Effectiveness of A Positive Psychology Coaching Program for Enhancing Social Quotient among New Age Student Teachers
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Abstract
This research aiming to gauge its effectiveness. The research employed a randomized pretest-posttest follow-up design to evaluate the endurance of social quotient after a four-week program with an applied focus group. A sample of 40 teaching students was chosen using a two-stage sampling approach, initially employing cluster sampling to a group individual into science and technology or humanities and social sciences clusters, followed by simple random sampling, with 20 individuals in each group. The reliability analysis revealed strong internal consistency, with a Cronbach's alpha coefficients of .88 for the social intelligence measure and .96 for positive psychology. The research findings indicated that participants in the experimental group who engaged in the program exhibited higher scores in overall social intelligence, as well as in specific dimensions, notably interpersonal skills, adaptability, and stress management. Specifically, the post-experimental scores (mean = 4.38) and those during the follow-up phase (mean = 4.50) surpassed those observed in the pre-experimental group (mean = 3.85), with a statistical significance of .05 level (P < .05). The experimental group had significantly higher scores in social intelligence during the post-experimental phase (mean = 4.38) and follow-up phase (mean = 4.50) compared to the control group, both in the post-experimental phase (mean = 3.46) and the follow-up phase (mean = 3.58), with a statistical significance of .05 (P < .05). The program derived from the results of this study can serve as a blueprint for enhancing appropriate social intelligence skills, aligned with theoretical frameworks in the teaching profession.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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