社会与情感能力如何影响学生的公共参与？——基于第二轮SSES测评数据

doi:10.16382/j.cnki.1000-5560.2024.05.006

摘要/Abstract

摘要：

积极有效的公共参与是培养学生成为“时代新人”的关键。研究利用Survey on Social and Emotional Skills（SSES 2023）的中国济南调查数据，考察10岁和15岁组学生的公共参与现状，并探究社会与情感能力对公共参与的影响及其作用机制。结果发现：（1）超半数参与调查的学生未参加过环境保护和志愿服务相关的公共活动，公共参与人数随参与频率的增加而降低，且10岁组学生公共参与频率显著高于15岁组学生；（2）果敢、创造性与成就动机是影响学生公共参与的关键能力，其对公共参与的重要性优于其他社会与情感能力；（3）社会与情感能力不仅直接影响学生的公共参与，还通过同学关系的中介路径、学校归属感的中介路径以及同学关系和学校归属感的链式中介路径间接影响学生的公共参与。研究揭示了社会与情感能力在公民教育中的重要作用，启示以社会与情感能力为抓手，多举措提升学生的公共参与水平。

关键词: 社会与情感能力, 公共参与, 学校归属感, 同学关系

Abstract:

Active and effective public engagement is crucial in cultivating students to become “New Era Individuals”. This study leverages data from the Survey on Social and Emotional Skills (SSES 2023) conducted in Jinan, China, examining the current status of public engagement among students aged 10 and 15, and exploring the impact and mechanisms of social and emotional competencies on public engagement. The findings reveal that: (1) more than half of the surveyed students have never participated in public activities related to environmental protection or voluntary services, with the number of participants decreasing as the frequency of participation increases, and the public engagement frequency of 10-year-old students being significantly higher than that of 15-year-olds. (2) Assertiveness, creativity, and achievement motivation are key skills influencing students’ public engagement, with their importance surpassing other social and emotional skills. (3) Social and emotional skills not only directly influence students’ public engagement but also indirectly affect it through mediating pathways such as student-classmate relationship, sense of belonging at school, and the chained mediation of both. The study highlights the significant role of social and emotional skills in civic education, suggesting that leveraging these skills can enhance students’ level of public engagement through various measures.

Key words: social and emotional skills, public engagement, sense of belonging at school, student-classmate relationship

唐汉卫, 张红, 高星原. 社会与情感能力如何影响学生的公共参与？——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): 99-111.

Hanwei Tang, Hong Zhang, Xingyuan Gao. How Social and Emotional Skills Influence Students’ Public Engagement: Based on the Second Round of SSES[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 99-111.

