TTLA: Emotional intelligence of middle school students

1. Full name of doctoral candidate: Tran Ha Thu 2. Gender: Female

3. Date of birth: November 29, 1986 4. Place of birth: Hanoi

5. Decision to admit doctoral students No.: 3216/2014/QD-XHNV-SDH dated December 31, 2014

6. Changes in the training process: none

7. Thesis title: Emotional intelligence of middle school students

8. Major: Psychology 9. Code: 62 31 04 01

10. Scientific Supervisors: 1. Assoc. Prof. Dr. Truong Thi Khanh Ha

2. Assoc. Prof. Dr. Le Van Hao

11. Summarize thenew resultsof the thesis:

• In theory:

- Based on Bar-On's mixed-theory model of Emotional Intelligence (EI), this study has developed a concept and various manifestations of EI in junior high school students.Emotional intelligence in middle school students is a combination of skills and qualities that enable them to understand and express themselves, understand and relate to others, and cope with the demands of daily life.The overall cognitive abilities of middle school students are manifested in the following four component abilities: intrapersonal, interpersonal, stress management, and adaptability.

- This thesis initially examines the significance and suitability of the variables in the Bar-On EQ-i:YV scale for children aged 7 to 18, developed by Bar-On, on Vietnamese junior high school students. Based on the reliability and validity test results, the thesis proposes a general EQ scale suitable for the research subjects. Accordingly, the general EQ scale still consists of four subscales measuring intrapersonal, interpersonal, stress management, and adaptability abilities. The two subscales measuring happiness and positive impression index remain unchanged. The number of variables in the interpersonal and stress management subscales has been changed. Unsuitable variables have been removed to better suit the research sample.

• In practical terms

• Overall, junior high school students have a level of cognitive development appropriate for their age. The development levels of the component abilities are relatively similar. Interpersonal ability has the highest development index, followed by adaptability, then self-management, and finally intrapersonal ability.
• There was no difference in emotional intelligence between male and female students. Urban students had higher overall emotional intelligence and interpersonal skills than rural students. Students who were class officers had better overall emotional intelligence, interpersonal skills, intrapersonal skills, and adaptability than students who did not hold any class positions. The higher the grade level, the better the intrapersonal skills compared to lower grade levels. Among students with below-average overall emotional intelligence, rural students had a higher proportion than urban students. Among students with above-average overall emotional intelligence, intrapersonal skills, and interpersonal skills, female students had a higher proportion than male students.
• Overall emotional intelligence (EI) is positively correlated with students' personal relationships. EI can also predict changes in students' relationships with parents, siblings, and friends. Specifically, adaptability can predict increased support, and stress management can predict a reduction in negative interactions within students' relationships.
• The personality traits of students and the behavior of their parents are related to the students' emotional intelligence. In particular, personality traits are more likely to predict changes in emotional intelligence than parental behavior. Of the five personality types, likeability is the strongest predictor of positive changes in emotional intelligence. Of the three behavioral types, supportive maternal behavior is the most predictive of positive changes in the students' emotional intelligence.

12. Practical applications:

- The BarOn EQ-i:YV scale, which has been studied for reliability and significance of variables in middle school students, was used to apply to research on other student groups in Vietnam.

- Support and propose programs and activities for emotional intelligence education for middle school students to families and schools.

13. Future research directions:

- Adaptation of the BarOn EQ (i: YV) scale for Vietnamese adolescents aged 7 to 18.

- Research other psychological and social factors that are related to or have the ability to predict changes in emotional intelligence in adolescents, such as temperament, parental parenting style, prosocial behavior, risk-taking behavior, etc.

14. Published works related to the dissertation:

(1) Tran Ha Thu (2016), “The relationship between emotional intelligence and academic achievement in adolescence”,Journal of Social Sciences and Humanities(2 (2b), pp.218-225, ISSN: 2354-1172.

(2) Tran Ha Thu (2017), “The relationship between emotional intelligence and risky behavior in adolescents”,Journal of Educational Science(141), pp.57-61, ISSN 0868 - 3662.

(3) Tran Ha Thu, Truong Thi Khanh Ha (2018), “Emotional intelligence and quality of relationships of teenagers”,Journal of Psychology (12), pp.3-17, ISSN: 1859-0098.

