Scholar: Vol. 14, No. 2 (2022)
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ItemA study of undergraduate students' attitude, motivation, and difficulties on the use of mobile vocabulary learning, Assumption UniversityThis study investigates the undergraduates’ attitudes, motivation, and learning difficulties in using mobile devices via vocabulary learning. The participants of this research are full-time undergraduates studying at Suvarnabhumi Campus, Assumption University (AU). This study used a mixed-method and focused on the exploratory design. For the questionnaire survey, 200 participants were selected using convenience sampling from the population. For the semi-structured interview, 15 participants were selected by using simple random sampling. The findings indicated that although 100% of the participants have mobile devices, some still used a traditional method, and the most popular vocabulary applications are Duolingo and BaiCiZhan. Also, students’ attitudes toward using mobile devices were HIGH as the overall mean score (M) = 3.68. The indication is that students have positive attitudes towards using mobile devices at Assumption University. Moreover, students’ motivation towards using mobile devices in AU is also HIGH. The overall mean score (M) = 3.68. As suggested, AU students are highly motivated to use mobile devices in teaching and learning. Lastly, students’ difficulties with using mobile devices are MODERATE, with the overall mean score (M) = 2.76. This can be interpreted those students were having moderate difficulties with using mobile devices. Based on the findings, a few pedagogical implications were discussed, and recommendations for students and teachers were suggested to foster mobile vocabulary learning in the English language classroom.
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ItemThe relationship of English language usage skills, English reading proficiency, and English self-efficacy with mathematics academic achievement of Grades 3-4 and Grades 5-6 students at Pan-Asia International School, Bangkok, ThailandThis quantitative correlational study aimed to investigate whether there was a significant relationship of English language usage skills, English reading proficiency and English self-efficacy with mathematics academic achievement of Grades 3-4 and Grades 5-6 students at Pan-Asia International School Bangkok, Thailand, at a significance level of .05. This research was conducted among 39 Grades 3-4 students and 49 Grades 5-6 students who were enrolled in the academic year 2019 - 2020. In order to determine the students' level of English language usage skills, English reading proficiency and mathematics academic achievement, the Measure of Academic Progress (MAP) Tests scores were used. The second research instrument was the Questionnaire of English Self-Efficacy (QESE; Wang et al., 2013) which was used to measure the students' English self-efficacy level. Descriptive statistics (means and standard deviations) and correlational analysis (using multiple correlation coefficient) were applied to analyse the relationship between the independent variables (English language usage skills, English reading proficiency and English self-efficacy) and the dependent variable (mathematics academic achievement). According to the research findings, the results of Grades 3-4 and Grade 5-6 students were below the student achievement norm levels in English language usage, English reading and mathematics, which were determined and provided by Northwest Evaluation Association (NWEA). Grades 3-4 and Grades 5-6 students' perceived self-efficacy in English were moderately high. The correlational analysis revealed that the mathematics academic achievement of Grades 3-4 students was positively, significantly and very strongly correlated with their English language usage skills, English reading proficiency and English self-efficacy. It also indicated that there was a positive, significant, strong multiple correlation among English language usage skills, English reading proficiency, English self-efficacy and mathematics academic achievement of Grade 5-6 students.
