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Factors Influencing the Behavioral Intention of Business Major Undergraduates in Blended Learning: A Case of a Private University in Chengdu, China
Full text linkPurpose: The paper aims to understand the parameters influencing undergraduates majoring in business’s behavioral intention in blended learning. Perceived ease of use, perceived usefulness, attitude, facilitating conditions, self-efficacy, social influence, and behavioral intention are key variables. Research design, data, and methodology: At the chosen colleges, the researcher delivered a quantitative questionnaire to undergraduate business majors using a quantitative exploratory technique with a sample size of 500 participants. The researchers employed judgmental sampling and quota sampling. The study utilized confirmatory factor analysis and structural equation modeling to determine the interactions between the examined variables. Results: The data analysis results validated all of the hypotheses, with the most significant direct influence on the behavioral intention of business major undergraduates in blended learning being suggested by the facilitating conditions. Perceived usefulness and perceived ease of use significantly affect attitude. Attitude, social influence, and self-efficacy have a significant effect on behavioral intention. Conclusions: To further promote the development of blended learning, university administrators, teachers, and students need to consider various elements of the adoption of blended learning among students. Considering the study’s conclusions, improvements to blended learning’s infrastructure, curriculum, and instructional strategies should be developed
Bullying in middle school, peer attachment, psychological resilience, and school adjustment: A moderated mediation model
Full text linkThis study aims to investigate the relationship between junior high school students' experiences of bullying and their adjustment to school. Specifically, it examines whether peer attachment mediates the relationship between bullying and school adjustment, as well as whether psychological resilience mediates the effects of bullying on peer attachment. Data will be collected through convenient sampling from students aged 12-16 at the 16th Middle School in Yuxi City, Yunnan Province, with a total of 179 self-report questionnaires being administered. The data will be analyzed using multiple regression analysis and path analysis. The ultimate goal is to assist students who have experienced bullying in better adjusting to their school environment by fostering robust peer relationships and enhancing psychological resilience
Exploring Spiritual Well-being of University Students: A Framework for Spiritual Eco-map
Full text linkThe objective of this study is to explore the spiritual well-being of university students with a view to developing a framework for spiritual eco-map. Many university students fall into the age range of emerging adulthood, which is a new distinct and crucial stage of exploration, new experiences, and personal growth. However, it is also a stage of struggling with identity, future confusions, life meaning and purposes. In addition to the challenges that come with this developmental period, university students often face high academic expectations, which might be very stressful. Without adequate support, these challenges can significantly impact their overall well-being, which spiritual well-being is fundamental. Despite the vital role of spiritual well-being, it has been underestimated. Based on an empirical literature review, this study proposes a framework for a spiritual eco-map as a promising tool to help university students identify their spiritual resources, enhance their spiritual well-being, and hopefully prevent them from the development of psychopathology or mental health problems. This spiritual eco-map framework can be utilized by educators and therapists working with university students and can also be integrated into the university curriculum. Future research should assess the effectiveness of the framework’s implication based on empirical data
Student Satisfaction and Experiences with EMI at an International University in Thailand
Full text linkThis research was conducted at an international institution known for its extensive use of English as the medium of instruction across various subjects. The study took place during the Intensive English Course. It was essential to evaluate the EMI approaches and identify issues for stakeholders, particularly the students involved. The study’s objective is to find the relationship between EMI and students’ satisfaction. The research aimed to understand how students respond to their satisfaction level with EMI experience related to the course, the university and teachers’ attributes. To gather data, we used a questionnaire with a sample of 412 participants enrolled in a 90-hour intensive English language course designed to prepare them for the EMI context. At the end of the course, 18 students agreed to answer open-ended questions regarding their EMI experience. Both the satisfaction survey and the written response addressed three research questions. The results indicated that students’ overall satisfaction with the EMI experience towards teachers’ attributes was very high (mean = 4.38, SD = 0.84). Secondly, the overall satisfaction level regarding the EMI status of the university was very high (mean = 4.42, SD = 0.76). Lastly, participants are very satisfied with the intensive course (mean = 4.33, SD =0.79) and the activities throughout the course (mean = 4.22, SD = 0.88); however, their satisfaction was lower compared to their feelings about the instructors and the university. Essentially, effective EMI curriculums should foster an inclusive learning environment that can develop competent language users regardless of their linguistic background. Therefore, student engagement is the priority. Additionally, pedagogical recommendations and recommendations for future research were provided at the end of our study.
