquires new life skills and enters new relationships with both
individuals and groups. These relationships have different motivations and varying purposes and
concepts. University students find themselves exposed to challenging circumstances and stressful
life situations. The developmental, psychological, and social changes they experience present them
with demands and needs to be satisfied and ambitions and goals to be achieved (Atef, 2017).
Intellectual security is a relatively modern term. It has risen to prominence recently in the context
of the information revolution, the resulting ease of cultural transmission and their influence on
each other. It has become clear that in Arab and Islamic societies the concept of intellectual
1 Dr., University of Jordan, a.mahaere@ju.edu.jo
2 Dr., University of Jordan, Mamdohalzaben45@yahoo.com
3 Dr., University of Jordan, f.aladwan@ju.edu.jo
4 Dr., Mt_aj@hotmail.com
mailto:a.mahaere@ju.edu.jo
mailto:Mamdohalzaben45@yahoo.com
mailto:f.aladwan@ju.edu.jo
mailto:Mt_aj@hotmail.com
Journal of Social Studies Education Research 2021: 12 (3), 28-46
security has become closely linked with concepts of terrorism and intellectual deviation. The
concept is aimed primarily at fortifying members of society from being misled by threats to their
ideology and culture. Researchers have proposed several definitions for intellectual security, and
the United Nations University has described it as protecting human beings from serious risks and
fears of life dangers, regardless of whether those threats are at the level of the individual, group,
or state, and whether direct or indirect. Intellectual security is focused on securing and protecting
individuals and communities from fears or threats affecting their lives (Clark, et al., 1994; Van
Overschelde, & Piatt, 2020).
Intellectual security can be defined as ensuring that the ideas and minds of individuals are free
from all forms of misconception that may pose a threat to the life of the individual, the community
and the achievement of security and stability in all areas of life (Al-Haidar, 2010). Al-Maliki
(2008) describes intellectual security as involving the safety of people’s thinking from deviation
and from straying away from moderation in their understanding of political, religious, and social
matters. Intellectual security thus leads to the maintenance of public order and the achievement of
security and stability in various areas of life (Al-Faqi, 2010). It is also defined as an individual or
collective conception that includes values that safeguard society from the forces of deviation and
gives them ideas that provide people with happiness and reassurance and protect them from fears
and terrorism.
The disruption of thought systems among members of society is a major problem facing societies
and a threat to later generations; therefore, interest in intellectual security to confront and reduce
psychological and social problems is increasing. Intellectual security studies focus on the creation
of positive relationships between three main axes: the political, the civilizational, and the religious.
Through these, the aim is to provide comprehensive security for society through the provision of
freedom, democracy, the consecration of tolerance among individuals and the development and
building of society (Aronson et al, 2020; Johnson, 2005; Robbins et al., 2019).
Achieving security in its most comprehensive sense is a goal whose objectives are achieving
stability in society, protecting youth, and preventing them from accepting extraneous and
destructive ideas, and preventing them from obeying and complying with groups that would
brainwash them and change their beliefs. For the university student, intellectual security allows
the individual to question and think freely, allowing the student the freedom to take positions that
Almahaireh et al.
30
are contrary to the general context of society without being looked down upon, but to discuss those
attitudes and ideas openly. In this way, the students are helped to grow, to innovate, to explore and
to build knowledge. Intellectual security is of particular importance in achieving security in that it
is a continuous process of deepening the sense of duty towards society, developing a sense of
belonging and instilling a love of order and cooperation between individuals in society. This
process builds individuals who are actively responsible and are conscious of both their
responsibilities and rights (Carothers, 2018; Merrow, 2004).
One of the reasons for and indicators of intellectual insecurity is the negative impact of media
outlets, as the media play a major role in shaping the attitudes, values, ideas, and beliefs of
individuals. The weak role of social institutions is another factor, together with poor parenting, as
evident in neglect, lack of care, absence of good role models, and a lack of consideration for the
characteristics accompanying growth with their purposeful needs (Chaldan, 2013; Hamad, 2017).
