{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/65970"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/65970","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Self-Esteem, Alienation and Attitudes Toward School: A Study of Thai Students in Selected Vocational and Academic High Schools","abstract":"The purpose of this dissertation was to determine whether or not explanations for the disruptive behavior of large groups of Thai vocational students could be found through an investigation of their feelings of self-esteem, alienation from society, and attitudes toward their schools. The subject population for the study comprised 360 second-year students from three vocational-technical high schools and 200 second-year students from two academic high schools, all of which were located in Bangkok, Thailand. In addition, 15 vocational high school teachers at the subjects' high schools were interviewed. Three tests using the self-reporting technique, including the Coopersmith Self-Esteem Inventory, were administered to the subject population in Bangkok during June of 1979.","abstract_html":"The purpose of this dissertation was to determine whether or not explanations for the disruptive behavior of large groups of Thai vocational students could be found through an investigation of their feelings of self-esteem, alienation from society, and attitudes toward their schools. The subject population for the study comprised 360 second-year students from three vocational-technical high schools and 200 second-year students from two academic high schools, all of which were located in Bangkok, Thailand. In addition, 15 vocational high school teachers at the subjects' high schools were interviewed. Three tests using the self-reporting technique, including the Coopersmith Self-Esteem Inventory, were administered to the subject population in Bangkok during June of 1979.","abstract_has_math":false,"creators":["Vorakitphokatorn, Sairudee"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-12T19:56:50Z","date_published":"2014-12-12T19:56:50Z","updated_at":"2026-07-22T22:25:55Z","subjects":["Education, Educational Psychology"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8026611"],"render_values":[{"text":"(UMI)AAI8026611","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/65970","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Vorakitphokatorn, Sairudee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-12T19:56:50Z","10000-01-01","1980"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/65970","(UMI)AAI8026611"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this dissertation was to determine whether or not explanations for the disruptive behavior of large groups of Thai vocational students could be found through an investigation of their feelings of self-esteem, alienation from society, and attitudes toward their schools. The subject population for the study comprised 360 second-year students from three vocational-technical high schools and 200 second-year students from two academic high schools, all of which were located in Bangkok, Thailand. In addition, 15 vocational high school teachers at the subjects' high schools were interviewed. Three tests using the self-reporting technique, including the Coopersmith Self-Esteem Inventory, were administered to the subject population in Bangkok during June of 1979.","Computational analysis of the data gathered from these tests confirmed the following hypotheses about Thai vocational high school students when compared with students from academic schools: they had lower home self-esteem scores; they felt more alienated from their society; they felt more negatively toward their schools; and they perceived themselves as more disturbance-prone. On the other hand, the abovementioned analysis showed that Thai vocational students are not necessarily lacking in general self-esteem.","The author's detailed recommendations centered around her general opinion that similar studies should be conducted to examine the self-concept of Thai vocational high school teachers, and that longitudinal studies should be conducted with vocational high school students to determine the nature of the change in self-esteem levels over the full three year period of vocational high school instruction. Since all of the members of the subject population of this study came from Thailand's major metropolitan area, the author also recommended that similar investigations be conducted upon vocational high school students in rural area of Thailand for purposes of comparison.","Made available in DSpace on 2014-12-12T19:56:50Z (GMT). No. of bitstreams: 1 8026611.pdf: 4661273 bytes, checksum: 40325480fac661d036fa9affa74e8503 (MD5) Previous issue date: 1980","Embargo set by: Seth Robbins for item 66149 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","133 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1980."]},{"key":"dc:title","label":"Title","values":["Self-Esteem, Alienation and Attitudes Toward School: A Study of Thai Students in Selected Vocational and Academic High Schools"]}]}],"canonical_facts":{"dc:creator":["Vorakitphokatorn, Sairudee"],"dc:date":["2014-12-12T19:56:50Z","10000-01-01","1980"],"dc:description":["The purpose of this dissertation was to determine whether or not explanations for the disruptive behavior of large groups of Thai vocational students could be found through an investigation of their feelings of self-esteem, alienation from society, and attitudes toward their schools. The subject population for the study comprised 360 second-year students from three vocational-technical high schools and 200 second-year students from two academic high schools, all of which were located in Bangkok, Thailand. In addition, 15 vocational high school teachers at the subjects' high schools were interviewed. Three tests using the self-reporting technique, including the Coopersmith Self-Esteem Inventory, were administered to the subject population in Bangkok during June of 1979.","Computational analysis of the data gathered from these tests confirmed the following hypotheses about Thai vocational high school students when compared with students from academic schools: they had lower home self-esteem scores; they felt more alienated from their society; they felt more negatively toward their schools; and they perceived themselves as more disturbance-prone. On the other hand, the abovementioned analysis showed that Thai vocational students are not necessarily lacking in general self-esteem.","The author's detailed recommendations centered around her general opinion that similar studies should be conducted to examine the self-concept of Thai vocational high school teachers, and that longitudinal studies should be conducted with vocational high school students to determine the nature of the change in self-esteem levels over the full three year period of vocational high school instruction. Since all of the members of the subject population of this study came from Thailand's major metropolitan area, the author also recommended that similar investigations be conducted upon vocational high school students in rural area of Thailand for purposes of comparison.","Made available in DSpace on 2014-12-12T19:56:50Z (GMT). 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