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ItemThe development of a model for enhancing leadership capabilities of non-academic staff in a Thai private higher education institutionThis exploratory sequential multiple methods design was carried out at a selected Thai private higher education institution. The research objectives of this study were 1) to determine the desired leadership capabilities of non-academic staff, 2) to determine the current leadership capabilities of non-academic staff, 3) to find the gap between the desired and current leadership capabilities of non-academic staff, 4) to assess the influence of demographic factors on the leadership capabilities of non-academic staff, and 5) to develop a model for enhancing leadership capabilities of non-academic staff. The following theories/frameworks formed this study's basis: Talent Leadership attributes, Theory of Servant Leadership, and 21st Century Skills. Self-evaluated questionnaires were distributed to 395 non-academic staff, and 25 supporting unit administrators were interviewed to identify the desired and current leadership capabilities. This study employed descriptive statistics (frequency, mean, SD), inferential statistics (t-test, one-way ANOVA, correlation analysis), and expected performance (gap analysis). The results indicated that non-academic staff practiced the overall desired leadership attributes at their workplace at a high level with an average mean score of 4.24 (SD=0.52) and the current leadership attributes with an average mean score of 3.96 (SD=0.44) according to a 5-point rating scale. There was a statistically significant difference between the desired and current leadership capabilities of non-academic staff on three primary leadership attributes at the 0.05 level (t=11.99, p<0.05). A highly significant correlation was found when utilizing Pearson's correlation coefficient to compare the desired status, the current status, and the capabilities gap of the main leadership attributes. Moreover, expected performance (gap analysis) determined a relatively high correlation level of leadership capabilities of non-academic staff with a mean score ranged from 4.17 to 4.31. The final model was developed by consolidating the findings from all the objectives and subsequent validation by 25 experts.
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ItemA comparative study of kindergarten students' levels of English achievement by way of tracking and detracking at ChockChai Hathairaj School in Bangkok, ThailandThe purpose of this study was to compare Kindergarten students’ levels of English achievement by way of two different grouping arrangements known as tracking and detracking at Chokchai Hathairaj School in, Bangkok, Thailand. This study was to determine if any statistically significant difference existed between those instructed in accordance with tracking and those instructed in accordance with detracking in terms of their respected levels of English achievement. This study was conducted over a period of nine weeks from July 2020 to August 2020. A total of 60 Kindergarten students took part in this study. In this study, 30 students were grouped according to ability as determined by a pre-test and in accordance with tracking and 30 students were grouped randomly regardless of ability in accordance with detracking. This study used a pre-test and a post-test to identify students’ levels of English achievement. The test scores were analyzed by of statistical analysis including mean and standard deviation and compared by way of paired samples and independent samples t-tests The findings showed there was a significant difference between pre-test and post-tests by ways of both tracking and detracking at the .05 level. The findings also showed no significant difference existed in gain difference between pre-tests and post-tests by way of tracking and detracking at the .05 level.
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ItemThe development of leadership model for the enhancement of pastoral care skills for seminarians in VietnamThe purpose of this study was to develop a leadership model for the enhancement of pastoral care skills of seminarians in Vietnam. Both qualitative and quantitative methods were applied during the study, which included document study and content analysis, interviews, and questionnaires to find the desirable pastoral and leadership characteristics and to determine the gap between the current and desired characteristics of the parish priests. The participants of the study included 2,308 seminarians and parishioners from six seminaries in Vietnam. Data analysis was conducted using descriptive statistics and inferential statistics. A paired-samples t-test and Pearson correlation were conducted. The findings from the study revealed the following eight characteristics relevant to pastoral care: Protection, Wisdom, Sanctity, Humility, Creativity, Courage, Confidence, and Care. A paired-samples t-test was conducted on pastoral characteristics for both the current and expected states. There was a significant difference in the scores for CPC (M = 3.62, SD = 0.51) and EPC (M = 4.07, SD = 0.39); t (2,308) = 40.263, p = .000. A paired samples t-test was also conducted on leadership characteristics for both the current and expected states. A significant difference was also found for the CLC (M = 3.56, SD = 0.55) and ELC (M = 4.07, SD = 0.46); t (2,308) = 40.497, p = .000. The statistical findings indicated that there was a difference in the expectations of parishioners and seminarians in the pastoral care they were receiving and the expected and current leadership characteristics of their parish priests. This supports the need for a model to be implemented during seminarians’ training to carry out their future responsibilities as parish priests more effectively. A subsequent model was developed incorporating the eight characteristics of pastoral care and leadership and sent to religious experts for approval and validation.
