SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted Frequency of Post-Stroke Anxiety: A Systematic Review and Meta-Analyses of Observational Studies(King's College London, 2024) Almatrafi, R and Wang Yanzhong; Wang, YanzhongABSTRACT Background: Psychological conditions can exist following a stroke, including anxiety. Anxiety disorders and significant anxiety symptoms are associated with negative consequences and reduced quality of life after stroke. Despite these concerns, the understanding of post- stroke anxiety’s presence remains inadequate and unclear. Therefore, this research aims to conduct an updated systematic review and meta-analysis of observational studies regarding the frequency of post-stroke anxiety. Search Methods: A digital search was performed on Ovid Medline, Embase, PsycINFO, as well as Web of Science for pertinent and eligible studies published from 2013 to July 2024 that assessed anxiety in adult stroke survivors by screening for anxiety symptoms on a rating scale or diagnosing anxiety disorders to generate the outcome of interest, which is anxiety rate. Meta- analyses of eligible observational studies were conducted utilizing random-effects models to provide a general pooled estimate of the anxiety rate as well as anxiety rates based on assessment method, study setting, and time of assessment after stroke. Results: Overall, 17 observational studies with 4,579 unique stroke participants were included in the review, revealing an overall anxiety rate of 23.2% (95% confidence interval: 17.8-29.9, I2: 93%, p-value<0.01). The rate of anxiety based on diagnostic interviews was 20.6% (95% confidence interval: 14.2-29, I2: 80%, p-value<0.01) and 24.2% (95% confidence interval:17.4-32.6, I2: 94%, p-value <0.01) by anxiety rating scales. Additionally, the rate of anxiety in hospital studies was 27.8% (95% confidence interval: 20.6-36.4, I2: 91%, p-value<0.01) and 5.4% (95% confidence interval: 1.2-21.1, I2: 93%, p-value<0.01) in rehabilitation settings. The frequencies of post-stroke anxiety in the acute phase were 35.2% (95% confidence interval: 14.3-63.8, I2: 95%, p-value<0.01), 19.9% (95% confidence interval: 14.3-27, I2: 93%, p-value<0.01) in the medium-term phase. Furthermore, anxiety was present in more chronic phases, showcasing frequencies of 23.8% (95% confidence interval: 16-33.8, I2 :94%, p-value<0.01) in the long-term phase and 30.4% (95% confidence interval: 21.7-40.8, I2: 83%, p-value<0.01) in the very long-term phase. Conclusion: Post-stroke anxiety can show a frequent occurrence across various contexts and phases. The high and significant between-study heterogeneity and the potential methodological concerns within the included studies may have led to limiting the accuracy of the anxiety rates and their generalizability. However, the anxiety rate findings can still pose a concern regarding its burden among a population with a life-limiting condition such as stroke. This is critical given this psychological condition’s role as a predictor of negative outcomes in this population. Thus, anxiety screening using rating scales as well as anxiety diagnostic tools should be considered as a priority measure for patients following stroke onset not only in the initial phase but also consistently across their life span, in addition to considering interventions to alleviate its burden on this population.12 0Item Restricted Exploring the factors contributing to high anxiety during recast in an online environment: insights from Saudi EFL learners’ experiences(University College London (UCL), 2025) ِِAlrefaie, Asma; Solano, VictorAbstract The study explores the factors contributing to anxiety during recasting in an online environment, as well as the attitudes and opinions of Saudi EFL learners. A total of 33 students completed the Foreign Language Classroom Anxiety Scale (FLCAS). The EFL students were divided into high and low anxiety groups, and 6 students, both male and female, were selected to participate in semi-structured interviews. Thematic analysis was used. The study identified classroom environment and recast feedback, as key contributors to anxiety. Furthermore, students' attitudes and opinions towards recast feedback in an online environment are explored. Limitations, implications, and suggestions for future research are discussed at the end of the study. This study contributes to the understanding of how recasting impacts anxiety in online EFL settings and provides insights into effective teaching practices. Key words: Recast, Anxiety, online, EFL, learners, Saudi, Oral corrective feedback26 0Item Restricted Student Perceptions of Virtual L2 Learning: Anxiety and Motivation in the COVID-19 Era(University of Reading, 2024-03-25) Alahmadi, Asim Eid; Capstick, TonyThe impacts of virtual education on student levels of motivation and anxiety are explored by the present study, using the qualitative method. Ten students from one Saudi Arabian university were recruited to participate in this study. Thematic Analysis, developed by Braun and Clarke (2006), was used to analyse the data deductively in order to identify those factors influencing students’ anxiety and motivation levels in the virtual environment. The results indicate that the online environment is associated with a higher level of anxiety and a lower level of motivation. The investigation highlighted a number of relevant aspects, including instructors’ teaching styles, lacking student interaction, and online content.10 0Item Restricted “What is the impact of gardening on the psychological health of adults? A scoping review.”