Research List

No.	Researcher	Title	Abstract	Year
2041	Thida Lwin	THE RELATIONSHIP BETWEEN BEHAVIORAL PROBLEMS AND SOCIAL COMPETENCE AMONG CHILDREN: A META-ANALYSIS	The main aim of this study is to examine and summarize the relationship between behavioral problems and social competence among children. And then the possible moderators in this relation were also explored. A systematic search was computed from June 2000 to December 2019 that reported a link between behavioral problems (externalizing behaviors, conduct problems, or aggression) and social competence (social competence or social skills). The search engines such as Google, Eric, Science Direct, and Google Scholar were applied. To be included in the present meta-analysis, each study had to meet the following criteria: (1) provided an empirical study where the necessary data to calculate the effect size; (2) written in English; (3) conducted in 2000 or later; (4) intended for children between 3 and 11 years; (5) included reports by the parent(s) and/or teacher(s); and (6) published paper. The search admitted a total of 543 references, 491 references were removed step by step via selection criteria. Finally, a total of 52 independent studies and a total of 36,165 participants remained for the present meta-analysis study. Findings summarized that an overall effect size between behavioral problems and social competence was r=-0.49 (p<.01). Moderator analyses indicated that there were no significant moderator effects on different types of behavioral problems or social competence, instrument, gender, year of publication, target population, and socioeconomic status. But, a significant statistical difference was found in terms of the type of respondent, age, and study continent. The results reveal that the intervention programs targeting problems would benefit from decreasing these behavioral problems and increase social competence among children.	2021
2042	Honey Ko Ko	A STUDY ON CONFLICT HANDLING STYLES AND ORGANIZATIONAL COMMITMENT OF TEACHERS IN MYANMAR	The main purpose of this study was to investigate the conflict handling styles and organizational commitment of teachers from basic education schools in Myanmar. Descriptive survey method and quantitative research design were used in this study. By using proportionate stratified sampling method, a total of 826 teachers from selected basic education schools in Sagaing Region, Chin State, Kayah State, Bago Region and Mon State were chosen as participants. Conflict handling styles of teachers were measured by using Rahim Organizational Conflict Inventory � II developed by Rahim (1983). In measuring teachers� levels of affective, continuance, and normative commitment on organization, Allen and Myers� (1990) Three-Component Organizational Commitment Scale and Organizational Commitment Questionnaire (OCQ) developed by Mowday, Steers & Porter (1979) were used. According to the result,38.25% of teachers reporting it as their dominant conflict handling style. The smallest portion of teachers in this study used compromising style as a conflict handling strategy (10%).Teachers� conflict handling style did not depend on gender. According to age, teachers whose age is between 19 and 30 years used competing style more than teachers whose age is between 30 and 45 years. Similarly, teacher whose age is between 19 and 30 years used compromising style more than teachers whose age is between 30 and 45 years and between 45 and 60 years. Concerning designation, junior teachers possessed competing style than senior teachers. In accommodating style, primary and junior teachers had more use of accommodating style than senior teachers. Similarly, junior teachers possessed compromising style than senior teachers. Concerning years of service, teachers whose years of service is under 10 years had higher use of compromising style than those whose years of service is between 10-20 years. Similarly, teachers whose years of service is under 10 years had higher use of compromising style than those whose years of service is above 20 years. Teachers in this study possessed high organizational commitment in their profession. Female teachers had higher organizational commitment than male teachers. According to the results, organizational commitment did not depend on age, designation (position in profession) and years of service in this study. Moreover, the regression analysis result revealed that conflict handling styles contributed 11% of the variance to organizational commitment.	2021
