DEVELOPMENT OF PEER COUNSELING INSTRUCTIONAL MODEL TO IMPROVE ADVERSITY QUOTIENT OF GUANGXI HIGHER VOCATIONAL STUDENTS

บทคัดย่อ

The objectives of this research were 1) to examine the factors affecting of adversity quotient among college students in Guangxi, 2) To development of Peer Counseling instructional model to improve students’ adversity quotient and 3) to study the results of Peer Counseling instructional model to improve students’ adversity quotient. Phases were carried out to answer research objectives 1, 2, 3. The population of Phase 1 were 200 former students and 3 lecturers of the Mental Health Education for College Students course in the 1st semester of the 2022 academic year from Guangxi Transport Vocational and Technical College. The target group of Phase 2 were 3 specialists, and the sample group of Phase 3 were 50 students who enrolled in the Mental Health Education for College Students course in Guangxi Transport Vocational and Technical College. The research instruments were 1) a set of questionnaires for students, and interview for lecturers 2) a set of questionnaires for conformity instructional model, 3) lesson plans using project-based learning Instructional model, and 4) Scoring rubric form. Data were analyzed by percentage, frequency, mean, standard deviation.The results revealed the following.1) The factors to promote adversity quotient of higher vocational students in Guangxi Province were internal and external factors. The former included Cognitive Skills, Psychology and attitude, while the latter involved teaching methods, materials, environment. 2) The peer counseling Instructional model to promote adversity quotient of Guangxi Higher vocational students include 5 components: 1) Principle and rationale, 2) Objectives, 3) Contents, 4) Method of teaching & materials and 5) Evaluation. The model was 100% conformed to utility, feasibility, propriety, and accuracy standards as assessed by 3 specialists. 3)After testing the research hypothesis, it can be found that the given treatment influences students' adversity quotient at significance level 0.000. In addition, the overall developmental scores of individual students' problem-solving ability of total 2 dimensions are generally found at Very High level. There were 28 students or 70.00% of all students at "Very High" developmental level of problem-solving ability of total 2 dimensions; 10 students or 25.00% at "High" developmental level; 2 students or 5.00% at "Moderate" developmental level; No student or 0.00% at "Low" developmental level and Internal factors include cognitive skills, motivation, and attitude. Cognitive skills encompass the lecturer's knowledge base, teaching skills, and ability to adapt to technological advancements to effectively impart psychological knowledge. Motivation involves stimulating students' learning motivation through engaging teaching methods and fostering supportive teacher-student relationships. Attitude refers to the importance of a positive teaching attitude, thorough lesson preparation, and conveying enthusiasm for knowledge to students to enhance their control, responsibility, and resilience.External factors include teaching methods, materials, and environment. Teaching methods such as peer counseling are highlighted as effective in supplementing psychological counseling resources and meeting individual student needs. Materials should go beyond traditional textbooks, utilizing diverse media platforms and practical teaching methods to enrich students' mental health knowledge and self-adjustment skills. The environment, encompassing campus facilities, atmosphere, and social context, plays a crucial role in fostering a supportive learning environment conducive to the development of AQ. Strategies such as creating multi-functional classrooms, promoting peer counseling through campus culture, and providing opportunities for social practice are suggested to enhance students' resilience and prepare them for future challenges in society.Overall, the passage emphasizes the importance of both internal and external factors in nurturing students' AQ, highlighting the need for comprehensive approaches that integrate effective teaching methods, supportive environments, and relevant learning materials to promote students' psychological well-being and resilience.