1. Study of Ethical Intelligence Indicators for Junior High School Students: It was found that ethical intelligence indicators referred to a person’s intellectual ability to learn, behave and make decisions about what to do or not do in society. A level of individual moral intelligence consisted of 6 indicators: 1) Equality referred to respecting others’ differences, not discriminating, equality and not taking advantage; 2) Empathy referred to empathy for others, emotional empathy, responsibility for duties; 3) Morality referred to adherence to righteousness, observance of social doctrines and rules, as peaceful as coexistence with basic morality; 4) Tolerance referred to insensitivity to provocative stimuli, perseverance, and determination; 5) Self-control referred to emotional self-regulation with firmness, self-mental control of unwanted emotions and behaviors; and 6) Benevolence referred to good will to help others according to one’s own strength, nonoppression and common good thinking.
The researcher created and designed quantitative tools for lower secondary students using ethical intelligence indicators obtained from Phase 1.
2. Development of Ethical Intelligence Scales for Junior High School Students: The researcher created and designed quantitative tools for junior high school students using the ethical intelligence indicators obtained from Phase 1. A survey was conducted with 2,000 junior high school students from various regional schools nationwide. Tool quality testing was conducted for the content validity of the indicators used to measure the ethical intelligence of the students. Definitions of each component were checked and recommended by 5 experts in the conformity of the components and definitions by calculating the Index of Item Objective Congruence (IOC) for each question. The Index of Item Objective Congruence (IOC) must be between 0.60-1.00. The questionnaire was then used to test the content validity of the tools (Try Out) with 55 junior high school students in the population group, but not subjects, to determine the quality of reliable tools (Reliability). To measure variables used in the research by using Cronbach's alpha coefficient formula (Prasertsin, 2020) [14], the results of the study in this section showed values for the reliability of each section and each component as follows: 1) Part 2, Questions of Opinions and Practices had 6 items on each aspect, 36 items in total, with a validity value of the whole text α = .939; 2) Part 3, Reasoning Situational Questions included 6 conditions, 24 items, with validity values α = .920; and 3) Part 4, Behavioral Situation Questions included 6 situations, 24 items in total, with a reliability value of the whole text α = .841.
To examine the coherence of the ethical intelligence measurement model for junior high school students, the results were as follows: Part 1, basic data of junior high school students, showed that the majority of students were 60.94% female. Most of them were studying in Mathayom 2, accounting for 41.71%. In consideration of overall GPA, it was found that junior high school students had a GPA of 3.299, with a small distribution, a standard deviation (SD) of 0.571 and a dispersion coefficient (C.V.) of 17.316. When considering the distribution of data, the negative skewness (Sk) and the negative kurtosis (Ku) indicated that the majority of the samples had overall above-average GPAs and a high distribution of data. The results of the reviewed ethical intelligence model for junior high school students revealed that the construct validity of ethical intelligence scales for junior high school students was examined by analyzing the construct validity of the ethical intelligence model for junior high school students through confirmatory factor analysis (confirmatory factor analysis). The details were as follows: The results of the data analysis on moral intelligence variables for junior high school students classified by components as a whole showed that the mean was at a high level (M = 3.955), with a small distribution, a standard deviation (SD) of 0.576 and a dispersion coefficient (C.V.) of 14.566. When considering the distribution of the data, the negative skew (Sk) and the negative Ku (Ku) indicated that the majority of the samples had above-average moral intelligence scores and a high distribution of the data. In consideration of each component, it was found that all components had a high mean, with Component 1 Equality having the highest mean, followed by Component 2 Empathy, Component 6 Kindness, Component 5 Self-Control, Component 4 Tolerance and Component 3 Morality (M = 4.088, 3.999, 3.988, 3.931, 3.895 and 3.832, respectively). All components had a slight distribution with a standard deviation (SD) between 0.610 and 0.685 and a distribution coefficient (C.V.) between 14.917 and 17. 219. The most distributed component was Component 4, Tolerance. The least distributed component was Component 1 Equality. When considering the distribution of the data, the negative skew (Sk) and the negative Ku (Ku) indicated that the majority of the samples had higher than average ethical intelligence scores in each component and a high distribution of the data.
