ตำแหน่ง : Head of Division of Educational Evaluation and Research

โทรศัพท์ :
อีเมล :
สาขาวิชา :
ห้องทำงาน :


Research Interests 

  • Eduational Research,  Experimental in Education, Quantitative Analysis, Structural Equation Modeling,



  • Damrongpanit, S. (2019). From modern teaching to mathematics achievement: The mediating role of mathematics attitude, achievement motivation, and self-efficacy. European Journal of Educational Research, 8(2): 713-727.
  • Damrongpanit, S. (2019). How to measure self-discipline as good citizen for the undergraduates. Universal Journal of Educational Research, 7(5): 1180-1188. DOI: 10.13189/ujer.2019.070503
  • Damrongpanit, S. (2019). Factors affecting self-discipline as good citizens for the undergraduates of Chiang Mai University in Thailand: A multilevel path analysis. Universal Journal of Educational Research, 7(2): 347-355. DOI: 10.13189/ujer.2019.070206
  • Damrongpanit, S. (2019). Factor structure and measurement invariance of the self-discipline model using the different-length questionnaires: Application of multiple matrix sampling. Universal Journal of Educational Research, 7(1): 133-145. DOI: 10.13189/ujer.2019.070118
  • Jaikaew, P., & Damrongpanit, S. (2018). Effect of reducing the length of questionnaire by multiple matrix sampling on the validity of structural equation modeling for factors affecting job morale. Universal Journal of Educational Research, 6(7): 1546-1562.
  • Damrongpanit, S. (2018). The relationship between external quality assessment and the progress of sixth grade student’s learning outcome of basic education in Thailand. The Social Sciences, 13(1): 196-205.
  • Damrongpanit, S., Samuttai, R., Srisuk, K., Nguenyuang, S., & Innanate, N. (2016). The development of indicators for utility portable electronic devices of the undergraduates. The Social Sciences, 11(21): 5080-5089. 
  • Chaidi, T., & Damrongpanit, S. (2016). Development and validity testing of belief measurement model in Buddhism for junior high school students at Chiang Rai Buddhist Scripture School: An application for Multitrait-Multimethod analysis. Educational Research and Reviews, 11(18): 1731-1740. DOI: 10.5897/ERR2016.2729
  • Budsankom, P., Sawangboon, T., Damrongpanit, S., & Chuensirimongkol, J. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research and Reviews, 10(19): 2639-2652. DOI: 10.5897/ERR2015
  • Kaosa-ard, C.,  Waraporn Erawan, E., Damrongpanit, S., & Suksawang, P. (2015). How to classify the diversity of seventh grade students' mathematical process skills: An application of latent profile analysis. Educational Research and Reviews, 10(11): 1560-1568. DOI: 10.5897/ERR2014.2054
  • Saengprom, N., Erawan, W., Damrongpanit, S., & Sakulku, J. (2015). Exploring the different trajectories of analytical thinking ability factors: An application of the second-order growth curve factor model. Educational Research and Reviews, 10(7): 994-1002. DOI: 10.5897/ERR2015.2112
  • Damrongpanit, S. (2014). An interaction of learning and teaching styles influencing mathematic achievements of ninth-grade students: A multilevel approach. Educational Research and Reviews, 9(19): 771-779. DOI: 10.5897/ERR2013.1647
  • Damrongpanit, S., & Ruantragul, R. (2013). Matching of learning styles and teaching styles: Advantage and disadvantage on ninth-grade students' academic achievements. Educational Research and Reviews, 8,1937-1947. DOI: 10.5897/ERR2013.1583
  • Sriphai, S., Damrongpanit, S., & Sakulku, J. (2011). An investigation of learning styles influencing mathematics achievement of seventh-grade students. Educational Research and Reviews, 6:835-842. DOI: 10.5897/ERR11.162
  • Damrongpanit, S., & Ruantragul, R. (2009). The study of growth between academic self-concept, nonacademic self-concept, and academic achievement of ninth-grade students: a multiple group analysis. Research in Higher Education Journal 01/2009; 2(5):102-114.
  • Damrongpanit, S., & Ruantragul, R. (2009). An Investigation of the Effects between Academic Self-concept, Nonacademic Self-concept, and Academic Achievement: Causal Ordering Models. Research in Higher Education Journal 01/2009; 2(2):148-164.