The relationship between academic adjustment and persistence among the first year Chiang Mai University students: The serial mediating roles of psychological well-being and motivation
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Abstract
The current research aimed to study the relationship between academic adjustment and persistence of Chiang Mai University first-year students with psychological well-being and motivation as serial mediators. Participants were 577 first-year undergraduate students studying at Chiang Mai University in the academic year 2020 through a stratified random sampling. Research instruments were comprised of 1) University Persistence Questionnaire, 2) Academic Adaptation Scale, 3) Psychological Well-Being Scale, 4) Academic Motivation Scale that had the Cronbach’s alpha reliability coefficients of .870, .836, .823, and .898 respectively; and 5) Demographic Information Questionnaire. Descriptive statistics were used to describe general information of the study participants and variables. To test the hypotheses, this research used statistical hierarchical multiple regression analysis with Model 6 of the PROCESS Macro. The result showed that psychological well-being and motivation were significant partial serial mediators in the relationship between academic adjustment and persistence of Chiang Mai University first-year students. (p < .001). The research findings will be highly beneficial to Chiang Mai University in terms of enhancing student persistence.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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