How Educational Motivations Shape the Intention Among Chinese Lecturers to Pursue Graduate Studies in Thailand: The Impact of Language Proficiency
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This study investigates examines the role influence of educational motivations and language proficiency in shaping on Chinese lecturers’ intentions to study for pursue a graduate degree in Thailand. The research addresses the growing demand for international education among Chinese academics, particularly in Kunming, Yunnan Province, where studying abroad is viewed as a pathway to career advancement, academic development, and global exposure. Drawing on the Theory of Planned Behavior and Self-Efficacy Theory, the study argues that while educational motivations are crucial, language proficiency functions as a critical enabler that transforms motivation into concrete study decisions.
The study had four objectives: (1) to examine the influence of educational motivations on the intention to study in Thailand; (2) to assess the effect of educational motivations on language proficiency; (3) to analyze the impact of language proficiency on study intention; and (4) to evaluate the mediating role of language proficiency in this relationship. A quantitative design was employed, with data collected from 692 valid questionnaires distributed to lecturers in Kunming. The survey instrument, adapted from established scales, demonstrated high reliability. Data analysis involved confirmatory factor analysis, structural equation modeling, and mediation testing using bootstrap methods.
The findings revealed that: (1) educational motivations had a positive and significant direct effect on the intention to study graduate in Thailand; (2) educational motivations significantly enhanced language proficiency; (3) language proficiency directly predicted study intention; and (4) language proficiency partially mediated the relationship between educational motivations and study intention. These results highlight that although strong educational motivations are necessary, they are not sufficient unless reinforced by adequate language skills, which act as both a predictor and mediator of study intentions. The study contributes new theoretical insights by identifying language proficiency as a bridging mechanism that converts motivation into intention.
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ทัศนะและความคิดเห็นที่ปรากฏในบทความในวารสาร ถือเป็นความรับผิดชอบของผู้เขียนบทความนั้น และไม่ถือเป็นทัศนะและความรับผิดชอบของกองบรรณาธิการ ยินยอมว่าบทความเป็นลิขสิทธิ์ของวารสาร
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