BỘ GIÁO DỤC VÀ ĐÀỌ TẠO ĐẠI HỌC KÍNH TÉ THÀNH PHÓ Hồ CHÍ MINH BÁO CÁO TỐNG KẾT ĐỀ TÀI NGHIÊN CỬU KHOA HỌC THAM GIA XÉT GIAI THƯỚNG ‘’NHÀ NGHIÊN cứu TRẺ UEH” NĂM 2024 EMOTIONAL ALCHEMY: UNVEILING THE SECRET INGREDIENT FOR TEAMWORK TRIUMPH - DISCOVERIES FROM UNIVERSITIES IN HO CHI MINH CITY Thuộc nhóm chuyên ngành: J;K™h‘ế:. Hồ Chí Minh, tháng 2/2024 1 ABSTRACT The goal of the study was to discover the aspects of Emotional Intelligence that affected how well students at Universities in Ho Chi Minh City performed their teamwork, with the goal of generating some administrative implications. In order to improve the research unit's operational efficiency, increase team performance at the Universities. Quantitative study is performed by 250 samples (both male and females) undertaken to pinpoint the elements of emotional intelligence that influence students' teamwork performance based on the findings of earlier studies.
The findings of the study indicate that there are three elements of emotional intelligence including Perceiving emotions , Facilitating thought using emotion. Understanding emotions, that have an impact on how well students at Universities in Ho Chi Minh City performed their teamwork. The study findings are presented in the thesis, which gives some academic contributions and suggests some administrative implications for increasing students' work performance by increasing awareness of and knowledge of their emotions and suggesting some helpful hand-in methods from Universities. Keyword: Emotional Intelligence, Teamwork Performance, Perceiving Emotions, Facilitating thought using emotion, Understanding emotions, students, Universities.
2 TABLE OF CONTENTS LIST OF FIGURES.5 LIST OF TABLES.5 LIST OF CHARTS. Background of the report. Reason to choose. Research objectives and research question.
Preliminary qualitative research. Formal quantitative research. Project development direction. Broaden and build theory of positive emotions.
Self-Perception Theory. Research model of Subhashini and Shaju (2016). Research model of Mohamad and Jais (2016). Research model of Vratskikh et al.
Research model of Shamsuddin and Rahman (2014). Concepts or terms related to research. The relationship between Perceiving Emotions and Teamwork Performance 20 2. The relationship between Facilitating thoughts using emotions and Teamwork Performance.
The relationship between Understanding Emotions and Teamwork Performance. The relationship between Managing Emotions and Teamwork Performance 25 2. Cronbach’s Alpha reliability test. Exploratory factor analysis (EFA).
Pearson's correlation analysis. Multivariate regression test. Assess the reliability between the scales. Exploratory factor analysis (EFA).
Relationship between cause and effect factors. Con'elation between perceiving emotions and team performance. Correlation between facilitating thought using emotions and team performance. Correlation between understanding emotions and team performance.
Correlation between managing emotions and team performance. Check the fit of the model. Residual normal distribution test. Test the research hypothesis.
CONCLUSIONS AND IMPLICATIONS. Limitations of the research. 57 5 LIST OF FIGURES Figure 1. Model of broaden and build theory of positive emotions (Fredrickson, B.
Model of Self-Perception Theory (Bem, D. Model of Subhashini and Shaju (2016). Model of Mohamad and Jais (2016). Model of Vratskikh et al.
Model of Shamsuddin and Rahman (2014).28 LIST OF TABLES Table 1. Variable description of Hl. Variable description of H2. Variable description of H3.
Variable description of H4. Reliability testresult of "Perceiving Emotions". Reliability testresult of "Facilitating thought using emotions". Reliability testresult of "Understanding emotions".
Reliability testresult of "Managing emotions". Reliability test result of "Teamwork performance". KMO and Bartlett test results. Total Variance Explained.
Rotated Component Matrix. Analysis of Variance (ANOVA). Results of regression analysis. Results of Hypothesis testing.
48 6 LIST OF CHARTS Chart I. Age statistic chart. School statistic chart. Standardized Residual Histogram.
Normal P-P Plot of Regression Standardized Residual.46 LIST OF ACRONYMS 7 1 DNU Dai Nam University 2 EI Emotional Intelligence 3 FE Facilitating thought using Emotions 4 FPT Financing and Promoting Technology Education University 5 FTU (Ftu) Foreign Trade University 6 Hl Hypothesis 1 7 H2 Hypothesis 2 8 H3 Hypothesis 3 9 H4 Hypothesis 4 10 HCMC Ho Chi Minh city 11 HCMUSSH Ho Chi Minh City University of Social Sciences and Humanities 12 HCMUT Ho Chi Minh City University of Technology 13 HCMUTE Ho Chi Minh City University of Technology and Education 14 HIU Hong Bang International University 8 15 HUFLIT Ho Chi Minh City University of Foreign Languages - Information Technology 16 IU International University 17 IUH Industrial University of Ho Chi Minh City 18 ME Managing Emotions 19 NLU Nong Lam University 20 OU Ho Chi Minh City Open University 21 PE Perceiving Emotions 22 UE Understanding Emotions 23 UEF Ho Chi Minh City University of Economics and Finance 24 UEH University of Economics Ho Chi Minh City 25 UIT University of Information Technology 26 UMP University of Medicine and Pharmacy at Ho Chi Minh 9 PART 1. Background of the report A study conducted by Brackett and Mayer (2003) examined the relationship between emotional intelligence and teamwork performance among college students. The researchers found that students with higher levels of emotional intelligence were more likely to display effective teamwork behaviors, such as active listening, effective communication, and conflict resolution. Additionally, these students were more likely to contribute positively to the team, provide support to their peers, and demonstrate empathy.
