Factors influencing the level of commitment to increase the level of education high school or equivalent Of Matthayom 3. Schools in all provinces under : Analysis multi-group.

Main Article Content

อนุพงษ์ อภิวิมลลักษณ์
ทรงศักดิ์ ภูสีอ่อน
ไพศาล วรคํา

Abstract

In the era of globalization. The changing social, economic, political,
educational change rapidly . Current spread to all corners of the world. To be
ready to support such an event. People in the country are struggling to find out
more. For the elite in society. Graduation is an important role. In the development
and production of high quality manpower and efficient manner, the lower
secondary level of education. Focus the students can explore their own interests
and aptitudes and develop their personality. Develop their basic skills learning
and lifestyle. It is the basis of occupation and education. If a student can choose
to study the needs and abilities of their own. They tend to be successful in their
studies and learning more effective. This will occur when the student is
committed to education as a Impulse for success. So you can see that.
Commitment to increase the level of education is vital to success in school and
in the development and production of high quality manpower and efficient
manner. Thus the purposes of the study were to : 1) study learning, causal factor
influencing commitment to increase the level of education of structural equation
model of Matthayomsueksa 3 Students in Changwat loei, and 2) To test the
invariance of the model and the parameters of the model factors that influence
commitment to increase the level of education of the students. The sample
consisted of 871 students, 397 male students and 474 female students, from 15
schools, obtained using the multi-stage random sampling technique. The
instruments used in the study were : a scale on commitment to increase the level
of education, a scale on self-confidence, a scale on achievement motivation, and a
scale on self-efficulty with discriminating powers (rxy) maximum – minimum range
0.671-0.121. The collected data were analyzed using multiple correlation
coefficient analysis, confirmatory factor analysis (CFA), structural equation model
analysis (SEM).
The results of the study were as follows :
1. The model of measuring multi- commitment to increase the level of
education showed construct validity congruence with empirical data at a high level
and could measure at the levels of sex which was in conformity with the
researcher established hypothesis. They wereconsidered from indices used for
checking validity of the model :
2
 = 67.541,df = 53,  2 /df = 1.274, p-Value
=0.0863, CFI = 0.998, TLI = 0.996, RMSEA = 0.018, SRMR = 0.027. All of the
noticeable variables could have correlation more than 0.01, showing that the
noticeable valiables had variances at thestudent and classroom levels to be
appropriate to use for are analyzing multi-levels. Showing that the noticeable
variables had variances at variables that influence most commitment to increase
the level of education is self-confidence (0.488), Achievement Motivation (0.325),
and self-efficacy (0.169) respectively.
2. commitment to increase the level of education multi-level structural
equation model showed a construct validity or was in congruence with the
empirical data at a rather medium level and could show causal relationship at the
male and female levels with the researcher-established hypothesis. They were
considered from indices used for checking validity of the model :
2
 = 126.624, df
= 65,
2
 /df = 1.948, p-Value =0.000 , CFI = 0.993, TLI = 0.975, RMSEA = 0.047 , SRMR
= 0.064 The researcher used the model to test the invariance of the model
between male and female students, male students, 397 female students 474
were analyzed .The variables in the model has direct effect on the commitment
to increase the level of education of the different studies . All the variables will
influence the commitment to increase the level of education . And the
influence of the variable forward commitment to study the significance of the
number three as the two models are different as follows.
Self-confidence (SEC) had direct positive commitment to increase
the level of education students of Matthayomsueksa 3. in the female significant
statistical level of .01 among males did not difference significant statistical.
Achievement motivation variables (AMO) had direct and indirect
positive. Commitment to increase the level of education students of
Mathayomsuksa 3. Groups of female difference is significant statistical level .01 ,
the influence of the male on the commitment to increase the level of education
students of Matthayomsueksa 3 different level of significance statistical level of .01
The bypass did not difference significant statistical.
Self- efficacy (SELF) has a direct positive on our commitment to
increase the level of education students in of Matthayomsueksa 3. Groups of
men difference is significant statistical level .01, and in the female group difference
is significant statistical level .05
In summary, the structural equation model developed has structure
is consistent and conform to middle empirical data. So people can measure to
commitment to increase the level of education for student males and student
females in the future.

Downloads

Download data is not yet available.

Article Details

Section
Research Article

Most read articles by the same author(s)

1 2 3 4 5 6 > >>