先赋抑或后致:家庭背景与学校氛围何以形塑大学生社会情感能力

Predisposition or Posteriority:How Family Background and Campus Climate Shape the Social-emotional Skills of University Students

随着高等教育转向“增质提效”的内涵式发展阶段,社会情感能力渐趋成为考查学生发展质量的关键指标。基于浙江省4462名大学生调查数据,运用OLS多元回归、Shapley值分解、分位数回归模型,揭示先赋性的家庭背景和后致性的学校氛围形塑大学生社会情感能力的影响效应和机理。研究发现,家庭文化资本和学校氛围均会显著正向影响大学生社会情感能力;学校氛围是影响社会情感能力的核心解释要素;农村籍大学生在学校氛围中的同伴信任和教师信任获得收益更高;家庭文化资本对社会情感能力具有“边际递增”作用,而学校氛围中的教师尊重和同伴支持则对社会情感能力处于弱势的学生效益更高。研究建议,家庭应采用温暖型教养方式,并优化文化资本要素;高校需将学校氛围作为“软指标”纳入高等教育内涵式发展和学生综合素质评价体系,并增强对大学生社会情感学习的个性化支持;学生个体要积极参与高影响力教育活动,维系良性生师互动与同伴支持,以提升自身社会情感能力。

As higher education is shifting to the connotative development stage of“increasing quality and improving fficiency”,social-emotional skills are becoming key indicator of students’development quality.Based on the survey data of 4,462 university students in Zhejiang Province,OIS multiple regression,Shapley's decomposition,and quantile regression models were applied to reveal the effects and mechanisms of family background and campus climate in shaping students'social-emotional skills.The study found that both family cultural capital and campus climate significantly and positively affect students’social-emotional skills.Campus climate is the core explanatory element of social--emotional skills.Rural students have higher gains in peer trust and teacher trust in campus climate and their family cultural capital has a“marginal increasing” effect on social--emotional skills,when teacher respect and peer support in the campus climate have higher benefits for students with weak social-emotional skills.The study suggests that families should adopt warm parenting styles and optimise the elements of cultural capital.Universities could incorporate campus climate as a soft indicator into the internal development of higher education and the evaluation system of students’comprehensive quality,and enhance the personalised support for students’social-emotional skills learmning.Individual students should actively participate in high-impact educational activities and maintain positive student-teacher interactions and peer support to enhance their social-emotional skills.