An Empirical Study And Educational Enlightenment On The Influence Of Teacher-student Relationship On The Social Emotional Competence Of Primary School Students

Social and emotional learning is a reform and exploratory action that promotes the development of students’ social and emotional abilities and improves the quality of basic education.The purpose is to provide each student with high-quality education.Social and emotional competence refers to the ability of students to learn to recognize and manage their own emotions,develop care and care for others,have empathy,make responsible decisions,and establish and maintain good interpersonal relationships.Studies have shown that participating in social and emotional learning projects has a positive impact on students.In the non-cognitive field,it is manifested as an increase in pro-social behavior and a decrease in internal and external problems.In the cognitive field,it is manifested as an improvement in academic performance.The teacher-student relationship has a significant impact on improving students’ social and emotional competence.For students,a good teacher-student relationship may be formed by teachers’ active social support,or it may have nothing to do with the teacher’s behavior,such as students’ preference for teachers and other factors.Then,exploring the specific role of teacher social support in the path of teacher-student relationship influencing students’ social and emotional competence will help us better understand the specific path of teacher-student relationship affecting students’ social and emotional competence,so as to improve teachers’ social support in a targeted manner.Provide empirical evidence for improving students’ social and emotional competence.In response to the research question,this study took students from grades4-6 in two primary schools in Chengdu as the survey subjects,and used the self-translated Social and Emotional Competence Scale,Teacher-Student Relationship scale and Teacher Social Support Scale to survey the students.The survey data descriptive statistical analysis,analysis of variance,correlation analysis,regression analysis and mediating effect analysis are used.The research conclusions are as follows:(1)The social and emotional competence,perceived teacher-student relationship and teacher social support of the two senior elementary school students in Chengdu surveyed by the research institute are generally at a good level,and their scores are mainly concentrated in high scores.(2)There are significant differences in gender,grade,and family capital in the social and emotional competence,perceived teacher-student relationship,and teacher social support of the upper grades of primary school students.(3)There is a significant correlation between the social and emotional competence,the perceived teacher-student relationship,and the teacher’s social support of the students in the upper grades of elementary school.(4)The teacher-student relationship and teacher social support perceived by the students in the upper grades of elementary school can significantly predict the social and emotional competence of the students.(5)Teacher social support plays a part of the mediating role in the influence of teacher-student relationship on students’ social and emotional competence,and the mediating effect accounts for 60.67%.In response to the survey results,this research puts forward specific suggestions for cultivating elementary school students’ social and emotional competence: one is to pay attention to gender differences between men and women and help students develop in a balanced way;the other is to implement effective teaching strategies for different grades;the third is to focus on differences in family backgrounds and promote Students make progress together;the fourth is to reduce teacher-student conflicts and cultivate a close teacher-student relationship;the fifth is to highlight teachers’ social support behaviors and promote the improvement of students’ social and emotional competence.