TTLA: Emotional Intelligence of Middle School Students

1. Full name of PhD student: Tran Ha Thu 2. Gender: Female

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

5. Decision on recognition of PhD students No. 3216/2014/QD-XHNV-SDH dated December 31, 2014

6. Changes in training process: none

7. Thesis topic: Emotional intelligence of middle school students

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

10. Scientific instructors: 1. Associate Professor, Dr. Truong Thi Khanh Ha

2. Associate Professor, Dr. Le Van Hao

11. Summary ofnew resultsof the thesis:

• In theory:

- From Bar-On's mixed theoretical model of Emotional Intelligence (EI), the topic has built the concept and aspects of EI expression of junior high school students. "Emotional intelligence of secondary school students is a combination of skills and qualities that help them understand and express themselves, understand and relate to others, and cope with the demands of everyday life.General cognitive ability of secondary school students is expressed in the following four components: intrapersonal, interpersonal, stress management and adaptability.

- The thesis initially tested the significance and suitability of the variables in the TTCX scale (BarOn EQ - i: YV) for children from 7 to 18 years old by author Bar-On on the subject of secondary school students in Vietnam. From the results of testing the reliability and validity of the scale, the thesis has proposed a general TTCX scale suitable for the research object of the thesis. Accordingly, the general TTCX scale still includes 4 sub-scales, measuring intra-personal, interpersonal, stress management, and adaptability abilities. The 02 sub-scales of feeling happy and the positive impression index are kept the same. The number of variables in the interpersonal and stress management sub-scales has changed. Inappropriate variables have been removed to suit the research object sample of the thesis.

• In practice

• In general, secondary school students have a level of cognitive development appropriate to their age. In particular, the development level of the component abilities is relatively similar. Interpersonal ability has the highest development index, second is adaptability, third is leg management ability and finally intrapersonal ability.
• There was no difference in TTCX between male and female students. Students in the city had higher general TTCX and interpersonal ability than students in the countryside. Students who were class officers had better general TTCX, interpersonal ability, intrapersonal ability and adaptability than students who did not hold any position in the class. The higher the grade, the better the intrapersonal ability than the lower grade. In the group of students with general TTCX developed below average, rural students had a higher proportion than urban students. In the group with general TTCX, intrapersonal ability and interpersonal ability developed above average, female students had a higher proportion than male students.
• Generalized self-efficacy was positively correlated with students' interpersonal relationships. Self-efficacy also predicted changes in students' relationships with parents, siblings, and peers. Among them, adaptability predicted increases in supportiveness and stress management predicted decreases in negative interactions in students' relationships.
• Student personality traits and parental behavior have a relationship with student achievement. Among them, personality traits have the ability to predict changes in student achievement more strongly than parental behavior. Among the 5 personality types, agreeableness can most strongly predict positive changes in student achievement. Among the 3 behavioral types, mother's supportive behavior has the highest level of predicting positive changes in student achievement.

12. Practical application:

- Using the TTCX scale (BarOn EQ - i: YV) has been studied to test the reliability and significance of variables on junior high school students to apply research on other groups of students in Vietnam.

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

13. Further research directions:

- Adapting the TTCX scale (BarOn EQ - i: YV) for children from 7 to 18 years old in Vietnamese adolescents.

- Research other psychological and social factors that have a relationship or the ability to predict changes in emotional intelligence of adolescents such as: temperament, parental education style, pro-social behavior, risky behavior...

14. Published works related to the thesis:

(1) Tran Ha Thu (2016), “The relationship between emotional intelligence and academic achievement in adolescents”,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 adolescents”,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