| dc.description.abstract | The research studies self-discipline behaviour of business administration student of Rajamangala University of Technology Phra Nakhon Pha Nakorn. There are 2 main points in objective: 1) To study the power to predict student’s self-discipline behaviour by psychological characteristic, psycho-situational characteristic and social characteristic in collected group and subgroups. 2) To examine the interaction between psychological characteristic, psycho-situational characteristic and social characteristic that relates to self-discipline behaviour in collected group and subgroups.
The survey of 400 undergraduates was conducted to assess self-discipline behaviour of students. Moreover, there are 6 independent variables in this research including 2 variables of psychological characteristic (future orientation and self-control, and achievement motivation), 2 psycho-situational characteristic variables (perceived self-efficacy and attitude toward self-discipline behaviour, and 2 variables of social characteristic (good role model from family and supportive rearing, while the dependent variable is self-discipline behaviour.
Basic statistics, multiple regression analysis, and two-way ANOVA were used to analyse. All of the analysis was also used in both collected group and subgroup according to socio-demographic characteristic.
The results of this research are as follow:
1. 6 variables in term of psychological characteristic, psycho-situational characteristic and social characteristic can predict self-discipline behaviour in collected group, accounting for 59.5 per cent, while subgroups are between 32.1 to 44.8 per cent. The most prediction is female group. Furthermore, the most significant predicting factor is attitude toward self-discipline behaviour which is in equation in collected group and subgroups and it is the first significant predicting factor in collected group and male group, as well as the student group who study in first and second years in bachelor’s degree.
2. Students who have high level of future orientation and self-control, and good role model from family will have great self-discipline behaviour. In fact, it is found that future orientation and self-control, and good role model from family disconnect with student’s self-discipline behaviour at the level of significance of 0.05. However, when analysing each independent variable, self-discipline behaviour varies with future orientation and self-control. It appears on collected group and 4 subgroups which consist of male group, female group, the first and second year undergraduate group, and the third and fourth year undergraduate group. In addition, good role model from family influences self-discipline behaviour that can be found in collected group and 4 subgroups such as male group, female group, the first and second year undergraduate group, and the third and fourth year undergraduate group.
3. The students who have high achievement motivation and supportive rearing are estimated to have great self-discipline behaviour. Whereas, it is apparent that achievement motivation and supportive rearing do not interact with self-discipline behaviour at the level of significance of 0.05. On the contrary, when considering each independent variable, achievement motivation affects self-discipline behaviour in collected group and subgroups (male group, female group, the first and second year undergraduate group, and the third and fourth year undergraduate group). At the same time, self-discipline behaviour is also determined by supportive rearing that presents in both of collected group and subgroups which include male group, female group, the first and second year undergraduate group, and the third and fourth year undergraduate group. | en_US |
