The second level was the institutional level, which contained two predictor variables with statistical significance, friends and educational institution situation, with both having positive effects. Five had a positive effect, which included ability, affect, family situation, gender, and GPA, while one variable had a negative effect, which was income. The first level was the student teacher level, in which six of the hypothesized nine predictor variables had statistical significance. Additionally, the HLM for appropriate Internet use behaviour for Thai student teachers consisted of two levels of predictor variables. The findings revealed that appropriate Internet use behaviour in Thai student teachers was at a high level. Mean (¯(x )), standard deviation (S.D.), and HLM were used to analyse the data. The research tool used was a questionnaire with content validity and reliability at 0.83 – 0.92. The sample group consisted of 1,800 student teachers studying for their bachelor’s degree at 30 Thai government educational institutions. The goals of this research were to analyse and develop a Hierarchical Linear Model (HLM) of appropriate Internet use behaviour of Thai student teachers. Hierarchical linear model, Internet addiction, Internet behaviour, Thailand Abstract Faculty of Industrial Education and Technology, King Mongkut's Institute of Technology Ladkrabang (KMITL)ġ Thanon Chalong Krung, Lat Krabang, Bangkok 10520 Thailand
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