(Exeter University, 2024-03-06) Alomiri, Abeer; Garsid, RuthRecently, there have been concerns that the prevalence of mental disorders has increased significantly, threatening the mental health of a large segment of the population. Therefore, there has been a call to improve the psychological health of the general population using non-pharmacological interventions (e.g., gardening and green spaces). Although several scoping reviews have examined the psychological outcomes of green spaces, there is a lack of scoping reviews that examine the psychological outcomes of gardening. Scoping reviews in this research area can be valuable because they identify potential methodological limitations, informing future research. Further, they can explore the scope of evidence, which can identify unanswered research questions. Therefore, this scoping review aimed to explore the scope of evidence as well as identify the methodological limitations in this research area in order to inform future research. The scoping review was guided by a framework developed by Arksey and O'Malley (2005). Different databases were used to access relevant studies, including Scopus, Medline, and the Web of Science Core Collection (WSCC). The search yielded 26 studies. Gardening can lead to a wide range of psychological outcomes, including a reduced risk of depression, with a higher effectiveness of community gardening in decreasing depression compared to individual/home gardening, a decrease in anxiety, mental resilience and relief from stress, escape, enjoyment, and relaxation, better cognitive performance, a sense of community and social relationships, and a greater sense of meaning of life, although there is a greater effect size in individualistic than collectivist cultures and an overly simplistic approach to the association between gardening and psychological outcomes. Further, there were several methodological limitations, such as limited use of objective measures (e.g., salivary cortisol levels, fMRI), a lack of use of the Core Outcome Sets (COS), a lack of studies with long-term follow-up, a lack of studies that examined the difference between doing the gardening activity and the mere presence of being at the gardening site, and a lack of studies from different countries (Africa, Asia, and South America). Limited studies examined the impact of mediators and moderators. Further, known facts were usually not taken into account. Researchers are advised to address these methodological gaps, as this will improve the quality of evidence in this emerging research area. Moreover, policymakers are advised to provide the required financial support to urban planners to increase the presence of gardens, as they can encourage local people to engage in gardening activities. Further, initiatives that introduce community gardening in public gardens can be adopted by local governments worldwide. Keywords: gardening, green spaces, psychological health, depression, anxiety, stress14 0Item Restricted The Level and Factors of Foreign Language Speaking Anxiety Among Female Saudi EFL University Students(University of Leicester, 2024-01-18) Alsaiari, Nawal; Jim, KingAnxiety is a prominent affective factor that exerts a substantial impact on the emotional state, cognitive processes, and basic abilities of individuals. Foreign language speaking anxiety (FLSA) is a prominent issue that has a significant impact on students who are actively involved in the process of language acquisition. The apprehension associated with speaking a foreign language can be a significant obstacle, impeding the ability to communicate effectively and achieve a high level of linguistic competence. The objective of this study is to measure the level of foreign language speaking anxiety among female Saudi English as a Foreign Language (EFL) university students and identify the primary elements that contribute to this phenomenon. In order to accomplish this objective, a research methodology that included both qualitative and quantitative methodologies was utilised. 53 females Saudi EFL university students were involved in the questionnaire. However, five of the most anxious Participants participated in the interview. Regarding the result and discussion of this research, it has been evident that female Saudi EFL university students encounter a high level of foreign language speaking anxiety, which subsequently results in their hesitancy, avoidance, and impeded progress in language acquisition. Several causes were ascribed to this outcome, including the learners themselves, the instructor, and the nature of the assignment.62 0