Dissertations for Psychology

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Now showing 1 - 11 of 11

The Impact of Divorce on Students’ Interactions, Social Relationships, and Academic Engagement in Ajman Cycle One Schools: Perspectives of Teachers and School Well-Being Staff
(The British University in Dubai (BUiD), 2024-11) ALI, AYSHA MOOSA ABDULLA; Dr Ahmed Abu Baker
This study explores the impact of parental divorce on students’ interactions, social relationships, and academic engagement in Ajman Cycle One schools, drawing on the perspectives of teachers, and school well-being staff. A mixed-methods approach was employed, combining a survey with teachers and interviews with social workers to ensure methodological triangulation. The quantitative and qualitative findings revealed significant difficulties among students from divorced families in interacting with peers and teachers, characterised by social withdrawal, reduced engagement, and reluctance to seek help, in addition to emotional dependence, aggression, and lack of social skills, emphasising the role of parental presence in a student’s life. The study aligns with prior research on the emotional and psychological effects of divorce, while also identifying context-specific challenges. Recommendations include targeted academic support, social skills workshops, counselling, and school-based interventions to foster resilience and improve the social and academic outcomes for affected students. These findings highlight the critical role of schools in mitigating divorce’s impact.
Burnout and Job Performance of Special Educators Working with Students Diagnosed with Autism Spectrum Disorder: A Case Study at Specialised Centre in Dubai
(The British University in Dubai (BUiD), 2024-11) GURSHCHENKO, ANTONINA; Dr Emad A. S. Abu-Ayyash
This case study seeks to examine the effects of burnout on the key work performance indicators of special education teachers in a Dubai specialised centre for children diagnosed with Autism Spectrum Disorder (ASD) and the potential predictive relationship between various demographic characteristics like age, gender, education, years of experience, and the age group of the students they are working with, and three burnout dimensions: emotional exhaustion, depersonalisation, and personal accomplishment. This study employs a quantitative approach in its research design. The data revealed that there is no strong direct impact of burnout on the performance indicators of the special educators working with students diagnosed with ASD. Regarding the demographic variables that can potentially directly affect special educators' burnout, no confirmation was found that all three dimensions of burnout – emotional exhaustion, depersonalisation, and personal accomplishment – were equally affected by certain variables collectively. It was found that the age and experience of the special education teachers have an impact on emotional exhaustion. The education qualification may affect depersonalisation, and gender is associated with feelings of personal accomplishment of the special education teachers. Academics, educational leaders, special education centre managers, special education teachers, and policymakers can benefit from this research's results. When seeking to improve the educational experience for children with Autism Spectrum Disorder (ASD), it will be helpful to utilise the findings of this research to make informed decisions when addressing issues associated with the burnout of special education teachers working with children diagnosed with Autism. Keywords: burnout, special educators, performance
Evaluating the Effectiveness of a Behavioural Training Programme for Primary School Teachers in Al Dhafra Private Schools to Modify the Behaviour of Students With ASD
(Etab Sharafeddin, 2024-06) SHARAFEDDIN, ETAB; Dr Ahmed Abubakar
This study aims to evaluate the effectiveness of a behavioural training programme for primary school teachers at Al Dhafra Private Schools in modifying the behaviour of students with Autism Spectrum Disorder (ASD). Despite the increasing prevalence of ASD, teachers often lack the necessary training to effectively support these students in educational settings. Using a mixed-methods approach, the study explores teachers' perceptions, experiences, and beliefs regarding the programme's impact on supporting students with ASD. The research objectives include assessing the overall effectiveness of the programme, exploring teachers' experiences with implementing strategies, investigating the influence on student outcomes, and identifying successes and challenges in implementation. Quantitative data were collected through questionnaires distributed to 30 teachers, while qualitative data were gathered from in-depth interviews with six selected teachers. The data were analysed using the Statistical Package for the Social Sciences for the quantitative data and thematic analysis for the qualitative data. The quantitative results revealed a significant positive impact of the training programme, with 92.0% of the teachers reporting improved knowledge and 91.4% exhibiting more positive attitudes towards students with ASD. Additionally, there was a high level of teacher confidence in applying behaviour modification techniques, particularly Applied Behaviour Analysis (ABA), post-training. The qualitative data supported these findings, indicating significant improvements in student behaviour, social skills, and attention as perceived by the teachers. The teachers effectively utilised various behaviour management strategies, such as visual supports and token economy systems, despite facing challenges like time constraints and administrative burdens. This comprehensive analysis aims to determine the significance of the relationship between the training programme and student outcomes, providing valuable insights to enhance teacher preparedness and support inclusive education for students with ASD. The findings contribute to the improvement of educational quality and student well-being at Al Dhafra Private Schools. Keywords: Autism Spectrum Disorder, behavioural modification, primary school teachers, inclusive education, student behaviour
The Impact of Peer Support (Buddy System) Intervention on the Academic Achievement and Social Development of Elementary School Students in Inclusive Classrooms in a Government School in Fujairah
(The British University in Dubai (BUiD), 2024-03) ALZAABI, ONOUD; Dr Ahmed Abubakar
