Saudi Cultural Missions Theses & Dissertations
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Item Restricted Tracing the Trajectory and Development of Language Teachers’ Resilience Stories from the Saudi context(The University of Nottingham, 2024-01) Aloufey, Mariam; Muir, Christine; Conklin, KathyAcross the world, teachers in general and language teachers in particular, are experiencing significant levels of stress and burnout, leading to their exodus from the profession. The construct of resilience gained considerable interest in education, and studies on resilience have been rapidly growing as it provides a comprehensive framework on how resilient teachers maintain their motivation and commitment to the profession. Although teacher resilience has been widely research in Western contexts, to date no research has examined language teacher resilience in the Saudi context. Accordingly, three qualitative studies have been conducted in sequence to examine the development and trajectories of Saudi language teachers’ resilience throughout their career span. The first of these was an exploratory study that aimed to examine the teaching challenges that teachers experienced throughout the years and how they coped. Data from 11 teachers revealed universal and specific teaching challenges to the Saudi context, and use of faith as one of their coping strategies. Significantly, the data suggested four resilience archetypes that were called 1) A smooth resilience 2) roller-coaster resilience, 3) maladaptive resilience, and 4) a reluctant resilience. To further investigate these findings, a second study was conducted with the 4 teachers representing the archetypes. The results revealed that teachers’ resilience developed gradually and emerged from the dynamic interaction between teachers’ inner systems, which included many components (e.g., learning experience, and self-efficacy) and the different contextual factors in the teaching context over time. Furthermore, the study showed the complex change and development of coping strategies influenced by the reciprocal interaction between teachers and their contexts.13 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.14 0Item Restricted PERSONAL AND CONTEXTUAL INFLUENCES ON SAUDI PARENTS’ WILLINGNESS AND TOLERANCE FOR CHILDREN’S RISKY PLAY(Colorado State University, 2024-03-08) Alarawi, Rana; Bundy, Anita; Lane, Shelly; Hepburn, Susan; Hickey, MatthewObjective: The purpose of this dissertation was to examine personal and environmental factors that influence Saudi parents’ willingness to promote, and tolerance of, risk taking in children’s play. In this dissertation, I tested a conceptual model that explains the transactions among multiple constructs: factors affecting parental risk willingness, coping efficacy, perceptions of child, and risk tolerance. I also introduced a new tool, the Factors Affecting Tolerance for Risk in Play Scale (FAC-TRiPS) to assess personal, social and cultural factors affecting parental tolerance for risk in play. Lastly, I examined variations between Saudi mothers and fathers in relation to their willingness to allow and tolerate risk in play. Importance: Risky play is defined as “thrilling and exciting forms of physical play that involve uncertainty and a risk of physical injury” (Sandseter, 2010, p.22). Benefits of children’s participation in “risky play” are broadly recognized (Barker et al., 2014; Brussoni, Olsen, et al., 2012; Gray et al., 2015; Sandseter, 2007; Sandseter & Kennair, 2011). However, most related research originates in Western countries; none focuses on outdoor play in Eastern countries, including Saudi Arabia. Further, while the literature identifies varying perspectives on risky play among parents, there is limited understanding of parental, social, and cultural contexts shaping and influencing Saudi parents’ tolerance of risk in play. Participants: The sample included 90 Saudi parents with children ages 7 to 10 years who were able to read and speak English. Parents of this age group are expected to accept risky play. iii Method: This cross-sectional, quantitative dissertation encompassed three studies. In the first study, I used moderation analysis to test a conceptual model examining the relationship among factors contributing to parents’ willingness to allow risky play and their risk tolerance. I also investigated the moderating effects of parental coping self-efficacy and parents’ perceptions of their children’s coping ability on the relationships among factors contributing to parents’ willingness to allow risky play and their risk tolerance. In the second study, I utilized Rasch analysis to explore evidence for construct validity and internal reliability of data gathered with the FAC-TRiPS. In the third study, I examined gender variations in Saudi parents’ willingness to promote, and tolerance for, risk taking in children’s play by answering two research questions: (1) Do Saudi mothers