Summary of doctor of psychology dissertation: Social Intelligence of preschool graduates

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Aims of the study: Based on the theoretical study and the assessment of the social intelligence of preschool graduates, the Dissertation proposed psychoactive psychological measures to develop social intelligence for preschool graduates.

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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION o0o NGUYEN THI HONG SOCIAL INTELLIGENCE OF PRESCHOOL STUDENTS Major: Psychology Code: 9.31.04.01 SUMMARY OF DOCTOR OF PSYCHOLOGY DISSERTATION
Hanoi 2018
THE DISSERTATION IS COMPLETED AT: HANOI NATIONAL UNIVERSITY OF EDUCATION Scientific supervisors: 1. Prof. PhD. Nguyen Quang Uan 2. Assoc. Prof. PhD. Tran Thi My Luong Reviewer 1: Prof. PhD. Tran Thi Minh Duc, University of Social Sciences and Humanities, Vietnam National University, Hanoi. Reviewer 2: Assoc. Prof. PhD. Nguyen Van Bac, University of Education, Hue University. Reviewer 3: Assoc. Prof. PhD. Phan Thi Mai Huong, Institute of Psychology. The dissertation will be defended in front of the University Dissertation Examiner Council at Hanoi National University of Education at …, on … 2018. It is possible to learn about the dissertation at:
National Library, Library of Hanoi National University of Education.
LIST OF PUBLISHED WORKS 1. Nguyen Thi Hong (2017), Social awareness in social intelligence of preschool students, Journal of Education and Society, (11), p.118 120. 2. Nguyen Thi Hong (2017), Social intelligence and structural model of social intelligence of preschool students, TUCST Journal of Science, (1), p. 03 09. 3. Nguyen Thi Hong (2018), Status of social intelligence of preschool students, Journal of Social Psychology, (1), p.65 74. 4. Nguyen Thi Hong (2018), Developing social intelligence of Art students, The papers collection in the international conference “Training CultureArts, Sports and Tourism in the integration context”, Thế giới publisher, p.101 107. 5. Nguyen Thi Hong (2018), Status of factors influencing social intelligence of preschool students, Journal of Social Psychology, (6), p.70 78.
1 INTRODUCTION 1. Rationale Simply, social intelligence is the ability to accomplish tasks in a context that interacts with others. It relates to the social awareness and the ability to solve problems intelligently in communicative behaviors or interaction among different people. The study of social intelligence (SI Social Intelligence) and its relationship to the success of a person is considered to be a new research direction concerned by many scientists in the world. Nowadays in Vietnam, Social Intelligence is a new issue deployed by many applications. However, there is a few of researchers on this field, especially the preschool education. In order to become teachers who meet the needs of social intelligence for children, preschool graduates themselves have to study social intelligence and get knowledge of social intelligence at universities. Moreover, in order to get high efficiency in training and developing social intelligence for preschoolers, preschool graduates must have good social intelligence. However, there has been no research on this issue so far. Therefore, we decided to the tiltle: "Social Intelligence of preschool graduates". 2. Aims of the study Based on the theoretical study and the assessment of the social intelligence of preschool graduates, the Dissertation proposed psychoactive psychological measures to develop social intelligence for preschool graduates. 3. Objects and subjects of the study 3.1. Object of the study Expression and levels of social intelligence of preschool graduates 3.2. Subject of the study Preschool graduates, lecturers and experts on social intelligence. 4. Scientific hypothesis The social intelligence of preschool graduates was unevenly expressed. Among that, social awareness is performed the best and the ablitiy to effectively solve social situations in specific interactions is demonstrated the worst. The level of social intelligence of preschool
2 graduates was not high. There were significant differences on levels and expressions of social intelligence among the study parameters such as academic year and the performance. Social intelligence of preschool graduates is influenced by many subjective and objective factors, in which activeness and loving children are the two most influential factors. It is possible to improve the level of social intelligence of preschool graduates through psychopedagogical measures by enhancing students’ activeness and organizing experiential activities for students. 5. Research tasks 5.1. Setting up the theoretical research on social intelligence of preschool graduates: clarifying the research directions on intelligence and social intelligence; Pointing out the components of social intelligence of preschool graduates; expressions and levels of social intelligence of preschool graduates; factors affecting the social intelligence of preschool graduates. 5.2. Surveying, analyzing and evaluating the current situation of social intelligence of preschool graduates as well as objective and subjective factors affecting the current situation of social intelligence of preschool graduates. 5.3. Proposing and experimenting the impact of psychologicalpedagogical measures to contribute to the training and the development of social intelligence for preschool graduates. 6. Scope of the study Research subjects: 511 preschool graduates, 40 lecturers majored in preschool education, experts on social intelligence. Research objects: Expression and levels of social intelligence of preschool graduates. Research contents: Research on social intelligence through communicative activities of preschool graduates’s studying process. Research site: The Dissertation is conducted at Hong Duc University and Hanoi National University of Education. Time: Three years (20152018) 7. Approach and research methods 7.1. Approach methods Operational principles.
