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VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES L VU THI VAN REGULATION OF PARENTS’ EMOTIONS TOWARD THEIR SECONDARY-SCHOOL-AGE CHILDREN Major: Psychology Code: 9.31.04.01 SUMMARY OF DOCTORAL THESIS IN PSYCHOLOGY HANOI - 2019 The work was completed at the Graduate Academy of Social Sciences, Vietnam Academy of Social Sciences Scientific instructors: Assoc Prof Dr Le Minh Nguyet Assoc Prof Dr Phan Trong Ngo Opponent 1: Prof Dr Tran Quoc Thanh Hanoi National University of Education Opponent 2: Assoc Prof Dr.: Tran Thi Minh Hang National Institute of Education Management Opponent 3: Assoc Prof Dr.: Pham Thi Thu Hoa University of Social Sciences and Humanities- Vietnam National University, Hanoi The thesis will be defended before the Academy-level Thesis Examination Committee held in the Graduate Academy of Social Sciences At: …… hour…… minute, date…… month…… 2019 More information on the thesis can be found at: - National Library of Vietnam; - Library of Graduate Academy of Social Sciences INTRODUCTION THE NECESSITY OF THE RESEARCH TOPIC 1.1 Emotions have great significance in the activities of individual; belong to a basic area of psychological life of human: Awareness - attitude action It has duality, on the one hand motivating individuals to work effectively; on the other hand, if not being controlled and oriented properly, the emotions will deflect, even destroy the perception and actions of the individual, leading to the wrong or "blind” perception and actions of the individual 1.2 Today, due to the changes of living conditions and economic conditions, each family has only about two children, so each family faces the nurturing and fostering of the young generation to become talents for the nation in the 21st century However, in this new age, teenagers have many changes in thought, psychological characteristics, personality , many parents cannot adapt to development of their children 1.3 The fact in Vietnam shows that the situation of teenagers committing crimes, dropping out of school, being addicted, running away from their homes and even committing suicide , comes from many reasons, including the reasons stemming from mistakes and failures in the relationship between parents and children, may be because parents not understand the psychology of their children or parents not know how to regulate emotions in relationships and interact with their children Or the fact that parents not control negative emotions in dealing with their secondary-school-age children is more likely to cause acts of violence and mistreatment of their children; At the same time, some mental health problems such as anxiety, stress, behavioral and emotional disorders, … may be occurred In other words, the bonding of the relationship between parents and children depends very much on the way to regulate the parents’ emotions and is the central issue of family education The study by Dao Thi Duy Duyen and Duong Thuy Nguyen in 2016 on a sample of more than 300 8th and 9th graders on the conflict in communication between parents showed that 36, 5% of 8th graders and 23% of 9th graders often and very often had conflicts with their parents, mainly due to emotional conflict The study results of Dang Thanh Nga on risk factors leading to juvenile offenses showed that 71% of juvenile offenders had a criminal behavior stemming from family factors: They were ignored or severely treated by their parents Many heart-breaking cases occurred to children from a lack of regulation and control of parents' emotions toward their children From the above reasons, we choose the topic "Regulation of parents’ emotions toward their secondary-school-age children" as our research topic RESEARCH PURPOSES AND TASKS OF THE THESIS 2.1 Research purposes of the thesis Researching the issues of reasoning and evaluating the situation of regulating parents’ secondary-school-age children; On that basis, a number of recommendations were proposed to support parents to positively improve their emotions toward their secondary-school-age children 2.2 Research tasks of the thesis 2.2.1 Overview of research issues on regulating parents’ emotions toward their secondary-school-age children 2.2.2 Developing a theoretical basis for regulating parents’ emotions toward their secondary-school-age children, clarifying the tool concepts of research issues such as emotions, regulation, emotional regulation, regulation of parents’ emotions toward their secondary-school-age children 2.2.3 Evaluating the situation of expression and level of regulation of parents’ emotions toward their secondary-school-age children, pointing out some factors affecting this situation 2.2.4 Proposing and experimenting on some impact measures to positively improve the level of regulation of the parents’ emotions toward their secondary-school-age children RESEARCH OBJECTS AND SCOPES OF THE THESIS 3.1 Research subjects Expression and level of regulation of parents’ emotions toward their secondary-school-age children 3.2 Research objects The topic was studied on 386 parents and 386 students in secondary schools in Dak Lak and Dak Nong provinces In which, the exploratory survey sample: 50 pairs of parents and children; Official survey sample: 336 pairs of parents and children In-depth interview: 20 pairs of parents and children Impact experiment: 15 pairs of parents and children Case study: pairs of parents and children 3.3 Research scope - Scope of content: In this topic, we only focus on studying the expression and level of regulation of parents’ emotions toward their secondary-school-age children expressed through aspects Specifically: Identifying the parents’ emotions and consequences when expressing them to their children; Identifying children’s emotions and the consequences of those emotions; Controlling the parents’ emotions so as not to be excessive in relationship with the children; Creating a balance for the parents’ emotions so as not to affect the relationship between parents and children and family life; Using emotions (happiness, sadness) as a method/ means to educate children; Re-evaluating parents’ emotions to learn from the experience for the next education of children - Scope of space: The research was carried out in 03 secondary schools in Dak Lak and Dak Nong provinces to learn about the regulation of parents’ emotions toward their secondary-school-age children Specifically: Nguyen Binh Khiem Secondary School, Gia Nghia Town, Dak Nong Province; Phan Chu Trinh Secondary School, Buon