Integrative factors affecting the learning well-being of undergraduate students, Mahachulalongkornrajavidyalay University

Abstract

This research aimed to 1. examine the level of learning well-being among undergraduate students, 2. compare integrative factors influencing learning well-being, and 3. verify and validate a model of learning well-being. The study employed a mixed-methods approach, consisting of quantitative research using causal-comparative analysis with a sample of 337 undergraduate monk students and qualitative research using expert connoisseurship seminars with 5 participants. The findings revealed that the overall level of learning well-being among students was high, especially in the domain of love and faith. The level of integrative factors was also high, with training and academic expertise receiving particular emphasis. Self-development based on the Four Iddhipāda principles, especially “chanda” (aspiration) and “vimaṃsā” (investigation), emerged as the most significant predictors of learning well-being, together with academic expertise and training. Multiple regression analysis indicated that the most influential
predictors of learning well-being were the Four Iddhipāda, academic expertise, and training, jointly explaining up to 75.1% of the variance in learning well-being. Thai students exhibited significantly higher levels of learning well-being compared to international students, particularly in the domains of faith and emotional stability. Qualitative findings affirmed that the TEXIL-MCU Model was recognized by experts as appropriate and practical. The model emphasizes the integration of the Four Iddhipāda with educational mechanisms such as training programs, academic field visits, and professional development. Experts also recommended the development of additional tools to assess spiritual dimensions in order to enhance the comprehensiveness of the model.