THE RELATIONSHIP BETWEEN STUDENTS INTERPERSONAL RELATIONSHIPS AND MENTAL HEALTH AT GUANGXI TALENT INTERNATIONAL COLLEGE
Article Sidebar
Main Article Content
บทคัดย่อ
The objectives of this research were: 1) to study students' Interpersonal relationships at Guangxi Talent International College, 2) to study students' mental health at Guangxi Talent International College, and 3) to study the relationship between students' Interpersonal relationships and students' mental health at Guangxi Talent International College. This study adopts a quantitative method to explore the relationship between students' Interpersonal relationships and students' mental health. The accidental random sampling was 375 students at Guangxi Talent International College, selected according to Krejcie and Morgan table (1970). The research instrument was a self-designed questionnaire. The statistics used were frequency, percentage, mean, standard deviation, and Pearson product moment correlation coefficient.
The research results were:
- Students' Interpersonal relationships at Guangxi Talent International College in 3 aspects were at a high level ( =3.95, S.D.=0.85). Considering the results of these 3 research aspects were as follows: the highest rank was “Family Relationships of students” ( =4.00, S.D.=0.87), indicates a high level, followed by “Peer Relationships of students” ( =3.94, S.D.=0.84), whereas “Teacher-Student Relationships” was the lowest rank ( =3.91, S.D.=0.85).
- Students' mental health at Guangxi Talent International College in 3 aspects was at a high level ( =3.91, S.D.=0.95). Considering the results of these 3 research aspects were as follows: the highest rank was “Stress of students” ( =3.99, S.D.=0.90), indicates a high level, followed by “Depression of students” ( =3.96, S.D.=0.94), whereas “Anxiety of students” was the lowest rank ( =3.80, S.D.=1.00).
- It is shown that the overall relationship between students' interpersonal relationships and students' mental health has a positive correlation at the high level with statistical significance at the .01 level (r=0.60**).
Article Details
อนุญาตภายใต้เงื่อนไข Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
เอกสารอ้างอิง
Allen, K. A., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1–34. https://doi.org/10.1007/s 10648-016-9389-8
American Psychological Association. (2018). Stress in America: Generation Z. American Psychological Association.
Arseneault, L. (2018). Annual research review: The persistent and pervasive impact of being bullied in childhood and adolescence: Implications for policy and practice. Journal of Child Psychology and Psychiatry, 59(4), 405–421. https://doi.org/10.1111/jcpp.12841
Auerbach, R. P., Mortier, P., Bruffaerts, R., Alonso, J., Benjet, C., Cuijpers, P., … Kessler, R. C. (2018). WHO world mental health surveys international college student project: Prevalence and distribution of mental disorders. Journal of Abnormal Psychology, 127(7), 623–638. https://doi.org/10. 1037/abn0000362
Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlations of depression, anxiety, and stress in a sample of college students. Journal of Affective Disorders, 173, 90–96. https://doi.org/10.1016/j.jad.2014.10.054
Bukowski, W. M., Laursen, B., & Rubin, K. H. (2018). Handbook of peer interactions, relationships, and groups (2nd ed.). Guilford Press.
