摘要
为探明学前教育师范生社会情感能力的影响因素及作用机制,对361名学前教育师范生进行调查,考察了学校管理和师生关系在家庭文化资本对社会情感能力影响中的链式中介作用。结果发现,家庭文化资本对学校管理、师生关系和社会情感能力的直接预测作用显著;家庭文化资本不仅可以直接对社会情感能力产生影响,还可以通过学校管理、师生关系、学校管理—师生关系三条中介路径对其产生间接影响。结论揭示了学校管理和师生关系在家庭文化资本与社会情感能力之间的作用机制,对提高学前教育师范生从教意愿、增强职业认同感,以及助力其在未来工作场域中培育幼儿的社会情感能力,均至关重要。
To investigate the influencing factors and mechanisms underlying the social-emotional competence of preschool education students,a survey was conducted among 361 participants.This study examined the chain mediating roles of school management and teacher-student relationships in the relationship between family cultural capital and social-emotional competence.The findings demonstrated that family cultural capital exhibited statistically significant direct predictive effects on school governance,pedagogical relationships,and socio-emotional competencies;Family cultural capital not only exerted a direct impact on socio-emotional competencies but also generated indirect effects through three mediating pathways:school governance,teacher-student relationships,and the chain mediation of school governance→teacher-student relationships.The research findings elucidate the mechanistic pathways through which school governance and teacher-student relationships mediate the association between family cultural capital and socio-emotional competencies.These insights hold critical implications for enhancing preschool teacher candidates’teaching commitment,strengthening their professional identity,and cultivating children’s socio-emotional competencies within future professional contexts.
作者
贺敬雯
谷园园
HE Jingwen;GU Yuanyuan(College of Preschool and Primary Education,Shenyang Normal University,Shenyang 110034,Liaoning,China)
出处
《安顺学院学报》
2026年第1期97-103,共7页
Journal of Anshun University
基金
2020年国家社科基金教育学青年课题“教师专业愿景的形成、发展机制及建设路径研究”(CHA200264)
2024年度田家炳基金会“点亮·携手·共筑:游戏促进辽宁省区县学前教育质量均衡发展项目”资助。
关键词
家庭文化资本
社会情感能力
学前教育师范生
师生关系
family cultural capital
social-emotional competence
pre-servive preschool teachers
teacher-student relationship