图/表 6

图 1

图 2

图 3

图 4

表 1

表 2

参考文献 0

	陈传锋&李成齐. 当前我国中小学生的课外社会性学习状况堪忧——基于中小学生参加社会实践和公益性活动的调查中国教育学刊 2015 08 14 19 陈传锋&李成齐. (2015). 当前我国中小学生的课外社会性学习状况堪忧——基于中小学生参加社会实践和公益性活动的调查. 中国教育学刊, (08), 14—19.
	党秀云. 论公共管理中的公民参与中国行政管理 2003 10 32 35 党秀云. (2003). 论公共管理中的公民参与. 中国行政管理, (10), 32—35.
	冯建军. 学校公共生活与公民教育苏州大学学报(教育科学版) 2014 2 02 28 38+127 冯建军. (2014). 学校公共生活与公民教育. 苏州大学学报(教育科学版), 2(02), 28—38+127.
	刘志 & 梁晨曦(2021). 将培养学生社会与情感能力作为五育融合的有力抓手. 中国教育学刊, (02), 1—5+11.
	习近平. (2022). 高举中国特色社会主义伟大旗帜为全面建设社会主义现代化国家而团结奋斗——在中国共产党第二十次全国代表大会上的报告. 人民日报, 2022-10-26 (001).
	严挺 & 卢春龙(2022). 中国的社会宽容及其对公共参与的影响. 学习与探索, (01), 68—75.
	中华人民共和国教育部. (2022a). 义务教育道德与法治课程标准(2022年版). 北京: 北京师范大学出版社.
	中华人民共和国教育部. (2022b). 义务教育课程方案(2022年版). 北京: 北京师范大学出版社.
	中央编译局比较政治与经济研究中心. (2009). 公共参与手册: 参与改变命运. 北京: 社会科学文献出版社.
	Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. What schools need to know about fostering school belonging: A meta-analysis Educational Psychology Review 2018 30 1 34 Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30, 1—34.
	Barbot, B., Lubart, T. I., & Besançon, M. “Peaks, slumps, and bumps”: Individual differences in the development of creativity in children and adolescents New directions for child and adolescent development 2016 2016 151 33 45 Barbot, B., Lubart, T. I., & Besançon, M. (2016). “Peaks, slumps, and bumps”: Individual differences in the development of creativity in children and adolescents. New directions for child and adolescent development, 2016(151), 33—45.
	Baumeister, R. F., & Leary, M. R. (2017). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Interpersonal development, 57—89.
	Bezci, Ş. Youth in Crisis: An Eriksonian Interpretation of Adolescent Identity in" Franny" Novitas-ROYAL (Research on Youth and Language) 2008 2 1 1 12 Bezci, Ş. (2008). Youth in Crisis: An Eriksonian Interpretation of Adolescent Identity in" Franny". Novitas-ROYAL (Research on Youth and Language), 2(1), 1—12.
	Breiman, L. Random forests Machine learning 2001 45 5 32 Breiman, L. (2001). Random forests. Machine learning, 45, 5—32.
	Brown, B. B. (2004). Adolescents’ relationships with peers. In R. M. Lerner, & L. Steinberg (Eds. ), Handbook of adolescent psychology (pp. 363−394). John Wiley & Sons, Inc.
	Cantero-Sánchez, F. J., León-Rubio, J. M., Vázquez-Morejón, R., & León-Pérez, J. M. Evaluation of an Assertiveness Training based on the Social Learning Theory for Occupational Health, Safety and Environment Practitioners Sustainability 2021 13 20 11504 Cantero-Sánchez, F. J., León-Rubio, J. M., Vázquez-Morejón, R., & León-Pérez, J. M. (2021). Evaluation of an Assertiveness Training based on the Social Learning Theory for Occupational Health, Safety and Environment Practitioners. Sustainability, 13(20), 11504.
	Encina, Y., & Berger, C. Civic behavior and sense of belonging at school: The moderating role of school climate Child Indicators Research 2021 14 1453 1477 Encina, Y., & Berger, C. (2021). Civic behavior and sense of belonging at school: The moderating role of school climate. Child Indicators Research, 14, 1453—1477.
	Hoffman, A. J., McGuire, L., Rutland, A., Hartstone-Rose, A., Irvin, M. J., Winterbottom, M., . . . & Mulvey, K. L. The relations and role of social competencies and belonging with math and science interest and efficacy for adolescents in informal STEM programs Journal of Youth and Adolescence 2021 50 314 323 Hoffman, A. J., McGuire, L., Rutland, A., Hartstone-Rose, A., Irvin, M. J., Winterbottom, M., . . & Mulvey, K. L. (2021). The relations and role of social competencies and belonging with math and science interest and efficacy for adolescents in informal STEM programs. Journal of Youth and Adolescence, 50, 314—323.
	House, J. S., Umberson, D., & Landis, K. R. Structures and processes of social support Annual review of sociology 1988 14 1 293 318 House, J. S., Umberson, D., & Landis, K. R. (1988). Structures and processes of social support. Annual review of sociology, 14(1), 293—318.
	Karakos, H. L., Voight, A., Geller, J. D., Nixon, C. T., & Nation, M. Student civic participation and school climate: Associations at multiple levels of the school ecology Journal of Community Psychology 2016 44 2 166 181 Karakos, H. L., Voight, A., Geller, J. D., Nixon, C. T., & Nation, M. (2016). Student civic participation and school climate: Associations at multiple levels of the school ecology. Journal of Community Psychology, 44(2), 166—181.
	Kiefer, S. M., Alley, K. M., & Ellerbrock, C. R. Teacher and peer support for young adolescents’ motivation, engagement, and school belonging Rmle Online 2015 38 8 1 18 Kiefer, S. M., Alley, K. M., & Ellerbrock, C. R. (2015). Teacher and peer support for young adolescents’ motivation, engagement, and school belonging. Rmle Online, 38(8), 1—18.
	Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review Research papers in education 2020 35 6 641 680 Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2020). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review. Research papers in education, 35(6), 641—680.