Intellectual insecurity leads to aberrations, violence, and terrorism, and has many negative effects
on individuals and societies. These include psychological effects: feelings of fear, anxiety, tension,
psychological strife, inability to define future goals, and the inability of the individual to
understand his or her meaning and purpose in life. The social consequences of intellectual
insecurity include poverty, family and social disintegration, poor social control, disintegration, and
dissolution of the principles of society, the emigration of national competencies due to terrorism,
the spread of violence, changes in the economic and social development of the state, accompanied
by instability. These factors all impact the life satisfaction of individuals, since satisfaction with
life requires the individual to feel safe (Shrestha, 2019; Williams, 2009).
Azab & Moslehi (2021) pointed that the intellectual security important and has a role in defeating
the tourism among university students. Also, Alkushki & Al saban (2021) addressed that the
quality of family life effects negatively on the intellectual security. the results of Jaradat & Ajlouni
(2021) shows that the students prefer online learning compared with face-to-face learning which
means that they were facing problems that effects intellectual security.
The concept of life satisfaction refers to the degree of personal satisfaction an individual feels with
his or her life. Life satisfaction includes factors such as the quality of the dwelling, economic
conditions and problems suffered by the society, such as the rates of crime and accidents. The
Journal of Social Studies Education Research 2021: 12 (3), 28-46
concept of life satisfaction also refers to the experience and knowledge of the individual and to
their understanding of the difference between ambitions and achievements. According to the
World Health Organization (WHO), life satisfaction involves the beliefs the individual has about
their life, goals, expectations, and interests, in the light of the cultural and value system that
prevails in the society in which they live. It is a broad concept that is affected by the physical
health of the individual and by their psychological state, social relations, and relationship with all
the components of the environment within which they live (Issa & Rashwan, 2006).
Martin et al. (2008) defines life satisfaction as an internal state that the individual feels and which
influences his emotions, behaviours, and responses to situations. It reflects his satisfaction and
acceptance of all aspects of life, including his acceptance of himself, his family, and others.
Paschali and Tsitsas (2010) define it as a knowledge-based process in which an individual assesses
his life in the light of his own understanding and evaluates his circumstances in the light of his
personal standards. Chaing (2010) suggests that life satisfaction results from the successful
solution of several psychological and social crises facing the individual throughout his life span.
Life satisfaction expresses the degree to which the individual feels happy about his general
situation in life.
The term ‘life satisfaction’ is an important indicator of positive psychological bliss (psychological
well-being). It has been defined as a cognitive assessment of the areas of life in general, or of the
important areas of life such as family and school (Huebner, et al., 2005), Shawaqfeh and
Almahaireh (2019) pointed that the using of technology impact on the life satisfaction and can
improve it in many ways, also, the quality-of-life effects on life satisfaction (Tavakoly Sany et al.,
2021), The results of Jaradat & Ajlouni (2021) revealed that students preferred an online learning
environment to face-to-face learning and perceived the former as being very useful. However,
students encountered some challenges, such as mental health issues (anxiety and stress), which
effects their life satisfaction, the result of Chandra et al. (2018) indicated a positive influence of
service quality on university student satisfaction.
Life satisfaction is also a component of personal bliss (subjective well-being), which includes the
satisfaction of individuals with the environment in which they currently live, their willingness to
change, and satisfaction with the individual’s future expectations and their personal opinions about
the nature of their relationships with individuals in their lives (Cenaseven-Onder, 2012).
Almahaireh et al.
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One of the theories that interprets life satisfaction is the theory of values, objectives and meaning.
