新时代背景下，为了提升教育质量，实现“整全的人”的培养目标，学生社会情感能力日渐成为基础教育领域的关注焦点。要培养什么的学生，我们就需要什么样的教师，因此，教师自身社会情感能力的重要意义也日渐凸显。本研究以生态系统理论为基础构建分析框架，采用质性和量化相结合的混合研究方法，从教师社会情感能力对学生社会情感能力的作用过程和作用的影响因素两个方面来深入探讨两者之间的关系。 首先在文献回顾的基础之上，本研究将教师社会情感能力界定为：教师理解和管理情感，以成功地解决问题，在家庭、学校和社会上做出适当行为的能力，具体包含六个维度：自我认知、自我管理、他人认知、他人管理、集体认知和集体管理。依据这一理论内涵、结合对教师的访谈、借鉴国内外成熟量表，本研究开发了教师社会情感能力的测量工具，最终形成由22个题项构成的六因素量表。探索性因素分析结果表明六个因素的累积解释率达到73.04%；验证性因素分析主要指标结果如下：?2/d?=3.140; RMSEA=0.053[<0.08]; CFI=0.945[>0.90]; TLI=0.937[>0.90]; SRMR=0.041[<0.08]。总问卷内部一致性系数 Cronbach ?为0.93，六个因素的一致性系数Cronbach ?范围在0.80~0.91之间。在此基础上，基于834份有效教师数据的社会情感能力现状分析发现：（1）教师社会情感能力自评得分较高，六个维度按照平均分从高到低依次为：集体管理、集体认知、自我认知、他人认知、自我管理和他人管理；（2）教师社会情感能力在性别、年龄、职务、是否担任班主任方面存在显著性差异。 在教师社会情感能力对学生社会情感能力的作用过程方面，基于834份教师数据的量化分析发现：（1）教师社会情感能力对学生社会情感能力有直接预测作用；（2）师生关系的亲密性、班级管理效能感、社会情感学习信念在教师社会情感能力与学生社会情感能力的关系中起中介作用；（3）社会情感学习信念和师生关系的亲密性在两者的关系中发挥链式中介作用。 在教师社会情感能力作用的影响因素方面，基于34名教师的访谈资料分析结果发现，指向学生社会情感能力发展，教师感知的影响其自身社会情感能力作用的因素可以归纳为三类：源自学生个人的高要求因素、源自环境系统的促进性因素和源自环境系统的阻碍性因素。源自学生个人的高要求因素包括特殊学生和年龄阶段两个方面，其中特殊学生又分为有智力或学习障碍的学生、有心理问题的学生两种类型。源自环境系统的促进性因素包括：（1）学校微观系统中的社会情感学习及相关项目实践，制度和人际支持；（2）外观系统中合作项目的培训与指导。源自环境系统的阻碍性因素包括：（1）学校微观系统中的教学空间限制；（2）中观系统的家校互动问题；（3）外观系统中相关教育政策和现实的限制；（4）宏观系统中的不良社会舆论，时代背景下的家庭关系变化。 本研究在厘清概念内涵、开发测量工具的基础上，验证了教师社会情感能力对学生社会情感能力的正向预测作用，明确了具体的作用过程以及影响这一作用的因素。研究结论一方面凸显了教师社会情感能力的重要意义，为教育管理研究和实践领域更加关注教师社会情感能力的培训和提升提供了实证依据；另一方面为教师提供了在教育教学实践中培养学生社会情感能力的可能方法和路径；此外，还指出了学校、家庭、教育管理部门等相关主体在学生社会情感能力培养过程中的重要影响，为各主体了解自身作用提供了依据，为提升教师作用效果，真正促进学生社会情感能力发展奠定了基础。

In the new era, in order to improve the quality of education and achieve the goal of cultivating the "whole people", the social and emotional competence of students has increasingly become the focual point in the aera of primary education. To cultivate this kind of students, we need this kind of teachers. In this context, the importance of teachers' own social and emotional competence is increasingly prominent. On the basis of the ecological system theory, the research adopted the mixed research method to explore the impact of teachers' social and emotional competence on their students’ social and emotional competence as well as the factors that affect the relationship between them. On the basis of literature review, the definition of teachers' social and emotional competence proposed in this study was as follows: the ability to understand and manage emotions in order to successfully solve problems and behave appropriately at home, school and in society. Specifically, it included six dimensions: self-awareness, self-management, others' awareness, others' management, collective awareness and collective management. Based on the theoretical connotation and teachers’ interview as well as referring to the mature scales at home and abroad, this study developed a measuring tool for teachers' social and emotional competence, and finally formed a 6-factor, 22-item questionnaire. EFA (Exploratory Factor Analysis) showed that the six factors’ common accumulation explanation rate reached 73.04%; CFA (Confirmatory Factor Analysis) showed the results: ?2/d?