Self-esteem and Social Skills

จาก ChulaPedia

Self-esteem and Social Skills

Abstract

        The purpose of this study was to examine factors which supported and limited the implementation of a program to enhance self-esteem and social skills for non-formal education students. This research and development used One-Group: Pre-test Post-test Design. The 30 subjects were non-formal education students aged 15-25 at community learning centers in the Bangkok area. The research procedures were divided into three steps: 1) Determining, measuring, and assessing program outcomes and impact --- using assessments of students, teachers, and facilitators; 2) Determining, measuring, and assessing program inputs and determining cost effectiveness --- interviewing administrator and teachers; 3) Using evaluation findings (i.e., lessons learned and outcomes/impacts achieved) for program revisions --- focus group discussion of triangular groups, namely: (1) three Non-formal educators; (2) three representatives of Non-formal Education policy officials from a district, a province, and Ministry of Education; (3) ten Representatives of stakeholders and community which include two representatives of teachers and two representatives of students, three different religious wise men from main religions in Thailand (Buddhism, Islamism, and Christianity), three representatives from community concerns.
       The results of the study were as follows: Relevant factors which supported the 3 stages of implementation of the program were: 1) Pre-implementation --- preparation for personnel (students and facilitators), places, unit plans, learning resources and materials; 2) While-implementation --- three sequential factors: (1) unconditional human worth --- beholding and appreciating the core self, (2) love --- affirmation of love and being loved, and (3) growth --- moving in the desired direction; 3) Post-implementation --- both extrinsic motivation (Non-formal Education Policy, opportunity for experience reflection) and intrinsic motivation (moral awareness). The factors limiting the implementation of the program might be the lack of well-trained facilitators. 

Keywords: Non-formal education program, Self-esteem, Social skills, Non-formal education students