The aim of this study was to examine an effect of self-control on self-discipline of student at Rajamangala University of Technology Phra Nakhon. Study participants were first year business administration students from 5 different classes during 2009 academic year (N = 194) with 51 males and 143 females. During the 7- week experiment students were asked to remind and report themselves regarding their behavior during Monday Wednesday and Friday. Data from questionnaire developed by researcher with r = 0.79 were analyzed with frequency percentages and means of percentages and reported as follow: 1) Student discipline behavior tended to change significantly after 7 weeks of experiment. 2) Six most behaviors occurred during the experiment were follow instructor’s suggestions and guidelines (96.9%) full class attendance and thinking of other rather than themselves (96.5%) instructor expectations (95.9%) being in classes in time (93.5%) and class attention and commitment (92.0%) respectively. On the opposite six least behaviors occurred during 7 weeks experiment are polite conversation (70.1%) using crossover bridge (79.8%) learning and understanding in classes and polite manner (82.2%) proper dress (86.7%) showing respect to parents before leaving and returning their houses (90.8%).

This paper is a survey research. The objective is to study the factors of Social Adjustment of Technical Education Faculty Students B.S. of Technical Education (5 years curriculum) Faculty of the industrial education Rajamangala University of Technology Phra Nakhon. The random sampling is conducted within the full-time students from 3 majors. The random sampling technique in this paper is derived from Krehbiel-Morgan table. The total number of sample is 167 students. Research Methodology This paper uses the survey method to collect the data. The data analysis process is based on the average percentage value of standard deviation and t-test F-test techniques. The research results can be summarized as follows: 1. Students with different genders have overall social adjustment ability indifferently. 2. Students with different ages have overall social adjustment indifferently. This implies that age is not a factor in social adjustment. 3. Students who graduated from different curriculum have overall social adjustment ability differently. The students who graduated from vocational-qualification curriculum have overall social adjustment ability higher than students who graduated from academic-qualification curriculum. In specific aspect of social adjustment to classmate the result is also the same. 4. Students with different sequence of birth have overall social adjustment ability indifferently. 5. Students with different family status in society have overall social adjustment ability indifferently. 6. Students with their parents in different occupation have overall social adjustment ability indifferently. 7. Students with different average-income-per-month families have overall social adjustment ability indifferently. However in specific aspect of social adjustment to general person the students with higher average-income-per-month families have social adjustment ability better than the students with lower average-income-per-month families. 8. Students with different family characteristics have overall social adjustment ability differently. The students with large family have overall social adjustment ability higher than students with small family.

The objectives of this research were to study and to compare the information literacy level of Rajamangala University of Technology Phra Nakhon undergraduate students by dividing into faculties and experiences of studying concerning information literacy subjects. The samples were undergraduate students in 9 faculties who were studying in second semester of academic year 2009. The 460 samples were taken a random sample by faculties’ stratification. The data were collected by information literacy test and mark record form which were four - level rating scale questions. The results were analyzed by percentage average value standard deviation F-test and t-test The results were as follows: 1. Most of all students had medium information literacy level. For consideration of each aspect students had ability in every aspect at medium level. The highest ability of students was to access the needed information effectively and efficiently the next were the ability to determine the extent of information needed ; to evaluate information and its sources critically and to incorporate selected information into their knowledge bases. 2. Students that learnt in different faculties had different information literacy with statistically significant level at .01. Faculty of Business Administration’s students had higher information literacy level than Faculty of Mass Communication Technology’s students Faculty of Architecture and Design’s students Faculty of Home Economics Technology’s students Faculty of Engineering’s students Faculty of Science and Technology’s students Faculty of Liberal Arts’ students and Faculty of Industrial Education’s students. For consideration of each aspect it showed that every aspect was different with statistically significant level at .01.2.1 For the ability of determining the extent of information needed it showed that Faculty of Business Administration’s students had higher ability of determining the extent of information needed than Faculty of Architecture and Design’s students Faculty of Mass Communication Technology’s students Faculty of Engineering’s students Faculty of Home Economics Technology’s students and Faculty of Industrial Education’s students. 2.2 For the ability of accessing the needed information effectively and efficiently it showed that Faculty of Business Administration’s students had higher ability of accessing the needed information effectively and efficiently than Faculty of Mass Communication Technology’s students Faculty of Architecture and Design’s students Faculty of Home Economics Technology’s students Faculty of Engineering’s students Faculty of Liberal Arts’ students and Faculty of Industrial Education’s students. 2.3 For the ability of evaluating information and its sources critically and incorporating selected information into one’s knowledge base it showed that Faculty of Business Administration’s students had higher ability of evaluating information and its sources critically and incorporating selected information into one’s knowledge base than Faculty of Mass Communication Technology’s students Faculty of Engineering’s students and Faculty of Home Economics Technology’s students. 2.4 For the ability of using information effectively to accomplish a specific purpose It showed that Faculty of Business Administration’s students had higher ability of using information effectively to accomplish a specific purpose than Faculty of Mass Communication Technology’s students Faculty of Engineering’s students Faculty of Architecture and Design’s students Faculty of Home Economics Technology’s students and Faculty of Liberal Arts’ students. 2.5 For the ability of understanding the economic legal and social issues surrounding the use of information and access and use information ethically and legally it showed that Faculty of Business Administration’s students had higher ability of understanding the economic legal and social issues surrounding the use of information and access and use information ethically and legally than Faculty of Mass Communication Technology’s students Faculty of Liberal Arts’ students Faculty of Home Economics Technology’s students and Faculty of Engineering’s students.3. The students who had different experiences of studying concerning information literacy subjects they had different information literacy with statistically significant level at .01. The students who had experiences of studying concerning information literacy subjects had higher information literacy than the students who had no experiences of studying concerning information literacy subjects. For consideration of each aspect it showed that the students who had experiences of studying concerning information literacy subjects had different the ability of determining the extent of information needed; the ability of accessing the needed information effectively and efficiently; the ability of evaluating information and its sources critically and incorporating selected information into one’s knowledge base; the ability of understanding the economic legal and social issues surrounding the use of information and access and use information ethically and legally with statistically significant level at .01. For the ability of using information efficiently in order to reach the objective was different with statistically significant level at .05 by means of the students who had experiences of studying concerning information literacy subjects had higher information literacy than the students who had no experiences of studying concerning information literacy subjects in every aspect.