การอนุมานสาเหตุความรับผิดชอบและการเผชิญปัญหาด้านการเรียนของนิสิตนักศึกษาที่มีผลสัมฤทธิ์ทางการเรียนสูงและต่ำ / โสภิตา พุ่มดียิ่ง = Attributions of responsibility and coping with academic problems among university students with high and low academic achievement / Sopita Poomdeeying
This research investigated 1) the attributions of responsibility for academic problems and solutions, and helping and coping orientations of university students. 2) the effects of students’ gender, field of study, and academic achievement on their attributions of responsibility for academic problems and solutions. 3) the effects of students’ gender, field of study, and academic achievement on their helping and coping orientations. Participants were 854 undergraduate students from Chulalongkorn University. The instruments used were the Responsibility Attributions and the Helping Coping Orientation Measure. Data was analyzed using a two-way ANOVA design followed by post-hoc multiple comparisons with Dunnett's T3 test. The major findings were as follow: 1. University students attributed high level of responsibility for solutions, but attributed responsibility for problems cause both to self and to others. 2. University students reported more use of self-generating model, empowerment model and direct guidance model respectively, and reported moderately use of expertise model. 3. No significant effects for students’ academic achievement and field of study on their attributions of responsibility for problems cause and for solution. 4. The two-way ANOVA yielded significant effects for students’ gender, and academic achievement on their coping and helping orientations. 4.1 Students with excellent academic achievement reported greater preference for self-generating model and empowerment model than those with moderate academic achievement. 4.2 Male students reported greater preference for expertise model than female students and female students reported greater preference for self-generating model than male students
