Identifying Social-Emotional Skills Among Elementary School Students in Vietnam: A Cross-Sectional Study

Dung My  Le; Oanh Thi  Dao; Hang-Phuong  Nguyen-Thi; Tram-Anh Thi  Nguyen

doi:10.18488/61.v10i3.3140

Authors

Dung My Le Faculty of Psychology and Education, The University of Danang, University of Science and Education, Danang City, Vietnam. https://orcid.org/0000-0001-6882-4370
Oanh Thi Dao Hanoi National University of Education, Hanoi, Vietnam. https://orcid.org/0000-0002-8808-5744
Hang-Phuong Nguyen-Thi Faculty of Psychology and Education, The University of Danang, University of Science and Education, Danang City, Vietnam. https://orcid.org/0000-0002-7937-3867
Tram-Anh Thi Nguyen Faculty of Psychology and Education, The University of Danang, University of Science and Education, Danang City, Vietnam. https://orcid.org/0000-0002-8379-4330

DOI:

https://doi.org/10.18488/61.v10i3.3140

Abstract

A child's or adolescent's social-emotional abilities are crucial as protective components in their overall development since they protect them from a variety of behavioral and mental health problems, including risky conduct and psychological symptoms such as rage, despair, and anxiety. The major purpose of this study was to investigate the social-emotional abilities of Vietnamese elementary school children, specifically their ability to collaborate and empathize with others and the ability to regulate their emotions and solve problems. Students in the 4th and 5th grades completed the 40-item questionnaire, with 562 boys and 764 girls answering the questions in total. As a result of the research, the primary finding indicated that social-emotional skills in elementary school children can be identified, strengthened, and nurtured. These skills enable children to accumulate and apply knowledge effectively to solve problems in life, achieve academic goals and become more empathetic to others, and build and cultivate better relationships with their peers and teachers.