PSYCHOLOGICAL CHARACTERISTICS AND SITUATIONAL FACTORS AS CORRELATE OF PREPARATION FOR QUALITY AGING IN UNDERGRADUATE STUDENTS

Abstract

This research was a correlational-comparative study. Its objectives were 1) to predict the undergraduate students’ behavior in preparing for quality aging from psychological characteristics and situational factors. 2) to study the direct and indirect influences of psychological characteristics and situational factors on undergraduate students’ behavior in preparing for quality aging.

Based on Interactionism model, this research employed a multi-stage sampling method. The samples were 489 undergraduate students in junior level, consisted of 134 males(27.40%) and 355 females (72.60%). The average age was 21 years old. There were 4 groups of variables as follows. 1) Dependent variable group was preparation for quality aging, consisted of 3 variables, namely present quality of life, knowledge acquisition and knowledge usage. 2) Psychological traits group consisted of 4 variables, namely future orientation and self-control, need for achievement, mental health and core self-evaluation 3) Situational factors group consisted of 3 variables, namely perceived role modeling, social support and social norm. 4) Psychological state group consisted of 2 variables, namely attitude towards preparation and locus of control of preparation. There were 12 measures and one biosocial background questionnaire. Most of the measures were in the form of summated rating scales. The measures were verified for their quality with Item discrimination, Item-total correlation, Reliability and Confirmatory factor analysis. The reliability score of each measure ranged between 0.65 to 0.86. Data were analyzed in total sample and several subgroups categorized by biosocial background of undergraduate students. The important findings were as follows.

First, MRA using psychological traits and situational factors, with the total of 7 variables as predictors of the two psychological state variables indicated the supportive results for hypothesis 1. The important findings were 1) all 7 predictors yielded predictive percentage of 40.37% on attitude towards preparation in total group. The predictors ordered in descending were future orientation and self-control, social support, and achievement motivation. The predictive percentage in the rest of the subgroups ranged between 34.86% to 53.67%. 2) all 7 predictors yielded predictive percentage of 37.74% on locus of control of preparation in total group. The predictors ordered in descending were mental health, social norm, social support, need for achievement, and perceived role modeling. The predictive percentage in the rest of the subgroups ranged between 28.54% to 47.06%.

Second, results from MRA using psychological traits, situational factors, and psychological state with the total of 9 variables as predictors of the three dependent variables variables indicated the supportive results for hypothesis 2. The important findings were 1) all 9 predictors yielded predictive percentage of 27.97% on present quality of life in total group. The predictors ordered in descending were core self-evaluation, mental health, perceived role model, and social support. The predictive percentage in the rest of the subgroups ranged between 9.89% to 38.53%. 2) all 9 predictors yielded predictive percentage of 32.06% on knowledge acquisition in total group. The predictors ordered in descending were need for achievement, attitude towards preparation, core self-evaluation, social norm, and perceived role model. The predictive percentage in the rest of the subgroups ranged between 23.68% to 40.92%.and 3) all 9 predictors yielded predictive percentage of 25.14% on knowledge usage in total group. The predictors ordered in descending were need for achievement, attitude towards preparation, future orientation and self-control and social norm. The predictive percentage in the rest of the subgroups ranged between 15.02% to 35.44%. Third, result from path analysis indicated the model fit for the adjusted model. Psychological trait latent variable and situational latent variable directly affected preparation for quality aging latent variable via psychological state latent variable, which supported interactionism model. Furthermore, it was found that psychological trait latent variable also directly affected situational latent variable. The R2 value of preparation of quality aging latent variable was 0.606.

Based on the important findings in this study, the recommendations for practice are 1) in order to increase knowledge acquisition, the following psychological and situational factors should be heightened undergraduate students in general, which are need for achievement, attitude towards preparation, core self-evaluation, social norm , and role model. 2) in order to increase knowledge usage, the following psychological and situational factors should be heightened undergraduate students in general, which are need for achievement, attitude towards preparation, future orientation and self-control, and social norm. 3) there are two at-risk groups that need urgent attention, which are low GPA students, and students not currently living with elder. These students should receive training on need for achievement and attitude towards preparation.