HO CHI MINH UNIVERSITY OF FOREIGN LANGUAGES AND

INFORMATION TECHNOLOGY
FACULTY OF INTERNATIONAL RELATION

RESEARCH METHODOLOGY
THE IMPACT OF EMOTIONAL INTELLIGENCE ON
ACADEMIC STRESS OF STUDENTS AT HCMC
UNIVERSITY OF FOREIGN LANGUAGES -
INFORMATION TECHNOLOGY

Student’s name: Nguyễn Hoàng Yến Nhi

ID number: 21DH701352

Ho Chi Minh City, November/2023

 TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION...............................................................................2

1.1. Background.......................................................................................................2

1.2. Significance of study.........................................................................................3

1.3. Objectives..........................................................................................................3

1.4. Theoretical Framework.....................................................................................3

1.5. Hypothesis.........................................................................................................4

1.6. Scopes...............................................................................................................4

1.7. Limitation..........................................................................................................4

1.8. Organization......................................................................................................4

CHAPTER 2: LITERATURE REVIEW...................................................................6

2.1. Related research on emotional intelligence.......................................................6

2.2. Related research on stress.................................................................................7

2.3. Related research on academic stress.................................................................9

2.4. Related research on emotional intelligence and academic stress....................10

CHAPTER 3: METHODOLOGY............................................................................12

3.1. Subjects...........................................................................................................12

3.2. Materials..........................................................................................................13

3.3. Procedure.........................................................................................................14

3.4. Statistical treatment.........................................................................................15

REFERENCES...........................................................................................................17

APPENDIX..................................................................................................................19
 ABSTRACT
At present, stress is a highly concerning issue, directly related to physical and mental
health, especially among the student population. In the long run, this exacerbates other
mental health issues. Developing essential skills to cultivate positive emotional
intelligence (EI) can help alleviate stress. Therefore, this study aims to identify the
impact of emotional intelligence on academic stress among students. The research
involved 10 psychological counseling experts, 190 freshmen, and 185 senior from all
majors at HCMC University of Foreign Languages – Information Technology. The
collected data has been analyzed based on the specified objectives, aiding the author
in determining the impact of emotional intelligence on academic stress among
students. Consequently, the author proposes specific measures, such as educational
institutions incorporating EI education programs into their curriculum. Families are
encouraged to focus on the development of their children's emotional intelligence, and
society should raise awareness of the importance of EI in the learning and
development of adolescents.
 CHAPTER 1: INTRODUCTION
1.1. Background
For a long time, academic stress has been a common and concerning issue.
Nowadays, academic stress is on the rise, posing challenges for generations of
students, especially those in higher education. All individuals experience stress, the
tension felt when confronted with a new situation or threat. College students are no
different; they also navigate the prevalent stressors in today's world. They constantly
face new situations with outcomes that may not meet their expectations, such as living
away from home for the first time or managing their own finances. Without finding
effective coping mechanisms, they may become frustrated, anxious, sad, or
disappointed. When stress becomes overwhelming, they may sometimes give up or,
worse, act out aggressively towards others. Parents often find it challenging to deal
with the stress their children are facing.
Prolonged stress is the main cause of many psychological and mental health
issues, such as anxiety disorders, depression, stress-related disorders, and an increased
risk of physical illnesses. For students, nervous tension also impacts academic
performance and increases the likelihood of dropping out and future unemployment.
Stress becomes a significant issue if students themselves do not know how to relieve
it. It is the origin of many mental health conditions, such as mood disorders, nervous
system inhibition, sleep disorders, and even depression. There are various ways to
minimize stress, such as listening to music, watching movies, or chatting with friends.
The common mechanism of these methods is to soothe and control one's emotions.
This is closely related to a crucial term: Emotional Intelligence.
It is recognized that emotional intelligence is the capacity to recognize,
understand, and manage one's own emotions and those of others. This enables
individuals to control their emotions, grasp the emotional state of others, thereby
enhancing communication and social interaction skills. Furthermore, emotional
intelligence aids the decision-making process by integrating information from both
emotions and logic. It helps individuals assess risks, prioritize goals, and find
reasonable ways to work. Increasingly, research indicates that this is a crucial
indicator not inferior to Intelligence Quotient (IQ).
 However, some individuals still lack a clear understanding of emotional
intelligence and do not know how to harness and develop it correctly. Many
people .consider emotional intelligence unimportant, focusing solely on intellectual
intelligence. This can lead to poor emotional management, causing stress and
influencing their interaction and decision-making processes.
How emotional intelligence impacts students' academic stress and how to
control and minimize that stress are critical aspects of this study. By exploring this
relationship, the research team aims to propose effective methods and strategies to
help students cope with stress. Building emotional management skills and the ability
to adapt to academic pressure can provide students with a solid foundation for success
in their studies.
Ho Chi Minh City University of Foreign Languages - Information Technology
is also facing similar challenges and risks. Based on the arguments presented above,
the research team has decided to undertake the topic “The impact of Emotional
Intelligence on Academic Stress of students at HCMC University of Foreign
Languages - Information Technology” to address these issues.
1.2. Significance of study
This study serves as one of the foundational databases for future researchers,
providing essential documents and materials to comprehend the topic and the current
state of the research field. The significance of this work lies in proposing solutions
aimed at establishing a positive and supportive learning environment for students.
Overall, this research represents a significant step in this direction, emphasizing the
crucial importance and necessity of conducting studies that bridge both scientific and
practical aspects.
 Scientific meaning
From a scientific perspective, the research team aims to understand and present
new perspectives on how emotional intelligence impacts on academic stress. Through
analyzing these impacts, the study provides objective data on the current situation and
investigates its effects. This not only supplements existing knowledge but also
establishes a solid foundation for further studies, contributing to the ongoing
development of knowledge in this field.
  Practical meaning
From a practical perspective, this study demonstrates that emotional
intelligence impacts on academic stress. Additionally, the results can be used to
propose solutions such as enhancing psychological support, developing educational
programs on emotional intelligence to alleviate stress, and creating a positive learning
environment that encourages student learning and holistic development.
1.3. Objectives
 Research on the current situation of academic stress of students at HCMC
University of Foreign Languages – Information Technology.
 Point out the impact of emotional intelligence on student academic stress.
 Suggest some coping measures to study stress to help students learn better.
1.4. Theoretical Framework
The theoretical framework of the study "The impact of Emotional Intelligence
on student Academic Stress" is based on the following two theories:
According to the theory of academic stress, academic stress is divided into
three components: (1) Stress related to academic expectations: Stress occurs when
students encounter criticism from teachers about their academic performance; when
you feel your parents' hopes are too high for you or even feel like you're losing on
grades with your peers; (2) Stress related to school work: The perception of dense
course loads and long exam hours, difficult tests, and other learning obstacles is
arguably one of the most important causes of anxiety among students; (3) Stress
related to self-awareness: Is the stress caused by a lack of self-trust, related to their
personality traits, intelligence, past academic achievements, or other environmental
and psychosocial sources.
According to the theory of emotional intelligence, EI is a personal trait that
encompasses the ability to understand one's own emotions, respond to pressure, and
manage relationships effectively. Including mixture of fifteen aspects divided into
four components: (1) Emotionality expresses the level of understanding one's own and
others' feelings, the ability to express emotions, build and maintain relationships; (2)
Self-control means the ability to control emotions, withstand pressure, know how to
regulate emotions and emotional states, and not act spontaneously; (3) Sociality
means diplomatic ability, social skills, ability to influence the emotions of others,
honesty, willingness to fight for one's own rights; (4) Well-being is confident, happy
and satisfied with the present life, always looking at things with a positive and
optimistic perspective.
As such, both views suggest that emotional intelligence and academic stress
can both affect students' academic performance. Students with good emotional
intelligence are able to cope with academic stress more effectively, thereby achieving
better academic results.
1.5. Hypothesis

