中小学生情绪智力对人际适应的影响:情绪适应的中介作用

The Effect of Primary and Secondary School Students' Emotional Intelligence on Their Interpersonal Adaptation

情绪智力和人际适应是素质教育的重要内容,也是当前教育的薄弱环节。本研究旨在考察中小学生情绪智力和人际适应的发展特点,并探讨情绪智力和情绪适应对人际适应的影响。采用《青少年情绪智力量表》、《青少年情绪适应量表》和《青少年人际适应量表》对2207名中小学生进行调查,结果发现:(1)情绪运用、情绪理解和情绪管理存在显著的性别和年级差异,情绪感知差异不显著。(2)亲社会倾向存在显著的性别差异,女生得分显著高于男生,但人际疏离并不存在性别差异。(3)情绪智力、情绪适应和人际适应存在显著相关。(4)情绪智力对亲社会倾向有显著的正向预测作用,对人际疏离有显著的负向预测作用。情绪适应在情绪智力和人际适应之间的中介作用出现了分离,表现在:情绪适应在情绪智力和人际疏离之间存在部分中介作用,积极情绪的中介作用占总效应的29.27%,消极情绪的中介作用较小,占总效应的6.75%。情绪适应在情绪智力和亲社会倾向之间不存在中介作用。

Emotional intelligence and interpersonal adaptation, an important integral part of well-rounded education, remain weak in current education. This study aims to explore the development of primary and secondary school students＇ emotional intelligence and interpersonal adaptation, as well as their effect on interpersonal adaptation, by using questionnaires and scales to survey 2207 primary and secondary school students. The results show the following： （1） the students surveyed show a significant gender and grade difference in their use, understanding and management of emotions, but no significant difference in their cognition of emotions; （2） the girls show a significantly higher degree of prosocial tendency than the boys, but there is no difference in the students＇ interpersonal alienation; （3） there are significant correlations between the students＇ emotional intelligence, interpersonal adaptation and emotional adaptation; （4） their emotional intelligence helps significantly and positively predict their prosocial tendency, and significantly and negatively predict their interpersonal alienation; their emotional adaptation partially mediates their emotional intelligence and interpersonal alienation, and their negative emotions play an insignificant intermediary role; there is no mediating effect between their emotional intelligence and prosocial tendency.