Research Publications

Academic theses and dissertations are regularly published and widely disseminated in YUOE Journal, Monographs, Universities Research Journal (URJ), Myanmar Academy of Arts and Science (MAAS) Journal, AsTEN Research Journal and International online Journals for sharing knowledge and contributing to the development of our education.

Myanmar Academy of Art & Science List of Research

No. Researcher Title Abstract Year
2011 Ei Thandar Tun A STUDY ON EMOTIONAL INTELLIGENCE AND AGGRESSION OF ADOLESCENTS The main purpose of this study is to study emotional intelligence and aggression of adolescents from selected Basic Education High Schools (2019-2020 Academic Year) in Yinmarbin Township. Moreover, the present study was to find out the differences in emotional intelligence and aggression of students among demographic characteristics (gender, grade and school types). The quantitative research design and descriptive survey method were used in this study. A total 1054 students from selected Basic Education High Schools in Yinmarbin Township were selected as participants by using simple random sampling technique. As research instruments, Emotional Intelligence Questionnaires (Bar-On’s Emotional Quotient Inventory: Youth Version (Bar-On EQ-i: YU) (Bar-On & Parker, 2000) and Aggression Questionnaires by (Nor Hasliza bt Faris, Noor Azniza bt Ishak, Fatimah Aailly bt Ahmad Ramli, 2016) were used to measure adolescents’ emotional intelligence and aggression. After that, the data were analyzed by using descriptive statistics and t Test. The results revealed that it was found no significant difference in emotional intelligence by gender but there was significant difference in aggression by gender in which male students were significantly higher in aggression than female students. Furthermore, there were significant differences in both emotional intelligence and aggression between Grade 10 and Grade 11 students. Grade 11 students were higher in emotional intelligence than Grade 10 students and Grade 10 students were higher in aggression than Grade 11 students. And then, significant differences were found in emotional intelligence and aggression by school types. Private school students were higher in emotional intelligence than government school students and government school students were higher in aggression than private school students. Moreover, Pearson Product Moment Correlation revealed that emotional intelligence of adolescents was negatively correlated with their aggression (r = -.320, p<0.01). Therefore, if the students had higher in emotional intelligence, their aggression would be less. 2021
2012 Myo Su Mon Kyaw POSITIVE PEER PRESSURE AND RESPONSIBILITY BEHAVIOUR OF ADOLESCENTS The main aim of this research was to study the positive peer pressure and responsibility behaviour of adolescents. This study was conducted with the specific objectives to find out the differences in positive peer pressure and responsibility behaviour of adolescents by gender, subject-combination, and school locality. A total of Grade 10 students (415 males and 435 females) from five selected schools in Aunglan Township were participated in this study. Descriptive research design and survey method were used in this study. To measure positive peer pressure, the Peer Pressure Inventory (PPI) by Temesgen (2015) was used. And to measure responsibility behaviour, the Responsibility Behaviour Scale (RBS) developed by Emana (2005) was used and it consists of three components: personal responsibility, peer responsibility and community responsibility. Chronbach alpha value for positive peer pressure questionnaire was 0.853 and that of responsibility behaviour questionnaire was 0.845. Descriptive statistics, independent samples t test, One-way ANOVA analysis and Pearson Product Moment Correlation have been used to analyze the data. The results demonstrated that there were significant differences in positive peer pressure by gender and subject combination. Female adolescents had higher positive peer pressure than male adolescents. Combination 1 students experienced higher positive peer pressure than Combination 7 students. However, there were no significant differences in positive peer pressure by school locality. Also, there was a significant difference in responsibility behaviour by gender and female adolescents showed more responsibility behaviour than male adolescents. Moreover, there were no significant differences in responsibility behaviour by subject combination, and school locality. The result of correlation analyses revealed that there was a significant positive relationship (r= 0.299, p<.001) between positive peer pressure and responsibility behaviour of adolescents. 2021
