Effects of Using an Instructional Process Based on the Transtheoretical Model on Adversity Quotient Ability Upper Secondary School Student

Abstract

The objectives of this research were to: 1) compare students’ ability to deal with adversity before and after using an instructional process based on the transtheoretical model, and 2) study students’ adversity ability to deal with adversity after using this transtheoretical model. The participants in this study consisted of 40 fourth year Matthayomsuksa students at an extra-large secondary school under the jurisdiction of the Secondary Education Service Area Office, Bangkok 1. The instruments used in this study included a test measuring students’ ability to overcome adversity, observation forms on students’ ability to overcome adversity, learning logs, and lesson plans using an instructional process based on the transtheoretical model. Data were analyzed using mean, standard deviation, t-test, repeated measure ANOVA, and content analysis. The findings showed that: 1) students had higher scores at overcoming adversity after being taught using the instructional process compared to before the teaching at the .05 level of significance, and 2) students’ ability to overcome adversity was improved, both holistically and when categorized by components, after using the instructional process based on the transtheoretical model.