Author's name: Tran Ha Thu
Thesis title: Emotional intelligence of middle school students
Field of study of the thesis: Psychology
Major: Psychology Code: 62 01 04 01
Name of the postgraduate training unit: Department of Psychology - Faculty of Social Sciences and Humanities - Vietnam National University, Hanoi.
1. Purpose and scope of the thesis
1.1. Research Objectives
This study aims to investigate the current level of emotional intelligence (EI) among junior high school students; the relationship between emotional intelligence and relationship quality, students' personality traits, and parental behavior. Based on this, it proposes suggestions to enhance emotional intelligence in junior high school students.
1.2. Research Subjects
Levels of emotional intelligence among middle school students
2. Research methods used
- Documentary research method
- Interview method
- Questionnaire survey method
- Portrait analysis method
- Mathematical statistical methods
3. Main results and conclusions
3.1. Main results
ButThe overall emotional and social development (E&D) score and the four component competencies within it for junior high school students reached an average of 100.01 points. The average scores for each component competency were quite similar. Interpersonal competency had the highest score at 100.11; followed by adaptability and stress management competency with nearly equal scores of 100.05 and 100.04 respectively. The lowest score was intrapersonal competency with 99.25 points. The average scores across all five scales indicate that the emotional and social development of junior high school students is at an appropriate level.
- There were no differences in overall socio-emotional intelligence (SEE) competence or its components between the two genders and within the 12-15 age groups (p > 0.05). Statistically significant differences were observed between the two groups of subjects in urban and rural areas, with urban students having a higher overall SEE than rural students (p < 0.05, mean = 102.2 and 98.5). Students who were class leaders and Youth Union members had a higher overall SEE than the rest (p < 0.05; mean = 102.6 and 98.7).
- In addition, there were statistically significant differences related to gender and geographical location among the group with below-average and above-average overall cognitive abilities (p <0.05). Among the 79 students with below-average overall cognitive abilities, 41.8% were male and 58.2% were female; 27.8% were urban students and 72.2% were rural students. In the group of students with above-average cognitive abilities, the difference between urban and rural areas was 48.8% and in Ha Nam was 51.2%, respectively. The majority of high-achieving students were female (60.2%) and male (39.8%).
- There is a relatively strong positive correlation between overall emotional intelligence (EI) and the quality of teenagers' relationships (p < 0.01; r = 0.352). This correlation indicates that teenagers with higher overall EI as well as higher scores in component competencies (intrapersonal, interpersonal, stress management, and adaptability) tend to have more positive and fulfilling relationships (p < 0.01 and p < 0.05). Overall EI shows a significant positive correlation with all of teenagers' relationships (p < 0.01). This suggests that the higher a teenager's EI, the more positive all four relationships (with parents, siblings, and friends) become. Specifically, adolescents' overall emotional intelligence (EI) can predict 14.6% of changes in the quality of their social relationships, with stress management skills having the strongest impact (Beta = 0.279).
- When considering all five personality traits simultaneously—conscientiousness, willingness to experience, extraversion, likeability, and distraction—regression analysis results indicate that personality traits can explain 31.6% of the variation in students' emotional states, with likeability having the strongest influence on overall emotional state variation (Beta = 0.263).
- Parental behavior can explain 5% of the variation in adolescent emotional intelligence. Of the six independent variables included in the linear regression model, only the variable regarding supportive maternal behavior was significant (p < 0.05); the other five independent variables were not significant (p > 0.05). Therefore, supportive maternal behavior is the only type of behavior that influences students' emotional intelligence.
- When considering both the personality traits of students and the parenting behavior of parents, it was found that: warm maternal behavior and amiable personality in students were the most predictive of changes in students' emotional intelligence, with 23.6%, where amiability had a stronger influence than supportive maternal behavior (Beta = 0.445 and 0.117 respectively).
3.2. Conclusion
- The level of emotional intelligence among middle school students is appropriate for their age group. The component competencies are at relatively similar levels. Interpersonal competence has the highest development index, followed by adaptability, then management skills, and finally intrapersonal competence.
- There is no difference in emotional intelligence between male and female students. Students in cities have higher overall emotional intelligence and interpersonal skills than students in rural areas. Students who are class officers have better overall emotional intelligence, interpersonal skills, intrapersonal skills, and adaptability than students who do not hold class positions. The higher the grade level, the better the intrapersonal skills. The majority of students with low emotional intelligence are from rural areas, and the majority of students with high emotional intelligence are female.
- General emotional intelligence influences the quality of students' relationships with parents, siblings, and close friends. Of the four component competencies of emotional intelligence, stress management has the strongest impact on the quality of students' relationships.
