Dissertations for Psychology

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    Experiences of Mothers on Maternity Leave Policies in the UAE: A Research Study in the UAE
    (The British University in Dubai (BUiD), 2023-08) ABDULKHALEK, DARIN; Dr Solomon Alrulraj David
    This research explores the experiences of mothers on maternity leave policies in the UAE, focusing on the effects of maternity leave length, financial support, and quality on mothers' well-being and general health. While extensive research on this topic has been conducted in Western countries, limited research has been carried out in the UAE, requiring further investigation. The study's participants encompassed 37 working mothers aged 25 to 44 who had recently returned from maternity leave. The research questions sought to determine the effect of maternity leave length, financial support, and quality on maternal well-being and general health. Hypotheses were formulated, suggesting positive associations between maternity leave length, financial support, and quality with well-being and general health. The results indicated no significant relationship between maternity leave length and financial support with well-being and general health. These findings contrast with previous studies conducted in other countries, indicating that there may be unique contextual factors in the UAE influencing these relationships. However, a notable finding emerged, revealing a significant positive correlation between the quality of maternity leave and well-being. The results provide valuable insights into the complex dynamics of maternity leave policies and their impact on maternal outcomes. Research highlights the need for further research in the UAE to better understand the specific factors influencing mothers’ well-being and general health during the maternity leave period.
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    The Impact of an Educational Training Program on the Self-Efficacy of Teachers and Leadership Staff in a Private School in Dubai
    (The British University in Dubai (BUiD), 2023-10) AL FALASI, AYESHA RASHED; Professor Eman Gaad
    This research study aims to examine the effect of a two-month educational training program on the self-efficacy of authority staff and educators in a private school in Dubai. Self-efficacy, a critical mental idea, impacts teachers' and leadership staff presentations in a learning climate. The New General Self-Efficacy Scale, is utilized in a quantitative strategy to dissect the effect of the preparation program on an example of 100 members, including 55 educators and 45 individuals from the leadership staff. The discoveries propose a significant contrast in self-viability expansion between these two gatherings, with initiative people exhibiting more elevated levels of self-efficacy following the program. These discoveries highlight the significance of proof-based preparation mediations in upgrading self-efficacy and give bits of knowledge into the elements among educators and leadership staff in Dubai's private school. The examination questions for this study plan to exhaustively comprehend the effect of the preparation program on self-efficacy improvement. RQ1 investigates the impacts of the preparation program on instructor self-viability, while RQ2 researches its effect on authority staff self-efficacy. At long last, RQ3 investigates possible varieties of what the preparation program means for self-efficacy improvement among teachers and leadership staff. By responding to these inquiries, this concentration significantly adds to the field of instructive preparation and its impact on self-efficacy levels among experts in private school settings. It also offers helpful guidance for working on informative procedures and authority in Dubai's particular instructive environment. The result shows that leadership staff have higher self-efficacy in attending the educational training program.
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    Attitude and Readiness of Teachers to Impart Value Education: Exploring Teachers’ Experiences and Views from a Private School in Sharjah
    (The British University in Dubai (BUiD), 2023-07) KADER, SAWSAN ABDUL KADER HAJ ABDUL; Dr Solomon Arulraj David
    This research sought to examine teachers' attitudes and readiness towards imparting value education at a private school in Sharjah. It aimed to explore existing literature on the subject, measure teachers' attitudes using a quantitative questionnaire, and gain deeper understanding through a qualitative questionnaire. The research was guided by four questions, investigating the attitudes and readiness of teachers to impart value education, perceptions of teachers' attitudes in recent research, teachers' own attitudes and readiness, and their experiences and views towards imparting value education. The findings from the quantitative data revealed that the majority of teachers have a positive attitude towards teaching value education and feel comfortable, satisfied, and confident in doing so. Furthermore, a statistically significant moderate positive correlation was found between teachers' attitudes towards and readiness for imparting value education. In addition to the quantitative findings, the qualitative data offered deeper insights into the themes of importance to teachers. These themes included the necessity of collaboration and partnerships, the call for extensive teacher training and professional development, the integration of value education across all subjects, the utilization of technology and resources, the importance of practical examples and real-life contexts, the promotion of moral and ethical standards, and the awareness of mental health. The study's findings provide useful insights for schools and policymakers in UAE and beyond, informing strategies to enhance the effective teaching of value education. The findings underline the importance of comprehensive teacher training, collaborative efforts among educators, and the integration of technology and real-life contexts in teaching. It also highlights the need to consider the moral, ethical, and mental health aspects of education.
