Saudi Cultural Missions Theses & Dissertations
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Item 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 Analysing affective factors in relation to students’ achievement and behaviour in EFL in Saudi Arabia(Saudi Digital Library, 2023-11-22) Alnemari, Aeshah; Pons-Sanz, SaraThis study investigates the relationships between attitude, motivation and anxiety in relation to students’ effort and achievement in learning English as a foreign language (EFL). It examines the influence of affect on the foreign language learning of Saudi secondary students (years 10– 12, aged 16–18 years) to elucidate the obstacles that hinder successful English language learning in Saudi Arabia. The study uses a mixed-methods approach, which combines data from questionnaires and semi-structured interviews. One hundred and thirty-three students completed a questionnaire that was created with input from Gardner (2004) and Dörnyei (2001) to measure attitude, Noels (2003) and Aljasir (2016) to measure motivation, and Horwitz et al. (1986) to measure anxiety. Descriptive statistics and partial least squares structural equation modelling (PLS-SEM) were employed to analyse data collected from the questionnaire. In addition, 18 interviewees participated in this study and the data collected were analysed qualitatively. The analysis produced interesting results, which highlight the significant role of affective factors in language learning. All affective factors, albeit to varying degrees, predict students’ effort and achievement. Examining students’ effort in addition to their achievement helps to gain better insights into the relationships between the study variables. Moreover, the year of study and the education situation influence the relationship between affective factors and learning outcomes, resulting in increasing controlled motivation with age and increased anxiety for year 11 students. In addition, language attitude is more effective when it is related to the importance of learning the language for pragmatic values independent of the classroom experience. When attitude is related to learning English only as a school requirement, they will have less effect on the learning process. The findings highlight the significant role of teachers to enhance students’ autonomous motivation for more effective learning. Based on these results, the study has much to offer stakeholders in the Saudi context as regards developing language teaching and learning practices in Saudi Arabia.17 0Item Restricted Who Will Succeed in Dental School? Predictors of dental school performance(2023-06-05) Alsharafi, Eman Mohammed A; Hallam, Jennifer; Manogue, Michael; Nicholls, GailBackground: Selection of students with the highest potential of success is a very challenging process because selection is carried out among a highly academically qualified pool of applicants exceeding the number of places available. Additionally, evidence about the incremental and predictive validity of admission assessments and personal attributes assessed at admission is limited. Objectives: To address this, a systematic review for evidence of the predictive validity of selection methods was completed, the incremental and predictive validity of admission assessments and whether any of the assessments are biased towards or against certain individuals were then investigated. Methods: This was a retrospective cohort study using data of four cohorts at the University of Leeds, School of Dentistry. Data analysis included univariate and multivariate analysis. Outcome measures included academic and clinical performance. Predictor measures included personal statement, BMAT and MMI scores in addition to the socio-demographic characteristics of participants. Results: Hierarchical regression models revealed that BMAT was the only admission assessment that contributed significantly in increasing the variance. Sections 3 and 2 were the most predictive. Additionally, MMI and BMAT significantly predicted on course 3rd to 5th year clinical practice and 2nd to 3rd year academic scores. Empathy, communication, insight and presentation stations were the most predictive of students’ performance. None of the admission assessments showed evidence of bias against gender, widening participation or ethnic groups. Conclusion: The findings demonstrated evidence of incremental and predictive validity of BMAT as an admission test. They also revealed the necessity to re-evaluate the MMI structure, particularly the skills assessed and the tasks used to assess them, to improve its validity. The research has also highlighted the need to identify and provide appropriate support to individuals at greater risk of low performance and the necessity for adequate admissions data management at the University to facilitate future studies.29 0