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ItemA correlational-comparative study of motivation and perceived parental encouragement for learning Chinese as a foreign language of Grades 5 and 6 students at Khlong Toei Wittaya School, Bangkok, ThailandThe purpose of this study was to determine the relationship between Grades 5 and 6 students' motivation and their perceptions of parental encouragement for learning Chinese as a foreign language and to compare two variables in grades 5 and 6 levels at Khlong Toei Wittaya School, Bangkok, Thailand. The participants of this study were 109 students from Grades 5 and 6 at Khlong Toei Wittaya School, Bangkok, Thailand. This study was designed as a quantitative correlational-comparative study. An adapted version of Gardner's (2004) Attitude/Motivation Test Battery (AMTB) was used to collect data from 61 Grade 5 and 48 Grade 6 students during the 2019-2020 academic year. Descriptive statistics means standard deviations, correlational analysis (Pearson's product-moment correlation coefficient), and an independent samples t-test (2-tailed) were used to analyze the data. The study found that Grades 5 and 6 students' motivation for learning Chinese as a foreign language at Khlong Toei Wittaya School and their perceptions of parental encouragement for learning Chinese as a foreign language were slightly high. Also, a significant positive relationship between motivation and perception of parental encouragement for learning Chinese as a foreign language was found for each grade level. Furthermore, the findings also indicated no significant difference between Grades 5 and 6 students' motivation for learning Chinese as a foreign language and no significant difference between their perceptions of parental encouragement for learning Chinese as a foreign language.
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ItemA correlational-comparative study of Grade 4, Grade 5, and Grade 6 students' self-efficacy for learning and performance in integrated subjects with their academic achievement in a mother tongue-based multilingual education context in 5 SJN-CBE Schools in Northern Shan State, MyanmarThe purpose of this quantitative study was to investigate whether there was a significant relationship between self-efficacy for learning and performance in integrated subjects of Grade 4, Grade 5, and Grade 6 students and their academic achievement in 5 SJN-CBE Schools, Northern State, Myanmar. An adapted version of the Motivated Strategies for Learning Questionnaire by Pintrich, Smith, Gracia, and McKeachie (1991) was used to collect data from a total of 433 students; 117 Grade 4 students, 159 Grade 5 students, and 157 Grade 6 students. The subjects' final assessment results were used to determine the integrated subjects' academic achievement levels. The researcher also compared the self-efficacy for learning and performance in integrated subjects among Grade 4, Grade 5, and Grade 6 students. Descriptive statistics (means and standard deviations) and statistical hypothesis testing (correlational analysis using Pearson product-moment correlation and one-way ANOVA) were used to analyze the data. The research findings indicated high levels of self-efficacy for learning and performance in integrated subjects of Grade 4,Grade 5, and Grade 6. The integrated subject's final assessment result revealed that grade 4, Grade 5, and Grade 6 students had good academic achievement. Pearson product-moment correlation suggested that self-efficacy for learning and performance in integrated subjects of Grade 5 and grade 6 students and their academic achievement were significantly positively correlated; in contrast, there was no significant relationship between students' self-efficacy for learning and performance in integrated subjects of Grade 4 students and their academic achievement. The findings indicated a significant difference in self-efficacy for learning and performance in integrated subjects between Grade 4 and Grade 5. Still, there was no significant difference between Grade 4and Grade 6 students and between Grade 5 and Grade 6 students.Recommendations for students, teachers, parents, implementers and administrators of SJN-CBE, and future researchers are provided.
