อิทธิพลของวัฒนธรรมโรงเรียนมัธยมศึกษา ที่มีต่อผลสัมฤทธิ์ทางการเรียนของนักเรียนชั้นมัธยมศึกษาปีที่ 4 ในกรุงเทพมหานคร : การวิเคราะห์อิทธิพลพหุระดับ / อมรรัตน์ โพธิตาปะนะ = Effects of secondary school culture on learning achievement of matthayomsuksa four students in Bangkok Metropolis : a multilevel path analysis / Amornrut Potitapana
To analyze path analysis of secondary school culture on students' achievement ; and to compare direct and indirect effects of causal variables, which effect on achievement. The sample was 800 Matthayom suksa 4 students from 30 schools under the Secondary Commission in Bangkok Metropolis. The instruments of this study were questionnaire, achievement recording form and school data recording form. Data were analyzed with multilevel analysis using HLM program and path analysis using LISREL program. The major findings were as follows: 1. The results of path analysis of secondary school culture on students' achievement were 1.1 The school culture in expectation: self-education expectation varable had statistically significant positive effects on students' achievement and academic expectation variable had statistically significant negative effects on students' achievement at 0.01 level. 1.2 The school culture in affective: self-concept variable had statistically significant positive effects on students' achievement at 0.05 level. 1.3 The school culture culture in education: school discipline perception variable had statistically significant positive effects on students' achievement at 0.05 level. 2. The results of comparison the direct, indirect and total effects of causal variables, which effect on achievement were : 2.1 The school culture in affective and education had statistically significant direct effects on students' achievement at 0.01 level with the direct effect of 1.37 and 0.10, respectively. 2.2 The school culture in education, expectation and motivation had indirect effects on students' achievement with the indirect of 1.13, 0.65 and 0.08, respectively. 2.3 The school culture in affective had the highest total effects of 1.37 on students' achievement, followed by the school culture in education, expectation and motivation had total effects with the total effect of 1.23, 0.65 and 0.08, respectively.