	Luengo Kanacri, B. P., González, R., Valdenegro, D., Jiménez-Moya, G., Saavedra, P., Mora, E. A., . . . & Pastorelli, C. Civic engagement and giving behaviors: The role of empathy and beliefs about poverty The Journal of social psychology 2016 156 3 256 271 Luengo Kanacri, B. P., González, R., Valdenegro, D., Jiménez-Moya, G., Saavedra, P., Mora, E. A., . . & Pastorelli, C. (2016). Civic engagement and giving behaviors: The role of empathy and beliefs about poverty. The Journal of social psychology, 156(3), 256—271.
	Martiny, S. E., & Rubin, M. (2016). Towards a clearer understanding of social identity Theory’s self-esteem hypothesis. Understanding peace and conflict through social identity theory (pp. 19−32). Springer International Publishing.
	Oberle, E., Schonert-Reichl, K. A., & Thomson, K. C. Understanding the link between social and emotional well-being and peer relations in early adolescence: Gender-specific predictors of peer acceptance Journal of youth and adolescence 2010 39 1330 1342 Oberle, E., Schonert-Reichl, K. A., & Thomson, K. C. (2010). Understanding the link between social and emotional well-being and peer relations in early adolescence: Gender-specific predictors of peer acceptance. Journal of youth and adolescence, 39, 1330—1342.
	Ogurlu, Ü., Sevgi-Yalın, H., & Yavuz-Birben, F. The relationship between social–emotional learning ability and perceived social support in gifted students Gifted Education International 2018 34 1 76 95 Ogurlu, Ü., Sevgi-Yalın, H., & Yavuz-Birben, F. (2018). The relationship between social–emotional learning ability and perceived social support in gifted students. Gifted Education International, 34(1), 76—95.
	Oosterhoff, B., Alvis, L., Deutchman, D., Poppler, A., & Palmer, C. A. Civic development within the peer context: Associations between early adolescent social connectedness and civic engagement Journal of Youth and Adolescence 2021 50 1870 1883 Oosterhoff, B., Alvis, L., Deutchman, D., Poppler, A., & Palmer, C. A. (2021). Civic development within the peer context: Associations between early adolescent social connectedness and civic engagement. Journal of Youth and Adolescence, 50, 1870—1883.
	Palikara, O., Castro-Kemp, S., Gaona, C., & Eirinaki, V. The mediating role of school belonging in the relationship between socioemotional well-being and loneliness in primary school age children Australian journal of psychology 2021 73 1 24 34 Palikara, O., Castro-Kemp, S., Gaona, C., & Eirinaki, V. (2021). The mediating role of school belonging in the relationship between socioemotional well-being and loneliness in primary school age children. Australian journal of psychology, 73(1), 24—34.
	Rossi, G., Lenzi, M., Sharkey, J. D., Vieno, A., & Santinello, M. Factors associated with civic engagement in adolescence: The effects of neighborhood, school, family, and peer contexts Journal of community psychology 2016 44 8 1040 1058 Rossi, G., Lenzi, M., Sharkey, J. D., Vieno, A., & Santinello, M. (2016). Factors associated with civic engagement in adolescence: The effects of neighborhood, school, family, and peer contexts. Journal of community psychology, 44(8), 1040—1058.
	Soto, C. J., Napolitano, C. M., Sewell, M. N., Yoon, H. J., & Roberts, B. W. Going beyond traits: Social, emotional, and behavioral skills matter for adolescents’ success Social Psychological and Personality Science 2024 15 1 33 45 Soto, C. J., Napolitano, C. M., Sewell, M. N., Yoon, H. J., & Roberts, B. W. (2024). Going beyond traits: Social, emotional, and behavioral skills matter for adolescents’ success. Social Psychological and Personality Science, 15(1), 33—45.
	Steinberg, L., & Morris, A. S. Adolescent development Annual review of psychology 2001 52 1 83 110 Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual review of psychology, 52(1), 83—110.
	Uslu, F., & Gizir, S. School belonging of adolescents: The role of teacher-student relationships, peer relationships and family involvement Educational Sciences-Theory & Practice 2017 17 1 63 82 Uslu, F., & Gizir, S. (2017). School belonging of adolescents: The role of teacher-student relationships, peer relationships and family involvement. Educational Sciences-Theory & Practice, 17(1), 63—82.
	Wagaman, M. A. Social empathy as a framework for adolescent empowerment Journal of Social Service Research 2011 37 3 278 293 Wagaman, M. A. (2011). Social empathy as a framework for adolescent empowerment. Journal of Social Service Research, 37(3), 278—293.
	Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds. ), Handbook of social and emotional learning: Research and practice (pp. 3–19). New York, NY, US: The Guilford Press.
	Zalewska, A. M. Citizenship activity in emerging adults: the role of self-esteem, social skills, and well-being Current Issues in Personality Psychology 2023 11 2 108 120 Zalewska, A. M. (2023). Citizenship activity in emerging adults: the role of self-esteem, social skills, and well-being. Current Issues in Personality Psychology, 11(2), 108—120.