and fathers differ systematically on FAC-TRiPS items? and (2) How does the inclusion of gender influence the relationship among factors affecting parental perceptions of tolerance for children’s risky play? Results: Findings of the first study showed that play factors contributing to parents’ willingness to allow risk (e.g., fear of injury and fear of negative judgment) were negatively correlated with risk tolerance. Additionally, parents’ coping self-efficacy significantly moderated the relationships among play factors contributing to parents’ willingness to allow risk and their tolerance for encouraging children to engage in risk taking. That is, parents with high selfefficacy were more inclined to perceive less stress in such situations and were more apt to allow their children to engage in risky play. However, parental perceptions of their children’s coping ability did not have a moderating effect on the interaction between factors contributing to parents’ willingness to allow risky play, and their tolerance for, risky play. In the second study, preliminary analysis suggested that the FAC-TRiPS yielded valid and reliable data measuring factors influencing parents’ risk tolerance. Because the instrument in its early stages of iv development, further research with a larger sample is needed to refine items and enhance the instrument’s functionality and precision. In the third study, although parent gender did not significantly predict risk tolerance, Saudi mothers and fathers exhibited systematic differences on three FAC-TRiPS items. Mothers reported more fears surrounding potential negative judgment and repercussions from an authority while fathers were more influenced of Media reports. Within the context of other factors, gender appeared to play a complex and indirect role in determining parents’ risk tolerance. Conclusion: This research serves as a useful foundation for understanding the impact of context on parents’ willingness to promote children’s participation in risky play. Key themes across the three studies indicate that risk tolerance is likely influenced by a multitude of factors including personal, psychological, and cultural factors. This research represents the first to study a sample from Saudi Arabia, contributing an Eastern perspective to the existing body of research on risky play. Nevertheless, its findings invite further exploration into gender, societal, and cultural influences on how parents perceive and approach their children's participation in risky play environments. Additionally, further validation of the FAC-TRiPS and the Risk Tolerance model is needed. Findings of this research lend further support to the critical role of environmental facilitators and barriers on functioning as well as raise a need for creating a culture in which the duty of care is balanced with the dignity of risk in order to enable children of all abilities to participate in playful and age-appropriate risk-taking opportunities.18 0Item Restricted Unhealed Wounds: From Complex Trauma Exposure to Wellbeing and the Role of Coping(0023-07-23) Alsubaie, Mohammed; Bentley, JacobComplex Posttraumatic Stress Disorder (cPTSD) emerged as a theoretical construct reflecting symptoms beyond our current conceptualization of posttraumatic stress. Research examining its validity is still ongoing and cross-cultural research on the matter is emerging. An important risk factor to developing cPTSD is the experience of complex trauma, which constitutes experiences that reflect interpersonal violations of bodily boundary and integrity or betrayal (e.g., sexual assault and emotional abuse). There is still a gap in the literature linking complex trauma exposure to wellbeing or positive functioning in general. Survivors’ style of coping with trauma might influence later adjustment. With a sample of trauma survivors from Saudi Arabia, the present study evaluated the construct validity of cPTSD as well as examined the relationship between complex trauma and wellbeing as moderated by styles of coping. Results showed that all conceptualizations of complex trauma significantly predicted decreased wellbeing, but that such associations were not moderated by active nor passive style of coping. Factor and network analyses provided evidence for the construct validity of cPTSD, with the 6 first-order correlated factors model representing the best fit for the data, χ2 (155) = 431.373, p < .001, CFI = .941, TLI = .928, RMSEA = .064, 90% CI [.057, .071], SRMR = .041. Exploratory network analyses yielded 4-factor solutions distinguishing boundaries between PTSD, disturbance in self-organization (DSO), depression, and anxiety. Collectively, these findings call for systemic efforts to help increase access to well-researched and effective interventions as well as provide suggestions for central symptoms in these networks, and offer practitioners evidence for cPTSD validity and an assessment tool to utilize in Arabic.27 0