The objectives of this study are to study the relation of futuristic thinking and to create the prediction equation of the 9th graders’ relation of futuristic thinking. The subjects of this study are 860, 9th graders, studying in their second term in 2019 in Srisaket province, Thailand. The sujects of this study are from 12 schools from Multi-Stage Random Sampling. The study uses 216 students in especially big-size school, 160 students in big-size school, 302 students in medium-size school and 182 students in small-size school. The research instrument used are Futuristic Thinking form, Emotional Intelligence (EQ), Motivation (MO), Self-Directed Learning (SD) and Attitude towards learning (AT) with Likert Scale measurement (IOC), Item Total Correlation and Cronbach’s Alpha Coefficient. Statistics used are Mean, Standard Deviation, Pearson’s Product Moment Correlation (rxy), and Stepwise Multiple Regression Analysis. The study found that: All the five factors has relational statistics of .05 with Coefficient of Correlation from .673-.791 Prediction equation both in the form of unstandardized scores and standardized scores are FT¢ = .180 + .483EQ + .179MO + .172SD + .148AT ZFT¢ = .441ZEQ + .172ZMO + .179ZSD + .148ZAT All five prediction factors and variance factors can be used to explain 70.7% of futuristic thinking.

The research aimed at studying and comparing the futuristic thinking of Grade 9 students studying in schools of different sizes. The samples of the research were Grade 9 students of semester 2 in academic year 2020 in Sisaket Province, Thailand. The multi-stage random sampling technique was employed for the selection of 860 students from 12 schools: 216 students were from extra-large-sized, 160 from large-sized, 302 from medium-sized, and 182 from small-sized schools. The instrument used in the research was a 15 item-5-point Likert scale futuristic test. The validity (IOC) ranged from 0.32 to 0.75, Item Total Correlation from 0.57 to 0.75, and reliability value was 0.94. The data was analyzed using Mean, Standard Deviation (S.D.), One way ANOVA, and Scheffe’ method. The results showed that 1) Grade 9 students’ futuristic thinking was at high level in both overall and individual aspect; 2) Grade 9 students studying in schools of different sizes had different levels of futuristic thinking at the .05 level of statistical significance. Students from extra-large-sized schools had higher level of futuristic thinking than those from medium-sized ones. For those students who were in large schools had higher futuristic thinking levels than the ones in medium and small-sized schools, with a statistical significance of .05 level. The other pairs were not different.

The objective of this research is to study and compare the self-regulation of grade 9th students with different personality types and who study in schools of different sizes. The sample group used in this study consisted of 860 students from Sisaket province, Thailand, who were randomly selected through a multi-stage random sampling method. Of these, 185 students had an extroverted personality type, while 675 had an introverted personality type, and they were studying in special large schools (216 students), large schools (160 students), medium-sized schools (302 students), and small schools (182 students). The research tool used was a self-regulation assessment questionnaire, which is a 5-point Likert scale questionnaire with 9 questions, having an internal consistency (IOC) ranging from 0.60 to 1.00, item total correlation ranging from 0.62 to 0.82, and reliability of 0.93. The data was analyzed using statistical techniques such as mean, standard deviation (S.D.), Two-way ANOVA, and Bonferroni. The research findings revealed that: 1) there was no interaction between personality type and school size in relation to self-regulation, 2) grade 9th students with different personality types (extroverted vs. introverted) showed statistically significant differences in self-regulation, with introverted students having higher levels of self-regulation than extroverted students, and 3) grade 9th students who studied in schools of different sizes (special large, large, medium, and small) showed significant differences in self-regulation.