路径		环境保护
		效应值	效应量	95%置信区间
		效应值	效应量	下限	上限
10岁组（模型1）	直接效应	0.099	53.51%	0.061	0.136
	间接效应	0.086	46.49%	0.068	0.105
	果敢→学校归属感→环境保护	0.014	7.57%	0.006	0.022
	果敢→同学关系→环境保护	0.052	28.11%	0.032	0.072
	果敢→同学关系→学校归属感→环境保护	0.020	10.81%	0.009	0.031
15岁组（模型2）	直接效应	0.162	75.00%	0.124	0.200
	间接效应	0.054	25.00%	0.034	0.074
	成就动机→学校归属感→环境保护	0.014	6.48%	0.004	0.023
	成就动机→同学关系→环境保护	0.024	11.11%	0.003	0.044
	成就动机→同学关系→学校归属感→环境保护	0.016	7.41%	0.005	0.028

路径		志愿服务
		效应值	效应量	95%置信区间
		效应值	效应量	下限	上限
10岁组（模型3）	直接效应	0.195	79.27%	0.156	0.233
	间接效应	0.051	20.73%	0.032	0.070
	创造性→学校归属感→志愿服务	0.002	0.81%	?0.006	0.010
	创造性→同学关系→志愿服务	0.046	18.70%	0.025	0.067
	创造性→同学关系→学校归属感→志愿服务	0.003	1.22%	?0.009	0.014
15岁组（模型4）	直接效应	0.199	81.22%	0.165	0.233
	间接效应	0.046	18.78%	0.030	0.062
	果敢→学校归属感→志愿服务	0.012	4.90%	0.001	0.022
	果敢→同学关系→志愿服务	0.025	10.20%	0.011	0.039
	果敢→同学关系→学校归属感→志愿服务	0.009	3.67%	0.001	0.018

[1]	刘志, 黎佳, 梁晨曦. 家庭社会经济地位对学生社会与情感能力的影响——成长型思维和学业焦虑的链式中介作用[J]. 华东师范大学学报(教育科学版), 2024, 42(5): 83-98.
[2]	张静, 郑杰, 崔海丽, 张丽君. 学校教育如何助力学生社会与情感能力发展?——基于聚类分析的探讨[J]. 华东师范大学学报(教育科学版), 2024, 42(5): 72-82.
[3]	邵志芳, 唐一鹏, 张静. 中国青少年社会与情感能力第二轮测评技术报告[J]. 华东师范大学学报(教育科学版), 2024, 42(5): 58-71.
[4]	黄忠敬, 唐一鹏, 王娟. 学生社会与情感能力：国际比较与中国表现[J]. 华东师范大学学报(教育科学版), 2024, 42(5): 33-57.
[5]	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.
[6]	张静, 金泽梁, 黄忠敬. 社会与情感能力能否有效减少学生受欺凌？——基于OECD社会与情感能力测评的实证分析[J]. 华东师范大学学报(教育科学版), 2023, 41(4): 46-55.
[7]	唐一鹏, 黄忠敬. 社会与情感能力培养成效的实证研究——基于SSES数据的国际比较分析[J]. 华东师范大学学报(教育科学版), 2023, 41(4): 33-45.
[8]	黄忠敬, 尚凯悦, 张静. 成长型思维如何影响学生社会与情感能力的发展？——基于OECD社会与情感能力测评的实证分析[J]. 华东师范大学学报(教育科学版), 2023, 41(4): 22-32.
[9]	郑磊, 孙钰. 有志者，事竟成——学生意志力对认知能力的异质性影响[J]. 华东师范大学学报(教育科学版), 2022, 40(8): 83-95.
[10]	黄忠敬, 王倩, 陈唤春, 高星原. 交往能力：中国青少年社会与情感能力测评分报告之五[J]. 华东师范大学学报(教育科学版), 2021, 39(9): 93-108.
[11]	邵志芳, 刘志, 杨舒豫, 黄忠敬. 开放能力：中国青少年社会与情感能力测评分报告之四[J]. 华东师范大学学报(教育科学版), 2021, 39(9): 77-92.
[12]	唐一鹏, 郑杰, 孙晓雪, 黄忠敬. 协作能力：中国青少年社会与情感能力测评分报告之三[J]. 华东师范大学学报(教育科学版), 2021, 39(9): 62-76.
[13]	刘志, 朱锐锐, 崔海丽, 黄忠敬. 情绪调节：中国青少年社会与情感能力测评分报告之二[J]. 华东师范大学学报(教育科学版), 2021, 39(9): 47-61.
[14]	高星原, 陈红燕, 吴洁, 黄忠敬. 任务能力：中国青少年社会与情感能力测评分报告之一[J]. 华东师范大学学报(教育科学版), 2021, 39(9): 33-46.
[15]	张静, 唐一鹏, 郭家俊, 邵志芳. 中国青少年社会与情感能力测评之技术报告[J]. 华东师范大学学报(教育科学版), 2021, 39(9): 109-126.