学生认知能力和社会情感发展关系的实证研究——环境因素的中介作用

An Empirical Study on the Relationship between Students’ Cognitive Ability and Social Emotional Development

改革开放40年来,我国的教育系统以考试驱动为架构,体现为“重认知,轻情感”。随着时代的发展,学生的社会情感发展与认知能力的关系开始受到学者、教育工作者和政策制定者的关注。本文以在甘肃省靖远、景泰县两地收集到1379名4-6年级小学生的社会情感发展与认知能力的数据为基础,运用结构方程模型对当地学生的社会情感发展水平与认知能力的关系进行了研究。研究结果表明(1)农村学生的社会情感发展水平跟全国平均水平相比并不低;(2)学生的认知能力与社会情感发展水平有显著的相关性;(3)环境因素作为社会情感发展与认知能力的中介效应是显著的,环境因素在社会情感发展与认知能力之间起到完全中介的效果。

In the past 40 years of reform and opening up,the education system in our country has been based on the examination driven architecture,which embodies the“heavy cognition and light emotion”.With the development of the times,the relationship between the social emotional development and the cognitive ability of the students has attracted the attention of scholars,educators and policymakers.Based on the data of the social emotional development and cognitive ability of 1379 grade 4-6 pupils in Jingyuan and Jingtai,Gansu Province,this paper studies the relationship between the level of social emotion development and the cognitive ability of the local students by using the structural equation model.The results show that(1)the level of social emotional development of rural students is not low compared with the national average;(2)there is a significant correlation between the cognitive ability of the students and the level of social emotional development;(3)the mediating effect of environmental factors as the social emotion development and cognitive ability is significant,and the environmental factors are in social emotion.There is a complete mediation effect between development and cognitive ability.