การพัฒนากิจกรรมเสริมสร้างความยืดหยุ่นทางจิตและเพิ่มความสามารถในการปรับตัวในการเผชิญปัญหาของนักเรียนชั้นประถมศึกษาในโรงเรียนขยายโอกาส จังหวัดอุดรธานี

Abstract

The purpose of this research were 1)Develop a model of activities to enhance mental resilience and increase the ability to adapt when facing problems.2)Test the model of activities to enhance mental resilience and increase the ability to adapt when facing problems.3)Evaluate the model of activities to enhance mental resilience and increase the ability to adapt when facing problems for primary school students using the Research and Development method.The sample group for this experiment consisted of 30 primary school students in grades 3-6, aged between 9-12 years, studying in the second semester of the 2024 academic year at Nong Hai Witthaya School, under the Office of Primary Education Service Area 1, Udonthani Province. A purposive sampling method was used. The instruments included a mental resilience questionnaire, an adaptation ability questionnaire, and a satisfaction survey. Data analysis involved descriptive statistics such as percentages, mean (M), standard deviation (SD), t-test for dependent samples, and content analysis.The results revealed that:1.The developed model of activities to enhance the mental resilience of primary school students at the extended opportunity school included six activities: Building relationships and assessing mental resilience and adaptation.Developing social skills and relationships with others (I have).Developing and exploring strengths and building self-confidence (I am).Developing and practicing problem-solving skills and managing situations (I can).Enhancing adaptability skills and mental resilience (I have, I am, I can).Applying learned experiences to enhance adaptability in facing challenges.The key components of the model include:building relationships and assessing mental resilience and adaptation, developing social skills and relationships with others (I have), developing and exploring strengths and building self-confidence (I am), developing and practicing problem-solving skills and managing situations (I can), enhancing adaptability skills and mental resilience (I have, I am, I can), and applying learned experiences to enhance adaptability in facing challenges. The key components of the model include principles, objectives, processes, practical application, and evaluation.3.The results of the experiment with the activities model showed improvements in mental resilience in three areas: support from external sources (I have) (M = 4.09, SD = 0.26), internal characteristics and self-belief (I am) (M = 4.02, SD = 0.27), and problem-solving and coping skills (I can) (M = 4.09, SD = 0.26). The post-test averages were higher than pre-test scores, with significant statistical differences at the 0.01 level. For the adaptation ability test, there were improvements in four areas: emotional (M = 3.83, SD = 0.32), behavioral (M = 3.98, SD = 0.34), social (M = 3.98, SD = 0.38), and perception and attitude (M = 3.94, SD = 0.26). Post-test scores were significantly higher than pre-test scores at the 0.01 level.3.The students’ satisfaction with the activity model was at the highest level (M = 4.55, SD = 0.45).