Saudi Cultural Missions Theses & Dissertations
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Item Embargo The Impact of Child Protection Training on Nurses’ Self-Efficacy in Detection and Reporting of Child Abuse in Saudi Arabia(Trinity College Dublin, the University of Dublin, 2024) Almutairi, Albandari; Corry, Margarita; Hughes, MaryBackground: The World Health Organisation (WHO) has reported that child abuse and neglect constitute major international health problems that cause unacceptable morbidity and mortality. These forms of maltreatment can have severe physical and psychological effects on children’s development that persist into adulthood. Early detection of abuse and removing children from potentially hazardous and perilous conditions pose significant challenges. Nurses who care for children and families are uniquely positioned to identify children at risk of abuse and neglect during visits and have the opportunity to initiate interventions to prevent future harm. However, barriers such as a lack of experience, training, and confidence in handling abuse cases exist. Several training programmes have been developed to enhance nurses’ abilities to recognise and report child abuse. Studies demonstrate that these training programmes effectively improve nurses’ awareness, detection, and reporting of child abuse and neglect. In Saudi Arabia, The National Family Safety Program provides non-mandatory training to healthcare practitioners to support them in identifying and reporting child abuse cases through the Child Protection Multidisciplinary Training Programme (CPMTP) in multiple healthcare sites. The concept of self-efficacy has been used to assess the outcomes of clinical training programmes in other fields, as positive effects on self-efficacy should translate to desirable practice patterns. To date, few studies have explored the impact of child abuse training on nurses’ self-efficacy in recognising and responding to known and suspected cases of child abuse and neglect. Furthermore, none of these studies have been conducted in Saudi Arabia. Aim: To explore the impact of child abuse training on nurses’ self-efficacy in recognising and responding to known and suspected cases of child abuse and neglect (CAN) in Saudi Arabia. Methods: This study was conducted across three regions of Saudi Arabia, with participation from nurses caring for children, using the Child Abuse Neglect Reporting Self-Efficacy Questionnaire (CANRSEQ). The questionnaire was administered in online and hard-copy formats across all three regions, with a completion time averaging under 20 minutes. Data were analysed using descriptive statistics and correlation analyses using Statistical Package for Social Sciences (SPSS) version 28 software. Findings: The response rate was 77% (n = 247) among staff nurses. The majority (75.5%) had not reported any cases of child abuse or neglect in the past. The findings indicate that 73.2% (n = 164) did not receive any formal CAN cases. Additionally, 19.2% (n = 43) of the respondents had undergone formal training sessions concerning CAN, and 10.4% (n = 23) attended the CPMTP provided by NFSP. The study’s findings showed a significant difference in self-efficacy expectations (EEs) on the SE-CAN scale. However, there was no significant difference in outcome expectation (OE) scores between those who attended CAN training and those who did not, as measured by the OE-CAN scale. The respondents generally reported being more confident in handling known abuse cases than in suspected abuse cases. Self-efficacy in detecting and reporting CAN differed among education groups when measuring the relationship between personal characteristics and professional self-efficacy in nurses. Those who had a postgraduate degree and attended a training programme reported a statistically significant higher self-efficacy score (i.e., EES, EEK, OE; mean = 3.4864 ± 0.56619) compared to those with a bachelor's degree (mean 3.2337 ± 0.59468, p < .05). Conversely, no significant differences were found in self-efficacy based on other personal characteristics such as age, gender, or marital status (p > 0.05). Regarding knowledge of the law, most of the participants, 70.7% (n = 164), believed they had a legal obligation to report cases where a child or young person was at risk of physical or sexual abuse. However, the lowest percentage, 42.1% (n = 98), was recorded for cases where a prenatal report was made, but the birth mother did not receive adequate support services. Conclusion: This study is the first in Saudi Arabia to investigate the impact of child abuse training on nurses’ ability to identify and respond to CAN. The results provide an important contribution to our understanding of nurses’ self-efficacy in managing such cases, as they highlight the specific areas where nurses feel most confident and capable. Additionally, the findings shed light on potential areas for improvement and the need for targeted interventions to enhance nurses’ self-efficacy in specific aspects of CAN. The underreporting of child abuse is attributed to various barriers, but training programmes can significantly improve nurses’ confidence in reporting abuse cases. Notably, nurses are more confident in reporting known cases rather than suspected cases, and the ability to detect abuse is dependent on the type of abuse being investigated (physical, emotional, and sexual abuse). Therefore, training programmes must enhance nurses’ confidence and provide them with clear guidelines for mandatory reporting and