Nowadays, stress is considered an integral part of life. Both children and adults
can experience stress, with young individuals being the group at the highest risk.
Stress in students is a highly prevalent condition, arising from various factors such as
academic pressure, social life, and sudden changes in the learning environment, all
contributing to an increasing level of stress.

On the other hand, emotional intelligence (EI) is becoming an increasingly

familiar concept in the educational and personal development environment. Emotional
intelligence is not only related to the ability to recognize and manage personal
emotions but also to social interaction skills, problem-solving abilities, and adaptation
to the surrounding environment.

On the basis that emotional intelligence is an important factor contributing to

success in academics, students with high emotional intelligence often exhibit better
emotional control, flexibility in adapting to changes, and enhanced communication
and problem-solving skills. These factors can help students learn more effectively,
thereby reducing academic stress.
Conversely, students with low emotional intelligence may face challenges in
coping with academic and social pressures. Poor emotional management skills can
lead to prolonged stress and impact mental well-being, health, and academic
performance. Therefore, the research team proposes a general hypothesis for the
topic:
 Emotional intelligence significantly influences the academic stress of students.

1.6. Scopes
 Research subject: The impact of emotional intelligence on academic stress.
 Spatial scope: The study was conducted at the HCMC University of Foreign
Languages – Information Technology
 Scope of time: The study primarily concentrate on the period from 2019 until
2023. The choice of this timeframe is due to the increased awareness of stress
caused by rising pressures and challenges, particularly influenced by
technology and the COVID-19 pandemic. Simultaneously, emotional
intelligence has become a prominent and crucial topic, as people increasingly
recognize the importance of managing emotions in daily life and in the
learning environment.
 Scope of content: Emotional intelligence influences many aspects of life, but in
this study focus on the impact of emotional intelligence on academic stress.

1.7. Limitation
Limitations on research subjects: This study was only conducted with students
of a specific university – HCMC University of Foreign Languages – Information
Technology. Research results may not apply to students of other universities. For
more accurate research results, it is necessary to expand the scope of research to many
different universities.
Study time constraints: This study was only conducted for a short time. The
results may not fully reflect the impact of emotional intelligence on students'
academic stress over a long period of time. For more accurate research results, it is
necessary to carry out research over a longer period of time.
Research results may be influenced by factors other than emotional
intelligence. For example, factors such as pressure from family, school, friends, or
other personal issues can also affect a student's academic stress.
Research results may be limited by the research methods used. Different
research methods can lead to different results.
1.8. Organization
Except for the table of contents, the research paper is structured into the
following five main chapters:
Chapter 1: Introduction - This chapter provide general reasoning and basic
sections on gender foundations regarding the research topic.
Chapter 2: Literature Review - This chapter summarizes and evaluates existing
literature and research relevant to the topic. Demonstrating the author’s understanding
of the subject, identifying gaps in knowledge and justifying the research approach.
Chapter 3: Research Methodology - This chapter describes the research design,
data collection methods and procedures used in the study.
Chapter 4: Results and Discussion - This chapter presents the findings of the
research, typically through text, tables and figures. Including both descriptive and
statisticsal analyses of the data.
Chapter 5: Conclusion and Suggestion - In the final chapter, the research
findings are presented and discussed, along with exploring the implications,
directions, and recommendations based on the obtained results.
 CHAPTER 2: LITERATURE REVIEW