=3.140; RMSEA=0.053[<0.08]; CFI =0.945[>0.90]; TLI=0.937[>0.90]; SRMR=0.041 [<0.08]. The total Cronbach's alpha coefficient of the questionnaire was 0.93, the Cronbach's alpha coefficient of six factors were between 0.80 and 0.91. Based on 834 valid teacher data , the analysis of the status quo of social and emotional competence found that: (1) the self-report scores of teachers' social and emotional competence were relatively high; (2) there were significant differences in teachers' social and emotional competence in terms of gender, age, position and whether they served as head teachers. To explore the process that teachers’ social and emotional competence impact their students’ social and emotional competence, based on data from 834 teachers, quantitative analysis found that: (1) teachers' social and emotional competence was a direct predictor for students’ social and emotional competence; (2) the closeness of teacher-student relationship , the class management efficacy and social and emotional learning beliefs mediated the predicting effect; (3) social and emotional learning beliefs and the closeness of teacher-student relationship served as a chain mediating role between them. To explore the factors affect the relationships, based on the interview of 34 teachers, the study found that regarding to students' social and emotional competence, teachers' perception of the influencing factors included three categories: demanding factors from students, facilitating factors and obstructive factors from the ecology. Demanding factors came from students, including the special need and the age, while special need were divided into intellectual or learning disabilities and psychological problems. Facilitating factors included: social and emotional learning and related project practice, system and interpersonal support in the school microsystem; training and guidance of cooperative projects in exosystem. Obstructive factors included: the limited teaching space in the school microsystem; problems with family-school interactions from mesosystem; the limitations of relevant educational policies and realities in the exosystem; the unfavorable social public opinion and the family policy change in macrosystem. On the basis of stating the definition and developing the measurement scale, the study verified that teachers' social and emotional competence positively predicted students’ social and emotional competence and clarified the specific process and the influencing factors. On the one hand, the study highlighted the importance of teachers' social and emotional competence, providing empirical basis for more attention to it in education management research and practice field; on the other hand, it provided teachers with the possible methods that they can adopt to help students’ social and emotional developement; moreover, the study also pointed out the important influence of schools, families, educational management departments and other related parties in the cultivating process of students' social and emotional competence, which provided a basis for each party to understand their own role, and served as the foundation for improving the effect of teachers to promote the development of students' social and emotional competence.

中文文献 期刊论文： [1] 班华. 班主任在促进学生素质发展中的特殊地位、作用和操作系统[J]. 教育理论与实践, 1999(10):10-15. [2] 曹慧, 毛亚庆. 美国“RULER社会情感学习实践”的实施及其启示[J]. 比较教育研究, 2016(12). [3] 曹云鹤, 张雪, 姚兆余. 农村留守儿童社会情感发展现状及影响因素研究[J]. 黑龙江农业科学, 2017(4):126-132. [4] 陈桂生.“学生行为管理”引论[J]. 华东师范大学学报(教育科学版),2007, 25(1),1-11. [5] 陈猛, 车宏生, 王丽娜. 情绪智力理论的整合:挑战、依据和方法[J]. 北京师范大学学报:社会科学版, 2012(3):14-22. [6] 丁芳. 一种正在演进着的人类发展观——人的发展的生物生态学模型述评[J]. 华东师范大学学报(教育科学版), 2009, 27(2):58-63. [7] 杜媛, 毛亚庆. 基于关系视角的学生社会情感能力构建及发展研究[J]. 教育研究, 2018 (8):44-50. [8] 杜媛, 毛亚庆, 杨传利. 社会情感学习对学生欺凌行为的预防机制研究:社会情感能力的中介作用[J]. 教育科学研究, 2018(12). [9] 方美红. 生态系统理论视阈下幼儿情绪学习影响因素分析[J]. 基础教育研究, 2018(15). 方建华, 刘菲. 新疆兵团特岗教师去留意愿的影响因素模型——基于扎根理论的探索性研究[J]. 