Abstract :
College students in Jordan, regardless of gender or socioeconomic background, will likely encounter cognitive dificulties when attempting to learn English as a second language. This research aims to add to the existing literature by investigating the relationships between ambivalent sexism and mental health in Jordanian English-medium education, speciically how these factors interact with students’ senses of self-worth, anger management skills, and guilt and shame. This study’s primary data came from a statistically representative sample of university students in Jordan. Results from this study were determined after 703 surveys were analyzed using AMOS statistical software. Additionally, the results showed that self-esteem, shame, and anger regulation all signiicantly mediate the connection between ambivalent sexism and mental health. Because the study found that learning English as part of education impacted the mental health of Jordanian students, the authors recommend that preventative measures be taken. Speciically, this study focuses on using English as a medium of instruction in Jordan’s public higher education institutions. This study’s theoretical framework adds signiicantly to the literature by elucidating the connection between the study’s variables. This study has important implications for college administration in Jordan and other similar settings, where dedicated efforts are being made to reduce the prevalence of mental health problems and issues among Jordanian students.
