Scholar: Vol. 14, No. 1 (2022)

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The moderating effect of perceived social self-efficacy and perceived social support on the relationship between acculturative stress and socio-cultural adaptation among Myanmar students in Thailand universities
(Bangkok : Assumption University Press, 2022) Htet, Kan Zar; Mohanan, Santhosh
The current study explored the acculturative stress of Myanmar international students studying in Thailand universities and its relation to socio-cultural adaptation moderated by personal and social factors, namely, perceived self-efficacy and perceived social support, respectively. This quantitative research utilized a descriptive type of inquiry using a self-report survey questionnaire of 120 Myanmar international students composed of 61 females and 59 males from five universities in Thailand. Findings revealed a direct negative correlation between acculturative stress and socio-cultural adaption. The students’ perceived social support can moderate this relationship. Those with low levels of perceived social support tend to have lower socio-cultural adaptation than those with high levels of perceived social support. Furthermore, perceived social self-efficacy was also found to have a moderating effect on the relationship between acculturative stress and socio-cultural adaptation. Students with low levels of perceived social self-efficacy and acculturative stress are related to lower socio-cultural adaptations. Hence, students who possess a high level of acculturative stress and with low levels of perceived social support and perceived social self-efficacy have the lowest levels of socio-cultural adaptation.
A correlational study of intensive English program students’ perceptions of teacher rapport and delivery, motivation for learning and academic achievement in the intensive English class at the institute of liberal arts and sciences, Maijayang, Kachin State, Myanmar
(Bangkok : Assumption University Press, 2022) Pan, Sut Ngai Htoi; Gonzalez, Orlando Rafael Gonzalez
This quantitative study aimed to investigate whether there was a significant relationship of students’ perceptions of teacher rapport and delivery, motivation for learning, and academic achievement in the Intensive English Program at the Institute of Liberal Arts and Sciences, Myanmar. The population comprised of 48 students in the Intensive English Program (IEP) during the academic year of 2019-2020. The research instruments were the Students’ Perceptions of Teacher Rapport and Delivery Questionnaire (SPTRDQ; Barnes & Lock, 2013), the Questionnaire for Measuring Motivation for Learning English as a Foreign Language (QMMLEFL; Gardner, 2010), and the Intensive English examination. Data collection was analyzed by using descriptive statistics and multiple correlation coefficients. The research findings indicated that the students perceived teacher rapport and delivery in the Intensive English class as good, and their motivation for learning EFL was high. The IEP students were found to have good academic achievement. The results from the correlational analysis revealed significant, moderately strong multiple linear relationships of students’ perception of teacher delivery and motivation for learning EFL with their academic achievement in the Intensive English class, whereas no significant relationship was found between participants’ perception of teacher rapport and their academic achievement.
A path analytic study of the effect of big five personality traits on assertiveness, being mediated by self-esteem and social anxiety, among undergraduate students of Myanmar Institute of Theology
(Bangkok : Assumption University Press, 2022) Myint, Naw Aye Thiri; Natalie Chantagul; Rajitha Menon
The present study investigated the direct and indirect effect of big five personality traits on assertive communication among undergraduate students in the Myanmar Institute of Theology (Liberal Arts Program) mediated by self-esteem and social anxiety. This quantitative research employed path analysis using survey questionnaires with 156 undergraduate students aged 21-29. The path analysis results indicated that students with high scores in extraversion and neuroticism traits had both direct and indirect effects on their level of assertiveness, mediated by self-esteem. Social anxiety could not predict this study’s assertiveness, although it has a direct negative association with extraversion.
A study of the relationship between instructors’ perception towards president’s transformational leadership and job satisfaction in Pu’er University Yunnan Province, China
(Bangkok : Assumption University Press, 2022) Zuo, Xinrui; Watana Vinitwatanakhun
This study was a quantitative study to determine a relationship between the instructor’s perception of president transformational leadership and job satisfaction at Pu’er University Yunnan Province, China. There were three research objectives in this study: (1) to determine the instructor’s perception of the importance of the president’s transformational leadership, (2) to determine the instructors’ level of Job Satisfaction in Pu’er University Yunnan Province, China, and (3) to determine if there is a relationship between instructor’s perception towards president transformational leadership and job satisfaction in Pu’er University Yunnan Province, China.
