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Add the result to your basket Make a suggestion Refine your search Apply to external sourcesThe effects of parent and teacher autonomy / Chenghong Mao / Pathum Thani : Shinawatra University - 2025
Title : The effects of parent and teacher autonomy : support on adolescents' growth mindset Material Type: printed text Authors: Chenghong Mao, Author ; Piyanwan Thatasananchalee, Author Publisher: Pathum Thani : Shinawatra University Publication Date: 2025 Pagination: vii, 88 p. Size: 30 cm. Price: 500.00 Languages : English (eng) Descriptors: [LCSH]Adolescents
[LCSH]Autonomy Support
[LCSH]Growth mindsetClass number: SIU FoPSY: IS-MS-PSY-2025-04 Abstract: Adolescents' growth mindset plays an important role in academic and psychological development, as it is a key stage in the psychological and behavioral development of individuals. Although there have been a large number of studies in the West, China's unique educational culture and family environment have made the mechanisms of growth mindset formation unclear, especially the effects of parent and teacher autonomy support on growth mindset and its pathways need to be explored in depth. This study aims to explore the effects of parent and teacher autonomy support, student learning strategies on adolescents' growth mindset, to fill the gaps in related theoretical and empirical studies in the Chinese educational context, and to provide theoretical support and specific strategies for educational practice.
The study surveyed secondary school students in two administrative districts in A City, Jiangxi Province, China. Data on parental and teacher autonomy support, student learning strategies and growth mindset were collected through questionnaires. The relationships between the variables were verified using statistical analysis and structural equation modelling. The results showed that the direct impact coefficient of parental autonomy support on growth mindset was 0.42, teacher autonomy support was 0.35 and learning strategies was 0.539, all of which were significant (p < 0.01). In the comprehensive predictive model, SLS (β = 0.491), PAS (β = 0.191) and TAS (β = 0.115) all had a significant positive impact on AGM, and the three factors together explained approximately 49.6% of the variation in AGM. Based on these findings, it is recommended that parents and teachers strengthen their autonomy support, create a positive learning environment, and focus on cultivating students' effective learning strategies to promote growth mindset development. Education policies should be aligned with the "double reduction" initiative to promote the psychological and academic well-being of adolescents.
Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29131 The effects of parent and teacher autonomy : support on adolescents' growth mindset [printed text] / Chenghong Mao, Author ; Piyanwan Thatasananchalee, Author . - [S.l.] : Pathum Thani : Shinawatra University, 2025 . - vii, 88 p. ; 30 cm.
500.00
Languages : English (eng)
Descriptors: [LCSH]Adolescents
[LCSH]Autonomy Support
[LCSH]Growth mindsetClass number: SIU FoPSY: IS-MS-PSY-2025-04 Abstract: Adolescents' growth mindset plays an important role in academic and psychological development, as it is a key stage in the psychological and behavioral development of individuals. Although there have been a large number of studies in the West, China's unique educational culture and family environment have made the mechanisms of growth mindset formation unclear, especially the effects of parent and teacher autonomy support on growth mindset and its pathways need to be explored in depth. This study aims to explore the effects of parent and teacher autonomy support, student learning strategies on adolescents' growth mindset, to fill the gaps in related theoretical and empirical studies in the Chinese educational context, and to provide theoretical support and specific strategies for educational practice.
The study surveyed secondary school students in two administrative districts in A City, Jiangxi Province, China. Data on parental and teacher autonomy support, student learning strategies and growth mindset were collected through questionnaires. The relationships between the variables were verified using statistical analysis and structural equation modelling. The results showed that the direct impact coefficient of parental autonomy support on growth mindset was 0.42, teacher autonomy support was 0.35 and learning strategies was 0.539, all of which were significant (p < 0.01). In the comprehensive predictive model, SLS (β = 0.491), PAS (β = 0.191) and TAS (β = 0.115) all had a significant positive impact on AGM, and the three factors together explained approximately 49.6% of the variation in AGM. Based on these findings, it is recommended that parents and teachers strengthen their autonomy support, create a positive learning environment, and focus on cultivating students' effective learning strategies to promote growth mindset development. Education policies should be aligned with the "double reduction" initiative to promote the psychological and academic well-being of adolescents.
Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29131 Hold
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Barcode Call number Media type Location Section Status 32002000354203 SIU FoPSY: IS-MS-PSY-2025-04 C.1 SIU Independent Study Main Library Thesis Corner Available 32002000354204 SIU FoPSY: IS-MS-PSY-2025-04 C.2 SIU Independent Study Main Library Thesis Corner Available
Title : Experimental study on the psychological needs and creativity : Cultivation of school-aged children in project-based learning Material Type: printed text Authors: Bingyan Qin, Author ; Nattamon Thungphanthong, Author Publisher: Pathum Thani : Shinawatra University Publication Date: 2025 Pagination: vii, 63 p. Size: 30 cm. Price: 500.00 Languages : English (eng) Descriptors: [LCSH]Autonomy Support
[LCSH]Creativity development
[LCSH]Educational Experiment
[LCSH]Growth mindset
[LCSH]Project-based learning (PBL)
[LCSH]Psychological needs (Psychological Needs)
[LCSH]School-age childrenClass number: SIU FoPSY: IS-MS-PSY-2025-06 Abstract: This study investigates the impact of Project-Based Learning (PBL) on psychological need fulfillment and creativity development among school-age children aged 10-12 through experimental design. The research randomly assigned 100 children from the same grade to an experimental group (PBL instruction) and a control group (traditional teaching) for a 12-week intervention. Using tools like "My Campus" thematic project evaluations and the Williams Creativity Tendency Scale, combined with classroom observation records, the findings revealed that post-test scores in all dimensions—psychological needs (autonomy, belonging, achievement), and creativity (risk-taking, curiosity, imagination, challenge)—significantly outperformed the control group (p<0.05), with particularly notable improvements in imagination and challenge dimensions (p<0.01). Analysis further demonstrated that PBL effectively enhanced children's creative problem-solving abilities through real-world task scenarios, teamwork, and achievement presentations. The study validates the applicability of Self-Determination Theory in PBL contexts, provides empirical evidence for cultivating innovative talents in basic education, and proposes actionable teaching improvement suggestions including a "Three-Stage Need Support Framework". Despite limitations in sample representativeness and assessment methods, this research offers new perspectives on understanding the relationship between psychological needs and creativity, providing significant insights for advancing educational reform. Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29132 Experimental study on the psychological needs and creativity : Cultivation of school-aged children in project-based learning [printed text] / Bingyan Qin, Author ; Nattamon Thungphanthong, Author . - [S.l.] : Pathum Thani : Shinawatra University, 2025 . - vii, 63 p. ; 30 cm.
500.00
Languages : English (eng)
Descriptors: [LCSH]Autonomy Support
[LCSH]Creativity development
[LCSH]Educational Experiment
[LCSH]Growth mindset
[LCSH]Project-based learning (PBL)
[LCSH]Psychological needs (Psychological Needs)
[LCSH]School-age childrenClass number: SIU FoPSY: IS-MS-PSY-2025-06 Abstract: This study investigates the impact of Project-Based Learning (PBL) on psychological need fulfillment and creativity development among school-age children aged 10-12 through experimental design. The research randomly assigned 100 children from the same grade to an experimental group (PBL instruction) and a control group (traditional teaching) for a 12-week intervention. Using tools like "My Campus" thematic project evaluations and the Williams Creativity Tendency Scale, combined with classroom observation records, the findings revealed that post-test scores in all dimensions—psychological needs (autonomy, belonging, achievement), and creativity (risk-taking, curiosity, imagination, challenge)—significantly outperformed the control group (p<0.05), with particularly notable improvements in imagination and challenge dimensions (p<0.01). Analysis further demonstrated that PBL effectively enhanced children's creative problem-solving abilities through real-world task scenarios, teamwork, and achievement presentations. The study validates the applicability of Self-Determination Theory in PBL contexts, provides empirical evidence for cultivating innovative talents in basic education, and proposes actionable teaching improvement suggestions including a "Three-Stage Need Support Framework". Despite limitations in sample representativeness and assessment methods, this research offers new perspectives on understanding the relationship between psychological needs and creativity, providing significant insights for advancing educational reform. Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29132 Hold