                                                                         INFORMATION OF DOCTORAL THESIS

1. Full name: Tran Ha Thu 2. Sex: Female

3. Date of birth: November 29, 1986 4. Place of birth: Hanoi

5. Admission decision number: 3216/2014/QD-XHNV-SĐH Dated December 31, 2014

6. Changes in academic process: None

7. Official thesis title: Emotional intelligence of secondary school students

8. Major: Psychology 9. Code: 62 31 04 01

10. Supervisors: 1. Assoc. Prof. Truong Thi Khanh Ha

2. Assoc. Prof. Le Van Hao

11. Summary of the new findings of the thesis:

- From the mixed model of Emotional Intelligence (EI) of Bar - On, the thesis builds definition and structure of the EI of secondary school students.“The emotional intelligence of the secondary school students is a combination of skills and qualities that enable them to understand and express themselves, understand and relate to others as well as respond to the demands of daily lifeThe total EI of secondary school students included four component competence: intrapersonal, interpersonal, stress management and adaptability.

- The thesis initially investigated the psychometric properties of the Emotional Quotient Inventory: Young Version (EQi - YV) for children from 7 to 18 years old on the secondary school students in Vietnam. From the results of the reliability and validity, the research presents the EI scale which is appropriate to participants of the research. structured, the total EI included four sub-scales, measuring intrapersonal, interpersonal, stress management and adaptability. General mood and positive impression sub – scales maintained in the inventory. The interpersonal and stress management sub – scales changed the number of items. Insignificant items removed to appropriately the participants of the research.

- The level of emotional intelligence of secondary school students was consistent with the development of their age. The component competencies in total EI had the similar level, in which interpersonal competence holds the highest mean, adaptability competence occupies the second highest mean, followed by stress management and intrapersonal hold the lowest mark.

- There was no difference in emotional intelligence between male and female students. Urban students had total emotional intelligence and interpersonal higher than rural students. Students who hold positions in class or school had overall emotional intelligence, interpersonal, intrapersonal and adaptability competence higher than those who did not hold any positions. The older age, the better intrapersonal competence. In the group had total EI below average level, rural students accounted for a higher proportion than urban students. In the group had total EI, intrapersonal and interpersonal above average level, female students contributed to a higher percentage than male students.

- The total EI significantly and positively correlated to the personal relationships of students. The total EI predicted students' relationships with parents, siblings and friends, in which adaptability predicted an increase of support interactions and stress management predicted a decrease of negative interactions in student's relationships.

- The student's personality traits and parental behaviors correlated to the student's EI, in which the personality traits predicted the EI stronger than parental behaviors. specific, among five types of personality traits, agreeableness was the strongest predictor of EI. Among three types of parental behaviors, parental support behavior of mother was the strongest predictor of secondary school student's EI.

12. Practical applicability:

- Using the Emotional Quotient Inventory: Young Version (EQi - YV) which investigated the psychometric properties on secondary school students in order to measure distinct adolescent groups in Vietnam.

- Recommending programs and activities for emotional intelligence education for secondary school students to families and schools.

13. Further research directions:

- Adapting the Emotional Quotient Inventory: Young Version (EQi - YV) to Vietnamese adolescent.
- Investigating other psychological and social factors that have the ability to correlate and predict the emotional intelligence of adolescents such as: temperament, parental style, attachment, prosocial behavior, risk behavior, etc.

14. Thesis – related publications:

(1) Tran Ha Thu (2016), “The relationship between emotional intelligence and academic achievement in adolescence”,Journal of Social Sciences and Humanities, Vol 2 (2b), pp. 218 – 225, ISSN: 2354-1772.

(2) Tran Ha Thu (2017), “The relationship between emotional intelligence and risk behavior in adolescence”,Journal of Educational Sciences, Vol 141, pp. 57 – 60, ISSN: 0868-3662.

(3) Tran Ha Thu, Truong Thi Khanh Ha (2018), “Emotion Intelligence and relationships quality of adolescents”,Journal of Psychology(12), pp. 03 – 17, ISSN: 1859-0098