สถานการณ์การจัดการศึกษาเพื่อส่งเสริมความเข้าใจพัฒนาการวัยรุ่นเชิงบวก ของนักเรียนระดับมัธยมศึกษาตอนต้น โรงเรียนแม่ลาน้อยดรุณสิกข์  จังหวัดแม่ฮ่องสอน

Tanatnari  Sarobol; Kanyakorn  Phromkham; Yothin  Boonchaliay

Authors

Tanatnari Sarobol Faculty of Nursing, Chaiang Mai Rajabhat University
Kanyakorn Phromkham Faculty of Nursing, Chaiang Mai Rajabhat University
Yothin Boonchaliay King Prajadhipok's Institute, Mae Hong Son Province

Keywords:

Positive Youth Development, Educational Management, Rural School Context

Abstract

This research is mixed-method research, both quantitative and qualitative, to study the situation related to educational management to promote understanding of positive adolescent development at the lower secondary level, Maelanoi Daroonsik School, Mae Hong Son Province. The quantitative research had a sample group of 352 students in grades 1–3. The qualitative study had key informants, including teachers, administrators, parents, and students. Quantitative statistics were used, including arithmetic mean, standard deviation, frequency, and percentage. The qualitative data analysis used content analysis. The quantitative research results found that the overall picture of adolescent development had an average score of positive adolescent development that increased according to grade level. M.1: average 2.47, M.2: average 2.89, M.3: average 3.23. The qualitative research results found that (1) schools have the potential to organize activities that promote student development in the dimensions, especially by using local activities and building relationships with the community. (2) The “7C–Maela Youth Positive Development Model,” which consists of 7 components: Competence, Confidence, Connection, Character, Caring, Contribution, and Critical Consciousness, can be appropriately applied to school contexts and activities. (3) The results of the evaluation of the model found that students had positive development in all components, especially learning abilities, communication, and critical thinking.

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