- Students' personality traits and parents' parenting behaviors influence students' emotional intelligence. Of these, personality traits are more likely to predict changes in emotional intelligence than parenting behaviors. Among the five personality types, agreeableness has the strongest impact on students' emotional intelligence. Of the three parenting behaviors, supportive behavior from mothers has the greatest influence on students' emotional intelligence.
SUMMARY OF DOCTORAL THESIS
The author's name: Tran Ha Thu
Thesis title: Emotion Intelligence of junior high school students
Scientific branch of the thesis: Psychology
Major: Psychology Code: 62 01 04 01
The name of postgraduate training institution: Faculty of Psychology, the University of Social Sciences and Humanities, Vietnam National University, Hanoi.
1.1 Purpose
1.2 Objective
Emotion intelligence of junior high school students
2. Research methods
3. Major results and conclusions
3.1.The major results
- The total EI and the four EI components of junior high school students reached the average level of 100.01 points. In particular, the mean scores (Mean) of each component capacity were quite similar. Interpersonal capacity had the highest score of 100.11; adaptive and stress management capacity were almost equal scores of 100.05 and 100.04. The lowest capacity was intrapersonal reached at 99.25. The average scores in all scales show that the level of emotional and social development of secondary school students got an appropriate level.
- There was no difference in total EI as well as component capacities between sexes and age groups from 12 to 15 years old (p> 0.05). The difference was significantly significant in groups of urban and rural in which the students living in urban had higher index than those in rural (p < 0.05, Mean = 102.2 and 98.5). Students who holding positions in class or school had higher EI than the rest (p < 0.05, Mean = 102.6 and 98.7).
- In addition, the difference was significantly significant between sexes and living area in 2 student groups: group of students with EI below average level and the group has EI above average level (p < 0.05). In 79 students with below average level, there were 1.8% male and 58.2% female; 27.8% urban students and 72.2% rural students. In the group with EI above average level, the difference between urban and rural students respectively was 48.8% and 51.2%. The majority of students achieved high level with women at 60.2% and men at 39.8%.
- There was a positive correlation between total EI and the quality of relationships of junior high school students (p < 0.01, r = 0.352). This correlation indicates the higher total EI ability index as well as indexes of component capacities (interpersonal, interpersonal, stress management and adaptive), the higher positive interactions in relationships quality of adolescents (p < 0.01 and p < 0.05). There was a significant positive correlation between total EI with all kinds of relationships (p < 0.01). This shows that the higher EI, the higher positive interaction in relationship with parents, sibling and friend. specific, total EI capacity of adolescents predicted 14.6% the relationships quality, in which the stress management capacity was the strongest predictor (Beta = 0.279).
- When analyzing the contribution of Big Five personality traits, including: (extraversion, agreeableness, openness, conscientiousness and neuroticism), results of regression analysis imply that all Big Five personality traits were taken together accounted for 31.6% of total variances in emotional intelligence in which agreeableness was the strongest predictor (Beta = 0.263).
- Parental behavior accounted for 5% of EI. When taking together variances into the linear regression model (parental support, parental psychological control and parental behavior control), there was only variable of support behavior of mother was significantly significant (p < 0.05)
- When analyzing together Big Five personality traits of secondary school students and parental behavior of parents, it showed that support behavior of mother and agreeableness of student could predict 23.6% of EI in which agreeableness had the stronger prediction than support behavior (Beta = 0.445 and 0.117 respectively).
3.2.Revisions
- The level of emotional intelligence of secondary school students was consistent with the development of ages. Component capacities in EI had the similar indexes. In particular, interpersonal capacity had the highest index, adaptive capacity was the second, stress management was the third and intrapersonal had the lowest index.
- There was no difference in emotional intelligence between male and female students. Students in urban had general emotional intelligence and interpersonal higher than rural students. Students who hold positions in class or school have overall emotional intelligence, interpersonal, intrapersonal and adaptability capacity higher than those who do not hold any positions. The older age, the better intrapersonal capacity. The majority of students with low level of emotional intelligence live in rural areas and the majority of students with high emotional intelligence are women.
- General emotional intelligence affects the relationships quality of students with parents, siblings and close friend. In four component capacities of emotional intelligence, stress management had the greatest impact on the quality of relationships.
- Personality traits of students and parental behavior of parents affect the emotional intelligence of the students. In particular, personality traits predict emotional intelligence stronger than parental behaviors. Among Big Five personality traits, agreeableness trait had the strongest impact on emotional intelligence. Among three types of parental behaviors, support behavior of mother had the greatest influence on the emotional intelligence of the students.
Author:ussh
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