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
Culture-Arts, 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 (SISocial 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
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.


2

- 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 psycho-pedagogical 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 psychological-pedagogical
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 (2015-2018)
7. Approach and research methods
7.1. Approach methods
- Operational principles.
- Systematic principles.

- Development principles.
7.2. Research methods
- Survey on documents.
- Questionnaire survey.


3

- Observation method.
- In-depth 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, selfawareness, 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: self-awareness, self-assessment 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, self-awareness, and awareness about preschool children. This
awareness is capable of establishing and maintaining social relationships,
integrating and adapting to the changing environment of preschool


5

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
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).


6

Conclusion of chapter 1
The social intelligence of preschool students could be understood to
be: the combination of cognitive abilities, self-awareness, 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
- 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


7

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 pre-school 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.
+ 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. In-depth 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



8

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 post-experimental surveys.
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, in-depth 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.


9

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 self-assessment 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
Note: Low level < 2,47; 2,47 ≤ Medium level < 4,09; High level

≥ 4,09


10

According to the five surveyed responses, the expression "social
awareness" and "establishing and maintaining relationships" was 3.71 and
3, 47 respectively, ranked the first and the second. Expression of "adapting
to preschool education activities" was 3.45, ranked the third. However, the
ability to "get on well the preschool education environment" was 3.16,
ranked the fourth. Meanwhile, the ability to "solve social situations in a
specific interaction" is at the lowest level with an average score of 2.62, a
standard deviation of 0.84, ranked the fifth. Measures to improve the
ability to solve social situations in a specific interaction of preschool
students need to be addressed.
3.1.1.2. The status of social intelligence of preschool teachers in terms of
parameters
a. The status of social intelligence of preschool teachers in training
institutions
Table 3.2: Social intelligence of preschool teachers by training
institutions
Training institutions
Accred
Hanoi National
Hong Duc
itation

University of
University
T
TT
Components
Education
Averag Standard Averag Standard
e score deviation e score deviation
1. Social awareness
3,72
0,77
3,69
0,73
0,83
2. Establishing
and
maintaining
3,48
0,79
3,46
0,82
0,56
relationships
3. Getting on well
3,12
0,82
3,21
0,84
1,35
4. Adapting

to
the
3,48
0,78
3,42
0,88
0,74
environment
5. Solving
social
2,64
0,87
2,59
0,82
1,18
situations
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


11

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
st
1 year
2nd year 3rd year 4th year
Aver Sta Ave Sta Ave Sta Av Stan
Accred
age nda rag nda rag nda era dard
Components
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
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).


12

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

TT

1.


2.

3.

4.

5.

Components

Social
awareness

Average and
Good and
above average
excellent
Accredit
Expression Averag Standar Avera Standard
ation T
e score
d
ge
deviatio
deviati score
n
on

Communic
ation

Activities
Average score
Establishing and Communic
maintaining
ation
social
Activities
relationships
Average score
Getting on well Communic
ation
Activities
Average score
Adapting to the Communic
environment
ation
Activities
Average score
Solving social Communic
situations
ation
Activities
Average score
The total average score

3,54

0,95

4,19


0,53

3,27
3,41

0,85
0,90

3,81
4,00

0,67
0,60

3,28

0,83

3,88

0,75

3,15

0,86

3,57

0,78


3,22

0,85

3,73

0,77

3,17

0,76

3,35

0,85

2,91
3,04

0,97
0,87

3,23
3,29

0,73
0,79

3,32


0,95

3,90

0,79

3,16
3,24

0,82
0,89

3,41
3,66

0,74
0,77

2,59

0,73

2,71

0,76

2,48
2,54
3,09


1,02
0,88
0,87

2,67
2,69
3,47

0,84
0,80
0,74

4,98**

4,15*

3,93*

3,85*

3,76*

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



13

learning ability has a direct influence on the social intelligence of
preschool students.
3.1.1.3. The social status of pre-school 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

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.


