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Gratitude Problems of College Students in Guizhou Province, The People’s Republic of China
(2026-01-01)
Ma, Zhishui
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Sumettikoon, Piyapong
Based on Emmons’ three-dimensional theory of gratitude (cognition, emotion, behavior), this study focuses on eight core modules: positive emotions, forgiveness, humility, prosocial behavior, psychological well-Being, guilt, happiness, and life satisfaction. An empirical analysis was conducted on 452 college students in Guizhou Province using a self-developed three-dimensional scale to explore the specific manifestations and interactions of their gratitude cognition, emotion, and behavior. The results show a consistent pattern across all eight modules: scores in the cognitive and emotional dimensions are significantly higher than the overall average of their respective modules (e.g., in the positive emotions module, cognition = 3.36, emotion = 3.38, both higher than the module average of 3.09; in the forgiveness module, cognition = 3.07, emotion = 3.09, both higher than the module average of 2.81), indicating that students have clear cognitive recognition and strong emotional resonance with "the association between gratitude and the concepts of each module." However, scores in the behavioral dimension are generally lower than the overall average of their respective modules (e.g., in the positive emotions module, behavioral strategy score = 2.94, lower than the module average of 3.09; in the forgiveness module, behavioral strategy score = 2.68, lower than the module average of 2.81), reflecting insufficient practice of specific gratitude-related behaviors. This reveals the core issue in gratitude education for college students in Guizhou: a significant gap between cognitive-emotional recognition and behavioral practice. By systematically analyzing the current situation of gratitude education among college students in Guizhou, this study fills the gap in localized research on this group. Based on the data differences across the eight modules, it provides a precise direction for optimizing college gratitude education, which is of great practical significance for improving the college gratitude education system and promoting the transformation from cognition and emotion to behavior. A limitation is that the sample is only from Guizhou Province; future research could expand the sample scope or conduct follow-up studies to enhance the generalizability of the conclusions, thereby providing references for strengthening behavioral transformation in gratitude education in more regions.
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Psychotherapy and first-year university psychology student perspectives on personal therapy: An analytical interpretation
(2025-01-01)
Zhou, Ran
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Sumettikoon, Piyapong
Psychotherapy plays a pivotal role in addressing the multifaceted challenges of mental health by offering diverse approaches to understanding and managing psychological disturbances. This research programme seeks to explore the perspectives, insights, and experiences of first-year psychology students regarding personal therapy. By focusing on this specific group, the study aims to investigate their understanding of psychotherapy and its critical contribution to fostering the psychological well-being of university students. Through qualitative analysis, the research identifies themes related to the importance of personal therapy in supporting the professional development of mental health practitioners in training. The findings not only illuminate the psychotherapeutic culture among university students but also carry significant implications for enhancing supportive frameworks and psychotherapeutic interventions within university settings, thereby improving student welfare and academic performance.
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NEXUS MODELING OF TRAINEES’ SATISFACTION IN A SCIENTIFIC WRITING CONTEXT: AN EMPIRICAL INVESTIGATION
(2025-01-01)
Pusvitasari, Rita
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Viriyavejakul, Chantana
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Sumettikoon, Piyapong
Purpose – Scientific writing is one primary way scientists disseminate their discoveries to the broader scientific community. International journals’ extensive scope and stringent peer review procedures have earned them the gold standard for academic publications. However, writing in reputable international journals and publishing them is no easy task. This prompted various online courses to assist researchers in overcoming writing obstacles and raising the caliber of their work to the point where it is acceptable for publication in esteemed publications. The study had two goals: (i) to investigate the correlations between perceived self-efficacy, enjoyment, motivation for courses, online course design, time management, Technology Acceptance Model (TAM), and satisfaction with E-courses, and (ii) to examine whether the motivation for courses and perceived self-efficacy moderate time management. Methodology – This study employed a quantitative approach and randomly selected 184 trainees from Indonesia who took online courses for scientific writing. The questionnaire to gather the quantitative data used a five-point Likert scale format. Descriptive statistics were obtained using IBM’s SPSS 25 statistical software. The statistical program Smart-PLS 3.0 was used to handle the data analysis, and it used structural equation modeling to assess the measurement model and test the hypotheses. Findings – The measuring methodology supported the study constructs' convergent and discriminant validity. Three factors directly impacted Indonesian trainees' perceptions of the ease of use of e-courses: perceived self-efficacy, enjoyment, and online course design. Furthermore, there was a negative and significant moderating effect on motivation and the relationship between time management and perceived enjoyment. However, the relationship between online course design and time management was positively moderated by perceived self-efficacy. It was found that 69.9% of the variance in online course satisfaction could be explained by exogenous factors, such as perceived self-efficacy, enjoyment, and online course design, influencing perceived ease of use. Significance – E-courses in scientific writing assist in improving writing and getting published in reputable journals. Apart from enhancing the academic quality of one’s writing, they helped in networking and gaining a reputation abroad. Besides, it encourages Indonesian researchers and the Indonesian Ministry of Education, Culture, Research, and Technology to develop a more evidence based national development framework that serves as a basis for more effective policy development and decision-making. The impact of perceived self-efficacy on perceived usefulness was found to be negligible. On the other hand, perceived usefulness and simplicity were positively and directly impacted by both perceived enjoyment and online course design. The TAM was not significantly affected by course motivation, although time management was. The satisfaction of trainees was also positively and indirectly impacted by the following four external factors: perceived self-efficacy, perceived enjoyment, course motivation, and online course design.
