SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted Exploring the Experiences and Perspectives of Saudi Mothers in Interaction with Their Primary School Children’s Autonomy and Motivation within COVID Learning Contexts(University Of Nottingham, 2024-08) Boudy, Dheya; David, Murphy; Urszula, PlustThe COVID-19 pandemic impacted families worldwide; those in Saudi Arabia were among them. This period presented mothers with unique opportunities and challenges, including the chance to “get to know” their children better and explore strategies to promote autonomy and motivation during the primary school years. Despite Saudi Arabia’s ongoing development and implementation of Vision 2030 – i.e., a dynamic strategy that supports lifelong learning and individual potential – there is a notable lack of studies that focus on the role of the family and the importance of autonomy for children in remote learning. However, remote learning is a relatively new experience for Saudi society, especially for primary-aged children. This research aligns with the concept of “actualising tendency”, pioneered by Carl Rogers in 1961, which emphasises personal autonomy as an intrinsic motivation that drives individuals towards excellence. Understanding how Saudi families navigated these challenges during remote learning is crucial for children and future educational development and alignment with the goals of Vision 2030. This research is divided into two studies. The first study solely focuses on mothers with a background in Saudi Arabia; the second study concentrates on mothers with a multicultural “KSA-UK” background. In order to explore the mothers’ in-depth subjective experience with remote learning, an interpretative phenomenological analysis (IPA) is used to analyse the interview data and answer the following questions: 1. What experiences, challenges and strategies are encountered by Saudi mothers, with exposure to only a single culture, when their children interacted with remote learning? 2. What are the influential factors and strategies that Saudi mothers perceived and experienced when their children interacted with remote learning and multicultural contexts? The findings revealed a complex interplay of culture and mothers’ experiences, which seem to shape their self-concept, defined in this study as a person’s perception and comprehension of themselves, including their beliefs, values, abilities and traits (Ismail & Tekke, 2015). Furthermore, remote learning plays a role in collaboration between mothers and their children, allowing them to experience autonomy and self-determination. Mothers acknowledge their children’s ability to adapt to challenges in remote learning contexts, which seems to contribute to increasing child autonomy. In both studies, mothers used rewards and punishment as motivational methods, which presents tensions with the person-centred approach (PCA) and self-determination theory (SDT), as these approaches emphasise intrinsic motivation and the importance of fostering autonomy rather than relying on external controls such as rewards and punishments. The second study reveals how the mother’s experience abroad possibly influences her personal values and attitudes. Moving away may have disrupted the influence of others, allowing mothers more freedom to develop their parenting style. The findings are discussed in relation to previous research and relevant theories. The study also considers the implications of the findings for Saudi society and families, including Saudi mothers who study abroad, remote learning and childhood education.32 0Item Restricted Gender and intersectionality: Understanding and Addressing Women's Mental Health and Mental Health Policy within the Cultural Context of Saudi Arabia(University Of Glasgow, 2024-02-06) Alghamdi, NadiaAhmed Alhamd; Melville, CraigBackground: Intersectionality concerns the interconnected nature of social categories (e.g., race, gender, age, education) and how these ‘intersect’ to produce privilege and oppression. In the current context, this helps to understand women's mental health in socially disadvantaged positions, especially how intersections among gender inequality and factors such as socioeconomic status contribute to women’s mental health inequalities and experiences. Yet this remains an under researched area. This study’s overarching aim concerns understanding Saudi Arabian women’s mental health disorders, risks, challenges, and issues. For this, it has three objectives: to review the effects of intersectionality on this group within extant quantitative literature; to identify and explore the significant interactions among variables relating to this population’s social disadvantage and mental ill-health (e.g., gender and the risk of depression); and to analyse Saudi Arabia’s current mental health policy and gender equality. This study’s more specific aims involve furthering understanding of the effects of content, context, and actors behind mental health policies and programmes on Saudi women to help address their mental health needs. It takes the form of three studies. Study 1. This systematic review investigated quantitative methods used to study the intersectionality of multiple social disadvantages in women with common mental disorders. It reviewed studies on the intersectional effects of gender with multiple social disadvantages from the PROGRESS-Plus inequity framework and examined the quantitative methods these studies employ. The most common and means of studying intersectionality in mental health studies in the included studies was statistical interaction analysis. Other methods such as multilevel modelling and mediation decomposition analysis were also used. These robust statistical methods facilitate research on intersectional effects on mental health and improve understanding of the complex intersection of gender and other social disadvantages concerning women’s risk of common mental disorders. Study 2: This study analysed the National Survey of Saudi Food and Drug Authority dataset, a nationally representative sample of individuals aged 18–88 in Saudi Arabia (3,408 participants: 1,753 males and 1,655 females). Evaluating variable risks of depression using the PHQ-2 screening questionnaire, it found significant correlations between depression risk and the variables of gender, education, family income, and employment status. Although a subsequent multivariate analysis found the only significant predictors of depression risk to be female gender and education below the bachelor level. No interaction effects were observed, implying an additive effect of gender and education on the risk of depression. Study 3: