Scholar: Vol. 8, No. 2 (2016)
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ItemValidation of the Connor Davidson Resilience Scale (CD-RISC) as applied within the Thai context(Assumption University Press, 2016)This study evaluated the psychometric properties of the Thai version of the Connor Davidson Resilience Scale (CD-RISC), a 25-item self-report questionnaire developed to measure resilience. This was achieved by testing the factor structure of the CD-RISC when applied to a non-clinical sample of Thai adults. Exploratory factor analysis identified three resilience factors: personal competence/tolerance of negative affect; support resources; and self-efficacy. Reliability analysis identified a number of items that were not internally consistent and these were deleted from the scale. The final Thai version of the CD-RISC consisted of 18 items, which is shorter than the original 25-item scale. The scale's convergent validity was tested by assessing the scale's relationship with three states of negative affect-depression, anxiety, stress-as measured by the 21-item Depression Anxiety and Stress Scale (DASS-21). Correlation analysis revealed that the three extracted resilience factors of personal competence/tolerance of negative affect; support resources; and self-efficacy are significantly and negatively correlated with the DASS-21 factors of depression, anxiety, and stress. The utility of the CD-RISC as applied within the Thai context is discussed.
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ItemThe development of principal curriculum leadership capabilities model for secondary schools in Shanghai, China(Assumption University Press, 2016)The purpose of the study aimed to develop principal curriculum leadership capabilities model for secondary schools in Shanghai. Both qualitative content analysis and quantitative survey were employed by this study. From the findings, the highest curriculum leadership capabilities of principals of current practice and expectations are the same factor, namely, empathizing. Findings from the gap analysis showed that the priorities of improvement of curriculum leadership capabilities for principals listed by the ranking of: (1) knower and expertise, (2) skills in curriculum development process, (3) diagnosis, (4) building a learning school, (5) strategy, (6) influencing, (7) self-regulation, (8) flexibility and responsiveness, and (9) decisiveness. All above major findings and the foundational theories including Shanghai context and academic leadership capabilities framework (Fullan & Scott, 2009) along with its supported theories were utilized to create the model. The proposed model was constructed in form of bloom graphics presenting its vision, mission, objectives, as well as its applications. It will be applied to equip principals well to shape the future curriculum leadership: leading from curriculum to currere in order to meet the needs of students and the society, and also, make principals become change capable curriculum leaders who have been dedicating to school sustainable development orientated to "Go global, and Stay local".
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ItemA relationship study of teachers' perception towards professional development and their job satisfaction in Guilin University of Electronic Technology, Guangxi, China(Assumption University Press, 2016)The main purpose of this study was to determine the relationship between teachers' perception towards professional development and their job satisfaction in GuiLin University of Electronic Technology, GuangXi, China in the academic year 2014-2015. A total of one hundred and forty-one (141) full-time teachers from the GuiLin University of Electronic Technology were surveyed for this study. The main resource of data was the questionnaire that investigated the teachers' perception towards professional development and their job satisfaction. The collected data were analyzed by using the mean, standard deviation and Pearson Product Moment Correlation Coefficient. The research findings indicated that the level of teachers' professional development was the high in the school, and from the results of teachers' job satisfaction, it was found that the level of their job satisfaction was regarded as 'moderate'. A moderate possitive relationship between teachers' perception towards professional development and their job satisfaction was existing in GuiLin University of Electronic Technology, GuangXi province of China.
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ItemMotivation for learning among Thai students studying Korean as a foreign language in Thailand(Assumption University Press, 2016)This study was conducted to examine the degree of motivation among Thai students learning Korean as a foreign language. The Attitude/Motivation Test Battery (AMTB), developed by Gardner (1985b), was used for measuring the degree of motivation. Two parts of the AMTB, integrative and instrumental goal orientation, were administered to 120 students at the King Sejong Institute Foundation's Bangkok training institute during the 2014 academic year. The data collected were analyzed using a statistical software program. To analyze the data in accordance with the research objectives and hypothesis, different statistical methods such as mean and standard deviations, frequency were used. The study found a high degree of both integrative and instrumental motivation among the students.
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ItemThe impact of video game addiction on depression, anxiety, and stress among Thai adolescents, mediated by self-regulation and social support(Assumption University Press, 2016)The primary purpose of this study was to examine the direct and indirect influences of video game addiction on Thai adolescents' levels of depression, anxiety, and stress, being mediated by self-regulation and social support. A total of 200 Thai adolescents (aged between 18 and 20 years) participated in this study by filling in a self-administered survey questionnaire designed to measure the study's primary variables (video game addiction, depression, anxiety, stress, self-regulation, and social support). Results from the path analysis showed that the respondents' level of depression, anxiety, and stress. Video game addiction has indirect influences on the levels of depression, anxiety, and stress when mediated by self-regulation. However, video game addiction has no indirect influence on anxiety and stress when mediated by social support. Nonetheless, video game addiction was found to have a positive influence on social support, such that the higher the level of addiction, the higher is the level of social support. Among the three dependent variables of depression, anxiety, and stress, it was found that only depression decreases in level when the mediator social support is increased, even when the level of video game addiction is high. The study's conclusions, implications, and avenues for future research are discussed.