Ma Thuot City, Dak Lak Province; EaH’Nin Secondary School, Buon Ma Thuot City, Dak Lak Province METHODOLOGY AND RESEARCH METHODS OF THE THESIS 4.1 Research methodology The thesis topic is conducted based on some basic methodological principles in Psychology as follows: - Interdisciplinary approach: Interdisciplinary approach, in which Developmental Psychology, Pedagogical Psychology, Social Psychology, Clinical Psychology, Sociology and Pedagogics are core foundation - Activity approach: Parents’ emotions as well as regulation of parents’ emotions toward children are only formed, expressed and developed in activities and interaction between parents and children Therefore, research of situation, discovery of causes as well as proposal of measures to improve the level of regulation of parents’ emotions toward their secondary-school-age children must stem from parents' activities and interaction with children - Development approach: Parents' emotions are not static but a development process Parents' emotions toward children will develop from birth to the time they grow up When the relationship between parents and children changes, the emotions of parents will change leading to the change in the regulation of parents’ emotions toward children Therefore, the research of level of regulation of parents’ emotions toward their secondary-school-age children must be based on the development of scientific theories in psychology majors and the development of parental activities and relationships with their secondary-school-age children 4.2 Specific research methods - Document research method - Questionnaire survey method - In-depth interview method - Case study method - Temperament test method - Experimental method - Data processing method with statistical math In the above-mentioned methods, the Questionnaire survey method and in-depth interview method are the main methods to solve practical tasks of this topic 4.3 Scientific hypothesis 4.3.1 The majority of parents have a moderate level of regulation of their emotion to secondary-school-age children, expressed through aspects, in which the expression and level of identifying their emotions are better than the remaining aspects, and the expression and level of identifying their children’s emotions are the weakest aspect 4.3.2 There are many factors affecting the regulation of parents’ emotions toward their children In which, there are some factors such as parents' temperament; children’s image in the eyes of parents; and psychological characteristics of children 's ages The factor of children’s image in the eyes of parents has a stronger effect than other factors 4.3.3 The level of regulation of parents’ emotions toward their children may be improved by organizing for fostering the emotional regulation skills for parents NEW SCIENTIFIC CONTRIBUTION OF THE THESIS 5.1 Theoretical contribution The thesis developed a theoretical framework on regulating parents’ emotions toward their secondary-school-age children It includes: Theory of parents' emotions; regulation of parents’ emotions toward their secondaryschool-age children with basic issues such as: concepts, structures, levels, expressions of regulating parents’ emotions toward their secondaryschool-age children and factors affecting the regulation of parents’ emotions toward their teenage children 5.2 Practical contribution The author of the thesis discovered the level and expression of regulating parents’ emotions toward their secondary-school-age children in different aspects The actual survey results determined the level and expression of regulating parents’ emotions toward their secondary-schoolage children, expressed through aspects: Identifying the parents’ emotions and consequences when expressing them to their children; Identifying children’s emotions and the consequences of those emotions; Controlling the parents’ emotions so as not to be excessive in relationship with the children; Creating a balance for the parents’ emotions so as not to affect the relationship between parents and children and family life; Using emotions (happiness, sadness) as a method/ means to educate children; Reevaluating parents’ emotions to learn from the experience for the next education of children There are many factors affecting the regulation of parents’ emotions toward their children, including factors such as the parents' temperament, children’s image in the eyes of parents; and psychological characteristics of children 's ages, in which the factor of children’s image in the eyes of parents have the greatest effect on regulating parents’ emotions toward their secondary-school-age children THEORETICAL AND PRACTICAL SIGNIFICANCE OF THE THESIS 6.1 Theoretical significance of the thesis The results of theoretical research contribute to clarifying and enriching the theories of emotions, emotional regulation, regulation of parents’ emotions toward their secondary-school-age children in developmental psychology, Pedagogical psychology, Family psychology and Clinical psychology At the same time, supplementing teaching and fostering materials for students’ parents in the care and education of secondary-school-age children in our country today 6.2 Practical significance of the thesis The results of the regulation of parents’ emotions toward their secondary-school-age children and the factors affecting the level of parents' emotional regulation will be a practical source to help parents better understand their emotions and improve their knowledge on regulating their emotions in relationship with their children and in education of secondaryschool-age children Experimental tests will be good references for researchers, teachers, parents on measures to regulate parents' emotions in interaction with secondary-school-age children in coordination for better education of secondary-school-age children STRUCTURE OF THE THESIS In addition to the basic contents according to the prescribed structure of the thesis (introduction, conclusion, recommendations, lists of references, lists of scientific works related to the thesis, appendix), the thesis is structured in chapters: Chapter 1: Overview of research on regulating parents’ emotions toward their secondary-school-age children Chapter 2: Theoretical basis for regulating parents’ emotions toward their secondary-school-age children Chapter 3: Research organization and methods Chapter 4: Results of the research on the regulation parents’ emotions toward their secondary-school-age children Chapter OVERVIEW OF THE RESEARCH ON REGULATION OF