Author name: Tran Ha Thu
Thesis title: Emotional intelligence of secondary school students
Dissertation field: Psychology
Major: Psychology Code: 62 01 04 01
Name of the postgraduate training unit: Faculty of Psychology - University of Social Sciences and Humanities - Vietnam National University, Hanoi.
1. Purpose and research objects of the thesis
1.1. Research purpose
The study aims to investigate the current status of emotional intelligence (EI) capacity of secondary school students; the relationship between EI and relationship quality, student personality traits and parental behavior. From there, propose ideas to improve EI capacity for secondary school students.
1.2. Research subjects
Level of emotional intelligence of middle school students
2. Research methods used
- Document research method
- Interview method
- Questionnaire survey method
- Portrait analysis method
- Mathematical statistical methods
3. Main results and conclusions
3.1. Main results
-The overall TTCX and the four component competencies in the TTCX of secondary school students reached an average of 100.01 points. In particular, the average score (A) of each component competency was quite similar. Interpersonal competency had the highest score of 100.11; followed by adaptive competency and stress management competency with almost equal scores of 100.05 and 100.04. The lowest was intrapersonal competency with a score of 99.25. The average score in all five scales above shows that the level of emotional and social development of secondary school students reached an appropriate level of development.
- There is no difference in general TTCX capacity as well as component capacities between the two sexes and in the age groups from 12 to 15 years old (p > 0.05). The statistically significant difference is shown in the two target groups in the city and the countryside, in which students in the city have a higher general TTCX index than students in the countryside (p < 0.05, GPA = 102.2 and 98.5). Students who are class and Youth Union officers have a higher general TTCX index than the rest (p < 0.05; GPA = 102.6 and 98.7).
- In addition, there was a statistically significant difference in gender and location between the group with below average and above average general TTCX ability (p <0.05). Among the 79 students with below average general TTCX ability, 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 TTCX ability, the difference between urban and rural areas was 48.8% and Ha Nam was 51.2%, respectively. Most of the students with high results were female with 60.2% and male with 39.8%.
- There is a relatively strong positive correlation between general TTCX and the quality of adolescents' relationships (p < 0.01; r = 0.352). This correlation indicates that adolescents with higher scores on the development of general TTCX capacity as well as the development index of component capacities (intrapersonal, interpersonal, stress management and adaptability) have more positive and good relationships (p < 0.01 and p < 0.05). General TTCX has a significant positive correlation with all adolescents' relationships (p < 0.01). This shows that when adolescents have higher TTCX capacity, all 4 relationships (with father, mother, brother/sister and friends) become more positive. Specifically, adolescents' general social competence can predict 14.6% of the change in the quality of their social relationships, in which stress management competence has the strongest impact (Beta = 0.279).
- When simultaneously considering 5 personality traits including: conscientiousness, openness to experience, extroversion, agreeableness and neuroticism, the regression analysis results showed that: personality traits can explain 31.6% of the change in students' overall psychological well-being, in which agreeableness has the strongest influence on the change in general psychological well-being (Beta = 0.263).
- Parenting behavior can explain 5% of the change in adolescents' TTCX. Of the 06 independent variables included in the linear regression model, only the variable of mother's supportive behavior was significant in the model (p < 0.05); the remaining 05 independent variables were not significant in the model (p > 0.05). Therefore, mother's supportive behavior is the only type of behavior that affects students' TTCX.
- When considering simultaneously the personality traits of students and the parenting behavior of parents, it shows that: mother's warm behavior and student's likeable personality can predict the most changes in student's TTCX with 23.6%, in which likeability has a stronger influence than mother's supportive behavior (Beta = 0.445 and 0.117 respectively).
3.2. Conclusion
- The level of emotional intelligence capacity of middle school students is suitable for the development of their age. The component capacities have relatively similar levels. In which, interpersonal capacity has the highest development index, second is adaptive capacity, third is management capacity and finally intrapersonal capacity.
- There is no difference in emotional intelligence between male and female students. Students in the city have higher general emotional intelligence and interpersonal competence than students in the countryside. Students who are class officers have better general emotional intelligence, interpersonal, intrapersonal and adaptability than students who do not hold positions in the classroom. The higher the grade, the better the intrapersonal competence. Most students with low emotional intelligence are in the countryside and most students with high emotional intelligence are female.
- General emotional intelligence affects the quality of students' relationships with parents, siblings, and close friends. Of the four components of emotional intelligence, stress management has the strongest impact on the quality of students' relationships.
- Students' personality traits and parents' parenting behaviors have an impact on students' emotional intelligence. In particular, personality traits have the ability to predict changes in emotional intelligence more strongly than parenting behaviors. Of the 5 personality types, agreeableness has the strongest impact on students' emotional intelligence. Of the 3 parenting behaviors, supportive behavior in mothers has the greatest impact on children's 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 hold 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.Conclusions
- 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 friends. 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.
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