教师教育研究, 2018, 30(6):121-130. [10] 方俊明. 融合教育与教师教育[J]. 华东师范大学学报(教育科学版), 2006, 24(3):37-42. [11] 冯喜珍 , 魏芳 , 郑旭 . 4～6年级小学生师生关系与自我概念的关系[J]. 中小学心理健康教育, 2018,3:12-16. [12] 高娇. 鲍尔比的依恋理论简介及其现实意义[J]. 社会心理科学, 2012(6):16-20. [13] 古海波, 顾佩娅. 国际教师情感研究进展的可视化分析及其启示[J]. 外语电化教学, 2015(3). [14] 谷禹, 王玲, 秦金亮. 布朗芬布伦纳从襁褓走向成熟的人类发展观[J]. 心理学探新, 2012, 32(2):104-109. [15] 侯敏, 江琦, 陈潇, 等. 教师情绪智力和工作绩效的关系: 工作家庭促进和主动行为的中介作用[J]. 心理发展与教育, 2014, 30(2): 160-168. [16] 黄彦, 谢晓琳, 周晖. 亲子依恋与儿童问题行为的相关:师生关系的调节作用[J]. 中国临床心理学杂志, 2016(06):116-120. [17] 金小红, 徐晓华, 太小杰. 乡村结构变迁背景下农村儿童的生存现状:一项比较研究[J]. 教育研究与实验, 2017(02):26-31. [18] 李琼, 张国礼, 周钧. 中小学教师的职业压力源研究[J]. 心理发展与教育, 2011, 27(1). [19] 李永占. 特殊教育教师情绪智力与工作投入的关系研究[J]. 中国特殊教育, 2016(1). [20] 梁亦华. 家校冲突与冲突管理的质性研究[J]. 教育学报, 2015, 11(3):62-76. [21] 林崇德, 王耘, 姚计海. 师生关系与小学生自我概念的关系研究[J]. 心理发展与教育, 2001, V16(4):17-22. [22] 刘红云, 孟庆茂, 张雷. 班主任教师班级管理效能感对学生学习态度及其与学业效能间关系的影响[J]. 心理发展与教育, 2005(2). [23] 刘胡权. 提升教师情感素质, 构建良好师生关系—访北京师范大学朱小蔓教授[J]. 教育科学研究, 2019(3). [24] 刘胡权. 关注教师情感人文素质,提升教师教育质量——北京师范大学朱小蔓教授专访[J]. 中国教师, 2015(1). [25] 刘姣, 朱娅梅. 教学效能对学业负担影响的元分析[J]. 教育发展研究, 2018, v.38；No.459(10):33-37. [26] 刘松涛, 张晓娟, 芦珊. 中学独生子女学生心理健康状况和人格特征的相关性[J]. 中国健康心理学杂志, 2019(4). [27] 刘铁芳. 走向整全的人:个体成长与教育的内在秩序[J]. 教育研究, 2017(5):33-42. [28] 刘晓, 程茜, 李廷玉. 二代独生子女行为问题及影响因素研究[J]. 中国儿童保健杂志, 2018, 26(10):38-42. [29] 卢家楣. 对情绪智力概念的探讨[J]. 心理科学, 2005, 28(5):1246-1249. [30] 卢家楣, 王俊山, 刘伟. 中小学班级氛围、班主任情感素质对青少年学生情感素质的影响:基于多层线性分析[J]. 心理科学, 2014(5):1174-1179. [31] 罗建河, 陈建华. 试论社会情感学习计划与班级的有效管理[J]. 江西教育科研, 2007(3):69-71. [32] 麻彦坤, 蒋光艳, 刘秀清. 班主任情绪智力对初中生情绪智力的影响：直接效应还是间接效应[J]. 心理科学, 2016(5):1151-1156. [33] 毛亚庆, 郭晓平. 提升学生社会情感能力,促进个人完美与社会和谐[J]. 中国教师, 2018, 306(11):30-33. [34] 庞丽娟, 洪秀敏. 教师自我效能感: 教师自主发展的重要内在动力机制[J]. 教师教育研究, 2005, 17(4): 43-46. [35] 秦虎, 陈赟喆, 孟慧. 情绪劳动、情绪智力与工作倦怠的关系[J]. 心理研究, 2011, 04(1):49-54. [36] 茄学萍, 朱立佳. 中小学教师情绪智力与教学效能感的关系[J]. 教学与管理, 2014(18):69-72. [37] 桑标, 席居哲. 家庭生态系统对儿童心理健康发展影响机制的研究[J]. 心理发展与教育, 2005, 21(1). [38] 邵光华, 纪雪聪. 国外教师情感研究与启示[J]. 教师教育研究, 2015, 27(5):107-112. [39] 孙园园, 尹传玉, 王鑫等. 初一语文教师情绪智力、幽默感对师生关系的影响[J]. 宁波教育学院学报, 2015, 17(2):41-45. [40] 王钢, 黄旭, 鲁雪, 等. 幼儿教师职业承诺对工作绩效的影响: 职业幸福感的中介作用[J]. 心理发展与教育, 2015, 31(6): 753-760. [41] 王丽, 傅金芝. 国内父母教养方式与儿童发展研究[J]. 心理科学进展, 2005, 13(3):298-304. [42] 王佳宁, 于璐, 熊韦锐,等. 初中生亲子、同伴、师生关系对学业的影响[J]. 心理科学, 2009(6):1439-1441. [43] 王俊山, 卢家楣. 中小学班主任情感素质的调查研究[J]. 心理与行为研究, 2015(1):52- [44] 王树涛, 毛亚庆. 寄宿对留守儿童社会情感能力发展的影响:基于西部11省区的实证研究[J]. 教育学报, 2015(5):111-120. [45] 王晓华, 王耘. 3～6年级学生及其教师对师生关系知觉的比较研究[J]. 心理发展与教育, 2006, V22(3):23-29. [46] 王英杰, 李燕. 职前幼儿园教师班级管理效能感现状及其与人格的关系[J]. 学前教育研究, 2016(10):57-66. [47] 王耘, 王晓华. 小学生的师生关系特点与学生因素的关系研究[J]. 心理发展与教育, 17(3). [48] 温忠麟, 侯杰泰, 张雷. 调节效应与中介效应的比较和应用[J]. 心理学报, 2005, 37(2):268-274. [49] 伍新春, 齐亚静, 余蓉蓉. 中小学教师职业倦怠问卷的进一步修订[J]. 中国临床心理学杂志, 2016, 24(5). [50] 吴莹莹, 连榕. 情绪能力:探讨教师情绪的新视角[J]. 心理科学, 2014(5):1197-1203. [51] 肖正德, 谷亚. 国内教师污名研究:价值意蕴、主要内容及未来走向[J]. 当代教育与文化, 2018, 10(06):80-87. [52] 辛涛, 申继亮, 林崇德. 教师自我效能感与学校因素关系的研究[J]. 教育研究, 1994(10). [53] 徐安琪. 问题儿童?缺陷儿童?异常儿童?--千余名教师视角中的父母离异学生[J]. 青年研究, 2002(3):1-8. [54] 徐长江. 教师情绪胜任素质探析[J]. 教育研究与实验, 2010(3):57-61. [55] 徐小燕, 张进辅. 情绪智力理论的发展综述[J]. 西南大学学报（社会科学版）, 2002, 28(6):77-82. [56] 许远理. 情绪智力与社会智力关系的探讨[J]. 首都师范大学学报(社会科学版), 2004(2):111-115. [57] 颜志强, 苏彦捷. 共情的性别差异：来自元分析的证据[J]. 心理发展与教育, 2018. [58] 杨传利, 毛亚庆. 西部农村小学生社会情感能力与学校管理的关系研究:基于公平有质量的教育视角[J]. 基础教育, 2017, 14(1):37-46. [59] 杨磊, 戴优升. 家庭社会资本、学校环境会影响青少年心理健康吗？——基于GEPS实证数据的分析[J].中国青年研究, 2019 (01)47-56. [60] 杨丽珠, 徐敏. 教师期望对幼儿自我认知积极偏向的影响:师生关系的中介效应[J]. 心理与行为研究, 2015, 13(5):621-626. [61] 姚计海. 中小学教师情绪智力与职业倦怠的关系研究[J]. 