https://hdl.handle.net/20.500.12852/101 Mon, 06 Apr 2026 16:00:57 GMT 2026-04-06T16:00:57Z 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 Thu, 01 May 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3728 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 Thu, 01 May 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3718 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 Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3706 2025-01-01T00:00:00Z https://hdl.handle.net/20.500.12852/3629 Digital technologies in education: Knowledge, attitude, and practices among teachers as inputs to an enhanced school technology plan Zhou, QinQing This study aimed to determine teachers' knowledge, attitudes, and practices towards digital technology in education as inputs to an enhanced school technology plan. Focusing on full-time teachers with more than one year of teaching experience, the study collected data through questionnaires. It analyzes personal and non-personal factors influencing teachers' knowledge, attitudes, and practices regarding digital technology, and constructs a multi-dimensional evaluation framework. The findings revealed correlations, differences, and potential causal relationships among teachers' mastery, attitudes, and applications of digital technology in teaching preparation, processes, and evaluation. Notably, teachers with more digital training and experience tend to have more positive attitudes and higher levels of integration of digital technology in their teaching. Based on these findings, the study proposed an enhanced school technology plan to foster deep integration of digital technology and education, aiming to improve teaching quality and efficiency for high-quality societal development. Furthermore, the research underscored the pivotal role of government policy guidance in digital education. By formulating comprehensive strategic plans, increasing investments in educational information technology, and refining relevant laws and regulations, the government can play a crucial role in fostering a sustainable digital education ecosystem. The results enrich the theoretical foundation of digital technology in education and offer practical guidance for higher education institutions, particularly vocational colleges, during their digital transformation journey. Abstract only Thu, 01 May 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3629 2025-05-01T00:00:00Z