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ItemThe effect of parenting dimensions on college adjustment and academic performance: the mediating role of basic psychological needs satisfaction, self-esteem and academic engagement among university students from international programs in Bangkok, Thailand( 2020) Khosravi, Zahra ; Mohanan, Santhosh AyathupadyThe primary objective of this study was to investigate the effect of parenting dimensions (warmth, rejection, structure, chaos, autonomy support, & coercion) on university students’ college adjustment and academic performance, being mediated by basic psychological need satisfaction, self-esteem and academic engagement. The participants of the study were 1224 university students (700 females and 524 males), aged between 18 and 25 years, who had attended international degree programs in Bangkok, Thailand. Data for the research were collected using a questionnaire survey that consisted of the following standardized scales, namely Parent as Social Context Questionnaire-Revised (PASCQ-R),Basic Psychological Needs Scale (BPNS), Rosenberg Self-Esteem Scale (RSES),theUniversity Student Engagement (USEI), and College Adjustment Test (CAT). The proposed structural relations model was tested applying Structural Equation Modeling. The reliability and validity of the measures were established by Cronbach’s Alpha and Confirmatory Factor Analysis respectively. The results supported the proposed model’s fit in the data. Specifically, the positive parenting dimensions were found to be positively related to college adjustment and academic performance, being mediated by basic psychological needs satisfaction, self-esteem, and academic engagement. In addition, negative parenting dimensions were found to be negatively related to college adjustment and academic performance being mediated by basic psychological needs satisfaction, self-esteem, and academic engagement. The study's limitations, implications, and avenues for further research are also discussed.
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ItemThe influence of social support and student's self efficacy on academic engagement of undergraduate students mediated by sense of belonging and psychological distressThis study investigates the relationship of social support and self-efficacy on the academic engagement of Thai undergraduate students in Chiang Mai, Thailand, mediated by sense of belonging and psychological distress. A total of 267 students (aged between 17 and 24) from three universities in Chiang Mai participated in this study by completing a self-administered questionnaire designed to measure the study’s primary variables (social support, self-efficacy, sense of belonging, psychological distress, and academic engagement). The results of the study indicate that the undergraduate students’ social support and self-efficacy, directly or indirectly mediated by sense of belonging and psychological distress, have no significant relationship to their academic engagement. Therefore, social support, self-efficacy, sense of belonging, and psychological distress present no predictive value to undergraduate students’ academic engagement. However, the results reveal that students’ social support and self-efficacy is directly and significantly related to their psychological distress in the opposite direction. This finding indicates that the more social support and self-efficacy undergraduate students have, the less psychological distress they have. The implication of this finding may help undergraduate students ease their psychological distress by promoting their social support and self-efficacy.