Developed by Oishi (1999), this theory is described in Al-Ashe (2002) and suggests that
individuals feel life satisfaction when they achieve their goals, although feelings of satisfaction
will differ. Although people have different goals and their degree of importance to the individual
will differ, individuals who are truly aware of their goals and aspirations and succeed in achieving
them will enjoy a higher degree of life satisfaction than those who are unaware of the realities of
their goals. The theory of adaptation states the following: Adaptation is always taking place, and
individuals can become accustomed to new events in their lives. Depending on their personality
type, their reactions, their goals in life and whatever exposure the individual must events that
negatively affect him, he will have the ability to adapt and return to being how he was before being
exposed to those events (Diener, 2000). The core of Judge’s self-evaluation theory states that the
partial evaluation of all aspects of any area of life produces an ultimate feeling of life satisfaction
(Tomlinson, 1997, cited in Attia, 2008). However, in his social comparison model, Esterlin (2001)
argues that individuals compare themselves with others and are happier if their circumstances are
better than those of others around them. Life satisfaction thus depends on a comparison of social,
physical, or cultural norms on the one hand, and what the individual has achieved, on the other.
Evaluation theory sees that life satisfaction can be measured according to various criteria. The
most important of these criteria depend on the individual: their dominant values, their temperament
and the circumstances surrounding them, all of which affect their sense of life satisfaction. This
theory sees no relationship with age and education as possible variables of life satisfaction (Diener,
2000).
Study problem
The Hashemite Kingdom of Jordan has been subjected to several terrorist campaigns in recent
years. These have targeted all aspects of Jordanian society: its economy, politics, and lifestyle, and
called for chaos as a punishment for the society due to what is seen as its deviant ideology. This
was evident in the events that took place at Karak Fort and Salt, where the behaviour of the young
people, resulting from their intellectual deviation, disintegrated into extremist groups. For the
human being, the need to live safely is a necessary and indispensable condition, and the need for
intellectual security is therefore one of the most important requirements of the present day because
of the multiple pressures on young people to practice the type of terrorism from which Jordan
Journal of Social Studies Education Research 2021: 12 (3), 28-46
suffered. Many analytical studies, such as those of Al-Azzam (2018) and Al-Zahrani (2017), point
to the importance of intellectual security in achieving national security. Universities are among the
most important educational institutions that can help to develop and organize the ideas of young
people and help them understand their role in life and what is needed to achieve success. The
choices made by university students are more important than those at other educational stages. It
is of huge importance to society that students understand the origins of civilization as they will be
the makers of change, influencing the future of generations to come. Ali (2017) notes, in his study,
that university students face many challenges and that foremost among them is intellectual
security.
Research Questions
The current study therefore aims to answer the main question, ‘What is the level of intellectual
security and its relationship to life satisfaction among the students of Mutah University?’ The study
will investigate this by asking the following secondary questions:
1. What are the levels of intellectual security and life satisfaction among Mutah University
students who are struggling academically?
2. Is there a statistically significant relationship at the level of significance (α=0.05) between
intellectual security and life satisfaction among Mutah University students who are
struggling academically?
3. Are there a statistically significant differences at the level of significance (α=0.05) in the
levels of intellectual security and life satisfaction among Mutah University students who
are struggling academically according to gender?
4. Are there a statistically significant differences at the level of significance (α=0.05) in the
levels of intellectual security and life satisfaction of Mutah University students who are
struggling academically according to academic years?
Hypotheses
1. Ha1: there a statistically significant relationship at the level of significance (α=0.05)
between intellectual security and life satisfaction among Mutah University students who
are struggling academically.
Almahaireh et al.
34
2. Ha2: there a statistically significant differences at the level of significance (α=0.05) in the
levels of intellectual security and life satisfaction among Mutah University students who
are struggling academically according to gender.
3. Ha3: there a statistically significant differences at the level of significance (α=0.05) in the
levels of intellectual security and life satisfaction among Mutah University students who
are struggling academically according to gender.
