Journal Name:
- Middle Eastern & African Journal of Educational Research
| Author Name | University of Author |
|---|---|
Abstract (2. Language):
As education in the Middle East, like many other topics, stands at a crossroads, a review of perceived obstacles to a student’s educations is useful. Specifically, female students and what they perceive as primary obstacles to their advancement can be highlighted for the purpose of addressing and removing them as for greater performance and achievement. This review of a mixed qualitative and quantitative study examines to what extent motivating factors, including but not limited to, self-efficacy, attribution and self-regulated goal-setting have contributed to the pursuit of higher education in Saudi Arabia by traditionally underrepresented students, i.e. female students. Closed-ended surveys and interviews conducted in social and traditional sensitive manners were conducted by a controlled group of research assistants at one learning institution on an advanced group of postgraduate students at another institution to gauge and identify the motivational factors that influence tendencies towards postgraduate studies. The results seem to suggest that motivation was an eternal key factor and also the key factor in influencing the student’s desire to continue their postgraduate studies. An increase in motivation naturally indicates greater propensity towards postgraduate studies while decreasing in motivation results in fewer numbers attending postgraduate programs. Understanding and obtaining knowledge about what motivational factors exist and how they influence Saudi people and community around these students can support the help to create a motivational atmosphere for future students’ studies and can result in increasing the number of Saudi females attending postgraduate studies future years.
Bookmark/Search this post with
FULL TEXT (PDF):
- 19