- Quick search
- Advanced search
- Search by terms
- Renew
- External search
You can search the database using one or more keywords (title, author, publisher, descriptor, ...).
Latest entries
These are the latest entries in the catalogue:
The relationship between academic grit and learning engagement for high school students: / Yufei Zhu / Pathum Thani : Shinawatra University - 2025
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
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 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 : 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
Place a hold on this item
Copies
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 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
Place a hold on this item
Copies
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 : ระยะตั้งครรภ์ ตลอด และ : และหลังคลอด การพยาบาล Original title : Antepartum intrapratum and postpartum: nursing care Material Type: printed text Authors: สินีนาฏ หงษ์ระนัย, Author Edition statement: ิพิมพ์ครั้งที่ 2 Publisher: เชียงราย : สำนักวิชาพยาบาลศาสตร์ มหาวิทยาลัยแม่ฟ้าหล Publication Date: 2567 Pagination: 248 หน้า. Layout: ภาพประกอบ Size: 26 ซม. ISBN (or other code): 978-6-16-577041-5 Price: 389.00 Languages : Thai (tha) Descriptors: [NLM]ระยะคลอด -- การพยาบาล
[NLM]ระยะตั้งครรภ์ -- การพยาบาล
[NLM]ระยะหลังคลอด -- การพยาบาล
[NLM]สูติศาสตร์
[NLM]สูติศาสตร์ -- การพยาบาลClass number: WY157 ส727ร 2567 Curricular : BNS Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29130 ระยะตั้งครรภ์ ตลอด และ = Antepartum intrapratum and postpartum: nursing care : และหลังคลอด การพยาบาล [printed text] / สินีนาฏ หงษ์ระนัย, Author . - ิพิมพ์ครั้งที่ 2 . - [S.l.] : เชียงราย : สำนักวิชาพยาบาลศาสตร์ มหาวิทยาลัยแม่ฟ้าหล, 2567 . - 248 หน้า. : ภาพประกอบ ; 26 ซม.
ISBN : 978-6-16-577041-5 : 389.00
Languages : Thai (tha)
Descriptors: [NLM]ระยะคลอด -- การพยาบาล
[NLM]ระยะตั้งครรภ์ -- การพยาบาล
[NLM]ระยะหลังคลอด -- การพยาบาล
[NLM]สูติศาสตร์
[NLM]สูติศาสตร์ -- การพยาบาลClass number: WY157 ส727ร 2567 Curricular : BNS Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29130
Title : สตรีที่มีภาวะเสี่ยงในระยะตั้งครรภ์ : การพยาบาลในระยะตั้งครรภ์ ระยะคลอด และระยะหลังคลอด Original title : High risk women in pregnncy: nursing care during pregnancy deliverly and postpartum period Material Type: printed text Authors: บุศรา แสงสว่าง, Author Edition statement: ิพิมพ์ครั้งที่ 1 Publisher: กรุงเทพฯ : ศูนย์หนังสือจุฬาลงกรณ์มหาวิทยาลัย Publication Date: 2568 Pagination: 213 หน้า. Size: 26 ซม. ISBN (or other code): 978-6-16-623555-5 Price: 389.00 Languages : Thai (tha) Descriptors: [NLM]ระยะคลอด -- การพยาบาล
[NLM]ระยะตั้งครรภ์ -- การพยาบาล
[NLM]ระยะหลังคลอด -- การพยาบาล
[NLM]สูติศาสตร์
[NLM]สูติศาสตร์ -- การพยาบาลCurricular : BNS Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29129 สตรีที่มีภาวะเสี่ยงในระยะตั้งครรภ์ = High risk women in pregnncy: nursing care during pregnancy deliverly and postpartum period : การพยาบาลในระยะตั้งครรภ์ ระยะคลอด และระยะหลังคลอด [printed text] / บุศรา แสงสว่าง, Author . - ิพิมพ์ครั้งที่ 1 . - [S.l.] : กรุงเทพฯ : ศูนย์หนังสือจุฬาลงกรณ์มหาวิทยาลัย, 2568 . - 213 หน้า. ; 26 ซม.
ISBN : 978-6-16-623555-5 : 389.00
Languages : Thai (tha)
Descriptors: [NLM]ระยะคลอด -- การพยาบาล
[NLM]ระยะตั้งครรภ์ -- การพยาบาล
[NLM]ระยะหลังคลอด -- การพยาบาล
[NLM]สูติศาสตร์
[NLM]สูติศาสตร์ -- การพยาบาลCurricular : BNS Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29129
Title : Investigating in the Actual Playing of Children's Song Teaching in Jinken College of Technology Material Type: printed text Edition statement: พิมพ์ครั้งที่ 1 Publication Date: 2568 Pagination: 46 หน้า Layout: มีภาพประกอบ Size: 30 ซม. General note: This article adopts questionnaire and literature methods, with Jinken College of Technology as the survey object. On this basis, the value of domestic and foreign literature was summarized through literature review, and a survey was conducted based on the current situation of college students and the current status of the course of Children's song playing. The research content includes three points: firstly, to understand the music foundation of students before entering the school and their understanding and love for this course; The second is to understand whether students can adapt to the current teaching methods and difficulty levels of teachers in the process of learning Children's Song palying; The third is how many Children's Song palyinghave students mastered so far, and so on.
Research has shown that some improvement suggestions have been proposed for the problems in teaching Children's song playing, mainly including: carrying out a series of targeted and practical reform measures, promoting the smooth implementation of nursery rhyme performance teaching reform, and achieving the effect of further improving the quality of nursery rhyme performance teaching, in order to cultivate applied talents for early childhood education and promote the reform of preschool nursery rhyme performance curriculum in higher vocational colleges. The author hopes to better promote the improvement of Children's song playing ability in preschool education through the above improvement suggestions.
