Factors Affecting Emotional Quotient of Students in Health Science Curriculums at Huachiew Chalermprakiet University

Abstract

This research was aimed to study the emotional quotient level of students in health science curriculums and to study stress factors, environmental and learning resource factors and parenting factors affecting the emotional quotient of students in health science curriculums at Huachiew Chalermprakiet University. This research was done on a cross-sectional basis. The theoretical framework for stress factors of Department of Mental Health (2000), Environment and learning resources theory of Higher Education Commission (2014) and parenting theory of Baumrind (1991) were used as a guide to construct the conceptual framework of this study. The samples were students in health science curriculums. The samples of 397 students were selected by a stratified random sampling technique. The research instrument was a questionnaire. The content validity of questionnaires were proved by three experts. The Item-Objective Congruence Index (IOC) of all questions was 0.67-1.00. The Cronbach’s alpha co-efficiency reliability test was 0.74. The findings of the study showed that students had an overall emotional quotient with a normal level ( = 159.75). However the stress factor, environmental and learning resource factors and parenting factors affecting emotional quotient of students in health science curriculums at Huachiew Chalermprakiet University with unstandardized coefficients were -0.047, 0.080 and -0.280 respectively. The research findings also showed that the stress factor, environmental and learning resource factors and parenting factors could explain the variances of emotional quotient of students of 18.9, 2.8 and 6.0 respectively. From the findings of this research, activities to reduce stress, adjust the environment and learning resource and parenting styles for developing an emotional quotient of students should be formulated.