3 Systematic principles. Development principles. 7.2. Research methods Survey on documents. Questionnaire survey. Observation method. Indepth interview. Situational exercises. Typical psychological portrait analysis. Pedagogical impact experiment. Data processing by mathematical statistics. 8. New contributions 8.1. In term of psychological theory The Dissertation developed the concepts: social intelligence, social intelligence of preschool students; establishing the model of social intelligence structure of preschool students; the social intelligence expresions of preschool students contribute to clarify the nature of social intelligence; Developing appropriate scales to measure the level and social status of preschool students; Identifying the subjective and objective factors that affect the Social Intelligence of preschool students. 8.2. In terms of practical significance The Dissertation pointed out the status of social intelligence of preschool students; factors affecting the social intelligence of preschool students. Also, the Dissertation proposedand experimentalized the impact measures on the improvement of social intelligence of preschool students. 9. Structure of the dissertation The dissertation includes the foreword, 3 chapters, conclusion and recommendation, list of published works, reference and appendix.
4 CHAPTER 1. THEORETICAL BASIS OF SOCIAL INTELLIGENCE OF PRESCHOOL STUDENTS 1.1. A research overview of social intelligence Researches on social intelligence are much concerned by foreign and Vietnamese psychologists. This is the new research direction in psychology which provides the practical life with many applications. However, there has been no study on the social intelligence of preschool students so far. Thus, this study explored the level and the expression of social intelligence of preschool students from the perspectives of psychology. 1.2. Some issues on psychological theory of social intelligence 1.2.1. Intelligence Intelligence is a complex of cognitive abilities, the creativity and the ability to understand the emotions of people in society. It is formed and developed in activities due to cultural and historical conditions in the purpose of ensuring the interaction consistent with the real life of people. 1.2.2. Social intelligence Social intelligence is a combination of social awareness, self awareness, and awareness about others. The awareness helps people to establish and maintain social relationships, integrate them, adapt to changing social environments, and be able to effectively deal with the situations in social interaction with other people / groups. 1.3. Preschool students and their psychological characteristics * Preschool students Preschool students are the learners at Preschool department in universities and colleges. In addition to receiving basic and specialized knowledge systems, preschool students also learn professional knowledge about preschool education in the future. * Preschool students’ psychological characteristics Preschool students have some of the following psychological characteristics: selfawareness, selfassessment and valuable orientations. 1.4. Social intelligence of preschool students 1.4.1. Definition Social intelligence of preschool students is a combination of social awareness, selfawareness, and awareness about preschool children. This
5 awareness is capable of establishing and maintaining social relationships, integrating and adapting to the changing environment of preschool education and appropriate abilities to solve social situations for the purpose of achieving certain goals. 1.4.2. Structure of social intelligence of preschool students There consist five components: Ability to Social awareness. Ability to establish and maintain social relationships. Ability to get on well with preschool environment. Ability to adapt to preschool environment. Ability to solve social situations in specific interactions. 