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" Self-Efficacy and Academic Adjustment’s Effect on the Academic Performance of Saudi Graduate Students in US Universities "
Alobidan, Iabrahim
Rodríguez, Cristóbal
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1054436
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| Doc. No
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TL53553
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| Main Entry
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Alobidan, Iabrahim
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| Title & Author
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Self-Efficacy and Academic Adjustment’s Effect on the Academic Performance of Saudi Graduate Students in US Universities\ Alobidan, Iabrahim Rodríguez, Cristóbal
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| College
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Howard University
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| Date
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2020
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| Degree
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Ph.D.
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| student score
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2020
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| Note
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127 p.
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| Abstract
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This study examined the associations between self-efficacy, academic adjustment, and academic performance among Saudi graduate students in the United States. Further, the study explored the relationships between gender, major type (science, technology, engineering, and mathematics [STEM] versus non-STEM), students’ family characteristics (marital status), and academic performance. This research also explored the links between school culture, the amount of specific support awarded to Saudi students, recognition of diversity, and academic performance. In addition, the present analysis solicited in-depth information about the factors facilitating Saudi students’ academic adjustment through a number of open-ended questions asking them about their experience and recommendations for students’ academic and social adjustment in the US universities. Using validated survey instruments measuring academic adjustment and self-efficacy, as well as a number of questions asking respondents about their academic performance, grade point average (GPA), their gender, major type, family characteristics and school culture, Multiple Linear Regression Analysis was used to predict academic performance from multiple predictors: academic adjustment, academic self-efficacy, major, marital status, gender, school culture, and language proficiency. Data were gathered from 233 Saudi students currently enrolled in US universities. Thematic analysis was utilized to generate common themes from qualitative data which revealed factors such as language proficiency, socialization with US natives, learning new skills, and support from faculty members that helped Saudi graduate students with academic adjustment and helped increased their self-efficacy. It was also found that language proficiency, mastery of academic skills, peer support, hard work, and acculturation through socialization are the best strategies students can practice to adjust in US universities.
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| Descriptor
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Educational psychology
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Higher education
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| Added Entry
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Rodríguez, Cristóbal
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Howard University
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