2043	Khaing Nyein Thant	FACTORS INFLUENCING INTERNET ADDICTION OF UNIVERSITY STUDENTS IN MYANMAR	In this study, sequential explanatory design from quantitative and qualitative mixed approaches was used. Therefore, as the quantitative phase, survey was administered with 2612 university students chosen by multistage sampling technique. As the qualitative phase, individual semi-structured interview was administered with 20 severe internet addicts. Instruments were Revised UCLA Loneliness Scale (Russel, Peplau, & Ferguson, 1978), Student Stress Inventory (Mohamed-Arip, Kamaruaman, Roslan, Ahmad, & Rahman, 2015), Self-control Scale (Tangney, Baumeister, & Boone, 2004), Self-compassion Scale (Neff, 2003), Internet Addiction Test (Young, 1998) and interview questions. In this study, 28 in 100 university students were found to be internet addicts and it was relatively high in comparing with other countries. Therefore, meta-analysis study was firstly conducted to theoretically explore psychological factors influencing internet addiction of university students. Based on it and narrative literature review, four psychological factors (loneliness, stress, self-control, self-compassion) and one internet usage factor (online time) were chosen to empirically explore in Myanmar. According to the results of path-analysis, the best model fit was found among direct/indirect paths of online-time, stress, loneliness, self-control and self-compassion with internet addiction (76% variance explained). To provide more practical implications of this model, qualitative study was extended in this study and it could explain causes of these influencing factors. So, it is hoped this study to be of assistance in suggesting prevention and intervention programs for internet addiction among university students.	2021
2044	Aye Aye San	A STUDY ON SOCIAL EMOTIONAL COMPETENCE AND SCHOOL ADJUSTMENT OF ADOLESCENTS	The main aim of this study is to investigate the social emotional competence and school adjustment of adolescents. Descriptive research design and survey method was used in this study. A questionnaire was used to collect demographic information of the participants such as gender, grade, parents' education and job. The Social Emotional Competence Questionnaire (SECQ, Zhou. M. & Ee. J, 2012) was used in measuring adolescents' social emotional competence. SECQ including 25 items was used and it consists of five competent: self-awareness, social awareness, self-management, relationship management and responsible decision-making. This questionnaire consisting 25 items equally involved five items of each component. "Adjustment Inventory for school students (AISS)" constructed by A.K.P. Sinha and R.P. Singh (2004) was used in measuring adolescents' school adjustment. AISS consists of 60 items. This research was investigated participants of Grade-6 and Grade-8 students. A total of 600 students from public schools (300males and 300 females) was randomly selected from the townships in Mandalay District. The result of this study revealed that there was no significant difference in social emotional competence but there was significant difference school adjustment by gender and grade. Moreover, students were not significant in social emotional competence by father's education, father job and mother job. But, students were significant different in social emotional competence by mother education. Besides, students were no significant difference by parents' education and parents' job. The findings also revealed that there was a significant positive relationship between students' social emotional competence and school adjustment. Students' social emotional competence should be increased with the help of parents, teachers and students themselves so that they might perceive better adjustment in their school and achieve higher success in their life.	2021
2045	Kyaw Min Lwin	A STUDY ON SELF-ESTEEM AND SOCIAL RELATIONS OF GRADE 9 STUDENTS IN MONYWA TOWNSHIP	The main purpose of this study is to investigate self-esteem and social relations of Grade 9 students. The study conducted a survey research design and employed with a quantitative method. The participants in this study were 1017 Grade 9 students including 432 males and 585 females from selected schools in Monywa Township, Sagaing Region. The required sample was selected by using random sampling technique. As research instruments, Self-Liking /Self-Competence Scale-Revised Version (Tafarodi & Swamm, 1995) and A Semi Structure Questionnaire (Abraham, 2010) were developed to measure students� self-esteem and social relations. And, data analysis, descriptive statistics, independent sample t test, one way ANOVA and correlation technique were used in this study. Independent sample t test showed the difference in self-esteem and social relations by gender. And then, no significant difference was found in self-esteem by specialized combination. Furthermore, significant difference was found in social relations by specialized combination. Moreover, there was significant difference in self-esteem by schools but no significant difference in social relations. Pearson Product Moment Correlation revealed that self-esteem of students was significantly correlated with their social relations (r=.391, p<0.01). The findings indicated that there was significant relationship of self-competence and self-liking with social relations. Therefore, the higher the students� self-esteem, the better the social relations they possessed. And, the findings of current study illustrates the salient points concerning with self-esteem and social relations of adolescents for teachers, parents and headmasters in educational setting. This study gives them information about the concepts of self-esteem which can lead towards helping to improve the social relations of students.	2021
