社会情感能力是学生重要的非认知因素，在促进学生学习和个性发展方面具有举足轻重的作用。生态系统理论认为，学生的社会情感能力会受到其所处的社会环境的制约，在与他人和周围环境交互过程中持续发展。基于此，该研究的目的在于考察学生在学校的人际关系（包括同伴关系与师生关系）与社会情感能力二者内部纵向关系。在此基础上，为更好促进学生在校园环境中培养和发展社会情感能力，进一步探讨学生学校人际关系对于其社会情感能力发展的影响作用机制，综合考察学校参与和学校归属感在其中发挥的直接和间接效应。

为实现上述研究目标，本研究采用追踪设计，通过分层抽样对学生进行两轮测试，并使用交叉滞后模型和结构方程模型对数据进行统计建模，具体分为以下两个研究：研究一使用交叉滞后模型对学生的师生关系、同伴接纳与同伴拒绝及社会情感能力的发展稳定性进行探讨，在此基础上考察师生关系、同伴接纳与同伴拒绝及社会情感能力之间的因果关系。研究二使用结构方程建模探讨学生学校人际关系对于社会情感能力的发展的作用机制，考察学生的学校参与和学校归属感在其中发挥的直接与间接效应。

基于数据分析，本研究主要得到以下研究结论：

（1）学校人际关系与社会情感能力的纵向关系中，师生关系与社会情感能力呈双向的因果关系；先前的同伴接纳可以预测后期学生的社会情感能力，而同伴拒绝则无法预测学生后期的社会情感能力；先前的学生社会情感能力可以预测后期同伴拒绝，但无法预测后期的同伴接纳。

（2）学校人际关系内部纵向关系中，前期的师生关系无法显著预测学生后期遭受的同伴接纳与拒绝，但前期的同伴接纳对未来学生的师生关系和同伴拒绝有一定影响，前期同伴拒绝则仅能负向预测后期学生的同伴接纳。

（3）学校参与和学校归属感均可以对学生同伴接纳与师生关系对社会情感能力的发展中发挥间接作用，并且学生的学校归属感-学校参与在其中发挥链式间接作用。而同伴拒绝可以负向影响学生的学校参与，但无法预测学生的学校归属感与社会情感能力。

Social-emotional competence is an important non-cognitive factor for students, which plays a pivotal role in promoting students' learning and personality development. Ecosystem theory argues that students' social-emotional competence are constrained by their social environment and develop continuously in the process of interacting with others and the surrounding environment. Based on this, the purpose of this study is to investigate the internal longitudinal relationship between students' interpersonal relationships (including peer relationship and teacher-student relationship) and social emotional competence. On this basis, it explores the influencing mechanism of students' interpersonal relationships on the development of students' social-emotional competence, and comprehensively investigates the direct and indirect effects of school participation and school belonging.

In order to achieve the above research goals, this study adopts a tracking design, conducts two rounds of tests on students through stratified sampling, and uses structural equation modeling to carry out statistical modeling of longitudinal data. It is divided into the following two studies: Study 1 uses a cross-lag model. The development and stability of students' teacher-student relationship, peer relationship (peer acceptance and peer rejection), and social-emotional ability were discussed. causal relationship between. Study 2 used structural equation modeling to investigate the mechanism of students' school interpersonal relationships on the development of social-emotional abilities, and to examine the direct and indirect effects of students' school participation and school belonging.

Based on data analysis, this study mainly draws the following conclusions:

(1) In the longitudinal relationship between school interpersonal relationships and social-emotional competence, teacher-student relationship and social-emotional competence show bidirectional causality; prior peer acceptance can predict later students' social-emotional competence, while peer rejection cannot predict later students' socio-emotional competence; prior student socio-emotional competence can predict later peer rejection, but cannot predict later peer acceptance.

(2) In the internal vertical relationship of school interpersonal relationships, the early teacher-student relationship cannot significantly predict the peer acceptance and rejection of students in the later stage, but the early peer acceptance has a certain impact on the teacher-student relationship and peer rejection of future students. Peer rejection in the early stage Then it can only negatively predict the peer acceptance of later students.

(3) Both school participation and school belonging can play an indirect role in the development of students' peer acceptance and teacher-student relationship on the development of social-emotional ability, and students' school belonging-school participation plays an indirect role in a chain. While peer rejection can negatively affect students' school participation, it cannot predict students' school belongingness and social-emotional competence.