A multilevel analysis on the evaluation and promotion of emotional intelligence among Chinese school adolescents
A multilevel analysis on the evaluation and promotion of emotional intelligence among Chinese school adolescents
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中国学校青少年情商评估与提升的多层次分析
DOI：
10.1177/0044118x20982316
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发表时间：
2020-12
期刊：
影响因子：
2
通讯作者：
Jiana Wang
中科院分区：
文献类型：
--
作者：
Xiaoxi Wang;Lei Wang;Jing Zhang;Jiana Wang
情商（EI）与心理健康、学业成绩和社会适应密切相关。本横断面研究的目的是评估中国青少年在校学生的EI并探讨其相关因素。向参与者分发了自我报告的问卷——总共 2,058 名 10 至 18 岁的学生和 114 名班主任。使用分层线性模型分别测试个体和班级水平变量对 EI 的影响。研究发现，参与者的 EI 分数略高于西方同行，而且不同班级的 EI 水平有所不同。学生的亲社会行为、学习压力、留守状况（个人层面）以及班主任的感激之情、工作奖励、消极的师生关系和感知的组织支持（班级层面）与EI显着相关。因此，应提升班主任的情绪表达和工作情境，以利于青少年的发展。
Emotional intelligence (EI) is closely connected with mental health, academic achievement, and social adaptation. The purpose of this cross-sectional study is to evaluate EI and explore its associated factors in Chinese adolescents in school. Self-reported questionnaires were distributed to participants—a total of 2,058 students aged 10 to 18 years and 114 homeroom teachers. A hierarchical linear model was used to test the effects of individual and class level variables on EI, respectively. The study found that the participants exhibited slightly higher EI scores than their Western counterparts and that EI levels varied between classes. Students’ prosocial behaviors, study pressure, left-behind status (at the individual level) as well as the homeroom teachers’ gratitude, job rewards, negative teacher-student relationships, and perceived organizational support (at the class level) were significantly associated with EI. Therefore, the emotional expressions and working situations of homeroom teachers should be promoted to facilitate the development of adolescents.
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DOI：
10.3760/cma.j.issn.1001-9391.2004.06.008
发表时间：
2004-12
影响因子：
--
作者：
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通讯作者：
Wenjie Yang;Jian Li
影响因子：
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作者：
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通讯作者：
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影响因子：
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作者：
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通讯作者：
Caputi, P
DOI：
--
发表时间：
2016-07
期刊：
RoSE – Research on Steiner Education
影响因子：
--
作者：
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通讯作者：
A. Cockerill