Languages : English (eng) Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29128 Investigating in the Actual Playing of Children's Song Teaching in Jinken College of Technology [printed text] . - พิมพ์ครั้งที่ 1 . - 2568 . - 46 หน้า : มีภาพประกอบ ; 30 ซม.
This article adopts questionnaire and literature methods, with Jinken College of Technology as the survey object. On this basis, the value of domestic and foreign literature was summarized through literature review, and a survey was conducted based on the current situation of college students and the current status of the course of Children's song playing. The research content includes three points: firstly, to understand the music foundation of students before entering the school and their understanding and love for this course; The second is to understand whether students can adapt to the current teaching methods and difficulty levels of teachers in the process of learning Children's Song palying; The third is how many Children's Song palyinghave students mastered so far, and so on.
Research has shown that some improvement suggestions have been proposed for the problems in teaching Children's song playing, mainly including: carrying out a series of targeted and practical reform measures, promoting the smooth implementation of nursery rhyme performance teaching reform, and achieving the effect of further improving the quality of nursery rhyme performance teaching, in order to cultivate applied talents for early childhood education and promote the reform of preschool nursery rhyme performance curriculum in higher vocational colleges. The author hopes to better promote the improvement of Children's song playing ability in preschool education through the above improvement suggestions.
Languages : English (eng)
Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29128
Title : THE CURRENT SITUATION FOR IMPROVING TEACHING METHODS IN SCHOOL OF DESIGN EDUCATION AT GUIZHOU QIANNAN COLLEGE OF SCIENCE AND TECHNOLOGY Material Type: printed text Edition statement: พิมพ์ครั้งที่ 1 Publication Date: 2568 Pagination: 80 หน้า Layout: มีภาพประกอบ Size: 30 ซม. General note: THE CURRENT SITUATION FOR IMPROVING TEACHING METHODS IN SCHOOL OF DESIGN EDUCATION AT
GUIZHOU QIANNAN COLLEGE OF SCIENCE AND
TECHNOLOGYLanguages : English (eng) Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29127 THE CURRENT SITUATION FOR IMPROVING TEACHING METHODS IN SCHOOL OF DESIGN EDUCATION AT GUIZHOU QIANNAN COLLEGE OF SCIENCE AND TECHNOLOGY [printed text] . - พิมพ์ครั้งที่ 1 . - 2568 . - 80 หน้า : มีภาพประกอบ ; 30 ซม.
THE CURRENT SITUATION FOR IMPROVING TEACHING METHODS IN SCHOOL OF DESIGN EDUCATION AT
GUIZHOU QIANNAN COLLEGE OF SCIENCE AND
TECHNOLOGY
Languages : English (eng)
Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29127
Title : GAMIFIED TEACHING METHOD FOR SUSTAINABLE IN ART CLASS AT WUHAI NO.3 COMLETE PRIMARY SCHOOL Material Type: printed text Edition statement: พิมพ์ครั้งที่ 1 Publication Date: 2568 Pagination: 64 หน้า Layout: มีภาพประกอบ Size: 30 ซม. General note: Since the beginning of the 21st century, the continuous innovation of
educational concepts and the rapid development of technology have prompted traditional teaching models to shift towards more diversified, interactive, and interesting directions. As an emerging teaching model, gamified teaching method has been widely applied in various subjects, especially in primary school art classes, due to its ability to effectively stimulate students' interest in learning, enhance their learning initiative and creativity. However, in the actual promotion and implementation process, gamified teaching methods also face a series of challenges and problems, especially in rural primary schools, where the promotion of gamified teaching is particularly difficult due to limited resources, teachers' insufficient understanding of new teaching models, and traditional parental attitudes. This study takes the senior art class of Wuhai Third Primary School as an example to explore in depth the design and implementation of gamified teaching and its impact on students' learning interest and motivation. The aim is to provide practical and feasible improvement plans for art teaching in rural primary
schools, promote innovation in art curriculum and teaching methods, and provide useful references for the professional growth and collaboration of new and old teachers.
Languages : English (eng) Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29126 GAMIFIED TEACHING METHOD FOR SUSTAINABLE IN ART CLASS AT WUHAI NO.3 COMLETE PRIMARY SCHOOL [printed text] . - พิมพ์ครั้งที่ 1 . - 2568 . - 64 หน้า : มีภาพประกอบ ; 30 ซม.
Since the beginning of the 21st century, the continuous innovation of
educational concepts and the rapid development of technology have prompted traditional teaching models to shift towards more diversified, interactive, and interesting directions. As an emerging teaching model, gamified teaching method has been widely applied in various subjects, especially in primary school art classes, due to its ability to effectively stimulate students' interest in learning, enhance their learning initiative and creativity. However, in the actual promotion and implementation process, gamified teaching methods also face a series of challenges and problems, especially in rural primary schools, where the promotion of gamified teaching is particularly difficult due to limited resources, teachers' insufficient understanding of new teaching models, and traditional parental attitudes. This study takes the senior art class of Wuhai Third Primary School as an example to explore in depth the design and implementation of gamified teaching and its impact on students' learning interest and motivation. The aim is to provide practical and feasible improvement plans for art teaching in rural primary
schools, promote innovation in art curriculum and teaching methods, and provide useful references for the professional growth and collaboration of new and old teachers.
Languages : English (eng)
Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29126
