Saudi Cultural Missions Theses & Dissertations
Permanent URI for this communityhttps://drepo.sdl.edu.sa/handle/20.500.14154/10
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Item Restricted The Role of Assistive Technology in Motivation and Academic Achievement for Students with Intellectual Disabilities in Saudi Arabia(THE UNIVERSITY OF EDINBURGH, 2024) Alderaan, Heyam; Imran, MullaThis study examined the perceived effects of assistive technology (AT) on the motivation for learning and academic achievement of students with intellectual disabilities (ID) in Saudi Arabia and identified types of AT commonly used by special education teachers. Employing a mixed-methods approach, the research combined online surveys with follow-up interviews. The findings revealed highly positive perceptions among teachers regarding AT’s impact on both motivation for learning and academic achievement for students with ID. However, qualitative data suggested a knowledge gap among special education teachers about what constitutes AT. While not a primary aim of this study, several barriers emerged as AT implementation challenges. Recommendations include developing comprehensive training programmes, increasing funding, and establishing legislation to guide AT implementation in Saudi Arabia.20 0Item Restricted Academic self-efficacy, achievement motivation, and academic success of international graduate students(Mississippi State University, 2024-08) Alzukari, Rawan; Gallo, Katarzyna; Wei, Tianlan; Cutts, Qiana; Campbell, KristenThis study examined academic self-efficacy, achievement motivation, and academic success among international graduate students at a large university in the southeastern United States. Specifically, the research focused on three dimensions of academic self-efficacy (i.e., English language self-efficacy, coursework self-efficacy, and social self-efficacy) and three dimensions of achievement motivation (i.e., intrinsic value, expectancy, and attainment utility) to determine their impact on academic success measured by academic satisfaction and academic achievement. Data were collected from 101 international graduate students who completed Questionnaire of English Self-Efficacy (QESE; Wang, 2004); the College Self-Efficacy Inventory (CSEI; Solberg et al., 1993); the Expectancy-Value Motivation Questionnaire (EVMQ; Hagemeier & Newton 2010); the Academic Life Satisfaction Scale (ALSS; Kumar & Dilip, 2005); and the Subjective Academic Achievement Scale (SAAS; Stadler, Kemper & Greiff, 2021). Findings reveal strong positive correlations among the dimensions of academic self-efficacy. Intrinsic motivation and attainment utility significantly predicted academic satisfaction, while expectancy beliefs were crucial for academic achievement. Coursework self-efficacy emerged as a significant predictor of both academic satisfaction and academic achievement, highlighting its importance. In contrast, social self-efficacy did not significantly impact academic outcomes. These results suggest that enhancing international students’ self-efficacy, especially in coursework and English language proficiency, can improve their academic satisfaction and achievement. The study highlights the complex roles of academic self-efficacy and achievement motivation in academic success, offering insights to encourage higher education stakeholders to better support international students and create a more inclusive educational environment.15 0