Background: Cultivating medical talents with professional identity is the ultimate goal of medical education. Nonetheless, the pre-service stage does not create sufficient opportunities to develop their professional identities. Also, there is a lack of long-term empirical data for this process. This longitudinal narrative study involved a dynamic online knowledge community in which students shared confusion, anxiety, and transformation about professional identity. Through capturing their reflections and interactions, the study explored how their professional identities developed over time through the online community in medical school and how this community best supported professional identity development. Method: We collected data from chat records and telephone interviews, using the narrative inquiry method and its interpretative tools to analyze professional identity development. Quantitative analysis was carried out to reveal some influencing factors. Results: Fine-grained analysis showed that medical students experienced a contextual change from individual identity to physician community and a collaborative process to create a supportive environment to develop a professional identity through multi-layered interactions. The analysis also identified that in a virtual community that formed group resonance, medical students balanced their self-identities and professional identity through changed perspectives to engage in selfreflection, with mentor coordination, blended interaction, and facilitating strategies as influencing factors. Our study uniquely presents online learning patterns and identity development trajectories. Conclusions: The study complements the literature about online communities and the professional identity of medical students and has important implications for online informal learning
{"title":"A Narrative Inquiry into the Cultivation of Professional Identity Among Medical Students Through an Online Knowledge Community","authors":"","doi":"10.33140/jepr.05.03.05","DOIUrl":"https://doi.org/10.33140/jepr.05.03.05","url":null,"abstract":"Background: Cultivating medical talents with professional identity is the ultimate goal of medical education. Nonetheless, the pre-service stage does not create sufficient opportunities to develop their professional identities. Also, there is a lack of long-term empirical data for this process. This longitudinal narrative study involved a dynamic online knowledge community in which students shared confusion, anxiety, and transformation about professional identity. Through capturing their reflections and interactions, the study explored how their professional identities developed over time through the online community in medical school and how this community best supported professional identity development. Method: We collected data from chat records and telephone interviews, using the narrative inquiry method and its interpretative tools to analyze professional identity development. Quantitative analysis was carried out to reveal some influencing factors. Results: Fine-grained analysis showed that medical students experienced a contextual change from individual identity to physician community and a collaborative process to create a supportive environment to develop a professional identity through multi-layered interactions. The analysis also identified that in a virtual community that formed group resonance, medical students balanced their self-identities and professional identity through changed perspectives to engage in selfreflection, with mentor coordination, blended interaction, and facilitating strategies as influencing factors. Our study uniquely presents online learning patterns and identity development trajectories. Conclusions: The study complements the literature about online communities and the professional identity of medical students and has important implications for online informal learning","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Though faculty are crucial to university success, faculty work motivation research often lacks a theoretical basis and discounts potential affective influences like burnout. Such limitations reduce the ability to understand faculty work motivation and, thus, to facilitate its development. To overcome these, the Affective Events Theory was applied to the domain of faculty work motivation. The resultant model was tested using faculty participants from 24 doctoral universities. Participants completed a survey assessing work-related characteristics, affect (burnout), and cognitions. Results revealed that faculty at doctoral universities (i.e., High and Very High Research Activity Universities) experienced less burnout when they received support from their institution, had autonomy in structuring their daily tasks, viewed their job as important, completed their tasks from beginning to end, experienced less skill and task variety, and were in good health. Those who experienced burnout reported diminished job satisfaction, reduced commitment, and less intention to stay in academia. The implications for theoretical research, institutional policy, and practice are discussed.
