Psychosocial impact on public school enrollment in armed conflict of southern Thailand

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2022-06-09 DOI:10.1080/21683603.2022.2075996

Sudarat Tuntivivat

引用次数: 0

Abstract

ABSTRACT Public schools in southern Thailand have witnessed a sharp decline in school enrollment and have struggled to remain open due to an ongoing separatist insurgency since 2004. The purpose of this sequential exploratory mixed methods research is to examine the current situation and the psychosocial factors impacting public school enrollment in southern Thailand. This collective case study took place in seven school sites in the complex socio-cultural context amid armed conflict. The qualitative design was integrated into a questionnaire survey with three hundred pupils to further explore a hypothesis model with larger samples. The quantitative analysis supported the causal relationships between family background, educational management, social support, resilience, and public school enrollment. This paper offers some policy recommendations to promote public school enrollment in southern Thailand.

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泰国南部武装冲突对公立学校招生的心理社会影响

摘要自2004年以来，由于持续的分离主义叛乱，泰国南部的公立学校招生人数急剧下降，难以继续开放。这项顺序探索性混合方法研究的目的是检验泰国南部公立学校招生的现状和心理社会因素。这项集体案例研究是在武装冲突期间复杂的社会文化背景下，在七个学校地点进行的。将定性设计纳入对300名学生的问卷调查中，以进一步探索更大样本的假设模型。定量分析支持了家庭背景、教育管理、社会支持、复原力和公立学校招生之间的因果关系。本文提出了一些促进泰国南部公立学校招生的政策建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.