PARENTS’ EMOTIONS TOWARD THEIR SECONDARY-SCHOOL-AGE CHILDREN 1.1 Emotional research 1.1.1 Emotional research of individuals on the basis of neurophysiology This research direction is that: each of our emotions plays a distinct role as specific impression, things that happen in the body and the brain show that each emotion will prepare for the body a different kind of reaction, emotions help us cope with the plight and the tasks that sometimes the intellect cannot determine, they are emotional problems 1.1.2 Emotional research as a motivator for personal activities The emotional research direction as a capacity to promote individual psychological activities was studied by scientists on issues of emotional definition, structure, expression, stability, the appearance and origin of emotions, the classification of emotions and the influence of physical, mental-physiological and gender factors on the emotions and effects of emotions on individual activities 1.2 Researches on emotional regulation 1.2.1 Emotional regulation in the perspective of studying awareness or preventing emotions In this direction, the emotional regulation is to control negative emotions, prevent them from pervading the mind and create a balance in people life 1.2.2 Emotional regulation in the perspective of empathy Thus, in psychology there are many authors, many schools of psychology to study empathy in emotional regulation, each school has a positive side and limitation The above empathic studies of emotions are mainly about the empathy in parents’ emotions toward their children The results shows that empathy in parents’ emotions toward their children will help children have more motivation to respond to negative impacts in life Not only that, the empathy of parents with their secondary-school-age children helps parents understand the fluctuations in the process of developing the physiology of children at the age of transition from children to adults with the extremely complex psychological development, full of contradictions and mutations When parents and children have empathy, they will care and meet each other's needs, making the relationship between parents and children more profound and reinforcing the need for each other The improvement of understanding, empathy and love will create better conditions for children education 1.3 Regulation of parents’ emotions toward their children These researches suggest that the emotions that parents express their children are felt throughout their childhood and follow their children for many years in their lives Therefore, parents need to have knowledge about their emotions, their children’s emotion as well as the way to regulate their emotions to help our children become good and mature children, useful for families and society Chapter THEORETICAL BASIS FOR REGULATING PARENTS’ EMOTIONS TOWARD THEIR SECONDARY-SCHOOL-AGE CHILDREN 2.1 Theory of emotions and parents’ emotions toward their secondary-school-age children 2.1.1 Emotion 2.1.1.1 Concept of emotion Emotion is a psychological process expressing the direct vibrations of people when there is the impact of one or more stimuli (environmental, social factors, internal stimulation of the individual ), reflecting their significance to human needs and motivations 2.1.1.2 Types of emotions In this thesis, we only study five basic emotions: Happiness, Sadness, Anger, Fear and Shame 2.1.2 The relationship between parents and their secondary-schoolage children Parents’ emotions toward children in the family are formed in relationships and behavior between parents and children In relationships, communication, dealing with parents, children have awareness, attitudes and behaviors that lead to different emotions in their parents In contrast, parents' p awareness, attitudes and behaviors are also easy to bring to children positive or negative emotions Therefore, it is necessary to analyze the relationship between parents and their secondary-school-age children 2.1.3 Parents’ emotions toward their secondary-school-age children Concept: Parents’ emotions toward their secondary-school-age children is a psychological process expressing the direct vibrations of parents when there are stimuli from the children or related to children and the impact of the surrounding relationships of both parents on children; reflecting ), reflecting the significance of those stimuli on parents’ needs and motivations for children in the relationship between parents and their secondary-school-age children From the above definition, we can draw some points about parents’ emotions toward their secondary-school-age children: Firstly: The nature of emotions is the vibrations of individuals attached to the stimulus of the object at a certain time and circumstance to the nerves (neurophysiological reactions) or impact on the neurological mechanism, related to satisfying certain needs and motivations of the individual to produce a reaction Parents’ emotions toward their secondaryschool-age children are the same They are the vibrations of parents when receiving information and stimulation about children, the information can be from the impact of children, also indirectly from other subjects, but related to children This shows that the parents’ emotions are similar to those of all other individuals, having a beginning and ending and being considered as a fundamental emotion Secondly: However, parents’ emotions toward their secondary-schoolage children are based on the blood relationship between parents and children Blood relationship is a special and sacred relationship which is the basis and foundation to build and develop emotions and special love between parents and children which are different from other common emotions, and also the attachment of mother and children, father and children, including "blending" between the "instinctive attachment" elements, and the moral standards accumulated and inherited through thousands of lives in human culture Therefore, the parents’ emotions toward their secondary-school-age children are also considered a complex emotion Thirdly: Parents' emotions toward their children, as well as children’s emotions toward their parents are special emotions, different from other emotions, which are emotions directly related to satisfying or not satisfying the need to stick parents and children together and the moral needs of parents and children The need for attachment between mother and child is the instinctive need (biology) of animals and humans Experiments of Harlow and Bowlby showed a need to entertain