{"title":"Why They Intend to Leave: The Role of Burnout Between the Faculty Work Environment and Intent to Leave Academia","authors":"","doi":"10.33140/jepr.05.03.04","DOIUrl":"https://doi.org/10.33140/jepr.05.03.04","url":null,"abstract":"Though faculty are crucial to university success, faculty work motivation research often lacks a theoretical basis and discounts potential affective influences like burnout. Such limitations reduce the ability to understand faculty work motivation and, thus, to facilitate its development. To overcome these, the Affective Events Theory was applied to the domain of faculty work motivation. The resultant model was tested using faculty participants from 24 doctoral universities. Participants completed a survey assessing work-related characteristics, affect (burnout), and cognitions. Results revealed that faculty at doctoral universities (i.e., High and Very High Research Activity Universities) experienced less burnout when they received support from their institution, had autonomy in structuring their daily tasks, viewed their job as important, completed their tasks from beginning to end, experienced less skill and task variety, and were in good health. Those who experienced burnout reported diminished job satisfaction, reduced commitment, and less intention to stay in academia. The implications for theoretical research, institutional policy, and practice are discussed.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135471782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The desire for ability (the interest in increasing wisdom) and the desire for innovation (the interest in creation) exist objectively, and the desire for knowledge (interest in recognition) cannot replace them. People pay more attention to ability, especially creativity, than to knowledge. It is much easier to make up for the lack of knowledge than to make up for the lack of ability. However, in pedagogy and psychology, there is only the concept of the desire for knowledge, but not the concept of the desire for ability and the concept of the desire for innovation. The strange phenomenon of "using cognitive interest to carry out intellectual and creative education" has existed for a long time. This makes insufficient the subjective initiative of "the cultivation of ability and innovation consciousness that must be started and run through". Strong comprehensive ability and innovation are the needs of the times for talents. Ability and innovation awareness can be cultivated. Just as the levels of knowledge and ability are different, the levels of thirst for knowledge and thirst for ability are also different. The thirst for knowledge cannot replace the thirst for ability and innovation. The process and methods of ability development and knowledge transfer are different and cannot be replaced by each other. It is necessary and possible to establish the concept of desire for ability and desire for innovation. Apply the concept of desire for ability and innovation to change the strange situation of cultivating creativity and comprehensive ability based on cognitive interest.
{"title":"Both Pedagogy and Psychology Need the Concept of Thirst for Ability and Thirst for Blazing New Trails","authors":"","doi":"10.33140/jepr.05.03.02","DOIUrl":"https://doi.org/10.33140/jepr.05.03.02","url":null,"abstract":"The desire for ability (the interest in increasing wisdom) and the desire for innovation (the interest in creation) exist objectively, and the desire for knowledge (interest in recognition) cannot replace them. People pay more attention to ability, especially creativity, than to knowledge. It is much easier to make up for the lack of knowledge than to make up for the lack of ability. However, in pedagogy and psychology, there is only the concept of the desire for knowledge, but not the concept of the desire for ability and the concept of the desire for innovation. The strange phenomenon of \"using cognitive interest to carry out intellectual and creative education\" has existed for a long time. This makes insufficient the subjective initiative of \"the cultivation of ability and innovation consciousness that must be started and run through\". Strong comprehensive ability and innovation are the needs of the times for talents. Ability and innovation awareness can be cultivated. Just as the levels of knowledge and ability are different, the levels of thirst for knowledge and thirst for ability are also different. The thirst for knowledge cannot replace the thirst for ability and innovation. The process and methods of ability development and knowledge transfer are different and cannot be replaced by each other. It is necessary and possible to establish the concept of desire for ability and desire for innovation. Apply the concept of desire for ability and innovation to change the strange situation of cultivating creativity and comprehensive ability based on cognitive interest.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135009941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Artificial Intelligence (AI) and its application are becoming ubiquitous. This drastic change creates a plethora of challenges for leaders and leads to a need for more holistic leadership skills. This article aims to give an overview of the challenges of AI for leaders and how leaders or managers can address these challenges in more effective ways. A literature review was conducted. To know the challenges of leaders, an AI technologies practitioner was interviewed working in one of the top software companies. In this article, I discussed various ways in which these challenges can be addressed for leaders while working with AI. To conclude recommendations and strategies are suggested so that AI leaders can enable innovation and collaboration between humans and AI, and change the workforce with a new set of skills that are unique to humans. Also, a few guiding principles may help business leaders sail across the changes in the era of AI, and future implications are discussed.