The relationship of instructors’ perception towards school dean’s leadership behavior and their job satisfaction at human sciences faculty in Xiangsihu College Guangxi for Nationalities, China
(Bangkok : Assumption University Press, 2022) Mo, Yingying; Watana Vinitwatanakhun
This study was intended to determine the relationship between Instructors’ Perception of the School Dean’s Leadership Behaviors and Their Job Satisfaction at the Human Sciences Faculty in Xiangsihu College Guangxi for Nationalities, China. The three objectives of this study are (1) to identify the level of instructors’ perception towards the school dean’s leadership behaviors; (2) to identify the level of instructors’ job satisfaction; and (3) to determine the relationship between Instructors’ Perception towards School Dean’s Leadership Behaviors and Their Job Satisfaction at Human Sciences Faculty in Xiangsihu College Guangxi for Nationalities, China. The research was quantitative and correlational in design and used the Path-Goal Leadership Questionnaire and the instructors’ job satisfaction using the Teachers’ Job Satisfaction Questionnaire (TJSQ). Means and Standard Deviation and the Pearson Product Moment Correlation Coefficient were used to analyzing the data for testing the hypothesis. The 80 respondents at human sciences faculty from Xiangsihu College Guangxi for Nationalities completed the questionnaire. This study found that instructors’ perception towards school dean’s leadership behaviors resulted in moderate (3.23), instructors’ job satisfaction level resulted in moderate (3.51), and there is a significant relationship between instructors’ perception towards school dean’s leadership behaviors and their job satisfaction at human sciences faculty in Xiangsihu College Guangxi for Nationalities, China. The Pearson correlation coefficient for the r-value was .683 with a significance value of .001. The result showed that instructors had a positive relationship between the school dean’s leadership behaviors and job satisfaction. The study provided the researcher with valuable insight and knowledge into the dean’s leadership behaviors and instructors’ job satisfaction practiced in the school.
A study of the relationship between instructors’ perceptions towards organizational culture and job satisfaction in Shiyuan College of Nanning Normal University
(Bangkok : Assumption University Press, 2022) Li, Jie; Watana Vinitwatanakhun
The main purpose of this study was to determine the relationship between instructors’ perceptions towards organizational culture and their job satisfaction at Shiyuan College of Nanning Normal University. The study first assessed the instructors’ perceptions towards organizational culture, examined their job satisfaction, and lastly found the relationship between organizational culture and job satisfaction. The study was conducted by surveying 147full-time instructors during the academic year 2020 at Shiyuan College of Nanning Normal University. Means and Standard Deviations were used to report the instructors’ perceptions towards organizational culture and their job satisfaction. Pearson Product Moment Correlation Coefficient was applied to analyze the relationship between these two variables. The results indicated a significant relationship between instructors’ perceptions of organizational culture and job satisfaction at Shiyuan College of Nanning Normal University.
A comparative study of teachers’ self-efficacy for teaching in primary education according to gender, years of teaching experience, and educational background at six church-based primary schools in Northern Shan State, Myanmar
(Bangkok : Assumption University Press, 2022) San, Brang; Gonzalez, Orlando Rafael Gonzalez
The purpose of this quantitative, comparative study was to determine if there were significant differences in teachers’ self-efficacy for teaching in primary education (in terms of efficacy for student engagement, instructional strategies, and classroom management) according to their gender, years of teaching experience and educational background, at six purposively chosen church-based primary schools in Northern Shan State, Myanmar. The study was conducted on 127 teachers teaching at the target schools during the academic year 2020-2021. The Teachers’ Sense of Efficacy Scale (TSES, short-form, Tschannen-Moran & Woolfolk Hoy, 2001) was used to measure the levels of self-efficacy for teaching in primary education, including the three subscales (efficacy for student engagement, instructional strategies, and classroom management). A total of 99 out of 127 (77%) teachers completed the questionnaire. After the data collection was done, descriptive statistics (means and standard deviations) and statistical hypothesis testing (multiple analysis of variance, MANOVA) were carried out to address this study’s research objectives and hypotheses. The findings from this study revealed no significant differences in teachers’ self-efficacy for teaching in primary education (in terms of efficacy for student engagement, instructional strategies, and classroom management) according to their gender, years of teaching experience, and educational background.
