Suchada Pabhapote.  1996.  Factors Related to the Faculty' s Research Productivity in 
Srinakharinwirot University, Prasarnmit.  Dissertation, M.S. (Behavioral Science)  Behavioral Science
Research Institute. 


            The purposes of this study were 1) to study factors related to the faculty' s research productivity 2)  to
examine how well the personal characteristic factors and the enviromental factor can predict the productivity, and 3)
to search for the best set of predictors in predictiong the productivity. 
            The dependent variable in this study was the faculty' s research productivity and the independent
variables were devided into 2 groups: the personal characteristics factors (bio-social, research competency consisting
of one emotional-mind devided seienctific attiude, internal-external locus of control and type A personality the other
knowledg and ability, motivation devided into 2 groups: internal motivation and external motivation) and the
environment factor (i.e the open climate). 
                Out of 795 instructors in 11 faculties of Srinakharinwirot University Prasarnmit, 200  persons were
randomly selected for this study. The instuctors from the University Demonotration School were excluded. 
               Data were analzed by usng Pearson product moment correlation, Multiple, regression and analysis of
variance. 
                1)  The personal characteristics that positively correlated with the faculty' s research productivity, at .05
level of significance, were educational level, academic position, time in doing research, particpation in academic
activities, type A personality, knowledge and ability research competency, internal motivation in research
achievement in position advancemant, 
and in social recognition. 
                Only one personal characteristic factor negatively with the productivity, it was the number of years in the
official service. The environmental factor (i.e the open  climate) was not correlated significantly with the faculty' s
research productivity. 
                2)  The personal characteristic and the environmental factors all together could predict the faculty' s
research productivity with the 24%   explained variance. 
                The variables in the personal characteristic factors could explain more variance than the environment
factors did. The highest precentage of variance explained was from internal motivation and the bio-social
(approximately 15%). 
                3)  The best set of predictors consisted of internal motivation in social recognition, participation in
academic activities, and the number of years in the official service. These three variables could explain 20.2 % of the
dependent variable variance. 
                The first two variables had positive beta coefficient but the last one had a negative coefficient. 
                4)  The significant differences at the .05 level were found for participation in academic activities,
knowledge and ability research competency, and internal motivation in position advancement and in social
recognition. In the other words, instructors with the high marks in the following variables : participation in academic
activities,  knowledge and ability research competency, and internal motivation in position advancement and in
social recognition, showed significantly higher research productivity than those with lower marks in the
corresponding variables. 
                5)  An interaction between  the number of years in the official service and academic positions was found to
be significant at the .05  level. 
                Post-hoc comparison showed that the groups of associate professors with smaller number of years in the
official service was most productive and the groups of instructors and professors with higher number of  years in the
official service was least productive. 
                6)  Neither the main effects nor the interaction of gender and the number of years in the official service
were statistically significant at the .05 level. 

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