Survey of Saudi EFL students academic persistence
Survey of Saudi EFL students academic persistence
Dataset supporting the research presented in the thesis 'Writing persistence: investigating the interplay between Saudi EFL profiles of grit, buoyancy and self-efficacy and their impact on writing achievement and working memory functions', [Doctoral Thesis, University of Southampton].
The research aimed to investigate the potential links between academic persistence and its related constructs, particularly grit and buoyancy, and writing course grades and working memory (WM) of English as a Foreign Language (EFL) Saudi female first-year university students. It also investigated the underlying structure of academic persistence as perceived by the participants and the complex relationships between learner persistence constructs, and the potential role of self-efficacy beliefs in relation to students’ writing grades and performance in WM tasks with a particular focus on the cognitive-affective dimension of academic persistence. The study took a mixed methods approach and utilised quantitative and qualitative measures.
University of Southampton
Alowayid, Rehab Hassan A
d871df76-a2a0-4a50-9a8a-e7f4582a2572
Alowayid, Rehab Hassan A
d871df76-a2a0-4a50-9a8a-e7f4582a2572
Alowayid, Rehab Hassan A
(2025)
Survey of Saudi EFL students academic persistence.
University of Southampton
doi:10.5258/SOTON/D3562
[Dataset]
Abstract
Dataset supporting the research presented in the thesis 'Writing persistence: investigating the interplay between Saudi EFL profiles of grit, buoyancy and self-efficacy and their impact on writing achievement and working memory functions', [Doctoral Thesis, University of Southampton].
The research aimed to investigate the potential links between academic persistence and its related constructs, particularly grit and buoyancy, and writing course grades and working memory (WM) of English as a Foreign Language (EFL) Saudi female first-year university students. It also investigated the underlying structure of academic persistence as perceived by the participants and the complex relationships between learner persistence constructs, and the potential role of self-efficacy beliefs in relation to students’ writing grades and performance in WM tasks with a particular focus on the cognitive-affective dimension of academic persistence. The study took a mixed methods approach and utilised quantitative and qualitative measures.
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thesis_data_readme.txt
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Spreadsheet
research.project.data.24.xlsx
- Dataset
Spreadsheet
survey_data.xls.xlsx
- Dataset
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survey.docx
- Dataset
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76045_Combined_PIS_and_Consent_Form_for_Anonymous_Online_Surveys_1_.docx
- Dataset
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76045_LEARNER_CONSENT_FORM.docx
- Dataset
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Published date: 18 June 2025
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Local EPrints ID: 502203
URI: http://eprints.soton.ac.uk/id/eprint/502203
PURE UUID: 0640faf6-4b7e-4efe-8109-11a5370b7ff9
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Date deposited: 18 Jun 2025 16:36
Last modified: 19 Jun 2025 17:16
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