The correlation coefficient matrix analysis of 15 pairs of observed variables in a model was different from zero at a statistical significance level of.05 (p = .000). In all pairs, the correlation coefficient was between 0.642 and 0.776. In terms of correlation size, it was found that the correlation variables were at a moderate level. The observed variable with the highest mean was Component 1, equality (M = 4.088, SD = 0.610), and the observed variable with the lowest mean was Component 3, morality (M = 3.832, SD = 0.651). When considering the results of Bartlett's test of sphericity, a statistical test hypothesis whether the correlation matrix was an identity matrix, χ2 = 10019.858 (df = 15, p = .000), was significantly different from zero at a statistical significance level of.01 and consistent with the index analysis results of Kaiser‒Meyer‒Olkin (KMO), approaching 1 (KMO = 0.925). It revealed that the observed variable correlation matrix was not an identity matrix and that there was enough correlation between the variables for component analysis to verify structure validity. The details of the means, standard deviations and correlations of the observed variables were obtained in the ethical intelligence measurement model for junior high school students.
The results of the corroborative component analysis revealed that the ethical intelligence model for junior high school students was consistent with the empirical data, as determined by GFI = .918, AGFI = .906, NFI = .924, RFI =. .917, IFI = .939, TLI = .934, RMR = .025, RMSEA = .042 and CFI = .939. The coherence indexes were in accordance with the criteria of Hair et al. (2010) [15]. The standard component weight coefficient (β) of the observed variables or indicators showed that all components of the indicators had a standard component weight coefficient (β) of the observed variables or indicators. All of them were statistically significant at the.05 level (p = .000).
The results of the preliminary statistical analysis of moral intelligence scores for junior high school students with reasoning situational questions classified by components presented showed that the overall analysis results were at a high level (M = 3.958), with a low distribution, a standard deviation (SD) of 0.712 and a distribution coefficient (C.V.) of 17.985. When considering the data distribution, it was found that the negative skew (Sk) and the negative Ku (Ku) indicated that the majority of the samples had ethical intelligence scores for junior high school students. For reasoning situation questions, it was above average, and the data had a high distribution. Considering each component, it was found that all components had high means. For the behavioral situation questionnaire, it was found that the mean was 58.260 (M = 58.260), with a fairly large distribution, a standard deviation (SD) of 6.778 and a distribution coefficient (C.V.) of 11.635. When considering the distribution of the data, it was found that the negative skew (Sk) and the positive Ku (Ku) indicated that the majority of the samples had ethical intelligence scores for junior high school students. The overall behavioral situation questions were above average, and the data had a slight distribution. For the results of the correlation coefficient matrix analysis, all 3 ethical intelligence scores for junior high school students were among scores from opinion and action questions, scores for situational rationale questions, and scores from questionnaires. Three pairs were different from zero at a statistical significance level of 0.05 (p = .000). In all pairs, the correlation coefficient was between 0.257 and 0.678. In terms of correlation size, the correlation of variables was at a low to moderate level.
3. Ethical Intelligence Needs Assessment for Junior High School Students: Current and expected needs were prioritized using the PNImodified Priority Needs Index method, calculated from a mean of the expected condition (I) and a mean of the actual condition (D). No. 1 compared to each component revealed that Component 3 Morality had the highest need (PNImodified=0.095). No. 2 compared to 36 items in total revealed that item 17, the students told the truth reasonably under good morals, had the highest need (PNImodified=0.122). Considering lists of items of Component 1 Equality, it was found that item 5, communicating with others with a sense of conscience, was what students were most aware of in their lives (PNImodified=0.082). For component 2, Empathy, item 7, students with careful thinking before communicating or talking to others to not make others lose their feelings, had the highest need (PNImodified=0.104). Component 3 Morality found that in item 17, students spoke truthfully and rationally under good morals (PNImodified=0.122). Component 4, Tolerance, found that item 24, when encountering various events in their lives, students were able to be patient and wait, had the highest need. (PNImodified=0.093). Component 5, self-control, revealed that item 28, when a mistake occurred, students did not blame others or blame situations, was the most imperative (PNImodified=0.101). Component 6, Kindness, revealed that item 36, students focused on doing good for the public to make people around happy, had the highest need (PNImodified=0.083).