THE STUDY OF UNDERGRADUATE STUDENT IDENTITY OF MAHACHULALONGKORNRAJAVIDYALAYA UNIVERSITY

Abstract

The objectives of this research article were 1) to investigate processes and obstacles of developing undergraduate student identity through Mahachulalongkornrajavidyalaya University’s desirable characteristics, 2) to construct affective identities’ test of undergraduate students of Mahachulalongkornrajavidyalaya University, and  3) to evaluate the affective identities test of MCU undergraduate students. The mixed-method design was applied in this study. The population consisted of 7,113 undergraduate students studying at Mahachulalongkornrajavidyalaya University’s campuses in academic year 2018. The samples consisted of 840 undergraduate students studying at 5 Mahachulalongkornrajavidyalaya University’s campuses; Chiang Mai, Phrae, Khonkhan, Ubon Ratchathani, and Nakhon Ratchasima campus by using convenient sampling method. The 12 key informants consisted of vice-rector, assistance to the rector, dean, vice-dean, assistance to the dean, instructors of Mahachulalongkornrajavidyalaya University, they were purposive selection, who were considered having administrative experiences.

The results revealed as follows.

1. Obstacles of developing undergraduate students’ affective-identities were sustainability and continuation of activities organized by university, in order to cultivate undergraduate students’ identities (66.2%), students’ good cooperation in attending activities organized by university to promote their identities (64.8%), promoting information the students’ identities as well as MCU academic culture (54%) respectively. In terms of graduate production processes, there is Student Affairs Division, divided into 3 departments, taking responsible for student affairs, students’ service and welfare, and religious activities.

2. The processes of constructing undergraduate affective identities’ test were as follows; 1. Determining the test objectives, 2. Studying theories and definitions related to undergraduates’ affective identities, 3. Determining the definition of each affective identity by key informants, 4. Writing affective identities’ definitions by synthesizing data collected from related documents and key informants, 5. Writing items the guestion of each affective identity, 6. Conducting face validity, 7. Conducting try out, and 8. conducting trial run. The constructed undergraduate affective identities’ test consisted of 8 factors. The factor loading of each indicator was greater than 0.50, with a statistically significant was at 0.05 (t-value ≥ 2.00).

3. The results of test evaluation revealed that there were 2 factors influencing undergraduates’ affective identities. The first was faculties (3.8%) and the second was campuses (11.70%). Other factors had less influence on undergraduate students’ identity and was classified as statistically non-significant.