About this paper

Appears in:
Pages: 3288-3293
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain

CAUSAL FACTORS INFLUENCING LEARNING DEVELOPMENT OF FIRST-YEAR STUDENTS AT SRINAKHARINWIROT UNIVERSITY: LISREL MODEL ANALYSIS WITH LATENT VARIABLES

S. Suthummaraksa

Srinakharinwirot University (THAILAND)
The purposes of this research were to develop and study a causal model of factors : university environment as perceived by students, relationship with faculty, relationship with friends, and student involvement influencing learning development of first-year students at Srinakharinwirot University. The model was a LISREL model consisting of 12 latent variables and 20 observed variables. The sample of the study consisted of 687 first-year students at Srinakharinwirot University, Bangkok,Thailand. A Scholastic Aptitude Test and two questionnaires were used for data collection. LISREL model analysis with latent variables was used to validate the developed model. The results of the study were as follows:

1.The model accounted for 53 percent of variance in learning development in cognitive outcomes and 64 percent of variance in affective outcomes of the first-year students at Srinakharinwirot University. Model validation of the fitted model provided the chi-square and goodness-of-fit test of 42.73, p=0.00031, df=16, and the GFI of 0.99.

2.Student involvement and relationship with faculty had significant direct positive effects while relationship with friends had significant direct negative effect on learning development in cognitive outcomes of the first-year students at Srinakharinwirot University. University environment as perceived by students had significant direct and indirect positive effects on cognitive outcomes through student involvement, relationship with faculty, and relationship with friends.

3.Student involvement, relationship with faculty and relationship with friends had significant direct positive effects on learning development in affective outcomes of the first-year students. University environment as perceived by students had significant indirect positive effects on affective outcomes through student involvement, relationship with faculty, and relationship with friends.
@InProceedings{SUTHUMMARAKSA2012CAU,
author = {Suthummaraksa, S.},
title = {CAUSAL FACTORS INFLUENCING LEARNING DEVELOPMENT OF FIRST-YEAR STUDENTS AT SRINAKHARINWIROT UNIVERSITY: LISREL MODEL ANALYSIS WITH LATENT VARIABLES},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {3288-3293}}
TY - CONF
AU - S. Suthummaraksa
TI - CAUSAL FACTORS INFLUENCING LEARNING DEVELOPMENT OF FIRST-YEAR STUDENTS AT SRINAKHARINWIROT UNIVERSITY: LISREL MODEL ANALYSIS WITH LATENT VARIABLES
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 3288
EP - 3293
ER -
S. Suthummaraksa (2012) CAUSAL FACTORS INFLUENCING LEARNING DEVELOPMENT OF FIRST-YEAR STUDENTS AT SRINAKHARINWIROT UNIVERSITY: LISREL MODEL ANALYSIS WITH LATENT VARIABLES, EDULEARN12 Proceedings, pp. 3288-3293.
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