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This study aims to determine factors affecting quality of public transport service and public transport demand for students. The findings will be a tool to develop a policy promoting public and sustainable transportation. Applying second order confirmatory factor analysis, the study found that the most important factor on bus service quality was convenience, followed by service planning and bus network. The most important factors affecting the intention to increase bus usage were attitude, personal norm, and a lack of private vehicle. All three factors presented a & Sajjakaj Jomnonkwao

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Career aspirations are considered to be one of the most important motivation variables in the study of psychology and career development, as well as being connected to an individual’s career-related goals, intentions or options. The aims of this study were: (a) to develop and validate a model for predicting career aspirations, and (b) to investigate direct and indirect links between paternal education, self-esteem, resilience, future orientation, and career aspirations of university students. The participants were 445 students from two universities in Thailand. Confirmatory factor analysis confirmed that the factor structure of four measurement models presented in the study was suitable and compatible. To achieve the intended research objectives, the empirical data were analyzed using structural equation modeling with decomposition analysis of total effects in direct and indirect effects. Results showed that paternal education, resilience, and future orientation have significant direct effects on students’ career aspirations, while self-esteem has an indirect effect. This suggests that self-esteem can help students develop their resilience, as well as promoting their development of a positive future orientation, which also helps foster a higher level of career aspiration. These results can be fundamental to supporting the continued use of the structural equation model in future research on career development.

Learning outcomes (LOs) provide an essential foundation for evaluating the effectiveness of higher education institutions (HEIs). LOs have been accepted as criteria for accrediting academic programs; however, little is known about why students vary in their desired outcomes and how experiences in the workplace and learning strategies have different impacts on LOs. Based on social cognitive career theory (SCCT), this study investigated the relationships among work-integrated learning (WIL), learning strategies, institutional and goal commitments, engineering skill self-efficacy, engineering career outcome expectations, lifelong learning skills (LLLs), achievement goal orientation, and LOs. The participant pool consisted of 1,316 undergraduate engineering students from 11 HEIs in Thailand. Hypotheses regarding the causal relationships, including the direct and indirect effects, were examined by using structural equation modeling (SEM). Both the measurement and structural equation models showed a good fit to the data. The results of the SEM indicated that achievement goal orientation, LLLs, and engineering skill selfefficacy had significant positive direct effects on LOs. Learning strategies had a strong direct effect on LLLs and institutional and goal commitments. The practice of WIL in the workplace was an important factor in building engineering skill self-efficacy and LLLs. The mediation analysis indicated that learning experience (i.e., institutional and goal commitments) and psychological factors played important roles in the relationship between learning strategies and LOs. This study confirmed and expanded the SCCT research. Finally, theoretical and practical implications for LO development were identified based on the results.INDEX TERMS Work integrated learning, learning outcomes, learning strategies, career outcome expectations, lifelong learning skills, engineering skill self-efficacy.