Method
Research Design
This study uses a quantitative approach by correlation approach to investigate the levels of
intellectual security and life satisfaction among Mutah University students who are struggling
academically, and possible relationship among these two variables. Also, to investigate the
differences in them according to gender and academic years (Creswell & Creswell, 2017).
intellectual security scale and life satisfaction scale were applied students who are struggling
academically on the Mutah University in the academic year of (2020).
Participants
The study community consisted of all Mutah University students who were struggling
academically in their first and third academic years. According to statistics from the Admissions
and Registration department at Mutah University (2020), there were approximately 2971
undergraduate students who were struggling academically in the first semester. The study sample
was chosen randomly and was made up of 297 students from both genders (146 males, 151
females) in their first or third year (140 in the first year, 157 in the third year) from all faculties,
they were aged between 18-20 years old, representing 10% of the study community. Once the
names of the students who were struggling academically had been identified by the dean of the
College, 10% of them were invited to participate in the study. Before the study commenced, the
written consent of the students and the approval of the University were obtained.
Table 1
Demographic characteristics of the respondents (N=297)
Variable Number Percentage
Gender Males 146 49.2%
Females 151 50.8%
Academic year First 140 47.1%
Third 157 52.9%
Journal of Social Studies Education Research 2021: 12 (3), 28-46
Data Collection Tools
Intellectual Security scale
The researchers conducting the study created an intellectual security scale, adapting it from Ali
(2017), Al-Azzam (2018), Al-Zahrani (2017) and Hamad (2017). The scale comprised 27 items,
each of which was rated on a five-point scale from 5 (always) to 1 (never). Higher scores reflected
a higher level of intellectual security. The researchers calculated the validity and reliability and
found that the discriminate evidence ranged between 0.35 and 0.77. Cronbach’s alpha was initially
0.82, and then 0.78 at the retest, three weeks later.
Life Satisfaction scale
The researchers adapted the life satisfaction scales of Al-Juhani (2014) and Huebner (2005). The
inventory comprised 40 items, each of which the participants were asked to rate on a five-point
scale from 5 (always) to 1 (never). Higher scores reflected a higher level of life satisfaction. It
included four dimensions: family life satisfaction, university life satisfaction, social life
satisfaction, and personal life satisfaction. The researchers extracted the validity and reliability and
found that the discriminate evidence ranged between 0.33 and 0.65, while the internal validity of
the dimensions ranged between 0.45 and 0.67. Cronbach’s alpha for the scale and its dimensions
ranged from 0.75–0.88, and then from 0.84–0.96 at the retest, three weeks later.
Data Collection
The researchers obtained approval for this study from the Institutional Review Board. Data were
collected by questionnaires covering the two measures: intellectual security and life satisfaction,
it was distribution by the dean of the College, 10% of them were invited to participate in the study.
The questionnaires answers were checked to make sure it can be analysis.
Data Analysis
SPSS was used to discover the results. To answer the first question, descriptive statistics using
arithmetic averages and standard deviations were calculated. To answer the second question,
Pearson correlation test was extracted because it analyses the linear correlation between two sets
of data . To answer the third question, the independent t-test was used to examine the differences
between the averages of intellectual security and life satisfaction according to gender. To answer
the fourth question, the independent t-test was used to examine the differences between the
averages of intellectual security and life satisfaction according to academic year. The independent
t-test was used because its analyses the statistical differences between the means of two groups.
Almahaireh et al.
36
Findings
Classic Assumption Test
This test is useful for determining whether there are deviations in the assumptions before
regression because the regression equation must not deviate from the BLUE (Best Linear Unbiased
Estimator) criteria. The classical assumption test comprises the steps below.
Results of the normality test & Homogeneity test
The normality test and homogeneity test using Levene’s test were made for intellectual security
and life satisfaction, the results shows that there is a normality distribution (Ghozali, 2018) and
there was a homogeneity according to Hair et. al. (2018), the Skewness for intellectual security
were 0.350-, while the Kurtosis was 0.270, and the Homogeneity test where not significant at the
level of (0.05). while the Skewness for life satisfaction was 0.578, while the Kurtosis was 0.207,
and the Homogeneity test where not significant at the level of (0.05).