Factors Impacting Intention to Use and Satisfaction with Blended Learning of Students in Business English Major in Guangdong, China
Full text linkPurpose: This study investigates the factors impacting intention to use and satisfaction with blended learning business of students in business English major in Guangdong, China. The research framework includes four independent variables: system quality, social identity, information quality, and student interaction; one dependent variable: satisfaction; and a mediator: intention to use, which mediates the relationship between social identity and satisfaction. Research design, data, and methodology: The study used questionnaires and collected 500 samples from the School of Foreign Languages at Zhanjiang University of Science and Technology (ZUST). The target population and sample size are chosen by purposive sampling with 500 undergraduates majoring in Business English, and have at least one month of the blended learning experience. Stratified random sampling is based on the undergraduates in different grades. Online questionnaire is used per convenience sampling. Structural equation modeling and confirmatory factor analysis were conducted. Results: The results show that system quality, social identity, information quality, and student interactions have a significant impact on satisfaction with blended learning. Intention to use mediate the relationship between social identity and satisfaction. Conclusions: The findings suggest that comprehensive factors, including the quality of blended learning, social relationship, cognition, and attitude toward identity, cause the improvement in students’ satisfaction with blended education
Factors Impacting Satisfaction and Continuance Intention with E-Learning of Students Majoring in Radio and Television Director at Private Art Schools in Western China
Full text linkPurpose: This study aims to explore the factors impacting student satisfaction and continuance intention to use online learning among Radio and Television Directing majors in private art schools in western China. The key variables are perceived ease of use, perceived usefulness, informative quality, service quality, system quality, satisfaction and continuance intention. Research Design, Data, and Methodology: A quantitative approach was employed in this study. Data was collected from students majoring in Radio and Television Directing at three private art schools in western China. Confirmatory factor analysis (CFA) was used to assess the reliability and discriminant validity of the conceptual framework model. Structural equation modeling (SEM) was utilized to examine the relationships and influences among the different variables. Results: The research findings indicate that service quality is the most significant factor influencing student satisfaction with online learning, followed by usefulness, ease of use, information quality, and system quality. Furthermore, perceived satisfaction has a positive and significant impact on students' continued intention to use online learning. Conclusions: Educational institutions should focus on improving their electronic learning platforms, while policymakers should develop targeted policies and measures. Additionally, educational content can be tailored based on these research findings to cater to the diverse needs of students
Measuring Satisfaction and Purchase Intention of Art Major Students Towards Mobile Games: A Case of Public Universities in Chongqing, China
Full text linkPurpose This study explores the factors impacting the purchase intention of mobile games for art major students in Public Universities in Chongqing, China. Research design, data, and methodology: The researcher employed a quantitative approach to collect sample data from the target population, utilizing a questionnaire. Before distributing the questionnaire, the Item-Objective Congruence and conducted a pilot test to ensure content validity and reliability were employed. To validate the model’s goodness of fit and confirm the causal relationship among variables for hypothesis testing, we analyzed the data using Confirmatory Factor Analysis and Structural Equation Modeling. Results: All six hypotheses in this study were consistent with the research objectives. Satisfaction and perceived value were the strongest predictors of purchase intention for mobile games. Perceived value is influenced by perceived enjoyment, social influence, perceived compatibility, and usefulness. The study found that its conceptual model can predict and explain college students' purchase intention on mobile games. Satisfaction and value were identified as key predictors and preconditions of mobile game purchase intention. Conclusions: This study suggests that mobile game developers and marketers of mobile games should focus on improving the perceived compatibility of mobile games. This will help students think the system is valuable and intend to purchase mobile games