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Barcode Call number Media type Location Section Status 32002000354195 SIU FoPSY: IS-MS-PSY-2025-06 C.1 SIU Independent Study Main Library Thesis Corner Available 32002000354196 SIU FoPSY: IS-MS-PSY-2025-06 C.2 SIU Independent Study Main Library Thesis Corner Available
Title : The Impact of professional Identity on college students’ academic burnout : The chain mediating role of mobile phone dependence and learning input Material Type: printed text Authors: Hong Kong, Author ; Nattamon Thungphanthong, Author Publisher: Pathum Thani : Shinawatra University Publication Date: 2025 Pagination: vii, 63 p. Size: 30 cm. Price: 500.00 Languages : English (eng) Descriptors: [LCSH]College students
[LCSH]Growth mindset
[LCSH]Learning Input
[LCSH]Mobile Phone Dependence
[LCSH]Professional IdentityClass number: SIU FoPSY: IS-MS-PSY-2025-09 Abstract: This study investigates the impact of professional identity on academic
burnout among college students, while examining the chain mediation role of
smartphone dependence and learning engagement. With the widespread adoption of
smartphones, students' mobile phone usage has significantly influenced academic
performance. Through empirical research, this study analyzes how professional identity
affects academic burnout via smartphone dependence and learning engagement, aiming
to provide theoretical foundations and practical guidance for higher education
management.
This study adopted the questionnaire survey method and used self-compiled
general situation questionnaires, College Students' Professional Identity Scale, College
Students' Mobile Phone Dependence Scale, College Students' Learning Input Scale and
Academic Burnout Scale to investigate 500 college students. The obtained data were
analyzed and model construction were carried out by SPSS and AMOS. The results
showed that:
1.There are basic differences in college students' professional identity,
academic burnout, learning engagement, mobile phone dependence and its dimensions
on the basis of gender, grade, major voluntary choice, major understanding, major
prospects and other basic variables;
2. There were significant correlations between college students' professional
identity, mobile phone dependence, learning investment and academic burnout, and
professional identity, mobile phone dependence and learning investment could
significantly predict academic burnout；
iii
3. The simple mediating role of mobile phone dependence and learning
engagement between professional identity and academic burnout is significant；
4. Mobile phone dependence and learning engagement play a chain mediating
role between professional identity and academic burnout. Professional identity affects
mobile phone dependence, which in turn affects learning engagement and ultimately
affects academic burnout.
According to the above research results, the following conclusions are drawn:
there is a significant correlation between each variable. Professional identity can not
only directly affect academic burnout, but also affect learning engagement through the
influence of mobile phone dependence, and finally affect academic burnout.Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29133 The Impact of professional Identity on college students’ academic burnout : The chain mediating role of mobile phone dependence and learning input [printed text] / Hong Kong, Author ; Nattamon Thungphanthong, Author . - [S.l.] : Pathum Thani : Shinawatra University, 2025 . - vii, 63 p. ; 30 cm.
500.00
Languages : English (eng)
Descriptors: [LCSH]College students
[LCSH]Growth mindset
[LCSH]Learning Input
[LCSH]Mobile Phone Dependence
[LCSH]Professional IdentityClass number: SIU FoPSY: IS-MS-PSY-2025-09 Abstract: This study investigates the impact of professional identity on academic
burnout among college students, while examining the chain mediation role of
smartphone dependence and learning engagement. With the widespread adoption of
smartphones, students' mobile phone usage has significantly influenced academic
performance. Through empirical research, this study analyzes how professional identity
affects academic burnout via smartphone dependence and learning engagement, aiming
to provide theoretical foundations and practical guidance for higher education
management.