Multicollinearity Test
This test helps ensure the existence of the independent variables based on the VIF and
tolerance values. The data are free from multicollinearity if tolerance is greater than 0.10 and the
VIF value is less than 10 (Ghozali, 2018).
Level of intellectual security and life satisfaction among Mutah University students who are
struggling academically
Arithmetic averages and standard deviations for the intellectual security and life
satisfaction scales are shown in Table 2:
Table 2
Arithmetic average and standard deviation for intellectual security and life satisfaction,
including the latter’s sub-dimensions
Variable Dimension Average Standard deviation Level Dimension rank
Total for Intellectual security 3.18 1.13 Moderate
Life satisfaction
Family life satisfaction 2.45 1.23 Moderate 4
University life satisfaction 3.06 0.69 Moderate 3
Social life satisfaction 3.12 0.62 Moderate 2
Personal life satisfaction 3.43 1.30 Moderate 1
Total Life satisfaction 2.77 0.53 Moderate
Journal of Social Studies Education Research 2021: 12 (3), 28-46
It is to be noted from Table 2 that Mutah University students who were struggling academically
achieved moderate levels of intellectual security with an arithmetic average of 3.18 and a standard
deviation of 1.13. They achieved a moderate degree of life satisfaction with an arithmetic average
of 2.77 and a standard deviation of 0.53. The various dimensions of life satisfaction also achieved
moderate levels, with arithmetic averages ranging between 2.45 and 3.43.
Hypothesis testing
Ha1: The relationship between intellectual security and life satisfaction among Mutah
University students who are struggling academically
To answer this question, the Pearson correlation coefficient was calculated, and Table 3 illustrates
the results.
Table 3
Correlation coefficient between intellectual security and life satisfaction
Variable
Family life
satisfaction
University life
satisfaction
Social life
satisfaction
Personal life
satisfaction
Total score for
life satisfaction
Intellectual
Security
Correlation 0.07 0.08 0.23 * * 0.15 * 0.04
R2 0.00 0.01 0.05 0.02 0.00
Sig. 0.18 0.16 0.00 0.01 0.45
It is noted in Table 3 that the correlation coefficients for personal and social life satisfaction with
intellectual security were statistically significant as the correlation coefficients were positive, the
social life satisfaction effects 5% on intellectual security, while the personal life satisfaction effects
2% on intellectual security, whereas there was no statistical significance at the level of significance
(0.05) between the dimensions of family life satisfaction and university life satisfaction or between
total life satisfaction and intellectual security.
Ha2: Differences relating to gender in the level of intellectual security and life satisfaction of
Mutah University students who are struggling academically
To answer the fourth question, a test (Test-Retest) was used to examine the differences between
genders in relation to performance averages and the statistical significance of intellectual security
and life satisfaction of students who were struggling academically. Table 4 illustrates this.
Almahaireh et al.
38
Table 4
Results, according to gender, of average performance on intellectual security and life
satisfaction scales by students who struggle academically
Factor N Gender Arithmetic average
Standard
deviation
DF T Sig.
Intellectual Security
146 Male 3.05 1.10
295 -1.94 0.06
151 Female 3.29 1.14
Life Satisfaction
146 Male 2.65 0.39
295 -3.72 0.00
151 Female 2.87 0.61
As can be noted from Table 4, there were no differences in intellectual security between male and
female students as the value of T (1.94) is a non-significant statistical value. However, there were
differences between male and female students in terms of life satisfaction, as the value of T (3.72)
was significant, showing that females scored better at life satisfaction than males.
