Engaging with Others: The Report on the Study on Social and Emotional Skills of Chinese Adolescents (V)

doi:10.16382/j.cnki.1000-5560.2021.09.006

Abstract

Abstract:

This study uses the data from the OECD youth social and emotional skills assessment in Suzhou, China as the data source to present one dimension of the social and emotional skills survey about engaging with others. The results show that there is a significant medium correlation between engaging with others and other dimensions of social and emotional skills. There are significant differences in engaging with others among students of different ages, genders, schools and regions. Also, students’ engaging with others is significantly affected by students’ safe feelings and peer relationship, family background, teachers and school factors. Engaging with others has a significant impact on the life outcome variables of different groups of students. Therefore, the research results deliver some implications. First, intimate peer relationship is essential for improving students’ engaging with others. Second, harmonious teacher-student relationship is an important guarantee to promote students’ engaging with others. Third, good school atmosphere is the key to improving students’ engaging with others. Finally, positive family education is an important foundation for developing students’ engaging with others.

Key words: social and emotional skills, engaging with others, sociability, assertiveness, energy

Zhongjing Huang, Qian Wang, Huanchun Chen, Xingyuan Gao. Engaging with Others: The Report on the Study on Social and Emotional Skills of Chinese Adolescents (V)[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 93-108.

Figures/Tables 16

References 0

	崔红, 王登峰中西方“外向性”人格维度的内涵分析: 中西方人格量表在中国人群中的测量心理学报 2006 38 3 414 421 崔红, 王登峰. (2006). 中西方“外向性”人格维度的内涵分析: 中西方人格量表在中国人群中的测量. 心理学报,38(3),414—421.
	贺斌, 刘之谦. (1993). 初中学生心理与教育. 太原: 山西高校联合出版社.
	教育部. 建立国家监测制度促进义务教育质量提高[EB/OL]. (2020−12−16). http://www.moe.gov.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2015n/xwfb_150415/150415_sfcl/201504/t20150415_187149.html.
	谭锐, 周晖父母表露与青少年人际能力的关系研究心理发展与教育 2008 02 60 64 谭锐, 周晖. (2008). 父母表露与青少年人际能力的关系研究. 心理发展与教育,(02),60—64.
	王登峰, 崔红人格结构的中西方差异与中国人的人格特点心理科学进展 2007 15 2 196 202 王登峰, 崔红. (2007). 人格结构的中西方差异与中国人的人格特点. 心理科学进展,15(2),196—202.
	王军工科院校大学生自我和谐感与人际交往能力的关系研究心理科学 2007 06 1500 1502+1432 王军. (2007). 工科院校大学生自我和谐感与人际交往能力的关系研究. 心理科学,(06),1500—1502+1432. doi: 10.3969/j.issn.1671-6981.2007.06.057
	王中会, 罗慧兰, 张建新父母教养方式与青少年人格特点的关系中国临床心理学杂志 2006 14 3 315 317 王中会, 罗慧兰, 张建新. (2006). 父母教养方式与青少年人格特点的关系. 中国临床心理学杂志,14(3),315—317. doi: 10.3969/j.issn.1005-3611.2006.03.036
	熊文华, 周静. (2010). 人际交往与沟通. 苏州: 苏州大学出版社.
	袁振国, 赵勇敬畏大规模评估的力量: 什么是不能测量的中国教育政策评论.上海: 上海教育出版社 2019 袁振国,赵勇. (2019). 敬畏大规模评估的力量: 什么是不能测量的. 中国教育政策评论.上海:上海教育出版社.
	郑全全, 俞国良. (1999). 人际关系心理学. 北京: 人民教育出版社.
	Buhrmester, D Intimacy of friendship, interpersonal competence, and adjustment during preadolescence and adolescence Child Development 1990 61 1101 1111 Buhrmester, D. (1990). Intimacy of friendship, interpersonal competence, and adjustment during preadolescence and adolescence. Child Development, 61, 1101—1111. doi: 10.2307/1130878
	Bukowski, W. M., Newcomb, A. F., & Hartup, W. W. (1996). The company they keep: Friendship in childhood and adolescence. New York: Cambridge University Press.
	Buss, A. H. (1980). Self-consciousness and social anxiety. San Francisco: Freeman.
	Chen X, Rubin K. H Family conditions, parental acceptance and social competence and aggression Social Development 1994 3 3 269 290 Chen X, Rubin K. H. (1994). Family conditions, parental acceptance and social competence and aggression. Social Development, 3(3), 269—290. doi: 10.1111/j.1467-9507.1994.tb00045.x
	Darling, N., & Steinberg, L Parenting style as context: an integrative model Psychological Bulletin 1993 113 3 487 496 Darling, N., & Steinberg, L. (1993). Parenting style as context: an integrative model. Psychological Bulletin, 113(3), 487—496. doi: 10.1037/0033-2909.113.3.487
	Goldberg, J. S., & Carlson, M. J. Parents’ relationship quality and children's behavior in stable married and cohabiting families Journal of Marriage & Family 2014 76 4 762 777 Goldberg, J. S., & Carlson, M. J. (2014). Parents’ relationship quality and children's behavior in stable married and cohabiting families. Journal of Marriage & Family, 76(4), 762—777.
	Judge, T., & Zapata, C The person-situation debate revisited: Effect of situation strength and trait activation on the validity of the big five personality traits in predicting job performance Academy of Management Journal 2015 58 4 1149 1179 Judge, T., & Zapata, C. (2015). The person-situation debate revisited: Effect of situation strength and trait activation on the validity of the big five personality traits in predicting job performance. Academy of Management Journal, 58(4), 1149—1179. doi: 10.5465/amj.2010.0837
	Kankaraš, M. & Suarez-Alvarez, J. (2019). Assessment Framework of the OECD Study on Social and Emotional Skills, OECD Publishing.
	Masten, A. S. & Tellegen, A Resilience in developmental psychopathology: Contributions of the project competence longitudinal study Development & Psychopathology 2012 24 02 345 361 Masten, A. S. & Tellegen, A. (2012). Resilience in developmental psychopathology: Contributions of the project competence longitudinal study. Development & Psychopathology, 24(02), 345—361.
	OECD. (2013). How the quality of the learning environment is shaped. OECD Publishing. http://dx.doi.org/10.1787/9789264201156-en.
	Peneva, I. & Mavrodiev, S A historical approach to assertiveness Psychological Thought 2013 6 1 3 26 Peneva, I. & Mavrodiev, S. (2013). A historical approach to assertiveness. Psychological Thought, 6(1), 3—26. doi: 10.5964/psyct.v6i1.14

