Thai secondary school student’s disciplined minds, life skills, self-concepts, and teacher classroom management influence: A confirmatory factor analysis

Aukkapong Sukkamart*

Associate Professor, Department of Industrial Education
Faculty of Industrial Education
King Mongkut’s Institute of Technology Ladkrabang (KMITL)
1 Chalong Krung, Thanon Chalong Krung, Lat Krabang
Bangkok 10520, Thailand

Thanate Sukkamart

Faculty of Education,
Prince of Songkla University,
Pattani Campus

Reference to this paper should be made as follows:

Sukkamart, A., & Sukkamart, T. (2016). Thai secondary school student’s disciplined minds, life skills, self-concepts, and teacher classroom management influence: A confirmatory factor analysis. Asian International Journal of Social Sciences, 16(4), 4 –26.

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These articles have been peer-reviewed and accepted for publication in AIJSS.


The study and understanding of a student’s disciplined mind, life-skills, self-concept and teacher classroom management are crucial is helping with the assessment of student development and education quality. As such, 932 Thai students from 119 Bangkok secondary schools were surveyed by use of multi-stage random sampling. The observed variables included learning ability, self-discipline, social skills, thinking skills, stress coping skills, self-awareness, emotional adjustment, interpersonal relationships, student centered learning management, the learning environment creation, and authentic learning assessment. A five-level Likert scale questionnaire was constructed by the researchers for the student respondents. Confirmatory factor analysis (CFA) was used for analysis. The quantitative research confirmed the elements of the variables with the results showing that all the observed variables studied are in harmony with the empirical data and have statistical significance. A disciplined mind has the ability to learn and is crucial for on-line learning success as well as professional expertise. Life skills are comprised of social skills, thinking skills, and coping with stress. Self-concept was determined to be influenced by self-awareness, emotional adjustment, and interpersonal relationships. Teacher classroom management is an element of learning that focuses on the learners, creating a learning environment, and authentic learning evaluation. This research confirmed the composition of the latent variables with the results indicating the importance in the development of a causal model of a disciplined mind student as defined by Bangkok’s Secondary Education Service Area Office for the next stage of the research project.

Keywords: confirmatory factor analysis, interpersonal relationships, self-awareness, self-discipline


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