摘要
采用情绪智力问卷和情绪氛围量表对1083名初中生及其班主任进行调查,探讨班主任情绪智力与班级情绪氛围对学生情绪智力的影响机制。结果:(1)班主任情绪智力显著正向预测学生情绪智力;(2)班主任情绪智力在班级情绪氛围对学生情绪智力的影响中起调节作用;(3)班级情绪氛围在班主任情绪智力对学生情绪智力的影响中起部分中介作用。结论:班主任情绪智力既可直接影响学生情绪智力又可通过班级情绪氛围间接影响学生情绪智力。
Most of the previous studies have focused on the impact of teachers＇ Emotional Intelligence （hereiflafter referred to as El） in the learning environment, teaching behaviors and students＇ academic performance. Besides, class emotional climate could affect students＇ emotions and behaviors significantly. But some limitations still exist. Head teachers are direct managers of a learning environment, and thier EI should be more significantly related to creating the emotional climate for their students and affecting the development of students＇ emotions. But so far these kinds of studies are still quite few. This research studies the relationship between head teachers＇ EI and students＇ EI, exploring the influencing mechanism thereby the head teachers＇ EI shape their students＇ EI. A total of 1083 students surveyed were chosen randomly from 10 middle schools in Guangzhou. In addition, the head teachers of these students were the subjects of this study as well, whose total number was 30. The junior high school students surveyed had completed the EI Scale and Emotional Climate Scale, while their head teachers had completed the El Scale. The Hierarchical linear model was used to analyze data with the HLM software. What students＇ EI and their learning environment＇s emotional climate describe are the individual characteristics of students, which are the variables of student＇s individual level. And for this reason, students＇ EI and their learning environment＇s emotional climate are the level-1 variables. The learning environment＇s emotional climate includes negative emotional climate and positive emotional climate. As for head teachers＇ EI, it describes the characteristics of teachers, which is the variable at the environment level. So head teachers＇ EI is the level-2 variable. Sex of students is a controllable variable of level one. Grade, seniority and teaching subject of head teacher are the controllable variables of level two. In order to exactly analyze the way in which the head teachers＇ EI and the environment＇s emotional climate affect the students＇ El, this study used two models. The first model was used to analyze the moderating effect of the head teachers＇ EI in the learning environment＇s emotional climate on students＇ EI. The second model was used to analyze the mediator effect of the learning environment＇s emotional climate in the effect of head teachers＇ EI on students＇ EI. The results showed that the head teachers＇ EI could positively predict students＇ EI, which meant that the higher the head teachers＇ EI was, the higher students＇ EI was. The moderating effect of head teachers＇ EI was significant in the learning environment＇s emotional climate＇s effect on students＇ EI. Specifically the head teachers＇ EI could enhance the positive effect of the learning environment＇s emotional climate on students＇ EI and blunt the negative effect of the learning environment＇s emotional climate on students＇ EI. Finally, the mediator effect of positive emotional climate and negative emotional climate was significant in the effect of the head teachers＇ EI on students＇ El, and the mediator effect sizes were 31.48% and 6.98%. To sum up, on the one hand, thead teachers＇ El can not only positively affect students＇ EI directly, but also indirectly impact students＇ EI through influencing learning environment＇s emotional climate. On the other hand, head teachers＇ EI can adjust the impact of the learning environment＇s emotional climate on students＇ EI.
出处
《心理科学》
CSSCI
CSCD
北大核心
2016年第5期1151-1156,共6页
Journal of Psychological Science
基金
广州市教育科学规划项目"班主任情绪智力对学生情绪智力的影响"(11A09)的资助
关键词
情绪智力
班级情绪氛围
调节效应
中介效应
emotional intelligence, class emotional climate, the mediator effect, the moderating effect
作者简介
通讯作者：麻彦坤。E-mail：ykma66@sina．com
