DEVELOPMENT OF UNIVERSITY STUDENTS’ EMOTIONAL AND SOCIAL INTELLIGENCE ENHANCEMENT PROGRAM
Article Sidebar
Main Article Content
Abstract
The purpose of this research was to develop an emotional and social intelligence enhancement program for university students. The research methodology was divided into four phases. Phase 1, the review of the research literature on the definition of emotional and social intelligence, Emotion Regulation Theory, and life skills concepts was conducted. In phase 2, the contents were analyzed and summarized. After that, an emotional and social intelligence enhancement program was developed in phase 3. In phase 4, the quality of the program was analyzed and evaluated by a panel of five experts in terms of content validity. The program was revised accordingly. It was subsequently used in an experiment where the participants were ten university students who had lower emotional and social intelligence than usual, to further investigate the suitability of the activities and time spent in organising such activities. Lastly, the experiment results were taken into account to improve and complete the enhancement program. The findings of the research were as follows: 1. Factors affecting student emotional and social intelligence consisted of self-awareness, social awareness, relationships, and self-emotion management. In addition, Emotion Regulation Theory together with life skills concepts were an appropriate basis for developing emotional and social intelligence enhancement program. 2. Program components included Names, Objectives, Concepts, Procedures of activities, and Activity materials. 3. Ten activities under the enhancement program were developed. The duration of the program was six weeks, three days a week, and one hour per day. 4. The developed program had content validity of the components of the activity equal to 1.00. The content validity of these 10 activities had an average consistency index equal to 0.94. The consistency of the activity scheduling program developed was 1.00.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The owner of the article does not copy or violate any of its copyright. If any copyright infringement occurs or prosecution, in any case, the Editorial Board is not involved in all the rights to the owner of the article to be performed.
References
Albrecht, G. A. (2005). Solastalgia: A new concept in human health and identity. Activism, Nature, 41(3), 44–59.
Chaksomsak, N. (2020). Development of university students’ happiness enhancement program applying social and emotional learning theory with Roy’s adaptation theory (Doctoral dissertation). Chulalongkorn University.
Choomponpongsak, A., & Ruannakarn, P. (2018). Guidelines for developing a program to enhance social skills of non-formal education youth in Maha Sarakham Province. Journal of Humanities and Social Sciences Mahasarakham University, 14, 103–111.
Chubdari, A., Rasuli, M., & Barzi, H. K. (2016). Effectiveness of emotion regulation training on reduction of symptoms in students with oppositional defiant disorder. International Journal of Emergency Mental Health and Human Resilience, 18(1), 1081–1085.
Clark, A. E. (2016). SWB as a measure of individual well-being. Oxford University Press.
Department of Mental Health, Ministry of Public Health. (1998). Manual for life skills education through participatory learning. Department of Mental Health.
Goleman, D. (1998). Working with emotional intelligence. Bantam Books.
Goleman, D. (2006). Social intelligence: The new science of social relationships. Bantam Books.
Gross, J. J., & Jazaieri, H. (2014). Emotion, emotion regulation, and psychopathology: An affective science perspective. Clinical Psychological Science, 2(4), 387–401. DOI: 10.1177/2167702614536164
Health Education Division, Ministry of Public Health. (1999). Concepts, theories, and their applications in health education and behavior change. Health Education Division.
Imem, S., & Kotbunggkair, W. (2020). Expressive therapy-based social competence development program for children and youth: A case study of the Children and Youth Council of Surin Province. Proceedings of the Academic Seminar on Social Work and Social Welfare: Unlocking Inequality for Sustainability, Faculty of Social Administration, Thammasat University, 236–250.
Jamali, S., et al. (2016). The effect of life skills training on mental health of Iranian middle school students:
A preliminary study. Iranian Journal of Psychiatry, 11(4), 269–272.
Kaewkangwan, S. (2006). Developmental psychology across the lifespan: Adolescence to older adulthood (9th ed.). Thammasat University Press.
Khumrod, N., & Soonthornchaiya, R. (2017). The effects of the emotion regulation program on depression symptoms among patients with major depression. The Journal of Psychiatric Nursing and Mental Health, 37(2), 136–152.
Koedin, S., Wuttiapha, S., & Bantumphon, N. (2019). Effects of life skills program on knowledge and life skills to prevent sexual assault in female secondary school students. The Journal of Psychiatric Nursing and Mental Health, 33(1), 128–145.
Lertsrimongkol, P., & Visessuvanapoom, P. (2012). Effects of an emotional regulation training program on teamwork skills of sixth grade students. E-Journal in Education (OJED), 7(1), 1042–1056.
Marashi, F., & Nikmanesh, Z. (2018). The effectiveness of emotion regulation training with a positive thinking approach in quality of life and its dimensions among children with cancer. Jundishapur Journal of Chronic Disease Care, 7(1), 1–7.
Ministry of Education. (2008). Guidelines for integrated learning activities. Bureau of Academic Affairs and Educational Standards.
Moulier, V., et al. (2019). Effects of a life-skills-based prevention program on self-esteem and risk behaviors in adolescents: A pilot study. BMC Psychology, 7(82), 1–10.
Noipayak, N. (2012). Social intelligence: The practice of building social skills for smart children. Rukluk Group Publishing.
Padasri, W. (2017). The development of emotional and social intelligence among vocational students using a life skills training program (Master’s thesis). Burapha University
Phrommanat, P. (2018). The effects of an emotion regulation program on the social and emotional competency of children from divorced families (Master’s thesis). Thammasat University.
Pradabkaew, S. (2014). Effects of life skills program management on abilities of coping with emotions of lower secondary school students (Master’s thesis). Chulalongkorn University.
Raimundo, R., Marques-Pinto, A., & Lima, M. L. (2013). The effects of a social-emotional learning program on elementary school children: The role of pupils' characteristics. Psychology in the Schools, 50(2), 165–180.
Rovinelli, R. J., & Hambleton, R. K. (1977). On the use of content specialists in the assessment of criterion-referenced test item validity. Dutch Journal of Educational Research, 2, 49–60.
Saengkaew, P. (2014). Student’s health promotion by exercising: Aerobic dance. SDU Research Journal, 7(3), 31–44. [in Thai].
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. DOI: 10.2190/DUGG-P24E-52WK-6CDG
Suwanasaeng, N. (2017). The effect of life-skill development program on emotional intelligence of female adolescents in homes for children (Master’s thesis). Prince of Songkla University.
Thanthong, S. (2022). Social intelligence: The essential attribute of pre-service teachers. Journal of Graduate Studies Valaya Alongkorn Rajabhat University, 16(3), 270–284.
Thongied, K., & Chaiyaprom, D. (2018). Emotional intelligence and stress of nursing students at Faculty of Nursing, Suratthani Rajabhat University. Suratthani Rajabhat Journal, 5(2), 213–231.
Thorndike, E. L. (1920). The reliability and significance of tests of intelligence. Journal of Educational Psychology, 11(5), 284–287. DOI: 10.1037/h0074443
World Health Organization. (1997). Life skills education in schools. Geneva, Switzerland: WHO.