1.4.3. Expression of social intelligence of preschool students The first, social awareness: (1) Social awareness is the ability of preschool students to understand the meaning and explain the inner mood as well as the external expression of communicative partners (friends, teachers, preschoolers, children’s parents ...) in social interaction. (2) Social knowledge is to understand deeply social environment in which preschool students are living. The second, ability to establish and maintain social relationships: + Creating new relationships with parents, Governing Board of the preschool, colleagues, preschoolers, friends and the social community… + Establishing a positive and active relationship to become a good actor. The third, ability to adapt to preschool environment: Actively learning and preparing for the future careers; adjusting yourself; fulfilling the new requirements; actively training professional skills. The fourth, ability to get on well with preschool environment: actively getting acquainted with different people in the new environment; being able work in teams. The fifth, ability to solve social situations in specific interactions: Quickly identifying the problem and timely supply appropriate measures to solve the situation; having flexibly and skillfull behaviours. 1.4.4. Factors affecting the social intelligence of preschool students
6 The social intelligence of preschool students is influenced by the objective factors (content, curriculum, teaching staff, instructor, school activities, living environment, cutural factors) and subjective factors (artistic quality, active participation, career love, life experiences). Conclusion of chapter 1 The social intelligence of preschool students could be understood to be: the combination of cognitive abilities, selfawareness, preschoolers, preschool students’ parents, friends, teachers; the ability to establish and maintain social relationships; the ability to get on well with preschool education environment and adapt to the preschool education environment; the ability to solve social situations to achieve certain goals. The social knowledge of preschool students was influenced by many subjective factors (artistic competence, activeness, career love, life experience) and objective factors (curriculums, lecturers, groupwork). Chapter 2. ORGANIZATION AND RESEARCH METHODS 2.1. Research area and subjects 2.2. Organization The research was conducted through the following stages: Building the theoretical foundation and designing tools for measuring the intellectual level of social intelligence of preschool students; Studying the status and the expression level of social intelligence of preschool students; experimentalizing the methods of psychological impact on the development of social intelligence of preschool students. 2.3. The level of social intelligence of preschool students Table 2. 1 : Assessment level of social intelligence of preschool students Level Expression Students participated in the interaction rigidly without having creative expression of social intelligence Students showed the low or relatively low expression level of Low social intelligence without having interactions with surrounding people. Students took part in the interactions awkwardly Students took part in interactions with simple creativity Medium Students took part in moderate interactions Students took part in interactions at an unstable level
7 Students took part in interactions flexibily with certain creativity Students showed the high or relatively high expression level High of social intelligence when they engage interactions with surrounding people. Students took part in interactions at a stable level 2.4. Reseach methods 2.4.1. Research methods on documents Systematizing and clarifying the opinions of researchers in the world and Vietnam about intelligence, social intelligence and social intelligence of preschool students; Building the social intelligence model of preschool students; analyzing the social intelligence of preschool students to clarify the subjective and objective factors that affect the social intelligence of preschool students. Presenting a theoretical basis of the Dissertation 2.4.2. Practical research methods 2.4.2.1. Questionaire survey Practical research method was used to find out the level of social intelligence of preschool students. As a result, we found out the factors affecting the social intelligence of preschool students. Table 2. 2 : Reliability of the scale Number Scale Reliability coefficients The whole scale 0,824 1. Social awareness 0,927 2. Establishing and maintaining 0,812 relationships 3. Getting on well 0,726 4. Adapting 0,783 5. Solving social situations 0,735 2.2.4.2. Observation + Checking the results of the students' responses in the feedback form to know whether their answers are appropriate for their activities and communication during practice.
