THE IMPULSION FOR LEARNING ACHIEVEMENT OF STUDENTS FROM BACHELOR OF EDUCATION PROGRAM IN PHYSICAL EDUCATION AT THE THAILAND NATIONAL SPORTS UNIVERSITY

Abstract

This research aims to examine the current status and the relationship of various factors influencing the impulsion towards learning achievement among students in the Bachelor of Education program in Physical Education at the Thailand National Sports University. The study employed both quantitative and qualitative research methods. The sample consisted of 282 students who graduated in the academic year 2024 for the quantitative research, and 16 graduates for the qualitative study. Data were collected using a 5-level rating scale questionnaire, with a reliability of .883. and in-depth interviews. Quantitative data were analyzed using Structural Equation Modeling (SEM) with AMOS software, while qualitative data analysis with ATLAS.ti. The findings revealed that the drive towards learning achievement depends on behavioral, social, psychological, and intellectual factors, respectively, with these factors being highly significant. Additionally, motivation, support, goal setting, and learning achievement were found to be significantly correlated at the .05 level, with Pearson correlation coefficients ranging from r = .595 to r = .731. Specifically, intrinsic and extrinsic motivation, support from teachers and peers, goal setting, and goal acceptance were positively related to learning achievement. However, the support from faculty staff and friends and family did not show a statistically significant relationship.