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The Relationship Between Teacher-Student Relationship and Adolescent Emotional Intelligence: A Chain-Mediated
Simin Wan1, Shuwei Lin1, Yirimuwen2
1School of Psychology, Zhejiang Normal University, Jinhua, Zhejiang, People's Republic of China.
Background:
As the role of emotional intelligence has been increasingly explored, researchers generally agree that emotional intelligence is a better predictor of individual success. And fortunately, emotional intelligence is somewhat easily shaped. Schools are important microsites for the shaping of an individual's emotional intelligence. Good teacher-student relationship contribute to the shaping and development of students' emotional intelligence.
Objective:
Based on the theory of developmental contextualism, the current study aims to identify the relationship between good teacher-student relationship and students' emotional intelligence, and the mediating roles of students' openness and emotional intelligence.
Methods:
In this study, a total of 352 adolescents (11-15 years old) from two schools were surveyed using the teacher-student relationship scale, big five inventory openness subscale, and emotional intelligence scale.
Results:
Teacher-student relationship were positively correlated with students' openness, empathy, and emotional intelligence. Teacher-student relationship positively predicted students' emotional intelligence; students' openness and empathy played a fully mediating role in teacher-student relationship and emotional intelligence.
Conclusion:
The closeness and supportiveness of the teacher-student relationship were positively related to students' openness, empathy, and emotional intelligence were positively correlated.
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