FORMAT OF MOTIVATION DEVELOPMENT FOR STUDENTS AT THE SUNDAY BUDDHIST EDUCATION CENTER WAT FAK BUENG NAIN SUBDISTRICT PHICHAI DISTRICT UTTHARADIT PROVINCE

Abstract

This research aimed to: 1) examine the conditions and patterns of learning motivation among students at the Sunday Buddhist Education Center; 2) analyze the patterns of learning motivation construction among students at the Sunday Buddhist Education Center; and 3) propose guidelines for developing motivational patterns for students at the Sunday Buddhist Education Center. This study employed a qualitative research methodology. The sample consisted of 30 participants, including the District Ecclesiastical Chief of Pichай, the center director, deputy director, instructors, community leaders, youth representatives, and students. Research instruments comprised in-depth interviews and focus group discussions, with content validity verified by subject matter experts and appropriateness of interview items reviewed accordingly. The collected data were analyzed using contextual content analysis.

The findings were as follows:

1) The conditions and patterns of learning motivation among students at Wat Fak Bueng Sunday Buddhist Education Center emerged from the integration of multiple components, encompassing administrative management, instructors, curriculum, learning activities, and an environment conducive to moral cultivation. Furthermore, motivational patterns were influenced by internal factors namely faith and a disposition toward goodness as well as external factors including family, peers, and community, collectively fostering sustained student interest in learning and self-development.

2) Analysis of the motivational patterns revealed an integrative model that systematically connects internal and external factors. The researcher developed the "BIMM Model," comprising four core dimensions: instructors and administration, learning processes, Buddhist-oriented environment, and external support. The Four Bases of Success (Iddhipāda 4) serve as the central framework for cultivating intrinsic motivation, thereby promoting holistic development of learners in terms of knowledge, morality, and behavior.

3) Guidelines for developing learning motivation patterns should be implemented systematically across eight dimensions: administration, curriculum, learning activities, media and technology, instructional time, physical facilities, reinforcement, and community collaboration. Emphasis should be placed on enhancing teacher capacity,