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The objectives of this study were to analyze adolescent students’ autonomy components, to reassemble group counseling programs and to compare group counseling effectiveness in enhancing the students’ autonomy. The samples were 1,114 grade 1 - 3 Thai adolescent students selected for the autonomy component study. Subsequently, eight students as an experimental group and eight students as a control group were randomly selected from 24 Sansai Wittayakom School students with total autonomy scores at 25th percentile and lower. A Confirmatory Factor Analysis verified that the autonomy functioning model was consistent with the empirical data and characterized into seven high loading factors (p < .05); namely, self-efficacy, self-regulation, self-reliance, self-confidence, self-responsibility, self-assertiveness and self-evaluation. Each factor covered four areas: academic performance, personal care, peer relationship and parental/guardian connectedness. A three- stage group counseling, the initial stage, the transition and working stage, and the final stage, was constructed by integrating counseling theories and techniques to enhance the students’ autonomy. Statistically significant differences (p < .05) in the total and each autonomy component of the experimental group existed before, after counseling and after the follow up period. Moreover, statistically significant differences (p < .05) in the total and each autonomy component between the experimental group and the control group existed before, after counseling and after the follow up period.
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