2013 Su Myo Thant SOCIAL SKILLS AND SOCIAL INTERACTION ANXIETY OF HIGH SCHOOL STUDENTS The main purpose of this study was to study social skills and social interaction anxiety of high school students in Aunglan Township. The research design for the study was quantitative research design and descriptive survey method. A total of 900 students (449 males and 451 females) were selected from six selected high schools. To measure the social skills, Social Skills Questionnaire by Gresham and Elliott (1990) was used and Cronbach’s alpha was 0.952. And to measure the social interaction anxiety, Social Interaction Anxiety Scale was made by Mattick and Clarke (1998) and Cronbach’s alpha was 0.836. Both had to be answered on five-point Likert scales. After that, the data were analyzed by using descriptive statistics, t test and ANOVA test. According to the result of independent samples t test, there were significant differences in social skills by gender but no significant differences by grade. Female students had higher social skills than those of male students. In social interaction anxiety, there were significant differences by gender but no significant difference by grade. Male students had higher social interaction anxiety than those of female students. Depending on the results of One-way ANOVA, there were significant differences in social skills by school locality. Students in urban and sub-urban schools had higher social skills than that of students in rural schools. Depending on the results of One-way ANOVA, there were significant differences in social interaction anxiety by school locality. Students in rural schools had higher social interaction anxiety than those of students in urban and sub-urban schools. PearsonProduct Moment correlation was conducted and it was found that social skills and social interaction anxiety of high school students in this study were significantly and negatively correlated (r= -.587, p<.001). 2021
2014 Ei Thinzar Kyaw AUTOMATIC NEGATIVE THOUGHTS, UNCONDITIONAL SELFACCEPTANCE AND ANXIETY OF UNIVERSITY STUDENTS IN SAGAING TOWNSHIP The main aim of this study is to investigate automatic negative thoughts, unconditional self-acceptance and anxiety of university students in Sagaing Township. A total of 1033 first year and fourth year students (493 males, 540 females) from universities in Sagaing Township were randomly selected. Automatic Thoughts Questionnaire (Hollon & Kendall, 1980), Unconditional Self-acceptance Questionnaire (Chamberlain & Haaga, 2001) and Taylor Manifest Anxiety Scale (Taylor, 1953) were used respectively to measure automatic negative thoughts, unconditional self-acceptance and anxiety of university students in Sagaing Township. In addition, it was found statistically significant positive correlation between automatic negative thoughts and anxiety (r=.480, p= 0.001). It was also found statistically significant negative correlation between unconditional self-acceptance and anxiety (r= -.378, p= 0.001). According to multiple regression analysis, the result showed that automatic negative thought was a significant positive predictor of anxiety and unconditional self-acceptance was a significant negative predictor of anxiety. 2021
2015 Khin Khin Khant SELF-ESTEEM, NARCISSISM AND AGGRESSION OF UNIVERSITY STUDENTS IN SAGAING TOWNSHIP The main aim of this study was to investigate self-esteem, narcissism and aggression of students from universities in Sagaing Township. Next, this study aimed in what way implicit self-esteem and explicit self-esteem predict narcissism and how these three variables predict aggression. A total of 1059 university students (519 males and 540 females) from Universities in Sagaing Township were randomly selected as participants of this study. Name Letter Task (Nuttin, 1985), Rosenberg Self-esteem Scale (Rosenberg, 1965), Narcissistic Personality Inventory (Raskin & Terry, 1988) and Aggression Questionnaire (Buss & Warren, 2000) were used to measure implicit self-esteem, explicit self-esteem, narcissism and aggression of university students in Sagaing Township respectively. As the result of mediation analysis, narcissism mediates the effect of explicit self-esteem on aggression. Next, the result of the moderation analysis showed that implicit self-esteem moderates the relationship between explicit self-esteem and narcissism. And also, the moderated mediation analysis revealed that implicit self-esteem moderates the indirect effect of explicit self-esteem on aggression through narcissism. The low level of implicit self-esteem promotes the degree to which explicit self-esteem is positively connected with narcissism and as a consequence, aggression increases. 2021