an attachment for mother of inappropriate levels of vibration (related to identifying their emotions, identifying their children’s emotions, controlling, creating balance and using ) emotional state or behavior of parents in accordance with the relationship and interaction with secondary-school-age children 2.2.2.3 Components of regulation of parents’ emotions toward their secondary-school-age children - Identifying parents’ emotions and consequences of those emotions when expressing to their children - Identifying children’ emotions and consequences of those emotions in the relationship between parents and children - Controlling parents’ emotions so as not to be excessive in the relationship between parents and children - Creating an emotional balance to not be affected by parental relationships with children and family life - Using emotions (happiness, sadness) as a method/ means to educate children - Re-evaluating parents’ emotions to learn from the experience for the next education of children 2.2.2.4 Level of regulation of parents’ emotions toward their secondary-school-age children - Evaluation criteria: In this thesis, we give criteria: the correctness and suitability of regulation of parents’ emotions toward their secondaryschool-age children - Levels of regulation of parents’ emotions toward their secondaryschool-age children: In the thesis, we divides into levels: 1- Weak; - Below average; – Average; - High (Good); - Very high (Very good) 2.3 Factors affecting the regulation of parents’ emotions toward their secondary-school-age children 2.3.1 Parental factors - Parents' temperament; - Parents' awareness of children’s image in the eyes of parents - Gender and age; 2.3.2 Factors of psychological characteristics of children's ages - The gender factor is expressed through the male and female, the characteristics of male and female teenagers in psychological life are different - Learning results, scores, satisfaction of parents with their children’s results and knowledge in the learning process are also factors affecting the regulation of parents’ emotions 11 Chapter RESEARCH ORGANIZATION AND METHODS 3.1 Research organization 3.1.1 Research site 3.1.2 Research objects Stage Method Test survey Questionnaire for parents and children Questionnaire for parents and Official children survey Observation In-depth interview Experiment Case study Impact experiment Number of objects 50 pairs of parents and children 336 pairs of parents and children 30 pairs of parents and children 20 pairs of parents and children 02 pairs of parents and children 15 pairs of parents and children Time April 2016 From May 2016 to December 2017 From May 2017 to December 2017 3.1.3 Research stages 3.1.3.1 Theoretical research stage The theoretical research phase was carried out during the process of solving the thesis's problems, but focused on conducting research from May 2015 to March 2016 3.1.3.2 Survey tool design stage - Purpose: to establish a questionnaire form and observation form to conduct a survey of the expression and level of regulation of parents’ emotions toward their secondary-school-age children - Implementation content: The questionnaire for parents and secondary-school-age children is designed based on two attributes of the criteria: the correctness and effectiveness and the evaluation of the level of expression of the component aspect is: Identifying the parents’ emotions and consequences when expressing them to their children; Identifying children’s emotions and the consequences of those emotions; Controlling the parents’ emotions so as not to be excessive in relationship with the children; Creating a balance for the parents’ emotions so as not to affect the relationship between parents and children and family life; Using 12 emotions (happiness, sadness) as a method/ means to educate children; Re-evaluating parents’ emotions to learn from the experience for the next education of children; factors affecting the regulation of parents’ emotions toward their secondary-school-age children; proposals and recommendations to positively improve the level of regulation of the parents’ emotions to secondary-school-age children 3.1.3.3 Test survey stage - Purpose: We organize a small-scale test survey with objects who are pairs of parents and their secondary-school-age children to determine the reliability and value of the questionnaire, and edit unsatisfactory questions - Content: organizing a test survey with the expected questionnaires; calculating reliability and effectiveness of questionnaires 3.1.3.4 Official survey stage - Purpose: To evaluate the expression and level of the component aspects: Identifying the parents’ emotions and consequences when expressing them to their children; Identifying children’s emotions and the consequences of those emotions; Controlling the parents’ emotions so as not to be excessive in relationship with the children; Creating a balance for the parents’ emotions so as not to affect the relationship between parents and children and family life; Using emotions (happiness, sadness) as a method/ means to educate children; Re-evaluating parents’ emotions to learn from the experience for the next education of children; at the same time, evaluating the extent of impact of factors affecting the regulation of parents’ emotions toward their secondary-school-age children - Survey content: During this stage, we use methods: questionnaire survey, observation and in-depth interview to check the attainment of regulation of parents’ emotions toward their secondary-school-age children - Implementation method: Organizing survey through questionnaires for 336 pairs of parents and children studying in secondary schools in Dak Lak and Dak Nong Provinces through parent meetings at the school Organizing observation, temperament test and grading the level of regulation of parents’ emotions toward their secondary-school-age children in communication at home and meeting places 3.1.3.5 Impact experiment stage - Purpose: We conduct experimental activities to confirm the correctness of the stated scientific hypothesis The objective is to compare the difference in the level of regulation of parents’ emotions toward their secondary-school-age children before impact and after the process of 13 pedagogical impact; evaluating the effectiveness of pedagogical impact measures in emotional regulation - Implementation content: Experimental process is carried out in steps: preparing experiments, conducting experiments annddrawing conclusions 3.1.3.6 Stage of data