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ItemDevelopment of an instructional leadership model to enhance instructional practices in general education courses at an international universityThis study focused on critical thinking in the context of general education. The aim of the study was the development of an instructional model. Qualitative and quantitative methods were employed to determine the expected instructional practices for enhancing university students'critical thinking skills. Data on the general education instructors' current and expected instructional practices were collected. Perceptions by students on these instructional practices were also collected. Participants included 23 instructors and 361 students teaching and enrolled in general education courses at Assumption University in the 2020 academic year. The data was analyzed using gap analysis with the Mean Difference (MD), and the Priority Needs Index Modified to determine the gap between the expected and current instructional practices of general education instructors as well as the gap between the current instructional practices and student's perceptions towards their instructor's current instructional practices. The paired samples t-Test revealed significant differences between the mean scores of current instructional practices and students' perceptions towards the instructors' instructional practices in general education courses. There was a significant difference in all means from the three constructs in the instructors' and students' surveys at the .05 level of significance. The independent samples t-Test also showed significant differences in three major constructs related to current instructional practices (X̄= 3.74, SD = .40) and students' perceptions of the instructors'instructional practices in general education courses (X̄= 3.13, SD = 1.31). A final model was developed from the significant findings and validated by experts.
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ItemThe development of instructional leadership strategies for taekwondo instructors of Taekwondo Dojangs in ThailandThis research aims to develop the instructional leadership strategies for Taekwondo instructors of Taekwondo dojangs in Thailand by exploring the desirable and current instructional leadership components for Taekwondo instructors. Additionally, analyzing the needs of instructional leadership and the current teaching environment regarding instructional leadership for Taekwondo instructors.This descriptive research used two methods, the qualitative and quantitative methods. There were 630 Taekwondo instructors as a sample of the population of 8,596 Taekwondo instructors in Thailand. Questionnaires and strategic evaluation forms were the instruments to accomplish the research objectives. Descriptive statistics consisted of Mean, Frequency, Percentage, PNIModified, SWOT analysis, TOWS analysis, and validation from the experts. The research findings presented that the desirable instructional leadership for Taekwondo instructors had the highest average value, supporting student learning as a sub-component with the highest value while effective communication with the lowest value. The current instructional leadership for Taekwondo instructors presented a high average value, supporting student learning with the highest value, whereas vision and goal have the lowest value. Instructional leadership needs were vision and goal, creating a good environment for learning, developing a teaching career, effective communication, developing curriculum, supporting student learning, and wide knowledge, respectively. The strength included wide knowledge, supporting student learning, developing curriculum, and effective communication, whereas the weakness was vision and goal, creating a good environment for learning, and developing a teaching career. The opportunity concerned technological and social factors, while economic and political factors were threats. As a result, instructional leadership strategies for Taekwondo instructors of Taekwondo dojangs in Thailand comprised seven strategies.
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ItemA comparative study of the perceptions of learning gains of Chinese MBA students in the English and Chinese programs at an International University in ThailandThis quantitative study aimed to investigate whether there was a significant difference in the perceptions of learning gains held by Chinese MBA students, according to their semester and program, at an international university in Thailand. This study's sample comprised 176 Chinese MBA students from the English Program and 128 Chinese MBA students from the Chinese Program. The Questionnaire on Students' Perceptions of Learning Gains (QSPLG) was used to measure the perceptions of learning gains held by the participants at the end of Semesters 1, 2, and 3 of their MBA Program at the target international university. The results of the data analysis indicated that there was no significant difference in the perception of learning gains between Chinese MBA students in the English Program enrolled in Semesters 1, 2, and 3, who were all found to hold a neutral perception of the learning gains they made in the MBA English Program. However, there was a significant difference in the perception of learning gains between Chinese MBA students in the Chinese Program enrolled in Semester 1 and those enrolled in Semester 2. The former group having a significantly more positive perception of the learning gains they made in the MBA Chinese Program than the latter. The obtained research findings provide recommendations for MBA students, professors, administrators, and future researchers.