14

(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
Expression

Communication
1.
With preschool children
2.
With children’s parents
3.
With classmates
4.
With teachers

Average score
Activities
1
Learning
2.
Practicing pedagogical skills
3.
Pedagogical internship
4.
Community activities
Average score

Average
score

Standard
deviatio
n

2,83
2,45
2,50
2,80
2,65

0,77
0,74
0,69
0,84
0,75


1
4
3
2

2,37
2,72
2,55
2,59
2,58

0,95
0,85
1,00
0,91
0,93

4
1
3
2

Rank

As a result, preschool students’ skills to solve social situations in
specific interactions reach up a medium level. In particular, the ability to
solve communicative situations during practice (average score = 2.65) is
better activities during practice (average score = 2.58).
g. Correlation among components of social intelligence of preschool

students
Through the correlation among components of social intelligence of
preschool students, there are five components: social awareness;
establising and maintaining social relationships; getting on well with
preschool education environment; adapting to pre-school education
activities; dealing with social situations in specific interactions was
moderately correlated with the social intelligence of preschool students
with r = 0.563; 0.457; 0,438; 0.492; 1. Regression results show that all five
components have an impact on the social intelligence of preschool
students.


15

3.1.2. The status of social intelligence of preschool students through the
scale of experimental measurement exercises
3.1.2.1. The status of social intelligence of preschool students through the
scale of experimental measurement exercises
Table 3.6: Summary results of situational exercises
Components
Expression Average Standard Rank
score deviation
1. Social awareness
Communicat
2,21
0,46
ion
Activities
2,21
0,44

Average score
0,45
1
2. Establishing
and Communicat
2,21
0,41
maintaining
social ion
relationships
Activities
2,13
0,44
Average score
0,43
2
3. Getting on well
Communicat
2,09
0,52
ion
Activities
2,06
0,41
Average score
0,47
3
4. Adapting
to
the Communicat

2,02
0,45
environment
ion
Activities
1,90
0,47
Average score
0,46
4,5
5. Solving
social Communicat
1,89
0,45
situations
ion
Activities
2,02
0,44
Average score
0,45
4,5
The total average score
2,07
0,45
Social intelligence of preschool students through the scale of
experimental measurement exercises was at medium level (average score =
2.07). With the above results, it can be affirmed that many preschool
students’ social intelligence was at medium level and ony a few preschool
students’ social intelligence was at high level. There is some differences

among five components. Specifically, "Social awareness" and
"Establishing and maintaining social relationships" were performed better
than "getting on well with preschool education environment" (average


16

score = 2.21 and 2.16 respectively compared with 2.08). "Adapting to the
environment " and "Solving social situations in specific interactions" is so
difficult for with the lowest scores (average score = 1, 96).
3.1.2.2. Expression of social intelligence through the scale of situational
exercises
a. Social awareness
Preschool students have a better understanding of the feelings of the
others (average score = 2.27) than their ability to control the feelings of the
others (average score = 2.15). Together with activities, we presents two
exercises 7 and 15 (average score = 2.20) to evaluate the emotional ability
of students. The social awareness of preschool students in their activities
and communication was equal (average score = 2.21).
b. Establishing and maintaining social relationships
Table 3.7: Establishing and maintaining social relationships
Components

Expression

Exercises

Average Standard Rank
score
deviation


Establishing social relationships
Communica
11
2,24
0,39
1
Establishing
tion
and maintaining Activities
13.2
2,13
0,46
2
social
Average score
2,19
2,43
relationships
Maintaining social relationships
Communica
2.1
2,18
0,43
1
tion
Activities
6
2,07
0,41

2
Average score
2,13
0,42
The total average score
2,16
0,43
Review:
The ability to establish social relationships (average score = 2.19)
was higher than the ability to maintain relationships (average score = 2.13)
and both of them were below medium. It is easy to understand that
establishing a social relationship was on the first stage which was only at
the fundamental level; maintaining a social relationship was on the second
stage which needs to meet higher requirements and have mutual
understanding an interaction. The ability to establish and maintain social
relationships was performed better in students’ communication than in
their activities .


