Lin Jing, Zhang Letong, Kuo Yi-Lung
Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China.
School of Information Resource Management, Renmin University of China, Beijing, China.
Front Psychol. 2024 Oct 3;15:1360467. doi: 10.3389/fpsyg.2024.1360467. eCollection 2024.
Social-emotional competencies, a crucial non-academic factor for K-12 students to be competent 21st century citizens, are receiving increasing research attention. Based on the 2,801 self-reports of grades 4-8 students from four schools in China, this study scrutinized the associations between adolescents' five core competencies and their interpersonal relationships. Results indicated that five competencies acted as mediators between parent-child relationships and students' relationships with teachers and peers. In addition to the girls' advantage in five competencies, the results also demonstrated the gender and grade differences in the association. Boys had more indirect links and girls had both direct and indirect associations. There were grade differences in the mediating role of social awareness. The study's findings may advance our understanding of the parental influence on Chinese students' social-emotional competencies and provide a more nuanced picture of the conditions and interplay that foster or hinder students' proficiency in these competencies in schools and families.
社会情感能力是K-12学生成为21世纪合格公民的关键非学术因素，正受到越来越多的研究关注。基于对中国四所学校4至8年级学生的2801份自我报告，本研究审视了青少年的五项核心能力与其人际关系之间的关联。结果表明，五项能力在亲子关系与学生与教师及同伴的关系之间起到了中介作用。除了女孩在五项能力方面的优势外，结果还显示了这种关联中的性别和年级差异。男孩有更多间接联系，而女孩既有直接联系也有间接联系。社会意识的中介作用存在年级差异。该研究结果可能会增进我们对父母对中国学生社会情感能力影响的理解，并提供一幅更细致入微的图景，展现促进或阻碍学生在学校和家庭中掌握这些能力的条件及相互作用。
