DEVELOPING A THEORETICAL FRAMEWORK FOR THE SOCIO-EMOTIONAL WELL-BEING OF SAUDI GRADUATE STUDENTS IN THE UNITED STATES.A QUALITATIVE ANALYSIS USING GROUNDED THEORY

Abstract

The purpose of this study is to develop a theoretical model that expands the understanding of socio-emotional well-being among Saudi graduate students studying in the United States. This research addresses a significant gap in the literature, as little empirical attention has been given to the socio-emotional challenges these students face, particularly regarding how cultural, religious, and educational factors shape their experiences. Saudi students face unique pressures, including navigating cultural differences, overcoming language barriers, and adapting to the academic demands of United States universities. The central research question guiding this study is: How can current theoretical frameworks be expanded to explain how socio-emotional well-being is shaped for Saudi graduate students studying in the U.S.? A qualitative, grounded theory approach was employed, with data collected through semi-structured interviews with 14 Saudi graduate students from various academic disciplines and universities across the United States. There was no need to recruit past this number due to the repetition of codes and themes that were overwhelmingly present within these 14 participants’ responses. The data was analyzed using thematic analysis, which led to the identification of five provisional themes: 1) Education and Academic Experience, 2) Cultural Adjustment and Social Integration, 3) Personal and Emotional Well-being, 4) iv Language and Communication, and 5) Time Management and Personal Development. These themes provide insights into the complexity of the students’ experiences and their strategies for navigating socio-emotional challenges. This study introduces the Saudi Collective Ecological Model of Socio-Emotional Well-being, which highlights the complex interaction of cultural, social, and academic factors that shape the well-being of Saudi students studying in the U.S. This model emphasizes the importance of understanding the influence of collectivist cultural values, such as family support, religious practices, and community ties, which significantly affect the students' emotional resilience and adaptation. This study contributes to expanding theoretical frameworks on socio-emotional well-being by creating a culturally informed model that addresses the unique challenges faced by Saudi students. Specifically, the study developed the Saudi Collective Ecological Model of Socio-Emotional Well-Being, offering new insights into the experiences of Saudi graduate students in the United States. Additionally, this model provides practical recommendations for educators and policymakers, equipping them with the knowledge needed to better support international students from collectivist societies, like Saudi Arabia, in U.S. educational institutions.