17

c. Getting on well with preschool education environment
Table 3.8: Getting on well with preschool education environment
Components

Expression

Communication
Getting on
well


Exerci Average Standard
ses
score
deviation

2.4
9

Average score
Activities
3
10
Average score
The total average score

2,12
2,05
2,09
2,03
2,08
2,06
2,08

0,49
0,55
0,52
0,38
0,44
0,41

0,47

Rank

1
2
1
2

Review:
Through the scale of situational exercises, students’ ability to get on
with preschool education environment was medium (average score =
2.08). The ability to get on well with preschool education environment was
performed better in students’ communication (average score =2,09) than in
their activities (average score =2,06). However, the difference is negligible
and expressions were below medium.
d. Adapting to preschool education environment
Table 3.9: Adapting to preschool education activities
Components
Exerci Averag Standa Rank
ses
e score
rd
Expression
deviati
on
Adapting to
Communic
12
2,06

0,47
1
preschool
ation
2.5
1,98
0,43
2
education activities
Average score
2,02
0,45
Activities
14
1,95
0,52
1
13.1
1,84
0,41
2
Average score
1,90
0,47
The total average score
1,96
0,46
Review:
The ability to adapt to preschool education environment was
performed better in students’ communication (average score =2,02) than in

their activities (average score =1,90). However, both of them were
medium. Getting on well with preschool education environment in the


18

scale of measurement exercises was lower than that in the self-assessment
scale (average score = 1,96 compared with average score = 3,45)
e. Solving social situations in a specific interaction
Table 3.10: Solving social situations
Components

Exercis Averag Standa
es
e score
rd
Expression
deviati
on

Rank

Communica
2.2
1,97
0,39
1
tion
2.3
1,80

0,51
2
Solving social
Average score
1,89
0,45
situations
Activities
4
2,05
0,45
1
5
1,98
0,42
2
Average score
2,02
0,44
The total average score
1,96
0,45
Review:
The ablity to solve social situations was at the medium level (average
socre = 1,96). The ability to solve social situations was performed better in
students’ practice (average score =2,02) than in their communication
(average score =1,89). Solving social situations in the scale of
measurement exercises was lower than that in the self-assessment scale.
This means that students’ social intelligence was self-evaluated higher
than what they have.

g. The total survey results of social intelligence level of preschool students
Table 3.11: The general level of social intelligence of preschool students
Components
below
high
medium
medium
N
%
N
%
N
%
1.
Social awareness
77
15
394 77
40
8
2.
Establishing and
82
16
400 78
29
6
maintaining social
relationships
3.

Getting on well
94
18
385 75
33
6
4.
Adapting to the
84
16
397 78
31
6
environment
5.
Solving social situations 104
20
383 75
25
5
The total average score
88
17
392 77
31
6


19


Review:
There was a clear distinction in the level of social intelligence of
preschool students. Medium level reached up 77%; below medium level
made up 17% and high level accounted for 6%. Thus, measures to improve
the level of social intelligence for students should be given to solve this
problem.
h. Correlation of the finding on the level of social intelligence
components of preschool students by questionnaire and situational
exercises
Among five components, scores of self-assessment questionnaire
were higher those of situational exercises. Preschool students well
performed their social awareness and their ability to “establish and
maintain social relationship”. However, there was a rather big gap between
the two measurement scales (average scores=3,70 and 3,47 compared
with average scores= 2,21 and 2,16). “Adapting to the preschool education
environment” got the average score of 3,45 in the self-assessment but it
got the lowest average score of 1,96 in situational exercises.
3.2. Factors influencing the social intelligence of preschool students
* Subjective factors
The above mentioned factors affect the social intelligence of
preschool students (average score = 4.54). There are the four most
important factors influencing the social intelligence of preschool students:
"training actively" (average score = 4.67), "loving children" (average score
= 4.58) "artistic qualities " (average score = 4.50) and "experience"
(average score = 4.40)
* Objective factors
Compared with activities in faculty/ class/ university, the curriculum
and the teachers affect social intelligence of preschool students
significantly (average score= 4.08, 4.34, 4,07 respectively). Socio-cultural
factors have a greater impact on the social intelligence of preschool

students than the living environment (average scores = 3.84 and 3.80
respectively).
3.3. Analyzing some typical psychological portraits
We analyzed the three typical psychological portraits of social
intelligence to illustrate the findings