2016 Hnin Wai Linn AN INTERVENTION BASED STUDY ON REDUCING PUBLIC SPEAKING ANXIETY OF HIGH SCHOOL STUDENTS The main aim of the study was to investigate the intervention practices to reduce public speaking anxiety of high school students from Pyin Oo Lwin Township. This study was divided into two parts (Study I and Study II). For Study I, the sample consists of 460 Grade 9 students (222 males and 238 females) from four Basic Education High Schools and three Basic Education High Schools (Branch) of Pyin Oo Lwin Township in 2019-2020 Academic Year and 66 participants (30 males and 36 females) from selected school as Study II. Personal Report of Public Speaking Anxiety (PRPSA) (Mc Croskey, 2013), Self-Consciousness Scale- Revised (SCS-R) (Scheier & Carver, 2013) and Rosenberg Self-esteem Scale (Rosenberg, 1965) were used as instrument. According to the result, there was a significant positive correlation (r= 0.45, p<0.001) between self-focused attention and public speaking anxiety and also there was a significant negative correlation (r=-0.34, p<0.001) between self-esteem and public speaking anxiety. The result showed that 26.4% of public speaking anxiety can be explained by self-focused attention and self-esteem. And then, the result also revealed that the students’ self-focused attention and public speaking anxiety after first intervention were significantly lower than before first intervention. Besides, students’ self-esteem after second intervention was significantly higher than before second intervention and students’ public speaking anxiety after second intervention was decrease due to the effectiveness of intervention practices or increase self-esteem. Finally, there was a significant difference among the mean value of public speaking anxiety across interventions (p<0.001). The results of the study highlighted all intervention activities were taken in this study were very effective for reducing public speaking anxiety of high school students. 2021
2017 Pyae Wai Shan THE MODERATION EFFECT OF FEAR OF MISSING OUT ON THE RELATION BETWEEN MINDFULNESS AND NOMOPHOBIA OF UNDERGRADUATE STUDENTS FROM SAGAING UNIVERSITY OF EDUCATION The main purpose of this study was to investigate the moderation effect of fear of missing out on the relationship between mindfulness and nomophobia of undergraduate students from Sagaing University of Education. The quantitative research design and stratified random sampling method were used in this study. This study was conducted through correlational design. The sample of the study comprised 1000 undergraduate students (496 female and 504 male) who were randomly chosen from first year, second year, third year, fourth year and fifth year students in Sagaing University of Education as participants of the study. In this study, Nomophobia Questionnaire (Yildirim & Correia, 2015), Five Facets Mindfulness Questionnaire (Baer, Smith, Hopkins, Kiretemeyer & Toney, 2006) and Fear of Missing Out Scale (Przybylski, Murayama, DeHaan & Gladwell, 2013) were used to measure nomophobia, mindfulness and fear of missing out of students. The results revealed that most of the students in Sagaing University of Education showed moderate (56.5%) and severe (35.2%) level of nomophobia. The moderated hierarchical multiple regression analysis result showed that fear of missing out acts as a moderator between mindfulness and nomophobia. 2021
2018 Sai Ba Nyan SOCIAL INTELLIGENCE AND ADJUSTMENT OF HIGH SCHOOL STUDENTS The main aim of this study is to investigate social intelligence and adjustment of high school students. The research design for the study is quantitative research design and survey method. A total of 1000 high school students from selected six basic high schools in Aungmyaytharsan Township, Mandalay Region, participated in this study. They were selected by using simple random sampling method. Tromso Social Intelligence Scale (TSIS) developed by Silvera, et al. (2001) and Adjustment Inventory for School Students (AISS) developed by Sinha and Singh (1993) were used. The reliability coefficient of TSIS and AISS were 0.620 and 0.821. The results of independent samples t test indicated that although there was no significant difference in social intelligence, there was significant difference in adjustment of high school students by gender (p< 0.01). The female students were more adjusted than male students. The results of ANOVA indicated that there were significant differences in social intelligence of high school students by parents’ education level (p < 0.01). Students whose parents with high education level possessed more social intelligence score than those of with low education level. Moreover, the results also indicated that there were no significant differences by parents’ job in social intelligence as well as by parents’ education level and parents’ job in adjustment of high school students. Pearson Product-moment Correlation revealed that social intelligence was positively and significantly correlated with adjustment (r = 0.351, p<0.001). Therefore, it can be said that students who possessed more social intelligence may also well in adjustment. 2021
