How vehicle ownership affect time utilization on study, leisure, social activities, and academic performance of university students? A case study of engineering freshmen in a rural university in Thailand

Limanond, Thirayoot; Jomnonkwao, Sajjakaj; Watthanaklang, Duangdao; Ratanavaraha, Vatanavongs; Siridhara, Siradol

doi:10.1016/j.tranpol.2011.01.007

Cited by 8 publications

(3 citation statements)

References 19 publications

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“…The motivation and results of the study are also related to the promotion of one's own self and how the student perceives himself/herself and how he/she feels in performance situations during lectures, exercises and other study duties. Based on the research results of Limanond et al (2011); Khabibullina, Fakhrutdinova and Diuanova (2017); Ji, Tian and Dong (2015) state that the experience of success is an emotional experience, which is the essence of the motivation for further study performance and its effectiveness is weakened by the fear of failure.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Factors of Quality Assessment in Higher Education and Its Impact on Business Students’ Development and Interest in University Education

Depoo

2022

ERIES Journal

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Human resource development at universities is one of the crucial aspects that forms an innovative and growing society. Therefore, it is crucial to continuously manage and develop factors of quality evaluation process in all universities to develop also human resources for labor market. Therefore, the aim of this paper is to identify factors of education quality which impact students´ interest in attending lessons and courses. Data were collected by students’ questionnaire at case business university. Two dimensional statistical methods were used to evaluate the results. Totally, 1,607 students were questioned. The outputs show link towards students’ interest in lessons and courses based on the quality of human resource development. There were four factors determining quality of human development found: practically oriented lessons; open and discussing teachers; subject extent and difficulty; and newcomers. The limitations of this study may be seen in the collection of data based on self-reports of students only and may therefore be subject to common-method bias. To minimize this limitation, the survey was assuring students that there was no right or wrong answer and their contribution towards higher quality was highly appreciated.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Factors of Quality Assessment in Higher Education and Its Impact on Business Students’ Development and Interest in University Education

Depoo

2022

ERIES Journal

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“…When more factors are taken into account, often the interplay between them is not examined (Castejón et al, 2006;Diseth et al, 2010;Limanond et al, 2011). It is therefore difficult to pinpoint the actual mechanism of academic performance.…”

Section: Mediated -Factors Of Academic Performance (M-fap) Modelmentioning

confidence: 99%

When (deliberate) practice is not enough – the role of intelligence, practice, and knowledge in academic performance

et al. 2022

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It is well established that academic performance (AP) depends on a number of factors, such as intellectual capacities, practice, and previous knowledge. We know little about how these factors interact as they are rarely measured simultaneously. Here we present mediated-Factors of Academic Performance (m-FAP) model, which simultaneously assesses direct and indirect, mediated, effects on AP. In a semester-long study with 118 first-year college students, we show that intelligence and working memory only indirectly influenced AP on a familiar, less challenging college course (Introduction to Psychology). Their influence was mediated through previous knowledge and self-regulated learning activities akin to deliberate practice. In a novel and more challenging course (Statistics in Psychology), intellectual capacities influenced performance both directly and indirectly through previous knowledge. The influence of deliberate practice, however, was considerably weaker in the novel course. The amount of time and effort that the students spent on the more difficult course could not offset the advantage of their more intelligent and more knowledgeable peers. The m–FAP model explains previous contradictory results by providing a framework for understanding the extent and limitations of individual factors in AP, which depend not only on each other, but also on the learning context.

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“…In 2011, the total number of undergraduate student enrollment was 9114, and graduate student enrollment was 1471. 55 % of the students lived in the university dormitories, 40 % lived in other dormitories outside the university premises, and the rest in their own houses (Limanond et al 2011b).…”

Section: Project Sitementioning

confidence: 99%

Public transport promotion policy on campus: evidence from Suranaree University in Thailand

et al. 2016

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This study aims to determine factors affecting quality of public transport service and public transport demand for students. The findings will be a tool to develop a policy promoting public and sustainable transportation. Applying second order confirmatory factor analysis, the study found that the most important factor on bus service quality was convenience, followed by service planning and bus network. The most important factors affecting the intention to increase bus usage were attitude, personal norm, and a lack of private vehicle. All three factors presented a & Sajjakaj Jomnonkwao

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How vehicle ownership affect time utilization on study, leisure, social activities, and academic performance of university students? A case study of engineering freshmen in a rural university in Thailand

Cited by 8 publications

References 19 publications

Factors of Quality Assessment in Higher Education and Its Impact on Business Students’ Development and Interest in University Education

Factors of Quality Assessment in Higher Education and Its Impact on Business Students’ Development and Interest in University Education

When (deliberate) practice is not enough – the role of intelligence, practice, and knowledge in academic performance

Public transport promotion policy on campus: evidence from Suranaree University in Thailand

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