教育学报, 2013, 9(3):100-110. [62] 叶子, 庞丽娟. 师生互动的本质与特征[J]. 教育研究, 2001(4):30-34. [63] 尹弘飚. 教师情绪研究:发展脉络与概念框架[J]. 全球教育展望, 2008, 37(4):77-82. [64] 尹弘飚. 教育实证研究的一般路径:以教师情绪劳动研究为例[J]. 华东师范大学学报（教育科学版）, 2017(3). [65] 俞国良, 李建良, 王勍. 生态系统理论与青少年心理健康教育[J]. 教育研究, 2018, 39;458(03):112-119. [66] 俞国良, 辛自强. 教师信念及其对教师培养的意义[J]. 教育研究, 2000(5). 俞国良, 辛涛, 申继亮. 教师教学效能感：结构与影响因素的研究[J]. 心理学报, 1995(5):150-166. [67] 苑春永, 陈福美, 王耘,等. 独生子女和非独生子女情绪适应的差异——基于倾向分数配对模型的估计[J]. 中国临床心理学杂志, 2013(2):296-299. [68] 张兴慧, 王耘. 中国四～九年级学生学校态度影响因素多层线性分析[J]. 中国学校卫生, 2017, 38(6):809-811. [69] 赵福菓, 黄希庭. 中学教师教学效能感的特点及其与自我概念的相关研究[J]. 心理科学, 2002, 25(4):472-473. [70] 周浩, 龙立荣. 共同方法偏差的统计检验与控制方法[J]. 心理科学进展, 2004, 12(6):942-942. [71] 朱小蔓, 王平. 情感教育视阈下的“情感-交往”型课堂:一种着眼于全局的新人文主义探索[J]. 全球教育展望, 2017(1):58-66. [72] 邹泓, 屈智勇, 叶苑. 中小学生的师生关系与其学校适应[J]. 心理发展与教育, 2007, 23(4):77-82. 专著： [1] 艾伦·巴比著. 邱泽奇译. 社会研究方法（第十一版）[M]. 北京:华夏出版社, 2016. [2] 班杜拉著. 缪小春等译. 自我效能：控制的实施[M]. 上海: 华东师范大学出版社, 2003. [3] 班杜拉著. 陈欣银, 李伯黍译. 社会学习理论[M].北京:人民大学出版社, 2015. [4] 陈向明. 质的研究方法与社会科学研究[M]. 北京：教育科学出版社, 2000. [5] 第斯多惠著. 袁一安译. 德国教师培养指南[M]. 北京: 人民教育出版社, 2001. [6] 库恩著. 金吾伦,胡新和译. 科学革命的结构[M]. 北京: 北京大学出版社. 2013. [7] 郭景萍. 情感社会学：理论、历史、现实[M]. 上海：上海三联书店, 2008. [8] 卢家楣.情感教学心理学[M]. 上海: 上海教育出版社, 2000. [9] 孟昭兰. 情绪心理学[M]. 北京：北京大学出版社, 2005. [10] 鲁洁主编. 教育学[M]. 北京：人民教育出版社, 2005. [11] 乔纳森·特纳, 简·斯戴兹著. 孙俊才, 文军译. 情感社会学[M]. 上海:人民出版社, 2007. [12] 苏霍姆林斯基著. 赵玮等译. 帕夫雷什中学[M]. 北京: 教育科学出版社, 1983. [13] 约翰·克雷斯威尔. 研究设计与写作指导：定性、定量与混合研究的路径[M]. 重庆: 重庆大学出版社, 2007. [14] 王晓均, 张玮. 情绪智力—中国理论发展及应用研究[M]. 北京:高等教育出版社, 2016. [15] 威廉·鲍威尔等著. 张园译. 做一名高情商的教师[M]. 北京:教育科学出版社, 2015. [16] 吴明隆. 问卷统计分析实务：SPSS操作与应用[M]. 重庆：重庆大学出版社, 2010. [17]. 吴明隆. 结构方程模型——AMOS 的操作与应用[M]. 重庆: 重庆大学出版社, 2010. [18] 伍多·库卡茨著作,朱志勇, 范晓慧译. 质性文本分析:方法、实践与软件使用指南[M]. 重庆: 重庆大学出版社. 2017:57. [19] 约瑟夫·马克斯威尔著，朱光明译. 质的研究设计：一种互动的取向[M].重庆：重庆大学出版社，2007. [20] 张雷, 雷雳, 郭伯良. 多层线性模型应用[M]. 北京:教育科学出版社，2003. [21] 张文彤, 董桥. SPSS: 统计分析高级教程（第二版）[M]. 北京: 高等教育出版社, 2013. [22] 中国青少年心理健康调查课题组. 中国青少年心理健康报告[M]. 北京：中国科学技术出版社, 2013. [23] 朱丽叶·科宾, 安塞尔姆·施特劳斯著，朱光明译. 质性研究的基础——形成扎根理论的程序和方法[M]. 重庆：重庆大学出版社，2015. [24] 朱小蔓. 情感教育论纲[M].北京:人民出版社, 2007. [25] 朱小蔓. 关注心灵成长的教育: 道德与情感教育的哲思[M]. 北京:北京师范大学出版社, 2012. [26] 朱旭东主编. 教师专业发展理论研究[M]. 北京: 北京师范大学出版社, 2011. 学位论文： [1] 曹慧. 教师社会情感学习和教师发展：一项探索性研究[D]. 北京师范大学, 2016. [2] 陈猛. 情绪智力与公务员工作绩效的关系研究——以四川省南溪县公务员为例[D].北京师范大学, 2012. [3] 陈瑞莉.不同职业人员情绪智力的比较研究[D]. 南京师范大学, 2011. [4] 杜媛. 促进儿童社会情感能力发展的家长参与实证研究[D]. 北京师范大学, 2018. [5] 韩春红. 上海市二级幼儿园师幼互动质量研究[D]. 华东师范大学, 2015. [6] 李刚. 指向教师教学改进的学校管理变革研究[D]. 北京师范大学, 2016. [7]李明蔚. 中小学生社会情感能力及其与教师教学风格、教师社会情感能力的关系研究[D]. 北京师范大学, 2015. [8] 刘胜男. 教师专业学习影响因素及其作用机制研究[D]. 华东师范大学, 2016. [9] 刘衍玲. 中小学教师情绪工作的探索性研究[D]. 西南大学, 2007. [10] 王俊山.中小学班主任的情感素质研究[D]. 上海师范大学, 2011. [11] 许远理. 情绪智力组合理论的建构与实证研究[D]. 首都师范大学, 2004. [12] 杨传利. 西部农村中小学班级社会网络与学生社会情感能力的关系研究[D]. 北京师范大学, 2017. [13] 杨晓萍. 中学教师情绪智力及其相关因素的研究[D]. 西北师范大学, 2009. [14] 余继. 中英小学典型室内教学空间比较研究[D]. 北京师范大学, 2013. 报纸文章： [1] 洪秀敏, 姜丽云. 二孩家庭幼儿社会适应高于独生子女[N].中国社会科学报, 2018-11-26(6). [2] 毛亚庆.新常态下的教育质量观:从外在走向内涵[N].中国教育报,2015-10-29(7). 英文文献 期刊论文： [1] Anderson J C, Gerbing D W. Structural equation modeling in practice: A review and recommended two-step approach[J]. Psychological Bulletin, 1988, 103(3):411-423. [2] Augusto-Landa J M, López-Zafra E, Berrios-Martos M P, et al. Analyzing the relations among perceived emotional intelligence, affect balance and burnout [J]. Psicología Conductual, 2012, 20(1): 151. [3] Bierman K L, Coie J D, Dodge K A, et al. The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics [J]. Journal of Consulting and Clinical Psychology, 2010, 78(2): 156. [4] Bliese P D , Bliese P . Within-group agreement, non-independence, and reliability: Implications for data aggregation and analysis[J]. 