{"title":"How Does AI Pose Challenges for Leaders in Organizations? -A Conceptual Study","authors":"","doi":"10.33140/jepr.05.03.03","DOIUrl":"https://doi.org/10.33140/jepr.05.03.03","url":null,"abstract":"Artificial Intelligence (AI) and its application are becoming ubiquitous. This drastic change creates a plethora of challenges for leaders and leads to a need for more holistic leadership skills. This article aims to give an overview of the challenges of AI for leaders and how leaders or managers can address these challenges in more effective ways. A literature review was conducted. To know the challenges of leaders, an AI technologies practitioner was interviewed working in one of the top software companies. In this article, I discussed various ways in which these challenges can be addressed for leaders while working with AI. To conclude recommendations and strategies are suggested so that AI leaders can enable innovation and collaboration between humans and AI, and change the workforce with a new set of skills that are unique to humans. Also, a few guiding principles may help business leaders sail across the changes in the era of AI, and future implications are discussed.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135009939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background Assessment of trainees and graduate’s satisfaction in medical education and clinical training is an important guide for the improvement of educational and training programs. Local information is scarce on psychiatry trainees' satisfaction to their training program. Objective To assess psychiatry trainees satisfaction towards postgraduate program in Clinical MD in Psychiatry at the Sudan Medical Specialization Board in 2021. Method This is a cross-sectional observational study conducted at the Sudan Medical Specialization Board / psychiatry council/ Clinical MD in Psychiatry program, within the period from August 2021 to January 2022. 137 of current psychiatry trainees and graduates were surveyed using a closed-ended unipolar 5 grade Likert’s scale, through adapted a self -administered questionnaire covering eight dimensions and variety of psychiatry training items. Areas covered were curriculum coverage, research involvement and training assessment methods, clinical experiences, academic experiences, supervision, training centers support and training environment. Result The overall trainee's satisfaction with the provided training program was reported in 35%. The satisfaction score was observed to be more common in the graduates (62%) compared to the current trainees (38%). The areas of good satisfaction include: training in adult general psychiatry (69.6%), diversity of patients' population (72%), part-1 exam (77.5%) and level of support from peers (75.2%). while areas of low level satisfaction include: quality of physical facilities(10.4%),education prioritization over service(11.2%) training in psychiatry subspecialties(12.6%), learning resources(13.6%), safety of environment(14.2%). overall research experiences(21.9%), academic activity at training centers(24.8%), organization of learning activities(24.8%), responsiveness of program to feedback from residents(24%), frequency of supervision received(30.4%) continuous assessment(36.4%), received constructive feedback(37.6%) and training in emergency room(40%). Conclusion The frequency of satisfaction was found to be alarmingly low among psychiatry trainees in the variety of training constructs used in the study, and the results were in agreement with many international studies.
{"title":"Assessment of Psychiatry Trainees Satisfaction towards Postgraduate Psychiatry Clinical MD in Sudan","authors":"","doi":"10.33140/jepr.05.03.01","DOIUrl":"https://doi.org/10.33140/jepr.05.03.01","url":null,"abstract":"Background Assessment of trainees and graduate’s satisfaction in medical education and clinical training is an important guide for the improvement of educational and training programs. Local information is scarce on psychiatry trainees' satisfaction to their training program. Objective To assess psychiatry trainees satisfaction towards postgraduate program in Clinical MD in Psychiatry at the Sudan Medical Specialization Board in 2021. Method This is a cross-sectional observational study conducted at the Sudan Medical Specialization Board / psychiatry council/ Clinical MD in Psychiatry program, within the period from August 2021 to January 2022. 137 of current psychiatry trainees and graduates were surveyed using a closed-ended unipolar 5 grade Likert’s scale, through adapted a self -administered questionnaire covering eight dimensions and variety of psychiatry training items. Areas covered were curriculum coverage, research involvement and training assessment methods, clinical experiences, academic experiences, supervision, training centers support and training environment. Result The overall trainee's satisfaction with the provided training program was reported in 35%. The satisfaction score was observed to be more common in the graduates (62%) compared to the current trainees (38%). The areas of good satisfaction include: training in adult general psychiatry (69.6%), diversity of patients' population (72%), part-1 exam (77.5%) and level of support from peers (75.2%). while areas of low level satisfaction include: quality of physical facilities(10.4%),education prioritization over service(11.2%) training in psychiatry subspecialties(12.6%), learning resources(13.6%), safety of environment(14.2%). overall research experiences(21.9%), academic activity at training centers(24.8%), organization of learning activities(24.8%), responsiveness of program to feedback from residents(24%), frequency of supervision received(30.4%) continuous assessment(36.4%), received constructive feedback(37.6%) and training in emergency room(40%). Conclusion The frequency of satisfaction was found to be alarmingly low among psychiatry trainees in the variety of training constructs used in the study, and the results were in agreement with many international studies.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135205156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
According to an ancient tradition there are people among us who, in the face of crisis, combat adversity with ingenuity, courage and strength. Joseph Biederman was such a man. I met Yossi early in my career, eventually studying his work, presenting shared findings alongside him, and authoring a well cited study as his collaborator. My experience with him would translate into an extensive study of his field and later a career. I had the pleasure of working alongside a pioneer who transformed my trade. Biederman’s passing earlier this year attracted the concern, admiration, and respect of many. In the years prior to his passing, I would be asked of the man, his work and the controversies surrounding him. Posthumously I offer this response.
