Factors Affecting the Emotional Intelligence of Children in Early Childhood in Thailand
Abstract
Background and Objectives: Emotional intelligence (EQ) during early childhood forms the foundation for social, emotional, and behavioral competencies essential for lifelong development. Although previous studies have identified multiple factors influencing children’s EQ, comprehensive investigations integrating parenting styles, parental expectations, family emotional environment, sociocultural context, and learning experience provision remain limited in Thailand. This study aimed to (1) examine the levels of these five influencing factors, (2) investigate the emotional intelligence levels of children in early childhood, and (3) analyze the extent to which these factors predict children’s emotional intelligence. Methodology: This quantitative study involved 360 early childhood teachers working in schools under the Office of the Basic Education Commission (OBEC) in Thailand, selected through multistage random sampling. Data were collected using a validated Likert scale questionnaire with high reliability (Cronbach’s α = 0.81–0.91 for influencing factors; 0.78–0.88 for emotional intelligence). Descriptive statistics, Pearson’s correlation coefficients, and stepwise multiple regression analysis were employed to address the research objectives. Results: The five influencing factors—parenting styles, parental expectations, family emotional environment, sociocultural context, and learning experience provision—were all rated high (overall x̄ = 3.68, S.D. = 0.61), with learning experience provision receiving the highest score and parenting styles the lowest. Children’s emotional intelligence was also rated high (overall x̄ = 3.69, S.D. = 0.71), with social skills scoring highest and self-management lowest. Correlation analysis revealed significant positive relationships between all factors and emotional intelligence (r = .718 –.778, p < .01). Regression analysis indicated that the five predictors collectively explained 77.50% of the variance in emotional intelligence (R2adj = .775). The strongest predictor was the family emotional environment (β = .490), followed by parental expectations (β = .247), sociocultural context (β = .127), parenting styles (β = .101), and learning experience provision (β = .063). Discussions: Findings showed that all five factors—parenting styles, parental expectations, family emotional environment, sociocultural context, and learning experience provision—were at a high level, reflecting strong family–school–community support for children’s emotional development. Children demonstrated high emotional intelligence, especially in social skills, consistent with Thai cultural norms emphasizing social harmony. Regression results indicated that five factors predicted 77.80% of emotional intelligence, with family emotional environment as the strongest predictor, followed by parental expectations and sociocultural context. Although parenting styles and learning experience provision had lower predictive power, they remained significant, suggesting that emotional development stems from the combined influence of family systems, cultural context, and structured learning. Overall, the findings highlight the need for collaborative efforts across home, school, and community to foster holistic emotional growth in early childhood. Conclusions: Children in early childhood in Thailand exhibit high emotional intelligence, supported by strong home, school, and sociocultural environments. The family emotional environment is the strongest predictor, followed by parental expectations and sociocultural context. These findings suggest that collaboration among families, educators, and communities is essential in promoting children’s emotional development. The results provide empirical evidence to guide policy development, parenting practices, and enhancement of early childhood curricula in Thailand.