Effect Mechanism Underlying the Enhancement of Learning Satisfaction Among Male and Female Chinese University Students in Thailand

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Abstract
This study examined the mediating influence of learning conformity behaviour in the relationship between loneliness and learning satisfaction among Chinese international students enrolled in a Chinese‐language programme in Thailand. This study also explored gender differences in this mediated relationship. A total of 708 valid questionnaires were collected from three universities in Bangkok through purposive sampling. An online survey, rated using a 5‐point Likert scale, employed a loneliness scale, learning conformity behaviour scale and learning satisfaction scale. The reliability and validity of these scales were verified through confirmatory factor analysis, and structural equation modelling was utilised to verify the mediation effect and gender differences in path coefficients. The results indicated that learning conformity behaviour partially mediated the relationship between loneliness and learning satisfaction among the students. This mediating influence was partial for female students, whereas no such influence was observed for male students. Overall, this study provides valuable empirically grounded insights for educational administrators in Thai universities seeking to enhance the learning satisfaction of Chinese international students. Our findings may serve as a practical reference for higher education institutions engaged in international education; they offer evidence‐based recommendations for mitigating the risk of student attrition originating from dissatisfaction with academic experiences.

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