8 + Collecting additional practical information from other research methods to supplement the documents and materials + The information obtained from this method contributes to clarify the expression and the level of social intellifence. As a result, we have a better understanding about the reality of social intelligence. 2.2.4.3. Indepth interview Interviews for experts of social intelligence and lecturers of preschool education were conducted according to the interview questionnaire to obtain direct information on the importance, the expression and the level of social intelligence of preschool students as well as the measures of training social intelligence to preschool students. 2.2.4.4. Situational exercises Building a scale of situational exercises to measure the specific expression levels of social intelligence of preschool students in pedagogical activities. On that basis, we point out the strengths and weaknesses in social intelligence of preschool students. There are 20 scenarios that are divided equally into five expression levels of social intelligence in which each expressions contains four situational exercises for the assessment of students’ interaction level in pedagogical activities and communication. 2.2.4.5. Typical psychological portrait analysis Identifying specific psychological expressions of social intelligence of preschool students for the purpose of accurately and objectively evaluating basic psychological expressions and the expression level of social intelligence of preschool students. Thus, the correctness of the arguments for the establishment of a model of social intelligence structure of preschool students was confirmed. 2.4.3. Experimentalizing pedagogical impacts This method aimed to confirm the necessity and effectiveness of the training measures of social intelligence in the learning process of preschool students to improve the learning outcomes of students. 2.4.4. Processing data by mathematical statistics SPSS version 20.0 software was used to process the collected data for the analysis of data during the study to process data obtained from the reality survey and the postexperimental surveys.
9 Conclusion of chapter 2 The process of organizing dissertation research was conducted in the three phases: theoretical study, practical research and experimental organization. Research methods include researches on text documents, written investigation, indepth interview, observation method, analyzing typical psychographic portrayal, experiment, situational exercises. The data was processed quantitatively and qualitatively in a scientific and explicit way with the support of the SPSS Data Processing Software version 20.0.
10 Chapter 3. FINDINGS 3.1. General assessment of the status of social intelligence of preschool students 3.1.1. The status of social intelligence of preschool students through selfassessment scale 3.1.1.1. The status of social intelligence of preschool students through selfassessment scale (in whole sample) Table 3. 1 . Social intelligence of preschool students (in whole sample) Results Rank Avera Standar Components Expression ge d score deviati on 1 Social awareness Communicat 3,87 0,74 . ion Activities 3,54 0,76 Average score 3,71 0,75 1 2 Establishing and Communicat 3,58 0,79 . maintaining relationships ion Activities 3,36 0,82 Average score 3,47 0,80 2 3 Getting on well Communicat . ion 3,26 0,81 Activities 3.07 0,85 Average score 3.16 0,83 4 4 Adapting to the Communicat 3.61 0,87 . environment ion Activities 3.29 0,78 Average score 3,45 0,83 3 5 Solving social situations Communicat 2.65 0,75 . ion Activities 2,58 0,93 Average score 2,62 0,84 5 The total average score 3.28 0,81
11 Note: Low level
12 Total 3,29 0,80 3,27 0,82 Average score in Hanoi National University of Education (3,29) is higher than that in Hong Duc University (3,27). It means that scores of entrance exams in Hanoi National University of Education is higher than that in Hong Duc University. Preschool students in Hanoi National University of Education reached up the highest score (3,72) of ocial awareness and the lowest score (2,64) of solving social situations. They had the same score (3,48) of establishing and maintaining relationships and adapting to the environment b. The status of social intelligence of preschool students by academic year Table 3. 3 : Expression of social intelligence by academic year Academic year 1st year 2nd year 3rd year 4th year Aver Sta Ave Sta Ave Sta Av Stan Accred Components age nda rag nda rag nda era dard itation score rd e rd e rd ge devi F dev sco dev sco dev sco atio iati re iati re iati re n on on on 1. Social awareness 3,29 0,81 3,62 0,71 3,87 0,73 4,03 0,77 5,16** 2. Establishing and maintaining social 3,27 0,76 3,42 0,86 3,54 0,91 3,66 0,69 4,17* relationships 3. Getting on well 2,83 0,81 3,19 0,85 3,30 0,84 3,35 0,81 6,63** 4. Adapting to the 3,17 0,82 3,43 0,82 3,60 0,86 3,61 0,80 5,31** environment 5. Solving social 2,40 0,86 2,53 0,89 2,79 0,80 2,76 0,81 6,74** situations The total average score 2,99 0,81 3,24 0,83 3,42 0,83 3,48 0,78 The results showed that the level of social intelligence of preschool students in all four years was at an average level. Comparing the social intelligence of the preschool students showed that social intelligence of
