Social-Emotional Competence of Students in Ho Chi Minh City University of Education

Abstract

This study investigates the level and structural characteristics of social-emotional competence (SEC) among students at Ho Chi Minh City University of Education within the framework of the Collaborative for Academic, Social and Emotional Learning (CASEL). A quantitative cross-sectional survey was conducted with 382 undergraduate students using the Social-Emotional Competence Questionnaire (SECQ). Data were analyzed using descriptive statistics and Pearson correlation analysis. The results indicate that students demonstrate a relatively high level of overall SEC (M = 4.53, SD = 0.95). However, the distribution across components is uneven. Interpersonal competencies, particularly relationship skills and self-awareness, are more developed, while self-management and social awareness are comparatively weaker. All five components show positive and statistically significant correlations (p < .01), supporting the integrated structure of SEC. Despite the generally high level of competence, the findings reveal a discrepancy between socio-emotional awareness and effective behavioral regulation. Importantly, this study identifies a critical structural imbalance between socio-emotional awareness and behavioral regulation, which represents its key contribution to the literature on social-emotional competence in higher education. This suggests that students’ perceived competence does not fully translate into consistent real-life application. The study highlights the need for higher education institutions to adopt structured, experiential and practice-based approaches to foster balanced development across SEC components, particularly in enhancing emotional regulation, adaptability and psychological well-being.