Research On The Assessment And Influencing Factors Of Primary School Students' Emotional Literac

Numerous studies have shown that emotional literacy is a key competency that affects individual success and well-being;it is related to students’ academic performance,physical and mental health,social participation and life satisfaction,and has a positive effect on reducing anti-social behaviour,school bullying and mental illness among young people.The emphasis on the cultivation and development of students’ emotional literacy has become a global consensus and a priority direction for education reform in countries around the world.In this context,it is undoubtedly necessary to explore the theoretical model,developmental status and influencing factors of primary school students’ emotional literacy,and then to explore how to cultivate and improve the emotional literacy of primary school students.Based on a review of the academic literature,the thesis summarises and analyses the existing theoretical models of emotional literacy in various countries around the world,on the basis of which a five-dimensional theoretical model of primary school students’ emotional literacy is constructed,namely: recognition,understanding,expression,regulation,socialisation and application of emotions.Similarly,through a review of the academic literature,the thesis outlines six major influences on the development of primary school students’ emotional literacy,namely: curriculum penetration,school culture,teacher support(teacher-student relationship),classroom teaching,classroom management and parent-child interaction.Based on the above theoretical model,with reference to existing tools for assessing emotional literacy in countries around the world,and taking into account the physical and mental developmental characteristics of primary school students,the thesis developed the Questionnaire on the Current Situation of Primary School Students’ Emotional Literacy Development(initial questionnaire)and the Questionnaire on Factors Affecting Primary School Students’ Emotional Literacy(initial questionnaire).In order to test whether the questionnaire met the basic requirements of psychometrics,the author used three classes of fourth grade students in a primary school in Songjiang District,Shanghai as the test subjects and distributed191 electronic questionnaires,with 184 valid questionnaires.After statistical analysis and testing,the questionnaire items for the survey of primary school students’ emotional literacy were reduced from the initial 47 items to 35 items,and the questionnaire items for the survey of factors influencing primary school students’ emotional literacy were reduced from the initial 56 items to 47 items.A total of 398 questionnaires were distributed electronically to students in years 4-6 in a primary school in Qingshuihe County,Hohhot,Inner Mongolia,and 337 questionnaires were valid after the invalid questionnaires were eliminated.In order to gain a deeper understanding of the developmental status and influencing factors of primary school students’ emotional literacy,the thesis also designed an interview outline for teachers and students(including three class teachers,two teachers of Daofa course and mental health education course and three primary school students),aiming to explore the developmental status and influencing factors of primary school students’ emotional literacy with the results of the questionnaire survey,and to provide clues for relevant countermeasures and suggestions at the end.The main conclusions and findings of the thesis are:(1)After empirical statistical analysis and testing,primary school students’ emotional literacy consists of six main dimensions,namely: identification and expression of self-emotions,identification of others’ emotions,emotional understanding,emotional regulation,socially appropriate emotional expression and collaboration,and pro-social values and interpersonal interactions,which are different from the theoretical model initially hypothesised.(2)After empirical statistical analysis and testing,there are six main factors influencing the emotional literacy of primary school students,namely: curriculum penetration,school culture,teacher support(teacher-student relationship),classroom climate,classroom management and parent-child interaction.These six factors were generally consistent with the pre-theoretical hypotheses.(3)For the sample tested,primary school students’ overall emotional literacy was in a good condition,but the development was uneven within the sample.The lowest scores were for emotional regulation and the highest scores were for socially acceptable emotional expression and collaboration.In terms of intra-group differences,there were no significant differences in the scores of primary school students on the dimensions of gender,only child or not,family economic status and parents’ marital status,while there were significant differences in the scores of students on the dimension of whether they had read picture books on emotional topics.(4)For the sample,the top five factors influencing primary school students’ emotional literacy(school culture,teacher support,classroom climate,classroom management,and parent-child interaction)were all moderately positively related to emotional literacy.Stepwise regression analysis showed that teacher support,classroom management and school culture had a significant positive predictive effect on primary school students’ emotional literacy.The explanatory power of these three influences on the differences in emotional literacy of primary school students reached 33.7%,3.7% and 1.1% respectively.Based on the findings and conclusions obtained from the research study,and combined with the results of the teacher interviews and student interviews,the thesis proposes countermeasures and suggestions for cultivating primary school students’ emotional literacy in terms of creating a good campus culture,emphasising teaching penetration,optimising classroom management,improving parent-child relationships,developing an independent emotional literacy curriculum,and enhancing teachers’ emotional literacy.Based on the findings and conclusions obtained from the research study,and combined with the results of the teacher interviews and student interviews,the thesis proposes countermeasures and suggestions for cultivating primary school students’ emotional literacy in terms of creating a good campus culture,emphasising teaching penetration,optimising classroom management,improving parent-child relationships,developing an independent emotional literacy curriculum,and enhancing teachers’ emotional literacy.