Research Abstract No.49    A study of the relationships among Child Rearing Practices, Creative                                          Thinking,                                 and Assertive Behavior                                               by                      Associate Professor Ashara Sucaromana                       Assistant Professor Oraphin Choochom                             Archan Tasana Tongpukdee           There were two purposes of this study. The first purpose was to investgate relationships amongchild rearing practices, creative thinking, and assertive behavior of students from each type of school.There were two types of schools : secondary demonstration schools of ministry of University Affairs andsecadary schools of Ministry of Education. The second purpose was to compare assertive behavior withrespect to the type of school and family backgrounds in each type of school.The sample consisted of 3917th grade students in 1991 from secondary demonstration schools of Ministry of University Affairs andSecondary schools of Ministry of Education. The intruments used for collecting data were studentbackground questionnaires, child rearing questionnaires, assertive behavior questionnaires, and creativethinking tests. Data were analyzed by using Pearsonís product moment correlation coefficient, t-test, andone - way analysis of variance.         The research findings were summaried as follows;         1. It was found that initiative thinking was negatively correlated with assertive behavior for studentsfrom secondary schools of Ministry of Education. Specifically, Those with high initiative thinking wererelated to low assertive behavior. In Contrast, the total score of creative thinking and fluency thinkingwere positively correlated with assertive behavior for students from secondary demonstration schools ofMinistry of University Affairs. specifically, those with high total score of creative thinking and fluencythinking were associated with high assertive behavior. Reasoning child - rearing Practices were alsopositively correlated with assertive behavior in both types of schools.         2. The Comparison of students assertive behavior with respect to the type of school and familybackground yielded the following results :             2.1 Students from secondary demonstration schools of Ministry of University affairs showedgreater assertive behavior than students from secondary schools of Ministry of Education.             2.2 There was a difference in assertive behavior according to gender for students from secondaryschools of Ministry of Education. Specifically, female students showed greater assertive behavior thanmale students. However,there was no difference in assertive behavior according to gender for studentsfrom secondary demonstration schools of Ministry of University Affairs.         It was also found that students with lower family income (less than 10,000 bath/ month) insecondary schools of Ministry of Education showed greater assertive behavior than did students withhigher family income. These differences were not found in students from secondary demonstration schoolof Ministry of University Affairs. Moreover, There was no difference in assertive behavior with regard toparentsí education level and parentsí occupation in both types of schools.                            SWUHOMEPAGE  Back to Behavioral Science Research Institute