Another study conducted by Lopes et al. (2011) focused on the impact of emotional intelligence on team performance in a business school setting. The findings revealed that students with higher emotional intelligence scores were more likely to successfully complete team projects, achieve higher grades, and demonstrate better decision-making abilities. These students were also found to be more adaptable, resilient, and able to handle stress effectively, leading to improved team outcomes.
Furthermore, research by Goleman (1995) emphasized the importance of emotional intelligence for effective teamwork. According to Goleman, individuals with high emotional intelligence are better equipped to understand and manage the emotions of their team members. This understanding enables them to build stronger interpersonal relationships, establish trust, and foster a collaborative team environment. Overall, these studies highlight the significant role that emotional intelligence plays in students' performance in team settings.
Developing emotional intelligence skills can enhance students' interpersonal communication, conflict resolution, and overall teamwork abilities. Educators and institutions can consider incorporating emotional intelligence training into their curriculum to support students in developing these essential skills and ultimately improve their performance in team-based assignments and projects. Reason to choose Teamwork is a common component of many academic programs and professional settings. There are many factors that can affect students* performance in teamwork.
Emotional intelligence is one of the factors that has a significant impact on team working 10 of students. Understanding how emotional intelligence impacts students' ability to work effectively in teams is essential for their future success. There are several reasons why choosing the topic of how emotional intelligence affects students' performance in teamworks is important. Firstly, emotional intelligence plays a crucial role in building effective relationships and communication within a team (Brackett & Mayer, 2003).
Students with high emotional intelligence are better equipped to understand and empathize with their teammales, leading to better collaboration and productivity. Secondly, emotional intelligence helps students manage conflicts and stress within a team. Being able to regulate emotions and remain calm in high-pressure situations can greatly contribute to the success of team projects. Lastly, emotional intelligence is a key factor in leadership development.
Students who possess emotional intelligence are more likely to demonstrate strong leadership skills and inspire their team members, leading to improved overall team performance. By understanding the impact of emotional intelligence on students' performance in teamworks, educators and researchers can identify strategies to enhance emotional intelligence in students, ultimately fostering more successful and harmonious teamwork experiences. Research objectives and research question Research objectives • Identify the components of emotional intelligence that affect HCM university students’ performance in teamworks • Determining the impact of emotional intelligence components on HCM university students’ performance in teamworks. • Propose some recommendations in order to enhance HCM university students’ performance in teamworks.
Research question • What factors influence teamwork performance? 1. Theoretical research The group has consulted and selected a number of reliable sources of scientific research articles related to the topic of the authors to develop research hypotheses and research models. Preliminary qualitative research Before conducting the official survey, our team decided to use the survey form to do preliminary research, including 250 students from universities in Ho Chi Minh City (including first, second, third and final year students). The outcome of this research step will be the survey questionnaire used for the formal quantitative research.
The purpose of the preliminary study will help our team adjust the observed variables of the scales to suit the time, context and research object, identify unknown issues, and help the team complete research model improvement. Formal quantitative research Conducted based on an online survey questionnaire sent to groups and individuals of the target group (students across Ho Chi Minh City), from which data can be collected from the answers of 250 students (including 133 female and 117 male). The group then selects suitable samples for research to serve the purposes of synthesis, analysis, descriptive statistics, and inference to find the correlation between emotional intelligence and team performance.1 Theoretical terms Increase the applicability of theories and models applied to research. At the same time, exploiting and using information and academic knowledge related to the topic.
Clarifying the relationship between the influencing factors mentioned in the model and testing the impact between the cause and effect variables, thereby making recommendations with scientific and practical basis.2 Practical terms The research was conducted with the aim of helping the reader to answer the question of whether emotional intelligence affects students' teamwork performance? At the same time, based on that, to propose suitable solutions for improving teamwork results through improving emotional intelligence among members of the same group. By exploring these factors and their interplay, the report provides valuable insights that can inform educational practices and interventions, emphasizing the importance of emotional intelligence in team performance, and ultimately improving student outcomes in collaborative endeavors within the specific context of universities in Ho Chi Minh City. This study can serve as a reference for educators and students at geo-schools, researchers, and readers interested in emotional intelligence and student's performance in teamworks. Project development direction The research was conducted through online surveys and social networking platforms, so errors and limitations cannot be avoided.
Collecting accurate, factual data is now extremely difficult, filling in answers is sometimes not taken seriously, resulting in unclean data. Therefore, with the desire to contribute to improving team performance, and at the same time overcome the above limitations, to make the study complete and accurate, the team proposes the following development directions: • Conduct qualitative research (focus group), directly survey each individual to collect answers and data accurately. Avoid the case of superficial surveys, inaccurate with reality. • Add at the end of the form related documents, subjects, relaxing videos,.
so that students can answer more honestly and attract students to take surveys. • Because the 3rd and 4th year students may be busy working, it is difficult for the group to collect data, so the data from the above 2 subjects is quite small. Therefore, the group hopes to accelerate the collection of data from the two 13 above subjects to be even with the other two groups so that the research can be most satisfactory. • Invest in research and develop more about the model completely, to cover all the causes and factors affecting the correlation between EI and team performance.
• Thanks to these factors, individuals and schools can rely on the research to evaluate and improve and develop the quality of those factors, impact on each individual's EI as well as enhance their knowledge, students' knowledge of EI. Broaden and build theory of positive emotions Figure 1. Model of broaden and build theory of positive emotions (Fredrickson, B. (2004)) This theory was made by Barbara Fredrickson.
He wrote the question “What good arc positive emotions?” as the title of the article called “Review of General Psychology” in 1998.