The paper titled "Success Factors at University from Students’ Perspective" by Wafa Ismail Saud focuses on identifying the factors that contribute to the success or hinder the achievement of goals among Saudi EFL undergraduates at King Khalid University. The primary research questions aim to explore the specific factors that either foster or impede students' success from the students' own perspectives.
The study's purpose is to investigate the non-cognitive factors that influence academic success, as these factors are considered crucial alongside cognitive abilities. The research specifically examines how traits such as support, persistence, and time management, among others, contribute to or detract from students' academic achievements.
A qualitative research design was employed, involving a sample of eighty-four undergraduate students majoring in English at King Khalid University. Data were collected through constructed interviews, where students were asked to list three factors that supported their success and three factors that hindered their progress. The data were then categorized and analyzed for frequency to identify the most common factors.
The key findings revealed that external support from family and friends, determination, persistence, ambition, and hard work are the primary factors that contribute to students' success. On the other hand, discouragement, irresponsibility, poor time management, and frustration were identified as the main obstacles to achieving success. The study highlights the importance of social and emotional support, as well as personal motivation and persistence, in overcoming challenges and achieving academic goals.
The study concludes that understanding the factors that influence student success from the students' perspective can provide valuable insights for educators, policymakers, and academic counselors. The findings suggest that encouraging supportive environments, promoting persistence, and helping students manage their time effectively are essential strategies for fostering academic success. The paper also recommends further research with larger and more diverse samples to explore additional factors that may influence learning outcomes.