processing, topic completion and thesis defense The data processing process of the thesis is conducted on both aspects of quantitative analysis and qualitative analysis Qualitative data is done during the thesis implementation process 3.2 Research methods 3.2.1 Theoretical research method - Purpose: To synthesize and evaluate the research works of domestic and foreign authors, thereby determining the basic theoretical issues about regulation of parents’ emotions toward their secondaryschool-age children - Implementation method: Based on the system principles, principles of activity approach and social psychology approach to build the theoretical basis of the research problem; the main method used for theoretical research in the thesis is the document research method 3.2.2 Multiple choice test method Temperament test of H.J Eysenck (appendix 15) 3.2.3 Questionnaire survey method - Purpose: To gather information on the regulation of parents’ emotions toward their secondary-school-age children and the factors affecting the regulation of parents’ emotions toward their secondaryschool-age children - Content: The survey content includes questions to evaluate the level of regulation of parents’ emotions toward their secondary-school-age children, which is shown in the official questionnaire after being edited at the test survey stage - Implementation method: Conducting survey on the regulation of parents’ emotions toward their secondary-school-age children on the designed forms The number consists of types of forms: Form 1: For parents to evaluate their emotions toward their secondary-school-age children (Appendix 1) Form 2: For children to evaluate the effectiveness of the regulation of parents’ emotions toward their secondary-school-age children (Appendix 2) 3.2.4 In-depth interview method - Purpose: Using in-depth interview method to collect qualitative information about the need to regulate parents’ emotions toward their 14 secondary-school-age children, supplementing and verifying the results obtained from a large-scale survey - Content: The interview content focuses on a number of issues: The objects can answer freely based on open questions with suggestions During the interview process, the interviewer can ask questions in different forms to check the accuracy of the answers as well as clarify the unknown information - Implementation method: The interview content is prepared in advance in detail and clearly according to the issues that the research is interested in Then meeting each person to interview about previously prepared contents 3.2.5 Case study method - Purpose: to study typical cases when studying the actual situation of the regulation of parents’ emotions toward their secondary-school-age children - Content: Learning about the typical portraits of parents and children about the level of the regulation of parents’ emotions toward their secondary-school-age children in depth in order to outline the level of the regulation of parents’ emotions toward their secondary-school-age children in a lively and persuasive way - Implementation method: Selecting pairs of parents who have a level of regulation of their emotions toward their children: pair at a weak level and pair at below average level After selecting the typical pairs, we conduct a portrait description to clarify the research subjects 3.2.6 Impact experiment method - Purpose: o determine the effectiveness of the impact method to regulate the parents’ emotions toward their secondary-school-age children - Experimental hypothesis: If parents are provided with knowledge about the skills of Identification, Control and Use of parents’ emotions as a means to educate children, the skill of regulation of parents’ emotions toward their secondary-school-age children will be improved positively 3.2.7 Mathematical statistical methods Using mathematical statistics to collect and extract objective data, with scientific significance and reliability to serve for the analysis and interpretation of the issues of the thesis 3.3 Rating scale We evaluate the regulation of parents’ emotions toward their children to the extent of the implementation of fields including 06 aspects: Identifying the parents’ emotions, identifying children’s emotions, controlling the 15 parents’ emotions, creating emotional balance, using emotions (happiness, sadness) as a method/ means to educate children and re-evaluating parents’ emotions to learn from the experience for the next education of children Chapter RESULTS OF THE RESEACH ON THE REGULATION PARENTS’ EMOTIONS TOWARD THEIR SECONDARY-SCHOOL-AGE CHILDREN 4.1 Real situation of the regulation of parents’ emotions toward their secondary-school-age children 4.1.1 General evaluation on the regulation of parents’ emotions toward their secondary-school-age children 4.1.1.1 Parents’ evaluation on the level of regulation of their emotions toward their secondary-school-age children In general, parents regulate their emotions to the average level in relation to their children (Average mark = 3.05) In particular, the field of identification of parents’ emotions (Average mark = 3.14) in the process of interacting with children is better than the field of identification of children’s emotions (Average mark = 2.97) This shows that the field of identification of children’s emotions from parents is not good, this is not only a parent's constraint but also a difficulty in regulating their emotions toward their children during the interaction process as well as educating secondary-school-age children 4.1.1.2 Children’s evaluation on the level of regulation of parents’ emotions toward their secondary-school-age children Children’s evaluation on the level of regulation of parents’ emotions is at average level (Average mark = 2.89), lower than the parents' evaluation of on the level of regulation of their own emotions In particular, the field of identification of parents’ emotions only achieves (Average mark = 2.96), lower than the field of identification of children’ emotions (Average mark = 2.97) 4.1.1.3 Parents' awareness on the regulation of parents’ emotions toward their secondary-school-age children 242 parents accounting for 72.0% say that in the relationship with secondary-school-age children, parents must regulate both positive emotions and negative emotions Thereby, we can see that most of the parents participating in the survey are aware of the important role in 16 regulating their emotions toward their children in the process of interacting with and educating their secondary-school-age