The Roles of Buddhist Monks to Promote Virtues in Managing Chinese Students' Social Networking in Thailand in the digital Era
Main Article Content
Abstract
This article aimed to study the purposes of this research there are (1) To analyze the role of Buddhist monks to promote virtues in managing Chinese students' new social networking in Thailand in the digital Era (2) To study the methods of promoting virtues in managing Chinese students' new social networking in Thailand in the digital Era. The sample of this research there are Chinese students who are residing in Bangkok and surrounding areas. An in-depth data collection method was used to create objective knowledge on social network relationship factors of 200 Chinese students in Thailand. The research instruments were open-ended questionnaire and attitude questionnaire. In descriptive statistics, the description of variables, frequency distribution, percentage, mean (), and standard deviation (S.D.) were analyzed. The research finding that :
- During the time of the COVID-19 was found that Thai Buddhist monks had the role play as promoting virtues in managing the social networks of Chinese students in Thailand in the digital era.
- The role of promoting virtues and morality in the digital era of Thai Buddhist monks and Chinese students in Thailand was found that to use encouraging and inspirational sentences when students experience stress and pressure during the COVID-19 pandemic.
The body of knowledge from the research indicates that the Methods of Thai Buddhist monks who are promoting virtues in managing the social Networking of Chinese students in Thailand in the digital era. The research findings that during the COVID-19 pandemic, Thai Buddhist monks played a key role in promoting morality within the social network of Chinese students in Thailand during the digital era. The monks used encouraging phrases and motivational strategies to support students experiencing stress and pressure during this challenging time. The research revealed the methods used by Thai Buddhist monks to promote morality and support the well-being of Chinese students in Thailand's digital age.
Article Details
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11(3-4), 290-305.
Brown, L., & Holloway, I. (2008). The adjustment journey of international postgraduate students at an English university: An ethnographic study. Journal of Research in International Education, 7(2), 232-249.
Cheng, Y., Wu, F., & Yi, S. (2014). The role of Chinese students' self-construal in academic performance in a Chinese cultural context. Learning and Individual Differences, 29, 21-26.
Cronbach, L. J. (1974). Essentials of Psychological Testing. (3rd ed.). New York: Harper and Row. From: http://www.nobelprize.org/nobel_prizes/themes/peace/ doyle/index.html
Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.
Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
Gombrich, R. (2006). Theravāda Buddhism: A social history from ancient Benares to modern Colombo. Routledge.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
Hsiao, T. Y., & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal, 86(3), 368-383.
Keyes, C. F. (1983). Economic action and Buddhist morality in a Thai village. The Journal of Asian Studies, 42(4), 819-838.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. University of Michigan Press.
Li, Y., Costanzo, P. R., Putallaz, M., & Lansford, J. E. (2010). Maternal socialization goals, parenting styles, and social-emotional adjustment among Chinese and European American young adults: Testing a mediation model. Journal of Genetic Psychology, 171(4), 330-362.
Liu, J., Li, L., Fang, F., & Li, R. (2012). Perceived social support and its impact on psychological adjustment in Chinese adolescents exposed to environmental stress. Stress and Health, 28(3), 200-206.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305.
McDaniel, J. T. (2008). Buddhist education in contemporary Thailand: Negotiating social, economic, and cultural change. Journal of Buddhist Ethics, 15, 1-30.
Millet, J. D. (1954). Management in the Public Service. New York: Mcgraw – Hill.
Piaget, J. (1954). The construction of reality in the child. Basic Books.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Spencer-Oatey, H., & Franklin, P. (2009). Intercultural interaction: A multidisciplinary approach to intercultural communication. Palgrave Macmillan.
Swearer, D. K. (2010). The Buddhist world of Southeast Asia. SUNY Press.
Wang, L., Liu, R. D., Ding, Y., & Liu, Y. (2017). Parental autonomy support and psychological well-being in Tibetan and Han emerging adults: A serial multiple mediation model. Frontiers in Psychology, 8, 1062.
Yamane, T. (1973). Statistic: An Introductory Analysis. (3rd ed.). New York: Harper and Row.
Yan, K., & Berliner, D. C. (2011). Chinese international students in the United States: Demographic trends, motivations, acculturation variables, and adjustment challenges. Asia Pacific Education Review, 12(2), 173-184.
Yang, L., & Wang, F. (2013). Cultural value conflict and Chinese immigrant children's adaptation: A moderated mediation model. Asian American Journal of Psychology, 4(3), 186-196.
Zhang, X., Chen, Y., Zhou, H., & Zheng, Y. (2018). Resilience as a mediator between negative life events and depression among Chinese rural left-behind children. Journal of Health Psychology, 23(4), 560-569
ธิติวุฒิ หมั่นมี. (2557). การวางแผนและการติดต่อประสานงานเชิงพุทธ: สังคหวัตถุ 4 เครื่องมือ การวางแผนและการติดต่อประสานงานสู่ความสำเร็จ. วารสาร มจร สังคมศาสตรปริทรรศน์. 3(1), 25-31.
พระศรีคัมภีรญาณ (สมจินต์ สมฺมาปญฺโญ). (1 พฤษภาคม 2555). การจัดการศาสนาและวัฒนธรรมในอุษาอาคเนย์เพื่อการอยู่ร่วมกันอย่างสันติ. สืบค้นเมื่อ 4 กันยายน 2556, จาก http://www.mcu.ac.th/ site/artidecontent_desc.php?artide_id=1304& articlegroup_id=274
สรวง สิทธิสมาน. (2563). คนจีนไร้ศาสนา? คำถามสู่คำตอบเรื่องความเชื่อและศรัทธาหลังปฏิวัติวัฒนธรรมมาหามังกร. สืบค้นสืบค้นเมื่อ 4 กันยายน 2556. จาก https://adaybulletin.com/know-mahamangkorn-are-chinese-irreligious/56112