学校教育如何助力学生社会与情感能力发展?——基于聚类分析的探讨

How School Education Contributes to the Social and Emotional Development of Students:A Study Based on Cluster Analysis

本研究聚焦于五个关键的学校影响因素(学生感知的同学关系、师生关系、教师反馈、学校归属感以及课外活动),深入探讨它们如何共同作用于学生的社会与情感能力发展。我们运用OECD的SSES2023中国调查数据(10岁与15岁学生共计7648名),将上述五个影响因素作为变量进行聚类分析,采用方差分析及事后检验方法,揭示不同类别的学生群体在社会与情感能力方面的差异。研究结果显示,基于5个学校变量可将这些学生聚类分为5个群组:学校满意组(学生的上述五个影响因素得分都较高)、社交优势组(同学关系、师生关系、学校归属感得分相对较高)、多元兴趣组(课外活动得分最高)、反馈达人组(教师反馈得分较高)以及学校助力组(上述五个影响因素得分都最低)。其中,学校满意组的学生在社会与情感能力方面表现最为出色,而学校助力组则最弱。此外,社交优势组、多元兴趣组和反馈达人组在不同年龄段和能力水平上表现出不同的差异。本研究为理解学校在促进学生社会与情感能力发展中的综合影响提供了实证依据,对于指导学校制定针对性的教学策略和干预措施具有重要意义。

This study focuses on five key school influencing factors perceived by students:student-classmate relationship,student-teacher relationship,teacher feedback,extra-curricular activities,and sense of belonging at school,and investigates how they collectively impact the social and emotional skills development of students.Utilizing data from the OECD's SSES2023 China survey,which includes a total of 7,648 students aged 10 and 15,we conducted a cluster analysis with the aforementioned five influencing factors as variables.By employing variance analysis and post-hoc tests,we uncovered differences in social and emotional competencies among student groups categorized by these factors.The study identifies five student clusters based on the perceived five school variables:School Satisfaction Group(students scoring high on all five school influencing factors),Social Advantage Group(students scoring high on student-classmate relationship,student-teacher relationship,and student-classmate relationship,studentteacher relationship),Diverse Interest Group(students scoring highest on extra-curricular activities),Feedback Proficient Group(students scoring high on teacher feedback),and School Support Group(students scoring lowest on all five school influencing factors).Among these,students in the School Satisfaction Group demonstrate the most outstanding performance in social and emotional skills,while the School Support Group exhibits the weakest performance.Furthermore,the Social Advantage Group,Diverse Interest Group,and Feedback Proficient Group show variations across different age groups and skill levels.This study not only provides robust data support for schools to conduct social and emotional skills but also offers empirical evidence for understanding the comprehensive influence of school factors on students'social and emotional skills development.It is of significant importance for guiding schools to formulate targeted teaching strategies and intervention measures,thus promoting students’comprehensive and healthy development.