SOCIAL AWARENESS IN COMMUNICATIONOF SECONDARY SCHOOL STUDENTS IN VIETNAM

The article describes the research results of students' social awareness in communication - An important component of personal social intelligence. The study has identified the social awareness levels of 1128 students from6 grade to 9 grade of 10 secondary schools in 5 provinces/cities in Vietnam. It also identifies models that predict the impact of communication style factors, communication trends, and students' temperament as well as communication learning from others on social awareness of students. Predictive models discovered in the study are useful suggestions for parents and teachers and students in improving the quality of establishing positive social relationships in the communication of students, through improving their social understanding.

About the communication style of students. The style shown the most clearly in the surveyedstudent group is the democratic style (Mean = 3.54 points; Median = 3.60); followed by the freestyle (Mean = 3.18 points; Median = 3.20). The domineering style has the lowest average score (2.09 <2,5 points / 5). On the other hand, the studentoriented style of the surveyed students has a higher average score than the style towards the content of the communication, towards work in communication (Mean = 3.35 points and Mean = 3.22 points).
In terms of temperament, the two types of temperament with high average scores are calm (Mean = 3.34; Median = 3.40) and flexible (Mean = 3.25; Median = 3.20); next is the preferred temperament (Mean = 3.13; Median = 3.20), while the tempered temperament has the lowest average score, below the average (Mean = 2.43; Median = 2.40).
There is a considerable distance between the average score of the trend towards others and the trend towards selfinterest in communication among secondary high school students (Mean = 3.29; Median = 3.20 and Mean = 2.89 ; Median = 3.0); the introvert tendency is higher than outward direction (Mean = 3.11; Median = 3.20 and Mean = 2.36; Median = 2.40). The average score for assessing the learning communication from others of junior high school students and the influence of external factors on social awareness is also quite high (Mean = 3.29; Median = 3.29 and Mean = 3.17; Median = 3.17).    Table 4 Describes the test results of differences in social awareness in the communication of secondary school students by gender groups, locality, class, work participation, birth order, and learning outcomes. The scoring average of social awareness of surveyed male students is lower than the scoring average of social awareness of female students (0.17 points), but this difference is not statistically significant (p = 0.51), ie, social awareness in communication and behavior of male and female students are nearly equal. The social perceptions of students living in rural areas and social awareness of students living in urban areas were similar (p = 0.84). Social awareness of students participating in collective activities is higher than social awareness of students not participating, but the difference is not statistically significant (Mean = 0.07, p = 019). By grade level, the social awareness of grade 7 students is slightly higher than that of grade 6 students, but it is not statistically significant (Mean = 0.04, p = 0.84). The scoring average of social awarenessof grade 8 and grade 9 students was significantly higher thanthe scoring average of social awareness of grade 6 students (Mean = 0.14, p = 0.01) and (Mean = 0.16). , p = 0.001). The scoring average of social awareness of the first child or only child is significantly higher than the scoring average of social awareness of the student who is the second child in the family (Mean = 0.05, p = 0.011). From the perspective of learning, the scoring average of social awareness of students with good learning scores and the average/weak level is statistically lower than the students with excellent academic grades.  Table 5 shows the correlation between the scoring average of social awareness of students and the scoring average of the factors: style, communication trends, temperament, and communication learning of students. There is a positive correlation that has a statistically significant, at moderate level (near-tight) between the score average of social awareness and the score average of the democracy style (R = 0.67; B = 0.528; p = 0.00) and In term of temperament, the score average of flexible temperament, (R = 0.486; B = 0.384; p = 0.00), calm (R = 0.485; B = 0.407; p = 0.00) and concern (R = 0. 249; B = 0.164; p = 0.00) all have a positive correlation that has a statistically significant at the weak levelwith the score average of social awareness in students' communication meanwhile, the score average of temper was a positive correlationwith the social cognitive score, but it is not have statistically significant (p = 0.171).

Correlation between social awareness in student communication and student's style, communication, temperament, and communication learning factors
There is a positive correlation between the score average of learning communicating from others with the score average of social awareness of students (R = 0.510; B = 0.445; p = 0.00). External factors affecting social awareness are also positively correlated, but at a weak level (R = 0.398; B = 0.158; p = 0.00).

Multivariate regression correlation of factors related to student's social awareness:
The results of the multivariate linear regression models are presented in Table 6. The factors that are included in the model are Class, Student participation, Learning outcomes and training; Style; Communication trend; Temperament, and learning communication of students. The model explained 67.8% of the variation in social cognitive scores about factors. There is a positive correlation, statistically significant regression between grade 6 students and grades 7, 8, 9, according to the trend that the students in higher classes are the more social awareness in communication 1031 than students in lower classes. Meanwhile, the factors of participation in collective work or correlated learning results are not statistically significant.

Discussion:-
The survey of social awareness in communication on 1128 students from grades 6 to 9 of 10 secondary schools in 5 provinces/cities in Vietnam, giving average scores on social awareness of surveyed students achieved an aboveaverage levelof a 5-step scale. Of these, 16 Social awareness of secondary school students has statistical differences with an increasing tendency by grade 6 to grade 9. Social awareness of students, who are the first child or only child higher than social awareness of students who are the second child in the family. Students with good academic scores have higher social awareness in communication than other student groups.
There is a linear regression correlation, forming predictive models that enhance the social awareness of the curriculum in communication. Including models affecting perceptions of democratic style, towards people, oriented work, and freestyle of students in communication; tendency towards others; introversion and self-interest. Besides, calm and flexible temperament are predictive models that impact students' social awareness.
Besides, low academic achievement, authoritarian style of communication, outward tendencies, or impulsive temperament are also expected to have an adverse impact on social awareness in student communication, but the forecast is not high. The results of the study have determined the level of social awareness of the student as well as its manifestations. It also identifies models that predict the impact of communication style, communication trends, and temperament of the student as well as communication learning from others on social awareness of students. The predictive correlation models discovered in the study are useful suggestions for parents, teachers, and students in improving the quality of establishing positive social relationships in the communication of students through improving their social understanding. The study also recommends to a certain extent the reduction of students' authoritarian style, temper, or consideration temperament, which negatively affects their social awareness.
This research was completed under the auspices of the Viet Nam Ministry of Education and Training, through a scientific project: "Studying the social intelligence of secondary school students to meet the requirements of the new high school education program. ". Code: B 2019-SPH-07".
The author thanks the sponsorship of the Vietnam Ministry of Education and Training. Thank you for the voluntary and enthusiastic cooperation of the secondary school students that the science project was implemented.