中国青少年社会与情感能力发展水平报告——基于第二轮SSES测评数据

doi:10.16382/j.cnki.1000-5560.2024.05.001

摘要/Abstract

摘要：

本报告分析了我国济南市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16项社会与情感能力中的得分都高于15岁组学生。总体上，男生在多项社会与情感能力上得分高于女生；在10岁组学生群体中，除责任感和成就动机外，男生在其他各项社会与情感能力上得分均高于女生，差异最大的前三项能力分别为好奇心、创造性和信任。在15岁组学生群体中，责任感、共情、包容度三项能力得分女生高于男生，差异最大的能力为共情。其他各项社会与情感能力男生得分高于女生，差异最大的前三项能力分别为抗压力、情绪控制和好奇心。高社会经济地位学生群体社会与情感能力均高于低社会经济地位学生群体。普通中学和职业中学学生在社会与情感能力上无显著差异。15岁组学生群体中民办学校学生在交往能力和开放能力上都稍高于公办学校学生，而其他能力上结果相反。乐观是迄今为止与健康行为、身体意象、生活满意度、关系满意度、心理幸福感最为密切的能力。情绪控制和抗压力与学生学业焦虑的关系最为密切。任务能力尤其是成就动机和毅力，还有好奇心，和学生的语文、数学和艺术方面的成绩密切相关。值得注意的是，15岁组女生比男生从社会与情感能力中获益更多，而10岁组男生比女生从社会与情感能力中获益更多，且高社会经济地位学生的身体意象、健康行为、心理幸福感、关系满意度与大多数能力之间的关系要强于低社会经济地位学生。高社会经济地位学生往往比低社会经济地位学生参加更多的职业发展活动。社会与情感能力较高的学生，尤其是创造性和好奇心比较高的学生，其参与的职业发展活动更多。女孩和高社会经济地位学生往往比男孩和低社会经济地位学生对未来的教育和职业更有抱负。开放能力和任务能力水平高的学生对未来的教育期望和职业抱负更高。

关键词: 中国青少年, 社会与情感能力, 发展水平, 生活结果

Abstract:

This report analyzes data from the Survey on Social and Emotional Skills for the 10- and 15-year-old groups of students in Jinan City, China, and finds that students in the 10-year-old group scored higher than students in the 15-year-old group in all 16 social and emotional skills. In the 10-year-old group, boys scored higher than girls in all social and emotional skills except responsibility and achievement motivation, where the top three skills with the greatest differences were curiosity, creativity, and emotional control. In the 15-year-old group, girls scored higher than boys on responsibility, empathy, and tolerance, with empathy being the top one with the largest difference. Boys scored higher than girls in all other social and emotional skills, with the top three skills with the greatest differences being stress resistance, emotional control, and curiosity. The social and emotional skills of the advantaged students were higher than those of the disadvantaged group. There is no significant difference in social and emotional skills between general secondary school students and vocational secondary school students. In the 15-year-old group, private school students were slightly higher than public school students in engaging with the others and open-mindedness, while the results were reversed in other skills. Optimism was by far the skill most closely related to health behaviors, body image, life satisfaction, satisfaction with relationships, and current psychological well-being. Emotional control and stress resistance were most closely related to students’ test and class anxiety. Task performance, especially achievement motivation and perseverance, as well as curiosity were strongly associated with better student performance in Chinese, Math, and Arts. Notably, 15-year-old girls benefited more than boys from social and emotional skills, while 10-year-old boys benefited more than girls from social and emotional skills. The relationships between body image, health behaviors, satisfaction with relationships, current psychological well-being, and most of the skills were stronger for advantaged than that for disadvantaged students. Advantaged students tended to participate in more career development activities than disadvantaged students. Students with higher social and emotional skills, especially those with higher levels of creativity and curiosity, engaged in more career development activities. Girls and advantaged pupils tend to be more ambitious about their future education and careers than boys and disadvantaged pupils. Students with high levels of open-mindedness and task performance have higher future educational aspirations and career ambitions.

Key words: Chinese adolescence, social and emotional skills, development level, life satisfaction

袁振国, 黄忠敬, 王纮, 王翔宇, 张静. 中国青少年社会与情感能力发展水平报告——基于第二轮SSES测评数据[J]. 华东师范大学学报(教育科学版), 2024, 42(5): 1-32.

Zhenguo Yuan, Zhongjing Huang, Hong Wang, Xiangyu Wang, Jing Zhang. First Report on the Development of Chinese Adolescents’ Social and Emotional Skills: Based on the Second Round of SSES Data[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 1-32.

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