A study of the relationship between instructors’ perceptions towards professional development and job satisfaction at literature faculty of Yunnan Normal University in Kunming, China
(Bangkok : Assumption University Press, 2022) Shen, Ziqian; Watana Vinitwatanakhun
The main purpose of this study was to determine the relationship between instructors’ perceptions towards professional development and job satisfaction at the Literature Faculty of Yunnan Normal University in Kunming, China, during the academic year 2019 - 2020. The researcher surveyed 67 instructors from the Literature Faculty of Yunnan Normal University for this study. The main instrument used to collect data was a questionnaire to investigate instructors’ perceptions of professional development and job satisfaction. This study was based upon Guskey’s Theory of Professional Development and Herzberg’s Two-Factor Theory. The researcher used the Mean and Standard Deviation and Pearson Product Moment Correlation Coefficient to analyze the collected data. The Pearson correlation coefficient r was .500, with a significance value of .001. There was a relationship between instructors’ perceptions towards professional development and job satisfaction at the Literature Faculty of Yunnan Normal University in Kunming, China. Research findings indicated that instructors’ perceptions towards professional development had shown a “high” (4.50) level, and the level of instructors’ perceptions towards job satisfaction was also regarded as “high” (4.47).
A correlation study on teachers' perception of the school climate and their degree of work motivation at Assumption College Samutprakarn, Thailand
(Bangkok : Assumption University Press, 2022) Melecio, Vanessa Kay Loremia; Watana Vinitwatanakhun
This study sought to examine the relationship between teachers’ perceptions of the school climate and their degree of work motivation at Assumption College Samutprakarn, Thailand. The study evaluated the teachers’ perceptions of the school’s climate and their degree of work motivation in which Means and Standard Deviations were used for quantitative analysis. Finally, these two constructs’ relationship was analyzed through Pearson Product Moment Correlation Coefficient analysis. The study was conducted in 2020, where 160 Thai teachers participated with a return rate of 91 percent from the total target population of 175. The result revealed that the teachers at Assumption College Samutprakarn had a relatively high perception and positive attitude towards the school climate. It also revealed that the teachers’ degree of work motivation based on regulatory styles were relatively high on intrinsic (4.06), identified (4.15), and introjected (4.20). Furthermore, among the three recognized regulatory styles of motivation with a high level of perception, introjected regulated type resulted in the highest mean score. However, as the data has shown, they are moderately extrinsically motivated (3.42). The study’s main purpose was to examine the relationship between the teachers’ perception of the school climate and their work motivation. It revealed that the relationship between these two constructs was moderately positively correlated, r = .559, p < .05. The present study provided valuable information and extensive confirmation regarding the relationship between school climate and work motivation which other researchers must further explore.
A study of the relationship between teachers' perception towards the principal's transformational leadership style and teacher retention at Baoji Jintai Senior Middle School, Shaanxi Province, China
(Bangkok : Assumption University Press, 2022) He, Xuelin
This study mainly aimed to determine the relationship between teachers’ perception of the principal’s transformational leadership style and teacher retention by investigating the 193 full-time teachers in the academic year of 2019 (September) – 2020 (January) at the target school. The Multifactor Transformational Leadership Questionnaire (MTLQ) and teacher retention questionnaire based on Maslow’s Hierarchy of Needs was applied to do the survey. Data were analyzed by Mean and Standard Deviation and the Pearson product-moment correlation coefficient. This study demonstrated a positive significant relationship between teachers’ perception of the principal’s transformational leadership style and teacher retention at Baoji Jintai Senior Middle School, Shaanxi Province, China.