2.1. Related research on emotional intelligence

2.1.1 Tran Thi Thu Mai, (2013). Trí tuệ cảm xúc của sinh viên trường Đại học Sư
phạm Thành phố Hồ Chí Minh (Emotional intelligence of students at Ho Chi
Minh City University of Technology and Education). Tạp chí Khoa học (Journal
of Science)
In this study, the author addresses the issue of researching the level and
manifestations of emotional intelligence and explores some factors influencing the
development of emotional intelligence of students at Ho Chi Minh City University of
Technology and Education through the use of MSCEIT (Mayer Salovey Caruso
Emotional Intelligence Test) by John Mayer, Peter Salovey and David Caruso. The
author refers to how students' emotional intelligence is influenced by both subjective
and objective causes to roughly equal degrees. Of the many causes affecting the
development of emotional intelligence, family education has the strongest influence,
followed by the need and desire to improve emotional intelligence and the influence
of students' life circumstances.
Through this study, there is extremely useful information for the researcher as
it highlights the importance of developing emotional intelligence in students,
contributing to their personal development, success and happiness in various aspects
of life. The research findings can provide valuable insights for educators and
policymakers in designing strategies to enhance emotional intelligence in students.
2.1.2 Doan Van Dieu, (2017). Khảo sát trí tuệ cảm xúc của sinh viên trường Đại
học Sư phạm Thành phố Hồ Chí Minh (Surveying emotional intelligence of
students in Ho Chi Minh University of Education). Tạp chí Khoa học (Journal of
Science)
In this study, emotional intelligence (EI) primarily refers to the personality and
soul of an individual. Therefore, EI is an educationally oriented measure as it directs
individuals towards a trajectory aligned with human standards. Through a scale
consisting of 105 questions and forming 15 factors related to emotional intelligence
abilities, this research has shown that students' emotional intelligence development is
social rather than individual, possibly due to the influence of collectivism in family
and school education. Due to different learning and communication conditions in
different disciplines, it is facilitated for students' emotional intelligence to develop at
different levels. But in general, emotional intelligence abilities are gradually
developed in the university learning environment.
From the above research, the team learned that schools need to create
conditions for students' emotional intelligence abilities to develop. From there, it leads
to positive actions such as mutual support, effective teamwork in school, as well as
the formation of necessary skills for work and life after graduation.
2.1.3 Le Thi Huyen Trinh, (2020). Mức độ trí tuệ cảm xúc của sinh viên đại học
điều dưỡng chính quy Trường Đại học Điều dưỡng Nam Định. (Level of
emotional intelligence among full-time students at Nam Dinh University of
Nursing). Tạp chí KHOA HỌC & CÔNG NGHỆ ĐHTN (TNU Journal of
Science and Technology)
The research explores the level of emotional intelligence and investigates some
factors influencing the development of emotional intelligence in regular nursing
students at Nam Dinh University of Nursing. A total of 420 students underwent the
EQ multiple-choice test developed by Bar-On (1997). The analysis of the results
indicates that students' abilities in perceiving and expressing emotions are better than
their abilities in understanding and managing their own emotions.. The author
mentioned in this study that emotional intelligence is important in the development of
students, especially nursing students, because it is considered a predictor of success
and a factor in bringing happiness to people.
The causes assessed as having an influence on emotional intelligence
development are the family's education and needs, this is followed by the desire to
improve one's own emotional intelligence, at least the occupation of one's parents and
inheritance from one's parents. From there, this result can be used as a reference for
students and the school has an appropriate plan to help students strengthen their
emotional intelligence capacity.
2.1.4 Joan Guerr-Bustamante, Benito León-del-Barco, Rocío Yuste-Tosina,
Víctor M. López-Ramos, Santiago Mendo-Lázaro (2019). Emotional Intelligence
and Psychological Well-Being in Adolescents. International Journal of
Environmental Research and Public Health
Research shows that emotional clarity and repair increase the individuals
perceive themselves to be happier, and when they decrease they are less happy. As
adolescents' ability to understand and regulate emotions increases, so does their
subjective well-being. Emotional regulation plays an important role in happiness. In
addition, research suggests teaching emotional competencies, especially emotional
understanding and regulation, can contribute to increased happiness and well-being
during adolescence. Adolescence is considered an ideal time to develop emotional
capacities that contribute to greater happiness.
From this research, the team gained more insight into the relationship between
emotional intelligence and well-being, contributing to the field of positive psychology
and expanding the understanding of positive aspects of human potential. However,
this study has limitations because categorizing happiness levels based on percentages
may not accurately identify happy and unhappy individuals, requiring caution in
interpreting the results.

2.2. Related research on stress

2.2.1 Nguyen Thi Thanh Thao & et al, (2022). Nghiên cứu tình hình stress và nhu
cầu tư vấn tâm lý trên sinh viên trường Đại học Y Dược Cần Thơ (Study on the
situation of stress and psychological consultancy demands toward
undergraduate students in Can Tho University of Medicine and Pharmacy). Tạp
chí y dược học Cần Thơ (Can Tho Journal of Medicine and Pharmacy)
With the aim of determining the prevalence and level of stress among students,
as well as the proportion of students in need of psychological counseling and related
factors at Can Tho University of Medicine and Pharmacy in the academic year 2019-
2020, the study utilized the Perceived Stress Scale (PSS), consisting of 10 questions,
to assess stress levels over a period of 30 days. During the research period, 2515
students participated. The results indicated a relatively high prevalence of stress
among students and a significant demand for psychological counseling.
This study mentioned that 6 factors such as gender, living status, family history
of critical illness, neighborly relationships, attention, sharing from friends and stress
situation of students were associated with the need for psychological counseling.
Therefore, psychological support is indeed essential for students. However,
psychological counseling activities for students in our universities are currently not
well-developed and not receiving adequate attention. Therefore, it is necessary to
conduct more specific studies on the demand for psychological counseling. This help
in planning, organizing, and implementing counseling activities most effectively to
assist students in overcoming challenges, improving their quality of life, and
enhancing academic achievements.
2.2.2 Doan Vuong Diem Khanh & et al, (2016). Stress và các yếu tố liên quan ở
sinh viên khoa Y tế công cộng, trường Đại học Y Dược Huế (Perceived stress and
associated factors among undergraduate students of Faculty of Public Health,
Hue University of Medicine and Pharmacy). Tạp chí Y Dược học - Trường Đại
học Y Dược Huế (Hue Journal of Medicine and Pharmacy)
This study was conducted with the objective of describing the stress levels
among first-year students in the Faculty of Public Health, Hue University of Medicine
and Pharmacy, and examining various factors related to the stress in this population.
The research employed a cross-sectional descriptive design involving 209 first-year
students. Data were collected using a self-administered questionnaire consisting of
five parts: general information; personal relationship characteristics with family,
friends, and society; student habits; academic factors; and the stress status of students.
The measurement of students' stress levels utilized the PSS-14 (Perceived Stress
Scale-14). (perceived stress scale-14 items).
This study has shown that factors associated with high stress include gender;
close friends, difficulties in social activities. Therefore, it is necessary to create
playgrounds and clubs to help first-year students participate in social and
extracurricular activities. Support psychological counseling for students suffering
from high stress, especially female students, poor students, students from other
provinces and guide and advise students on appropriate curriculum, materials and
learning methods.
2.2.3 Nguyen Huu Thu, (2009). Nguyên nhân Stress của sinh viên Đại học Quốc
Gia Hà Nội (The causes of stress among Hanoi National University students).
Tạp chí Tâm lý học số 3 (Vietnam Journals Online No.3)
This study was conducted to identify the causes and propose effective coping
mechanisms for stress. The method utilized was a questionnaire assessing stress levels
developed by two Russian psychologists, T.D. Azarnuk and I.M. Turtunikhov,
consisting of 22 items. This study has shown that there are many causes of stress in
students' learning. Family causes affect students' stress the most. The second is
personal characteristics: health, gender, part-time work,... The third is the ability to
respond to stressors. Every individual's ability to respond to stressors is different. The
fourth is the factors in the learning environment: the pressure of exams, too many
subjects,... The fifth is social factors: escalating prices, difficulty finding work,... And
finally, psychological characteristics: loss of interest in learning, stressful
relationships with people.
It can be seen that stress is a special interaction between the subject and the
living environment, in which the subject perceives and evaluates the event (stimulus)
from the environment (harmful, dangerous, heavy,...) in order to mobilize resources to
respond to ensure balance and adaptation to the ever-changing environment.
2.2.4 E Guthrie, D Black, H Bagalkote, C Shaw, M Campbell,F Creed, (1998).
Psychological stress and burnout in medical students: a five-year prospective
longitudinal study. Journal of the Royal Society of Medicine
The purpose of this study is to assess the prevalence of mental health disorders
and symptoms of burnout among medical students throughout their university training
and identify fundamental factors predicting the prevalence of mental health disorders
in students during the final year of the course. Students were assessed in the 1st, 4th,
and 5th years of the medical school program using the GHQ-12 (General Health
Questionnaire-12) and the Maslach Burnout Inventory.
The study is the only one to date that has followed UK medical students
throughout their undergraduate training, providing valuable insights into medical
students' psychological health over time. Research shows that a small group of
medical students consistently experience psychological distress throughout their
undergraduate training. Thereby, the team saw the importance of further research to
identify distressed students before they enter medical school or early in their training,
in order to provide appropriate support and intervention.
2.2.5 Nguyen Thi Huyen, (2012). Thực trạng hiện tượng stress trong đời sống của
sinh viên trường ĐH KHXH & NV - ĐHQG HCM. (The current situation of stress
among students at the University of Social Sciences and Humanities - Vietnam
National University, Ho Chi Minh City). Trường Đại học Sư phạm TP.HCM (Ho
Chi Minh City University of Education – HCMUE)
This study conducted research on the phenomenon of stress in student life in
the first year, second year and third year in Faculties/Departments in the University of
Social Sciences and Humanities. Showing the specific causes of stress for students the
most are: life pressure (money, living expenses...); due to unusual events occurring in
one's own life or unintended activities; due to the fast pace of life, due to the words
and attitude of others towards you; troubles in relations with others; conflicts and
misunderstandings in friendships; due to not knowing the direction of goals in life;
due to excessive expectations of oneself; due to yourself having failures in life. The
above causes of stress are mostly subjective causes originating from the students
themselves, followed by the causes of the living environment and the pressures of life.
The research paper gave the research team a more specific and detailed view of
the phenomenon of stress: the concept of stress, approaches to stress, causes,
manifestations, mechanisms, levels of stress, consequences of stress phenomena on
the lives of people in general and students in particular.
2.3. Related research on academic stress
2.3.1 Pham Thi Thanh Ha, Bui Thi Huong, Kim Bao Giang, Pham Thanh Tung,
Pham Bich Diep, (2021). Chiến lược đối phó với căng thẳng trong học tập của sinh
viên Trường Đại học Y Hà Nội, năm học 2018-2019 (Coping strategies for
academic stress among students at Hanoi Medical University in the academic
year 2018-2019). Tạp chí nghiên cứu Y học (Journal of Medical Research)
This study aims to describe how to cope with academic stress among medical
university students. Here the study authors found that students used different
approaches to the problem. Focus mainly on freshmen and seniors so that you can
clearly see the difference between the two perspectives when there is a common
problem of stress. But overall, medical school students still shy away from many
problems.
The team learned that stress reduction support for students such as
extracurricular programs to talk and orient students is needed, and there should be a
room or psychological counselor to help students overcome academic pressures in a
positive way.