2000. [5] Brackett M A , Reyes M R , Rivers S E , et al. Assessing Teachers’ Beliefs About Social and Emotional Learning[J]. Journal of Psychoeducational Assessment, 2012, 30(3):219-236. [6] Bronfenbrenner U. Toward a theoretical model for the analysis of parent-child relationships in a social context [J]. Parental attitudes and child behavior, 1961: 90-108. [7] Bronfenbrenner U. Reality and research in the ecology of human development [J]. Proceedings of the American Philosophical Society, 1975, 119(6): 439-469. [8] Bronfenbrenner U. The Social Role of the Child in Ecological Perspective. Zeitschrift Für Soziologie [J], 1978, 7(1):4-20. [9] Bronfenbrenner U, Crouter A C. Evolution of environmental models in developmental research [J]. Handbook of child psychology: formerly Carmichael's Manual of child psychology.Paul H. Mussen, editor, 1983. [10] Bronfenbrenner U. Ecological systems theory. Annals of Child Development [J], 1989(6):187-249. [11] Bronfenbrenner U, Ceci S J. Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological review [J], 1994(6):568. [12] Brown J L, Jones S M, Larusso M D, et al. Improving classroom quality: Teacher influences and experimental impacts of the 4rs program [J]. Journal of Educational Psychology, 2010, 102(102):153-167. [13] Chan D W. Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong[J]. Personality and Individual Differences, 2004, 36(8): 1781-1795. [14] Chan D W. Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong [J]. Teaching and teacher education, 2006, 22(8): 1042-1054. [15] Cherniss C . Emotional Intelligence: Toward Clarification of a Concept [J]. Industrial & Organizational Psychology, 2010, 3(2):110-126. [16] Coelho V A , Sousa V , Marchante M . Social and Emotional Competencies Evaluation Questionnaire-Teacher's Version: Validation of a Short Form [J]. Psychological Reports, 2016, 119(1):221. [17] Collie R J , Shapka J D , Perry N E , et al. Teachers’beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction[J]. Learning and Instruction, 2015, 39:148-157. [18] Collie R J , Shapka J D , Perry N E . Predicting teacher commitment: The impact of school climate and social–emotional learning[J]. Psychology in the Schools, 2011, 48(10):1034-1048. Cohen. Statistical Power Analysis for the Behavioral Sciences [J]. Technometrics, 1988(4):499-500. [19] Deci E L, Ryan R M. The ‘‘what’’ and ‘‘why’’ of goal pursuits: human needs and the self-determination of behavior [J]. Psychological Inquiry, 2000, 11(4):227-268. [20] Drevets R K, Benton S L, Bradley F O. Students' perceptions of parents' and teachers' qualities of interpersonal relations[J]. Journal of Youth & Adolescence, 1996, 25(6):787-802. [21] Dubow E F, Ullman D G. Assessing social support in elementary school children: The Survey of Children's Social Support.