Dr Asma Amin
Dr. Asma Amin is an esteemed educator and researcher in Educational and Developmental Psychology, with a specialized focus on reading science within Arabic language contexts. Holding a PhD with the highest honors from King Saud University, her research centers on enhancing reading self-efficacy and attitudes through innovative educational strategies, which significantly advance our understanding of how cognitive habits influence student learning outcomes. Dr. Amin also earned an MA in Developmental Psychology from Wilfrid Laurier University in Canada, where she explored cross-linguistic and cross-national perspectives on reading in Arabic script. Her academic foundation began with a BA (Honors) in Special Education, fostering her commitment to inclusive and developmental education practices.
As a certified in the Habits of Mind approach, Dr. Amin has deepened her research expertise with a certification in Data Analytics, enhancing her proficiency in statistical and analytical tools crucial to educational research. Additionally, she is certified in language and literacy development from Harvard Graduate School of Education. Dr. Amin’s research has been published in leading journals such as Learning and Individual Differences. As a speaker at IPCD 2025, Dr. Amin offers a unique perspective on educational transformation, highlighting the role of psychology in supporting adaptation during times of rapid change. Her work exemplifies the application of psychological principles to foster resilience and growth, aligning seamlessly with the conference theme of "Change".
Developing Strategic Readers: Enhancing Self-Efficacy and Fostering Positive Attitude toward Reading through Habits of Mind to Embrace Change.
This study investigates how a teaching and learning program based on Habits of Mind fosters adaptive change in reading self-efficacy and attitudes toward reading among fifth-grade female students in Riyadh, Saudi Arabia. The study highlights how strategic psychological interventions can positively impact young learners' confidence and attitudes toward reading. In a world where educational and societal landscapes are rapidly evolving, the program equips students with cognitive tools that support resilience, adaptability, and strategic thinking essential skills for navigating change. The study employed a true-experimental design with a sample of 66 students aged 10-11 years, randomly assigned to either a control group or an experimental group that received the Habits of Mind training. The program included 27 interactive sessions over nine weeks, each designed to develop adaptable reading practices and build students' confidence in their literacy abilities. Assessment tools included the Reader Self-Perception Scale (RSPS) and the Attitude Toward Reading Scale, each adapted to the Saudi context, to evaluate shifts in reading self-efficacy and attitudes. Results revealed significant improvements in reading self-efficacy and attitudes in the experimental group, with sustained positive effects evident in follow-up assessments conducted a month and a half after the program. These outcomes demonstrate the program's efficacy in fostering lasting psychological and behavioral changes, preparing students to face academic and personal challenges confidently. The long-term benefits of the program underscore its sustainability and its potential to equip students with the skills necessary to thrive in a constantly changing world. This study offers valuable insights into the role of cognitive and psychological strategies in education, emphasizing the potential of programs such as Habits of Mind to cultivate adaptable, resilient learners. These learners are prepared not just to succeed in the face of change but also to lead the way in shaping the future.