Saudi Arabian Students Research Articles

Revolutionizing education: unleashing the power of social media in Saudi Arabian public universities

This study examines the influence of social media on learning and education inside higher education institutions in Saudi Arabia. This study attempts to utilize the e-learning acceptance model (e-LAM) in order to identify some of the variables that impact Saudi students’ inclination to utilize social media for educational purposes at higher learning institutions in Saudi Arabia. The e-LAM draws on a number of different theoretical viewpoints in order to present a more comprehensive picture of the variables that encourage the use of social media in learning and education in Saudi Arabian higher education institutions while students are enrolled in universities. The study’s survey was completed by 369 undergraduates’ participants enrolled in various academic programs and different educational levels. With the use of structural equation modeling, the analysis was carried out in order to investigate the correlations that existed between the variables that were stated in the conceptual model. Social media adoption intentions in Saudi Arabian higher education institutions were found to be significantly related to performance and self, supporting hypotheses 3 and 4, while communication functionality (COM) and effort (E) were found to be not significant towards Saudi Arabian students’ intentions to adopt social media, thus rejecting hypotheses 1 and 2.

A Study on the Lexicographic Approaches Utilized by English Language Scholars from Saudi Arabia: Emphasizing the Use of Dictionaries

This research investigates the lexicographic strategies employed by Saudi English language scholars, focusing on their utilization of dictionaries. The study also assesses the effectiveness of bidirectional Arabic-English dictionaries, particularly for Saudi Arabian students learning English as a foreign language. This study utilized (SPSS versiоn 21.0) tо analyze data cоllected оn dictiоnary use strategies amоng Saudi students. The Likert scale was emplоyed tо encоde respоnses, and Crоnbach's cоefficient alpha analysis ensured internal cоnsistency. Results indicated that strategic dictiоnary use amоng Saudi students falls within the medium range, with a mean scоre оf 2.87. Nоtably, participants shоwed a higher inclinatiоn tоward emplоying lооk-up strategies (average = 3.69) and dictiоnary selectiоn strategies (average = 3.51), while repоrting less frequent utilizatiоn оf awareness strategies (average = 2.01) and lemmatizatiоn strategies (mean = 2.10). As far as the efficacy, usage, attitudes, and impacts of bi-directional online translation tools are concerned, participants unanimously rated these highly (average= 4.7) for saving time, in cases where the word(s) was unknown (average= 4.5), and in recording the new word in the mental lexicon (average= 4.2), but as confusing (average= 4.8) when used for complex word structure translation. In conclusion, Saudi Language and Translation program students demоnstrated mоderate scоres acrоss the fоur categоries оf dictiоnary use strategies, with a higher inclinatiоn tоward lооk-up and dictiоnary selectiоn strategies and lesser emphasis оn awareness and lemmatizatiоn strategies.

The Role of Culture and Stigma in screening for Mental Disorders among College Students in Saudi Arabia: The Example of PTSD

Background. Early detection of PTSD is very important. Culture plays a very important role in all areas and stages of mental health (e.g. Prevention, Intervention, and treatment) from the beginning to the end. It is a necessary step to improve treatment results. While screening instruments for PTSD and other mental disorders have been developed, applied and evaluated in western populations, research into the effectiveness of screeners in Arab countries is lacking. In this paper, the researcher utilized the Jellinek-Post Traumatic Stress Disorder questionnaire (J-PTSD) which is highly reputable for its high efficiency, brief content and ease to use. Method. The aim of the present study was to replicate and cross-validate the J-PTSD screener in a community sample in Saudi Arabian students. In total, 239 subjects completed both the screener and a structured interview: The Mini International Neuropsychiatric Interview. Results. Results of the current study did not confirm the validity of the screening questionnaire in Saudi Arabia, in that much lower values were found for sensitivity (.47) in detecting PTSD. The specificity found in the present study was good: .89. Results were compared to literature on Mental disorders as well as to the 2019 Saudi National Survey of Mental Health. Cultural barriers (e.g. stigma) have been explored Conclusion. The low value found for sensitivity indicates that the screener possesses poor diagnostic qualities in this population. Therefore, clinical use of this screener in non-Western context, e.g. in Arab and perhaps other Muslim (i.e. non-Arab) refugees, cannot be recommended. The same may apply to non-Arab and non-Muslim cultures that share similar cultural characteristics relevant to mental health and treatment issues. Recommendations were presented.

