THE PSYCHOSOCIAL FACTORS RELATED TO STUDENT SILENCE IN ANSWERING TEACHER QUESTIONS
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Abstract
The purposes of this research were to study the relationship between the psychosocial factors and student silence in answering teacher questions and to explore the key predictive factors of student silence behavior in answering teacher questions. 140 students of Bachelor of Education Program, year 1-4, 2019, obtained by stratified sampling. The record forms of silence behavior in answering teacher questions and the questionnaire were used to collect the data. The questionnaire consisted of two main parts: general data and questions about silence behavior in answering teacher questions which measured the reliability by Cronbach’s Alpha coefficient and the score of internal consistency of the instrument was 0.95. The statistics used in the analysis are Pearson correlation coefficient and Stepwise multiple regression analysis.
Results showed that: the psychosocial factor in the aspect of trained speaking skills positively and significantly affected silence behavior in answering teacher questions (Beta = 0.278, p <0.05). The psychosocial factor in the aspect of self-confidence positively and significantly affected silence behavior in answering teacher questions (Beta = 0.563, p <0.05). The independent variables of the psychosocial factors in all 5 aspects were efficient to predict and describe the dependent variable (Silence behavior in answering teacher questions) at 10.20%. It can be written in the predictive equations of a raw and a standard score as follows. = 16.104 + 5.461 X1 - 2.477 X2 + 11.718 X3 - 5.471X4 - 4.339 X5
= 0.278 X1 – 0.165 X2 + 0.563 X3 – 0.275X4 – 0.291 X5
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