13 students is directly proportional by academic years. Specifically: the first year students had the lowest level of social intelligence (average score = 2,9), the fourth year students had the highest level of social intelligence (average score = 3,48). c. The status of social intelligence of preschool students (by learning ability) Table 3.4: Social intelligence of preschool students (by learning ability) Learning capacity Average and Good and above average excellent Accredit TT Components Expression Averag Standar Avera Standard ation T e score d ge deviatio deviati score n on 1 Social Communic 3,54 0,95 4,19 0,53 . awareness ation Activities 3,27 0,85 3,81 0,67 Average score 3,41 0,90 4,00 0,60 4,98** 2 Establishing and Communic 3,28 0,83 3,88 0,75 . maintaining ation social Activities 3,15 0,86 3,57 0,78 relationships Average score 3,22 0,85 3,73 0,77 4,15* 3 Getting on well Communic 3,17 0,76 3,35 0,85 . ation Activities 2,91 0,97 3,23 0,73 Average score 3,04 0,87 3,29 0,79 3,93* 4 Adapting to the Communic 3,32 0,95 3,90 0,79 . environment ation Activities 3,16 0,82 3,41 0,74 Average score 3,24 0,89 3,66 0,77 3,85* 5 Solving social Communic 2,59 0,73 2,71 0,76 situations ation
14 Activities 2,48 1,02 2,67 0,84 Average score 2,54 0,88 2,69 0,80 3,76* The total average score 3,09 0,87 3,47 0,74 According to the survey results, average and above average students gained the average score below 3,09 (SD = 0,87). Good and excellent students gained average score over 3,47 (SD= 0,74). Thus, there is a positive correlation between the learning outcome and the scores of social intelligence of preschool students. Specifically, the higher the learning outcome is, the higher the social intelligence is and vice versa. Thus, the learning ability has a direct influence on the social intelligence of preschool students. 3.1.1.3. The social status of preschool students in term of expression components a. Social awareness The ability to "understand nonverbal signs of children’s communication” was best demonstrated by students with average score at 4.02, ranked the first. The ability to "explain the different behaviors of children" was at 3.95, ranked the second and the ability to "recognize the change in the mood of teachers towards students" was at 3.95, ranked third. The ability to "exactly predict the feelings of parents" was at 3.91, ranked the fourth. b. Establishing and maintaining social relationships According to the findings, establishing and maintaining the social relationships of preschool students was at medium level. Students express their ability to establish and maintain social relationships reflected in their communication during practice (average score = 3.58) better than their activities (average score = 3.36). c. Getting on well with preschool education environment In students’ communication to get on well with the preschool education environment, "actively making friends with children and their parents "was ranked the first at the average score of 3.48, ; "Communicating confidently and comfortably with the children’s parents" was ranked the second at the average score of 3.36; "Actively communicating with preschool teachers in the kindergarten" was ranked the average score of 3.34. “Communicating with preschool children and
15 probationary students” is the most difficult thing facing preschool students (average scores =2,93 and 3,15) d. Getting on well with preschool education environment In communication during practie, ability to "get acquainted with children" (average score = 3.84) was the first; the ability to "communicate with the children’s parents" (average score = 3.76) was ranked the second; the ability to "unite with their classmates to perform activities at school" (average score = 3.59) was ranked third. The expressions are evaluated at a lower level than ever before: "Getting acquainted with communication during the practice" (average score = 3.57), "Cooperating with teachers to better perform school activities. (average score = 3.52)," Positively communicating with teaching staff of the internship school" was ranked the lowest level (average score = 3.38) e. Solving social situations Table 3. 5 : Solving social situations Standard Average Expression deviatio Rank score n Communication 1. With preschool children 2,83 0,77 1 2. With children’s parents 2,45 0,74 4 3. With classmates 2,50 0,69 3 4. With teachers 2,80 0,84 2 Average score 2,65 0,75 Activities 1 Learning 2,37 0,95 4 2. Practicing pedagogical skills 2,72 0,85 1 3. Pedagogical internship 2,55 1,00 3 4. Community activities 2,59 0,91 2 Average score 2,58 0,93 As a result, preschool students’ skills to solve social situations in specific interactions reach up a medium level. In particular, the ability to