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    The difficulties that expatriate students face for first-year university students which affect their academic performance
    (The British University in Dubai (BUiD), 2022-11) ALGRGAWI, AMEERA FAWZI
    The university study stage is considered a pivotal stage in the life of the university student in terms of affecting his practical, social and psychological status. Therefore, the reason for this research was to show the relationship between the student choice of the university location and their academic performance, that the student’s academic performance declines in the first year of university due to his separation from his family, social circle and home country to a overseas country. Some of them returned after months of starting their university studies, and others showed decline in their academic level because of factors that contributed to the negative impact on the expatriate student academic performance. A delegation participated in the research about 30 expatriate students from several universities in the United Arab Emirates. The researcher studied the psychological impact of alienation from residing in a new place, new environment and social community. And its consequences on the expatriate students’ academic performance, as they start a completely different stage of academic life than what they used to during the past 12 academic years.
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    The Effects of the COVID-19 Pandemic on Undergraduate Students’ Stress and Anxiety in a University in the UAE
    (The British University in Dubai (BUiD), 2021-05) Alfalasi, Khulood
    Education has faced a significant transition in the 21st century, shifting from face-to-face classes to online classes due to the unprecedented COVID-19 pandemic. The pandemic's consequences have affected teaching and learning and negatively influenced students' psychological well-being. The following abstract will mention the aim and rationale of the study, the key theories involved, the method used, the study's key findings, implications, limitations, recommendations, and conclusion. This study aims to explore the pandemic's impact on undergraduate students' academic stress, especially as related to their academic performance. Furthermore, the students' coping strategies during the pandemic, if any, are investigated. The rationale of the study is to help students who are stressed and anxious by understanding the causes of stress and choosing suitable methods for supporting them emotionally, psychologically, and academically. The main theories used in the study includes demand-and-control theory, cognitive-mediational theory, the Ryff Scales of Psychological Well-Being, General Adaptation Syndrome (GAS), Hans Selye's theory of stress, academic self-efficacy, internal attribution of failure, self-determination theory (SDT), well-being theory, and Maslow's hierarchy of needs. The key theories explain how humans are influenced by their inner selves and their surroundings, specifically in terms of well-being, stress, anxiety, and motivation. They can be applied to students in education during a change in their environment, such as the COVID-19 pandemic. Moreover, the researcher used a mixed-method approach consisting of quantitative and qualitative data. Quantitative data collection was done by surveying 191 participants from the College of Education (COE) and students from other colleges enrolled in elective courses in the COE. The qualitative data collection was achieved through a focus group discussion with seven COE undergraduate students doing their internship. To analyze the survey's responses, the researcher used statistical methods of descriptive analysis, t-test, analysis of variance (ANOVA), and correlation. The focus group qualitative data was analyzed using thematic analysis to fill the gaps in the quantitative data. The key findings showed that the xenophobia factor (the fear of strangers) causes the highest stress levels, and students reported that workload and time constraint factors were top stressors. Also, A-range students (students with a GPA of 3.7 and above) were generally significantly less stressed than B-range students (GPA of 2.7–3.3). First-year students were significantly more stressed than second-year, third-year, and fourth-year students. It was found that internship students expressed their stress and anxiety due to the change to online education caused by the pandemic. The implications of the current study will allow educators and psychologists to better understand students' needs and apply effective techniques during the pandemic. The limitation of the study is that the number of participants could have been increased, especially in the focus group. Also, the focus group deals with the experience of internship students teaching online in public schools during the pandemic. It is not necessarily applicable to the 191 students surveyed in the questionnaire about their experience of studying online during the pandemic. The recommendation of this study is to increase the number of participants and improve the instruments. In conclusion, the researcher expected that the COVID-19 pandemic would directly impact student academic stress, but the findings slightly contradict the researcher's assumption. This study argues and claims that the COVID-19 pandemic did not have a direct impact as an epidemic on student academic stress. However, the changes caused by the COVID-19 pandemic in online education might cause students stress and anxiety; the study needs further research to confirm the argument.