A Causal Model of Enabling School Structure and School Mindfulness, Mediated by Academic Optimism, Affecting Student Achievement in Upper Secondary Education Schools under the Thailand Office of the Basic Education Commission

Abstract

The purposes of this study were 1) to study levels of enabling school structure, school mindfulness and academic optimism that affect student achievement in upper secondary education schools under the Office of the Basic Education Commission in Thailand. 2) to develop and determine the concordance of a causal model of enabling school structure and school mindfulness, mediated by academic optimism, affecting student achievement in upper secondary education schools under the Office of the Basic Education Commission in Thailand. The data was collected by using questionnaires of grade 12 teachers under the office of the basic education commission. The participants consisted of 320 teachers from 64 schools. The statistics used in data analysis were descriptive statistics, correlation coefficient analysis, confirmatory factor analysis and structural equation model analysis. The finding revealed that 1) The level of enabling school structure, school mindfulness and academic optimism was high 2) a causal relationship model of enabling school structure and school mindfulness, mediated by academic optimism, affecting student achievement in upper secondary education schools under the Office of the Basic Education Commission in Thailand was consisted with the empirical data by considering on Chi=square/df = 0.83, GFI = 0.97, AGFI = 0.95, Standardize RMR = 0.04 and RMSEA = 0.00