A modern teaching method influences both direct and indirect learning achievement through the student's nonacademic factors. The researcher has an intention to examine the influences of new teaching methodology on mathematics achievement towards mathematics attitude, achievement motivation, and self-efficacy of students as mediating variables (n teacher = 117, n student = 2,205). The Multilevel Structural Equation Modeling revealed that attitude towards mathematics is the most important factor in explaining the academic achievement of individual students. It could be explained the variance with achievement motivation and perceived self-efficacy of students by 60.50%. As for the modern teaching method, there was a positive effect on achievement both directly and indirectly through all three factors with statistical significance and explained conjointly about the variance of student achievement in each classroom by 99.00%. This finding suggests the importance and direction of teaching design that covers the development of relevant factors as proposed in discussions and implementations.

<p style="margin-left: 21.3pt; text-align: justify;">This research intended to examine the effect of mindset, democratic parenting, democratic teaching, and school environment on global citizenship among 2,226 ninth-grade students and 80 social studies teachers from 80 classrooms in public schools. The research instruments included a student questionnaire to measure global citizenship, democratic parenting, fixed and growth mindset, and a teacher questionnaire to measure democratic teaching and school environment and to analyze the data based on multilevel structural equation modeling. The significant findings revealed that democratic parenting and school environment positively affected global citizenship, whereas democratic teaching had a negative effect on global citizenship. In addition, the outstanding students with a growth mindset tend to lead to a positive effect and act as a mediating role through global citizenship than those with outstanding fixed mindset clearly. All factors in the model collaboratively explained the variance of global citizenship accounted for 62.8% and 47.5% at student and classroom levels, respectively. Finally, the discussions and suggestions section suggested the recommendations according to the findings of the research.</p>

The purposes of this study were to test the structural validity and to test the parameters invariance of the self-discipline measurement model for good student citizenship among the models, using the data from the 1,047 complete questionnaires and the reducing length questionnaires with multiple matrix sampling technique. The sample size of this study was 1,047 bachelor's degree students selected by means of a multi-stage sampling technique. A set of 5 rating scale and 89-item questionnaires, divided into two versions, 44 and 45 each. The data were analyzed by confirmatory factor analysis and multiple group analysis. The research findings were as follows: 1) the model can be used to confirm the self-discipline construct validity of 4 components as responsibility, honesty, compliance and patience with ambition and intention, and 2) patterns and parameters of the model were varied between the models using the data from the full questionnaire and the data that reduced the length of the questionnaire. However, the measurement model is consistent with the empirical data in both cases.

The research was designed to examine the effects of question setting using different conditions into 10 sets on the validity of structural equation modeling for factors affecting job morale. The data was collected from 690 personnel working in regional Statistical Offices around Thailand by using cluster random sampling. The tool used in collecting data was the questionnaire with 95 items and 5 levels of rating scale. The discrimination value was between 0.244 and 0.860 and the reliability: α was from 0.699 to 0.900. Data analysis was conducted by the use of descriptive statistics and structural equation modeling by Mplus 7.4 program. The findings showed that the structural equation modeling with question setting in 3 sets of sub-questionnaires, cooperated with item sampling without replacement and non-fixing core items, conformed to the empirical data the most and that overall relationship between the structural model parameter and the model parameter from the complete questionnaire was high in a positive way.

The objective is to examine the factors, which affect self-discipline as good citizens for undergraduates. The samples were employed with 1,407 undergraduates from 18 faculties by Stratified Random Sampling. The instrument was 5-rating-scale questionnaire consisting of 89 items for self-discipline as good citizens and 84 items for measuring 9 causal factors classified as 5 aspects of student level and 4 aspects of faculty level. A Multilevel Path Analysis was used for data analysis by Mplus 7 .4 program. The results showed that the democratic child rearing, the discipline prototype, and the discipline environment had positive effects. On the other hand, the media effect and the discipline climate had the negative effects on self-discipline. All factors explained variances of self-discipline between student and faculty were 39.90 % and 98.40%, respectively.