Trajectories of Non-intellective Factors and their Association with Well-being in Secondary Schools in Saudi Arabia

Adolescence is one of the most important developmental stages that can shape academic and career success in emerging adulthood and contribute to stable and healthier emotional well- being. Non-intellective factors such as personality development, well-being, grit, and social- emotional-behavioural skills have a crucial role in not only academic success but also psychological resilience and emotional stability during adolescence. The relationship between these factors can be bidirectional and influenced by various momentary and contextual elements, including cultural environments, peer and family relationships, and support from academic settings such as schools. Previous research explored the interplay between these factors in Western contexts; however, evidence from Middle Eastern countries, such as Saudi Arabia, is limited. This PhD thesis aimed to examine the development and interplay of personality traits and other non-intellective factors, and academic achievement among Saudi secondary school students, a population largely underrepresented in this field. A systematic review of 13 longitudinal studies (Chapter 4) explored how personality change during adolescence is associated with non-intellective outcomes, such as positive and negative affect. The narrative review showed that increases in Extraversion, Conscientiousness, and Emotional Stability during adolescence were consistently linked to higher well-being, while a decline in Emotional Stability was associated with increased distress and behavioural difficulties. In an empirical study (Chapter 5), a multi-method design was employed that combined a longitudinal questionnaire administered at three time points with an experience sampling method. Seven hundred and fifty seven students completed measures of personality traits, grit, social-emotional-behavioural skills, and well-being over three time points, while 399 students provided momentary data on emotions and learning experiences across an 8-day 3 protocol. Findings indicated that personality traits and other non-intellective factors developed dynamically over time and were shaped by situational and cultural factors, including classroom environment. Overall, the research demonstrates that personality and other non-intellective factors contribute uniquely to well-being in the Saudi context. Insights can inform educational policies supporting holistic student development under Saudi Vision 2030. Considering cultural context, future work should explore interventions to encourage adaptive personality development among adolescents.