2.3.2 Ho Thi Truc Quynh & Nguyen Van Bac, (2021). Thành tích học tập và đau
khổ tâm lý ở sinh viên Việt Nam: Vai trò trung gian của căng thẳng học tập
(Academic achievements and mental distress: The mediating role of academic
stress). Tạp chí Tâm lý học Số 8 (Vietnam Journals Online No.8)
Research by Ho Thi Truc Quynh and Nguyen Van Bac investigated the
mediating impact of academic stress in the relationship between academic
achievement and psychological distress in Vietnamese students. This research uses
the Education Stress Scale for Adolescents (ESSA) to measure college students'
academic stress levels. It is a self-report scale with 16 items divided into 5 subscales,
including academic stress, self-expectations, concern about grades, disappointment,
and workload. The author confirms the need to develop intervention programs that
minimize psychological pain for low-achieving students through the implementation
of measures aimed at reducing academic stress for students.
The team learned that it is necessary to pay more attention to students whose
results are declining and strengthen the staff of psychological counselors who support
the subjects throughout this process. Organize programs that can motivate students to
increase psychological positivity.
2.3.3 Dang Thi Lan, (2019). Biện pháp ứng phó với căng thẳng tâm lý trong hoạt
động học ngoại ngữ của sinh viên hệ sư phạm trường Đại học Ngoại ngữ-Đại học
Quốc gia Hà Nội. (Responses to psychological stress in foreign language learning
by students majoring in pedagogy at the University of Languages and
International Studies - Vietnam National University, Hanoi). Trường Đại học
Ngoại ngữ - Đại học Quốc gia Hà Nội (University of Language and International
Studies - Vietnam National University, HaNoi)
The study aims to elucidate the effectiveness of coping mechanisms for
psychological stress in the foreign language learning activities of pedagogy students
at the University of Languages and International Studies. By employing a systematic
research methodology, the author clarifies the theoretical foundation and practical
aspects of coping strategies for stress in the foreign language learning activities of
students. The results indicate... if there are no measures to deal with it, it greatly affect
the effectiveness of learning and training. Students are in a state of physiological,
cognitive, emotional, and behavioral discomfort that each subject experiences. The
author affirmed that through research, guiding students to adjust their own perceptions
in foreign language learning activities is an appropriate and effective countermeasure
in reducing the psychological level in the activity. Thereby, the group also learned
how to guide the subjects on how to train, change their way of thinking, thinking, self-
reassuring and encouraging themselves during the learning process that encountered
difficulties.
2.3.4 Adi Lukman Hakim, Mega Barokatul Fajri, Erna Nur Faizah (2022).
Evalution Of Implementation Of MBKM: Does Academic Stress Affect On Student
Learning Outcomes? International Journal of Educational Research & Social
Sciences
This study was conducted for the purpose of determining whether there is a
learning strain on a student's academic performance. The factors that cause academic
stress here are due to the fact that the subject feels stress, the main cause is stress and
pressure in the learning process and feels that the results have not been met as
expected. The results after the study have also shown that students' academic scores
are relatively low and still weak, the quality of teaching has not achieved high
efficiency and needs to be provided more fully to improve learning outcomes. In the
teaching process, teachers should create conditions for subjects to ask questions that
are still being asked during class, some active students sit in the front rows actively
learning and understanding the lesson, but in which there are still some crowded
students sitting at the end and passively. Therefore, special attention should be paid to
you so that the subject can be more confident and self-aware so that the results can be
achieved as desired.

