Điều chỉnh cảm xúc bản thân của cha mẹ với con lứa tuổi học sinh trung học cơ sở tt tiếng anh

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
1. 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 do not
understand the psychology of their children or parents do not know how to
regulate emotions in relationships and interact with their children. Or the
fact that parents do 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 ...
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From the above reasons, we choose the topic "Regulation of parents’
emotions toward their secondary-school-age children" as our research topic.
2. 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.
3. 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 3 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: 2 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 6 aspects. Specifically:

Identifying the parents’ emotions and consequences when expressing them
to their children; Identifying children’s emotions and the consequences of
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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.
4. 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
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- 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 6
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.
5. 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 6 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
4


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.
6. 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.
7. 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 4 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
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Chapter 1
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
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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 2
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.
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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

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a young monkey as well as a baby. Bowlby also pointed out that there’s not
only the attachment of the child to the mother but also attachment of the
mother to the child. Psychological analyzes of S.Freud, Knud. Lersen and
Le Van Hao showed that people had cultural needs, including the need for
relationship between parents and children, according to cultural stereotypes.
These moral needs were also unconsciously instinctive, this was a
biological and inheritable relationship - when the blood sheds, the heart
aches, but this was also a cultural relationship - that is children morality
(children must obey, love, respect their parents even when their parents are
not right) this is a cultural element. Thus, the relationship between parents
and children is natural element socialized (culture), the development
process is the process of cultural dyeing.
Usually, in life, each individual has fundamental emotions
including: Happiness, suffer, anger, fear, contempt and surprise, etc.
related to satisfying or not satisfying common needs, values and pleasure
of the individual ... But in the relationship between parents and children,
the main need is the attachment of parents and moral need. Therefore,
when these needs are satisfied or not, fundamental emotions such as
happiness, suffer, fear, surprise, pride or complex emotions such as stress,
anxiousness often appears in parents and children and other emotions
including negative emotions such as anger or contempt often do not
appear. Therefore, the parents’ emotions toward their secondary-schoolage children are special and complex emotion.
Fourthly: In each individual, complex emotional and fundamental
emotions often arise depending on the nature and extent of the stimulus
from the object related to the satisfaction or dissatisfaction of demand, value
or certain pleasure, excitement of the individual, so the emotions are often
relatively clear and specific. Meanwhile, the parents’ emotions toward

children are mixed and not specific. Therefore, it is difficult to separate
clearly the happiness, suffer, fear or pride, which often has a mixture,
including the main emotions associated with the specific situation. This is
very typical in the traditional psychological culture of Vietnamese people
with the respect to gratitude and not in favor of argument or reason.
Fifthly: Parents’ emotions toward their secondary-school-age
children are expressed passionately, warmly and dedicatedly like children
of young age. However, the lack of loving emotions between parents and
their secondary-school-age children can make children feel insecure,
appear psychological defense mechanism between the two sides and create
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distance, prevent family members from expressing their emotions to each
other. In addition, strong and excessive emotions of parents also adversely
affect their secondary-school-age children. Because strong excitement in
parents 'emotions can be counterproductive in the relationship between
parents and children, or parents' affectionate love can make children weak.
This is due to the dominant psychological characteristics of teenagers.
2.2. Theory of regulation of parents’ emotions toward their
secondary-school-age children
2.2.1. Emotional regulation in psychology
Emotional regulation is a psychological process in which the
individual makes corrections and adjustment of inappropriate emotions
(regarding the identification, control, adjustment of emotional state or
behavior).) of a person in a specific situation.
2.2.2. Characteristics of regulation of parents’ emotions toward
their secondary-school-age children
2.2.2.1. Roles of regulation of parents’ emotions toward their
secondary-school-age children

The regulation of parents’ emotions has an important role in the
formation and development of the personality of secondary-school-age
children. Depending on the different level of emotional identification,
emotional control, emotional use, emotional re-evaluation ... each parent has
a separate measure to regulating their own emotions toward their children so
as to achieve the most appropriate and correct criteria to facilitate the
development of their children’s personality and behavior in the future.
2.2.2.2. Concept of regulation of parents’ emotions toward their
secondary-school-age children
Regulation of parents’ emotions toward their secondary-school-age
children is a psychological process, which parents themselves identify and
adjusting their own emotional levels are not appropriate (relating to the
identification, domination, control, use ...of emotional state or behavior) \
in a specific situation (when educating or interacting) with their
secondary-school-age children.
Specifically: Regulation of parents’ emotions toward their secondaryschool-age children occurs when the parent's nervous system receives
stimulation from their children (or related to their children), creating
vibrations. Strong or weak, positive or negative vibration depends on
whether it satisfies the parents' needs for the child or not. However, too
strong or weak vibration are not suitable for practice, parents will adjust
10


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 2 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 5 levels: 1- Weak; 2 - Below
average; 3 – Average; 4 - High (Good); 5 - 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.
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Chapter 3
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 3 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
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pedagogical impact; evaluating the effectiveness of pedagogical impact
measures in emotional regulation.
- Implementation content: Experimental process is carried out in 3 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 2 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
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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 2 pairs of parents who have a
level of regulation of their emotions toward their children: 1 pair at a weak
level and 1 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
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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 4
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
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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 do 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 do not know how
to "observe" their children’s emotions through their gestures and

expressions, do 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
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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
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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 do 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.
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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 6 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
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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.
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CONCLUSIONS AND RECOMMENDATIONS
1. 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 6 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
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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.
2. 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
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