A study of Grade 12 students’ perceptions on the use of the cooperative learning approach for the English language teaching and learning at the selected school in Bangkok, Thailand
(Bangkok : Assumption University Press, 2022) Zhu, Jingjie; Suwattana Eamoraphan
This study mainly determines the students’ perceptions of using the cooperative learning approach for English language teaching and learning at the selected school in Bangkok, Thailand. And to determine whether there were any significant differences between students’ perceptions of the use of cooperative learning approach for English teaching and learning and students’ gender and achievement (GPAX). The respondents were 130 grade 12 students and two English teachers at the selected school in 2020. The data were collected by questionnaire and two interview forms. Descriptive statistics analyzed the data (mean and standard deviation, independent sample t-test, and ANOVA) and content analysis. The findings of this study indicated: (1) the grade 12 students’ perceptions were positive in all areas of cooperative learning activities in English language teaching and learning at the selected school; (2) there were no significant differences between students’ gender and perceptions of the use of cooperative learning, there were also no significant differences between students’ achievement (GPAX) and perceptions of the use of cooperative learning; (3) the students found that the effects of cooperative learning include great communication, increased motivation, and interest while sometimes the class would be noisy; the teachers found that the effects of cooperative learning include improvement of contribution and discussion between students, decreased problems of teaching while group work would spend more time.
A study of teachers perceptions and implementations on the use of motivational strategies in English language instruction for primary children in Hezhang Country Secondary School in China
(Bangkok : Assumption University Press, 2022) Liu, Jianxin; Suwattana Eamorphan
This study determined the teacher’s perceptions and frequency of implementing motivational strategies in English language instruction for primary children in Hezhang Country Secondary School in China. There were two research objectives in this thesis:1.To identify the teachers’ perceptions of motivational strategies in English language instruction according to the ten strategy clusters. 2.To identify the frequency of the teachers’ implementations of motivational strategies in English language instruction according to the ten strategy clusters.There were 61 primary English teachers at Hezhang country Secondary Primary School, Guizhou, China, who participated in this study. The research instruments used a questionnaire and structured interview form. The findings showed that (1) the teachers’ perceptions of motivational strategies in English language instruction according to the ten strategy clusters were high, and (2) the frequency of the teachers’ implementations was also high. The interview form supported all findings.It indicated that teachers think motivational strategies in English language instruction are necessary, mainly implementing them in English teaching. This research study has offered valuable suggestions and recommendations on the motivational strategy for this school.
A study of students' and teachers' perceptions towards using local folk stories for improving English reading skills at Kunshan Development Zone Senior High School, Jiangsu Province, China
(Bangkok : Assumption University Press, 2022) Wang, Yu; Suwattana Eamoraphan
This study determined the students’ and teachers’ perceptions of using local folk stories to improve English reading skills at Kunshan Development Zone Senior High School, Jiangsu Province, China. This study has two research objectives: (1) identifying the students’ perceptions of using local folk stories to improve English reading skills at Kunshan Development Zone Senior High School, Jiangsu Province, China. (2) to identify the teachers’ perceptions of using local folk stories to improve English reading skills at Kunshan Development Zone Senior High School, Jiangsu Province, China. 244 Grade 11 students and 10 English teachers participated in this study. The researcher used mixed explanatory methods to collect the data to carry out the research. The research instruments used were a 5-point Likert scale questionnaire for students and a structured interview for teachers. The findings indicated that (1) the Grade 11 students studied at Kunshan Development Zone Senior High School have positive attitudes toward using local folk stories to improve English reading skills. Since the total mean score of students’ perceptions on using local folk stories for improving English reading skills was interpreted as high on the interpretation scale. (2) the teachers who taught Grade 11 at the target school believed the application of folk stories in English reading teaching was helpful for students to improve their reading skills, and they were prone to use folk stories in their future teaching English classes.