Effects of disability type, prior contact, and school setting on attitudes toward peers with disabilities among Saudi female students aged 7 to 12 years.

Inclusive educational practices enhance engagement among students with disabilities in school settings. This study aimed to investigate: (i) the general attitudes of non-disabled female Saudi Arabian students toward their peers with disabilities, with a particular focus on the general attitudes towards those with hearing disabilities (HD), intellectual disabilities (ID), and behavioral problems (BP), and (ii) the relationships between three selected student-related characteristics (type of school, in-school contact with peers with disabilities, and out-of-school contact with peers with disabilities). Using a sample of 678 participants aged 7-12 years old, we tested the impact of personal and contextual factors (age, type of peer disability, type of school, in-school interaction with peers with disabilities, and out-of-school interaction with peers with disabilities on the attitudes of non-disabled Saudi Arabian elementary school students using ANCOVA linear regression analysis. Regardless of the type of disability, the participants reported having positive attitudes toward peers with disabilities. The type of disability, school, and previous interactions all had a significant effect on fostering positive attitudes toward peers with disabilities, specifically, those with HD, ID, and BP. The participants had less positive attitudes towards their peers with BP compared to their attitudes towards peers students with HD or ID which were more positive and had a larger effect size. The findings also demonstrated that the participants' attitudes toward their peers with HD or ID were influenced by their previous experience of interacting with people with disabilities as well as the type of school they attended. Participants from Saudi ARAMCO (SA) schools had more positive attitudes toward peers with disabilities compared to those from public schools, and participants from non-inclusive schools had more positive attitudes toward peers with disabilities compared to those from inclusive schools. Participants from non-inclusive schools had much more positive attitudes toward peers with disabilities than those from inclusive schools; participants who had previous out-of-school interactions with people with disabilities had significantly more positive attitudes toward peers with disabilities than those who had no previous out-of-school interactions with people with disabilities. Participants from SA schools had the most negative attitudes toward peers with BP, regardless of age. The findings imply that being taught in an inclusive educational setting in Saudi Arabia does not inevitably encourage non-disabled students to adopt more positive attitudes toward peers with disabilities. Therefore, with the support of their school principals, Saudi Arabian teachers working in inclusive educational settings should be encouraged to develop and implement initiatives to adopt an inclusive strategy based on group projects bringing together students with and without disabilities.

Cryptocurrency Adoption among Saudi Arabian Public University Students: Dual Structural Equation Modelling and Artificial Neural Network Approach

Cryptocurrency is receiving widespread acceptance in the international market. Unfortunately, little attention is focused on the full identification of the cryptocurrency adoption factors, especially when it comes to emerging nations like Saudi Arabia. The current investigation is aimed at investigating whether the use of dual structural equation modelling and artificial neural network (SEM-ANN) would permit a better comprehension of the determinants of cryptocurrency adoption than the single-step PLS-SEM technique and explore the predictors of cryptocurrency adoption. An extended unified theory of acceptance and use of technology (UTAUT) model was used. A sample of 344 responses from Saudi Arabian students at public universities was used to verify the model. Unlike the majority of existing studies that were based on a single-step PLS-SEM approach, this investigation employed a superior statistical approach, the dual SEM-ANN approach, considered a unique methodological approach that can recognise variables’ connections that are both linear and nonlinear and predict relationships with higher accuracy. Moreover, the dual SEM-ANN analysis revealed security as the most important factor influencing whether users would accept cryptocurrency, followed by effort expectancy and awareness. The application of the dual SEM-ANN technique and the extension of the UTAUT model with security and awareness constructs have enhanced the existing technology adoption literature. Additionally, methodological, theoretical, and practical contributions were offered by this study.