[J]. Journal of Clinical Child Psychology, 1989, 18(1):52-64. [22] Durlak J A, Weissberg R P, Dymnicki A B, et al. The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions [J]. Child development, 2011, 82(1): 405-432. [23] Fabio A D, Palazzeschi L. Emotional intelligence and self-efficacy in a sample of Italian high school teachers[J]. Social Behavior and Personality: an international journal, 2008, 36(3): 315-326. [24] Fabrigar L . Evaluating the use of exploratory factor analysis in psychological research[J]. Psychological Methods, 1999, 4(3):272. [25] Fernández-Berrocal Pablo, Gutiérrez-Cobo María J, Juan R C , et al. Teachers’ Affective Well-being and Teaching Experience: The Protective Role of Perceived Emotional Intelligence[J]. Frontiers in Psychology, 2017, 8:22-27. [26] Gardner H . Intelligence Reframed: Multiple Intelligences for the 21st Century [J]. Digect of Foreign Social Sciences, 2000, 35(1):204–205. [27] Greene J C, Caracelli V J, Graham W F. Toward a Conceptual Framework for Mixed-Method Evaluation Designs [J]. Educational Evaluation and Policy Analysis, 1989, 11(3):255-274. [28] Gunter L , Caldarella P , Korth B B , et al. Promoting Social and Emotional Learning in Preschool Students: A Study of Strong Start Pre-K [J]. Early Childhood Education Journal, 2012, 40(3):151-159. [29] Hamre B K , Pianta R C , Downer J T , et al. Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms[J]. Elementary School Journal, 2013, 113(4):461-487. [30] Hargreaves A . The emotional practice of teaching [J]. Teaching and Teacher Education, 1998, 14(8):835-854. [30] Hayes A F. Beyond Baron and Kenny: Statistical Mediation Analysis in the New Millennium[J]. Communication Monographs, 2009, 76(4):408-420. [31] Humphrey N, Kalambouka A, Wigelsworth M, et al. Going for Goals: An Evaluation of a Short, Social-Emotional Intervention for Primary School Children [J]. School Psychology International, 2010, 31(3):250-270. [32] Iacobucci D. Structural equations modeling: Fit Indices, sample size, and advanced topics[J]. Journal of Consumer Psychology, 2010, 20(1):90-98. [33] Jennings P A, Greenberg M T. The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes [J]. Review of Educational Research, 2009, 79(1):491-525. [34] Jennings P A . Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students [J]. Mindfulness, 2014, 6(4). [35] Jones S M, Bouffard S M, Weissbourd R. Educators' social and emotional skills vital to learning[J]. Phi Delta Kappan, 2013, 94(8):62-65. [36] Jordan P J, Dasborough M T, Daus C S, et al. A Call to Context[J]. Industrial & Organizational Psychology, 2010, 3(2):145-148. [37] Ju C, Lan J, Li Y, et al. The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout [J]. Teaching and Teacher Education, 2015, 51: 58-67. [38] Kafetsios K, Zampetakis L A. Emotional intelligence and job satisfaction: Testing the mediatory role of positive and negative affect at work [J]. Personality and individual differences, 2008, 44(3): 712-722. [39] Ko?o?lu Z. Emotional intelligence and teacher efficacy: A study of Turkish EFL pre-service teachers[J]. Teacher Development, 2011, 15(4): 471-484. [40] Law K S , Wong C S , Song L J . The Construct and Criterion Validity of Emotional Intelligence and Its Potential Utility for Management Studies [J]. Journal of Applied Psychology, 2004, 89(3):483-96. [41] Li M, Pérez-Díaz PA, Mao Y and Petrides KV. A Multilevel Model of Teachers’ Job Performance: Understanding the Effects of Trait Emotional Intelligence, Job Satisfaction, and Organizational Trust [J]. Front. Psychol. 2018, 9:2420 [42] Litze Hu, Bentler P M. Cutoff Criteria for Fit Indexes in Covariance Structure Anaysis: Conventional Criteria Versus New Alternatives[J]. Structural Equation Modeling, 1999, 6(1):1-55. [43] Myint A A, Aung A A. The relationship between emotional intelligence and job performance of Myanmar school teachers [J]. Journal of Teacher Education, 2016, 1(1). [44] Naderi Anari N. Teachers: emotional intelligence, job satisfaction, and organizational commitment [J]. Journal of workplace Learning, 2012, 24(4): 256-269. [45] Nelis D, Quoidbach J, Mikolajczak M, et al. Increasing emotional intelligence:(How) is it possible?