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An empirical analysis of EFL teachers’ digital literacy in Chinese higher education institutions
(2024-12-01)
Feng, Lei
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Sumettikoon, Piyapong
In 2022, China’s Educational Ministry, for the first time, released an industry standard for teachers’ digital literacy. This standard provides a holistic framework for teachers’ digital literacy (TDL) in five dimensions. Since few studies have investigated EFL teachers’ digital literacy, the relationships among the five dimensions proposed for EFL teachers’ digital literacy remain unknown. Therefore, this research applied a quantitative method using a five-point Likert questionnaire designed based on TDL. Ninety-two EFL teachers from two universities and one higher vocational college in China participated in this questionnaire research. Partial least squares structural equation modeling was used to assess the relationships between these five dimensions. The relationships between the five TDL dimensions were highlighted by the findings, which supported the proposed model. In addition, implications for enhancing EFL teachers’ future digital literacy have been provided to facilitate and favor EFL teachers’ digital literacy development.
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Creating a Competency-Based Framework for Self-Directed Lifelong Learning for Principals in Guangxi, China
(2024-01-01)
Zhou, Yuan
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Sumettikoon, Piyapong
Purpose: This research aimed to develop the Key SelfDirected Lifelong Learning Competency-Based Model for school principals in Guangxi, China, focusing on the competencies required to sustain self-directed lifelong learning in educational leadership. Method: The study employed both qualitative and quantitative research methodologies, conducted in three distinct stages. First, qualitative observations of 30 school principals’ daily activities were combined with a review of existing literature to identify issues, concepts, and theoretical frameworks related to self-directed learning. Second, a competency-based model was developed through a structured questionnaire distributed to a sample of 500 practising school principals in Guangxi, China. A total of 371 valid responses were analysed using factor analysis. Third, the model underwent verification and refinement. Five key competency areas were identified as essential for fostering lifelong learning: Learning Perspective, Learning Tactics, Academic Proficiency, Engagement, and Implementation. Data analysis was performed using SPSS 23.0, incorporating factor analysis, reliability testing, and goodness-of-fit evaluation. All Cronbach’s α values exceeded 0.85, indicating high reliability. Stakeholders also emphasised the importance of including dimensions such as digital competencies and collaborative learning in the model. Findings: An examination of the principals’ self-rated competencies revealed significant potential for improvement, particularly in Self-Efficacy and Learning Tactics. These findings highlight the necessity of developmental programmes for school leaders. The final model provides a theoretical framework for enhancing self-directed learning among principals, thereby strengthening their leadership capabilities. Implications: It is anticipated that this model will improve the quality of school leadership in Guangxi and promote a culture of continuous learning within the education system. Future research should explore the generalisability of the model beyond Guangxi, China and examine its long-term impact on educational leadership.
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Influences of International Exchange Programs and Research Engagement on Faculty Development in Higher Education Institutions
(2024-01-01)
Wei, Lina
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Sumettikoon, Piyapong
The study examines the significant effects of their satisfaction with international exchange programs and their participation in international research activities on faculty members’ professional development within higher education institutions. The main objective of this study is to find out the considerable correlation between faculty members’ professional advancement and their satisfaction with international exchange programs. Results indicate that faculty development is highly influenced by satisfaction and participation in international research activities. In this research paper, survey data from various departments across multiple Chinese universities is quantitatively analyzed. Purposive sampling was utilized in this starfield to gather the intended respondents. The findings highlight the significance of exchange program quality and content and the benefits of active engagement in global research. The study also focuses on how faculty members’ global experiences enhance their innovative teaching practices, research output, and professional development.
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Enhancing Employability among Undergraduate Students in Private Colleges in Guangxi: A Comprehensive Model Approach
(2024-01-01)
Juan, Zhao
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Sumettikoon, Piyapong
Objective: This study explores the improvement of employability among undergraduate students in private colleges in Guangxi. It presents a comprehensive model that combines practical and innovative skills, professional knowledge, social adaptability, workplace self-confidence, and lifelong learning. Methods: The study utilized mixed-methods research to analyze the data collected from questionnaires and interviews. Exploratory and confirmatory factor analysis were employed to validate the employability enhancement model. Results: The research uncovers the crucial importance of practical and innovative abilities and emphasizes notable disparities in professional knowledge and skills based on gender. The model showcased its strength across a range of fit indices, indicating its potential to inform educational practices and policies that aim to enhance graduate employability. Implication: This research adds to the discussion on improving employability, providing practical insights for educators, policymakers, and students in Guangxi and similar settings. Conclusion: The study highlights the importance of taking a comprehensive approach to improving employability, focusing on the incorporation of various skills and competencies to adequately prepare students for the changing job market.