Beyens, I., Keijsers, L., & Valkenburg, P. M. (2024). Within-person unity and duality: A novel framework to understand social media
effects on adolescent mental health. Current Psychology, 45, 36. https://doi.org/10.1007/s12 144-025-08893-7
Conger, R. D., Conger, K. J., & Martin, M. J. (2016). Socioeconomic status, family processes, and individual development. Journal of Marriage and Family, 72(3), 685–704. https://doi.org/10.1111/j.1741-3737.2010.00725.x
Daming, H. ., Intarasompun, W. ., Watananimitgul, W. ., & Iamsa-ard, A. . (2023). The Development of Environmental Education Curriculum Based on Community Participation to Promote Senior High School Students’ Environmental Conservative Mind. Journal of
Roi Kaensarn Academi, 8(12), 405–419. Retrieved from https://so02.tci-thaijo.org/ index.php/JRKSA/article/view/266494
Hefner, J., & Eisenberg, D. (2025). Multidimensional social support and depressive symptoms in college students: Direct associations and stress-buffering roles. Discover Psychology, 5, 173
Hawker, D. S. J., & Boulton, M. J. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41(4), 441–455. https://doi.org/10.1111/1469-7610.00629
Intarasompun, W., Muangnual, P., and Punchatree, N. (2022). Active Learning Management and Using E-Portfolio as Authentic Assessment for Teacher Students. Journal of Yanasangvorn Research Institute Mahamakut Buddhist University, 13(2),108–118. https://so04.tci-thaijo.org/index.php/ yri/article/view/262856/177769
Keyes, C. L. M. (2014). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73(3), 539–548. https://doi.org/10.1037/0022-006X.73.3.539
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308
Liao, J., Chen, S., Liu, Y., & Guo, C. (2024). The effects of family and school interpersonal relationships on depression in Chinese elementary school children: The mediating role of academic stress and the moderating role of self-esteem. Children, 11(3), 327. https://doi.org/10.3390/children110 30327
Meng, C. ., Intarasompun, W. ., Watananimitgul , W. ., & Iamsa-ard, A. . (2023). The Development of Issue-centered Teaching Model based on Radical Constructivism Theory to Improve Students’ Critical Thinking Ability. Journal of Roi Kaensarn Academi, 8(11), 156–170. Retrieved from https://so02.tci-thaijo.org/index.php/JRKSA/article/view/266117
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/0267 3843.2019.1596823
Peihao, X. ., Intarasompun, W. ., Watananimitgul , W. ., & Iamsa-ard, A. . (2023). The Development of Life Values Integrated Curriculum to Enhance Mental Health for Freshmen Students. Journal of Roi Kaensarn Academi, 8(11), 131–146. Retrieved from https://so02.tci-thaijo.org/index.php/ JRKSA/article/view/266122
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793
Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015). Children in peer groups. In M. E. Lamb (Ed.), Handbook of child psychology and developmental science (7th ed., pp. 175–222). Wiley.
Suldo, S. M., Thalji, A., & Ferron, J. (2016). Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual-factor model. Journal of Positive Psychology, 11(1), 17–30. https://doi.org/10.1080/17439760.2015. 1015157
Wentzel, K. R. (2017). Teacher–student relationships and adolescent competence at school. Educational Psychologist, 52(4), 1–17. https://doi.org/10.1080/ 00461520.2017.1304760
World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.
Xiang Hui, J. ., Intarasompun, W. ., Watananimitgul , W. ., & Iamsa-ard, A. . (2023). The Development of Psychological Health Education
Curriculum Based on Psychological Capital to Improve the Positive Psychological Quality of College Students. Journal of Roi Kaensarn Academi, 8(11), 171–185. Retrieved from https://so02.tci-thaijo.org/index.php/JRKSA/article/view/ 266118
Yanting, C. ., Intarasompun, W. ., Watananimitgul , W. ., & Iamsa-ard, A. . (2023). The Development of the Mental Health Education Curriculum based on Kolb’s Experiential Learning Theory to Improve Ethnic Preparatory Students’ Learning Adaptability. Journal of Roi
Kaensarn Academi, 8(12), 241–256. Retrieved from https://so02.tci-thaijo.org/index.php/JRKSA/ article/view/266490
Zhang, D. (2016). College students’ mental health education. Higher Education Press.
Zhonghua, G. ., Intarasompun, W. ., Watananimitgul , W. ., & Iamsa-ard, A. . (2023). The Development of Blended Teaching model Based on Deep Learning Theory to Enhance college students’ critical thinking. Journal of Roi Kaensarn Academi, 8(11), 381–394. Retrieved from https://so02.tci-thaijo.org/index.php/JRKSA/article/view/266121
Zimin , Z., Watannanimtgul , W. ., Intarasompun , W. ., & Iamsa-ard , A. . (2023). The Development of Instructional Model According to Immersive Learning in Virtual Reality Environment to Enhance Tour Guide Students’ Oral Communication Ability . Journal of Roi Kaensarn Academi, 8(12), 324–338. Retrieved from https://so02.tci-thaijo.org/index.php/JRKSA/article/view/ 266491
