SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted The Influence of Emotions on Employees' Cybersecurity Protection Motivation Behaviour: Examining the Mediating Effect of Self- Efficacy and Moderating Role of Cybersecurity Awareness(Aston University, 2024-12) Alshammari, Abdulelah Sulaiman; Vladlena, Benson; Luciano, BatistaCyber threats at the employee level are a complex issue that needs more attention. Psychological research shows that emotions influence individuals' motivation to engage in cybersecurity practices. Most existing studies focus on how external factors affect employees' cybersecurity behaviours, including risk perception, rational decision making in cybersecurity policies, security regulations, compliance, and ethical behaviour. However, research into employees' internal capabilities and psychological factors, such as emotions, that enable them to protect organisational information assets is still in its early stages. Therefore, this thesis aims to explore the influence of employees' emotions on their cybersecurity protection motivation behaviours within Saudi Arabia’s context. The research highlights self-efficacy as a mediating factor and cybersecurity awareness as a moderating factor. This thesis is underpinned by the Broaden and Build Theory (BBT) and Protection Motivation Theory (PMT) to explore the influence of negative and positive emotions on employees' cybersecurity protection motivation behaviour. Moreover, it adopted a deductive research design, employing a quantitative approach through an online survey, resulting in 383 responses from participants at King Abdulaziz University in Saudi Arabia. The data were analysed using partial least squares structural equation modelling (PLS-SEM) via SmartPLS 4 software, which included measurement and structural model assessments. The study found that negative emotions do not influence employees' self-efficiency or motivation to protect themselves. Moreover, it found that self-efficacy does not mediate the relationship between negative emotions and employees' protection motivation behaviour. However, positive emotions positively influence employees' self-efficacy and protection motivation behaviour. In addition, self-efficacy positively mediates the relationship between positive emotions and employees’ protection motivation behaviour. Regarding cybersecurity awareness, it was found that it positively influences employees' protection motivation. Moreover, it also moderates the relationships between positive emotions and self-efficacy and protection motivation behaviour, and between self-efficacy and protection motivation behaviour. The study contributes to cybersecurity by showing how emotions influence protective behaviours. It introduces a novel model based on BBT and PMT, exploring how emotions influence employees' self-efficacy and protection motivation behaviour. Moreover, the study's empirical findings address a gap by focusing on how emotions influence cybersecurity protection motivation behaviours.12 0Item Restricted The Impact of Listening Strategy-Based Instruction on Self-Efficacy, Motivation, Self Regulation and L2 Listening Comprehension in Saudi Mixed-Ability University Classrooms(Saudi Digital Library, 2023-11-16) Rawa, Omnia; Porter, AlisonA glance through the past 40 years of second language (L2) listening instruction reveals an interesting picture of the pedagogical transition from the conventional listening comprehension approach emphasizing the final comprehension outcome in L2 listening instruction towards teaching students ‘how to listen’. Current research directions have emphasised the role of strategy training and metacognitive instruction in L2 listening development. Research also shows that L2 learning outcomes are significantly affected by individual differences, and that intra-individual factors (self-efficacy, motivation, self-regulation, and metacognitive awareness) influence listening comprehension outcomes. Furthermore, it is emerging that attempts are being made to examine the dynamic interplay of individual differences, metacognitive self-regulatory processing, and links to L2 listening outcomes and motivation. However, research is currently lacking on the connections between self-efficacy, motivation, and self-regulatory strategies in L2 listening comprehension in studies on L2 listening. The present study proposes a pedagogical intervention based on a theoretical framework, drawing from educational psychology and strategy instruction research. The intervention aims to target task-specific strategy clusters (orchestration of more than one listening strategy), raise awareness, model behaviour, and provide positive feedback. By incorporating a self-regulated learning model emphasising metacognition and L2 listening strategies, learners may be able to exercise more control over their learning process, which could, in turn, boost their self-efficacy and motivation to learn. This quasi-experimental study investigates: (1) the effect of hybrid (synchronous) L2 listening strategy-based instruction on Saudi EFL students’ listening comprehension and intra-individual factors (N = 124); (2) the interrelationships between (a) self-efficacy, (b) motivation, and (c) L2 listening self-regulation; and (3) the potential effects of strategy-based intervention on students’ behavioural and motivational characteristics during the L2 listening process. Data were collected using questionnaires, listening comprehension tests, stimulated-recall protocols, individual interviews, a teacher’s diary, and L2 listening in-class activities and documents. As hypothesised, the results of the mixed-methods data analysis provide evidence that students in the experimental group outperformed their counterparts in the control group in both listening comprehension and intra-individual factors. In addition, the intervention had a favourable impact on individual learners in terms of their self-efficacy, motivation, self-regulation, and metacognitive awareness, as there was a positive correlation between these factors. This study also provides fresh perspectives in the domain of second language learning by demonstrating that motivational factors have a positive impact on self-efficacy beliefs through the mediating influence of self regulatory strategies. These results also have significant educational consequences for English as a Foreign Language (EFL) teachers, educators, and stakeholders in second language education. The primary finding of this study is that teaching listening strategies is not simply a matter of assessing comprehension; rather, it involves comprehending the process by which students listen and improving their strategic behaviours in the process. Moreover, it is important to recognise that students have varying abilities and motivations in the classroom. This awareness requires a greater focus on task design, selecting engaging instructional materials, and integrating research-based teaching methods for the covert and complex skill of L2 listening. The study also provides insights into some of the issues related to remote teaching in L2 listening research, as well as students’ perceptions of and attitudes towards listening strategy-based instruction in hybrid learning.60 0Item Restricted E-EFL in The Saudi Tertiary Classroom: Exploring Teachers’ Perceptions of Digital Technology Use For E-Learning and Learners’ Self-Efficacy to Undertake Heutagogical Learningwa(2023-04) Alnofaie, Sahar; Watts, MikeThis study explores how digital technologies have been introduced and used in a Saudi e-EFL Higher Education classroom and the degree to which this reflected self-efficacious and heutagogical learning. Despite recent educational reforms in Saudi, the limitations of the educational system make it ill-suited to the needs of the international job market, leaving Saudi graduates under-equipped in an increasingly globalised workforce. Therefore, this quantitative study collected from 41 teachers and 343 university students aims to identify the e-learning experiences of Saudi e-EFL teachers and learners in order to gauge the influence of e-learning integration on the desired progression to learner-centred learning. Additional qualitative data were collected from teachers to be discussed within quantitative data. The data were interpreted and factors influencing learning and teaching methods with digital technologies were analysed against demographic data. The findings revealed that e-EFL teachers are unable to understand how they use ICT technologies and the pedagogical approach they adopt to influence student learning and their capacity to work in a self-directed manner. The present study makes an important contribution to existing research as it provides vital insights for the Saudi educational community to integrate pedagogical transformations into the equation of educational reforms and practices. At a broader level, these insights provide an empirical basis for policymakers and researchers to turn their attention to an issue with the potential to derail important educational reforms aligned with the fulfilment of the Saudi’s 2030 Vision which aims to prepare a self-directed workforce for effective participation in national socio-economic development and in the global knowledge economy. Recommendations are made to integrate training in technology, pedagogy and content knowledge for teachers as they would benefit from a better understanding of epistemological, pedagogical and technical issues and skills to promote students’ heutagogical learning.22 0