ผลของโปรแกรมเสริมสร้างความเข้มแข็งทางใจโดยใช้พลวัตกลุ่มต่อปัญหาที่เกี่ยวข้องกับการเรียนของนักเรียนชั้นมัธยมศึกษาปีที่ 1 โรงเรียนสาธิตมหาวิทยาลัยเชียงใหม่

Abstract

This quantitative research used a quasi-experimental design, controlled study with pretest post-test. The purpose of this research was to develop and study the effect of resilience program through group dynamic on academic problems of Matthayom Suksa 1 students, Chiang Mai University Demonstration School. The purposive sampling was used to recruit 66 samples from Mathayom Suksa 1 students, the academic year 2021 from Chiang Mai University Demonstration School, Chiang Mai, Thailand. The samples were classified with stratified random sampling into the experimental groups (n=33) who received a mental reinforcement program using group dynamics for a period of time. For 11 weeks, once a week, for 60 minutes each, the control groups (n=33) received a resilience knowledge sheet and had a normal life. Data were collected by assessing before and after participating in the program with the general information questionnaire, Canadian Occupational Performance Measures, and Resilience Inventory. Descriptive statistical analysis, independent t-test, and paired t- test were used to analyze the data. All analyses used 95% confidence intervals, and the significance level was p-value < .05. The result shows that the resilience program through group dynamic has the index of item objective congruence of 0.69 to 0.91, and the overall program consistency index of 0.78. After treatment, the experimental group and control group had a statistically significant difference in the pretest and post-test resilience scores. (p < 0.01 and p < 0.05). There were no statistically significant differences in the post-test resilience score between the two groups. However, the changes in resilience scores between the control group and experimental group had a statistically significant difference (p <0.01). The experimental group had pretest and post-test significant differences in academic performance and satisfaction (P <0.01), while the control group had no statistically significant difference. There was a statistically significant difference in the post-test academic satisfaction between both groups. (p < 0.01), while academic performance displayed no statistically significant difference. From the results, it can be summarized that this resilience program through group dynamic can contribute the resilience, academic performance, and academic satisfaction on academic problems.