[J]. Personality and individual differences, 2009, 47(1): 36-41. [46] Nizielski S, Hallum S, Lopes P N, et al. Attention to student needs mediates the relationship between teacher emotional intelligence and student misconduct in the classroom [J]. Journal of Psychoeducational assessment, 2012, 30(4): 320-329. [47] O'Boyle Jr E H, Humphrey R H, Pollack J M, et al. The relation between emotional intelligence and job performance: A meta‐analysis[J]. Journal of Organizational Behavior, 2011, 32(5): 788-818. [48] Oliver R M , Wehby J H , Reschly D J . Teacher classroom management practices: Effects on disruptive or aggressive student behavior [J]. Society for Research on Educational Effectiveness, 2015(3):11. [49] Pérez J C, Petrides K V, Furnham A. Measuring trait emotional intelligence [J]. Emotional intelligence: An international handbook, 2005: 181-201. [50] Perry C , Ball I . Dealing constructively with negatively evaluated emotional situations: the key to understanding the different reactions of teachers with high and low levels of emotional intelligence [J]. Social Psychology of Education, 2007, 10(4):443-454. [51] Petrides K V, Furnham A. On the dimensional structure of emotional intelligence [J]. Personality and individual differences, 2000, 29(2): 313-320. [52] Petrides K V , Furnham A . Trait emotional intelligence: Psychometric Investigation with reference to established trait taxonomies [J]. European Journal of Personality, 2001, 15(6):425-448. [53] Petrides K V , Pita R , Kokkinaki F . The Location of Trait Emotional Intelligence in Personality Factor Space[J]. British Journal of Psychology, 2007, 98(Pt 2):273-289. [54] Pianta R C. Patterns of relationships between children and kindergarten teachers[J]. Journal of School Psychology, 1994, 32(1):15-31. [55] Platsidou M. Trait emotional intelligence of Greek special education teachers in relation to burnout and job satisfaction [J]. School psychology international, 2010, 31(1): 60-76. [56] Poulou M S . Social and Emotional Learning and Teacher–Student Relationships: Preschool Teachers’ and Students’ Perceptions [J]. Early Childhood Education Journal, 2016, 45(3):1-9. [57] Poulou, Maria S . An examination of the relationship among teachers’ perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students’ behavioral difficulties [J]. International Journal of School & Educational Psychology, 2017:1-11. [58] Rey L, Extremera N, Pena M. Emotional competence relating to perceived stress and burnout in Spanish teachers: a mediator model [J]. PeerJ, 2016, 4: 2087. [59] Reza P, Samaneh S.Personality and Emotional Intelligence in Teacher Burnout [J].Spanish Journal of Psychology, 2012,15 (1):227. [60] Rooy D L V , Viswesvaran C . Emotional intelligence: A meta-analytic investigation of predictive validity and nomological net [J]. Journal of Vocational Behavior, 2004, 65(1):71-95. [61] Rosa E M , Tudge J . Urie Bronfenbrenner’s Theory of Human Development: Its Evolution From Ecology to Bioecology [J]. Journal of Family Theory & Review, 2013, 5(4):243-258. [62] Salovey P , Mayer J D . Emotional Intelligence [J]. Imagination Cognition & Personality, 1990, 9(6):217-236. [63] Siegling A B , Nielsen C , Petrides K V . Trait emotional intelligence and leadership in a European multinational company[J]. Personality and Individual Differences, 2014, 65:65-68. [64] Taylor R D , Oberle E , Durlak J A , et al. Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects[J]. Child Development, 2017, 88(4):1156-1171. [65] Tschannen-Moran M , Hoy H W K . Teacher Efficacy: Its Meaning and Measure[J]. Review of Educational Research, 1998, 68(2):202-248. [66] Vesely A K , Saklofske D H , Leschied A D W . Teachers—The Vital Resource The Contribution of Emotional Intelligence to Teacher Efficacy and Well-Being [J]. Canadian Journal of School Psychology, 2013, 28(1):71-89. [67] Whitaker, R. C., Dearth-Wesley, T., & Gooze, R. A. Workplace stress and the quality of teacher–children relationships in Head Start [J]. Early Childhood Research Quarterly, 2015, 30: 57-69. [68] Wong C S , Law K S . The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study[J]. Leadership Quarterly, 2002, 13(3):243-274. [69] Wong C S, Wong P M, Peng K Z. Effect of middle-level leader and teacher emotional intelligence on school teachers’ job satisfaction: The case of Hong Kong[J]. Educational Management Administration & Leadership, 2010, 38(1): 59-70. [70] Yin H, Lee J C K, Zhang Z. Exploring the relationship among teachers' emotional intelligence, emotional labor strategies and teaching satisfaction [J]. Teaching and Teacher Education, 2013, 35: 137-145. [71] Zee M, Koomen H M Y. Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being A Synthesis of 40 Years of Research[J]. Review of Educational Research, 2016, 86(4):672–681. [72] Zheng X, Zhu W, Zhao H, et al. Employee well‐being in organizations: Theoretical model, scale development, and cross‐cultural validation [J]. Journal of Organizational Behavior, 2015, 36(5):621–644. [73] Zinsser K M ,Denham S A ,Curby T W,et al. "Practice What You Preach": Teachers' Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices [J]. Early Education & Development, 2015, 26(7):1-21. 专著： [1] Bar-on R. The Emotional Quotient Inventory: Techinical manual [M]. Toronto, Ontario: Multi-Health System, Inc. 1997. [2] Bronfenbrenner U. The ecology of human development [M]. Harvard university press, 1979. [3] Bronfenbrenner, U. Ecological systems theory. In R. Vasta (Ed.), Annals of child development (Vol. 6)[M]. Greenwich, CT: JAI Press.1989. [4] Geiser C. Data Analysis with Mplus [M]. Guilford Press, 2013. [5 Durlak J A, Domitrovich C E, Weissberg R P, et al. Handbook of social and emotional learning: Research and practice [M]. The Guilford Press, 2015. [6] Goleman, D. Emotional intelligence: Why it can matter more than IQ [M]. New York: Bantam Books.1995. [7] Goleman, D. Working with emotional intelligence [M]. New York: Bantam Books.1998. [8] Humphrey, N. (Ed.). Social and emotional learning: A critical appraisal [M]. SAGE Publications Limited, 2013. [9] Jennings P A . CARE for Teachers: A Mindfulness-Based Approach to Promoting Teachers’ Social and Emotional Competence and Well-Being[M].Handbook of Mindfulness in Education. Springer New York, 2016. [10] Mayer, J. D., Salovey, P., & Caruso, D. R. Competing models of emotional intelligence. In R. J. Sternberg (Ed.), Handbook of human intelligence (2nd ed.)[M]. New York: Cambridge University Press.2000. [11] Pérez, J. C., Petrides, K. V., & Furnham, A. Measuring trait emotional intelligence. In R. Schulze and R. D. Roberts (Eds.), International Handbook of Emotional Intelligence [M]. Cambridge, MA: Hogrefe & Huber, 2005.