2.4. Related research on emotional intelligence and academic stress

2.4.1 Senthil Kumaran Jayaraman, Amreena Javid, (2016). Emotional
Intelligence, Test Anxiety and Academic Stress of Students. Indian Journal of
Psychological Science
The purpose of this study is to explore the relationship between emotional
intelligence, assess anxiety levels, and academic stress in students. The study adopted
survey research design using Emotional Intelligence scale by Schutte et al (1997),
Fried-Ben Test Anxiety Scale by Friedman & Bendas Jacob (1997) and Student
Academic Stress Scale (SASS) by Busari (2011). The results indicate that emotional
intelligence is considered a strength that helps students improve their academic
performance. The school administration should collaborate with psychologists to
address concerns about low emotional intelligence, significant anxiety during exams,
and poor coping abilities. It is an opportune time to develop educational programs in
the field of education, combining training programs on emotional coping systems as a
crucial component in the school curriculum. Seeking input from psychologists within
the school is essential for proposing and implementing professional strategies.
Emotional intelligence training programs not only assist students in reducing anxiety
during exams and stress in academics but also enhance their overall well-being.
2.4.2 Chad Stevens, Elizabeth Schneider, Patricia Bederman-Miller, Karen
Arcangelo (2019). Exploring the relationship between emotional intelligence and
academic stress among students at a small, private college. Contemporary Issues in
Education Research
This research explored the relationship between total-trait emotional
intelligence and academic stress among college students at a small, private college.
The demographic questionnaire, TEIQue-SF and USS were used to collect data from
participants. In this study, the authors report different levels of emotional control and
responses to pressure related to well-being, autonomy, affection, sociability. The
subject also responded to pressure, self-motivation and adaptability to varying
degrees, indicating concerns about how well the student understood, managed,
interpreted and used emotions. The study results also showed that the subjects were
relatively aware of their own emotional capacity and emotional functioning at a stable
level.
2.4.3 Rahaf Nabeel Alaaddin, Nahla KhamisIbrahim, Mai Kadi, (2021).
Emotional Intelligence and its Relationship to Leadership, Depression, Anxiety and
Stress among Pharmacy Students, Makkah, Saudi Arabia. Journal of
Pharmaceutical Research International

The study was conducted on 400 students using a standardized data collection
sheet. This sheet included personal and socio-demographic data, habits, overall life
satisfaction, and academic stress. It contained also the Schutte Self-Report Emotional
Intelligence (SSREI) scale, Depression Anxiety and Stress Scale (DASS), and the
authentic leadership questionnaires. Descriptive, inferential statistics and multiple
linear regression analyses were conducted. The results showed that EI was positively
correlated with the authentic leadership scale and negatively correlated to DASS. EI
can have protective effects against depression and stress among pharmacy students.
Academic stress is an important predictor of increased levels of depression and
anxiety. Proper training of students on EI is required for achieving a better future
career. This can be achieved by `including EI in the curriculum or through
extracurricular activities as well as encouraging students to be more physically active
to build better EI.
2.4.4 Fallahzadeh H, (2011). The relationship between emotional intelligence and
academic achievement in medical science students in Iran. Procedia-Social and
Behavioral Sciences
The author mentions that when an individual is able to manage emotional
intelligence well in life, in a relationship achieve more positive learning outcomes
than those who are not managing their emotions well. So, the study was conducted
with the aim of examining its emotional intelligence with students' learning outcomes.
In order to measure emotional intelligence, the instrument EQ-i- questionnaire was
selected. Initially they filled the demographic data form and then they rated
themselves on EQ-i-test. Finally, their academic performance was appraised on the
basis of their final exam, results for the last three years.The resulting result is a
meaningful relationship between overall emotional intelligence and several
components with academic performance, and emotional intelligence is an important
part of considering improving students' well-being and what causes subjects to
accomplish goals more successfully.
2.2.5 Gordana Stankovska, Dimitar Dimitrovski, Slagana Angelkoska, Zebide
Ibraimi & Valbona Uka, (2018). Emotional Intelligence, Test Anxiety and
Academic Stress among University Students. Bulgarian comparative education
society

This study investigates the potential relationship between emotional

intelligence, test anxiety, and academic stress among university students. The Self-
Report Emotional Intelligence Test (SEIT), Test Anxiety Inventory (TAI), and
Student Academic Stress Test (SAST) were administered to a sample of 200
university students. The results of the study indicated that the overall emotional
intelligence scores correlated with the levels of anxiety in exams and stress in
academic studies, as well as the academic success achieved by university students.
Additionally, there was a significantly positive relationship between emotional
intelligence, test anxiety, academic stress, and gender.

All factors influencing emotional intelligence were identified as determinants

of success in academic studies. Emotional intelligence needs to be further explored in
educational programs, and intervention strategies are necessary for addressing anxiety
during exams and academic stress in achieving educational success. Psychologists in
educational institutions may consider these findings when planning emotional
intelligence programs for students.
 CHAPTER 3: METHODOLOGY
3.1. Subjects
This study was conducted to analyze and better understand the impact of
emotional intelligence on academic stress of students at HCMC University of Foreign
Languages – Information Technology. Through the process of surveying subjects
participating in the research, we can assess the positive correlation between these two
factors, thereby proposing appropriate solutions and improvements to cope
effectively.
3.1.1 Sample size
The determination of the minimum sample size to ensure sufficient reliability
of the survey results was specifically calculated by the team using the formula of
Yamane Taro (1967) with a Confidence Level of 95%, Margin Of Error of 5%,
Population Proportion of 50%. Thus, the required sample size of the study is 385
participants.

3.1.2 Sample objects

Overall, 385 participants in the survey and interviews, all in the Ho Chi Minh
City area and divided into two main groups:

One group includes 10 experts in the field, including 5 school psychologists

from five HUFLIT campuses, 3 psychological consultants and 2 psychiatrists. This
research subject plays an important role in the research paper, they not only have
long-term experience but also in-depth knowledge, accumulated from many years of
operation. This helps them give in-depth and detailed answers to the problem.

The other group includes 190 freshmen (95 males and 90 females) and 185
senior (93 males and 92 females) from all majors at HUFLIT. The reason the team
chose this group of respondents was because there were differences between freshmen
and senior. Freshmen often face many new challenges at the beginning of their college
journey. Adapting to a new environment, getting to know classmates, and adapting to
the way study at university can create a lot of pressure.
 Meanwhile, senior have gone through a long learning journey, accumulating
diverse knowledge and skills. The pressure to study is not as heavy as when they first
started, the ability to manage their time better, know how to prioritize their work, and
understand their career goals. However, they also face distinct pressures such as
choosing a career, finding internship opportunities, and preparing for life after
graduation.

The selection of survey participants includes both males and females in the
study because there are different pressures between genders, which can affect the level
of stress they experience as well as their emotional management abilities.
Additionally, it assists the research team in collecting more detailed and diverse data
on how each gender copes with academic stress. This approach may contribute to
more accurate findings and insights into the impact of emotional intelligence within
each gender group.