{"title":"Remembering The Life & Work of Joseph Biederman","authors":"","doi":"10.33140/jepr.05.02.06","DOIUrl":"https://doi.org/10.33140/jepr.05.02.06","url":null,"abstract":"According to an ancient tradition there are people among us who, in the face of crisis, combat adversity with ingenuity, courage and strength. Joseph Biederman was such a man. I met Yossi early in my career, eventually studying his work, presenting shared findings alongside him, and authoring a well cited study as his collaborator. My experience with him would translate into an extensive study of his field and later a career. I had the pleasure of working alongside a pioneer who transformed my trade. Biederman’s passing earlier this year attracted the concern, admiration, and respect of many. In the years prior to his passing, I would be asked of the man, his work and the controversies surrounding him. Posthumously I offer this response.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136035732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Beginning in July 2021, Political Science instructors at Pellissippi State Community College began the process of transitioning from commercially published textbooks to Open Educational Resources (OERs) in its introductory courses. The project is part of a statewide initiative led by the Tennessee Board of Regents (TBR) to increase equity in access to quality, no/low-cost educational materials. The overarching goal is to increase success rates and improve educational outcomes for traditionally underserved students, such as but not limited to students of color, first-generation college students, and economically disadvantaged students. Pellissippi State has traditionally been the largest community college in the state of Tennessee and its enrollment population is made of both traditional and non-traditional students from every race and socio-economic income level. However, data collected prior to this transition has revealed lower completion and retention rates among minorities. A research team at Pellissippi State Community College was awarded two separate grants by TBR to conduct these transitions. This presentation will consist of two parts. The first part summarizes the process of transitioning the Introduction to American Government course to an OER textbook created by OpenStax, along with adopting and creating additional open access materials during the 2021-2022 academic year. Both qualitative and quantitative data were collected and analyzed from a total of 14 sections of the course to determine the impact of the transition. The second part will chronicle ongoing efforts of an inter-departmental team – consisting of faculty from Political Science, Media Technologies and Web Design, and Librarian Services – to create an Open Access Publication for the Introduction to Political Science course. Although this project will be in process during the conference, a summary of the work to date will be provided.
{"title":"Using OERs to Close Inequity Gaps in Political Science","authors":"","doi":"10.33140/jepr.05.02.05","DOIUrl":"https://doi.org/10.33140/jepr.05.02.05","url":null,"abstract":"Beginning in July 2021, Political Science instructors at Pellissippi State Community College began the process of transitioning from commercially published textbooks to Open Educational Resources (OERs) in its introductory courses. The project is part of a statewide initiative led by the Tennessee Board of Regents (TBR) to increase equity in access to quality, no/low-cost educational materials. The overarching goal is to increase success rates and improve educational outcomes for traditionally underserved students, such as but not limited to students of color, first-generation college students, and economically disadvantaged students. Pellissippi State has traditionally been the largest community college in the state of Tennessee and its enrollment population is made of both traditional and non-traditional students from every race and socio-economic income level. However, data collected prior to this transition has revealed lower completion and retention rates among minorities. A research team at Pellissippi State Community College was awarded two separate grants by TBR to conduct these transitions. This presentation will consist of two parts. The first part summarizes the process of transitioning the Introduction to American Government course to an OER textbook created by OpenStax, along with adopting and creating additional open access materials during the 2021-2022 academic year. Both qualitative and quantitative data were collected and analyzed from a total of 14 sections of the course to determine the impact of the transition. The second part will chronicle ongoing efforts of an inter-departmental team – consisting of faculty from Political Science, Media Technologies and Web Design, and Librarian Services – to create an Open Access Publication for the Introduction to Political Science course. Although this project will be in process during the conference, a summary of the work to date will be provided.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136035734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Student participation has been an important goal for many faculties in the classroom environment. Pre and post COVID, participation has been a challenge to measure and effectively gauge as a successful tool for student learning. Based on a Faculty Learning Community Workshop that examined increasing participation in the classroom, this paper proposes that faculty rethink how they measure participation, allowing students to actively assess their participation with faculty input.
