Sự khác biệt về năng lực cảm xúc - xã hội theo đặc điểm cá nhân, gia đình và cơ sở giáo dục của học sinh giáo dục thường xuyên: Nghiên cứu tại Thành phố Hồ Chí Minh
Tóm tắt
Research on social-emotional competence in Vietnam has focused primarily on students in mainstream education, while evidence on students in continuing education remains limited. This study aimed to examine differences in social-emotional competence according to selected individual, family, and educational institution characteristics among continuing education students in Ho Chi Minh City. A cross-sectional survey was conducted with 688 students in Grades 10-12 from five continuing education centers, using the Vietnamese version of the Social and Emotional Competence Questionnaire (SECQ), with its factor structure adjusted based on confirmatory factor analysis in the present sample. The mean overall social-emotional competence score was above the midpoint of the six-point scale (M = 4.13), although scores varied across components. Of the 36 comparisons across six background characteristics, only five reached statistical significance, with effect sizes ranging all small or small-to-moderate. Notably, self-management had the lowest mean score (M = 3.86), the greatest variability among students, and the largest gender difference (d = 0.39). The findings provide quantitative evidence on social-emotional competence among continuing education students in Ho Chi Minh City and suggest that support needs should be identified by assessing students’ competence in specific components rather than relying solely on background characteristics.
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