Exploring the Impact of Mobile Exams on Saudi Arabian Students: Unveiling Anxiety and Behavioural Changes across Majors and Gender

Students’ anxiety and behavioural changes while using different examination methods (paper, PC, and mobile exam platforms (MEPs)) were estimated. The influence of academic majors and gender was also determined by answering the following questions: How do anxiety and behavioural changes vary among students using different exam methods? How do students’ anxiety levels vary according to academic majors and gender while using different exam methods? A survey was conducted with 826 students enrolled in eight colleges at King Faisal University in Saudi Arabia. The results revealed less anxiety and fewer harmful behavioural changes among students using MEPs compared with other methods. Furthermore, less anxiety and fewer behavioural changes were observed among health and science majors than humanities and social science majors and among female students than male students while using MEPS. Therefore, MEPs should be gradually adopted by higher education institutions in Saudi Arabia, especially for humanities and social science majors and for male students. Furthermore, researchers and decision-makers should find unique solutions to reduce the positive correlation between anxiety and behavioural changes among health and science majors and female students toward MEPs. This can be achieved by identifying obstacles and introducing modern solutions, such as AI-generated exams, among others.

Gender Environment Adjustment of Saudi Arabian Students in the United States of America

Gender Environment Adjustment of Saudi Arabian Students in the United States of America

Factors impacting Saudi students’ intention to adopt learning management systems using the TPB and UTAUT integrated model

PurposeThe purpose of this study is to identify the factors that influence the willingness of Saudi Arabian students from four universities in Saudi Arabia, to adopt learning management systems (LMSs). This will be accomplished by using two popular technology acceptance models unified theory of acceptance and use of technology (UTAUT) and theory of planned behavior (TPB).Design/methodology/approachIn total, 445 undergraduates from four Saudi educational institutions participate in filling out the study questionnaire. To investigate the correlations between the variables, the study used structural equation modeling for data analysis.FindingsThe results of the study show that effort expectancy (EE), subjective norm (SN), attitude toward behavior (ATB) and perceived behavioral control (PBC) are found to be substantially connected with their intentions to use (ITU) LMSs. The findings also show that there is a strong relationship between students’ intentions and their actual use of LMSs.Research limitations/implicationsLike many studies, this research has some limitations. The primary limitation is that the findings of the study cannot be extrapolated to other settings since the report’s analysis and investigation were limited to four Saudi universities. Therefore, to generalize the study’s findings, similar research needs to be conducted in other Gulf and similar cultural universities.Practical implicationsThe integrated model identifies key factors that influence the intent of Saudi Arabian students to use LMS, including EEs, social influence, ATB and PBC. This model can help develop solutions for the obstacles that prevent students from using LMS. The findings can be used to provide assistance to increase the likelihood of LMS acceptance as part of the educational experience. The model may also inspire further research on this topic in the Gulf nations, particularly in Saudi Arabia.Originality/valueAs none of the relevant studies conducted previously in Saudi Arabia has integrated the two models to study the students’ ITU LMSs, this study combines two major theories, TPB and UTAUT, in the context of Saudi Arabia, contributing to the field of technology use in education by expanding empirical research and providing a thorough understanding of the challenges associated with the use of LMS in Saudi universities. This study should be viewed as filling a crucial gap in the field. Moreover, this integrated model, using more than one theoretical perspective, brings a thorough comprehension of the barriers that hinder students’ adoption of LMSs in the academic context in Saudi Arabia and thus assists in making effective decisions and reaching viable solutions.

Examining the Impact of Marketing Motives and Concerns on User Satisfaction and Re-Purchase Intentions in a Sharing Economy

In a fast-growing global economy, there is much debate in the socio-economic models about the sharing economy, which is a digital platform that benefits society and improves people’s quality of life. A significant benchmark of the sharing economy is that it enables individuals to monetize their assets that need to be used fully. This highlights an individual’s ability and perhaps their preference to either rent or borrow goods rather than own them. This study investigated Saudi Arabian students’ User Satisfaction (US) and their Re-Purchase Intentions (RPI) in the context of the sharing economy. We employed a deductive approach that utilized cross-sectional data collected through online sampling. The results were derived from 324 acceptable completed questionnaires. We used a Structural Equation Model (SEM) to confirm the positive and significant predictive power of Trust, Economic Benefits (EBs), Sharing Economy Philosophy (SEP), Service Quality and Net Benefits (NBs) on US and RPI. The results also demonstrated a positive and significant effect of concerns such as Lack of Trust (LoT) and Expected Effort (EE) on US. Finally, among Saudi Arabian students, US is a positive and significant predictor of RPI. In the context of a developing country such as Saudi Arabia, this study’s insights to the practical and theoretical spheres contribute to operational management and the literature about online digital learning.