The effects of parenting styles on academic achievement and school adjustment among high school students in Nagaland, India: the mediating effects of attachment dimensions, academic self-efficacy, and emotional regulation
(Bangkok : Assumption University Press, 2022) George, Pezalhoukho; Mohanan, Santhosh Ayathupady
The present study attempted to examine the mediating effects of adolescent attachment, emotional regulation, and academic self-efficacy between parenting styles, academic achievement, and school adjustment among high school students in Nagaland, India. Furthermore, it investigated whether direct and indirect structural relationships' structure varies according to their parents’ genders. The participants of this study were high school students from Nagaland, India. The questionnaire consisted of the following scales: Parenting Authority Scale, Adolescent Attachment Questionnaire, Academic Self-Efficacy Scale, Difficulties in Emotion Regulation Scale, College Adjustment Test, and GPA. To meet the Study’s objectives, three studies were designed and conducted via SEM and AMOS with the purpose to investigate the direct and indirect effects of parenting styles on academic achievement and school adjustment among high school students in Nagaland, India: the mediating effects of attachment dimensions, academic self-efficacy, and emotional regulation. The results revealed that authoritarian parenting styles directly correlated with academic achievement and that authoritarian and permissive parenting styles indirectly affected school adjustment mediated by adolescent attachment and emotional regulation. The pattern of structural relationships hypothesized for the proposed model parenting styles results found it operates differently for fathers and mothers. There were neither direct nor indirect correlations between the predictor and the outcome in the parenting style case in this sample group. But in the mother’s case, the authoritarian parenting style had a direct significant correlation with academic achievement and a significant correlation between school adjustment and lack of angry distress, goal-corrected partnership, and emotional regulation. The Study’s limitations, implications, and future avenues were also discussed.
Social support avail ability, psychological distress symptoms and level of motivation affecting Thai addicts' self-esteem as moderated by their hierarchical position in an institutional therapeutic community rehab model
(Bangkok : Assumption University Press, 2022) Gramling, John Ralph Cotton; Johnson, Donald Arthur
A prominent drug and alcohol rehabilitation method worldwide is the Therapeutic Community (TC), which employs a hierarchal system to promote member addicts to leadership positions. All addicts begin the TC program at the bottom of this hierarchy and move up the ladder throughout their stay. Some eventually become work leaders and mentors for the newer members of the addict community. However, with shorter rehabilitation durations, member addicts often finish the program without having experienced the top tiers of the hierarchy.Although research is abundant regarding relapse of TC community members, there is little on the self-esteem of these patients resulting from poor social support, the presence of psychological distress symptoms, poor motivation, and poor hierarchy positions. The current study attempted to examine why some addicts were leaving the program with low self-esteem, hypothesizing that perceived social support, achievement motivation, and psychological distress symptoms all play a role. This relationship is moderated by the patients’ position in the social hierarchy.Findings suggest that perceived social support and psychological distress symptoms (specifically depression and hostility) significantly affected patient self-esteem upon exiting the community. Still, social hierarchy did not play a role in moderating this relationship, nor was it a significant predictor of self-esteem. Further research could benefit from a longitudinal study that monitors self-esteem at multiple patient rehabilitation intervals.