Ha3: Differences according to academic year in the level of intellectual security and life
satisfaction of Mutah University students who are struggling academically
To answer the fifth question related to the academic year, a test (test-retest) was used to
examine the differences according to academic year between average performance on intellectual
security and life satisfaction for first- and third-year students who were struggling academically at
Mutah University. Table 5 illustrates this.
Table 5
Results of average performance on intellectual security and life satisfaction of students
according to academic year
Factor N
Academic
year
Arithmetic average Standard deviation DF T Sig.
Intellectual Security
140 First 3.22 1.06
295 0.66 0.51
157 Third 3.14 1.18
Life Satisfaction
140 First 2.78 0.52
295 0.28 0.78
157 Third 2.76 0.54
Table 5 shows that there were no differences in either intellectual security or life satisfaction
between students in different academic years, with T values of 0.66, and 0.28, respectively. These
are not statistically significant values, which indicates that the current situation of students, despite
their academic weakness, does not differ according to academic year.
Journal of Social Studies Education Research 2021: 12 (3), 28-46
Discussion
The study results showed moderate levels of intellectual security and life satisfaction among the
students, and that there is a relationship between intellectual security with social-life satisfaction,
and personal-life satisfaction. Intellectual security did not differ between genders, and the life
satisfaction of the females was better than that of the males. Intellectual security and life
satisfaction did not differ by academic year.
Level of intellectual security and life satisfaction among Mutah University students who are
struggling academically
The results of the first question show that Mutah University students who are struggling
academically have achieved a moderate degree of intellectual security. It is suggested that this is
due to the training and enrichment programmes organized by the university, and the services
provided by the dean of student affairs for students who are struggling academically. These have
aimed to involve them in the community and to organize enriching activities for them. The result
can be explained that the universities are a safe place for students to build knowledge, explore, and
evaluate ideas; they also encourage them to think, research, and freely question what they are
learning. Additionally, if students take counter-societal attitudes, and sympathise with some of the
others' ideas that may be anomalous and false, their presence within the academic environment
allows faculty and educators to change and correct those ideas rationally and logically (Bucher &
Manning, 2005). Many studies have indicated the seriousness of the intellectual deviation,
resulting from the lack of intellectual security levels in university students. Universities must
achieve intellectual security for their students to adjust their intellectual paths (Al-Aklabi &
Ahmed, 2010). In this way, the results of this study differ from the results of a study by Al-Zahrani
(2017), which indicates a high level of intellectual security among gifted students in the city of
Jeddah. It also differs from the results of a study by Mubarak (2016), which indicates a high level
of intellectual security among employees at Al-Bayt University.
The results show that Mutah University students who are struggling academically have achieved
a moderate degree of life satisfaction, in all its dimensions, and this result can be attributed to the
provision of financial and moral support from families and the high social value given by society
to its university students, and society’s customs and traditions that reflect positively on the personal
life satisfaction of the students. Personal life satisfaction ranked first, with family life satisfaction
Almahaireh et al.
40
ranking last. This may be due to problems experienced by the students at the university, which
influence their family relations. University life satisfaction came in the penultimate position due
to the students’ low academic achievements and low grades, which were under 65%. The results
of the current study differ from the findings of studies by Zbaidat (2015), Al-Juhani (2014),
Hamdan-Mansour et al. (2012), Anye (2013), and Shqura (2012), which indicated high levels of
life satisfaction in all individuals, both in total score and in all its dimensions.
Relationship between intellectual security and life satisfaction among Mutah University
students who are struggling academically
The results show that the correlation coefficients between the personal and social dimensions of
life satisfaction and intellectual security were positive and statistically significant. This means that
university students who are struggling academically still enjoy personal and social satisfaction.
