华东师范大学学报(教育科学版) ›› 2021, Vol. 39 ›› Issue (9): 1-32.doi: 10.16382/j.cnki.1000-5560.2021.09.001

• “中国青少年社会与情感能力发展水平报告”专刊 •    下一篇

中国青少年社会与情感能力发展水平报告

袁振国1, 黄忠敬2, 李婧娟3, 张静4   

  1. 1. 华东师范大学教育学部,上海 200062
    2. 华东师范大学教育学部教育学系,上海 200062
    3. 苏州市教育局,苏州 215006
    4. 华东师范大学教育学部教育心理学系,上海 200062
  • 出版日期:2021-09-20 发布日期:2021-08-17
  • 基金资助:
    华东师范大学“幸福之花”基金先导项目(2019ECNU-XFZH011)

Report on Chinese Adolescence’s Development of Social and Emotional Skills

Zhenguo Yuan1, Zhongjing Huang2, Jingjuan Li3, Jing Zhang4   

  1. 1. Faculty of Education, East China Normal University, Shanghai 200062
    2. Department of Education, Faculty of Education, East China Normal University, Shanghai 200062
    3. Suzhou Municipal Education Bureau, Suzhou 215006
    4. Department of Educational Psychology, Faculty of Education, East China Normal University, Shanghai 200062
  • Online:2021-09-20 Published:2021-08-17

摘要:

本报告分析了我国苏州市10岁和15岁组学生社会与情感能力测评数据,结果发现:10岁组学生在所有15项社会与情感能力中的得分都略高于15岁组学生;10岁组学生中女生在合作、共情、乐群、毅力和包容度能力上得分高于男生;除包容度以外,15岁组学生中男生在其他社会与情感能力上得分都要高于女生。乐观是迄今为止与生活满意度和当前心理幸福感最为密切的能力,其次是活力和信任。抗压力和乐观与学生考试焦虑的关系最为密切。总体而言,学校归属感和师生关系与所有15项社会与情感能力呈正相关。相比之下,校园欺凌与所有15项社会与情感能力呈显著负相关。归属感与乐群、乐观和合作能力呈正相关。师生关系与乐观、好奇心和合作能力相关。校园欺凌与情绪调节(乐观、情绪控制和抗压力)密切相关。

关键词: 中国青少年, 社会与情感能力, 发展水平, 影响因素, 生活结果

Abstract:

This report analyzes the Suzhou data in the SSES main study on 10-year-old and 15-year-old students’ social and emotional skills. The results show that 10-year-old students score higher on all 15 social and emotional skills than 15-year-old students. Among 10-year-old students, girls score higher on cooperation, empathy, sociability, persistence, and tolerance than boys. Except for tolerance, among 15-year-old students, boys score higher on other social and emotional skills than girls. Optimism is by far the most closely related ability to life satisfaction and psychological well-being, followed by energy and trust. Stress resilience and optimism are most closely related to students’ test anxiety. In general, sense of school belonging and teacher-student relationship are positively correlated with all 15 social and emotional skills, in particular with optimism, curiosity and cooperation. In contrast, school bullying is negatively correlated with all 15 social and emotional skills, in particular with emotion regulation (optimism, emotional control and stress resilience).

Key words: Chinese adolescence, social and emotional skills, development, predictors, life outcomes