The selection of these two groups as research subjects contributes to the

multidimensionality and comprehensiveness of the topic. This assisted the research
team to draw neutral and accurate conclusions about the impact of emotional
intelligence on stress levels during HUFLIT students' learning.

3.2. Materials

To get different perspectives, the team used two methods, surveys and
interviews to reach the subjects and gather information and data for the study.

For the team of experts, interviews is the method of choice for the research
team to gather information. The interview is design to include 4 questions. The team
chose this method because in the process of meeting face-to-face it was possible to dig
deeper into the answers. They are have many years of expertise and experience, so
they provide additional insights to help the researcher clarify the objectives of the
research paper.

For the student group, the research team used the survey to collect data for the
topic. Surveys are a typical method of primary and feasibility research to reach large
numbers of participants. Google Forms is the tool for conducting this survey. Survey
questionnaires have an advantage over some types of surveys in that they are cheaper,
compared to other data collection methods, and the level at which results are
conducted and collected is faster.

Questionnaires written in Vietnamese help ensure that the questions are

properly understood and do not create confusion during data collection. Make sure the
results obtained are accurate and properly represent their opinions. Secondly, the use
of Vietnamese helps create comfort between researchers and research participants,
making questions easier to understand and closer to students.

Based on the Trait Emotional Intelligence Questionnaire_Short Form

(TEIQue–SF) and the Perceptions of Academic Stress Scale (PAS), the team adapted
the scale to suit the study subjects. All questions are designed as open-ended questions
and a 5-point Likert scale for more detailed measurement to bring diversity, as well as
clearer analysis and evaluation of the topic.

The content of the questions is all about analyzing the impact of emotional
intelligence on the academic stress of HUFLIT students. The questionnaire is divided
into 4 parts, specifically:

Part 1: Screening questions to screen the survey subjects to suit the research
purpose.

Part 2: Consists of 3 questions focusing on the general information of the

respondent including gender, year of study, field of study.

Part 3: Part 3 consists of 20 questions related to emotional intelligence, 15

questions related to academic stress and 3 questions about the impact of emotional
intelligence on academic stress.

Part 4: As a thank you from the group to the students who took some time to
complete the survey.
3.3. Procedure

3.3.1 Interview

First, the team formulated interview questions. In the process, the team had
difficulty formulating questions. The questions must be designed to motivate the
interviewee to share their views thoroughly and professionally, sticking to the target
topic to make the most of the information. These contents are built by the research
team so that anyone can answer.

For the interviewees, the research team has selected 10 experts in fields related to
the study. These individuals were chosen due to their extensive knowledge on the
research topic, aiming to provide valuable information for the study. The group of
subjects includes:

 5 school psychologists from five HUFLIT campuses, these 5 experts have a lot
of useful knowledge about school psychological health because they regularly
reach out to students to help researchers get useful survey information.
 3 psychological consultant help answer questions about students' psychological
stress, give common things that are often seen when students are stressed
academically and the strong connection with emotional intelligence based on
the ways that students face and handle it.
 2 psychiatrists outline the trends that students encounter in mental health when
emotional intelligence is not high and themselves are too stressed out
academically. Give advice and solutions on health problems.

After preparing interview questions and drawing up a list of research subjects,

this is the time that the research team contacts for interviews and receives feedback
from experts. The researcher reached out to interviewees through emailing.
Information exchanged via email includes: greetings, introduction of the research
team, topic being done, purpose of contact, information about the interview (time,
place, content) and thank you note.
 While preparing for the interviews, the team faced difficulties such as not being
able to contact some of the interviewees, interviewees rejecting, schedule changes due
to a professional being busy with unscheduled work. To solve the above problem, the
team prepared a list of potential interviewees in advance and replaced the inaccessible
ones. In the event of an abrupt rescheduling of the interview, the team rescheduled it
for a more convenient date.

The interview process for 10 people took 5 days, with each interview lasting
for 30 minutes. On the first day, 3 people were interviewed, followed by another 3 on
the second day. However, due to 3 experts being on a business trip, the interview
schedule had to be extended, and the research team spent 2 additional days
rearranging the timing to avoid disrupting their work. Two suitable interviewees were
also sought during this process. On the last day, 4 people were interviewed.
Additionally, meeting and interviewing the research participants faced time
constraints because of the professional working environment, leading to inevitable
limitations and potential errors during the approach.

3.3.2 Questionnaire

The research team prepares a questionnaire on Google Form, this is the first
step to carry out the research and also the first difficulty in the survey process because
to build a research questionnaire it is necessary to consider and consider carefully to
be able to build efficiency, Highlight and optimally measure research objectives.

After setting up the questionnaire, the research team approached the survey
participants, who are freshmen and senior of HUFLIT through Facebook social
networking channels and groups which suitable for survey purposes, specifically 2
groups: K26 & K29 HUFLIT Group. First, the research team submit an invitation to
join the group - it takes one day to do this because the group have an admin who
agrees to confirm it to be a member of the group.

After being approved to join the group, the research team approached the
research subjects by sending greetings, survey purposes and survey topics, posting
surveys and the time for administrators to approve posts is 1 day. The research team
uses the Google Form platform to present survey questions, share and post them
publicly in the form of links to reach the audiences who need to be surveyed.

After receiving permission from the group admin to post, the team conducted
the survey within two weeks. During this phase of conducting the survey, the team
experienced some difficulties such as broken links resulting in participants not being
able to access. As a result, the team quickly checked and corrected the links to ensure
survey participants could complete the questionnaire. Initially, the survey did not
receive significant attention from participants when it was first posted on social media
platforms. However, in the following days, the team reminded the survey twice in the
morning and evening, therefore the survey attracted quite a large number of students.
Through this survey, the team aims to better understand the views of different
individuals so that they can serve the topic.

3.4. Statistical treatment

The research team utilized the following two tools to assist in statistically
analyzing the survey results:

Google Form - an online survey tool, this is a tool that helps both researchers
and respondents do it more easily and quickly instead of having to spend time, effort,
manpower, and money to go directly to surveys with paper questionnaires. The
Google Forms framework is more advanced and easier to implement, use and manage,
save a lot of costs and also obtain a large amount of information and data from a large
number of respondents.