Exploring Factors of Film Academy Students’ Satisfaction and Continuance Intention to Use E-Learning in Chengdu, China
Full text linkPurpose: The purpose of this paper is to explore the factors that impact the student satisfaction and continuance intention with e-learning in Chengdu, China. The Technology Acceptance Model (TAM), Expectation Confirmation Model (ECM), and Information Systems Success Model (ISSM) serve as the foundation for the conceptual framework in this study. The study explores the key constructs from previous studies to propose a conceptual framework, including service quality, perceived ease of use, perceived usefulness, confirmation, information quality, satisfaction, and continuance intention. Research design, data, and methodology: The researcher distributed the questionnaire to undergraduate students in film academy, using a quantitative survey approach with 480 samples. The sampling methods include judgmental, quota and convenience sampling. Before the data collection, Item-Objective Congruence (IOC) index and a pilot test of Cronbach’s Alpha were used to ensure validity and reliability. The data analysis was mainly conducted by Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). Results: All hypotheses were found to be supported. Service quality and perceived ease of use significantly impact perceived usefulness. Furthermore, perceived usefulness, confirmation, information quality significantly impact satisfaction towards continuance intention. Conclusions: This implies that students' propensity to continue utilizing e-learning will rise if they have high satisfaction with their online learning experience
Contesting Racial Discourses in Thai Adaptation of Shakespeare’s Othello: A Case Study of King Vajiravudh’s Phraya Ratchawangsan (1925)
Full text linkBy paying attention to racism as one of Phraya Ratchawangsan’s themes via the theoretical lens of postcolonialism, the paper examines the ways in which King Vajiravudh (King Rama VI) adapted the plot of Othello in Phraya Ratchawangsan to reveal and challenge the ignored racial discourses in Siam (Thailand) in the twentieth century. As a result, I argue that Phraya Ratchawangsan highlights racial discourses in the same way as the colonial legacies in Shakespeare's Othello that have often been overlooked in the Siamese society at the time. Such discourses animalize humans of different skin colors and have been maintained by white supremacy. To contest such racial discourses, King Rama VI subverted the concepts of Siamese beauty and “Otherness” via the acts of Somdet Phra Wigromratchsri, the King of Sriwichai Kingdom. Consequently, by analyzing the Siamese dance drama Phraya Ratchawangsan with insights of postcolonial studies, one can see that the conception of class hierarchy and the haves and the have-nots in Siam are not the only crucial issues that need to be reexamined. The problematic, yet often ignored racial discrimination in Siam, now Thailand, should be discussed and investigated, especially when it intensifies power of the class hierarchy, widening social gaps in Thailand. By doing so, the unity of Thailand is perhaps strengthened
Effects of Formative Self-Assessment on Thai Students’ English Language Proficiency
Full text linkThis study aimed to gain more understanding of Thai EFL students’ self-assessment during practice test engagement. The participants were 95 Thai undergraduate students majoring in English at a public university in Thailand. The correlation and multiple regression analyses were employed to study the relationship between the practice test and English language proficiency test (TOEIC) scores. The analysis of the confusion matrix was also performed to measure the accuracy of students’ self-assessment from the practice tests. The findings revealed that while Thai EFL students perceived themselves as “poor performers” for grammar and listening skill, their self-perception for vocabulary improvement was positive. A significant correlation was also found between the vocabulary practice test and the English proficiency test scores. The completion of multiple practice tests enhanced the students’ vocabulary knowledge and enabled them to improve their English proficiency test score. Finally, the confusion matrix results revealed the accuracy for students’ self-perception of grammar and listening skill. They did not overestimate or underestimate their abilities, but accurately predicted themselves as “low achievers” for these two skills. As demonstrated in the findings, students are the key factors for their learning success. It is essential to engage them with their own learning process, so that they will be able to identify their strengths and weaknesses in learning