The Development of Learning Agility Indicators for Graduate Students
DOI:
https://doi.org/10.53848/irdssru.v14i2.258045Keywords:
Indicator, Learning Agility, Confirmatory Factor AnalysisAbstract
The objective of this research was to develop the learning agility indicators for graduate students. The informants in the development of indicators were 3 experts in the field of educational research and assessment, 2 experts in the field of educational administration and development, and 2 experts in the curriculum and teaching field. The sample consisted of 280 graduate students in higher education institutions in Thailand from 4 institutions in 4 regions, obtained by multistage random sampling. The data was analyzed using Second Order Confirmatory Factor Analysis.
The major findings revealed as follows:
- The learning agility of graduate students consisted of 5 components and 14 indicators as follows: The mental agility component consists of three indicators: positive thinking; Creativity and Critical Thinking. The people agility component consists of two indicators: interpersonal relationships and emotional resilience. The change agility component consists of three indicators: readiness for change, curiosity, and self-improvement. The result agility component consists of three indicators: effectiveness, work motivation, and work adaptability, and the self-awareness component consists of three indicators: self-emotional awareness, realistic self-assessment and self-confidence.
2. The developed model had the statistical values obtained from the analysis as follows: = 48.108, P = 0.2072, df = 41, CFI = 0.994, TLI = 0.997, SRMR = 0.025 and RMSEA = 0.025 This implied that the model created was consistent with the empirical data. The factor loading values were 0.592 - 0.966 and were statistically significant at the .05 level, indicating that the developed model met the criteria of the construct validity.
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