ENSAYOS DE ABUSO RAZONABLEMENTE PREVISIBLE (véase el numeral

The multiple regression analysis was used to explore whether the independent variables would predict psychological resilience of Thai students. The result showed that the independent variable could significantly predict psychological resilience for 26% (F = 9.86, p < .01). Specifically, religion, year of study, degree, current average mark, performance in comparison with friends, family, effects of social media on friends and family and teacher support could predict psychological resilience of Thai students at an alpha level of .05. (Table 6.3)

Table 6.3 Standardized Regression Coefficient, t-Value, and Significance Value for the predictors of psychological resilience

Predictors _β t p

Gender .08 1.65 .10

Religion .13 3.01 < .01

Year of study .12 2.61 < .01

Degree -.15 -3.19 < .01

Current average mark -.09 -2.11 < .05

Performance in comparison with friends .11 2.44 < .05

Total household annual income .02 .40 .69

A number of brothers and sisters -.03 -.60 .55

Family .19 4.00 < .01

100

Predictors _β t p

Other friends outside classrooms .06 1.11 .27

Social media use .07 1.39 .16

Attitude towards social media use .01 .22 .83

Effects of social media use on friends and family

.14 3.23 < .01

Frequency of absence .06 1.39 .17

Teacher support .20 3.88 < .01

1. Religion

The result revealed that even though religion could predict psychological resilience, there was no significant difference between the psychological resilience scores of the students who were Buddhists, Christians or no religion, F (2, 481) = 2.07,

p = .13, ω = .07.

2. Year of study

There was a significant effect of year of study on psychological resilience, F(3, 480) = 3.38, p = .02, ω = .12. Interestingly, students who were the final year students had a significantly higher level of psychological resilience (M = 2.89, SE = .06) than the first year students (M = 2.65, SE = .03) at p = .05. However, there was no significant difference in levels of psychological resilience among the first year, the second year and the third year students.

3. Degree

The psychological resilience scores of the students who studied in Faculty of Engineer, Faculty of Business Administration and Liberal Arts, Faculty of Art and Architecture and Faculty of Sciences and Agricultural Technology were not significantly different from one another, F (3, 480) = .89, p = .44, ω = -.00.

4. Current average mark

There were no significant differences levels of psychological resilience between the different students in terms of their current average mark, F (5, 471) = 1.86, p = .10, ω = .09.

101 5. Performance in comparison with friends

This variable was included in case that the students were the first year and they did not know their current average mark. There was a small but highly significant positive association between the performance in comparison with friends and psychological resilience, r = .18, p < .01. When the students estimated that their academic performance might be better than other friends, they were likely to have higher levels of psychological resilience.

6. Family

The result revealed that family was significantly related to psychological resilience, r = .33, p < .01. Specifically, the more support the students receive from their families, the more psychological resilience they achieved.

7. Effects of social media use on friends and family

There was a significant relationship between the effects of social media use on friends and family and psychological resilience, r = .16, p < .01. These results suggested that the students who sacrificed the friends and family time to spend more time on social media use were less resilient.

8. Teacher support

There was a highly significant relationship between a teacher support and psychological resilience, r = .30, p < .01. This indicated that the more teacher support they had received, the more psychological resilience they had.

Nonetheless, there were some factors that could not predict the levels of psychological resilience. They included;

1. Gender

Gender did not significantly predict psychological resilience, β = .08, t = 1.65,

p = .10. This means gender did not have an effect on the levels of psychological

resilience in Thai students.

2. Total household annual income

The finding in this thesis showed that an effect of the total household annual income on psychological resilience was not statistically significant, β = .02, t = .40, p = .69. Therefore, total household income was not a predictor of psychological resilience in Thai students.

102 3. A number of brothers and sisters

A number of brothers and sisters did not significantly predict psychological resilience, β = -.03, t = -.60, p = .55. This mean a number of brothers and sisters did not influence the levels of psychological resilience in Thai students.

4. Friends in classrooms

There was no evidence that friends in classrooms has an influence on the levels of psychological resilience in Thai students, β = .10, t = 1.88, p = .06.

5. Other friends outside classrooms

The findings in this thesis showed that other friends outside classrooms did not significantly predict psychological resilience, β . =06, t = 1.11, p. = 27. This means other friends outside classrooms did not influence the levels of psychological resilience in Thai students.

6. Social media use

There was no evidence that social media use has an influence on the levels of psychological resilience in Thai students, β = .07, t = 1.39, p = .16.

7. Attitude towards social media use

The findings indicated that attitude towards social media use did not significantly predict psychological resilience, β = .01, t = .22, p = .83. This means that attitude towards social media use did not influence the levels of psychological resilience in Thai students.

8. Frequency of absence

There was no evidence that frequency of absence has an influence on the levels of psychological resilience in Thai students, β . =06, t = 1.39, p. = 17.

6.9.3 The relationship between self-compassion and psychological resilience

One of the purposes of this study was to explore the relationship between self- compassion and psychological resilience. A significant positive correlation was found between self-compassion and psychological resilience, p < .01. Specifically, those students with a high level of self-compassion, are also likely to obtain a high score in psychological resilience. The results of correlational analysis are shown in Table 6.4.

103

Table 6.4 Correlations between self-compassion and psychological resilience

Variables Self-compassion Psychological

resilience

Self-compassion 1.00 .48**

Psychological resilience .48** 1.00

**p < .01 6.10 Discussion