2046	Kyu Kyu Hmwe	CONTINGENT SELF-WORTH AND INFERIORITY COMPLEX OF EDUCATION COLLEGE STUDENTS IN MANDALAY REGION	The main purpose of this study is to investigate contingent self-worth and inferiority complex of Education College students in Mandalay Region. Quantitative method and descriptive research design were used in this study. As the participants for this study, 1000 students (481 males and 519 females) from Education Colleges in Mandalay Region were selected by using simple random sampling technique. As research instruments, Contingencies of Self-worth Scale (?=0.787) developed by Crocker, Luhtanen, Copper, and Bouvrette (2003) and Inferiority Complex Scale (?=0.944) developed by Mitrovic (1998) were used. According to the results, Education College students had high contingent self-worth (CSW). Females� self-worth based more on CSW domains except approval from others and appearance CSWs in comparing by gender. First year students� self-worth was more dependent on CSW domains compared to second year students� self-worth. Moreover, College 1 students� self-worth based more on approval from others and appearance domains whereas College 2 students� self-worth based more on competition, family love and religious faith domains. In addition, the findings showed that most of the students felt no inferiority complex. Males felt more inferiority complex than females. Students in College 1 were likely to feel inferiority complex than those in College 2. Students with high extrinsic CSW felt more inferiority complex than those with low extrinsic CSW. However, there were no significant differences in inferiority complex among groups by grade, intrinsic CSW level, family structure, number of siblings and birth order. Correlation matrix showed that contingent self-worth was positively correlated with inferiority complex (r= .149). Then generally extrinsic CSW domains (especially approval from others and appearance domains) were stronger positively correlated with inferiority complex, than other CSW domains.	2021
2047	Chaw Su Mar Win	???????????????????? ?????????????????*	?????????????????????? ????????????????????? ???????????????????????? ?????????????? ???? ??????????????? ???????????????????? ???????????????? ??????????????? ???? ??????????????????? ?????????????????????????????? ???????????????????????? ???????????????? ?????????????? ??????????????????? ?????????? ??????????????????????? ??????????? ???????????? ??????????????? ?????????????? ????????????? ????????????? ???????????????????? ?????????????????????????????? ??????????????????? ???????????? ????????????????? ?????????? ???????????? ??????????????????????????????????????? ??? ????????????? ????????????????????????????? ?????????????????	2021
2048	Soe Moe Aung	?????????????????? ?????????????????????? ?????????????	?????????? ?????????????????? ????????????????????????? ?????????????? ????? ??????????? ??????????????????????????? ???????????? ???????????????? ?????????? ??? ????????????????????? ?????????????????? (??????????? ??????????????)? ?????????? (?????????????)? ??????????? (????????????)? ??????????? (?????????????????????)? ???? ????(????????????????????)? ???????????????? (?????????????????????)? ??????? ???? (?????????????)? ?????????? (????????????)????? ??????????????? (?)?????? ????????????? ????????????? ??????????????????? ???????????????????????? ????? ?????? ?????????????? ???????????? ????????????????????? ???????????????? ?????????? ????????????? ????????????????????? ???????????????????? ??????????????	2021
2049	Than Htwe Aung	???????? ?????????????? ?????????????????? ????????	???????????????? ???????? ?????????????? ?????????????????? ??????????? ???? ??????????? ?????????????????????? ?????????????? ???????? ?????????????? ????????? ????????? ??????????? ?????????????? ???????????????? ?????????????? ???????? ??????????????????? ???? ?????????? ????????? ????????? ]??????????????????????????}??? ????????????????????????? ??????????? ?????????????????? ??????????????????????? ?????????????????? ??????????? ????????? ???????????? ??????? ????? ???????????? ????????????? ??????????????????? ???????????????? ???????????????????? ????????? ???????? ?????????????? ????????? ???????????? ????????????? ????????? ???????????? ?????????? ??????????????? ?????????????????????	2021
2050	Win Min Than	?????????? ??????????????????????????? ??????????????? ????????????????	?????????? ?????????????????? ????????????????????????? ?????????? ?????? ???????????????? ?????????????????????? ??????????????? ??????????????? ??????????????????? ???????????????? ?????????? ???????????? ?????????(?)???? ??????? ????????????? (?????????????)? ??????????????? (?????? ????????)? ????????????????????? (???????????????)? ????????? ?????????? (????????????????)? ?????????????????(?????????????)? ????????? ???????? ??????????? (????????????????) ???????????? ????????????? ???????????? ?????(?)?????? ??????????????????????????? ??????????????????? ???????????? ???? ?????????? ??????????????????? ?????????? ????????????????????? ????? ?????????????? ???????????????????????	2021

Research Publications

Myanmar Academy of Art & Science List of Research