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Author: search.filters.author.Tuntinakhongul, AmpapanSubject: search.filters.subject.Self-Efficacy

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    Impact of language programs and cultural immersion on intercultural competence and academic success of Northern Chinese students in Thai Universities
    (2024-01-01)
    Liu, Xiaoling
    ;
    Tuntinakhongul, Ampapan
    Objective: This study aims to investigate the interconnections among language proficiency programs, cultural immersion activities, self-efficacy, intercultural communicative competence (ICC), and academic success among Northern Chinese students attending Thai universities. The primary objective is to elucidate the intricate dynamics that affect the development of ICC and academic achievement within the framework of cross-cultural education. By adopting a holistic perspective, this research seeks to address existing gaps in the literature and provide in-depth insights into the complex interplay of these factors. Methodology: Utilising a quantitative methodology, the research distributed 500 questionnaires to Northern Chinese students enrolled in Thai universities, yielding 350 valid responses, with data analysis conducted using SmartPLS software. Additionally, a mixed-methods approach was employed, incorporating qualitative insights through interviews to enhance the quantitative findings. This methodological design facilitated a comprehensive exploration of language proficiency, cultural immersion, self-efficacy, ICC, and academic success, offering a multifaceted understanding of the subject matter. Findings: The findings reveal significant positive correlations among language proficiency programs, cultural immersion activities, self-efficacy, ICC, and academic success. Specifically, language proficiency programs were found to positively influence both ICC and academic achievement, with self-efficacy serving as a mediating factor in these relationships. Similarly, cultural immersion activities were associated with enhanced ICC and academic success, again mediated by self-efficacy. These results highlight the interconnectedness of these variables and underscore the necessity for a holistic approach in cross-cultural education. Contribution: This research contributes original insights by concurrently examining language proficiency, cultural immersion, self-efficacy, ICC, and academic success within a unified framework, and its significance lies in the practical implications for educators, institutions, policymakers, and international students, advocating for an integrated approach to cross-cultural education that recognises the mediating role of self-efficacy and promotes the development of culturally competent global citizens.
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    Enhancing Undergraduate Employability and Career Adaptability through Career Planning Education: The Mediating Role of Career Decision-Making Self-Efficacy
    (2024-01-01)
    Yao, Xinmeng
    ;
    Tuntinakhongul, Ampapan
    ;
    Sumettikoon, Piyapong
    Background and Aim: Career decision-making self-efficacy serves as a mediating factor in the association between career planning education and the employability and career adaptability of undergraduate students enrolled in universities in China. Methods: Employing both quantitative and qualitative methodologies, this study incorporates a survey of 500 students from various disciplines alongside in-depth, one-to-one interviews with 20 students. Analysis of the quantitative data suggests that career planning education enhances students’ self-efficacy in career decision-making, thereby improving their employability and adaptability to the workforce. These findings are further supported by qualitative data, as post hoc interviews indicate that students’ self-efficacy is positively influenced by practical and experiential components of career planning education, such as internships and workshops, which prepare them for the dynamic nature of the labour market. Results: The research findings highlight challenges such as the limited availability of comprehensive career guidance resources and the misalignment between educational content and vocational requirements, both of which can impede the effectiveness of career development initiatives. These results indicate the necessity of integrating practical experiences and robust support systems into career planning education within academic institutions. Additionally, they underscore the need for academic programmes to be more closely aligned with labour market demands. Conclusion: The study presents valuable implications for educators, policymakers, and career advisors committed to equipping undergraduate students for successful career pathways.