学校氛围对留守与非留守儿童情绪智力影响的比较及启示

The Effect Differences of School Climate on Non-/left-behind Children'Emotional Intelligence and Policy Enlightenment

学校是留守儿童情感关爱服务体系的重要一环,发挥学校的作用以弥补家庭支持功能的不足具有重要意义,而支持性的学校氛围建设则是发挥这一作用的关键。实证研究发现,相比非留守儿童,学校氛围对留守儿童情绪智力的影响更为显著,支持性的学校氛围对留守儿童的情绪智力发展更具正面意义,而控制性的学校氛围则具有破坏性。这启示我们应发起农村义务教育学校氛围建设行动,鼓励支持性的学校氛围建设,减少控制性的学校氛围。

School is one of the important links in the left-behind children＇s emotional care and service system,and it is important for the school to play the role to make up the deficiency of their family＇s supportive function. Developing the supportive school climate is the core for this role playing. Empirical study found that,comparing to not left-behind children,school climate had more significant effect on left-behind children＇s emotional intelligence（EI）,supportive school climate had more positive effect on their EI,and the controlled school climate had more negative effect. Therefore,the compulsory school climate should be improved nationwide,supportive school climate should be encouraged and the control factors should be reduced.