Causal Factors Influencing Adversity Quotient of Twelfth Grade and Third-Year Vocational Students
Rachapoom Pangma, Sombat Tayraukham and Prasart Nuangchalerm
DOI : 10.3844/jssp.2009.466.470
Journal of Social Sciences
Volume 5, 2009
Problem statement: The aim of this research was to study the causal factors influencing students’ adversity between twelfth grade and third-year vocational students in Sisaket province, Thailand. Six hundred and seventy two of twelfth grade and 376 third-year vocational students were selected by multi-stage random sampling techniques. Approach: The instruments used for collecting data were: A scale on self-esteem, a scale on dominance, a scale on self-confidence, a scale on sense of personal freedom, a scale on achievement motivation, a scale on ambition, a scale on enthusiasm, a scale on responsibility, a scale on future orientation, and an adversity quotient scale. The data were analyzed by validity test of the causal relationship model. Results: The results of the study were as follows: (1) variables influencing the adversity quotient of 12th grade and third-year vocational students were dominance, sense of personal freedom, self-esteem, enthusiasm, self-confidence, ambition and achievement motivation. (2) Variables are directly influencing the adversity quotient of twelfth grade students was self-confidence while the variables both directly and indirectly influencing the adversity quotient of students were dominance, sense of personal freedom, self-esteem, and enthusiasm. (3) Variable are directly influencing adversity quotient of third-year vocational students was achievement motivation, the variables are indirectly influencing the adversity quotient of these students was dominance while the variables both directly and indirectly influencing the adversity quotient of these students were sense of personal freedom, self-esteem, enthusiasm, self-confidence, and ambition. Conclusion: In conclusion, the results of this study could be used as beneficial information for parents, teachers and those involved in education for developing students to have adversity quotient as well as to be used as guidelines for providing education in the future.
© 2009 Rachapoom Pangma, Sombat Tayraukham and Prasart Nuangchalerm. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.