揭示中国中小学生同理心的多层次决定因素:SSES 2019的证据
Chao Jin1, Ying Liu2, Yanping Yang3
1Office of Academic Research, Jining University, Qufu, Shandong, China.
BMC psychology
|December 8, 2025
概括
学生的福祉,积极的关系和归属感增强了中国学生的同情心. 相反,欺凌和亲子冲突等因素对同理心水平没有显著影响.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 社会心理学 社会心理学
背景情况:
- 同理心对于学生的社会发展至关重要.
- 在中国小学和中学学生的同情心的决定因素仍然未被充分探索.
- 了解这些因素在中国教育背景下至关重要.
研究的目的:
- 调查中国中小学生同情心的多层次决定因素.
- 分析学生层面和学校层面影响同情心的因素.
- 检查与人口和年龄相关的同理心差异.
主要方法:
- 层次线性建模 (HLM) 分析.
- 利用了2019年社会和情感技能调查 (SSES) 的数据.
- 样本包括中国的6926名中小学生.
主要成果:
- 学生层面:心理健康,全球性思维,师生关系,同行关系和归属感与同理心有积极的相关性.
- 人口统计:女孩表现出比男孩更高的同情心;移民背景和SES没有显著的影响.
- 学校层面:学校平均SES与同理心有积极的关系;教师破坏性行为有负面的关系;促进社会情感技能没有显著的联系.
- 年龄:10岁的孩子比15岁的孩子表现出更高的同情心.
结论:
- 积极的学生福祉和支持性的关系是培养同情心的关键.
- 学校环境,特别是教师的行为和平均SES,影响学生的同情心.
- 年龄和性别是重要的人口因素,而移民身份和SES不是.
- 结果为中国的教育干预提供了洞察力.
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