A Study On The Influence Of Teacher-Student Relationship And Peer Relationship On Junior High School Students’ Social And Emotional Competence

Social-emotional competencies are an individual’s own abilities,dispositions and characteristics,the degree to which they are developed has an undeniable impact on academic success,employability,active citizenship,and the acquisition of well-being.Research has shown that social-emotional competence is related to an individual’s educational attainment,labor market demand,health,and well-being.In addition,students’ social-emotional competence can be improved during the school year through school management and educational and pedagogical interventions.Teacher-student and peer relationships,two of the most important and common relationships students have when they are in school life,have been found in several studies to have a positive effect on improving students’ social-emotional competence.However,there are still few studies that combine these two to explore the social-emotional competence of junior school students in depth.Therefore,this study aims to explore the logical relationship between teacher-student relationship,peer relationship and social-emotional competence of junior school students,and to provide a theoretical basis and a practical basis for improving the social-emotional competence of junior school students,so that schools can better consider the management of students from the perspective of teacher-student relationship and peer relationship,and help junior school students better develop their social-emotional competence.This study uses symbiosis theory as the research perspective,In this study,the social and emotional skills questionnaire developed by the Ministry of Education-UNICEF Social-Emotional Learning Project Team,the revised teacher-student relationship questionnaire developed by Zou Hong and Qu Zhiyong,and the revised peer relationship scale developed by Zou Hong(1998)were used to investigate and study the social-emotional competency of junior school students.The collected questionnaire data were organized,and descriptive statistics,one-way ANOVA,independent sample t-test,and multiple linear regression analysis were performed on the data using the data analysis software SPSS.23.Results are as follows:1.the social-emotional competence of junior high school students was at an intermediate level,with the highest mean value on the dimension of others’ management and the lowest on the dimension of collective management,and the levels of the six dimensions were,in descending order,others’ management,others’ perception,self-management,collective perception,self-perception and collective management;the teacher-student relationship of junior high school students was at an intermediate level in general,and among the four dimensions of attachment,intimacy,conflict and avoidance,the mean value of intimacy was the highest and The overall development of junior high school students’ peer relationships was at a moderate to low level,and the scores of the three dimensions were,from high to low;rejection,loneliness and welcome.2.Teacher-student relationships and peer relationships significantly predicted social-emotional competence in middle school students.Teacher-student relationships positively predicted socio-emotional competence,in which avoidance,intimacy,and attachment(p<0.05)positively affected socio-emotional competence,and conflict(p>0.05)could not significantly affect socio-emotional competence;peer relationships could affect socio-emotional competence,in which welcome(p<0.05)had a positive effect on socio-emotional competence,loneliness(p<0.05)had a negative effect on socio-emotional The peer relationship can affect socioemotional competence,among which welcome(p<0.05)has a positive effect on socioemotional competence,loneliness(p<0.05)has a negative effect on socioemotional competence,and rejection(p>0.05)has no effect on socioemotional competence.3.The social-emotional competence of junior high school students differed significantly by gender,grade level,only child or not,whether they were class leaders,family economic status,student health status,parents’ literacy level,and family factors.In addition,the overall scores of peer relationship and teacher-student relationship were jointly used as independent variables,and a multiple linear regression of social-emotional competence of junior high school students revealed that teacher-student relationship had a positive effect on social-emotional competence of junior high school students,and peer relationship had a non-significant effect on social-emotional competence.There were significant differences in social-emotional competence among junior high school students by gender,grade level,only child or not,whether they were class officers,family economic status,student health status,parental and maternal literacy levels,and family factors.In addition,a multiple linear regression of the overall scores of peer relationship and teacher-student relationship together as independent variables on social-emotional competence of junior high school students revealed that teacher-student relationship had predictive power on social-emotional competence of junior high school students,and peer relationship had no predictive power on social-emotional competence.In response to the findings,this study proposes suggestions for the development of junior high school students’ social-emotional competence based on symbiosis theory from three aspects: firstly,strengthening the symbiotic unit of junior high school students’ social-emotional competence.Secondly,optimizing the symbiotic interface for junior high school students’ social-emotional competence enhancement.Finally,creating a symbiotic environment for junior high school students’ social-emotional competence enhancement.