Study of Causal Relationship

Model of the Disciplined Mind of

the Secondary Educational Service

Area Office in Bangkok

Lattapol Dansakul 2

Assistant Researcher talattapol@hotmail.com

Aukkapong Sukkamart 1 Lecturer, Faculty of Industrial Education, King Mongkut’s Institute of Technology Ladkrabang, Bangkok, Thailand auk2519@gmail.com

IntroductionIntroduction

INTRODUCTION

Introduction Disciplined mind is the key of succeed

in your life that is knowledge and specialize in the form of holistically perspective with the understanding and application of various academic fields to solve the problem in your life.

ObjectiveObjective

OBJECTIVE

Objective• To study causal relationship of

disciplined mind model of the secondary educational service area office in Bangkok.

METHODOLOGY

Research

RESEARCHMETHODOLOGY

Methodology

Scope of the Research

1. Target Group Target Group was 9 experts which are three of scholar, three of school administrators and three of teachers by using purposive sampling.2. VariableEffect variable is disciplined mind.Cause variable is life skill, self-concept and learning in classroom.

Research Instrument

Research Instrument was the document for group discussion to consider causal relationship model of the disciplined mind of the secondary educational service area in Bangkok.

1.To study document and research related to disciplined mind, life skill, self-concept and learning in classroom

2.To consider causal relationship model of the disciplined mind of the secondary educational service area in Bangkok by experts

1.Related document and research were analyzed and synthesized

2.Analyzed and summarize the consideration of causal relationship model of the disciplined mind of the secondary educational service area in Bangkok by experts.

ResultsResults

RESULTS

Figure 1: Causal relationship model of the disciplined mind of the secondary educational service area in Bangkok

Self-Concept

Life Skills

Learning in Classroom

Disciplined Mind

Observable VariableLatent Variable

Self-discipline

Ability to Learn

Emotional Adjustment

Self-awareness

Social Skills

Interpersonal Relationships

Emotional Coping Skills

Thinking Skills

Creating a Learning Environment

Child Centered

Authentic Assessment

ConcluConclusion

CONCLUSION & DISCUSSION

& Discussion

Conclusion & DiscussionThere are four latent variables of causal relationship. Life skill was directly influent on disciplined mind and self-concept and learning in classroom were also directly and indirectly influent on disciplined mind. Thus, learning environment and learning achievement were influence on life skill positively. Besides, child centered, learning atmosphere and authentic assessment were also the important factors associated with life skill as well. Self-concept is self-observed related to optimism, reasoning, self-adaptation, social support, and family relationship were also influent on life skills as well.

Conclusion & DiscussionFurthermore, life skills affected on communication skill, self-adaptation, problem solving, and respect rules, respect the rights of the others in the way of democracy the mention factors related to discipline mind including learning competence and learning competence and self-disciplined.

Conclusion & DiscussionEach element of latent variables of disciplined mind was learning competence and self-disciplined. There were three observable variables of life skill including social skill, thinking skill and emotional coping skills. There were three observable variables of self-concept comprising with self-awareness, emotional adaptation, and relationship with others. There were also three observable variables including child centered learning management, learning atmosphere, and authentic assessment.

Conclusion & DiscussionTherefore, to improve disciplined mind, life skills, self-concept and learning in classroom that concerned with need to support the students according to variables mentioned above.

SuggSuggestion

SUGGESTION

Suggestion for using the finds in future research

The teacher, school administrator should encourage to use child center learning management beneath learning atmosphere by using activities based on life skill and encourage the student to learn about themselves such as thought, notion, attitude, abilities and self-esteem.

Suggestion for future research

1. To be able to use and develop causal relationship model of disciplined mind of the secondary educational service area in Bangkok in the future study.

2. To use the current study as guideline in the other tertiary institutions

AcknowAcknowledgement

ACKNOWLEDGEMENT

The work is supported by King Mongkut’s Institute of Technology Ladkrabang Research Fund [KREF 045705]

THAThank you

THANK YOU