This study adopted the questionnaire survey method and used self-compiled
general situation questionnaires, College Students' Professional Identity Scale, College
Students' Mobile Phone Dependence Scale, College Students' Learning Input Scale and
Academic Burnout Scale to investigate 500 college students. The obtained data were
analyzed and model construction were carried out by SPSS and AMOS. The results
showed that:
1.There are basic differences in college students' professional identity,
academic burnout, learning engagement, mobile phone dependence and its dimensions
on the basis of gender, grade, major voluntary choice, major understanding, major
prospects and other basic variables;
2. There were significant correlations between college students' professional
identity, mobile phone dependence, learning investment and academic burnout, and
professional identity, mobile phone dependence and learning investment could
significantly predict academic burnout；
iii
3. The simple mediating role of mobile phone dependence and learning
engagement between professional identity and academic burnout is significant；
4. Mobile phone dependence and learning engagement play a chain mediating
role between professional identity and academic burnout. Professional identity affects
mobile phone dependence, which in turn affects learning engagement and ultimately
affects academic burnout.
According to the above research results, the following conclusions are drawn:
there is a significant correlation between each variable. Professional identity can not
only directly affect academic burnout, but also affect learning engagement through the
influence of mobile phone dependence, and finally affect academic burnout.Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29133 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000354197 SIU FoPSY: IS-MS-PSY-2025-09 C.1 Thesis Main Library Thesis Corner Available 32002000354198 SIU FoPSY: IS-MS-PSY-2025-09 C.2 Thesis Main Library Thesis Corner Available
Title : Psychological causes and intervention strategies of cyberbullying in adolescents Material Type: printed text Authors: Rui Zheng, Author ; Natchana Bhutasang, Author Publisher: Pathum Thani : Shinawatra University Publication Date: 2025 Pagination: vii, 73 p. Size: 30 cm. Price: 500.00 Languages : English (eng) Descriptors: [LCSH]Adolescents
[LCSH]Cyberbullying
[LCSH]Ecosystem Theory
[LCSH]Intervention Strategies
[LCSH]Psychological CauseClass number: FoPSY: IS-MS-PSY-2025-07 Abstract: With the in-depth penetration of the Internet among adolescents, cyberbullying has become a prominent issue threatening their physical and mental health. This study focused on adolescents aged 12-18 years, employing a randomized controlled trial (N=100) combined with Cognitive Behavioral Theory (CBT) and Ecosystem Theory to systematically explore the psychological causes of cyberbullying and the effectiveness of interventions. The results showed that adolescent cyberbullying behavior is closely related to individual cognitive biases (such as the rationalization of bullying behavior), insufficient emotional regulation ability, family upbringing styles, and peer relationships. Among these factors, adolescents with low empathy and poor emotional regulation had a significantly higher risk of engaging in cyberbullying (OR=1.82-2.36).
A 12-week integrated intervention program constructed based on the theories (including modules such as cognitive restructuring, emotional management, and family-school-community collaboration) revealed that the frequency of cyberbullying in the intervention group decreased by 58.3%, which was significantly higher than the 7.2% decrease in the control group. The symptoms of depression and anxiety in victims improved by 42.9%-44.5%, psychological resilience increased by 40.7%, and the rate of academic excellence rose from 22% to 58%. Multi-dimensional analysis indicated that the synergistic effect of an increase in the proportion of democratic family upbringing (from 32% to 78%), 2 class hours of online safety courses per week in schools, and 3 times of civilized publicity activities per month in communities led to a 62.3% decrease in the incidence of bullying in the intervention area, verifying the effectiveness of the linkage among various levels of the ecosystem.
The study confirmed that correcting irrational cognition through cognitive-behavioral intervention and combining it with a tripartite linkage mechanism of family-school-community can significantly reduce the incidence of cyberbullying and improve the mental health and social functions of adolescents. This research provides a theoretical basis and practical paradigm for formulating systematic online protection strategies for adolescents. It is recommended that the intervention program be incorporated into the compulsory courses of primary and secondary schools, and relevant policies, regulations, and technical prevention and control systems be improved.
Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29134 Psychological causes and intervention strategies of cyberbullying in adolescents [printed text] / Rui Zheng, Author ; Natchana Bhutasang, Author . - [S.l.] : Pathum Thani : Shinawatra University, 2025 . - vii, 73 p. ; 30 cm.
500.00
Languages : English (eng)
Descriptors: [LCSH]Adolescents
[LCSH]Cyberbullying
[LCSH]Ecosystem Theory
[LCSH]Intervention Strategies
[LCSH]Psychological CauseClass number: FoPSY: IS-MS-PSY-2025-07 Abstract: With the in-depth penetration of the Internet among adolescents, cyberbullying has become a prominent issue threatening their physical and mental health. This study focused on adolescents aged 12-18 years, employing a randomized controlled trial (N=100) combined with Cognitive Behavioral Theory (CBT) and Ecosystem Theory to systematically explore the psychological causes of cyberbullying and the effectiveness of interventions. The results showed that adolescent cyberbullying behavior is closely related to individual cognitive biases (such as the rationalization of bullying behavior), insufficient emotional regulation ability, family upbringing styles, and peer relationships. Among these factors, adolescents with low empathy and poor emotional regulation had a significantly higher risk of engaging in cyberbullying (OR=1.82-2.36).
A 12-week integrated intervention program constructed based on the theories (including modules such as cognitive restructuring, emotional management, and family-school-community collaboration) revealed that the frequency of cyberbullying in the intervention group decreased by 58.3%, which was significantly higher than the 7.2% decrease in the control group. The symptoms of depression and anxiety in victims improved by 42.9%-44.5%, psychological resilience increased by 40.7%, and the rate of academic excellence rose from 22% to 58%. Multi-dimensional analysis indicated that the synergistic effect of an increase in the proportion of democratic family upbringing (from 32% to 78%), 2 class hours of online safety courses per week in schools, and 3 times of civilized publicity activities per month in communities led to a 62.3% decrease in the incidence of bullying in the intervention area, verifying the effectiveness of the linkage among various levels of the ecosystem.
The study confirmed that correcting irrational cognition through cognitive-behavioral intervention and combining it with a tripartite linkage mechanism of family-school-community can significantly reduce the incidence of cyberbullying and improve the mental health and social functions of adolescents. This research provides a theoretical basis and practical paradigm for formulating systematic online protection strategies for adolescents. It is recommended that the intervention program be incorporated into the compulsory courses of primary and secondary schools, and relevant policies, regulations, and technical prevention and control systems be improved.
Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29134 Hold
Place a hold on this item
Copies
Barcode Call number Media type Location Section Status 32002000354200 FoPSY: IS-MS-PSY-2025-07 C.1 Thesis Main Library Thesis Corner Available 32002000354201 FoPSY: IS-MS-PSY-2025-07 C.2 Thesis Main Library Thesis Corner Available
Title : The relationship between academic grit and learning engagement for high school students: : The moderated nediation model Material Type: printed text Authors: Yufei Zhu, Author ; Natchana Bhutasang, Author Publisher: Pathum Thani : Shinawatra University Publication Date: 2025 Pagination: vii, 70 p. Size: 30 cm. Price: 500.00 Languages : English (eng) Descriptors: [LCSH]Adolescents
[LCSH]Cyberbullying
[LCSH]Ecosystem Theory
[LCSH]Intervention Strategies
[LCSH]Psychological CauseClass number: FoPSY: IS-MS-PSY-2025-07 Abstract: With the in-depth penetration of the Internet among adolescents, cyberbullying has become a prominent issue threatening their physical and mental health. This study focused on adolescents aged 12-18 years, employing a randomized controlled trial (N=100) combined with Cognitive Behavioral Theory (CBT) and Ecosystem Theory to systematically explore the psychological causes of cyberbullying and the effectiveness of interventions. The results showed that adolescent cyberbullying behavior is closely related to individual cognitive biases (such as the rationalization of bullying behavior), insufficient emotional regulation ability, family upbringing styles, and peer relationships. Among these factors, adolescents with low empathy and poor emotional regulation had a significantly higher risk of engaging in cyberbullying (OR=1.82-2.36).
