A Study A Study of Factors Correlated with Lecturers’ Motivation for Research Production of Hatyai University -

Abstract

The objectives of this research were to 1) study the level of opinion on the research policy, the self-awareness of research knowledge, the attitude to conducting research, and the motivation for the lecturers’ research production of Hatyai University; and 2) to find out the Canonical Correlation between the factors correlated with the motivation for the lecturers’ research production of Hatyai University. Carried out by the Stratified Sampling, the sample consisted of 208 lecturers of Hatyai University in the academic year 2019. A set of 36-item questionnaires with the reliability at .84 was employed to collect the data. To analyze the data, the mean, the standard deviation, and the Canonical Correlation were employed; and the results were as follows.

(1) The level of the factors correlated with the motivation for the lecturers’ research production was overall high at 3.56. Separately, the motivation for the self-development reached the highest mean at 3.90; followed by the attitude to conducting research at 3.64, and the self-awareness of research competence at 3.51 respectively. (2) The analysis of the Canonical Correlation on the factors correlated with the motivation for the lecturers’ research production was revealed that the first pair of (R_c) was statistically significant at .001 and the R _c ² (first pair) was at .4489. This signified that the teaching experience, the research policy of the institute, the awareness of research competence, the attitude to conducting research shared the variance with the motivation for the lecturers’ research production at 44.89 percent. The Standardized Coefficients played the important role for the calculation of the function. Arranged respectively from the least to the greatest values, they were the motivation, the self-development, the attitude to conducting research, the research policy of the institute, the awareness of research competence, the career progression, and the teaching experience, while the number of teaching hours played no role in the calculation of the canonical function.