This study analysed Saudi Arabia's mental health policies and gender equality. Using Walt and Gilson's health policy analysis framework, it highlights the need to address gender inequalities in the country's mental health policies. It provides evidence-based mental health policy recommendations relating to women in Saudi Arabia about enhancing their mental health and well-being and establishing an equal health system. Conclusions: Examining women’s mental health through an intersectionality lens can help policymakers address Saudi Arabian women’s mental health issue . To reduce inequalities, advances must be made in women’s education, training, employment, socioeconomic status, access and participation, equality, and overall independence. However, this must take place within a wider targeted and tailored reform agenda (legal, policy, political, PR, cultural, religious, economic, careers, educational) within which women must actively participate. Urgent inclusive, deep, and far-reaching intersectional initiatives, adjustments, research and reforms are needed to elevate Saudi women’s circumstances, experiences, and mental health and thereby address the current issue and ultimately improve society overall.42 0Item Restricted Exploring Teachers’ Beliefs and Practice Regarding Children’s Creativity in Visual Art from Three to Six Years Old in Riyadh, The Kingdom of Saudi Arabia(University of Leeds, 2023-12-01) Aldosari, Dimah Hamad M; Clarke, PaulaThis qualitative study aimed to explore preschool teachers’ beliefs and practices regarding preschool children’s creativity in the visual arts in Riyadh, Saudi Arabia. Saudi Arabia has neither a programme at preschool nor a university course designed to support children’s creativity, which could pose a problem for preschool teachers when defining what creativity is and how to support it. The research was based on the theories of Bourdieu, Bronfenbrenner and Vygotsky (Bourdieu, 2010; Vygotsky, 1979; Bronfenbrenner, 1979; 2005; Routledge, 2016; Harkonen, 2007; Thuketana and Westhof, 2018; Reunamo et al., 2014), which assert that cultures and societies have an influence on children’s development, especially their creativity. For this case study, three methods were developed and applied in four sequential phases with 11 teachers in three cases of preschools in Riyadh. The methods were semi-structured interviews (first and fourth phases), observation (second phase), and a photography task (third phase). The study revealed that the teachers agreed that children’s development is influenced by their culture and society. However, the teachers were uncertain about the definition of ‘creativity’. Teachers’ beliefs led their practice in supporting the creativity of the children, which reflected several barriers that teachers face, some of which are not easy to overcome. These barriers were a source of inspiration for the teachers to discern what to advise policymakers. This research can help educators to explore definitions of children’s creativity and support it with the use of the observation schedule developed in this study to observe children’s creativity. It can also help teachers define what policymakers could provide for them to support children’s creativity in preschools. Finally, this research could inform further studies in the area of creativity, especially through the use of the methods developed for this study as there may be a lack of applicable research methods related to this subject.31 0Item Restricted Non-Religious Tourism In Saudi Arabia(Saudi Digital Library, 2023-10-18) Hashabl, Abdullah Hussain; Osman, HannaBy examining the experiences of non-religious tourists in Saudi Arabia, this study intends to pinpoint particular goals that will direct the nation's support for this industry. The study aims to improve Saudi Arabia's non-religious tourist options by analysing tactics, gaps, and sociocultural factors. This method, which employs a descriptive survey design, is preferred over interview-guided approaches because it effectively gathers data from a larger sample in less time. The study uses a quantitative approach and adheres to a positivist worldview. A survey with a sample size goal of 500 people was given to both domestic and foreign tourists, with a focus on those with non religious goals. Data for the study were gathered by asking respondents about their attitudes, views, and opinions regarding non-religious travel experiences. The analysis of quantitative data yields insights into variables using descriptive and inferential statistics. Variable properties are clarified by descriptive statistics like mean, median, frequency, standard deviation, and percentages. The information gained through this method helps us understand non-religious tourism in Saudi Arabia and provides suggestions for development and future research topics.56 0Item Restricted Cognitive Test Performance in Racialised Minorities(University of Exeter, 2023-09-11) Alawami, Mohammed; Moberly, NickSystematic review: Research has shown that racialised minorities perform poorer on executive functions tasks compared to their White counterparts. Some suggest that factors such as culture, education, and psychosocial variables such as racial discrimination might explain this discrepancy. However, there is a scarcity of reviews that looked at causal evidence to understand the relationship between racial discrimination and executive function with greater clarity. Therefore, this systematic review aimed to investigate experimental studies that manipulated racial discrimination and its impact on executive functions among racialised minorities. A literature search was conducted using Ovid and Web of Science (January 1975 – February 2023) to find studies that compared performance on at least one neuropsychological measure assessing any of the three core executive functions, recruited adult racialised minorities exposed to racial discrimination compared to a control group, and were published in English. Eight studies (n = 802) met the inclusion and were all conducted in North America. Results indicate that exposure to racial discrimination can impact executive functions as assessed by the Stroop task with a small-to medium effect size. This can have clinical implications for neuropsychological assessment with racialised minorities. However, the current evidence base is limited by using only one measure of executive function, lack of a pre-measure in many studies, lack of exploring potential mediators and moderators, and the lack of including diverse samples of racialised minorities. Further research is needed to further strengthen the evidence base of this relationship.31 0