A 12-week integrated intervention program constructed based on the theories (including modules such as cognitive restructuring, emotional management, and family-school-community collaboration) revealed that the frequency of cyberbullying in the intervention group decreased by 58.3%, which was significantly higher than the 7.2% decrease in the control group. The symptoms of depression and anxiety in victims improved by 42.9%-44.5%, psychological resilience increased by 40.7%, and the rate of academic excellence rose from 22% to 58%. Multi-dimensional analysis indicated that the synergistic effect of an increase in the proportion of democratic family upbringing (from 32% to 78%), 2 class hours of online safety courses per week in schools, and 3 times of civilized publicity activities per month in communities led to a 62.3% decrease in the incidence of bullying in the intervention area, verifying the effectiveness of the linkage among various levels of the ecosystem.
The study confirmed that correcting irrational cognition through cognitive-behavioral intervention and combining it with a tripartite linkage mechanism of family-school-community can significantly reduce the incidence of cyberbullying and improve the mental health and social functions of adolescents. This research provides a theoretical basis and practical paradigm for formulating systematic online protection strategies for adolescents. It is recommended that the intervention program be incorporated into the compulsory courses of primary and secondary schools, and relevant policies, regulations, and technical prevention and control systems be improved.
Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29135 The relationship between academic grit and learning engagement for high school students: : The moderated nediation model [printed text] / Yufei Zhu, Author ; Natchana Bhutasang, Author . - [S.l.] : Pathum Thani : Shinawatra University, 2025 . - vii, 70 p. ; 30 cm.
500.00
Languages : English (eng)
Descriptors: [LCSH]Adolescents
[LCSH]Cyberbullying
[LCSH]Ecosystem Theory
[LCSH]Intervention Strategies
[LCSH]Psychological CauseClass number: FoPSY: IS-MS-PSY-2025-07 Abstract: With the in-depth penetration of the Internet among adolescents, cyberbullying has become a prominent issue threatening their physical and mental health. This study focused on adolescents aged 12-18 years, employing a randomized controlled trial (N=100) combined with Cognitive Behavioral Theory (CBT) and Ecosystem Theory to systematically explore the psychological causes of cyberbullying and the effectiveness of interventions. The results showed that adolescent cyberbullying behavior is closely related to individual cognitive biases (such as the rationalization of bullying behavior), insufficient emotional regulation ability, family upbringing styles, and peer relationships. Among these factors, adolescents with low empathy and poor emotional regulation had a significantly higher risk of engaging in cyberbullying (OR=1.82-2.36).
A 12-week integrated intervention program constructed based on the theories (including modules such as cognitive restructuring, emotional management, and family-school-community collaboration) revealed that the frequency of cyberbullying in the intervention group decreased by 58.3%, which was significantly higher than the 7.2% decrease in the control group. The symptoms of depression and anxiety in victims improved by 42.9%-44.5%, psychological resilience increased by 40.7%, and the rate of academic excellence rose from 22% to 58%. Multi-dimensional analysis indicated that the synergistic effect of an increase in the proportion of democratic family upbringing (from 32% to 78%), 2 class hours of online safety courses per week in schools, and 3 times of civilized publicity activities per month in communities led to a 62.3% decrease in the incidence of bullying in the intervention area, verifying the effectiveness of the linkage among various levels of the ecosystem.
The study confirmed that correcting irrational cognition through cognitive-behavioral intervention and combining it with a tripartite linkage mechanism of family-school-community can significantly reduce the incidence of cyberbullying and improve the mental health and social functions of adolescents. This research provides a theoretical basis and practical paradigm for formulating systematic online protection strategies for adolescents. It is recommended that the intervention program be incorporated into the compulsory courses of primary and secondary schools, and relevant policies, regulations, and technical prevention and control systems be improved.
Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29135