support in navigating these challenges.22 0Item Restricted CULTURAL IMPACT ON SELF-EFFICACY OF DIVORCED WOMEN AND THEIR ATTITUDE TOWARDS MARRIAGE IN AL-AHSA, SAUDI ARABIA(UNIVERSITI KEBANGSAAN MALAYSIA, 2024) Almuthaffar, Nouf khaleed; Lyndon, Novel AnakABSTRACT The increasing rate of divorce in Saudi Arabia has become a social problem that has weakened the cultural values, the social relationships of Saudi families and affected not only divorced women but their children as well. Hence, this study explored the socio- demographic profiles of divorced women in Al-Ahsa, Saudi Arabia as well as the impact of cultural factors on the self-efficacy of divorced women. The impact of divorce on the social relations of Al-Ahsa children is also discussed in this study. The study also examined the attitudes of divorced women towards the institution of marriage in Al- Ahsa, Saudi Arabia. The theory of feminism was applied as a theoretical framework in this study. The study used qualitative data collection techniques based on a case study approach. Both purposive and snowball sampling techniques were used to select informants. A total of eighteen informants comprising divorced women, parents, children from divorced families, academics, and social leaders were selected for in- depth, face-to-face interviews. Thematic data analysis has been used to analyze and interpret data. The findings showed that divorced women experienced emotional emptiness, had self-esteem problems, and were very depressed by the status of widows labelled by society. This situation clearly shows that the cultural impact faced by Saudi women is related to social, economic, psychological, and legal challenges in family and marriage institutions. This study also found that the self-efficacy of divorced women is particularly affected by women who are fully dependent on their husbands, especially in terms of finances. In addition, the vast majority of divorced women in the study still believe that they can remarry, do not give up hope of getting a better life, and believe in the role and function of marriage as an institution. This study concludes that the impact of divorce on women's self-efficacy is high in Al-Ahsa Saudi Arabia due to traditional cultural views on male and female roles and gender inequality. The implication of the study is that female-friendly intervention programs are needed to help divorced women adapt to the needs of life that are within the social structure of society.9 0Item Restricted INTERNATIONAL GRADUATE STUDENT CHALLENGES AND SELF-EFFICACY WHEN STUDYING IN THE UNITED STATES(Northern Illinois University, 2024) Alfarhan, kawthar; Tonks, StephenThis study examined challenges international graduate students face in the United States regarding English language skills, cultural adaptation, and impacts on their academic self-efficacy. Ten international students from different countries were interviewed using a qualitative research method. The interviews explored international graduate students’ experiences after completing at least one year at the university. Specific focus areas included difficulties faced with English proficiency and cultural adaptation, how students described their self-efficacy in managing these challenges, the impacts on their academic performance, and strategies to support their self-efficacy. The findings showed that self-efficacy as well as encouragement from peers and faculty helped international graduate students at a Midwest U.S. university to persist through obstacles in their new environment. Students’ beliefs in their abilities help them academically challenge and adapt. This study concludes that supporting international students’ self-efficacy is key to their persistence and success. This study’s findings raise awareness of difficulties affecting international students’ self-efficacy in foreign countries. The results also highlight professors’ vital role in influencing academic confidence, as they can positively or negatively impact international students’ self-efficacy. Future research should focus on instructors’ influence on self-efficacy in new academic environments, specifically exploring motivations for studying abroad. Additional research could also examine environmental and cultural impacts, effects of living abroad on education, and university support systems for international students.52 0Item Restricted Self-Efficacy Experiences and Attitudes of Saudi Female English Language Learners in Australia Towards Learning with Technology Use(Monash University, 2024-06-14) Alfaidi, Safaa; McLeod, AmberSaudi women who travel to Western countries for postgraduate study cross physical, cultural, and gender boundaries and are frequently faced with new and sometimes challenging practices with digital technology in education. While there have been recent changes due to the COVID-19 pandemic in the Saudi education system, students traditionally have limited, if any, exposure to technology in the classroom. This makes it difficult for Saudi students to embrace a new educational domain such as the Australian classroom where digital devices are ever present. Despite many studies on student attitudes towards the use of technology in education, the experiences of Saudi students are largely absent. Even fewer studies have focused specifically on Saudi female students studying abroad and their attitudes towards using technology for learning while immersed in digitally rich learning environments. In this qualitative study, ten female Saudi students who had studied English language