children 4.1.2 Real situation of the level of component expression of the regulation of parents’ emotions toward their secondary-school-age children 4.1.2.1 Real situation of the level of identification of parents’ emotions toward their secondary-school-age children a) Evaluation of parents: Most parents participating the survey realizes the consequences of their own emotions toward their relationship with their children (Average mark = 3.51) However, the ability to identify the levels of emotions (Average mark = 2.77) to adjust is worse than the ability to identify what kind of emotion is (Average mark = 3.30) This is consistent with the fact that people are easily aware of what kind of emotion is happening, but not correctly identify the appropriate level of such emotion Therefore, in the process of identifying emotions, it is difficult for parents to regulate their emotions well when not realizing the level of such emotions and whether they are appropriate to educate their children in a good way b) Evaluation of children: When comparing the evaluation results of parents and children on the level of regulation of parents’ emotions toward their children in tables 4.5 and 4.6, we find that the evaluation of parents about themselves (Average mark = 3.14) is higher than the evaluation from their children (Average mark = 2.96) 4.1.2.2 The real situation of the level of identification of children’s emotions and the consequences of such emotions on the relationship between parents and children a) Evaluation of parents: The average mark shows the level of identification of the children's emotions and the consequences of such emotion for the relationship between parents and children is relatively low (Average mark = 2.97 points), lower than the level of regulation of parents' emotions in aspects (identifying parents' emotions, controlling parents' emotions, creating an emotional balance, using emotions as a method to educate children) Very few parents participating in the survey well identify their emotions and the consequences of such emotions in the relationship between parents and children; Many parents not know how to "observe" their children’s emotions through their gestures and expressions, not know how to "sympathize" with their children’s emotions and "read" types of emotions when interacting with their children This proves that the identification of their children’s emotions and the consequences of such emotions of parents is still limited and not good This, on the one hand, adversely affects the relationship between 17 parents and children, on the other hand directly affects the understanding of children’s emotions to regulate the parents' emotions and educate secondary-school-age children - Evaluation of children: Comparing the evaluation of both parents and children in the field of identification of children’s emotions in Table 4.7 and Table 4.8 shows that the evaluation of parents and children has equal average (2, 97) The fields that both parents and children appreciate Thus, the evaluation of both parents and children is unanimous that parents have the ability to identify positive and negative emotions of their children relatively well 4.1.2.3 The real situation of the control of parents' emotions toward their children - Evaluation of parents: The level of regulation of parents’ emotions in the field of control of their emotions is at an average level (Average mark = 3.06) In the meantime, some fields have low scores, evaluating that the ability to control parents’ emotions such as "parents monitor and watch for their own emotional developments" or "the prevention of unfavorable emotions” is not good This is consistent with the reality, because, in the process of interaction between parents and their secondaryschool-age children, parents often try to regulate their emotions by: concealing, repressing unexpected emotions, but it’s difficult to pay attention and monitor the development of emotions In particular, the prevention of emotions that are unfavorable to the relationship between parents and children is more difficult for parents participating in the survey Therefore, the control of parents’ emotions toward their secondary-school-age children only reaches the average level Evaluation of children: Comparing the evaluation of parents with the evaluation of children, we find that, the parents' average mark is (3.06), while the child's average mark only reaches (2.91) Thus, parents evaluate the level of control of their own emotions better than their children’s awareness in this area 4.1.2.4 The real situation of the level of creating balance in emotions Evaluation of parents: The results in Table 4.11 show that the level of creating the emotional balance of parents participating in the survey is at the average level (Average mark = 3.05; standard deviation = 0.414) This shows that the majority of parents participating in the survey know how to create an emotional balance so as not to affect the relationship between parents and children Evaluation of children: The most appreciated aspect of parents is 18 their frequent sharing with their relatives (GPA = 3.29), but the lowest point is assessed on the parents' bad thinking about their children when they are not good (Average mark = 2.72) Through this evaluation, parents should look at their children’s positive things to help stabilize emotions, regain the balance of emotions, and make the relationship between parents and children better 4.1.2.5 The real situation of the level of using emotions (happiness, sadness) as a method/ means to educate children Evaluation of parents: According to the survey results in the data sheet, parents know how to "express emotions" to better educate their children, but not know how to "maintain those emotions" This is in accordance with the reality of parents when educating their children, because when reason still exists, parents often remind themselves that they must take calm, try to create good emotions to educate their children, however, when emotions are high, parents cannot control themselves and forget that they have to maintain their emotions Obviously this is a limitation in regulating parents’ emotions, so the effectiveness in children education is not high Evaluation of children: Comparison of the evaluation of parents and children in the field of using emotions as a method to educate the children shows that the parents' average mark of this field (Average mark = 306) is higher than the children’s evaluation (Average mark = 2.93) This means that the