Emotional Intelligence and Teamwork Results of Vietnamese Students

Thi Hao Nguyen; Van Hau Nguyen; Hong Hanh Vo; Ngoc Thong Le; Thi Thu Phuong Nguyen; Hong Kien Vo

doi:10.51847/uVJ1OoEjXq

Emotional Intelligence and Teamwork Results of Vietnamese Students

Thi Hao Nguyen , Van Hau Nguyen , Hong Hanh Vo , Ngoc Thong Le , Thi Thu Phuong Nguyen , Hong Kien Vo

ABSTRACT

This study explores the direct effect of emotional intelligence on teamwork performance and the mediating role of individual goals and forms of grouping in the relationship between emotional intelligence and teamwork performance of university students in Vietnam. The study used a combination of in-depth interviews and large-scale surveys at a number of universities in the economic sector in Hanoi, Vietnam. 372 valid questionnaires from students were used in the study to investigate the direct and indirect effect between emotional intelligence and teamwork performance. Collected data went through quantitative analysis steps including Cronbach’s Alpha reliability test, exploratory factor analysis (EFA), confirmation factor analysis (CFA) and structural equation modeling (SEM) to test scales and hypotheses using SPSS and AMOS software. The research results have confirmed the direct relationship and mediating role of positive individual goal and self-managed teams in the relationship between emotional intelligence and teamwork performance. Based on the results of the study, the authors give some suggestions for students, managers and lecturers at universities to enhance students’ teamwork performance.

Keywords: Emotional intelligence, Teamwork, Individual goals, Forms of grouping, Vietnam.

Download PDF

View HTML

Print Article

Share Article

Views: 5476 Downloads: 303

How to cite:

Vancouver

Nguyen TH, Nguyen VH, Vo HH, Le NT, Nguyen TTP, Vo HK. Emotional Intelligence and Teamwork Results of Vietnamese Students. J Organ Behav Res. 2022;7(2):171-87. https://doi.org/10.51847/uVJ1OoEjXq

APA

Nguyen, T. H., Nguyen, V. H., Vo, H. H., Le, N. T., Nguyen, T. T. P., & Vo, H. K. (2022). Emotional Intelligence and Teamwork Results of Vietnamese Students. Journal of Organizational Behavior Research, 7(2), 171-187. https://doi.org/10.51847/uVJ1OoEjXq

references

Arfara, C., & Samanta, I. (2016). The impact of emotional intelligence on improving team-working: the case of Public Sector (National Centre for Public Administration and Local Government-NCPALG). Procedia-Social and Behavioral Sciences, 230, 167-175.

Bacon, D. R., Stewart, K. A., & Silver, W. S. (1999). Lessons from the best and worst student team experiences: How a teacher can make the difference. Journal of Management Education, 23(5), 467-488.

Bar-On, R. (1997). BarOn emotional quotient inventory. Multi-health systems.

Boekaerts, M. (2002). Bringing about change in the classroom: Strengths and weaknesses of the self-regulated learning approach—EARLI Presidential Address, 2001. Learning and Instruction, 12(6), 589-604.

Brackett, M. A., & Mayer, J. D. (2003). Convergent, discriminant, and incremental validity of competing measures of emotional intelligence. Personality and Social Psychology Bulletin, 29(9), 1147-1158.

Brackett, M. A., Mayer, J. D., & Warner, R. M. (2004). Emotional intelligence and its relation to everyday behavior. Personality and Individual Differences, 36(6), 1387-1402.

Bunduchi, R. (2009). Implementing best practices to support creativity in NPD cross-functional teams. International Journal of Innovation Management, 13(4), 537-554.

Cherniss, C. (2001). Emotional intelligence and organizational effectiveness. in Cherniss, C. and Goleman, D. (Eds). The Emotionally Intelligent Workplace, Jossey Bass, San Francisco, CA, 3-12.

Clarke, N. (2010). Emotional intelligence and its relationship to transformational leadership and key project manager competencies. Project Management Journal, 41(2), 5-20.

