THE ROLE OF PRIMARY STUDENTS’ QUALITY OF LIFE AS A SUPPORTING MECHANISM FOR LEARNING AND SCHOOL LIFE: A CASE STUDY IN SOUTHERN THAILAND

Abstract

This study examined the level of primary students’ quality of life (QoL) and explored its role as a supporting mechanism for learning and school life. A quantitative survey design was employed. The participants were 347 primary school students in Grades 1–6 from a school network, selected through stratified random sampling. Data were collected using a QoL questionnaire covering five dimensions: physical well-being, emotional and psychological well-being, social relationships, learning and school life, and school environment and safety. The instrument demonstrated reliability (Cronbach’s alpha = 0.87). Data were analyzed using descriptive statistics, independent samples t-tests, and one-way analysis of variance. The results indicated that students’ overall QoL was at a high level (M = 4.06, SD = 0.45). Social relationships (M = 4.18, SD = 0.48) and school environment and safety (M = 4.16, SD = 0.50) recorded the highest mean scores, whereas emotional and psychological well-being (M = 3.98, SD = 0.56) and learning and school life (M = 3.94, SD = 0.54) showed lower high levels. Significant differences in QoL were found based on health status (t = 2.36, p = .019), family structure (F = 3.18, p = .024), household income (F = 4.62, p = .004), sleep duration (F = 15.21, p < .001), and daily screen time (F = 9.17, p < .001). No significant differences were observed for gender, age, parental occupation, or mode of transportation to school (p > .05). These findings confirm that students’ QoL functions as a supporting mechanism for learning and school life.