The Factors Influencing Chinese Travellers’ Behavioral Loyalty To Hotels In Bangkok, Thailand

  • Jiacheng Huo Department of Management Science, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok, Thailand
  • Sukon Aduldaecha Department of Management Science, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok, Thailand
  • Surachai Traiwannakij Department of Management Science, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok, Thailand
Keywords: Chinese Travelers, Behavioral Loyalty, Hotel, Corporate Social Responsibility (CSR), Customer Trust

Abstract

This study examines the impact of demographic factors, corporate social responsibility (CSR), and customer trust on customers’ behavioral loyalty, with a refined focus on the dominant role of corporate policies and organizational culture. This study employs a quantitative research method and collects 409 valid questionnaires from independent mainland Chinese travelers who have stayed in 3-star or higher hotels in Bangkok. Descriptive statistics, independent samples t-tests, one-way ANOVA, and multiple regression analysis are used for data analysis. The results show that demographic factors (gender, age, education level, occupation and monthly household income) have no significant impact on Chinese travelers’ behavioral loyalty. In contrast, all dimensions of CSR (economic responsibility, legal responsibility, ethical responsibility, discretionary responsibility) and all dimensions of customer trust (behavioral commitment, attitudinal commitment, cognitive dissonance) have significant positive effects on behavioral loyalty. The legal responsibility has the strongest predictive power in the CSR dimension, and attitudinal commitment has the greatest influence in the trust dimension. The study enriches the critical content of Chinese travelers’ hotel loyalty in cross-cultural contexts and provides practical areas for Bangkok hotels to formulate customer retention strategies.

References

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4), 369–398. https://doi.org/10.1080/00461520.1991.9653139
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189X018001032
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317–334). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.020
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.
Torrance, E. P. (1974). Torrance tests of creative thinking: Norms–technical manual. Ginn.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Published
2026-06-30
Section
Articles