中学生的情绪智力、社会问题解决技能对其师生关系的影响  

The Influence of Emotional Intelligence and Social Problem-Solving Skills on the Teacher-Student Relationship of Secondary School Students

作　　者：张文娟[1] 程玉洁[1] 邹泓[1] 杨颖[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875

出　　处：《心理科学》2012年第3期624-630,共7页Journal of Psychological Science

基　　金：教育部人文社会科学重点研究基地重大项目(05JJDXLX001)资助

摘　　要：为了考察中学生师生关系现状,并探讨中学生的情绪智力、社会问题解决技能与师生关系之间的内在联系,本研究采用《青少年情绪智力量表》、《中学生社会问题解决技能量表》和《中学生师生关系量表》对2172名中学生进行调查。结果发现:(1)中学生的师生关系总体状况良好,且存在显著的年级和性别差异:初一、高一年级的师生关系好于初二、高二年级。在亲密性和支持性方面,不存在显著的性别差异,在冲突性方面;男生显著高于女生;在满意感方面,女生显著高于男生。(2)情绪智力的不同维度对中学生师生关系的预测作用各不相同。情绪感知对师生关系的亲密性具有显著的负向预测作用,对师生关系的冲突性具有显著的正向预测作用。情绪运用、理解和管理都能够显著预测师生关系,其中情绪运用对师生关系的亲密性、支持性和满意度的预测作用最为突出,情绪管理对师生冲突的负向预测作用最强。(3)社会问题解决技能在中学生情绪智力与师生关系之间起部分中介作用。This study aimed to achieve three goals： first, exploring the current status of the teacher-student relationship of secondary school students based on a large sample survey; second, exploring how students＇ emotional intelligence and social problem-solving skill influence their teacher-student relationship; third, testing the mediator effect of social problem-solving skill between emotional intelligence and teacher-student relationship. Six cities which represented different development levels in China, Guangzhou, Kunming, Xi＇ an, Wuhan, Harbin, and Beijing were selected. Then a key middle school （1285） and an ordinary middle school （1039） from each city were chosen and 2172 randomly chosen students participated in the survey. 1114 boys and 1058 girls, aged from 11 to 18, with an average age of 14. 5 years, standard deviation for 1.80. Psychology graduates were trained to be experimenters to collectively conduct the survey class for the unit. All participants completed three questionnaires including Adolescents＇ Emotional Intelligence Questionnaire （ revised by Liu Yan, Zou Hong, 2009 ） , Inventory of Social Problem Solving Skills （Yang Ying, 2009 ） , and Inventory of Teacher-Student Relationships （Pianta, 2001 ; revised by Qu Zhiyong, 2002 ）. All these measurement instruments were proved to have good reliability and validity. The results： （1） Secondary school students＇ overall teacher-student relationship displayed a non-significant interaction effect between gender and grade, but a significant main effect in gender （F （8, 4224） = 8.46, p 〈. 001 ） and grade （ F （ 12, 5588） = 15.71, p 〈. 001 ） ： students in the first grade had a better relationship with their teachers than the second-graders of junior and senior high school; boys scored significantly higher than girls in the aspect of conflict in the teacher-student relationship, but girls scored sig- nificantly higher than boys in the sense of satisfaction. （2） Correlation analysis results showed tha

关 键 词：情绪智力 社会问题解决技能 师生关系 中学生 

分 类 号：B841[哲学宗教—基础心理学]