Does Unconscious Bias Affect Psychological Well-being in Ideological and Political Education? Moderating Effects of Self-regulation and Mind Awareness

Abstract

Psychological well-being is a necessary element for the success of students in any education system. Because of its relevance, this aspect of students’ life needs researchers’ focus. It have been featured as the main topic of some studies in Africa, and these studies show that the challenges faced by educators in Africa are increasing with their working conditions, thereby affecting their enthusiasm for their jobs. Hence, the present article investigates the impact of the unconscious bias of teachers on the psychological well-being of ideological and political education students in Jordan. The study also examines the moderating impact of self-regulation and mind awareness on the unconscious bias of teachers and the psychological well-being of ideological and political education students in Jordan. The article used survey questionnaires and a primary data collection approach to gather data from a sample of 357 students who were selected through simple random-sampling. The study also used the SPSS-AMOS to test the reliability, validity and correlation among variables. The results indicated that the unconscious bias of teachers has a negative link with the psychological well-being of the ideological and political education students in Jordan. The results also showed that self-regulation and mind awareness significantly moderate the unconscious bias of teachers and the psychological well-being of the ideological and political education students in Jordan. This study, therefore, serves as a guide to policymakers in establishing the regulations related to improving the students' psychological well-being by eliminating teachers' unconscious bias.