Social and psychological challenges facing scholarship Saudi students studying in foreign countries
- Autores: Mohammed Mahdi Alomari
- Directores de la Tesis: Alejandro Iborra Cuéllar (dir. tes.)
- Lectura: En la Universidad de Alcalá ( España ) en 2022
- Idioma: inglés
- Tribunal Calificador de la Tesis: Beatriz Malik Liévano (presid.), Héctor del Castillo Fernández (secret.), Gloria Nogueiras Redondo (voc.)
- Programa de doctorado: Programa de Doctorado en Educación por la Universidad de Alcalá
- Materias:
- Enlaces
- Resumen
- español
El estudio pretendía explorar y averiguar las razones de los retos psicológicos a los que se enfrentan los estudiantes becados saudíes que estudian en países extranjeros, así como los efectos de dichos retos. La muestra del estudio consistió en 1.446 estudiantes masculinos y femeninos del total de estudiantes saudíes en cada uno de los Estados Unidos, Reino Unido, Canadá y Australia (75.485). El investigador utilizó un enfoque analítico descriptivo para alcanzar los objetivos del estudio. Se preparó un cuestionario para explorar los retos sociales y psicológicos a los que se enfrentan las becas de los estudiantes saudíes que estudian en países extranjeros que constaba de (67) términos.
Los resultados mostraron que había diferencias estadísticamente significativas en la dimensión de apoyo social y psicológico durante los tres primeros meses de beca y en la dimensión de identidad y pertenencia al grupo étnico, así como en la puntuación global del cuestionario de retos psicológicos y sociales, en función de la variable género, y la diferencia era a favor de los varones.
La primera pregunta exploró los principales retos psicológicos y sociales de los estudiantes becarios saudíes que participan en un programa de estudios en el extranjero. Hay un claro reconocimiento de los cambios culturales de la cultura de acogida y la original desde el principio. Tomando la estancia en su conjunto (más allá de los tres primeros meses) el principal interés tiene que ver con la integración o conciliación de la visión de la vida que tienen en la nueva cultura con la suya propia. Hay un sentimiento de orgullo y satisfacción en relación con la cultura de origen que, como resultado, proporciona un firme sentido de identidad étnica/cultural. Al final del programa, los estudiantes destacaron la importancia de preparar programas específicos para ayudar a los estudiantes a adaptarse a la cultura de acogida, especificando los posibles problemas que pueden surgir probablemente en los tres primeros meses.
Descubrimos que las mujeres se adaptaban peor que los hombres, y que también tenían puntuaciones más bajas de actitud positiva hacia la nueva cultura. Los estudiantes con un alto nivel de inglés experimentaron más estrés, probablemente porque estaban más expuestos a la cultura de acogida, en comparación con los que tenían un menor dominio del idioma. En cuanto a la variable de las condiciones de vivienda se corrobora que el patrón de integración de la aculturación implica mayores niveles de estrés. Aquellos estudiantes que vivían de forma privada interactuaban más con la cultura de origen y aunque presentaban actitudes más positivas hacia la cultura de acogida, también presentaban mayores niveles de malestar identitario. Aquellos estudiantes que vivían con sus familias o con familias de acogida (que generan un contexto con mayor seguridad y confort) tenían entonces peores actitudes hacia la cultura de acogida y mayores niveles de exploración étnica y afirmación de la propia cultura de origen. La calidad de la adaptación cultural de los estudiantes no puede entenderse sin tener en cuenta el momento de la estancia. Al final del programa se reactiva el sentido de identidad étnica en todos los estudiantes, como posible preparación para el regreso a la cultura de origen. Por el contrario, los valores de exploración de la propia cultura son mayores al principio, como forma de reafirmación ante los retos de la nueva cultura. Apoyamos la importancia de una estrategia de aculturación integradora para promover la adaptación, la transición, la satisfacción y la finalización con éxito de un programa internacional. Sin embargo, las estrategias de separación son igualmente comunes y suelen tener lugar al principio y al final del programa de estancia.
- English
The study aimed to explore and find out the reasons for the psychological challenges faced by Saudi scholarship students studying in foreign countries, as well as the effects of those challenges. The study sample consisted of 1446 male students and female students out of the total number of Saudi students in each of the US, UK, Canada, and Australia (75.485). The researcher used a descriptive analytical approach to achieve the objectives of the study. A questionnaire was prepared for the social and psychological challenges facing scholarships for Saudi students studying in foreign countries that consisted of (67) items.
The results of the study reached the following:
Results showed that the dimension of proposals to reduce psychological problems resulting from the scholarship experience came first and then the dimension of identity and belonging to the ethnic group and then social and psychological support during the first three months of scholarship and then dealing with the new environment during the first three months and then dealing with the new environment during the scholarship and then social and psychological support programs provided prior to the scholarship, where the mean averages were calculated as, respectively: )3.811 .3.751 .
3.742 .3.730 .3.596. 3.447( .
Results showed that there were statistically significant differences at the .05 level in the dimension of social and psychological support during the first three months of scholarship and the dimension of identity and belonging to the ethnic group, and the overall score for the questionnaire of psychological and social challenges, depending on the variable gender, and the difference was in favor of males.
Results showed that there were statistically significant differences at the 0.05 level in the dimension of dealing with the new environment during the scholarship and dimension identity and belonging to the ethnic group and depending by the variable of academic level, and the difference was in favor of undergraduate students.
Results showed that there were statistically significant differences at the .05 level in the dimension of social and psychological support programs provided prior to the scholarship and the dimension of dealing with the new environment during the first three months and the dimension of proposals to reduce psychological problems that are resulting from the scholarship experience, depending by the variable before the scholarship, and the difference was in favor of a low language level.
Results showed that there were statistically significant differences at the .05 level in the dimension of social and psychological support programs provided prior to the scholarship and the dimension of dealing with the new environment during the first three months and the dimension of proposals to reduce psychological problems resulting from the scholarship experience and depending on the variable of before the scholarship, and the difference was in favor of a low language level.
Results showed that there were statistically significant differences at the .05 level in the dimension of dealing with the new environment during the scholarship depending by level before the scholarship, and the difference was in favor of a high language level.
Results showed that there were statistically significant differences at the .05 level in the dimension of social and psychological support programs provided prior to the scholarship and the overall score for the questionnaire of psychological and social challenges varying by the variable reflecting period of scholarship, and the difference was in favor of those who have had a shorter stay in the scholarship country.
Results showed that there were statistically significant differences at the .05 level in the dimension of dealing with the new environment during the first three months and the dimension of proposals to reduce psychological problems resulting from scholarship by the variable reflecting period of scholarship, and the difference was for those who are at the end of the scholarship.
Results showed that there were statistically significant differences at the .05 level in the dimension of social and psychological support programs provided prior to the scholarship by the variable capturing type of residence in the country of scholarship, and the difference was in the favor of students living in private accommodation.
Results showed that there were statistically significant differences at the .05 level in the dimension of social and psychological support during the first three months of scholarship and by the variable capturing type of residence in the country of scholarship, and the overall score for the questionnaire of psychological and social challenges and the difference was in the favor of students who have a host family For those who have residents of a Private accommodation.
Results showed that there were statistically significant differences at the .05 level in the dimension dealing with the new environment during the first three months by the variable reflecting type of residence in the country of scholarship and the difference was in favor of students who have a family For those who have a Private accommodation and with colleagues who were residents of a Private accommodation.
Results showed that there were statistically significant differences at the .05 level in the dimension of dealing with the new environment during the scholarship by the variable of type of residence in the country of scholarship, and the difference was in favor of students who stay with a host family.
- español
