EFFECTS OF RESILIENCE QUOTIENT ENHANCING PROGRAM APPLYING HEALTH BELIEF MODEL WITH CASE-BASED LEARNING OF SECONDARY SCHOOL STUDENTS
Article Sidebar
Main Article Content
Abstract
The research aims to 1) study the effects of resilience quotient enhancing program applying health belief model with case-based learning of secondary school students 2) compare mean scores of resilience quotient after implementation of an experimental group and a control group 3) compare mean scores of resilience quotient after implementation between the experimental group and the control group. The samples were 60 secondary school students, divided into two groups with 30 students in the experiment group that received the resilience quotient enhancing program for 8 weeks, 2 days per week, 50 minutes per day, and 30 students in the control group did not receive the resilience quotient enhancing program. The research instruments used were the resilience quotient enhancing program consisting of 1) self-reflection 1.2) 2) Knowledge for mental health 2.1) Know and understand mental health with teenagers 2.2) Open your mind and emotions 2.3) What is mental strength 2.4) How do you handle 2.5) Control and manage emotions 2.6) How to communicate 2.7) The finish line of life and 3) Recreation/Physical activity for mental health 3.1) Your heart and mine 3.2) How emotional 3.3) What to do 3.4) Throw emotional bombs 3.5) Set up cones - knock down cones 3.6) I'm stressed, I can relax 3.7) Let's raise each other 3.8) Me in the future with an IOC of 0.97-1.00, and the data collection instruments used were the resilience scale (13-18 years) with an IOC of 0.99; the reliabilities were 0.82. The data were analyzed using mean, standard deviation, and t-test. The research findings were as follows: 1) The resilience quotient enhancing program applying the health belief model with case-based learning effectively enhance the resilience quotient of secondary school students. 2) The mean scores of resilience quotient of the experimental group students after receiving the resilience quotient enhancing program was significantly higher than before at the 0.05 level. 3) The mean scores of resilience quotient of the experimental group students was significantly higher than that of the control group students at the 0.05 level. Conclusion: Resilience quotient enhancing program applying health belief model with case-based learning affects resilience quotient of secondary school students.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The published article is a copyright of the Academic Journal of Thailand National Sports University. The passage appeared in each article in this academic journal is a perspective of each author which is not related to the journal. Each author is required to be responsible for all components of his/her own article. If there are any mistakes, each author must be responsible for those mistakes on his/her own.
References
Aonpailin Chaivichean, Angkana Jirarode, & Chomchuen Somprasert. (2020). The Effect of a Mental Strengthening Program on the Mental Health State of High School Students. Journal of The Royal Thai Army Nurses, 24(1), 143-152.
Arpaporn Powwattana, Surintorn Kalampakorn, Sunee Lagampan, & Tassanee Rawiworrkul. (2023). Health Promotion and Disease Prevention in Community: An Application of Concepts and Theories to Practice. Chachoengsao: M N compute co., ltd.
Chalinee Kitchaicharoenporn, & Somkid Prabpai. (2021). The effectiveness of an application of health belief model to promote self prevention secondhand smoke in teenage. Thai Journal of Health, Physical Education and Recreation, 47(2), 183-196.
Department of Physical Education. (2014). Using recreation to develop the minds of children entering adolescence. Bangkok: S. Offset graphic design limited partnership.
Department of mental health. (2020). The creative guide to empowering teens (Revised ed.). Bangkok: Beyond publishing Co., ltd.
Department of mental health, Division of Mental Health Promotion and Development. (2020). Strengthen resilience. Retrieved from https://dmh- elibrary.org/items/show/1558
Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G*Power 3.1: tests for correlation and regression analyses. Behav Res Methods, 41(4), 1149-1160. https://doi.org/10.3758/BRM.41.4.1149.
Grotberg, E. (1995). A guide to promoting resilience in children: strengthening the human spirit. Retrieved from https://www.bibalex.org/Search4Dev/files/283337/115519.pdf
Herreid, C. F. (2007). Case-based learning. Retrieved from https://www.queensu.ca/ctl/resources/instructors/instructional-strategies/case-based-learning
Institute for Population and Social Research, Mahidol University. (2023). Thai health report 2023. Bangkok: Amarin printing and publishing public company.
Jintana Sarayuthpitak. (2022). Health education management in the 21st century. Bangkok: Chulalongkorn University Press.
Kim, S., & Low, F. (2024). Promoting resilience in children and young people. Retrieved from https://informedfutures.org/resilience/
Mental Health Center 10, Department of mental. (2023). A guide to building up the spirit of young people “Endurance, determination, fighting” for teenagers. Bangkok: Beyond publishing. Co., Ltd.
Ministry of Education. (2008). The basic education core curriculum B.E. 2551 (A.D. 2008). Retrieved form https://shorturl.asia/anSM7
Ministry of Education. (2024). Announcement of the Ministry of Education on the focus on holistic health under the Ministry of Education's education policy. Retrieved from https://moe360.blog/2024/04/27/focus-holistic-health/
Ministry of Higher Education, Science, Research and Innovation. (2025). Report data: Percentage of students Demonstration School. Retrieved from https://info.mhesi.go.th/stat_satit.php?search_year=2567
Rosenstock, I. M. (1996). Why people use health services. The Milbank Memorial Fund Quarterly, 94-127.
Siriwat Srikhruedong, & Porntip Gadetragoon. (2024). Effects of the Resilience and Self-Actualization Enhancement Program for Adolescents. Buddhist Psychology Journal, 9(4), 634-645.
Seungyeon, & Felicia. (2024). Promoting resilience in children and young people. Retrieved from https://informedfutures.org/resilience/
Suwaree Petchtang, Nipa Kimsungneon and Kheamnareenee Rueanrudipirom. (2023). Effects of Health Promotion Program on Knowledge, Eating Behavior, Exercise Behavior and Body Weight of Overweight Students in Primary School. Thai Red Cross Nursing Journal, 16(1). 135-148.
Thanadee Suriyachanhom. (2023). The effect of mental toughness program of lower secondary school student in the secondary education service area office Chiang-mai. Journal of Education Burapha University, 34(3), 40-53.
The Royal College of Pediatricians of Thailand Pediatric Society of Thailand. (2024). A guide for parents to spread knowledge about child care and development. Teenagers are not as difficult as you think. Retrieved from https://www.thaipediatrics.org/?p=893
The Secretariat of the Cabinet. (2018). National Strategy 2018 – 2037. Retrieved from https://www.ratchakitcha.soc.go.th/DATA/PDF/2561/A/082/T_0001.PDF
Tissana Khaemmanee. (2023). Pedagogy: Knowledge for organizing effective learning processes. Bangkok: Chulalongkorn University Press.
UNICEF Thailand, Burnet Institute, Mahidol University. (2022). Strengthening mental health and psychosocial support system and services for children and adolescents in East Asia and Pacific Region. Retrieved from https://www.unicef.org/thailand/media/8876/file/MHPSS%20Report%202022.pdf
Williams B. (2005). Case-based learning - a review of the literature: is there scope for this educational paradigm in prehospital education?. Emergency Medicine Journal, 22(8), 577-581.
Wiwat Tadsawa & Yotsawee Saifa. (2021). Development of A Program Enhancing Digital Ethics Reasoning for Lower Secondary School Student Using Outcome-Based Education and Cased-Based Learning Approaches. Journal of Information and Learning, 32(1), 1-16.