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ItemThe relationship of teachers' perceptions towards organizational climate and their retention in Huimin Wenchang High School, Shandong Province, ChinaThis research sought to study therelationship between teachers' perceptions of school climate and their retention in Huimin Wenchang High School in Binzhou City, Shandong Province, China. To this end, the study assessed teachers' perceptions of the school's climate and their level of needs, using the mean and standard deviation for descriptive and quantitative analysis. Finally, the Pearson product-moment correlation coefficient analysis analyzes and evaluates the relationship between these two variables. It was conducted in the 2020 academic year, with 48 full-time teachers participating and a return rate of 100% in the total target population of 48 teachers. Statistics showed that the significance of Pearson's correlation coefficient is .000, and R-value is .849. The results showed that Huimin Wenchang High School teachers in Binzhou City, Shandong Province, had high awareness and positive attitudes towards the school atmosphere. And there is a strong positive correlation between the teacher retention rate and the teacher's perceptions ofthe teacher's organizational climate.
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ItemThe relationship between nursing students' transformational leadership style and their self-regulation at Assumption University in ThailandThis study aimed to investigate the relationship between Transformational Leadership and Self-Regulation based on nursing students' perceptions at Assumption University, Bangkok, Thailand. This study was conducted with 72 nursing students in the academic year 2020 –2021. Three main objectives were included in this study. The first objective was to determine the level of nursing students’ Transformational Leadership Style. The second objective was to determine the level of nursing students’ Self-Regulation.The third objective was to determine if there is a relationship between nursing students' Transformational Leadership Style and their Self-Regulation at Assumption University. The findings showed that the perceptions of nursing students toward Transformational Leadership presented at a high level,and the perceptions of nursing students towards Self-Regulation presented at a moderate level.The results demonstrated a moderate positive correlation, for the (r) value was .495** at the significant level of 0.000, which was less than 0.05 level, in the perceptions of nursing students.
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ItemDevelopment of praxis in enabling spiritual practices within a context of selected school in Northeastern ThailandThe objective of this research were: 1) to develop a praxis for enabling spiritual leadership, 2) to develop tools for assessment of the proposed praxis for enabling spiritual leadership, and 3) to analyze the relationship between the spiritual practices of the praxis for enabling spiritual leadership among teachers in Northeastern Thailand.Praxis is herein defined as intentional right actions executed and reflected upon for correction, learning, and growth. Research questions were: (1) What is the ideal praxis design to enable teachers' spiritual leadership? (2) How can the design of the proposed praxis for enabling spiritual leadership to be assessed? (3) What types of relationships exist between the spiritual practices of the praxis of enabling spiritual leadership? The first question was investigated with a qualitative meta-synthesis of selected studies from many different research disciplines. The researcher created a survey instrument in response to the second question. The third question was answered by data collected using the created survey, which was then analyzed using advanced statistical methods. The survey respondents were all teachers from Udon Thani, Thailand. The findings of this study determined the spiritual practices for enabling thepraxis as consisting of three sets of practices identified as belief, know, and do. The results of the statistical analysis of the collected data from participating teachers showed that the practices of beliefand knowledgeare drivers of the spiritual well-being associated with the practice of doing. Furthermore, findings indicated that knowingpartially mediates the positive relationship between believingand doing. This study proposes a unique way of filling a gap in current spiritual leadership research with detailed recommendations for obtaining the best results from spiritual practices.
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ItemSocial support and psychological adaptation for new Chinese female streamers: the mediating effects of professional identity and moderating effect of psychological capitalIn China, internet streaming has become an entertainment medium for everyone, and as an emerging profession, streamers are experiencing varying degrees of psychological distress. This research focused on four dimensions: social support, psychological capital, professional identity, and psychological adaptation. Factor analysis and reliability analysis were used to evaluate the psychometric properties of the revised scale; ANOVA and t-tests were also used to evaluate the effects of age, region, education, and full-time vs. part-time employment. Regression analysiswas used to evaluate the relationship between the four latent variables. The results showed significant differences in Chinese new female streamers' age, region, education level, and job type (full-time or part-time streaming). Results showed that social support had positive predictive effects on psychological adaptation, professional identity was a significant mediator of social support with psychological adaptation, and psychological capital playeda significant moderating role between dimensions.The media industry involved in the work of Chinese streamers should pay more attention to the psychological health of the streamers, track the psychological adaptability of the streamers to help prevent their psychological problems, and provide them with counseling promptly. Work standardization of the entire streaming industry should be improved so that streamers and the entire industry can continue to develop healthily.