Language Fluency for Bilingual Students: The Saudi Context

As the number of bilingual students in Saudi Arabia continues to grow, it is important to determine how this could impact language fluency. This study explored bilingualism and language fluency among Saudi Arabian students. Specifically, it aimed to determine the impact of bilingualism on language fluency. In doing so, it explored some of the strategies that could be used to enhance fluency as more students continue to learn a second or even third language. Qualitative research methodology was used because it is generally applied to collect data that is descriptive of people's experiences to understand meaning from the perspective of the participants. Data was collected through semi-structured interviews and analyzed using thematic analysis. For this study, a total of 15 teachers who educate elementary students in Saudi Arabia were selected randomly from a pool of a purposively selected population. The coding process revealed three major themes: the impact of bilingualism on language fluency, the main benefits of bilingualism among students, and the major factors that affect language fluency. The conclusion highlights steps that can be taken to enhance language fluency as the number of bilingual (and multilingual) students continues to rise. KEYWORDS Bilingualism, monolingual, fluency, cognitive development, learning skills, ability of students, thematic analysis, bilingual students

Code-Switching Elicitation Task in Standard Arabic, Dialectal Arabic, and English Among Bilingual Saudi Arabian Students in the United States

This study explores code-switching practices among bilingual Saudi Arabians within three language varieties: English, Standard Arabic (SA), and Dialectal Arabic (DA). While there are studies that examine the use of code-switching between SA and DA, and others that investigate Arabic-English code-switching, no study to date has examined natural code-switching into English in conversations of SA vs. DA as compared to code-switching into Arabic in English conversations. Controlling the language of the interviewer (English, SA, or DA), this study examines (1) the likelihood of code-switching relative to the language of the interview, (2) the rate of switches in each interview context, and (3) the mean duration of those switch segments. Results show that code-switching to Arabic was very rare in English interviews (only 0.89% of interview time was in Arabic with a switch rate of 1.74 switches/minute and average length of 0.59 s). However, participants in SA and DA interviews did code-switch to English 8.32% and 10.08% of the time, respectively. The mean rate of switches was about twice as frequent for participants interviewed in DA (14.18 switches/minute) than for participants interviewed in SA (7.21 switches/minute). Moreover, participants in SA interviews had significantly longer mean English segments than DA interviewees (1.21 s vs. 0.81 s, respectively). The results demonstrate that (1) English has the greatest impact on participants’ tendency to code-switch, (2) SA encourages code-switching in a way that aims to preserve its formal status, and (3) DA encourages code-switching the most, i.e., code-switching is an emblem of DA conversations.

The Relationship between the Socio-Economic Status and Students’ Speaking Anxiety: A Study of Saudi EFL Students

Speaking is a complex production process involving several socio-psycho-cognitive factors and studying how these factors impact students' performance in English-speaking courses might lead to recommendations to enhance their speaking ability. Therefore, the objectives of the study are to examine the level of Saudi EFL learners’ speaking anxiety and to investigate the relationship between speaking anxiety and the socio-economic status of Saudi Arabian students. Multiple regression was used to analyze the data in a quantitative research design to achieve those objectives. A questionnaire was used as the main tool for gathering data from 118 students at Betterjee Medical College in Jeddah. The results revealed that most Saudi EFL students experience a common problem of speaking anxiety in their English language classes. Another striking finding that has been found in this study was the significant and negative relationship between speaking and the student's socio-economic status which means that socio-economic status could be a crucial factor in speaking anxiety. The study’s findings have some implications for EFL practitioners who work with and facilitate EFL students’ efforts to overcome speaking anxiety particularly in a setting where the students are from varied socio-economic backgrounds.

Obesity and Body Image Perception among the Community in Saudi Arabia: A Mini Literature Review

Background: Obesity is a risk factor for several deadly diseases that have a substantial adverse influence on health. The early onset of diabetes, polycystic ovaries, hypertension, and other disorders are among the recent error number of problems that are a tracking factor for health. Individual obesity is the root cause of all these issues, particularly among young people. Aim: Based on current publications, this study aims to ascertain the prevalence rate of obesity and related risk factors among Saudi Arabian students. Method: A qualitative review of the literature was carried out by operationalizing the internet search engines Pub Med, Science Direct, Google Scholar, and Research Gate. Studies combine all the relevant information from 10 publications on obesity and students' body perceptions. All primary studies were carried out in English between 2017 and 2021. Conclusion: Obesity and body image perception are the most influential factors in a student's social life. These issues have an impact on the academic period as well. The study found that students' perceptions of body image and obesity influenced their participation in academic and extracurricular activities and various school management programs regarding expertise, performance, and selection criteria. It should be noted that school-age children should keep their diet and eating habits to protect themselves from the outside world, including social interaction, pathogens, and others.

