Associated Psychological Dimensions of Mental Well-Being among Vocational Student Teachers at a Thai Public University
Keywords:
Associated psychological dimensions; higher education; mental well-being; vocational student teacheAbstract
Psychological well-being is becoming an increasingly important issue in higher education, especially for students in vocational teacher training programs who face pressures from both theoretical studies and practical training in educational institutions. Such pressures are heightened owing to the social environment in Thailand where the parents of students expect them to graduate and pass the civil service teacher examination. Even though the universities have focused on the welfare of learners, there is a lack of research regarding the psychological well-being of the vocational teacher trainees. Therefore, the current research seeks to investigate the psychological aspects related to the mental well-being of vocational education students at public universities in Thailand. The study adopted a quantitative research design, using a stratified sample of 150 undergraduate students from public universities in Bangkok. The instrument for data gathering involved the use of a standardized questionnaire with an IOC value between 0.60 to 1.00 and a Cronbach's alpha value of 0.817. The multiple regression analysis method was used and multicollinearity diagnostic tests revealed that all tolerance values were above .10 while VIF values were below 10. According to the research results, psychological well-being is at a very high level. It relates to six psychological dimensions: life purpose, positive relationships, environmental mastery, autonomy, self-acceptance, and personal growth. The theoretical concepts of psychological well-being explain such results and reflect the multidimensional nature of students' well-being in educational institutions. It is important to emphasize the need for an appropriate supportive environment that includes screening, counseling, and the evaluation of intervention effectiveness for well-being.
https://doi.org/10.26803/ijlter.25.8.16
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