Cohen, S. G., & Ledford Jr, G. E. (1994). The effectiveness of self-managing teams: A quasi-experiment. Human Relations, 47(1), 13-43.

Dapice, D., Perkins, D., Nguyen X. T., Vu T.T. A., Huynh T. D., Pincus, J., & Saich, T. (2008). Choosing success: The lessons of East and Southeast Asia and Vietnam’s future. Cambridge: Harvard University.

Fisher, K. (2005). Research into identifying an effective learning environment. Evaluating Quality in Educational Facilities, Organisation for Economic Co-operation and Development Programme on Educational Building, Paris, 159-67.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York, N.Y.: Basic Books.

Gatfield, T. (1999). Examining student satisfaction with group projects and peer assessment. Assessment & Evaluation in Higher Education, 24(4), 365-377.

Goleman, D. (1995). Emotional intelligence: why it can matter more than IQ. New York: Bantam Books.

Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books

Goleman, D. (2001). An EI-based theory of performance. The emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations, 1(1), 27-44.

Goleman, D. (2004). What makes a leader?. Harvard Business Review, 82(1), 82-91.

Goodman, P. S., Devadas, R., & Hughson, T. L. (1988). Groups and productivity: Analyzing the effectiveness of self-managing teams. Productivity in Organizations, 295-327.

Grant, O. M., Davies, M. J., Johnson, A. W., & Simpson, D. W. (2012). Physiological and growth responses to water deficits in cultivated strawberry (Fragaria× ananassa) and in one of its progenitors, Fragaria chiloensis. Environmental and Experimental Botany, 83, 23-32.

Griffin, A. (1997). The effect of project and process characteristics on product development cycle time. Journal of Marketing Research, 34(1), 24-35.

Gujral, H. K., & Ahuja, J. A. Y. A. (2011). Impact of emotional intelligence on teamwork–A comparative study of self-managed and cross-functional teams. International Journal of Multidisciplinary Research, 1(6), 178-185.

Hackman, M. Z., & Walker, K. B. (1990). Instructional communication in the televised classroom: The effects of system design and teacher immediacy on student learning and satisfaction. Communication Education, 39(3), 196-206.

Hair, J. F., Anderson, R. E. Jr., Tatham, R. L., & Black, W. C. (2010). Confirmatory factor analysis”. In Multivariate data analysis 7th Ed, Upper Saddle River: Pearson Prentice Hall.

Harris, P. R., & Harris, K. G. (1996). Managing effectively through teams. Team Performance Management: An International Journal, 2(3), 23-36

Hillyard, C., Gillespie, D., & Littig, P. (2010). University students’ attitudes about learning in small groups after frequent participation. Active Learning in Higher Education, 11(9), 9-20.

Holtham, C. W., Melville, R. R., & Sodhi, M. S. (2006). Designing student group work in management education: Widening the palette of options. Journal of Management Education, 30(6), 809-817.

Horwitz, S. K. (2005). The compositional impact of team diversity on performance: Theoretical considerations. Human Resource Development Review, 4(2), 219-245.

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.

Issah, M. (2018). Change Leadership: The role of emotional intelligence. SAGE Open, 8(3), 2158244018800910.

Kalliath, T., & Laiken, M. (2006). Use of teams in management education. Journal of Management Education, 30(6), 747-750.

Kettinger, W. J., Lee, C. C., & Lee, S. (1995). Global measures of information service quality: a cross‐national study. Decision Sciences, 26(5), 569-588.

Kirkman, B. L., & Rosen, B. (1999). Beyond self-management: Antecedents and consequences of team empowerment. Academy of Management Journal, 42(1), 58-74.

Lehner, J. A. (2020). Teamwork, Emotional Intelligence, and the Skills Organizations Need Now. Advances in Library Administration and Organization, 41, 143-156.

Lizzio, A., Wilson, K., & Simons, R. (2010). University students’ perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher Education, 27(1), 27-52.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705.

Lovelace, K., Shapiro, D. L., & Weingart, L. R. (2001). Maximizing cross-functional new product teams’ innovativeness and constraint adherence: a conflict communications perspective. Academy of Management Journal, 44(4), 779-793.