Saudi Arabian students in postgraduate dental programs: Investigating factors associated with burnout

Background: Burnout related to emotional and physical study or work demands affects an individual’s performance and wellbeing. This study focused on Saudi Arabian dental residents studying in the United States and the United Kingdom who are faced with many challenges in the pursuit of a higher education degree. Methods: A survey including demographic and Maslach Burnout inventory (MBI) questions was distributed to assess this population’s level of burnout. The MBI has been widely used in the literature to assess three components of burnout: emotional exhaustion (EE), depersonalization (DEP), and (diminished) personal accomplishment (PA). Potential predictors of burnout level, tested for statistical significance, included: (1) country (US vs UK), (2) hours of work, (3) sponsorship status, (4) marital status (5) gender, and (6) prior work experience. Results: The number of participants from the UK was 29 and from the US was 64 (n=93). The total number of participants who completed the survey was 87. Using multiple regression analyses, those found to predict EE included hours of work, sponsorship status, and gender. Only gender was found to predict PA. None of the variables were predictive of DEP. Moreover, after controlling for the demographic variables, the country where studying did not help account for the level of burnout. Conclusion: In the literature, burnout was found to be prevalent among dental postgraduate students. This study suggests that Saudi Arabian dental residents experience high burnout due to emotional exhaustion when compared to other medical professionals. Moreover, Female residents are more likely to report experiencing burnout than their male counterparts. Limitations of the study, implications for practice and suggestions for further research are offered in the discussion.

SAUDI PARENTS’ PERSPECTIVES ON THE INFLUENCE OF ACCULTURATION ON THEIR CHILDREARING BELIEFS

There are a considerable number of Saudi Arabian students who attend U.S. schools. To date, no published studies exist that relate to Saudi Arabian students, their families, and how they acculturate to American society. Acculturation affects parents and children in different ways, and it can affect the way parents raise their children. Using semi-structured interviews, this study examined Saudi mothers’ perspectives on acculturation to American society and how those perspectives affect their childrearing beliefs s. The descriptive qualitative study acknowledges mothers’ perceptions about the adaptation of Saudi children to American society. The results showed there are some changes that occurred regarding parental beliefs of parents due to acculturation.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0301/a.php" alt="Hit counter" /></p>

Higher Education Faculty Staff Members’ Knowledge of Providing Accommodations for Students with High Incidence Disabilities in Saudi Arabia

The study's goal was to find out how well-versed Saudi Arabia's higher faculty members were in making accommodations for the country's large population of disabled pupils. The research also assessed the effect of gender, academic level, university locale, kind, lodging services, and training on the knowledge of higher faculty members. Two hundred forty-seven faculty members, including those from higher education, completed the poll. A cross-sectional survey methodology used multiple linear regression analysis to examine the data. The findings indicated that higher education faculty members generally have a proper understanding of providing accommodations for students with high incidence disabilities in Saudi Arabia. Higher education connected faculty members' knowledge to available accommodations, experience, training, and geography. The data also showed that faculty members' awareness of making accommodations for Saudi Arabian students with a high incidence of disabilities was unrelated to gender, academic level, university region, or institution type.

Developing Entrepreneurial Sustainability among Saudi Arabia’s University Students

The role of entrepreneurship has transformed to include issues beyond economic growth. This has twisted attention toward the drivers of entrepreneurial intentions across entrepreneurship types, particularly in sustainable entrepreneurship. Sustainable entrepreneurship is essential and a protagonist tool in protecting the environment, economy and society. This ensures employment opportunities, solves environmental problems and facilitates social and economic development. Keeping into consideration, the present study attempts to investigate sustainable entrepreneurial intention through Attitudes toward Sustainability (ATS), Perceived Desirability (PED), Perceived Feasibility (PEF) and Opportunity Recognition (OR) among Saudi Arabia’s university students. We employed the quantitative approach and used a survey questionnaire to obtain the responses from the respondents. We targeted the students of different public sector universities in Saudi Arabia using a random sampling technique. Finally, we utilized 292 valid samples to infer the results. Utilizing the Structural Equation Model (SEM) through analysis of moment structures (AMOS), we found a positive and significant effect of Attitudes towards Sustainability (ATS), Perceived Desirability (PED) and Perceived Feasibility (PEF) on Sustainable Entrepreneurial Intentions (SEI) and Opportunity Recognition (OR). This study provides valuable insights into the entrepreneurship domain and offers guidelines for policymakers and planners in shaping the policies that promote entrepreneurial sustainability and employment in Saudi Arabia. Moreover, the OR factor also significantly and positively affects SEI. Finally, the study’s findings would contribute to the literature review by adding another empirical confirmation from Saudi Arabian students’ viewpoint.