After obtaining the data from Google Form, the team exported the data into an
Excel table because this tool helps the team optimize the work and save a lot of time.
Thereby helping to improve working efficiency, limiting errors and confusion when
entering data. Excel also has other features such as support for formulas to participate
in calculations, drawing charts ,... Therefore processing data in a more diverse way.
 REFERENCES

Alaaddin, R. N., Ibrahim, N. K., & Kadi, M. (2021). Emotional Intelligence and its
Relationship to Leadership, Depression, Anxiety and Stress among Pharmacy
Students, Makkah, Saudi Arabia. Journal of Pharmaceutical Research International,
9–21. https://doi.org/10.9734/jpri/2020/v32i4331061
Lan, Đ. T. (2019). Biện pháp ứng phó với căng thẳng tâm lý trong hoạt động học ngoại
ngữ của sinh viên hệ sư phạm trường Đại học Ngoại ngữ-Đại học Quốc gia Hà Nội.
Điều, Đ. V. (2014). Khảo sát trí tuệ cảm xúc của sinh viên Trường Đại học Sư phạm
Thành phố Hồ Chí Minh. Tạp chí Khoa học, (54), 61.
Fallahzadeh, H. (2011). The relationship between emotional intelligence and academic
achievement in medical science students in Iran. Procedia - Social and Behavioral
Sciences, 30, 1461–1466. https://doi.org/10.1016/j.sbspro.2011.10.283
Guerra-Bustamante, J., León-Del-Barco, B., Yuste-Tosina, R., López-Ramos, V. M., &
Mendo-Lázaro, S. (2019). Emotional intelligence and psychological well-being in
adolescents. International Journal of Environmental Research and Public Health,
16(10). https://doi.org/10.3390/ijerph16101720
Guthrie, E., Black, D., Mrcpsych3, B., Shaw, C., Mrcpsychl, P., Campbell, M., Creed, F.,
& Frcpsych1, M. D. (1998). Psychological stress and burnout in medical students: a
five-year prospective longitudinal study. In J R Soc Med (Vol. 91).
https://doi.org/10.1177/014107689809100502
Hà, P. T. T., Hương, B. T., Giang, K. B., Tùng, P. T., & Diệp, P. B. (2021). Chiến lược đối
phó với căng thẳng học tập của sinh viên Trường Đại học Y Hà Nội, năm học 2018-
2019. Tạp Chí Nghiên cứu Y học, 138(2), 163-171.
https://doi.org/10.52852/tcncyh.v138i2.92
Hakim, A. L., Fajri, M. B. ., & Faizah, E. N. . (2022). Evaluation Of Implementation Of
MBKM: Does Academic Stress Affect On Student Learning Outcomes?. International
Journal of Educational Research and Social Sciences (IJERSC), 3(1), 1–16.
https://doi.org/10.51601/ijersc.v3i1.246
Huyền, N. T. (2012). Thực trạng hiện tượng stress trong đời sống của sinh viên trường
ĐH KHXH & NV–DHQG HCM (Doctoral dissertation, Luận văn thạc sĩ Tâm lý học,
Trường Đại học Khoa học xã hội và nhân văn-Đại học Quốc gia Hồ Chí Minh, Thành
phố Hồ Chí Minh).
Kumaran, S. J., & Javid, A. (2016). Emotional Intelligence, Test Anxiety and Academic
Stress of Students. Indian Journal of Psychological Science, 6(2), 159-167.
Mai, T. T. T. (2013). Trí tuệ cảm xúc của sinh viên Trường Đại học Sư phạm Thành phố
Hồ Chí Minh. Tạp chí Khoa học, (48), 76.
Quỳnh, Ho. T. T., & Bắc, N. V. (2021). Thành tích học tập và đau khổ tâm lý ở sinh viên
Việt Nam: Vai trò trung gian của căng thẳng học tập. Tạp chí Tâm lý học Số, 8, 36-45.
Stankovska, G., Dimitrovski, D., Angelkoska, S., Ibraimi, Z., & Uka, V. (2018). Emotional
Intelligence, Test Anxiety and Academic Stress among University
Students. Bulgarian comparative education society. https://eric.ed.gov/?
id=ED586176
Stevens, C., Schneider, E., Bederman-Miller, P., & Arcangelo, K. (2019). Exploring the
relationship between emotional intelligence and academic stress among students at a
small, private college. Contemporary Issues in Education Research, 12(4), 93-102.
https://eric.ed.gov/?id=EJ1267667
Doan, V. D. K., Le, D. D., Pham, T., Tran, B. T., & Bui, T. P. A. (2016). Perceived stress
and associated factors among undergraduate students of Faculty of Public Health, Hue
University of Medicine and Pharmacy. Journal of Medicine and Pharmacy, 66–72.
https://doi.org/10.34071/jmp.2016.3.10
Thảo, N. T. T., Trinh, C. L., Đạt, N. T., Thảo, T. T. N., Tín, P. T., Quyên, N. P. M., &
Nhân, P. H. (2022). Nghiên cứu tình hình stress và nhu cầu tư vấn tâm lý trên sinh
viên trường Đại học Y Dược Cần Thơ. Tạp chí Y Dược học Cần Thơ, (45), 128-134.
https://tapchi.ctump.edu.vn/index.php/ctump/article/view/1002
Thụ, N. H. (2009). Nguyên nhân stress của sinh viên Đại học Quốc gia Hà Nội. Tạp Chí
Tâm Lý Học, 3, 120.
Trinh, L. T. H. (2020). Mức độ trí tuệ cảm xúc của sinh viên đại học điều dưỡng chính quy
trường đại học điều dưỡng Nam Định. TNU Journal of Science and Technology,
225(04), 7–14. http://jst.tnu.edu.vn
 APPENDIX

I. Nội dung câu hỏi phỏng vấn

1. Theo anh/chị, sinh viên hiện nay có hiểu rõ về trí tuệ cảm xúc không? Có sự khác
biệt nào giữa sinh viên có trí tuệ cảm xúc cao và sinh viên có trí tuệ cảm xúc thấp và
sinh viên có thể làm gì để nâng cao trí tuệ cảm xúc của bản thân.

2. Theo anh/ chị, những nguyên nhân nào dẫn đến tình trạng căng thẳng trong học tập
của sinh viên hiện nay?

3. Theo anh/chị, có mối liên hệ nào giữa trí tuệ cảm xúc và căng thẳng trong học tập.
Có phải sinh viên có trí tuệ cảm xúc cao có thể ít gặp căng thẳng hơn không?

4. Anh/chị nghĩ rằng việc tích hợp giáo dục về trí tuệ cảm xúc vào chương trình học
có thể là một giải pháp hiệu quả để giảm căng thẳng học tập của sinh viên không? Nếu
có, liệu có những phương pháp giáo dục cụ thể nào anh/chị đề xuất?

