Causal Factors Influencing the Happiness Learning of Bansomdejchaopraya Rajabhat University Students

Abstract

The research objectives were: 1) to study the happiness learning, 2) to study causal factors that influence the happiness learning, 3) to study the correlation between causal factors and the happiness learning, and 4) to test the validity of lineal structure relationship model of causal factors that influence the happiness learning of Bansomdejchaopraya Rajabhat University students. The stratified random samples were 455 bachelor degree students. The questionnaires were used to collect the data. The data was analyzed by using frequencies, percentages, means, standard deviations, Pearson Product Moment correlation, and path analysis by LISREL program version 8.72.

The research results of Bansomdejchaopraya Rajabhat University students revealed that:

1. The happiness learning was at the high level overall.

2. Causal factors that influence the happiness learning were at the high level overall.

3. The correlation between causal factors and the happiness showed high positive correlation with statistical significance at .01 level.

4. The validity of lineal structure relationship model of causal factors that influence the happiness learning was in harmonious congruence with the empirical data (c2=102.08, df=121,p=0.89, c2/df=0.84, GFI=0.98, AGFI=0.96, CFI=1.00, NFI=1.00, RMR=0.00, RMSEA=0.00).The causal factors namely; learning management, teachers aspect, friends aspect, parents aspect, and students aspect were about 83 percentages predicting the happiness learning of Bansomdejchaopraya Rajabhat University students (R2=0.83). All causal factors showed direct effect on the happiness learning. Similarly, teachers’ aspect showed indirectly influence through learning management and students’ aspect. Moreover, learning management, friends’ and parents’ aspects showed indirect effect through students’ aspect. Finally, teachers’ and friends’ aspects showed the highest total which effected on the happiness learning of students, followed by parents’ aspect, learning management, and students’ aspect respectively.