Promoting sustainable entrepreneurship in training and education: The role of entrepreneurial culture

The main purpose of this research was to investigate how universities may help Saudi Arabian students who are planning to become entrepreneurs promote sustainability development goals. The intersection of ecological development and entrepreneurship is referred to as “sustainable entrepreneurship.” Entrepreneurs want to provide practical educational solutions. Thus, this study seeks to fill this gap by developing a new model for measuring the relationships between entrepreneurial culture, sustainability training, and sustainability education in Saudi Arabia. A quantitative research “survey questionnaire” found in the human relations theory of sustainable entrepreneurship was used to collect data. This study looked at the impact of three dimensions connected to the role of entrepreneurship in higher education using AMOS and Structural Equation Modelling (SEM). The data (n= 252) was examined using AMOS and SEM. Therefore, this study specifies 37 items, three of which are the most important. 1) a sustainable entrepreneurial culture, 2) sustainability training, and 3) sustainability education. The findings imply that a sustained entrepreneurial culture has a good influence on training and education. Furthermore, sustainability training has a good influence on sustainability education. As a result, this research supports the extended human relations theory of the function of a sustainable entrepreneurial culture by indicating that the model anticipates university students increasing their entrepreneurial cultureviatraining and education in higher education.

Saudi Arabian Students’ Beliefs about and Barriers to Online Education during the COVID-19 Pandemic

At a time when pandemics such as the novel coronavirus (COVID-19) spread rapidly, the deployment of online education is essential. However, to successfully leverage online education in such times, it is important to investigate learners’ motivations and beliefs about online education and associated barriers as well as the role of religious and social values. To investigate these motivations and beliefs, this study included semi-structured interviews with 10 female undergraduate students. These interviews explored the perceptions of students with regard to their engagement with online learning and assessment amid the COVID-19 pandemic in Saudi Arabia’s higher education system. The findings indicate that the challenges linked to the sudden shift in learning mode and changes in assessment techniques impacted students’ engagement with learning and assessment. The findings also indicate that personal challenges decreased the willingness of students to learn online, but that their beliefs about learning online were improved by the quality of online learning. The study identified that one of the most important elements of improving beliefs about online learning is open communication between students and instructors, as this contributes to shared understanding and acceptance. The results are presented and discussed in connection with current literature, research implications, and future directions.

Screening for health-related quality of life in children and adolescents with an autism spectrum disorder in Saudi Arabia

Whilst there has been a growing interest in children’s welfare in recent years, there has been a lack of consideration for those with special needs or health conditions such as autism spectrum disorder (ASD). Both children with ASD and neurotypical children may be affected by low self-esteem, poor physical condition, or psychological distress at school, which can affect their quality of life. It is therefore important for children and young people to have their quality of life measured and understood. While, for the Arab world, including Saudi Arabia, there has been the translation of health-related quality of life tools, there is a need to ensure their validity compared to the original English language versions. In light of this need, this paper presents the development and application of the KIDSCREEN-52 method to measure the quality of life for children with ASD and neurotypical children in schools in Saudi Arabia. A quantitative approach was employed to achieve the development of the method consisting of instrument translation and the standardized assessment of the quality of life for Saudi pupils. This developed method was found to independently and analytically assess the quality of life in Saudi pupils. The results from the application of the developed instrument revealed that although children without ASD rated their quality of life higher than those with ASD, overall, most Saudi Arabian students with ASD enjoy a reasonable quality of life. The findings of this study should be of interest to educators and individuals working with and on behalf of school-aged children and young people in foreign language settings where the application of development instruments could reveal the health-related quality of life.