A comparative study of attitudes toward transition from the Singapore National Curriculum in primary level to the UK Cambridge International Curriculum in secondary level held by secondary years 1 to 4 students in English, mathematics and science subjects at an international school in Greater Bangkok, Thailand
(Bangkok : Assumption University Press, 2022) Wachiravit Karuensatit; Gonzalez, Orlando Rafael Gonzalez
This quantitative study was conducted to compare, among different secondary year levels, the attitudes toward the transition from the Singapore National Curriculum at the primary level to the UK Cambridge International Curriculum in the secondary level held by Secondary Years 1 to 4 students in three academic subjects (i.e., English, Mathematics and Science) at an international school in Greater Bangkok, Thailand. This study was conducted on 102 students in Secondary Years 1 to 4 in the academic year 2019-2020. The target school follows the Singapore Ministry of Education’s national curriculum at nursery, kindergarten, and primary school levels, while the school follows the UK Cambridge International Curriculum at the secondary level. A questionnaire entitled the Questionnaire for Attitudes Toward Transition from the Singapore National Curriculum in Primary Level to the UK Cambridge International Curriculum in Secondary Level was developed for the data collection. The questionnaire comprised three 15-item sections (one for each subject), coded on a 6-point Likert scale, designed to assess students’ attitude toward the curricular transition in relation to six dimensions; timetable, classwork, homework, assessment, teachers, and textbooks. The data analysis found that the participants’ attitudes toward the curricular transition in English, Mathematics, and Science ranged from slightly negative to positive. A multivariate analysis of variance (MANOVA) revealed that, in the English subject, there was a significant difference between students’ attitudes toward the curricular transition along with all year levels. There was a significant difference in the Mathematics subject between students’ attitudes toward the curricular transition among Secondary Year 1 and Year 2 students and Secondary Year 2 and Years 3 and 4 students. In the Science subject, there was a significant difference between students’ attitudes toward the curricular transition among Secondary Year 1 and Years 3 and 4 students, and Secondary Year 2 and Years 3 and 4 students. Based on the research findings, recommendations for students, parents, teachers, administrators, and future researchers.
The relationship of English writing motivation and self-efficacy with English writing achievement of Grade 11 students at a demonstration school in Bangkok, Thailand
(Bangkok : Assumption University Press, 2022) Anuthep Lesiuk; Lynch, Richard
This study aimed to determine the relationship between the Grade 11 students’ English writing motivation and English writing self-efficacy with English writing achievement at a demonstration school in Bangkok, Thailand. The study used a quantitative correlational research design. For one of the instruments of this study, the English Writing Motivation, and Self-Efficacy Questionnaire, the researcher adapted 30 items from Gardner’s (2010) Attitude/Motivation Test Battery (AMTB) and adopted ten items from Wang, Kim, Bong, and Ahn’s (2013) Questionnaire of English Self-Efficacy. The English Writing Motivation and Self-Efficacy Questionnaires collected data on the Grade 11 students’ English writing motivation and English writing self-efficacy levels. The questionnaire was distributed to 64 Grade 11 students in February 2020. The Grade 11 students’ in-school English Writing Examination measured their English writing achievement. The in-school English Writing Examination was also distributed to the 64 Grade 11 students in March 2020. Descriptive statistics (means and standard deviations) were used first to analyze the data. Multiple correlation coefficient analysis was then used to find the relationships among the Grade 11 students’ English writing motivation, English writing self-efficacy, and English writing achievement. The findings showed that the Grade 11 students had a moderately high English writing motivation and a slightly high level of English writing self-efficacy. Furthermore, the results indicated a significant, moderately strong, positive relationship between English writing motivation and English writing achievement. English writing self-efficacy had a weak but positively significant relationship with English writing achievement. The findings also showed that English writing motivation had a moderately strong, significant, positive relationship with English writing self-efficacy. Finally, the results revealed a moderately strong, significant, positive relationship between English writing motivation and English writing self-efficacy with English writing achievement. Recommendations are provided for students’ support, teaching strategies, and future research.