20

3.4. Impact experiment
3.4.1. Findings
3.4.1.1. General assessment of the changes in social intelligence of
preschool students before and after the experiment
Table 3.12: The changes in social intelligence of preschool students
before and after the experiment
Before the
After the
experiment
experiment
Components
Expression
Average StandardAverageStandard
score deviation score deviation
1. Social
Communication
2,21
0,46
2,38
0,54
awareness

Activities
2,20
0,44
2,29
0,60
Average score
2,21
0,44
2,34
0,57
2. Establishing Communication
2,19
2,43
2,33
0,56
and
Activities
2,13
0,42
maintaining
2,28
0,43
social
relationship
Average score
2,16
0,43
2,31
0,50
3. Getting on Communication

2,09
0,52
2,30
0,61
well
Activities
2,06
0,41
2,24
0,65
Average score
2,08
0,47
2,27
0,63
4. Adapting to Communication
2,02
0,45
2,16
0,47
the
Activities
preschool
1,90
0,47
1,95
0,53
education
environment
Average score

1,96
0,46
2,06
0,50
5. Solving
Communication
1,89
0,45
1,97
0,62
social
Activities
2,02
0,44
2,09
0,57
situations
Average score
1,96
0,45
2,03
0,60
The total average score
2,07
0,45
2,20
0,56
According to the above table, we found that the expressions achieved
high average scores. With the experimental results shown in the table and
graph above, the variation of the measured results in all five measures

demonstrates that the proposed measures are feasible. There is not much


21

change in measurement level. It is expressed as a standard deviation of
0.19 in “Getting on well with preschool education environment", followed
by “establishing and maintaining social relationships” and “solving social
situations” (standard deviation = 0,07)
3.4.1.2. Experimental results by academic year
Table 3.13: Experimental results by academic year
The first year
The second year
Before the
After the
Before the
After the
experiment
experiment
experiment
experiment
Components
Averag Standard Averag Standard Averag Standard Averag Standard
e score deviation e score deviation e score deviatio e score deviation
n

1

Social
2,21 0,44 2,34 0,57

awareness
2,21 0,51 2,35 0,59
2 Establishing
and
maintaining 2,16 0,43 2,31 0,50
social
relationships
2,21 0,49 2,30 0,57
3 Getting on
2,08 0,47 2,27 0,63
well
2,11 0,61 2,30 0,53
4 Adapting to
the
1,96 0,46 2,06 0,50
environment
2,09 0,55 2,15 0,61
5 Solving
social
1,96 0,45 2,03 0,60
situations
2,02 0,57 2,13 0,63
The total
2,07 0,45 2,20 0,56
average score
2,13 0,55 2,25 0,59
Review:
Before the experiment, level of social intelligence of first year
students was lower than that of second year students (average score = 1.96
and 2.02 respectively). After the experiment, level of social intelligence of

both the first year students and the second year students increased.
However, the increase in the level of social intelligence of the second year
students was greater than that of the first year students (Standard deviation
=0.11 and 0.07 respectively).


22

3.4.3. Findings
The experimental results based on situational exercises demonstrated
flexible measures must be proposed to enhance the social intelligence of
preschool students. The level of social intelligence for preschool students
can be improved by enhancing their activeness during practice and create
good opportunities for students to take part in exchanges.
Conclusion of the chapter 3
The findings of the status of social intelligence of prosechool students
can be demonstrated as follows: (1) Social intelligence of preschool
students is at medium level now; (2) Of the five components of sociall
intelligence, social awareness is performed the best. Students is facing the
difficulties in solving social situations in specific interactions; (3) There are
many different factors influencing social intelligence of preschool students.
Subjective factors have greater impact on social intelligence than objective
factors. Social intelligence of preschool students is influenced most by
actively training, career love and socio-cultural factors. (4) Social
intelligence for preschool students can be improved by enhancing their
activeness during practice and create good opportunities for students to
take part in exchanges.