The Relationship Between Teacher Support, Student Support, Resilience, and Emotional Intelligence: Comparison of Gifted and Nongifted Children

doi:10.12139/j.1672-0628.2025.02.006

Abstract

Abstract:

Comparing the influence of teacher and student support on emotional intelligence and the mediating role of resilience between gifted and nongifted children was conducive to providing differentiated and targeted educational support for gifted children, and promoting coordinated development and healthy growth for both gifted and nongifted children. The Emotional Intelligence Scale, Teacher Support Scale, Student Support Scale, and 10-item Connor-Davidson Resilience Scale were used to measure 292 gifted and 322 nongifted children. The results showed that: 1) both teacher support and student support positively predicted the emotional intelligence of gifted and nongifted children, but the predictive effect of teacher support on gifted children was weaker than that of nongifted children, while the predictive effect of student support was stronger; 2) resilience did not mediate the relationship between teacher support and emotional intelligence of gifted children but played partially mediation role in nongifted children, and resilience partially mediated the relationship between student support and emotional intelligence of gifted children but played completely mediation role in nongifted children.

Key words: gifted children, emotional intelligence, teacher support, student support, resilience

摘要：

本研究考察教师支持与同伴支持对情绪智力的影响以及心理韧性的中介作用在超常与常态儿童群体间的差异，对改善超常儿童学习生活环境、为超常与常态儿童提供针对性教育支持、促进超常与常态儿童的协同发展与健康成长具有重要意义。采用情绪智力自陈量表、教师支持量表、同伴支持量表和心理韧性量表对292名超常儿童和322名常态儿童进行测量。结果表明：(1)教师支持与同伴支持均正向预测超常与常态儿童情绪智力，但教师支持对超常儿童的预测作用较常态儿童更弱，而同伴支持对超常儿童的预测作用较常态儿童更强；(2)心理韧性在超常儿童教师支持与情绪智力间不发挥中介作用而在常态儿童中发挥部分中介作用，在超常儿童同伴支持与情绪智力间发挥部分中介作用而在常态儿童中发挥完全中介作用。

关键词: 超常儿童, 情绪智力, 教师支持, 同伴支持, 心理韧性

Li CHENG, Xiaoyu CHEN, Yujuan LIU. The Relationship Between Teacher Support, Student Support, Resilience, and Emotional Intelligence: Comparison of Gifted and Nongifted Children[J]. Studies of Psychology and Behavior, 2025, 23(2): 185-192.

程黎, 陈啸宇, 刘玉娟. 教师支持、同伴支持、心理韧性与情绪智力的关系：超常与常态儿童的比较[J]. 心理与行为研究, 2025, 23(2): 185-192.

Figures/Tables 8

References 0

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	超常儿童		常态儿童
	人数(n)	年龄(M±SD)	人数(n)	年龄(M±SD)
男生	149	8.15±1.18	162	8.20±1.16
女生	143	8.00±1.11	160	8.09±1.11
总计	292	8.08±1.15	322	8.15±1.14

	超常儿童		常态儿童
	人数(n)	年龄(M±SD)	人数(n)	年龄(M±SD)
男生	149	8.15±1.18	162	8.20±1.16
女生	143	8.00±1.11	160	8.09±1.11
总计	292	8.08±1.15	322	8.15±1.14

