Coaching Model for Enhancingthe Learning Skills and Self –Development Characteristics of Graduate Students

Abstract

             The objectives of this research were 1) to develop the indicators of learning skills and self – developmentcharacteristicsof graduate students,2) to develop the coaching guidelines for enhancingthe learning skills and self – development characteristicsof graduate students, 3) to develop the coaching model for enhancingthe learning skills and self - development characteristicsof graduate students, and 4) to evaluate the effectiveness of the coaching model for enhancingthe learning skills and self - development characteristicsof graduate students.

             The target group ofstudied the coaching indicators for enhancingthe learning skills and self – development characteristicswere 106 graduate students categorized into 38 doctoral degree students and 68 master degree students. And the target group of developed the coaching model were 31 graduate students categorized into 10 doctoral degree students and 21 master degree students. There were 7steps for researchmethodology that operated in 2015 – 2017 andthe results found that.

                 1)  The indicators of learning skills and self – development characteristicsof graduate students composed of 10 indicators.

                 2) The coaching guidelines for enhancingthe learning skills and self – development characteristicsof graduate students composed of 10 guidelines.

                 3) The coaching model for enhancing the learning skills and self - development characteristicsof graduate students named UPCE model andthe UPCE model compose of principles, objectives, steps, evaluate, and coaching guideline. For the steps of the UPCE model, there were 4 steps such as 1^st: Urge self – confidence, 2^nd: Promote thinking, 3^rd: Conquer the goals, and 4^th: Extend learning.

                 4)  The UPCE model metthe effectiveness criteria, 1) graduate students were learning skill and self – development characteristicsafter implementing the UPCE model higher than 80% of the maximum score, statistically significant at .01 level, 2) graduate students were learning skill and self – development after implementing the coaching model higher than before, statistically significant at .01 level.