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Assessing the Impact of Tourism Industry Transformation on Problem-Based Learning in Chinese Vocational Undergraduate Education
(2024-01-01)
Wen, Jing
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Sumettikoon, Piyapong
Purpose: Within the swiftly evolving landscape of the tourism sector, propelled by advancements in technology and evolving market forces, there arises an imperative to scrutinize their effects on vocational education. Methodology: This study investigates the influence of the transformation of tourism enterprises on problem-based learning (PBL) and academic achievement among Chinese vocational undergraduate students. It delves into the mediating role of instructor assistance and the moderating effect of student motivation. Analysis: Utilizing a quantitative research design, the researchers administered questionnaires to 450 participants enrolled in vocational institutions in China, achieving a response rate of 71%. The questionnaire encompassed items gauging perceptions of enterprise transformation, the efficacy of PBL, student academic performance, instructor support, and student motivation. Data analysis involved regression, mediation, and moderation analyses utilizing SPSS software. Findings: The results indicate a significant correlation between the transformation of the tourism industry and the efficacy of PBL, resulting in enhanced student performance. Teacher assistance substantially mediates these connections, amplifying the influence of enterprise adaptations on academic outcomes. Additionally, student motivation has been observed to marginally attenuate the effectiveness of PBL while exerting a direct impact on student performance, with higher motivation levels correlating with better outcomes. Future Directions: This study enriches our comprehension of how evolving industry demands impact academic methodologies within vocational contexts. It underscores the importance of synchronizing educational curricula with industry transformations and emphasizes the pivotal roles played by teacher assistance and student motivation in maximizing learning outcomes. These insights hold significant value for educators, policymakers, and industry stakeholders striving to enhance vocational education's adaptability to industry requisites.
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Evaluation of Factors Influencing Mental Well-Being in First-Year University Students in Yunnan Province
(2024-01-01)
Zhou, Ran
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Sumettikoon, Piyapong
Aim: The aim of this research is to identify key factors contributing to elevated depressive symptoms among first-year university students in Yunnan Province. Method: Utilizing a psychological questionnaire administered to incoming students, the study explores the influence of psychodynamic, behavioural, cognitive, and humanistic theories on depression in this demographic. Results: Evidence indicates that students encounter numerous stressors, including family, academic, and social pressures, as well as expectations for personal development. Behavioural theory emphasizes the impact of past experiences on current behaviour, while learning theory focuses on environmental influences on behaviour. Cognitive theory highlights the role of negative thought patterns in the development of depressive moods, and humanistic theory addresses individuals' psychological needs for self-actualization. Conclusion: A thorough understanding of these theoretical perspectives facilitates the development of targeted intervention programs designed to prevent or mitigate depressive behaviours among university students and to enhance their overall mental health.
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Creation of an Employability Skills of Students Enhancement Model for Music School Students in Shanxi Province
(2024-01-01)
Xin, Jianfang
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Viriyavejakul, Chantana
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Sumettikoon, Piyapong
Purpose: This study examines the development of employability skills among music school students in Shanxi Province, China, with the objective of elucidating the multifaceted dimensions essential for success within regional music education. Anchored in adult learning and experiential education theories, the research investigates the interplay between technical proficiency, creativity, communication, adaptability, and business acumen. Utilizing a qualitative methodology, this study engages with music students, educators, and industry professionals to unravel the nuances of skills development. Method: The study employs a qualitative design, utilizing semi-structured interviews to capture the lived experiences and perspectives of key stakeholders within Shanxi's music education ecosystem. The sample consists of music school students, educators, and industry professionals, selected through purposive sampling. Data collection involves conducting in-depth interviews, with thematic analysis applied to distil key patterns and insights. Findings: Preliminary findings underscore the significance of technical proficiency, creativity, communication, and business acumen as essential components of employability skills among students. The study reveals distinct nuances within the Shanxi music industry, highlighting the necessity for a tailored model that integrates technical training with business education and real-world experiences. Originality/Significance: This research advances the existing literature by addressing the gap in tailored models for music school students in Shanxi Province. Its originality stems from its focus on the contextualized development of employability skills, providing insights into the specific demands of the regional music industry. The findings are expected to inform curriculum design, industry collaborations, and policy initiatives, promoting a paradigm shift in music education towards a holistic and region-specific approach.

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