Saudi Cultural Missions Theses & Dissertations
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Item Restricted Health Related Behaviours, Autistic and ADHD Traits, and Well-being in Students.(Saudi Digital Library, 2025) Almobayed, Shikhah; Smith, AndrewBackground: The recent increase in chronic diseases and mental health problems has piqued the interest of researchers in understanding healthy behaviour. Health- related behaviours (HRBs) are essential for determining physical and mental health outcomes. Therefore, positive health behaviours can result in enhanced health outcomes and well-being. Conversely, negative health behaviours can lead to various harmful health influences and the adoption of risky behaviours. Adolescents frequently engage in behaviours that impair their health and well-being, including the high consumption of sugary food and lack of physical activity. Moreover, adolescents and young adults with ADHD/autism traits have lower well-being. Aims and Methodology: This thesis investigates the associations between HRBs and ADHD/autism traits, well-being, and behavioural outcomes. Moreover, it aims to replicate the results found in WPQ studies using multivariate analyses in different populations. Results: According to univariate analysis, there is a significant correlation between health-related behaviours and well-being and SDQ outcomes. Similar findings were found between ADHD/autism traits and well-being and SDQ outcomes. When including HRBs and ADHD/autism traits in multivariate analyses, most significant correlations disappeared after controlling for well-being predictors. However, some HRBs remained significant, such as tea consumption increased flourishing among secondary students, and physical health in university students. In addition, high fruit and vegetable consumption increased prosocial behaviours among secondary and university students. It is observed that ADHD/autism traits correlated with SDQ outcomes but not well-being outcomes. Conclusion: The results showed that while HRBs are linked to well-being outcomes in univariate analyses, they often have less predictive power when other well-being predictors are taken into account. This research emphasises the importance of considering multiple factors when examining the relationship between lifestyle behaviours and well-being. Moreover, the fact that some HRBs remained significant indicates that promoting healthy behaviours improves health and well-being.8 0Item Restricted What Makes a Meaningful Day? Crafting Deals, Managing Variability, and Navigating Emotional Diversity in Meaningful Work(University of Edinburgh, 2024) Basri, Elaf; Murphy, Susan; Yue, YumengIn a world where work is a central pillar of identity and purpose, the quest for meaningful work—defined as the subjective experience of existential significance derived from alignment between individuals and their work—has gained unprecedented attention for its numerous benefits, from enhanced well-being to organizational performance. Yet, meaningfulness is dynamic, fluctuating daily and across careers, posing a paradox for employees and employers alike: How can meaningful work be consistently created and sustained? This thesis addresses this critical question through a series of theoretical and empirical investigations that illuminate the cognitive, relational, and emotional mechanisms underpinning the dynamics of meaningful work. The first study introduces the "meaningfulness deal," a novel framework capturing the dynamic negotiation between employees and employers in the pursuit, enactment, and restoration of meaningfulness. Drawing on dynamic psychological contract theory and work orientations, this paper posits that meaningful work emerges from reciprocal exchanges shaped by employees’ individualized paths to meaningfulness and organizational contexts. Through this theoretical lens, meaningfulness is conceptualized not as a fixed state but as a fluid, episodic phenomenon evolving over time. The paper advances propositions to guide research on this dynamic construct and offers methodological strategies for examining its temporal nature. The second paper builds on this foundation and investigates the daily ebb and flow of meaningful work by employing a rigorous two-phase empirical design that combines a 10-day experience sampling method with a two-wave longitudinal design. The study reveals how meaningfulness unfolds in a reciprocal cycle. When employees are empowered to pursue their individualized paths to meaningfulness, they reciprocate with helping behaviors, prompting further opportunities from employers. The study also highlights the impact of daily "meaningfulness variability," showing that fluctuations, independent of average meaningfulness levels, play a critical role in shaping long-term outcomes such as global meaningfulness and performance. The third study shifts focus from cognitive pathways to emotional dynamics, introducing the concept of emotional diversity (emodiversity)—the richness and evenness of emotional experiences—as a key driver of meaningful work. Drawing on the Broaden-and-Build Theory and Affective Endowment-Contrast Theory and using longitudinal, representative data from the Midlife in the United States dataset, the study demonstrates how positive emodiversity enhances meaningfulness while negative emodiversity, surprisingly, diminishes it. Findings also reveal how global emodiversity enriches meaningfulness beyond mean emotional levels while amplifying the effects of positive and negative emotions, underscoring its double-edged nature. Together, these studies advance theoretical and practical insights into how meaningfulness at work can be generated and, crucially, sustained over time. By bridging cognitive, emotional, and relational dimensions, this thesis deepens our understanding of what makes a meaningful day and illuminates pathways for sustaining it in an ever-evolving world of work.21 0Item Restricted Assessing Wellbeing and Student Achievement During COVID-19 Lockdown in Saudi Arabia(Flinders University, 2042-10) Alharthi, Shatha; Skrzypiec, GraceThe COVID-19 