Factors Related to Resilience among Upper Secondary Students at a Rajaprajanugroh School in Thailand’s Three Southern Border Provinces
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Abstract
Objectives: This study aimed to investigate (1) the overall and specific levels of life resilience, including the dimensions of “I Have,” “I Am,” and “I Can”; (2) perceived social support from family, school, and peers; (3) differences in resilience based on gender, grade level, and academic achievement; and (4) the relationship between perceived social support and resilience among upper secondary students at Rajaprajanugroh School in Thailand’s three southern border provinces. Methods: This study employed a quantitative, cross-sectional design with a descriptive correlational approach. The sample consisted of 104 upper secondary school students selected through two-stage sampling, including proportionate stratified sampling followed by simple random sampling. The research instrument was a questionnaire that demonstrated a very high level of content validity, and had an overall reliability coefficient of 0.95. Data were analyzed using descriptive statistics, t-test, One-way ANOVA, and Pearson’s correlation coefficient. Results: Students exhibited a high level of resilience, with the “I Am” dimension having the highest mean score, while the “I Can” dimension was at a moderate level. Family was reported as the highest source of perceived social support. No significant differences in resilience were found across personal demographic factors. A statistically non-significant moderate positive correlation was found between perceived social support and resilience Conclusion: Social support plays a vital role in promoting students’ resilience. The study’s findings can be used as a guideline for developing guidance or life skills activities that align with the context of the three southern border provinces.
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