Development of a Causal Relation Model of Futuristic Thinking for Grade Nine Students in Sisaket Province
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Abstract
This research aimed 1) to study and develop a causal relationship model of variables influencing futuristic thinking of grade 9 students, and 2) to study the guidelines on promoting futuristic thinking of grade 9 students. The research was divided into 2 phases. In Phase 1, Activity 1, the sample consisted of 8grade 9 students and 3 thinking experts, selected by purposive sampling. In Activity 2, the sample consisted of 860 grade 9 students from 12 schools in Sisaket Province in the second semester of the academic year 2020, selected by multistage random sampling. In Phase 2, the sample consisted of 8 grade 9 students and 3 thinking experts, selected by purposive sampling. The research instruments used in Phase 1 consisted of 1) a structured interview form for finding factors influencing students' futuristic thinking, 2) a questionnaire inquiring about factors influencing futuristic thinking with a scale for the students’ futuristic thinking. In Phase 2, the instrument used was a structured interview form for finding guidelines on promoting students’ futuristic thinking. The analysis of data employed descriptive statistics, simple correlation analysis (Pearson Product Moment Correlation) and reference statistics to test the structural equation model.
The results of the research were as follows:
1) The causal relationship model of futuristic thinking that had been developed was consistent with the empirical data. It was found that the factors having direct influence on futuristic thinking were emotional intelligence, personality, self-direction, attitude towards learning and democratic upbringing. The factors indirectly influencing futuristic thinking were personality, democratic upbringing. self-direction, achievement motivation and attitude towards learning.
2) In terms of guidelines on promoting students' futuristic thinking, the results can be summarized as follows: encouraging students to practice systematic thinking and teaching and learning activities should be various; emphasizing team activities; letting students learn from direct experience; teachers create awareness of students' learning both inside and outside the classroom and act as a role model; the school organizes a variety of activities for students to express themselves creatively; parents talk with their children to create understanding, encourage them in their learning, and give them opportunities to make rational decisions for themselves.
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