{"title":"Rethinking Participation: Benefits from Reflective Assessment","authors":"","doi":"10.33140/jepr.05.02.03","DOIUrl":"https://doi.org/10.33140/jepr.05.02.03","url":null,"abstract":"Student participation has been an important goal for many faculties in the classroom environment. Pre and post COVID, participation has been a challenge to measure and effectively gauge as a successful tool for student learning. Based on a Faculty Learning Community Workshop that examined increasing participation in the classroom, this paper proposes that faculty rethink how they measure participation, allowing students to actively assess their participation with faculty input.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135753397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Providing language resources and support can help reduce the impact of language barriers on the mental health of immigrants and help them better integrate into their new communities. Immigrants can experience trauma, social isolation, discrimination, cultural dissonance and language barriers, which can lead to mental health issues such as anxiety, depression and PTSD.
{"title":"Impact on Mental Health of Immigrants: When Will the World Stop?","authors":"","doi":"10.33140/jepr.05.02.02","DOIUrl":"https://doi.org/10.33140/jepr.05.02.02","url":null,"abstract":"Providing language resources and support can help reduce the impact of language barriers on the mental health of immigrants and help them better integrate into their new communities. Immigrants can experience trauma, social isolation, discrimination, cultural dissonance and language barriers, which can lead to mental health issues such as anxiety, depression and PTSD.","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135439560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to investigate the cultural change of Thai-Chinese people in Muang District, Ratchaburi Province, as well as to investigate the factors that contribute to their cultural adaptation. Participants from the Mae Klong River Basin in Ratchaburi Province were interviewed, data analyzed, and descriptive writing was also used as a research method. The results indicate that cultural changes in Thai-Chinese has been changing from the past to the present, and it is constantly changing. Cultural change can be fast or slow, depending on the environment and social context. As human behavior is determined by culture, and culture governs society, today's culture has evolved according to the times, and today's communication is becoming more open. As the Internet and technology have made communication easier and faster, more foreign cultures are spreading across the globe. Moreover, Thai-Chinese cultural adaptation has been affected by a variety of factors over time, including population factors, economic factors, social and political factors. People of Chinese descent in Thailand are affected by societal and political factors that affect their adaptation. The use of social media and online resources is becoming increasingly modern, which has resulted in more effective communication between people in different locations. The findings of this study can provide suggestions for the development of the community in the future
{"title":"Cultural Adaptation of Thai: A Case Study of Chinese Descent in the Mae Klong River Basin","authors":"","doi":"10.33140/jepr.05.02.01","DOIUrl":"https://doi.org/10.33140/jepr.05.02.01","url":null,"abstract":"The purpose of this study is to investigate the cultural change of Thai-Chinese people in Muang District, Ratchaburi Province, as well as to investigate the factors that contribute to their cultural adaptation. Participants from the Mae Klong River Basin in Ratchaburi Province were interviewed, data analyzed, and descriptive writing was also used as a research method. The results indicate that cultural changes in Thai-Chinese has been changing from the past to the present, and it is constantly changing. Cultural change can be fast or slow, depending on the environment and social context. As human behavior is determined by culture, and culture governs society, today's culture has evolved according to the times, and today's communication is becoming more open. As the Internet and technology have made communication easier and faster, more foreign cultures are spreading across the globe. Moreover, Thai-Chinese cultural adaptation has been affected by a variety of factors over time, including population factors, economic factors, social and political factors. People of Chinese descent in Thailand are affected by societal and political factors that affect their adaptation. The use of social media and online resources is becoming increasingly modern, which has resulted in more effective communication between people in different locations. The findings of this study can provide suggestions for the development of the community in the future","PeriodicalId":42280,"journal":{"name":"Journal of Psychological and Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135429401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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