	10岁组			15岁组
	学生自评	家长评定	教师评定	学生自评	家长评定	教师评定
乐群	637.46±106.79	607.04±89.13	2.77±0.68	572.25±81.00	584.92±79.15	2.69±0.60
果敢	536.40±83.55	541.80±79.42	2.11±0.85	511.97±73.62	528.60±75.24	2.17±0.71
活力	592.15±99.37	573.43±78.09	2.52±0.75	526.68±75.95	548.03±72.49	2.44±0.64

		10岁组			15岁组
		乐群	果敢	活力	乐群	果敢	活力
交往能力	乐群	1	—	—	1	—	—
	果敢	0.36	1	—	0.38	1	—
	活力	0.55	0.40	1	0.61	0.41	1
任务能力	责任感	0.48	0.37	0.52	0.41	0.34	0.45
	毅力	0.47	0.39	0.55	0.41	0.35	0.52
	自控力	0.39	0.37	0.43	0.27	0.22	0.31
情绪调节	抗压力	0.43	0.30	0.55	0.41	0.25	0.56
	乐观	0.60	0.34	0.63	0.58	0.26	0.65
	情绪控制	0.46	0.28	0.52	0.41	0.17	0.48
协作能力	共情	0.61	0.36	0.55	0.64	0.37	0.52
	信任	0.49	0.19	0.41	0.51	0.16	0.48
	合作	0.63	0.35	0.58	0.65	0.32	0.55
开放能力	包容度	0.54	0.39	0.50	0.45	0.32	0.41
	好奇心	0.51	0.41	0.54	0.42	0.34	0.52
	创造力	0.54	0.44	0.59	0.46	0.41	0.54

年龄组	子能力	均数差（R–C）	Cohen’s d	P值
10岁组	乐群	?24.82	?0.23	<0.01
	果敢	?20.21	?0.24	<0.01
	活力	?18.76	?0.19	<0.01
15岁组	乐群	?10.18	?0.13	0.05
	果敢	?11.47	?0.16	<0.01
	活力	?5.01	?0.07	<0.01

性别	子能力	均数差（H – V）	Cohen’s d	P值
男	乐群	?0.77	?0.01	0.87
	果敢	?6.12	?0.08	0.12
	活力	?2.37	?0.03	0.56

女	乐群	?1.66	?0.02	0.72
	果敢	0.20	0.00	0.96
	活力	?3.87	?0.04	0.38

		乐群			果敢			活力
		系数	t值	P值	系数	t值	P值	系数	t值	P值
10岁组	性别（女生=1）	0.00	7.07	<0.01	0.00	2.37	0.02	?0.01	?21.34	<0.01
	年龄（月）	0.51	99.22	<0.01	0.53	111.61	<0.01	0.49	96.37	<0.01
	父母最高学历	0.00	1.71	0.09	0.03	12.85	<0.01	?0.01	?4.20	<0.01
	家庭拥有物	0.40	70.39	<0.01	0.36	68.73	<0.01	0.46	80.76	<0.01
	家庭设备	0.00	1.74	0.08	0.01	3.84	<0.01	?0.01	?3.41	<0.01
	家庭藏书量	0.07	39.60	<0.01	0.06	37.30	<0.01	0.07	36.36	<0.01
15岁组	性别（女生=1）	?0.02	?19.01	<0.01	0.00	?4.03	<0.01	?0.03	?35.63	<0.01
	年龄（月）	0.69	96.63	<0.01	0.69	95.33	<0.01	0.63	86.89	<0.01
	父母最高学历	0.01	3.79	<0.01	0.00	?0.11	0.91	0.01	2.87	<0.01
	家庭拥有物	0.22	27.33	<0.01	0.21	25.46	<0.01	0.34	42.00	<0.01
	家庭设备	0.07	17.56	<0.01	0.07	17.93	<0.01	0.02	5.99	<0.01
	家庭藏书量	0.01	5.46	<0.01	0.03	12.59	<0.01	0.01	5.30	<0.01