Marin-Garcia, J. A., & Lloret, J. (2008). Improving teamwork with university engineering students. The effect of an assessment method to prevent shirking. WSEAS Transactions on Advances in Engineering Education, 5(1), 1-11.

Martinez-Pons, M. (1997). The relation of emotional intelligence with selected areas of personal functioning. Imagination, Cognition, and Personality, 17(1), 3-13.

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence. Emotional development and emotional intelligence: Educational Implications, 3, 31.

Mayer, J. D., Caruso, D. R., & Salovey, P. (2004). Emotional intelligence: Theory, Practice, and Implications. Psychology Inquiry, 15, 197-215.

McCALLIN, A. N. T. O. I. N. E. T. T. E., & Bamford, A. (2007). Interdisciplinary teamwork: is the influence of emotional intelligence fully appreciated?. Journal of Nursing Management, 15(4), 386-391.

Moravec, M., Johannessen, O. J., & Hjelmas, T. A. (1998). The well-managed SMT. Management Review, 87(6), 56-59.

Nguyen, T. H. V, & Dong, V. H. (2017). The Solutions for Improving the Education Quality of University in Vietnam. World Wide Journal of Multidisciplinary Research and Development, 3(7), 235-238.

O’Doherty, D. M. (2005). Working as part of a balanced team. International Journal of Engineering Education, 21(1), 113-120.

Peterson, C. H. (2012). Building the emotional intelligence and effective functioning of student work groups: Evaluation of an instructional program. College Teaching, 60(3), 112-121.

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9(3), 185-211.

Stajkovic, A. D., Lee, D., & Nyberg, A. J. (2009). Collective efficacy, group potency, and group performance: meta-analyses of their relationships, and test of a mediation model. Journal of Applied Psychology, 94(3), 814.

Stephens, J. P., & Carmeli, A. (2016). The positive effect of expressing negative emotions on knowledge creation capability and performance of project teams. International Journal of Project Management, 34(5), 862-873.

Sushil, S. (2013). Motivation and retention: HR strategies in achieving quality of work life. Global Journal of Management and Business Studies, 3(7), 763-768.

Tabrizi, B. N. (2007). Rapid Transformation: A 90-day Plan for Fast and Effective Change, Harvard Business School Publishing, Boston, MA.

Tran, J. (2012). Vietnamese Higher Education and the Issue of Enhancing Graduate Employability. Journal of Teaching and Learning for Graduate Employability, 3(1), 2-16.

Tran, T. T. (2013). Limitation on the development of skills in higher education in Vietnam. Higher Education, 65(5), 631-644.

Trist, E. (1977). A concept of organizational ecology. Australian Journal of Management, 2(2), 161-175.

Troth, A. C., Jordan, P. J., & Lawrence, S. A. (2012). Emotional intelligence, communication competence, and student perceptions of team social cohesion. Journal of Psychoeducational Assessment, 30(4), 414-424.

Tucker, M. L., Sojka, J. Z., Barone, F. J., & McCarthy, A. M. (2000). Training tomorrow's leaders: Enhancing the emotional intelligence of business graduates. Journal of Education for Business, 75(6), 331-337.

van Offenbeek, M. (2001). Processes and outcomes of team learning. European Journal of Work and Organizational Psychology, 10(3), 303-317.

Verona, G. (1999). A resource-based view of product development. Academy of Management Review, 24(1), 132-142.

Volet, S., & Mansfield, C. (2006). Group work at university: Significance of personal goals in the regulation strategies of students with positive and negative appraisals. Higher Education Research & Development, 25(4), 341-356.

Webber, S. S. (2002). Leadership and trust facilitating cross-functional team success. Journal of Management Development, 21(3), 201-14.

Yost, C. A., & Tucker, M. L. (2000). Are effective teams more emotionally intelligent? Confirming the importance of effective communication in teams. Delta Pi Epsilon Journal, 42(2), 101.

Zafft, C. R., Adams, S. G., & Matkin, G. S. (2009). Measuring leadership in self‐managed teams using the competing values framework. Journal of Engineering Education, 93(3), 273-282.