The effects of self-management development program for senior secondary school students of the Demonstration School of Ramkhamhaeng University

Main Article Content

Mayurachat Noppakornsuktongdee

Abstract

The purpose of this research are: 1) To compare the self-management ability of students in the experimental group who entered the self-management ability development program in the pre-experiment, post-experiment and follow-up periods. 2) To compare the self-management ability between students in the experimental group and the comparison group in the pre-experiment, post-experiment and follow-up periods. It was divided into an experimental group of 20 people who entered the self-management development program and a comparison group of 20 people who did not enter the self-management ability development program. The self-management ability development program was divided into 4 activities. Including self-motivation activities time management activities Emotion management activities and self-discipline activities organized as a student development guidance activity 12 times, once a week via online channels. The data were analyzed using descriptive statistics. One-way repeated-measures ANOVA and two-way repeated-measures analysis of variance were performed repeated-measures ANOVA).
The research results found that:
1. Comparative results of the self-management ability of students in the experimental group who entered the self-management development program. In the pre-experiment period Period after the experiment and follow-up period higher than before the experiment statistically significant at the .05 level, it was found that students had good motivating behavior and positive thoughts towards themselves. Learn to manage your time creatively. There are strategies for controlling one's emotions in different situations. Including awareness and discipline in one's duties on a regular basis.
2.
Comparative results of students in the experimental group who entered the self-management development program with self-management ability after the experiment and follow-up period higher than the comparison group that did not enter the self-management development program. Statistically significant at the .05 level, it was found that when comparing the results between the two groups, it was found that the experimental group had more outstanding behavior in their ability to manage themselves than the comparison group.

Article Details

How to Cite
Noppakornsuktongdee, M. (2023). The effects of self-management development program for senior secondary school students of the Demonstration School of Ramkhamhaeng University. Dhammathas Academic Journal, 23(3), 41–52. Retrieved from https://so06.tci-thaijo.org/index.php/dhammathas/article/view/263872
Section
บทความวิจัย (Research Article)

References

ฉัฐวีณ์ สิทธิ์ศิริอรรถ และคณะ. (2562). ผลการใช้กิจกรรมส่งเสริมความคิดเชิงบวกในนักศึกษาประกาศนียบัตรวิชาชีพครู. วารสารมนุษยศาสตร์และสังคมศาสตร์ มหาวิทยาลัยธนบุรี, 13(1), 157-164.

วรพจน์ วงศ์กิจรุ่งเรือง และอธิป จิตตฤกษ์. (2556). ทักษะแห่งอนาคตใหม่: การศึกษาเพื่อศตวรรษที่ 21. กรุงเทพฯ: โอเพ่นเวิลด์ส.

สมโภชน์ เอี่ยมสุภาษิต. (2562). ทฤษฎีและเทคนิคการปรับพฤติกรรม. (พิมพ์ครั้งที่ 9). กรุงเทพฯ: จุฬาลงกรณ์มหาวิทยาลัย.

อดุล นาคะโร. (2551). การพัฒนาหลักสูตรเพื่อเสริมสร้างความสามารถในการจัดการตนเองโดยใช้กิจกรรมแนะแนวสำหรับนักเรียนชั้นมัธยมศึกษาปีที่ 1. (ปริญญานิพนธ์การศึกษาดุษฎีบัณฑิต). กรุงเทพฯ: มหาวิทยาลัยศรีนครินทรวิโรฒ.

อัจศรา ประเสริฐสิน. (2563). เครื่องมือการวิจัยทางการศึกษาและสังคมศาสตร์. กรุงเทพฯ: จุฬาลงกรณ์มหาวิทยาลัย.

Berger, D. S. (2003). The Effects of Learning Self-Management on Student Desire and Ability to Self-Manage, Self-Efficacy, Academic Performance, and Retention. (Doctoral dissertation). New York: University at Albany, State University of New York.

Mooney, P. (2005). A Review of Self-Management Interventions Targeting Academic Outcomes for Students with Emotional and Behavioral Disorders. Journal of Behavioral Education, 14, 203-221.

O'Keefe, E. J., & Berger, D. S. (1999). Self-Management for College Student. New York: Partridge Hill Publishers.

Zimmerman, B. J., & Risemberg, R. (1997). Self-Regulatory Dimensions of Academic Learning and Motivation. San Diego: Academic Press.