II. Bảng câu hỏi

KHẢO SÁT SỰ TÁC ĐỘNG CỦA TRÍ TUỆ CẢM XÚC LÊN CĂNG THẲNG TRONG
HỌC TẬP CỦA SINH VIÊN TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - TIN HỌC THÀNH PHỐ
HỒ CHÍ MINH

Xin chào các bạn, chúng tôi là sinh viên Khoa Quan hệ Quốc tế - Trường Đại học Ngoại
ngữ - Tin học Thành phố Hồ Chí Minh. Chúng tôi đang tiến hành nghiên cứu sự tác động
của trí tuệ cảm xúc lên căng thẳng trong học tập của sinh viên. Chúng tôi hy vọng rằng các
bạn sẽ dành một chút thời gian để trả lời một số câu hỏi cho bài nghiên cứu này. Chúng tôi
xin cam đoan những thông tin các bạn trả lời trong phiếu khảo sát này sẽ được bảo mật và
dùng cho mục đích phục vụ cho môn học.

Rất mong nhận được sự hợp tác của các bạn.

 1. Bạn là sinh viên năm mấy? (Câu hỏi gạn lọc)
- Sinh viên năm nhất và năm tư (Mời bạn trả lời những câu tiếp theo)
- Sinh viên năm hai và năm ba (Xin cảm ơn, bạn có thể dừng khảo sát)
2. Bạn thuộc giới tính nào?
- Nam
- Nữ
- Khác
3. Bạn là sinh viên khoa nào?
- Công nghệ thông tin
- Ngoại ngữ
- Quản trị kinh doanh
- Quan hệ quốc tế
- Ngôn ngữ và văn hóa phương Đông
- Luật
- Du lịch / Khách sạn
- Kinh tế tài chính
4. Câu hỏi về trí tuệ cảm xúc
Tính đa cảm

Mức độ Hoàn toàn Không Bình Đồn Hoàn

không đồng ý thường gý toàn
đồng ý đồng ý

Tôi có khả năng nhận thức và hiểu

rõ các cảm xúc của bản thân.

Tôi có thể đặt mình vào vị trí người

khác và suy nghĩ cho cảm xúc của
họ.

Tôi cảm thấy khó khăn khi nhìn mọi

thứ từ quan điểm của người khác.
Tôi thường cảm thấy khó để giữ cho
mình có động lực.

Tôi có thể tạo ra các mối quan hệ

thân thiết với người khác.

Khả năng tự kiểm soát

Mức độ Hoàn toàn Không Bình Đồn Hoàn

không đồng ý thường gý toàn
đồng ý đồng ý

Tôi có thể kiểm soát cảm xúc của/

bản thân trong những tình huống
khó khăn.

Tôi thường cảm thấy khó khăn trong

việc thích nghi với hoàn cảnh.

Tôi có thể suy nghĩ thấu đáo trước

khi hành động.

Tôi có thể kiên trì và đạt được mục

tiêu của mình.

Tôi có thể vượt qua những thất bại

và khó khăn trong cuộc sống.

Tính hòa đồng

Mức độ Hoàn toàn Không Bình Đồn Hoàn
không đồng ý thường gý toàn
đồng ý đồng ý

Tôi có thể lắng nghe và thấu hiểu

quan điểm của người khác.

Tôi có thể hợp tác và làm việc nhóm
hiệu quả.

Tôi có thể tạo ra bầu không khí tích

cực và vui vẻ trong các mối quan hệ.

Tôi có thể giải quyết xung đột một

cách hòa bình.

Tôi có thể chấp nhận và tôn trọng sự

khác biệt của người khác.

Hạnh phúc

Mức độ Hoàn toàn Không Bình Đồn Hoàn

không đồng ý thường gý toàn
đồng ý đồng ý

Tôi cảm thấy hài lòng và hạnh phúc

với cuộc sống của mình.

Tôi có thể tìm thấy niềm vui trong

những điều nhỏ bé.

Tôi có thái độ tích cực và lạc quan

trong cuộc sống.

Tôi có thể tận hưởng những khoảnh

khắc hiện tại.

Tôi có thể vượt qua những khó khăn

và thử thách trong cuộc sống.

6. Câu hỏi về căng thẳng trong học tập

Căng thẳng liên quan đến kỳ vọng học tập

Mức độ Hoàn toàn Không Bình Đồn Hoàn

không đồng ý thường gý toàn
đồng ý đồng ý

Tôi cảm thấy áp lực khi phải đạt

được kỳ vọng của cha mẹ, thầy cô,

bạn bè.
Tôi cảm thấy lo lắng khi nghĩ đến
việc không thể đáp ứng được kỳ
vọng của bản thân.

Tôi cảm thấy căng thẳng khi nghĩ

đến việc không thể đạt được mục
tiêu học tập của mình.

Tôi cảm thấy áp lực khi phải cạnh

tranh với bạn bè trong học tập.

Tôi cảm thấy lo lắng khi nghĩ đến

việc không thể vào được trường đại
học yêu thích.

Căng thẳng liên quan đến các công việc trường

Mức độ Hoàn toàn Không Bình Đồn Hoàn

 không đồng ý thường gý toàn
đồng ý đồng ý

Tôi cảm thấy quá tải với khối lượng

công việc trường.

Tôi cảm thấy khó khăn trong việc
quản lý thời gian học tập.

Tôi cảm thấy chán nản khi phải làm

các bài tập khó.

Tôi cảm thấy căng thẳng khi phải

học nhiều môn cùng lúc.

Tôi cảm thấy mệt mỏi khi phải học

tập trong thời gian dài.

Căng thẳng liên quan đến nhận thức bản thân

Mức độ Hoàn toàn Không Bình Đồn Hoàn

không đồng ý thường gý toàn
đồng ý đồng ý

Tôi cảm thấy mình không đủ thông

minh để học tập tốt.

Tôi cảm thấy mình không có khả

năng học giỏi.

Tôi cảm thấy mình không phù hợp

với việc học tập.

Tôi cảm thấy mình không có động

lực học tập.
Tôi cảm thấy mình không thể thành
công trong học tập.

7. Sự tác động của trí tuệ cảm xúc lên căng thẳng trong học tập

Mức độ Hoàn toàn Không Bình Đồng Hoàn

không đồng ý thường ý toàn
đồng ý đồng ý

Bạn có nhận thấy rằng trí tuệ cảm

xúc của bạn có ảnh hưởng đến mức

độ căng thẳng trong học tập của bạn

không?

Bạn cho rằng những người có trí tuệ

cảm xúc cao có xu hướng ít căng

thẳng trong học tập hơn những người

có trí tuệ cảm xúc thấp không?

Bạn có nghĩ rằng việc phát triển trí

tuệ cảm xúc có thể giúp bạn đối phó

với căng thẳng trong học tập hiệu

quả hơn không?