Non-Cognitive Skill Factors Influence Academic Achievements of Undergraduate Students, Khon Kaen University

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Chanita Phimsri
Naruedom Phimsri

Abstract

Successful learning in higher education depends on many factors such as physical, intelligence, mental health, and non-cognitive skills for problem solving. Knowledge about non-cognitive skills that effect to student’s learning abilities importance for Instructional design to improve student’s non-cognitive skills appropriately. This study aims to study non-cognitive skill factors influence academic achievements of undergraduate students, Khon Kean University. The samples include 150 students, were randomly selected by multi-stage random sampling. Instruments were Emotion Regulation Scale for Undergraduate Student, and Resilience Quotient Test. The data was collected by using online questionnaires. The statistic technique conducted to analyze the data were multiple regression analysis. The results revealed that emotion regulation and resilience quotient able to predict academic achievements of undergraduate students, Khon Kean University. Moreover, the results were showed negative relationship between emotion regulation and academic achievements, represents that student with high mood regulation abilities may not be high academic achievement, because the achievement assessment focuses on the assessment of knowledge or cognitive abilities that do not directly correlate with the emotional regulation involved in regulate emotions to be appropriately expressed. However, at present, the study of emotional regulation associated with learning achievement is not very widespread and further studies are needed to better explain the relationship between the variables.

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บทความวิจัย (Research Article)

References

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