Abstract
Objective: This study compares the handwriting achievement and Adversity Quotient scores of the first grade students who were studying in the first semester of 2015 academic year of Mekkajorn Chiang Mai School. Materials and methods: 36 first grade students were divided into 2 groups 18 each; a control and an experimental group using a quasi-experimental design. The independent variable was the Adversity Quotient practice, or studying in the classroom without Adversity Quotient practice, and the dependent variables were handwriting achievement and Adversity Quotient. One-way MANOVA was used to analyze the hypothesis of this study. Results: The experimental group had a higher gain score in handwriting achievement and in the Adversity Quotient than the control group, with significances of 0.05 and 0.001 respectively. After finishing the Adversity Quotient practice, the experimental group had a 6.49 % higher score in handwriting achievement and 14.97% higher score in Adversity Quotient. Conclusion: Adversity Quotient practice helps first grade students of Mekkajorn Chiang Mai School increase handwriting achievement and Adversity Quotient scores.
How to cite this paper
Adversity Quotient Practice and Handwriting Scores in First Grade Students
Pimnada Prasittisrisakul1, Shuttawee Sitsira-at2*, Pinyapan Piasai2
1.Graduate Student in the Master of Education (Development of Psychology) Program, Srinakharinwirot University, Thailand
2.Department of Psychology, Faculty of Humanities, Srinakharinwirot University, Thailand
Corresponding author: Shuttawee Sitsira-at, Professor, Department of Psychology, Faculty of Humanities, Srinakharinwirot University, Thailand.
How to cite this paper: Prasittisrisakul, P., Sitsira-at, S. & Piasai, P. (2017). Adversity Quotient Practice and Handwriting Scores in First Grade Students. The Educational Review, USA, 1(3), 54-60.
http://dx.doi.org/10.26855/er.2017.03.002
Full Text: PDF DOI:10.26855/er.2017.03.002