This dissertation examined the efficacy of a peer support strategy, specifically, a buddy system in inclusive classrooms at a government school in Fujairah. The study focused on how this intervention influenced the academic performance and social development of elementary school students. The investigation employed a mixed-methods research approach by integrating the quantitative evaluations of an academic performance standardised test and survey with the qualitative investigation of social development using interviews with students. This study used a semi-experimental approach which allowed insight into a real-world example of the use of peer support intervention in an inclusive classroom. The findings showed a notable beneficial effect of the buddy system on academic performance and social development. Statistical analysis found significant enhancements in academic performance measures, while the qualitative data revealed the development of strong peer relationships, better communication skills, and improved teamwork abilities in students participating in the buddy system. Heightened inclusivity and cooperation in the classroom setting were found from the data collected. This study emphasised the efficacy of peer support interventions, such as the buddy system, in promoting holistic growth among diverse student populations in inclusive educational settings. The dissertation highlighted the need to utilise cooperative and inclusive methods to enhance academic success and social development for all students in the government schools of Fujairah. Keywords: peer support, social development, academic achievement
The Impact of Parent–Teacher Communication on Student Behaviour and Social Development in a Semi-Government School in Fujairah
(The British University in Dubai (BUiD), 2024-03) ALMARSHOODI, ALYAZYAH; Dr Ahmed Abubaker
In the realm of contemporary education, proficient communication between parents and instructors assumes a crucial role in moulding student conduct and fostering social growth. This study investigates the influence of parent–teacher communication on student results at a semi-government school located in Fujairah, the United Arab Emirates. A total of ten parents were included in this research study, which utilised a mixed-methods approach that included both questionnaires and interviews. The study analyses the main difficulties and advantages that exist in the communication between parents and teachers in the specific educational environment. The participants shared their experiences, perceptions, and expectations about communication strategies through questionnaires and interviews. The data analysis reveals several aspects that impact the efficiency of communication, such as cultural norms, technology capabilities, and institutional backing. Evidence indicates that although the significance of communication between parents and teachers is acknowledged, many obstacles impede its effective execution. The obstacles encompass language difficulties, restricted technology infrastructure, and cultural disparities in communication preferences. Nevertheless, the participants also emphasised the advantages of robust parent–teacher contact, including enhanced student engagement, behaviour, and overall academic achievement. In addition, the study examines methods to improve parent–teacher communication, including the use of multilingual communication platforms, regular feedback systems, and culturally sensitive approaches. The Interviews provided valuable insights into the intricate factors that contribute to the development of meaningful partnerships between parents and instructors. This research has important implications for educational stakeholders, policymakers, and practitioners who want to improve student outcomes by encouraging effective collaboration between parents and teachers. By tackling the identified issues and capitalising on the chances for enhancement, schools can establish a suitable atmosphere for comprehensive student development. Ultimately, this study adds to the expanding collection of research on parent–teacher communication and its influence on student behaviour and social development. It emphasises the significance of cultivating cooperative partnerships between parents and teachers to bolster the educational progress of pupils in semi-government schools in Fujairah and other areas.
Exploring Emirati Parental Perspectives: A Comprehensive Analysis of Attitudes Towards Counseling and Guidance Services in Private School Settings
(The British University in Dubai (BUiD), 2024-03) HAJEBI, ASMA ABBAS; Dr Tendai Charles
This study investigates Emirati parental attitudes towards counseling and guidance services in private school settings in Dubai, UAE. Motivated by the observed disconnect between Emirati parents' limited awareness and appreciation for counseling services despite the prevalence of depressive symptoms among Emirati children, the qualitative methodology employed semi-structured interviews with a sample of Emirati parents to elucidate parental perceptions and experiences regarding counseling services. Thematic analysis revealed several key findings. Firstly, ingrained gender dynamics in parenting roles were identified, with fathers often assuming the role of enforcers of discipline, while mothers were primarily tasked with academic support and day-to-day aspects of children's education. Secondly, prevalent fear and stigma surrounding counseling were highlighted, with concerns raised about potential social repercussions and damage to the family’s reputation, deeply embedded in cultural norms prioritizing maintaining familial honor and social standing. Additionally, a significant lack of knowledge and misconceptions surrounding counseling among Emirati parents emerged as a remarkable theme. Participants expressed uncertainty about the role and effectiveness of counseling services, reflecting the impact of cultural and religious norms on attitudes toward mental health services. Addressing these challenges requires culturally sensitive interventions, including education campaigns, community outreach programs, and the involvement of religious leaders to challenge misconceptions and promote a more supportive environment for seeking mental health support. Data analysis involved importing the interviews into qualitative analysis software such as ATLAS to facilitate coding and systematic organization. Through semi-structured interviews with Emirati parents, the research aimed to explore how the quality and presence of counseling services impact parental attitudes and perceptions, examining factors like awareness levels, cultural norms, and the perceived significance of emotional well-being relative to academic achievement. In conclusion, this study contributes to a deeper understanding of the cultural, social, and religious factors shaping parental attitudes toward counseling in the UAE. The findings underscore the importance of targeted interventions and collaborative efforts to address stigma, promote awareness, and integrate culturally sensitive counseling services into educational settings. Recommendations include the development of culturally sensitive counseling programs, mandatory mental health education in schools, training for educators and healthcare providers, and media literacy programs to address the impact of social media on mental health. Further research is needed to explore the effectiveness of interventions targeting parental attitudes towards counseling and their impact on children's mental health outcomes in the UAE, ultimately fostering a supportive environment for Emirati children's holistic development and well-being.
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.
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.
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.
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.
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.

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