And these results are aligned with high levels of intellectual security. This can be explained by the
fact that achieving personal and social goals makes students feel safe and enables them to think in
a moderate and safe manner with logical and achievable goals and ambitions. However, there was
no statistical significance at the level of significance (0.05) between the dimensions of family life
satisfaction and university life satisfaction, or between total life satisfaction and intellectual
security. This can be explained by the fact that the students’ personal and social life satisfaction is
more important to them than the other types of life satisfaction, and in this, the results of the current
study correspond to the results of studies by Ali (2017), Al-Azzam (2018), Al-Zahrani (2017),
Zbaidat (2015), Shqura (2012) and Hammad & Al-shahrani (2020) and show the existence of
correlating relationships between the variables of intellectual security and life satisfaction, with
many variants involving factors such as psychological flexibility, personality traits and emotional
intelligence.
Differences relating to gender in the level of significance (0.05 = α) in the level of intellectual
security and life satisfaction of Mutah University students who are struggling academically
The results show that there are no differences in terms of intellectual security between male and
female students, although life satisfaction scores favour the females, The researcher attributes the
results to the females’ greater acceptance of their situation, and received social support better than
males, as they accept what they have, even if it is very little, while males frequently reject the
Journal of Social Studies Education Research 2021: 12 (3), 28-46
status quo. This is possibly due to methods of family upbringing that allow sons to revolt and
reject, but do not allow the females the same freedom, these results differ from those of Zbaidat
(2015), Shqura (2012) and Abu al Ula, (2009), Which showed that there were no statistically
significant differences in the level of life satisfaction due to gender. This may be due to the
difference of the study sample in terms of the country in which this study was applied, as it was
applied in Palestine, where males and females suffer from war conditions that directly affect life
satisfaction.
Differences relating to academic year (first or third) at the level of significance (0.05 = α) in the
level of intellectual security and life satisfaction of Mutah University students who are
struggling academically
The results show that there are no differences in intellectual security and life satisfaction among
students in different academic years. The researcher attributes the absence of differences in
intellectual security and life satisfaction relating to academic year to the convergence of ages at
the university at which the student’s study and because a low level of academic achievement is a
common problem among all students in the sample, whether in their first or third year. This finding
differs from findings in the study by Zbaidat (2015) Which showed that there were statistically
significant differences in the level of life satisfaction due to the academic year in favor of the third
year compared with the second year, and there were no differences between the third year and the
first year. The difference between the results is that the current study was applied to first and third
year students only.
Conclusion and Implications
From the study results, we conclude that intellectual security is important for individuals and
societies, and that university students immunize themselves against severe danger and various
threats, such as intellectual deviation, terrorism, and departure from moderation in their
understanding of religious, social, and political matters. This is especially relevant considering the
spread of extremism and terrorism, which leads to loss of security and stability in various areas of
life. Through their university experience, the students can free their minds from wrong beliefs and
ideas that cause threats to security and stability. This intellectual security is linked to life
satisfaction and to the individual’s convictions about their life, their living situation and what they
Almahaireh et al.
42
aspire to. If an individual possesses a high level of intellectual security, he or she will achieve
satisfaction in life. Hence, it is worth noting the importance of maintaining the levels of intellectual
security and life satisfaction among students and working to improve and raise these levels,
particularly among students who are struggling in their studies. Because they feel anxious about
their academic futures, these students can become victims of extremism and terrorism. The life
satisfaction of males should be strengthened through specialized extension programmes and
extracurricular work for students who are failing in their studies in Jordanian universities.
Intellectual security and life satisfaction should be incorporated into university courses and
additional studies should be conducted with larger samples of university students. Also, the study
recommended the universities to reinforce life satisfaction, intellectual security, spiritual and moral
values, enhance citizenship and belonging, hold courses and training programs to strengthen life
satisfaction skills in their students, and hold seminars and lectures to introduce the risks of
intellectual deviation and extremism and how to reduce it. A limitation of this study is that it was
conducted during the COVID-19 pandemic. Finally, we conclude the importance of the questions
and hypotheses through the results and discussion reached by the researchers.
Acknowledgement
All authors contributed equally to the conception and design of the study.
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