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Simin Wan,1,* Shuwei Lin,1,* Yirimuwen,2 Sijie Li,3 Guihua Qin1 1School of Psychology, Zhejiang Normal University, Jinhua, Zhejiang, Peopleâs Republic of China; 2Department of Education, Hetao College, Bayannur, Inner Mongolia, Peopleâs Republic of China; 3Nanchong Central Hospital, North Sichuan Medical University, Nanchong, Sichuan, Peopleâs Republic of China*These authors contributed equally to this workCorrespondence: Guihua Qin, Email qyaqi0220@163.comBackground: As the role of emotional intelligence has been increasingly explored, researchers generally agree that emotional intelligence is a better predictor of individual success. And fortunately, emotional intelligence is somewhat easily shaped. Schools are important microsites for the shaping of an individualâs emotional intelligence. Good teacher-student relationship contribute to the shaping and development of studentsâ emotional intelligence.Objective: Based on the theory of developmental contextualism, the current study aims to identify the relationship between good teacher-student relationship and studentsâ emotional intelligence, and the mediating roles of studentsâ openness and emotional intelligence.Methods: In this study, a total of 352 adolescents (11â 15 years old) from two schools were surveyed using the teacher-student relationship scale, big five inventory openness subscale, and emotional intelligence scale.Results: Teacher-student relationship were positively correlated with studentsâ openness, empathy, and emotional intelligence. Teacher-student relationship positively predicted studentsâ emotional intelligence; studentsâ openness and empathy played a fully mediating role in teacher-student relationship and emotional intelligence.Conclusion: The closeness and supportiveness of the teacher-student relationship were positively related to studentsâ openness, empathy, and emotional intelligence were positively correlated.Keywords: teacherâstudent relationship, openness, empathy, emotional intelligence, adolescents |
