https://hdl.handle.net/20.500.12852/99 2026-04-06T16:01:34Z https://hdl.handle.net/20.500.12852/3728 Personality type, moral conviction, achievement motivation, and academic performance among college students: Inputs to a student welfare program Ren, Huanyi Academic performance of college students is an important topic of general interest to students and teachers because it reflects students' learning effectiveness and achievement, and it is also a key indicator for assessing the quality of teaching and learning. This study focused on the effects of personality traits, moral beliefs, and achievement motivation on academic performance, and few other studies have integrated these aspects. The theoretical framework of this study integrated the “Big Five” personality theory, achievement motivation theory and self-regulated learning theory, and adopts a quantitative research methodology to seek the relationship between college students' personal profile, personality traits, moral beliefs, achievement motivation and academic performance. The subjects of the study were randomly selected first-year college students from a tourism university in a Chinese province. Three questionnaires were used as data collection instruments: the Big Five Inventory (BFI), Achievement Motivation Scale (AMS), and Moral Conviction of College Students Scale. It was found that, according to the gender classification, college students' There are significant differences in the degree of achievement motivation and academic performance, and there are positive and significant relationships between moral beliefs and achievement motivation and between achievement motivation and academic performance. Ultimately, the results of the study can provide suggestions and data to improve welfare programs for college students. Abstract only 2025-05-01T00:00:00Z https://hdl.handle.net/20.500.12852/3718 The catalytic role, realities, challenges, and effectiveness of digital technologies in higher vocational colleges Huang, Jialin This study survey-correlational study aimed to determine the catalytic role, realities, challenges, and effectiveness of digital technology in higher vocational colleges. The participants of the study were selected full-time teachers and administrative personnel in higher vocational colleges in Guangdong province categorized into personal profile in terms of age, sex, educational background, and teaching experience; and non-personal profile in terms of availability of digital technology facilities and digital technology training attended. Statistical data analysis employed were frequency count, percentage, mean and standard deviation for descriptive statistics; while the t-test for independent samples, One-Way Analysis of Variance, and Pearson’s Product Moment Coefficient of Correlation for inferential statistics, set at 0.05 level of significance. Through the questionnaire survey, results showed the participants as an entire group and classified according to their personal and non-personal profile assessed the catalytic role of digital technologies of higher vocational colleges on a transformational level, the realities were on the level of interactive augmentation; they further assessed digital technology as challenging, and fairly effective. Significant differences existed in their assessments of the catalytic role, realities, challenges, and effectiveness of digital technologies among the participants categorized according their personal profile in terms of age, sex, educational background, and teaching experience; and non-personal profile in terms of availability of digital technology facilities and digital technology training. Significant, positive, and strong relationship existed among the catalytic role, realities, challenges, and effectiveness of digital technologies; however, significant, negative, and strong correlation existed between challenges and effectiveness of digital technologies. The lesser the challenges, the higher the effectiveness of digital technologies; the greater the challenges, the lesser the effectiveness. Abstract only 2025-05-01T00:00:00Z https://hdl.handle.net/20.500.12852/3713 Students' learning attitude and classroom performance as influenced by teachers' behavior: Bases for an intervention plan Xue, Haiying This study aimed to examine the influence of teachers' behavior on students’ learning attitude and classroom performance which served as the basis for the development of an intervention plan. A total of 160 purposively selected second-year students from Business English and International Logistics Management majors participated in the study. Using a validated and pilot-tested researcher-made online questionnaire, data were collected on student demographics, perceptions of teacher behavior, learning attitudes, and academic performance. The study employed a survey-correlational design, with data analyzed using descriptive statistics and non-parametric tests at a significance level of α = 0.05. Findings revealed that students generally perceived their teachers’ classroom behavior as moderate and their own learning attitudes and academic performance as moderately good. No statistically significant differences were observed in these perceptions across sex, major, place of origin, or family income. However, moderate positive correlations were found between teachers’ behavior, students’ learning attitudes, and perceived academic performance. These results highlight the importance of positive teacher behaviors in shaping student engagement and outcomes. Based on these findings, an intervention plan was developed, focusing on teacher professional development, student support mechanisms, and the promotion of inclusive, emotionally supportive classroom environment. Abstract only 2025-05-01T00:00:00Z https://hdl.handle.net/20.500.12852/3706 Understanding the dynamics of overseas education pursuits among Chinese students Lihua, Lu This study aimed at understanding the dynamics of overseas education pursuits among Chinese students, with a particular focus on the study abroad experiences in countries along the Belt and Road route in Southeast Asia, using a social constructivism and interpretive inquiry framework. This study which employed a case study research approach included interviews, observations, and document analysis. It utilized a purposive sampling of 12 participants, composed of nine faculty members and staff; and three executives holding managerial positions in local ordinary institutions in China. The findings revealed that participants' decisions to pursue doctoral degrees in Southeast Asia were influenced by external factors, destination-specific advantages, and personal motivations. Despite challenges such as language barriers, cultural adaptation, and academic pressures, participants achieved significant gains in professional skills, career competitiveness, and educational perspectives, benefiting both themselves and their institutions. The study highlights the need for collaborative efforts to optimize the study-abroad environment, assess Southeast Asian doctoral education, and promote sustainable faculty development. It bridges gaps in Southeast Asian doctoral education research and aids faculty internationalization and professionalization. Abstract only 2025-01-01T00:00:00Z