变量	1	2	3	4	5	6	7	8	9	10	11
1.情绪感知		0.69^***	0.75^***	0.66^***	0.42^***	0.49^***	0.54^***	0.47^***	0.59^***	0.10	0.12^*
2.理解和推理自身情绪	0.64^***		0.69^***	0.74^***	0.50^***	0.52^***	0.56^***	0.51^***	0.59^***	0.06	0.03
3.理解和推理他人情绪	0.69^***	0.73^***		0.73^***	0.54^***	0.52^***	0.63^***	0.56^***	0.62^***	0.11	0.07
4.情绪运用	0.61^***	0.68^***	0.74^***		0.44^***	0.46^***	0.56^***	0.49^***	0.55^***	0.13^*	0.04
5.教师情感支持	0.50^***	0.51^***	0.60^***	0.50^***		0.72^***	0.57^***	0.56^***	0.37^***	0.06	−0.06
6.教师学业支持	0.46^***	0.50^***	0.55^***	0.45^***	0.73^***		0.50^***	0.45^***	0.31^***	0.16^**	0.02
7.同伴情感支持	0.39^***	0.43^***	0.56^***	0.40^***	0.59^***	0.48^***		0.80^***	0.48^***	0.17^**	−0.04
8.同伴学业支持	0.38^***	0.37^***	0.48^***	0.38^***	0.53^***	0.39^***	0.81^***		0.44^***	0.17^**	−0.09
9.心理韧性	0.50^***	0.62^***	0.59^***	0.52^***	0.36^***	0.32^***	0.37^***	0.32^***		0.02	0.09
10.性别	0.08	0.04	0.12^*	−0.01	0.19^**	0.22^**	0.13^*	0.11	−0.03		−0.07
11.年级	0.13^*	0.03	0.04	0.03	0.00	0.08	−0.01	−0.03	0.03	−0.05
12.M_超常	3.83	4.08	3.94	4.11	4.08	4.49	3.83	3.66	3.72
13.SD_超常	0.65	0.64	0.71	0.74	0.90	0.72	0.98	1.07	0.75
14.M_常态	3.75	3.97	3.88	4.01	3.91	4.28	3.72	3.60	3.66
15.SD_常态	0.61	0.63	0.78	0.82	1.03	0.89	1.01	1.11	0.73

变量	1	2	3	4	5	6	7	8	9	10	11
1.情绪感知		0.69^***	0.75^***	0.66^***	0.42^***	0.49^***	0.54^***	0.47^***	0.59^***	0.10	0.12^*
2.理解和推理自身情绪	0.64^***		0.69^***	0.74^***	0.50^***	0.52^***	0.56^***	0.51^***	0.59^***	0.06	0.03
3.理解和推理他人情绪	0.69^***	0.73^***		0.73^***	0.54^***	0.52^***	0.63^***	0.56^***	0.62^***	0.11	0.07
4.情绪运用	0.61^***	0.68^***	0.74^***		0.44^***	0.46^***	0.56^***	0.49^***	0.55^***	0.13^*	0.04
5.教师情感支持	0.50^***	0.51^***	0.60^***	0.50^***		0.72^***	0.57^***	0.56^***	0.37^***	0.06	−0.06
6.教师学业支持	0.46^***	0.50^***	0.55^***	0.45^***	0.73^***		0.50^***	0.45^***	0.31^***	0.16^**	0.02
7.同伴情感支持	0.39^***	0.43^***	0.56^***	0.40^***	0.59^***	0.48^***		0.80^***	0.48^***	0.17^**	−0.04
8.同伴学业支持	0.38^***	0.37^***	0.48^***	0.38^***	0.53^***	0.39^***	0.81^***		0.44^***	0.17^**	−0.09
9.心理韧性	0.50^***	0.62^***	0.59^***	0.52^***	0.36^***	0.32^***	0.37^***	0.32^***		0.02	0.09
10.性别	0.08	0.04	0.12^*	−0.01	0.19^**	0.22^**	0.13^*	0.11	−0.03		−0.07
11.年级	0.13^*	0.03	0.04	0.03	0.00	0.08	−0.01	−0.03	0.03	−0.05
12.M_超常	3.83	4.08	3.94	4.11	4.08	4.49	3.83	3.66	3.72
13.SD_超常	0.65	0.64	0.71	0.74	0.90	0.72	0.98	1.07	0.75
14.M_常态	3.75	3.97	3.88	4.01	3.91	4.28	3.72	3.60	3.66
15.SD_常态	0.61	0.63	0.78	0.82	1.03	0.89	1.01	1.11	0.73

模型	χ²/df	CFI	TLI	RMSEA	SRMR
M1	2.46	0.97	0.96	0.07	0.06
M2	2.13	0.98	0.97	0.06	0.06
M3	2.13	0.98	0.97	0.06	0.06
M4	2.02	0.98	0.97	0.06	0.06
M5	2.11	0.98	0.97	0.06	0.06