The influence of achievement goal orientation on plagiarism

This investigation considered how undergraduate students with different achievement goal orientation profiles view plagiarism. Thai student volunteers (N = 867) completed an achievement goal survey [Niemivirta, M. (1998). Individual differences in motivational and cognitive factors affecting self-regulated learning — A pattern-oriented approach. In P. Nenninger, R. S. Jäger, A. Frey, & M. Woznitza (Eds.), Advances in motivation (pp. 23–42). Landau, DE: Verlad Empirische Pädagogik] and a “Dimensions of Plagiarism” survey [Koul, R. (2007). Dimensions of Plagiarism. Downloaded April 8, 2008 from http://dimensions-of-plagiarism.wikispaces.com/]. Mixed analysis of variance of attitudes towards plagiarism with goal orientation and gender showed several significant findings: high performance oriented students were substantially stricter than low performance orientated students in evaluating all Dimensions of Plagiarism. Low mastery oriented students were stricter regarding the “motive” dimension of plagiarism while high mastery oriented students were stricter regarding the “source” dimension of plagiarism. Significant differences between females and males were observed across the six factors of the Dimensions of Plagiarism survey. These results are interpreted within the framework of social comparison theory in respect to competitive learning environments.     

The development of web-based training on Yoga for housewife group at Ratburana region, Bangkok Metropolitan area

The purpose of the research was to develop and find out the efficiency of a web-based training package （WBT package）, the effectiveness, the satisfaction, as well as the performance evaluation of housewife group of WBT on Yoga. Sample of 30 persons were the group of housewives from Soi Prachautit 15, Ratburana Region, Bangkok Metropolitan Area. Research tools were： （1） the WBT package on Yoga, （2） a user＇s manual of WBT package on Yoga; （3） an achievement test; （4） a questionnaire on the group of housewives＇ satisfaction, and （5） a performance evaluation form on Yoga. The research results revealed that the efficiency of the WBT package was at 80.08/82.89, which was higher than 80/80 as already identified by the criteria. When the average scores of pre-test （M=22.33, SD=3.13） and post-test （M=82.89, SD=-3.37） training were compared, it was found that the WBT package could increase the learning effectiveness to 60.56%, which met the criteria set of 60%. The mean scores of the group of housewives＇ satisfaction was at a good level （M=4.40, SD=-0.60）. According to the Yoga performance evaluation on group of housewives, the average mean scores （M=3.81, SD=-1.62） of the group of housewives＇ training was 75% correct, and perfect as shown in the WBT package. Thus, the WBT package on Yoga could be used as a self-study.     

Web-based training on learning organization for electrical undergraduate students in Thailand

The purpose of this research was to utilize web-based training （WBT） to enhance students＇ knowledge of learning organization （LO） in a context of electrical technology education in Thailand. The sample chosen for this study included 19 fourth year undergraduate students. The WBT was based on the five disciplines according to Senge （1991） as well as the seven habits of highly effective people （Covey, 1989）. The tools for pre- and post- testing were LO model evaluation and knowledge of LO. The reliability of the instruments was 0.9274 and 0.9905 respectively. The data were analyzed by using mean （M） and standard deviation （SD）, t-test and Pearson product-moment correlation. When pre- and post- tests mean scores of the LO model evaluation and the knowledge of LO were compared, the mean scores of post-test training were greater than the mean scores of pre-test training. Moreover, there was a significant relationship between pre- and post- tests of LO model evaluation and the knowledge of LO. Thus, it can be concluded that the model of WBT can enhance students＇ knowledge of LO in this context.