and postgraduate study in Australia for at least two years were interviewed to understand their attitudes towards digital technologies in education, with a particular focus on changes in attitude. Bandura’s (1997) concept of self-efficacy as a component of social learning theory was used as a lens to examine, interpret, and explain the students’ recalled attitudes toward digital technology in education, and to assess the impact of Australian educational experiences on changing their attitudes. This examination of cultural immersion on the attitudes of Saudi female students suggests that, in stark contrast to their reported perception that they are not beneficial in education, the use of digital technology in education became an important resource for them that enabled autonomous learning experiences. Vicarious learning and social persuasion experiences were highly influential in changing attitudes, and in the Australian context, led to mastery experiences which cemented attitude change. The positive impact of their experiences in the use of digital technology to enhance education was evident not only in their adoption of digital technologies to learn English language, but also in their ongoing cross-discipline postgraduate studies.17 0Item Restricted The Impact of Listening Strategy-Based Instruction on Self-Efficacy, Motivation, Self Regulation and L2 Listening Comprehension in Saudi Mixed-Ability University Classrooms(Saudi Digital Library, 2023-11-16) Rawa, Omnia; Porter, AlisonA glance through the past 40 years of second language (L2) listening instruction reveals an interesting picture of the pedagogical transition from the conventional listening comprehension approach emphasizing the final comprehension outcome in L2 listening instruction towards teaching students ‘how to listen’. Current research directions have emphasised the role of strategy training and metacognitive instruction in L2 listening development. Research also shows that L2 learning outcomes are significantly affected by individual differences, and that intra-individual factors (self-efficacy, motivation, self-regulation, and metacognitive awareness) influence listening comprehension outcomes. Furthermore, it is emerging that attempts are being made to examine the dynamic interplay of individual differences, metacognitive self-regulatory processing, and links to L2 listening outcomes and motivation. However, research is currently lacking on the connections between self-efficacy, motivation, and self-regulatory strategies in L2 listening comprehension in studies on L2 listening. The present study proposes a pedagogical intervention based on a theoretical framework, drawing from educational psychology and strategy instruction research. The intervention aims to target task-specific strategy clusters (orchestration of more than one listening strategy), raise awareness, model behaviour, and provide positive feedback. By incorporating a self-regulated learning model emphasising metacognition and L2 listening strategies, learners may be able to exercise more control over their learning process, which could, in turn, boost their self-efficacy and motivation to learn. This quasi-experimental study investigates: (1) the effect of hybrid (synchronous) L2 listening strategy-based instruction on Saudi EFL students’ listening comprehension and intra-individual factors (N = 124); (2) the interrelationships between (a) self-efficacy, (b) motivation, and (c) L2 listening self-regulation; and (3) the potential effects of strategy-based intervention on students’ behavioural and motivational characteristics during the L2 listening process. Data were collected using questionnaires, listening comprehension tests, stimulated-recall protocols, individual interviews, a teacher’s diary, and L2 listening in-class activities and documents. As hypothesised, the results of the mixed-methods data analysis provide evidence that students in the experimental group outperformed their counterparts in the control group in both listening comprehension and intra-individual factors. In addition, the intervention had a favourable impact on individual learners in terms of their self-efficacy, motivation, self-regulation, and metacognitive awareness, as there was a positive correlation between these factors. This study also provides fresh perspectives in the domain of second language learning by demonstrating that motivational factors have a positive impact on self-efficacy beliefs through the mediating influence of self regulatory strategies. These results also have significant educational consequences for English as a Foreign Language (EFL) teachers, educators, and stakeholders in second language education. The primary finding of this study is that teaching listening strategies is not simply a matter of assessing comprehension; rather, it involves comprehending the process by which students listen and improving their strategic behaviours in the process. Moreover, it is important to recognise that students have varying abilities and motivations in the classroom. This awareness requires a greater focus on task design, selecting engaging instructional materials, and integrating research-based teaching methods for the covert and complex skill of L2 listening. The study also provides insights into some of the issues related to remote teaching in L2 listening research, as well as students’ perceptions of and attitudes towards listening strategy-based instruction in hybrid learning.59 0Item Restricted Exploring teachers’ and students’ efficacy