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ItemThe development of a model of self-leadership competencies in non-academic staff in private higher education institutions in ThailandThis research aimed to develop a model of Self-Leadership Competencies for non-academic staff at Thai higher education institutions. A preliminary model was developed from the theoretical literature to achieve the objective, incorporating the theory of Self-Leadership (Manz, 1986) and Self-Directed Leadership Development (Nesbit, 2012). The theoretical model was developed using a two-stage mixed methods research design, which began with interviews with senior non-academic staff and administrators (n = 10) and an additional quantitative survey of academic staff and administrators from six private universities in Thailand (n = 352). The qualitative research revealed that training and development was the most important factor in self-leadership competencies, autonomy, and other organizational culture aspects. A multiple regression analysis was conducted to find the significant external factors affecting self-leadership behaviors. This model was substantial and moderately predictive (R2= .343), with 34.3% of the variance in overall behavior strategies predicted by variance in external factors. Significant factors included training and professional development, rewards and recognition(negative), emotional intelligence, and organizational climate and culture(negative). The strongest effect was emotional intelligence, followed by training and professional development.The model was validated by experts and finalized. Implications for universities point to training and development benefits self-leadership competency development for non-academic staff.
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ItemA leadership model for effective internationalization strategies in Thai higher education institutionsThis study aimed to develop a leadership model for effective internationalization (IZN) strategies in Thai higher education institutions(HEIs). The study was based on three objectives: 1) To explore the leading factors for internationalization strategies in the global higher education institutions, 2) To validate a proposed leadership model for effective internationalization strategies in Thai higher education institutions, and 3) To verify a leadership model for effective internationalization strategies in Thai higher education institutions. The mixed methods used for this study included documentary review, semi-structured interviews, expert validation, and a questionnaire. 21 experts validated a proposed leadership model for effective IZN strategies in Thai HEIs; it was verified by Three-Stage Least Squares (3SLS) Regressionof the results from the questionnaire survey on leadership factors and IZN strategies in two Thai private universities. The findings have shown that the experts validated in terms of suitability could apply five leadership factors and 15 IZN strategies toThai HEIs. In addition, other three components, comprising institutional vision, context, and policy and priority, are needed for the successful implementation of IZN. Besides, the results from verifying the modelreflect that all leadership factors have significantly influenced this leadership model.Since leadership in HEIs plays a very crucial role in enhancing effective IZN strategies to achieve their IZN goals. It is recommended that HEIs could use this study as an idea for developing their leadershipmodel for successful IZN strategies that fit their vision, contexts, and priority.
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ItemA study of the relationship between teachers' perception of organizational culture and professional development in Chaozhou No.2 high school, Guangdong Province, ChinaThis study sought to determine the relationship between teachers' perceptions of the organizational culture and professional development in Chaozhou No.2 High School, Guangdong province, china. To do so, the study evaluated the teachers'perception of the organizational culture as well as their professional development in which Means and Standard Deviations were used for descriptive and quantitative analysis. Finally, the relationship between these two variables wasanalyzed and assessed through Pearson Product Moment Correlation Coefficient analysis. The basis for the organizational culture concept of this study was founded on Denison(1990)'s Theory. Moreover, Guskey's (2003)Theory of Professional Development was the foundation to support the researcher's concept of professional development. It was conducted in the academic year of 2020 –2021and 80 full-time teachers responded to the questionnaire, while the response rate was 100 percent. This study focused on three objectives: (1) To determine the level of teachers'perception toward organizational culture in Chaozhou No.2 high school, Guangdong Province, China. (2)To determine the level of teachers'perception toward professional development in Chaozhou No.2 high school, Guangdong Province, China. (3)To determine the relationship between the level of teachers'perception toward organizational culture and professiona development in Chaozhou No.2 high school, Guangdong Province, China.Since Pearson correlation r is .645 and Sig. is .000, which is smaller than .05. The findingrevealed that the teachers at Chaozhou No.2 high school had a relatively high perception towards the organizational culture and professional development.
