PSYCHOLOGICAL CRISIS MANAGEMENT PROMOTION PROGRAM USING PROTECTION MOTIVATION THEORY WITH SELF REGULATION FOR SECONDARY SCHOOL STUDENTS
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Abstract
The purposes of this study were 1) to compare mean scores of psychological crisis management before and after implementation of an experimental group and a control group, and 2) to compare the mean scores of psychological crisis management after implementation between the experimental group and the control group. The subject was 60 secondary school students, divided equally into two groups: 30 experimental group students were assigned a psychological crisis management promotion program using the Protection Motivation Theory with Self-regulation and 30 control group students were not assigned a psychological crisis management program. The research instruments were 1) A psychological crisis management promotion program using the Protection Motivation Theory with Self-regulation, and consists of 7 activities: self-assessment, problem recognition, collaborative planning, coping, resilience, positive reinforcement and learning together, and 2) A psychological crisis management assessment, comprising a situational awareness and preparedness assessment, a coping and response assessment, and a resilience assessment. The data were analyzed by mean, standard deviation, and t – test. The search findings were as follows: 1) The mean score of psychological crisis management of the experimental group students after the experiment was significantly higher than before the experiment, and 2) The mean score of psychological crisis management of the experimental group students after the experiment was significantly higher than that of the control group student. Conclusion: The psychological crisis management promotion program using the Protection Motivation Theory with Self-regulation effectively improved psychological crisis management in the experimental group compared to the control group.
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