Editing: research/abstract_eng/720.txt

Bunta Nuntawakul. (2003). Psychosocial factors related love reading behavior of lower secondary school students. Master Thesis, M.S. (Applied Behavioral Science Research). Bangkok : Graduate School, Srinakharinwirot University. Advisor Committee: Asst. Prof Dr.Omduean Sodmanee, Miss Usa Srijindarat. There were four aspects for this study: 1) to compare the love reading behavior of students in different social environments, 2) to compare the love reading behavior of students in different psychological characteristics, 3) to investigate interactive of social environments and psychological characteristics on students in love reading behavior, and 4) to predict the love reading behavior in students from social environments and psychological characteristics. The sample in this study consisted of 402 students of lower secondary school in the region 1 by using multi-stage random sampling. Instruments used for collecting data were 9 scales: 1) personal questionnaire, 2) child rearing practices and parental identity on supporting behavior scale, 3) promotion of reading within family scale, 4) democratic atmosphere among teachers and students scale, 5) promotion of reading in school scale, 6) desirable peer group experience scale, 7) attitude towards reading scale, 8) future-orientation, and 9) love reading behavior scale. Data were analyzed by using the Two-way ANOVA and step-wise Multiple Regression. The analysis were conducted in both subgroup sampling and the whole group sampling. The findings were summarized as follows: 1) Promotion of reading within family influenced the love reading behavior. The students with high promotion of reading within family illustrated higher behaviors for reading than those with low level, both from subgroup sampling and the whole group sampling. 2) Democratic atmosphere among teachers and students influenced the behaviors of love reading. The students with high degree of democratic atmosphere among teachers and students illustrated higher in love reading behavior than those with low level, both from subgroup sampling and the whole group sampling. 3) Promotion of reading within school influenced the love reading behavior. The students with high degree of promotion of reading in school illustrated higher in love reading behavior than those with low level, both from subgroup sampling and the whole group sampling. 4) Attitude towards reading influenced love reading behavior. The students with high degree of attitude towards reading illustrated higher in love reading behavior than those with low level, both from subgroup sampling and the whole group sampling. 5) Future-orientation influenced the love reading behavior. The students with high degree of future-orientation illustrated higher love reading behavior than those with low level, both from subgroup sampling and the whole group sampling. 6) In determining the predictive variables, the findings show that variable factors together can predict 57% of the time on the love reading behavior. The five variable factors are: attitude towards reading, promotion of reading within family, child rearing practices and parental identity on supporting behavior scale, desirable peer group experience and promotion of reading in school. In subgroup sampling of all male, four variable factors (attitude towards reading, reading promote within family, desirable peer group experience and future-orientation) can predict 60% of the time the love reading behavior. In subgroup sampling of all female, one variable factor (attitude towards reading) can predict 49% of the time on the love reading behavior.