The Development of Students Teachers Relationship of Undergraduate Students Through Theoretical Integrative Group Counseling

Abstract

          The purposes of this research were :  to develop  the factors  of students – teachers relationship test of undergraduate students  and  to study the effects of students – teachers relationship through theoretical integrative group  counseling program.  The research was divided into two phases.  First, there were; reviewing of literature, focusing group discussion, using exploratory factor analysis (EFA), discussing in group, reviewing of related research, trying  out, considering from expertises,  evaluating instrumental quality as well as confirming factor analysis and norms. Second, to find out the  effects  of  students – teachers relationship through theoretical integrative group  counseling  program,   Person-Centered Theory by Carl Ramson Rodgers  and Gestalt Theory by Fritz Perls were  used  in this  study.  The samples were 20 undergraduated students from the second year at Rajabhat University, North Eastern Group selected by using the random result of percentile from students – teachers relationship scores lower than 25 percentile.  Then  using  random assignment to assign  into  2  groups of 10 ; for experimental and control group. Data were analyzed by ANOVA  repeated measures factors between groups and within a group. Paired-difference procedure  by  Newman -Keuls was used to analyze data. 

          The result found that;  on 6 factors students-teachers relationship, consisted of 32  items;  teaching behavior, esteem,  conflict,  helpfulness,   closeness,    and  emotional were passed in good level criteria considering Goodness-Of-Fit (GOF) :   χ² =  892.17,  df = 2.916,  p = 0.00,  GFI = 0.95, AGFI = 0.914, SRMR = 0.069  และ  RMSEA = 0.043 ,and constructed validity value  = 0.793 – 0.926.  The effects of the students – teachers relationship through theoretical integrative group counseling  program found that 1) statistical significance of  interaction  between method and time period was  .05 level.    2)  students who attended in theoretical integrative group counseling program has higher students – teachers  relationship than the controlled group with statistical  significance at .05 level on the post period and follow up period.  3)  students who attended in theoretical integrative group counseling program has higher students – teachers relationship on post period  and follow up  period than pre experimental period at statistical significance .05 level.