in the teaching and learning of English as a Foreign Language (EFL) in Saudi Arabia(Saudi Digital Library, 0023-06-06) Alkhairi, Ahmad Hassan E; Alkhairi, AhmadThis qualitative case study explored teaching and learning practices of English-as-a Foreign Language (EFL) in the school context in Kingdom of Saudi Arabia (KSA). The study is underpinned by Bandura’s (1977, 1986) triadic reciprocal causation model, derived from his Social Cognitive Theory. In particular, the research focused on the teacher-efficacy of Saudi EFL teachers and the self-efficacy of students learning the English language. The approach of the research explores self-efficacy through a qualitative method. Data were collected through individual semi-structured interviews with secondary school teachers and through focus group discussions with their students, through classroom observations, and through examination of teaching materials to comprehend the teaching and learning environment of EFL in Saudi schools.38 0Item Restricted E-EFL in The Saudi Tertiary Classroom: Exploring Teachers’ Perceptions of Digital Technology Use For E-Learning and Learners’ Self-Efficacy to Undertake Heutagogical Learningwa(2023-04) Alnofaie, Sahar; Watts, MikeThis study explores how digital technologies have been introduced and used in a Saudi e-EFL Higher Education classroom and the degree to which this reflected self-efficacious and heutagogical learning. Despite recent educational reforms in Saudi, the limitations of the educational system make it ill-suited to the needs of the international job market, leaving Saudi graduates under-equipped in an increasingly globalised workforce. Therefore, this quantitative study collected from 41 teachers and 343 university students aims to identify the e-learning experiences of Saudi e-EFL teachers and learners in order to gauge the influence of e-learning integration on the desired progression to learner-centred learning. Additional qualitative data were collected from teachers to be discussed within quantitative data. The data were interpreted and factors influencing learning and teaching methods with digital technologies were analysed against demographic data. The findings revealed that e-EFL teachers are unable to understand how they use ICT technologies and the pedagogical approach they adopt to influence student learning and their capacity to work in a self-directed manner. The present study makes an important contribution to existing research as it provides vital insights for the Saudi educational community to integrate pedagogical transformations into the equation of educational reforms and practices. At a broader level, these insights provide an empirical basis for policymakers and researchers to turn their attention to an issue with the potential to derail important educational reforms aligned with the fulfilment of the Saudi’s 2030 Vision which aims to prepare a self-directed workforce for effective participation in national socio-economic development and in the global knowledge economy. Recommendations are made to integrate training in technology, pedagogy and content knowledge for teachers as they would benefit from a better understanding of epistemological, pedagogical and technical issues and skills to promote students’ heutagogical learning.20 0Item Embargo Teacher Attitudes, Self-Efficacy Beliefs and the Utilisation of Evidence-Based Strategies in Classroom and Behaviour Management for Students with Learning Disabilities in Inclusive Primary Classrooms in Saudi Arabia(Saudi Digital Librery, 2023) Aljabr, Moneerh; Johnston, ChristineToday, inclusive education is becoming an increasingly common and important educational practice in Saudi Arabia and elsewhere. Therefore, it is necessary to understand how teachers work with students with learning disabilities in order to provide better inclusion experiences for them. This study investigated the perceptions of general education teachers (GETs) and special education teachers (SETs) regarding inclusion, and their assessment of their self-efficacy when teaching Saudi Arabian students with a learning disability (LD). In addition, the study examined GETs’ and SETs’ perceptions of their use of classroom and behaviour management (CBM) practices while working with students with LD. Lastly, the study evaluated how gender impacted on the beliefs of GETs and SETs with regard to the inclusion of students with LD, their aptitude for teaching and managing these students’ behaviour, and how they implement various CBM practices when teaching them. To meet the study objectives, an explanatory two-stage sequential mixed-methods design was established. In the first stage, a questionnaire was answered by 286 male and female primary school GETs and SETs, with 250 participants going on to answer the open-ended questions at the end of the questionnaire. The second stage consisted of semi-structured interviews involving 12 female primary school teachers, equally divided between SETs and GETs. Overall, the findings indicated that even though GETs and SETs held similar positive attitudes regarding inclusion, they had different levels of self-efficacy and different approaches to the use of CBM practices when teaching students with LD. Moreover, the finding indicated that gender had a statistically significant influence on the attitudes of GETs and SETs towards inclusion and on CBM strategies used by GETs; however, no impact was found for the self-efficacy levels of GETs and SETs regarding teaching students with LD in inclusive classrooms.41 0