A comparative study of technology-based motivation for learning English as a foreign language among Thai learners at Wall Street English Bangkok according to their gender and English language proficiency
(Bangkok : Assumption University Press, 2022) Vojdani, Mehdi; Gonzalez, Orlando Rafael Gonzalez
The purpose of this study was to determine the extent to which new technologies, such as the Internet or social media, served as sources of motivation for Thai English language learners to learn English as a foreign language (EFL) at Wall Street English (WSE) Bangkok. The study also sought to compare learners’ technology-based motivation for learning EFL based on their gender and English language proficiency. For these purposes, the researchers adopted a quantitative comparative research design, using a questionnaire that was developed, piloted, validated, and checked for internal consistency. The questionnaire was administered to 214 Thai English language learners from all four levels of proficiency (beginner, pre-intermediate, intermediate, and advanced) from 11 centers of WSE in Bangkok. After splitting the collected data by gender, an independent samples t-test was conducted to assess the significance of the results. At the same time, a one-way ANOVA test was used after splitting the collected data by English language proficiency to determine if there was a significant difference in technology-based motivation for learning EFL among the resulting groups. The research findings indicated that Thai learners were highly motivated to learn English to work with technology more effectively, regardless of their gender or English language proficiency. No significant difference in technology-based motivation for learning EFL between male and female Thai learners was derived from the data analysis. However, in relation to English language proficiency, it was found that the overall technology-based motivation for learning EFL was significantly higher in the beginner group than in the advanced group, as well as in the upper-intermediate group than in the advanced group.
The relationship between Grade 9 students' perceptions of English classroom environment and preferences for English learning strategies in Yinsheng Middle School in Kunming, Yunnan Province, China
(Bangkok : Assumption University Press, 2022) Fan, Wenkai; Supit Karnjanapun
The purpose of this quantitative study was to determine the levels of perceptions of the English classroom environment and preferences for English learning strategies and investigate if there were significant relationships between perceptions of the English classroom environment in terms of relationship, personal development, and system maintenance and change dimensions and preferences for English learning strategies of Grade 9 students at Yinsheng Middle school in Kunming, Yunnan Province, China. The participants were Grade 9 92 students in the target school. The What is Happening in This Class? (WIHIC) a questionnaire was used to measure the levels of perceptions of the English classroom environment, including three dimensions (relationship, personal development, and system maintenance and change dimensions). In contrast, The Strategy Inventory for Language Learning (SILL) questionnaire was used to measure students’ preferences for English learning strategies. Results indicated that Grade 9 students’ overall perception of the English classroom in terms of three dimensions was positive. In contrast, Grade 9 students’ level of preferences for English learning strategies was strong. Pearson’s product-moment correlation suggested positive and significant relationships between Grade 9 students’ perception of the English classroom environment regarding relationship and personal development dimensions and preference for English learning strategies. However, there was no significant relationship between Grade 9 students’ perceptions of the English classroom environment regarding system maintenance and change dimension with preferences for English learning strategies.
Self-talk strategies for cultural competency for international education leaders
(Bangkok : Assumption University Press, 2022) Blackmon, Janat
The objective of this research was to explore self-talk strategies for international school leaders and cultural competency. A mixed-methods approach explored the concept of self-talk of leaders and cultural competency with International Schools Association of Thailand (ISAT) leaders to understand their experiences and cultural competency. The research sought to determine the current self-talk of school leaders in ISAT schools in Thailand, determine their experiences of self-talk and cultural competency, explore the effects of self-talk on cultural competency, and develop self-talk strategies for cultural competency. Qualitative theme analysis found that leaders are using self-talk strategies mostly unconsciously. Findings indicated that participants’ judgments, confusion, and frustration around the functions and systems in the new culture and negative experiences. Multivariate analysis of variance (MANOVA) was used to study the variance of self-talk: constructive, instructive, destructive, and the cultural competency level of participants. Findings revealed significant associations between the scale scores for inverse relationships between constructive and instructive self-talk and cultural destructiveness, cultural incapacity, and cultural blindness. Destructive self-talk was significant at F=.856 p=.039, indicating that destructive self-talk may impact cultural competency levels. Cultural destructiveness and cultural incapacity had a significant relationship with destructive self-talk. Cultural competency and cultural proficiency only had a significant relationship with instructive self-talk, indicating that the type of self-talk and cultural competency levels affect each other. Based on these findings, self-talk strategies were developed to enhance cultural competency for international education leaders.