pandemic during 2020-2021 resulted in unprecedented school closures and prolonged remote learning for Saudi Arabian students with unknown consequences at the time for perceived academic performance, mental health, and wellbeing. Prior research had suggested that reduced social interaction could negatively affect wellbeing and contribute to impaired mental health (e.g., depression and anxiety), while also resulting in lower academic performance. However, little was known about the direct impact of the pandemic on academic outcomes and mental health of middle school students in the Saudi Arabian context, particularly during extended periods of remote learning while facing social and educational challenges stemming from the worldwide crisis. A sequential explanatory mixed methods design was used to investigate this gap in knowledge by exploring the association between middle school students’ perceived academic achievement and their levels of wellbeing, depression, and anxiety during the COVID-19 lockdown. In the two-phase study design, an online survey was used to collect quantitative data from 401 Saudi male and female middle school students aged 11-18 in Mecca and Taif cities, KSA. The impact of COVID-19 lockdown on student wellbeing questionnaires, informed by procedures from a global study conducted by the Global Research Alliance (GRA), enquired about students’ self-perceived academic achievement, wellbeing levels, mental health status, and other essential factors such as demographic information, socioeconomic status, and frequency of activities during the lockdown. The qualitative phase involved semi-structured interviews with eight Saudi female students from the same population, to delve deeply into adolescents’ experiences, perceptions, and insights related to their experiences in lockdown. Structural Equation Modelling (SEM) using Mplus was the primary data analysis procedure used to test the relationships between the identified factors of self-perceived academic achievement. Results from the SEM revealed that variations in self-perceived academic achievement were significantly associated with wellbeing, gender, and socioeconomic status. Unexpectedly, depression, anxiety, the amount of schoolwork, and age did not exert a definitive impact on perceived academic achievement. Over half of the students perceived their performance during the lockdown as better than their peers, and they demonstrated adaptability, either maintaining or improving their academic performance amidst challenging circumstances. The study found that students’ mental health and wellbeing were largely protected, which was attributed to strong family support, religious practices, and adaptability within a supportive home environment. While most students did not show enduring signs of depression or anxiety, specific subgroups faced distress during the lockdown. Challenges related to remote learning, such as internet connectivity issues and online education platform quality, were evident; however, students exhibited coping in overcoming these obstacles to a significant extent. The study findings underscore the significance of promoting family support, religious involvement, and educational readiness within the Saudi education framework to enhance student wellbeing and academic achievement during school closures. The findings advocate for enhancing the preparedness of education systems for future disruptions to in-person, classroom learning. Recommendations include investing in high-quality online education platforms, enhancing teacher training for online instruction, and engaging families to support students in lockdown. Future research should focus on longitudinal studies to assess the lasting impacts of pandemic-driven disruptions on student wellbeing and academic performance, as well as on understanding students’ coping mechanisms during educational crises.31 0Item Restricted Test Anxiety: A Comparative Study of Post-Graduate Taught Students in the UK and Saudi Arabia(University of Glasgow, 2024) Alshammari, Wafa; Swingler, Maxine; Biello, Stephany; Elliot, DelyTest anxiety (TA) is a multifaceted concept that has led to the development of numerous micro-level theories to elucidate its nature. However, only a handful have employed mid-level theories to comprehend TA in cross-cultural scenarios. This research endeavours to adapt the bioecological and biopsychosocial theories in a framework to discern the variations in TA experiences among students across different cultures and educational settings. To realize this aim, the study outlines three objectives: (i) to define, differentiate, and categorize TA, (ii) to examine the factors influencing TA, and (iii) to investigate the coping mechanisms that might mitigate the effects of TA across diverse cultural settings. These objectives are addressed through a series of three complementary studies: a systematic review, seeking to incorporate multiple cultural perspectives and encompassing 81 papers from 2000 to 2019 based on the PRISMA method, a quantitative survey (N = 429), and qualitative interviews (N = 15). The latter two phases focused on four distinct groups, comprising local Saudi students, local British students and European and Eastern international students studying in the UK. The research yielded several key findings. First, TA is more prevalent among all studied groups in the UK than in Saudi Arabia . Second, exosystem and mesosystem factors make the British education system more conducive to TA, while macrosystem and microsystem factors result in a more nuanced experience for Saudi and Eastern students . Third, contrary to popular belief and the existing literature, holding that coursework induces less TA than conventional examinations, this study demonstrates that the characteristics of coursework, such as the number of deadlines, uncertainty about the requirements, lack of familiarity with assessment type, perceived inability to secure full marks, and long duration of stress, can intensify TA. Responses to these factors are heavily influenced by cultural norms and students’ individual backgrounds . There is an