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ItemA study of the relationship between students' perceptions towards school climate and their satisfaction at Shehong Middle School, Sichuan, ChinaThis study aimed to investigate the relationship between students' perceptions ofschool climate and their satisfaction at SheHong Middle School, Sichuan, China. By applying the Framework of school climates of Emmons, Haynes, & Comer(2002) and Maslow's Hierarchy of Needs Theory (1987) theories, this study identified students'perceptions towards school climate of six dimensions: 1) Order and Discipline 2) Fairness 3) Parent Involvement 4) Sharing Resources 5) Student Interpersonal Relationship 6) Student-Teacher Relationship, compared their perceptions accordingto3 pieces ofdemographics. The results of this study indicated a significant relationship between students'perceptions towards school climate and students'satisfaction. The findings for research objective one revealed that the total mean score of the level of students'perceptions of school climate was 3.43, which was interpreted as Moderate. The findings for research objective two showed that the total mean score of the level of students'satisfaction was 3.46, which was interpreted as Moderate as well. The correlation result showed a positive relationship between students'perceptions of school climate and students'satisfaction. The researcher discussed the research findings and provided corresponding suggestions to related principals, teachers,and administrators at the selected school in Sichuan, China.
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ItemThe effects of parental feeding practices on emotional eating in adolescents mediated by stress-related appraisalThis study examined the direct and indirect effect of parental feeding practices on emotional and stress-related eating amongst adolescents. The direct impact of parental feeding practices, which include parental responsibility, monitoring, pressure to eat, and restriction on emotional eating, was tested, and the indirect impact which includes the mediating roles of Appraisal of Ability & Resources to Cope (AARC) and Appraisalof Outside Stressors and Influences (AOSI). Eighty-four students from 17 different international schools from all over the world participated in the study. The study applied path analysis via multiple regression. Two separate questionnaires were administered to the students. The Children Feeding Questionnaire for Adolescents (CFQ-A) analyzed students' perception of their parents' feeding practices. The Eating Appraisal Due to Emotional Stress (EADES) Questionnaire evaluated adolescents' perception of stressful situations and the impact on stress-related eating. The study found that there was no significant indirect or direct impact on parental feeding behaviors and stress-related eating practices amongst students. Still, there was a significant correlation between the mediating factor of Appraisal of Outside Influences, perception of outside influences, and Stress-related eating.
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ItemAn investigation of the predictive relationships between identified factors and graduate students' decision to study human sciences programs at Assumption UniversityThis quantitative study aimed to identify predictable factors, different choices between male and female graduate students, and between Thai and non-Thai graduate students to enroll in the Human Sciences programs at Assumption University. Four hundred quota samples were distributed with an e-questionnaire for data collection. Descriptive statistics, Omnibus Tests of Model Coefficients, Hosmer and Lemeshow Test, and Logistic Regression Analysis were applied to Statistical Analysis. It was found Program Characteristics, Institution Characteristics, and Interest in the Subject were the highly significant predictors of a decision to enroll in the Human Sciences programs. Institution Characteristics and Program Characteristics significantly differentiated the male students' decision. In contrast, the Program Characteristics, Institution characteristics, and Interestin the Subject significantly differentiated the female candidates' decision to enroll in the Human Sciences programs. Interest in the Subject was the significant factor in Thai students' decision. In contrast, Institution Characteristics, the Program Characteristics, and the Influence of People and Media were highly significant factors in the non-Thai students' decision to enroll in the mentioned program. All three hypotheses were accepted.