2019 Htun Naing Oo PERSONALITY TRAITS AND INTERPERSONAL COMMUNICATION SKILLS OF GRADE 9 STUDENTS IN KAWLIN TOWNSHIP The main purpose of this study was to investigate personality traits and interpersonal communication skills of Grade 9 students in Kawlin Township. The quantitative research design and survey method were used in this study. A total of 1008 (male=504, female=504) Grade 9 students were randomly chosen from Kawlin Township. In this study, Big Five Inventory (BFI) developed by John and Srivastava (1999) and Interpersonal Communication Inventory (ICI) developed by Bienvenu (1974) to explore the personality traits and interpersonal communication skills of Grade 9 students were used. The reliability coefficients of BFI and ICI questionnaires were 0.811 and 0.737. After that, the data were analyzed by using descriptive statistics, independent samples t test and ANOVA. Most of the students possess Conscientiousness and less of the students were Neuroticism. In examining the gender differences in percentage of participants’ personality traits, the percentage of males had higher than females in Openness to Experience, Conscientiousness, Agreeableness, Neuroticism, and Mix Traits while the number of females was more than males in Extraversion. According to the descriptive statistics, the Grade 9 students from Kawlin Township were good in interpersonal communication skills. The result of independent samples t test showed that there was significant difference in interpersonal communication skills in which females were greater than males. By subject combination, there was significant difference in interpersonal communication skills. The Combination-1 students were stronger in interpersonal communication skills than the Combination-7 students. Furthermore, the result of ANOVA showed that there was significant difference in interpersonal communication skills in which the Grade 9 students from School-2 were the highest. According to mother’s job, there was significant difference in interpersonal communication skills in which farmers were greater than others. Then, the Grade 9 students from Kawlin Township had different interpersonal communication skills by personality traits. 2021
2020 Kyaw Soe Kyi ATTACHMENT STYLES AND DEPRESSION OF GRADE 11 STUDENTS IN NYAUNG OO TOWNSHIP The main purpose of the present study is to examine attachment styles and depression of Grade 11 students in Nyaung Oo Township. This study was conducted on a survey research design and employed with a quantitative method. In this study, 896 Grade 11 students including 446 males and 450 females were randomly selected fromthe schools in Nyaung Oo Township, Mandalay Regions as participants of this study. Data of this study were collected by administering 21-items attachment styles questionnaire (ASQ) as developed by (Hofstra, et al., 2005) was used. The key adapted to measure depression of high school students was a 30-items Reynolds Adolescent Depression Scale (RADS) as developed by Reynolds (2002). In this research data were analyzed by descriptive statistics, independent samples t test, one way ANOVA, Pearson Product Moment Correlation and Multiple Regression. Internal consistency reliability with Cronbach's Alpha of attachment styles was 0.533 and that of depression was 0.739. According to the results, there was a significant difference in students' attachment styles by gender. The result of independent samples t test showed that male students were higher secure attachment style than the female students. And, the female students were higher depression than the male students according to independent samples t test. The ANOVA result showed that there was a significant difference in their depression for anhedonia according to their father's job. Post-Hoc test indicated that 'farmer' was higher level of anhedonia in depression than others and government service. Then, Pearson Product Moment Correlation revealed that there was a positive correlation between insecure attachment style and depression of Grade 11 students (r = 0.246, p < 0.001). But, there was a negative correlation between secure attachment style and depression of Grade 11 students (r = -0.241, p < 0.001). 2021