การศึกษาความสัมพันธ์ระหว่างพื้นความรู้เดิม สภาพแวดล้อมทางบ้านแรงจูงใจใฝ่สัมฤทธิ์ ทักษะทางการเรียน กับผลสัมฤทธิ์ทางการเรียน ของนักเรียนระดับมัธยมศึกษาตอนปลาย / อรพินทร์ ชูชม = Relationships between past achievement, home environment, achievement motive, study skills and acaemic achievement students at the upper secondary education level / Oraphin Choochom
The purpose of this study was to investigate the relationship between past achievement, home environment, achievement motive, study skills and academic achievement of students in Program Sciences-Mathematics, Program Arts-Language and Program Arts-mathematics at the upper secondary education level, and to construct the multiple regression equation for predicting academic achievement motive from 4 predictors (past achievement, home environment, achievement motive and study skills) and 11 predictors (part achievement, family relationship, economics status, home areas, achievement motive, time distribution, classroom activities, reading review and note-tating, doing-report or home work, examination techniques, and library skills). The sample consisted of 1146 students at the upper secondary education level who studied in each of the three program in Bangkok Metropolis. The Instruments used for collecting data were Home-Environment Questionnaire, Achievement Motive Questionnaire and study skills inventory. Data was analyzed by the Pearson’s Product moment Correlation method and the Stepwise Multiple Regression analysis. The results were as follows. 1. There were significant correlations between past achievement, home-environment, achievement motive, study skills and academic achievement of students in Program Sciences-mathematics and Program Arts-Mathematics (p<.01). Past achievement, achievement motive and study skills were significantly correlated with academic achievement of students in Program Arts-Language (p<.01). 2. There were significant multiple correlations between 4 predictors and academic achievement of students in three programs (p<.01). There were significant multiple correlations between 11 predictors and academic achievement of students in Program Arts-Languages and Program Arts-Mathematics (p<.01), but there were significant multiple correlations between 10 predictors (except library skills) and academic achievement of students in Program Sciences-Mathematics (p<.01). 3. Program Sciences-Mathematics, it was found that past achievement and study skills from 4 predictors can be used for predicting students academic achievement. The regression equation in standard scores form was z¹[subscript A] = .6314 Z[subscript I] +.1962 Z[subscript IV] ; and past achievement, classroom activities, time distribution, home areas, reading review and note-taking from 11 predictors can be used for predicting students academic achievement. The regression equation in standard scores form was z¹[subscript A] = .5593 Z₁ + .1395 Z₇ + .1107 Z₆ + .0861 Z₄ + .0892 Z₈. Program Arts-Language , it was found that past achievement, achievement motive from 4 predictors can be used for predicting students academic achievement, The regression equation in standard scores form was z¹[subscript B] = .5883 Z[subscript I] + .1796 Z[subscript III] and past achievement classroom activities, reading review and note-taking, and achievement motives from 11 predictors can be used for predicting students academic achievement. The regression equation in standard scores form was z¹[subscript B] = .4921 Z₁ + .1851 Z₇ + .1411 Z₈ + .1000 Z₅. Program Arts-Mathematics, it was found that past achievement, achievement motive, and home environment from 4 predictors can be used for predicting students academic achievement. The regression equation in standard scores form was z¹[subscript C] = .5094 Z[subscript I] + .1584 Z[subscript III] + 1298 Z[subscript II] ; and past achievement, classroom activities, examination techniques, and family relationship from 11 predictors can be used for predicting students academic achievement. The regression equation in standard scores form was z¹[subscript C] = .4751 ZI₁ + .2114 Z₇ + .1480 Z₁₀ + .1116 Z₂