general evaluation of the parents is higher than the general evaluation of the children, the component elements in this field also have differences 4.1.2.6 The real situation of the level of re-evaluating parents’ emotions to learn from experience for the next education of children Evaluation of children: The results show that parents participating in the survey are much aware of the need to modify and overcome inappropriate emotions by listening to feedback from their children However, the method of overcoming and modifying unexpected emotions by self-dialogue and writing down the emotions is less noticeable by parents This shows that parents are less interested in rewriting their own feelings that occurred between them and their children, they are more interested in re-evaluating their emotions through their beloved children’s evaluation, this will help them to easily identify the right and not right in regulating their emotions toward their children, making the children education process better 19 Evaluation of children: The comparison of the evaluation of parents and children shows that the level of re-evaluation of parents’ emotions to learn from experience for the next education of children of children (Average mark = 2.88) is lower than the parents' evaluation (Average mark = 3.02) 4.2 The real situation of the factors affecting the regulation of parents’ emotions toward their secondary-school-age children 4.2.1 The real situation of the factors affecting the regulation of parents’ emotions toward their secondary-school-age children 4.2.1.1 Parental factors affecting the regulation of parents’ emotions toward their secondary-school-age children - Temperament of parents: Taking a general view, the regulation of parents’ emotions toward their secondary-school-age children in the study area has a difference between the types of parents' temperament, the types of temperament affect the regulation of parents' emotions toward their children - The correlation of gender, age and occupation factors to the level of regulation of parents’ emotions toward their secondary-school-age children: Firstly: The gender factor has an effect on the regulation of parents’ emotions toward their children, in particular: the mother regulates her emotions better than father, but the difference between parents is not high Secondly: the age factor has great effect on the regulation of parents’ emotions toward their children, but the effect is not remarkable Thirdly: The occupation fields of parents have a very small effect on the regulation of parents’ emotions toward their children 4.2.1.2 Factors of parents’ evaluation about their secondaryschool-age children Correlation analysis shows that the factors are correlated (.Sig = 0,000) However, there are only factors with Sig < 0.05 Specifically: the regulation of parents' emotions with the aspect of "Children have filial love" has (r = 0.329), "Study hard" has (r = 0.291); r = 0.285) "Headstrong" (r = 0.131) "The children love their parents" (r = 0.130) Because the r progresses to 1, the correlation coefficients are stronger, we can deduce that, the factor "Children have filial love" has the greatest effect (r = 0.329) on the regulation of parents’ emotions, the factor “The most beloved children of parents” (r = 0.130) has the lowest effect on the regulation of parents’ emotions toward their secondary-school-age children 4.2.2 The effect of the factors of parents and secondary-school-age children on the regulation of parents’ emotions 20 Table 4.21 Multivariate regression test results of factors of parents and secondary-school-age children NonStandardized standardized regression regression coefficients Model T Sig coefficients Std B Beta Error Constant 11.032 3.498 3.154 0.002 Temperament of 0.005 0.018 0.215 0.290 0.002 parents Time to chat with 0.028 0.021 0.178 1.339 0.001 children Attachment to children 0.055 0.027 0.141 2.018 0.044 Filial love 0.095 0.020 0.298 4.768 0.000 Class 0.041 0.019 0.214 2.129 0.034 Dependent variable: Regulation of parents’ emotions From the above analysis, we have the equation describing the fluctuation of the factors affecting the regulation of parents’ emotions as follows: Emotional regulation = (11.032) + (0.215) Emotional control + (0.178) Time to chat + (0.141) Attachment + (0,298) Filial love + (0,214) Class + ei Thus, based on the regression analysis that we conduct, it can be seen that the factor "Children have filial love" with coefficient β4 = 0.298 has the greatest on the level of regulation of parents’ emotions regulation of parents’ emotions The factor "Attachment to children" has the lowest effect on regulating parents' emotions (β3 = 0.141) 4.3 Impact experiment results 4.3.1 Basis for experiment 4.3.2 Results before and after experiment Results before and after experiment show that there is a significant change when participating in experiments to improve the level of regulation of parents’ emotions toward their secondary-school-age children 4.3.3 Case study analysis Results of analysis of 02 psychological portraits of parents have clarified the expression of the level of regulation of parents’ emotions toward their children and additional practical information confirms the research results 21 CONCLUSIONS AND RECOMMENDATIONS CONCLUSION From the results of theoretical and practical research on regulation of parents’ emotions toward their secondary-school-age children in the locality, we draw the following conclusions: 1.1 The regulation of parents’ emotions toward their secondaryschool-age children is the application of the knowledge, experience and understanding of parents to identify, control, manage and use their vibrations when there are stimuli to achieve the goals set by themselves in relation to secondary-school-age children The components of regulation of parents' emotions are the ability to identify their emotions, identify their children’ s emotions, control their emotions, create emotional balance, use their emotions as a method/ means and re-evaluate their emotions in relation to their children in a specific situation effectively 1.2 The research results show that: The level of regulation of parents’ emotions toward their secondary-school-age children is average It is expressed through aspects: Identifying the parents’ emotions, identifying children’s emotions, controlling the parents’ emotions, creating emotional balance, using emotions as a method/ means and re-evaluating parents’ emotions are all at an average level In which, the field of identifying parents’ emotions and consequences of those emotions when expressing to their children has the highest average mark, and the field of identifying children’ emotions and consequences of those emotions in the relationship between parents and children has the lowest average mark of all components This is not only reflected in the score of the rating scale but also expressed by the majority of parents participating in the survey, which has an average level of regulating their emotions 1.3 There are many factors affecting the regulation of parents’ emotions toward their secondary-school-age children such as temperament, gender, age of parents and factors related to the image of children in the eyes of parents In particular, the factor Children have filial love has the greatest effect, the second is the parental factors such as temperament, gender, age, occupation, third are factors related to the image of children in the eyes of parents 1.4 Based on theoretical and practical research, we have proposed impact measures to improve the level of regulation of parents’ emotions toward their children Both parents and children have a high need for fostering in regulating parents’ emotions toward their children The 22 results of the impact measure by organizing 08-period training course on the components: Identifying the parents’ emotions, identifying children’s emotions, controlling the parents’ emotions, creating emotional balance, using emotions as a method/ means and re-evaluating parents’ emotions and sessions of conversation about age psychology, family psychology; establishing emotional regulation skills; communication skills between parents and children; building an atmosphere of loving, empathetic, and shared family psychology shows that the fields of training have changed markedly 1.5 Two representative psychological portraits feature a general picture of parents who regulate their emotions toward their children from a weak and below-average level to a high level since participating in the survey until experiment This result confirms that the level of regulation of parents’ emotions toward their secondary-school-age children have changed With the above research results, we can confirm that the research results are in accordance with the hypothesis stated in the thesis and the tasks of the topic are resolved RECOMMENDATIONS 2.1 For parents 2.2.1 The regulation of parents’ emotions toward their secondaryschool-age children is an important factor in the relationship between parents and children, family life and psychological development of children Therefore, parents should pay special attention to and develop this ability in the relationship between themselves and children in family life, especially because of the psychological development of dear children Meanwhile, parents only reach the average level of regulation of their emotions, even below average and weak level In particular, the field of identifying children's emotions and consequences of such emotions on the relationship between parents and children only reaches the lowest level Therefore, parents need to exercise their ability to regulate their emotions to improve the level of regulation of their own emotions in relation to their children 2.1.2 It is very important to regulate the parents’ emotions toward their children in the relationship between parents and children, parents need to pay attention to the phenomenon of differences in their children’s age and gender in order to have appropriate emotional regulation when educating their children 2.1.3 In order to improve the ability to parents’ emotions toward their secondary-school-age children, parents should pay much attention to 23 the common activities of the family such as: doing activities, play and study with children ; Building a psychological environment of loving, warm and supportive families ; Parents should spend a lot of time with their children, understand their feelings, emotions and aspirations so that they can trust their parents and are willing to share ; Education must come from the right love to help parents understand and sympathize with their children, regulate their emotions toward their children and create favorable conditions for better care and education for their secondaryschool-age children 2.2 For secondary-school-age children For secondary-school-age children, it is necessary to have certain knowledge about the psychological characteristics of parents, understand the feelings of parents, and love and respect parents more On the one hand, they have to work hard, be polite, obey their parents, pay attention to their parents, express their emotions to their parents more and more, so they should take advantage of the parents' opinions about the problems of life They need to actively participate in family activities to create opportunities to be close to their parents to make it easier for parents to understand themselves In addition, they need to contribute to the development of a joyful, warm and happy family, everyone understands, loves and shares emotions with each other 24 LIST OF SCIENTIFIC WORKS RELATED TO THE PUBLISHED THESIS Vu Thi Van (2018), The real situation of regulation of parents’ emotions toward their secondary-school-age children in the Central Highlands provinces Journal of Psychology, January 2018, Vietnam Academy of Social Sciences) Vu Thi Van (2018), Factors affecting the regulation of parents’ emotions toward their secondary-school-age children in the Central Highlands provinces (Journal of Social Psychology, March 2018, Vietnam Academy of Social Sciences) Vu Thi Van (2018), Children’s evaluation on the level of regulation of parents’ emotions toward their secondary-school-age children in the Central Highlands provinces (Journal of Psychology, November 2018, Vietnam Academy of Social Sciences) Vu Thi Van (2018), Role of emotions and emotional regulation in life (Journal of Science, December 2018, Tay Nguyen University) 25 ... their secondary-school-age children Chapter 2: Theoretical basis for regulating parents’ emotions toward their secondary-school-age children Chapter 3: Research organization and methods Chapter... their children and create favorable conditions for better care and education for their secondaryschool-age children 2.2 For secondary-school-age children For secondary-school-age children, it is... or "blind” perception and actions of the individual 1.2 Today, due to the changes of living conditions and economic conditions, each family has only about two children, so each family faces the