interplay between coping mechanisms, cultural values (which might encourage procrastination), and the education system (coursework vs conventional examinations). Coping strategies vary across cultures, influenced by distinct cultural values and the education system. In addition, seeking psychological counselling for TA can be hindered by perceived barriers, namely cultural factors and lack of awareness. The academic implications drawn from this study are twofold: (i) while bioecological/biopsychosocial theory aptly describes TA across varied cultural contexts, it is crucial to recognize the proactive roles of individuals and the variance in cultural values, which can shape reactions and attitudes to TA; (ii) TA, coping strategies, and academic factors are intricately connected and are complex, warranting exploration from multi-level perspectives . From a professional standpoint, this research offers several insights. First, stakeholders, including universities, employers, and the public, should reconsider the values underpinning the nexus between students' social standing, career trajectories, and their evaluations. Second, UK academic institutions should implement policies ensuring that assessments prioritize mental well-being. Third, Saudi and Eastern universities need to expand their awareness campaigns, targeting not only their student body but also families and the broader community to combat competitiveness and the culture of high expectations.17 0Item Restricted ENABLING THIRD PLACES OF HEALTHCARE ENVIRONMENTS IN THE POST PANDEMIC ERA(University of Florida, 2024-05-12) Alfowzan, Nurah; Valipoor, Shabboo; Portillo, MargaretThird places refer to communal venues that facilitate social engagement and community cohesion, bridging the gap between home and work environments. These locales encompass diverse settings like coffee shops, libraries, and parks. Today, third places have evolved to accommodate various contexts, offering advantages to specific user groups. Within healthcare environments, merged third places (e.g., lobbies; gardens; cafes; staff lounges; and staff breakrooms) are distinct from psychologically hard clinical settings. Research shows that these in-between spaces are vital in enhancing social support, reducing stress, and promoting the overall well-being of healthcare workers. However, during the COVID-19 pandemic, many of these in-between spaces became significantly restricted to mitigate virus transmission. This research aimed to redefine third places in healthcare design, and advance interior design approaches that can balance social interaction and infection-prevention requirements. The study adopted a sequential exploratory mixed-methods design. The initial phase involved a comprehensive scoping review, mapping key design concepts that shape our built environments and human experiences through times of disease outbreaks. Subsequently, semi-structured interviews were conducted with design experts specializing in healthcare projects, exploring the challenges they faced, and the strategies employed to adapt healthcare spaces, particularly third places, during the COVID-19 pandemic. The findings from the scoping review and interviews yielded multiple design approaches with the potential to enhance the resilience of third places within healthcare environments. Three of these approaches aligned with attributes of flexibility. To delve deeper into these attributes, the following phase of the research involved a design charrette. This collaborative session engaged senior interior design students to generate innovative ideas for social spaces within healthcare environments. Design scenarios incorporating flexibility attributes were developed, refined, and integrated into the final research phase: a survey. The survey aimed to assess the perceived social support of healthcare workers in the design scenarios informed by prior phases. Results showed an inclination of users towards versatile third places that feature indoor-outdoor options. The outcomes can inform the creation of safe third places within healthcare facilities. Facilitating social support while ensuring safety in these environments can contribute to the overall well-being of individuals in healthcare settings.9 0Item Restricted HOW CAN I WORK WITH LIGHT AND ISLAMIC GEOMETRIC PATTERNS TO BUILD AN EXPERIENCE THAT ENHANCES WELL-BEING?(Saudi Digital Library, 2022) Mukhtar, Noha; Oscar, Lessingنوُّرٌ عَلىَٰ نوُرٍ “ : light upon light” (The Quran, 24:35). This verse from the Quran touches me as it means that having a belief is like light glowing from within the believer's heart, and this light is an example of God's guidance. Since I am Muslim and believe in God, I think that light and Islamic geometric patterns convey strong meanings as spirituality. Spirituality is the connection and awareness of the inner self. It is associated with meanings in life, beliefs and connectedness. I define spirituality broadly because everyone can experience it regardless of whether they are religious or not. Spirituality does not relate merely to religion because, at times, it refers to the meaning of life or beliefs outside religion (Sheng, 2012). I intend to reveal the meaning of spirituality by utilising light and Islamic geometric patterns to affect the viewers. I believe that linking meanings to my work strengthens the impact on the viewer. As García-Alandete, the Assistant Professor of Psychology Faculty in Spain (2015) asserts, applying meanings has a positive psychological impact. In the paper, I am associating spirituality meanings with psychological well-being. “Well-being is balanced between mind, body and spirit.” (Cross, 2002). I aim to build an experience that amplifies a spiritual meaning which might alter viewers’ perspectives and thoughts. I want the viewers to take a moment and analyse those meanings and deepen their inner awareness and consciousness instead of letting the experience pass them by. I decided to limit my research input to the psychological effects on people's well-being and expand my exploration towards the goal of leaving a positive impact on others.24 0